Ss will be asked their opinions about chewing gum whether it helps people in any way and why some people object to people chewing gum. Engage Ss by asking them to look at the pictures of a girl blowing a bubble and another girl chewing a gum. Elicit "chewing gum" and "blowing a bubble". A picture of first-aid will be shown for Ss to comprehend the meaning of the word "aid". T-S task feedback (elicit a few ideas)

Ask Ss to read the titles and check that they understand "concentrate" and "aid". Give them 2 minutes to read the text quickly and let them decide which title is the best for the text. Put them in pairs to compare answers before checking as a class. If necessary, elicit the unknown words. Elicit some guesses about the best title.

Check Ss' background knowledge about definite and indefinite articles. Make sure they understand that "a" and "an" are indefinite articles and "the" is a definite article. Put them into pairs to complete the activity on pg.66 ex.2B. Check answers as a class but try not to give any explanations at this stage. Anticipated CCQs: Do we know which study are we talking about? (No) Has the study mentioned before? (Yes) Is there any other author in the text? (No) Elicit answers from Ss.

Explain that there are many rules of using definite and indefinite articles in English. Put Ss into pairs to read through the information, find the examples in the text (Exercise 1) and think of more examples for Exercise 2. Check answers as a class and go through the language notes by using a slide to enhance Ss.

If necessary, pre-teach the word "siesta". Design WB with a General Knowledge Quiz print-out. Give Ss 2 minutes to check the questions and get them to work individually to complete the gaps and then to compare their answers with a partner. Check answers with the class, then have Ss discuss the answers to the quiz. Play the recording Track 6.2 and ask Ss how many questions they got right. (no whole-class feedback, Ss will check in pairs.) Delayed error correction, as necessary.