I will play some recorded music while class situates themselves. "What's in your pockets" warm-up. Everyone will describe articles in their pockets. Students will investigate posted photographs on board. I may need to distribute photos so everyone can see them. I'll elicit from students themes photos may be about. We'll draw connections between the pictures and discuss work related experiences. What's the worst job you've had? What's the best one? What's your dream job?

We will discuss elicited vocab words and how they correspond to the appropriate pictures. Students will put the photos in order sequence related to a job interview. We'll brainstorm what is and what isn't appropriate/effective at a job interview, potentially making a list of should and shouldn't.

(Activity may also be used under productive tasks) Starting with a question prompt to elicit student info, 'What's the best job you've ever had? What's the worst job you've ever had?" Explain in pairs, 1-2-3-4 numbering get together. Related to vocab list and emergent language words - (I'll check word pronunciation and will clarify vowel stress, double-checking any further questions of vocabulary lexis). We'll regroup and students will describe to whole class answers from another person, thus practicing (controlled from prompt) listening and comprehension and fluency skills/information. Learners will watch and listen to a short video about a job interview. Students can refer to the early handouts and consult potential problem vocabulary too.

We will view a few CV examples, discussing what's positive and weak about them. Discussion will lead to what's important for a job interview like what to wear, how to address interviewer, what to bring to the interview. Starting with a question prompt to elicit student info, 'What's the best job you've ever had? What's the worst job you've ever had?" Explain in pairs, 1-2-3-4 numbering get together. Related to vocab list and emergent language words - (I'll check word pronunciation and will clarify vowel stress, double-checking any further questions of vocabulary lexis). We'll regroup and students will describe to whole class answers from another person, thus practicing (controlled from prompt) listening and comprehension and fluency skills/information. While students are in pairs I'll distribute the role-playing of interview/interviewee. I'll ask that students can add 2-3 extra qualifications. Interviewers stay seated while the interviewees move around (arrange room accordingly) - maybe. Students will try to find their match. Worksheets 6-7 could be compatible exercises to complete with this activity. Page 6 deals with vocabulary and arranging in appropriate order sentences related to a job interview. Page worksheet 7 is applying the sentences and information in an interview format. This may help clarify questions of vocab meaning and order of dialogue sequence. (Activity could occur before role-play too.) An extension exercise could include students freely creating CV's, or maybe used from previous lesson, and class is divided into two groups and then halved. One group are the interviewers and one group are the interviewees.

I'll monitor students during role-play activities to check vocabulary and lexis understanding. I'll try to engage as much SsT as possible and limit TTT. I think by eliciting information, I'll be able to accurately tell if students are understanding or not. Students may correct each other as well. If there's time when written worksheets are completed, I'll read through - concept check - learners' answers.