Tell SS to work in pairs to answer the questions about advantages and disadvantages of borrowing money from different sources in Ex 1 A and 1 B, on p 42 of the handout “Unit 3: Money”. Encourage SS to extend their answers by giving reasons and examples for their choices. Get a whole class feedback.

Tell SS to complete the table with the missing parts of speech, in ex 2 A, on p 42. Give SS a minute to work individually and ask them to compare their answers with a partner. Tell SS to use dictionaries to check the correct forms and elicit the answers from the class. Write a few more words on the board, such as “teach, creation, run, and writer”. Ask SS to identify and say the corresponding verb, noun, and person forms of each word. Elicit the answers from different SS and provide a whole class feedback.

Give SS a new handout with the text titled “When the Bank Says No”. Direct students to look at the question that appears before the text and have them discuss their experiences. Encourage SS to elaborate on their answers by providing reasons and examples. Ask SS to refer back to the previous handout and think about what they believe the article will be about. Have them discuss their predictions with their partners. Give SS 1 minute to read the introductory paragraph of the article individually. Conduct a brief whole class feedback.

Give SS 5 minutes to read the article individually and confirm whether their earlier predictions were correct. Direct them to ex 3 A, on p 42. Ask SS to read the article again and match points 1 to 6 with the relevant paragraphs from the text. In ex 3 B, instruct SS to answer the comprehension questions based on the article. Have them work in pairs to check and compare their answers. In ex 3 C, tell SS to note down what the numbers in the article refer to. Share the answer key and provide a whole class feedback.

In ex 4 A, p 42, ask SS to think about which idea from the article they liked the most and why. Tell them to discuss their opinions with a partner, encouraging them to give reasons for their choices. Monitor SS closely as they speak and provide a whole class feedback.

In ex 4 B, on p 42, divide SS into pairs. Ask each pair to look at the table and choose one crowdfunding project they would like to lend money to. Give them a few minutes to discuss the options. In ex 4 C, tell each pair to present their chosen project to the class and explain why they selected it. In ex 4 D, ask SS to answer the follow-up question: Do you know any projects that need crowdfunding? Encourage a brief discussion and provide a whole class feedback.

Give SS a new handout related to the documentary video titled “Unit 3: Money”. In ex 1 A, on p 5, ask SS to work in pairs to ask and answer the questions about raising money. Instruct SS to look at the pictures and discuss what activities they think the people are doing or preparing to do to raise money in ex 1 B, on p 5. Tell SS to underline the correct words to complete the given phrases. Have SS pair-check their answers before providing a whole class feedback.

Have SS watch the documentary video for the first time to confirm their predictions from ex 1 B. Play the video a second time and tell SS to do ex 2 B, where they complete the “Reason” column in the table using the information in the box. Play the video a third time for SS to do ex 2 C and 2 D, where they fill in the “Extra Information” column and complete the sentences by writing the correct numbers. Allow brief pair-checking before eliciting the answers. Conduct a whole class feedback.

In ex 3 A, on p 6, instruct SS to work in pairs and think of a cause that is important to them. Ask them to choose a real charity or create their own charity to raise money for. Give SS 2 minutes to discuss the questions and make notes about their ideas. In ex 3 B, tell SS to share their ideas with another pair. Encourage them to compare their ideas. Monitor them closely as they speak, help with vocabulary where necessary. Provide a whole class feedback.

Ask SS reflective questions such as: “What did you enjoy most about today’s lesson? Why? Did you learn any new vocabulary or phrases?” Put some good use of language and write common mistakes on the board made during the speaking stage. Elicit corrections.