T sets context by asking Ss "What are some economic problems of Turkey today?" T lists some of the problems on the board. Open discussion acts as a warm-up for Ss. T writes/elicits economic terms to transition to pre-reading.

T pre-teaches vocab from text. "Consumer (PP), Second-Hand(PP), GDP" via eliciting: CCQs, photographs (from PP). Elicit Consumer via PP slide with people making purchases Elicit Second-Hand via PP slide with Devrim\Mustang car, CCQ "How do we describe these cars? When making a purchase?" GDP elicit via PP slide "Product+Service=GDP" "What is used to describe a country's wealth?"

T tells SS they will read a text about the economy of Brazil. T asks Ss to predict what economic problems Brazil may have - T writes on W/B. T tells Ss to read the text alone for 1 min and make note about the problems of Brazil. After, T asks if predictions are true and why/why not

T will ask Ss to work together in pairs, passing out a H/O. T asks Ss to fold paper in half and work on Gap-Fill questionnaire with partner (5-8 mins). When finished, T will call on Ss to answer Gap-Fill. T has partners switch with another pair and unfold H/O. T tells Ss to read and work on second half of H/O,(5-8 mins) supporting the claims of the exercise with their new partner. After T tells partners to get up and compare answers with each other.

T ask Ss "What problems from previous exercise apply to Turkey? How would you fix these problems?" Ss work with new partner to discuss for 5 mins and think of ideas. Ss then meet up with another pair and discuss how they could help eachothers remedies. T asks volunteers to present.