-Show pictures of a surgeon and a student. -Ask students: •Who are they? •What do they do? •Do you think they have busy lives? Why? -Elicit a few ideas.

-Pre-teach only the essential vocabulary (e.g., operation, lecture, research, on call) using pictures, simple definitions, or gestures. -Check understanding using CCQs. -Ask students to look at Marjan’s picture and the title Busy Lives. -Ask prediction questions: •Who is Marjan? •Is she busy or relaxed? •What do you think she does every day? -Students discuss their predictions with a partner before sharing with the class.

Reading for Gist (Exercise 3a) – 7 minutes -Ask students to read the text quickly. -Tell them not to worry about every new word. -Ask ICQs. -Students answer Exercise 3a (How does Marjan feel at the end a typical day?). -Students compare answers in pair (Pair check). -Conduct whole-class feedback. Reading for Specific Information (Exercise 3b) – 8 minutes -Students read the text again more carefully. -Ask ICQs. -Complete Exercise 3b in pairs. -Conduct whole-class feedback and clarify any misunderstandings. Listening for Specific Information (Exercise 3c) – 10 minutes -Tell students: 'They will listen to Darius talking about his daily routine. They need to listen and complete gaps 1-12.' -Ask ICQs. -Students listen and complete Exercise 3c. -Students compare answers in pairs (Pair check). -Play the audio again if needed. -Conduct whole-class feedback.

(Exercise 3d) -Put students in pairs. -Ask students to discuss the questions in Exercise 3d instead of writing the answers. -Encourage them to support their answers with reasons from the reading and listening texts. -Ask ICQs. -After they finish, ask them to continue the discussion with these questions: •Who has a busier life? Why? •Whose routine is more similar to yours? •Would you like to have Marjan’s or Darius’ routine? Why? -Invite a few pairs to share their ideas with the class. -Provide brief feedback on students’ answers and language use.