I will put up some pictures on the WB and perhaps around the classroom and ask them to look at them without saying anything. I will try to use only gestures in this stage.

I will write the word "work" on the WB. The Ss will have a better chance of knowing what they're about to hear and this will help them feel less stressed before listening. (T-S) They will be asked to read 1 from the book. and ICQs will be asked to make sure they understand. I will play an audio file from the book twice, at first in silence. Ss will answer their questions in pairs or groups of three. (PW/GW). Then the Ss will check with the T.

Ss will listen to the audio again. SS will tell me the difference betwen work for and work in. I will use gestures and the photos on the WB to ellicit the answers from them. (if necessary)I will explain the difference between "work in" and "work for". I will have to use the board and the photos to clarify. I will write write sentences on the board with and without an indefinite article before job titles, and have the students tell me what is wrong with each and how to fixt hem. (if necessary)I will then, point out that an indefinite article is required in sentences with "be" talking about professions.

One student will be brought to the WB and given a little card with the name of a profession written on it. (S)he may not show it to the others and will have to help others guess the meaning through miming. The one who says the job's title first will be the next student to the the exercise.

They will be asked to mingle, ask and answer questions from three of their classmates, and tell the class what they have learned about them.