Show a picture of an interview and elicit the context for the lesson. Sts discuss a good or bad interview they've had. Teacher monitors. Ask for some general FB.

Elicit the following words: bizarre (synonym - strange), pioneer (someone who is the first to do something), brilliant (extreme adj). After eliciting the meaning, ask CCQs (per LA sheet), drill briefly, board, elicit and mark the stress and the part of speech.

Sts look at the title of the text (Extreme Interviews) and think about what it means. Get some of their ideas.

Learners read the text and check if the predictions they made are true or not. Set a time limit of 5 minutes. Peer check and discuss the ideas briefly as a class.

T dictates 5 sentences: 1. This interviewing technique helps employees choose the best candidates. 2. Google doesn't use this interviewing technique. 3. Steve Jobs pretended to be a chicken because he thought the interviewee was boring. 4. Extreme interviewing has been used for a long time. 5. David Moyle uses this interviewing technique to see how clever people are. Tell sts to read the text again to find out if the sentences are TRUE or FALSE. Sts read and peer check. Then do WC FB.

Sts look at the highlighted words in the text and match them to the definitions. Peer check and WC FB.

Ask sts if they remember what a relative clause is - ask for an example. Sts find examples of this structure in the text and underline them. After finding them, sts talk with their partners about if the RC are defining or non-defining and why the different pronouns are used. They should also identify what the relative clause is actually defining.

Sts discuss one of the questions from the reading: you are stranded on a desert island. Choose 10 people of 10 professions to go with you. After sts discuss, ask each group to share one of the people they chose and why. Ask sts if they have ever had an "extreme interview" and to describe their experience to the class briefly.