I will ask the following questions (questions will be projected on the board), and students will discuss these questions in their groups for 3 minutes. I will then nominate different students for feedback Think of an ideal/perfect job. Why do you think this job is perfect? Why do you think some people decide to change their jobs? Would you do that? Do you think it's a good idea or not? What are the good and bad things about changing your job?

1- Students are asked to read the 3 texts. 2- They are then given cut ups (sentences cut in two). They are asked to put these sentences together in a logical way, and to match them to each of the 3 texts. 3- The quotes will be projected on the board (they will be the marker sentences), and T will ask students to come to the board and write the correct names. 4- During FB, T will ask students to justify their answers. Why did...say this?

1- T will ask students if they can divide each marker sentence into 2 clauses. T will ask ss if the order of these clauses can be changed (yes). 2- T will ask ss ''In these 6 sentences, what is similar? (they are all in the future) and ''What time are we talking about, in these sentences? (future). 3- Ask ss to underline the conjunction in each of these sentences (if they are not sure, do the first one: If). Then ask ss to give the conjunction for each sentence, and underline it on the board. 4- Ask ss to underline the verb that comes after the conjunction. Do it on the board. 5- Ask ss if we are talking about the future. Then, ask what tense is used after the conjunctions (present simple). 6- Underline in green the second verb in the second clause, and ask what tense is used (future). 7- Explain that even when we are talking about the future, we use....? (the present verb form) after ''if, unless, when, before, after, as soon as, until, once, next time''. And that in the other part of the sentence, we use....? (a future verb form is used (will, going to)). 8 - For each sentence, ask ss to say if they are sure about what will happen, or if we are guessing/imagining what will happen. Why (not)? 9- Ask: when we use ''if'', are we sure about the future or not? (no) and when we use ''when'', are you sure? (yes)... (repeat with ''as soon as'', ''before'', ''after'', ''unless'', ''until''...etc.). 10- List the conjunctions on the board. Ask ss to put them in 2 groups : sure, unsure of the future (nominate ss, and write the answer next to the conjunction). 11- Write the form on the board, and elicit it from ss. 12- Drill the conjunctions. Drill the marker sentences putting stress on the conjunction. Drill the marker sentence, changing the order of the clauses. Ask: where is the stress in the sentence? (on the conjunction). Play around, do backchaining.

Change groups. 1- Controlled practice: Ask ss to do exercise 1 (fill in the gaps). Nominate ss to give their answers and ask them to justify their answers. 2- Semi controlled practice: ask ss to do exercise 2 in groups. Ask each group to read some of their sentences.

Ask ss to change groups. 1- Give a card to each ss, and ask them not to show their partners. They will read their card to their partners, who will have to think of a condition in the future. An example will be projected on the board.