T set the context of reading by showing a photo entitled 'Mens from Mars, Omen from Venus' via the overhead projector, and enable some personalisation by asking the students wether they agree that men and women think differently or not. Feedback: elicit ideas from whole class and then ask them to peer check their own opinions.

T arranges the students into two groups (men and women if possible) and gives each group cut-ups of 8 statements about things that men and women never say. In this statge, Students have a good opportunity to express their own opinions about what the things that men and women could never say. Furthermore, they are going to write in the table (drawn on wb) number of comments (from the cut-ups) they think men or women never say Feedback: T goes around the class and gives help as needed. T also can elicit ideas by having students write the statements up on the whiteboard

T asks the students to work individually to read for details and complete the questionnaire about men and women different attitudes by choosing one out of three options. Students have an opportunity to practise scanning-skills. They will scan the given answers, making use of the contextual cluse to work out new words meanings. Then, they are told to compare their answers with a partner. In a class feedback, T finds out if male and femal students tended to give different answers. Alternatively, they can check their answers in mixed groups.

T points out that the text they are about to read reports the findings of the survey, which used the questionnaire they have just completed. T asks the students to read carefully (reading for details) and decide if each gap should be filled with 'men' or 'women' Feedback: Students check their answers in pairs or they mingle around the class and share their answers. T elicits answers fom wc

By applying T pins cut-ups definitions for vocabulary that exist in the surveyson classroom's wall. In pairs, students need to move around the class and try to wok out the meanings by matching each definition on the cut-up with vocabulary from the questionnaires. This best apply "Test-Teach-Test" as T checks students knowledge in a time limit whether they are familiar with the vocabulary or not. Then T elicits answers and clarifies the new words. T tests students again by having them use the new learned words in further stage Feedback: Ss peer check their answers. T get wc feedback.

In a semi-controlled practice, T takes advantage of the new words they have identified in the text (receptive lexis) and write them on the wb. In two groups, ss use the words on wb and holding an conversation creating short story about man and woman relationship they need to The exercise may also help them to activate background schema. In two groups, students will tend to recall related vocabulary and expressions from recently learnt lessons. Moreover, students will enjoy developping the story from their own perspectives. Feedback: If time allows, one of each group tells the story in front of the class.