Write organized on the board and elicit the meaning. Ask a few students if they think they are organized, and have them explain why or why not. Provide example on board: I am organize because I always stick to a schedule, I keep my things in the correct places... Ask students what they do to organize and remember all of the tasks they have to do. Write their ideas on the board.

Have students read through the information and tell a partner if they use a to-do list. Have them give more information, such as what kind of tasks they put on their list, and whether the list is on paper or on their phone or computer.

Have students read through the options and check understanding. Remind them that they don’t need to understand every word; they just need to complete the task. Play the audio track and have students select the correct option. If necessary, play the audio track a second time. Have students discuss their answer with a partner. Then conduct feedback with the class. Have students tell you how they figured out the correct answer

Have students read through the statements and check for understanding. Then go through the task and check that students understand the instructions. Play the audio track and have students complete the task. Have them compare answers with a partner. Then conduct feedback with the class. Go through the pieces of advice and ask students whether they agree or disagree with them and why.

Have students write a to-do list of tasks they need to achieve this week. Tell them that if they can’t think of many real tasks, it is OK to invent some. Monitor and help with vocabulary. Assign students to pairs and have them tell each other about the tasks they need to complete. Which task do they think is going to be the most difficult? Which task is going to take the longest amount of time? Which are they going to do first?