Lead-in: Brainstorm Activity (Open Class – Online) Tell the students that today’s topic relates to making extra money. To begin, you'll do a quick class brainstorm together. Share the three questions utilising Zoom Whiteboard. Write down answers as they share. 1. Have you ever needed to make extra money? 2. What did you need the extra money for? (e.g. A holiday, a new bike or car, a concert) 3. What did you do to get the extra money? (e.g. Find extra work, sell your possessions, make sacrifices to your lifestyle) Tell students they can unmute and share their ideas. Encourage participation and reassure them that there are no wrong answers. CCQs to check understanding of the task Are we writing or speaking right now? (Speaking) Can you share any idea, or only the correct one? (Any idea, there are no wrong answers) What kind of things are we thinking about? (Needing money, what for, how to get it) Estimated time: 3-4 minutes

Share in chat Reading For Gist Questionnaire and Authentic Material. Instruct Ss to read text, emphasise that they are not filling in the blanks yet. Just read the text and answer the reading for gist questionnaire and submit their answers. Instruct them thatt they only have 1.5 minutes as the text is short and I want to challenge them. Check they understand the reading for gist questions with quick run through. CCQs: Are you filling in the blanks while you read? Are you reading and then filling in the questionnaire? Check responses while screen sharing with group. 1.5 minutes to complete reading for gist task. 0.5 minute screen share answers. Share Google slides and screen share text with blanks. Instruct Ss they are to work on their own page (name at top) in google slides and fill in the correct preposition. 2 minutes to complete the task 2 minutes to check answers as a group with screen share. Then with screen share ask each student in OC to tell me what the phrasal verb is for each line by asking them to spot the verb and the preposition that make the phrasal verb. Give the clue that they already have the preposition and now they just need to say the verb. I will ask each student to tell me the phrasal verb that I will then make bold on the document as they say the phrasal verb.

Share Google slides with students. Meaning Students work individually. They read the sentences and choose the correct meaning of the phrasal verb in context. They then match the phrasal verbs to definitions. Teacher demos one combination. Teacher checks answers with screen share. Ensure Ss understand to work on their own form. Indicate students name on individual slides. CCQ - "Are you all to work on the same slide? Do you find the slide with your name and work on that?" Task time 5 minutes. Form Teacher and Ss to work together. Screen share the form part of the screen and works through the task with the class. Students read each sentence aloud. Teacher asks: “How would you say it with the pronoun?” Students guess. Teacher asks: “Does that sound natural to you?” If unsure, teacher models both versions and asks: “Which sounds more natural?” Teacher writes and says the correct form, highlighting where the pronoun goes. Pronunciation Teacher drills the target phrasal verbs. Focus on word stress. Point out that for verbal phrases there is often equal stress. Students repeat chorally and individually. Teacher highlights where the stress falls in each phrase and models again if needed. Students repeat in full sentences. Corrects when necessary.

Vocabulary – Controlled Practice Share Google Form in chat. Tell students: “You’ll choose the two options that best complete each sentence. Some answers are grammatically fine, but don’t sound natural in real English.” CCQs: How many appropriate answers are there for each question? Are you to submit your answers when finished? Ss complete the Google Form individually. Once most students have submitted, share screen while looking at response results then go through the answers as a class: Read each sentence aloud. Confirm the correct answers. Time: 5 minutes

Post the below questions in chat. Explain that it is time for some freer practice where Ss are to work in pairs where they can pick and choose any of the questions below to spark discussions. They will get 3 - 4 minutes each to ask the other person the questions and let them answer and then swap roles. CCQs: Are you writing anything for this task? Are you to both ask each other the questions at the same time? Will one ask questions for 3-4 minutes while the other answers? Estimated time: 8 - 9 mins. Monitor rooms and take notes for DEC Have you or anyone you know ever come into some unexpected money? What did they do with it? What’s something you’ve saved up for in the past, or something you're saving up for now? Have you ever finally paid off a big debt or purchase? How did it feel? Have you ever had trouble paying someone back — or had to wait for someone to pay you back? What’s something you wish would go down in price? Do you think it ever will? Have you ever taken out a loan or mortgage? What was it for? What’s the largest deposit you’ve ever had to put down? Was it worth it? Have you ever been ripped off while travelling or shopping? What happened? What’s a film, book, or product you were really excited about when it came out? Can you think of a business, product, or trend that suddenly took off? Did you expect it?

Use final minutes for DEC utilising notes taken during free practice.