1) Project the picture of Nancy Mann being interviewed for the job. 2) Elicit whatever they see to understand from the picture. 3) Then, I tell them: "in this picture, the lady whose name is Nancy is looking for a job and now she is getting interviewed. 4) So, I ask the students to tell their partners in one minute "what questions the man is asking from Nancy?". 5) After that, some of the students share the feedback to the class.

1) Having projected the picture of Nancy and the interviewer on the board, students listen to the interview of Nancy Mann for the first time and answer a question: Do think she will get it? why/why not? ---------------------------------------------------------------------------------------------------------------------- (ICQs)~ Is she looking for a job? (Yes)~~Are you listening to Nancy's story or her job interview? 9Her job interview) ----------------------------------------------------------------------------------------------------------------------- 2) The answer will be checked first in pairs and then with the whole class. 3) Then they are given a handout to read the first part of Nancy's interview and are asked to complete the sentences with "do, did, or have". ------------------------------------------------------------------------------------------------------------------------ (ICQs) Should you only read or write some words? (write some words)~What words should you write? do/did/done ------------------------------------------------------------------------------------------------------------------------ 4) They listen again to check their answers and share their understandings with their peers. 5) As a whole class feedback, the text is projected on the board and different volunteers are invited to fill the gaps.

1) Asking questions from the class, I elicited the following sentences from the listening by asking questions like: "Does Nancy still work for Intertec? (Yes). "How long has she worked for Intertec? she has worked there for nearly five years." "Does her experience refer to the past or future? (To the past) 2) I project a timeline describing present perfect.Therefore, I explain the pupils that imagine the person you see in the timeline is Nancy Mann. She talks about her job experience in Intertec with the use of present perfect. 3) Then I highlight the simple present perfect and the meaning which is conveyed to a listener and elicit the form and practice the linking and stress sound chorally. 4) This will be practiced and given hot error correction to the whole class. As a result, MFP is clarified or reviewed as well.

1) Students are given the second handout. 2) They are asked to read and complete the second part of the interview. 3) They listen to check their answers and read them back to their partners. 4) As a whole class feedback, the text is projected on the board and different volunteers are invited to fill the gaps.

1)Students are given the third handout including eight incomplete sentences. 2) First, They are asked to complete the sentences about themselves individually. 3) They share some personal information with their peers in groups. 4) As a whole class activity, they tell the class what they have learned about their peers. ------------------------------------------------------------------------------------------------------------------------ 5)Finally, students are instructed to share their past experiences in a job, education, travel, movie, and book with their classmates. 6)Meanwhile, I monitor the class activity and write their errors on the board in order to elicit the correct forms in feedback stage. 7) At the end, they report to the class what they talked about.