Engage students by drawing the map of my country and some branched lines so as to indicate two words like: "branch" and "chain" which will be the focus of the reading text further in the Pre-Reading Stage, and talk about my boss who is a woman and one the most successful businesswoman in my country, thus make a lead-in to the topic of the lesson.

I will put 2 pictures on the WB. The first is Camden Market in London, and the second is a furniture shop. The pictures help build schema about the coming reading part on Home Comforts, which also give me the opportunity to write some vocabulary on the WB which will appear in the reading text further. So, by having students express their knowledge about markets and furniture shops in their country I elicit the words' meaning, do some CCQs and then drill the words. In order to progress with top-down approach to the text, I ask students to work in pairs and discuss about women they know who have become successful at their business or any trade, then get their answers.

I give instructions to the students to work in pairs and read the first paragraph of the text to find out what the woman's job is now, checking their answer afterwards. Then I tell them to work in pairs again and read further in the text and find out what the young woman became good at making, checking their answers afterwards. Again, they are told to work in pairs, skim the text further to the end and find out what she managed to do successfully in time, and then I check on their answers. In addition, students are told to work in pairs, scan the text and put the events from the text in order they appear.

Lastly, I write a question on the WB: "Who works more, men or women?", and tell students to sit in circle and debate on the topic where students get the opportunity to do some free speaking practice for the remaining minutes of the lesson.