To start the session, I'll ask students about their jobs, particularly those who joined the course later. Then I will present pictures of various jobs. They will then be asked to fill in phrases like "I'd like to," "I wouldn't mind to," and "I wouldn't like to" on a cline to indicate their interest levels. Following this, they will engage in discussions with their partners to elaborate on their reasoning.

I will asses their prior knowledge with the target language by having them match sentences in the left column with equivalent phrases in the right column through a simple exercise. I will demonstrate the process with an initial example. Give them time to read and match then pair check and show answers.

I will begin by introducing and explaining the target language, which includes words like "creative," "physically fit," "stressful," and "badly paid." To facilitate comprehension, I will start by displaying images of various occupations to convey the meanings. Afterward, I will present the vocabulary words and clarify their pronunciation. I will model the usage of these words in sentences and encourage students to repeat after me, employing finger counting and back chaining techniques. To ensure their understanding, I will also ask some Concept Checking Questions (CCQs), such as, "Is the garbage collector badly paid or well paid? So does he get much money?

Following the explanation, I will assess their grasp of the target language. They will substitute the vocabulary (T.L) in place of the bolded definitions. Then they will check their answers in pairs.

The students will be asked to write down their job and include a single qualification or descriptive phrase, like "physically fit" or "creative." Following this, they will be paired up to engage in a dialogue. This exercise serves as a more open and unrestricted practice to assess the students' acquisition of the target language and their ability to use it in free-form speaking activities.