The teacher writes on the WB: I have..., I work..., I use..., I don't work..., I don't have..., I don't use... He sticks some FC on the board (10 jobs). Then, he chooses a job and describes it without naming it: I work in a hospital. I work for long hours. I have a white coat. The students are free to shout out the answer

In pairs the students keep a job in their minds and describe it to their partners who are supposed to guess the job. Then, they swap. The T only monitors.

The T draws attention to the picture (see Textbook) and asks the students “What can you see in the picture?” Where is he? In an office. He has a new job. What does he do? (What’s his job?) Is he a worker? Or is he a…………… ( shows the photo of Rahmi Koç to elicit the word “president” ). He elicits as many words as he can to build a strong context so that the listening and reading can be meaningful to them. Moreover, he mimes to introduce the scene: crossing legs (Lord Duncan) and a man with paper (Interviewer).

The T says and writes the gist question on the WB: Is it a difficult job? Then, he plays the record

The teacher lets them work in pairs to share their answers with each other. He asks the question “Why is it a difficult job or not “ and writes on the right upper side of the WB the form “I think it is difficult/easy because…” to make the activity easier for every body. In the meantime the teacher monitors the students and makes a WC check at the end.

The teacher gives the instruction before he hands out the worksheet (see detailed questions). Then, the students read the text again to answer 3 questions. When they finish, the T makes WC check.

The T makes the students work in pairs to underline/highlight the language in the given text, thus setting the meaning for the TL. He makes WC check at the end.

The T uses the WB to demonstrate the simple present tense question structure for every pronoun in detail from the examples in the text. He highlights the 3rd person pronoun and uses colored pens to consolidate the form, and drills to convey natural pron.

The T wants them to work in pairs to rearrange the given words in order to make correct sentences in SPT. He gives feedback by asking the pairs at the end.

The T groups the students into 3 and wants them to organise as many sentences as they can in 4 minutes with the given words on pieces of paper. The words are jumbled by the T before the lesson. When they set a sentence, the nominated person from the group sticks it on the wall allotted them by the T. When the time is over, the T checks how many true sentences they could make and the group with the most sentences wins.