The lesson starts with the quick brainstorming of "dos and donts for Job Interviews". Ss talk about the Interview advices they learnt in the previous lesson

To enhance their vocabulary knowledge through speaking,T makes Ss elicit the words "Interviewer" and "Interviewee" from a picture. T shows a picture including an Interviewer and an Interviewee and asks class what they see. Ss comment on picture. T asks "who is the man siiting in front of the woman with a pen and a notebook? "Who is the woman?" "What are they doing?"After several discussions of the Ss T asks what do we call a person in the positiıon of that man in the picture and Ss try to elicit the target words. According to their answers, T ask Ss the definition of Interviewer and Interviewee and O/C definitions are made.T repeats the correct definitions in the end.

In order to prepare Ss for the listening section T pre teaches some target vocabulary (Before the start of the lesson T plasters several synonyms and phrases on the wall and the class sits in U-Circle.)T draws the attention of the class to the synonyms/phrases and explains the class that they will match them with the correct vocabulary. Later T starts to show the target vocabulary and for each voc O/C match it with the correct synonym or phrase orally. In the next step, this time T points the synonyms and phrases and for each synonym/phrase Ss try to find the correct target voc from what they remember.O/C decides the matchings and to make Ss feel comfortable during the listening exercise teacher plasters the words and their synonyms and phrases on the wall.

T gives Ss the HO and wants them to look at ex.4a. T explains Ss that they are going to listen to three interviews and wants them to check the two questions in ex.4a before listening. T tells Ss to do the exercise alone.After making Ss sure of why and how they will listen, T opens the track and Ss complete 4a alone. At the end of the track T divides the class into pairs quickly and Ss check their answers in pairs.(T monitors) Later O/C check the answers and T writes the correct answers on the board.

T wants Ss to look at ex. 4b in their HO and with pairs try to answer the questions from what they remember from the track. Then T opens the track again and Ss checks the answers for each interview again. If it is necessary the track is played again.In the end of the stage, T nominates Ss from class to share their answers and then asks the class "Do you agree with her?" "What do you think?" and O/C gives F/B.

To elicit Ss' grammer knowledge of the "use of auxiliary verbs" through speaking, T opens a W/C discussion on a sentence. T writes on the board the sentence "I do have a query" and asks the class why the auxiliary "do" is used in this sentence and opens a W/C discussion. Ss try to find the answer. In the end teacher points out to Ss that to emphasize the main verb in a sentence, we put an auxiliary verb to the sentence and stress it.

To improve Ss' speaking skills on introducing questions T makes them read a dialogue and underline the target expressions.T opens exercise 5A on p.15 on smartboard and wants students to look at exercise 5A in their HO.T reads the instructions. Ss P/W underline the expressions that introduce a question. Volunteers spell the expressions and come and underline the sentences on smartboard.

To improve Ss speaking skills on introducing opinions, T this time makes Ss read a dialogue and underline the expressions introducing an opinion.T opens the exercise 5B on p.15 on smartboard and students look at exercise 5B in their HO. T explains Ss that this time they will underline the expressions introducing an opinion. Ss P/W do the exercise and volunteers come to smartboard and underline the sentences.

To enhance Ss' speaking skills on introducing questions and opinions, T drills the target expressions with using the intonation. T opens p.128 on smartboard and drills the sentences by focusing on the intonation and students repeat the expressions.

To improve Ss' speaking skills on interviewing with each other through introducing questions and opinions , T makes an error correction activity on an interview. T opens Exercise 1.3 on p.129 on smartboard and wants students look at the exercise 1.3 in their HO . T gives one min for students to quickly review the sentences of the dialogue.Then,O/C correct the mistakes orally.

In order to develop speaking skills and pronunciation Ss P/W practice the dialogue they corrected in the previous stage. They switch when complete. T monitors Ss and provides help if needed.