T: Greets the class, gives them a set of words and asks them to put them in order according to their importance for them. Instructions: put the words in order from the most important need at the bottom ICQ: where should you put the most important need? S: In pairs, students put the words in order. T: Asks students to stand up and check their classmates' answers and see whether they agree or disagree. T: Asking for feedback.

Vocabulary to be taught in this stage is demands/ motivation/esteem and self-actualisation. T: Elicits the words from the students by asking questions like 1. what's another word for needs/ requests? D------ (demands) 2. What's another word for reason/ sth that encourages you to do sth? M--------- (motivation) 3. What's another word for respect? (Most probably students will not get this right) so the teacher can provide the word and asks CCQs to confirm that students got the right meaning. 4. If you know well what your abilities are and what you can do or can't do...you will likely have self------------------- (students might find a difficulty knowing this word, so the teacher can provide them with the word after two trials) and elicits examples from the students.

T: Shows the students the gist HO and asks them to read the text quickly and answers the question. S: Check their answers in pairs. T: Gets feedback from one nominated student and asks whether everybody agrees.

T: Projects Maslow's empty pyramid and gives the students 3 minutes to read the text and underline the five types of needs. S: Read and underline the words. S: Check their answers in pairs. T: divides the class into two groups and gives them the needs on colored cut-outs. S: puts one heading on the board at a time T: Checks and says who got all the answers right. ( An answer key will be given after they finish the third task)

T: Asks the students to read more carefully this time and to find and underline examples of each need. S: Read and underline the examples. S: Check in pairs T: Divides the class into three groups (based on cut-outs colors) and asks them to match the examples with the headings. S: Stick as many examples as they can on the board T: Provides the students with an answer key

T: raises three main questions 1. Do you think that Maslow's theory explains human motivation well? 2. How does this theory imply to your life? 3. Give examples of what motivates you to keep going. S: (In groups) discuss the three questions. T: monitors and takes notes T: Asks for feedback from each group and make some content correction.