Using the presentation with the images of jobs I will elicit each job name in order and get the class to spell them, making sure to drill them as we progress.

I will put the projection of the image of Lord Duncan up on the projector and ask the students to have a quick guess what job Lord Duncan might have. After giving them a minute or two to discuss this in pairs I will brainstorm with the whole class and write the most popular ones on the board.

I will give the students the HO with the 4 multiple choice questions on and ask them to, using the interview text, work out the correct answers, they will do this individually at first and then check their answers with a partner before quickly going through the correct answers as a whole class.

I will ask the students to elicit the following words using the following methods Difficult - "what word can we use to say that something is hard?" Boring - "If a job makes me want to go to sleep what word can we use to show this?" Good - "if something is enjoyable and we like it we could say it is _ _ _ _" If after trying to elicit it for a minute(ish) and the students still haven't got it, I will change it and elicit it via hangman. After getting each word I will drill it and then use the following concept checking questions (one for each word) 1. If my job is very easy, do I have a difficult job? No 2. If I want to sleep while I am doing something, is it boring? Yes 3. If I don't like my job, is it a good job? No

Put a smiley face on one side of the board and a sad face on the other side, draw a line down the middle and get the students to place the words on the correct side. Then ask them what the opposite words are. and get the students to write them in the other column next to the correct word.

Give the students HO with the clues on and ask them to create a sentence for each in pairs. Once they have completed this, get a few pairs to share sentences with the whole group. Example sentences could include. 1. Lord Duncan has an easy job 2. a teacher has an interesting job 3. a university student has a difficult job 4. a police officer has a hard job

Using the heart system as depicted in the whiteboard plan I will explain the structure of these questions to the students. To begin this section I will first draw a heart on the board and ask the students what it is, I will then ask them "if you don't have a heart are you alive?" when they answer "No" I will then explain that I will be putting the most important word/s into a heart to show that without these words the sentence does not survive (in this case Do/Does will be in the heart).

Provide the basic structure for the short answers to these types of questions as follows Yes + sub + do/does No + sub + don't/doesn't

Give the students the HO and ask them to create the questions. Once they have completed it get them to check their answers with a partner and give them the HO with the answers on to check their own work. I will then instruct the class to do the second part of the HO in which they must rearrange the questions into the correct order. These questions will be checked on the WB with the whole class.

I will separate the students by asking all the people who like dogs to go to one side of the room while all the people who like cats to go to the other side. They will then have to find a partner from the opposite side. Once in these pairs they will ask each other the questions from the second part of the last HO and the other student will answer them. Then they will reverse roles and repeat.