Teacher read the part "a" of the book and asks students to imagine that a friend is starting a new office job tomorrow. Students think of two Do's and/or Don'ts and discuss their ideas with a partner. Teacher elicits a few ideas from the students and writes some of their answers on the board in two columns: DO | DON'T Teacher briefly introduces the topic of the reading: Today we're going to read some tips about how to survive your first day in a new office.

Teacher introduces the selected vocabulary through short contexts related to the reading topic. Teacher presents each word in a simple sentence and asks students to guess the meaning from the context. 1. forecast >Check the weather forecast before you leave home. Teacher asks: >Does a weather forecast tell you how the weather will be in the future, maybe tomorrow? (Yes) >Can we use a forecast to know exactly what will happen? (No) Teacher models the word and students repeat. 2. enthusiastic >Ali is very enthusiastic about buy a ne phone. He can't wait. Teacher asks: >Is Ali happy or sad about getting a new phone? (happy) >Is an enthusiastic person person excited or bored about something? (exited) Teacher models the word and students repeat. 3. colleague >Sara works in an office. The people who work with her are her colleagues. Teacher asks: >Do Sara and her colleagues work together? (Yes) >Is a colleague someone you work with? (Yes) Teacher models the word and students repeat. 4. admit >If you don't know something, you can say, “I don't know” You admit that you don't know it. Teacher asks: >When you admit do you say that something is true? (Yes) >Do you hide the fact? (No) Teacher models the word and students repeat. 5. impress >Ali wants to impress his new boss, so he works very hard. Teacher asks: >Does Ali want his boss to think positive of him? (Yes) >Does he want to make a good impression? (Yes) Teacher models the word and students repeat. 6. Annoy >If someone talks loudly while you are working, it can annoy you. Teacher asks: >Does it make you feel happy? (No) >Does it make you feel irritated? (Yes) Teacher models the word and students repeat. 7. mistake / make a mistake >I wrote the wrong answer. I made a mistake. Teacher asks: >Did I do something correctly? (No) >Did I do something wrong by accident? (Yes) Teacher highlights the collocation: make a mistake Teacher models the phrase and students repeat. Vocabulary check: Teacher gives students short sentences with gaps and asks them to complete them using the vocabulary they have just learned. Check the weather ______ before you leave. Your new ______ are the people who work with you. If you don't know something, you can ______ it. Don't try too hard to ______ your boss. Loud music can ______ other people. If you do something wrong, you make a ______. Teacher checks the answers briefly with the class.

Teacher asks students to read the article individually and answer the question from Part "b":Are your tips there? Students read the article and compare the information with the tips they discussed in the warmer. Teacher checks the answer briefly with the whole class.

Teacher asks students to read Top Tips A–G and explains that they need to match each tip with the correct place in the article. Doing part "c" Students have one minute to read the seven tips. Teacher then asks students to read the article again and put the correct tip (A–G) in each of the seven spaces (1–7). Students will be given 5 minute to complete the task individually Teacher monitors the students while they complete the task. After that teacher checks the answers with the whole class ask volunteer student to read their answers.

Teacher asks students to discuss the questions from Part "d" with a partner: Which tip do you think is the most important? Do you think any of the tips could also be useful for the first day in a new class or on a course? Students discuss their ideas with their partners and give reasons for their opinions. Teacher then brings the class together and asks several students to share their opinions. Teacher encourages students to respond to different ideas and briefly asks follow-up questions such as: Why do you think this tip is important? Do you agree with your classmate? Why? Would this tip be useful in a new class? Teacher briefly highlights some different opinions and connects them back to the reading