1. T will show Ss some pictures about different jobs (Slides-1) 2. T will ask Ss how many of them they identify *T and Ss will name each job 3. T will ask Ss about choosing a job: *What do you think is important to consider when choosing a job? 4. T will show another slide with images of people talking/discussing/debating (Slides-2) *T asks Ss what do the images represent *T ask Ss what do they think they'll do on this lesson, or what the lesson will be about

1. T will introduce the listening activity: *T will show Ss the different people (Slides-3) * T will show Ss the chart (Slides-3) * T will explain the chart to Ss and how they will fill it in 2. Listening activity: *Ss will listen to four people talking about their interests *While they listen,they will fill in the table with their interests *T will ask if they need the audio to be played again * T will tell Ss that they can check the written information on slide 4 -if not- *T will give Ss 2 minutes to choose at least two jobs for each person and write those on the next column ICQs: *Are you working individually or in pairs? A: individual *Are you going to fill in both columns? A: No, just the first one/ interests one 3. Ss will discuss their answers in BOR (2 min) *T will ask Ss to share answers with classmates, but they WOULD NOT change anything from their chart ICQs: *Are you going to change the information of your chart? A: No 4. OCFB

1. T will show Ss different phrases to share and compare ideas: *I think that (name) will be a good/bad (job) because *In my opinion, (name) should become a (job) because... *... is very ... so, he/she will be a good... 2. MEANING T will ask Ss what do this sentences represent *T will elicit other way of saying them and asking Ss if they think they're ok: (I think that Morgan will be a good nurse because... --> I think that Morgan should be a nurse because. In my opinion Morgan should be a nurse because... ---> In my opinion, Morgan will be a good nurse because ... *T will make the negative form of the sentences: (I don't think that..., In my opinion.... should not) *Are they formal, informal or neutral? Would you use these expressions with everyone? 3. FORM T will elicit the form of the sentences *Which part of the sentence refers to the comparison? Which one represents the reason? *Which are the comparative expressions? (I think, In my opinion) *Which are the reasons sentences? (because, she likes) *T will ask Ss for the structure they see (noun, verbs, adjectives, tenses, etc) 4. PRONUNCIATION T will say some examples and Ss will need to identify the stressed words *T says the sentence/expressions, Ss repeat (drilling)

1. T will explain the next activity *Using their chart, Ss will come up with an idea of why they chose each job (e.g) I think that Morgan will be a perfect teacher since she likes people. *Ss will come up with their sentences in BOR (at least 2 sentences each) (6 min) 2. Ss do the activity, come back and change partners *Ss repeat the activity (6 min) 3. OCFB 4. T sets the same activity but on a different perspective (6 min) Ss will say at least 3 interests of each and their partners will come up with two job suggestions using comparing ideas (I think that you could be..., In my opinion you should...) 5. T monitors each activity

1. T shows Ss different sentences they said (both correct and incorrect) * T asks Ss if they think the sentence is correct, if not, what would they change 2. T asks for pronunciation of words, Ss speak, T elicits the correct form, Ss repeat (drilling)