Tell SS to look at ex 1A on p 54. Ask them to answer the given questions about part-time jobs. Give them 2 min to discuss their answers in pairs. Get a whole class feedback.

In ex 1B, ask SS to look at the online job adverts on p 54. Have them answer the questions in pairs and share their opinions about where these jobs can be done and who can apply for them. Tell SS to complete ex 1C where they need to decide which jobs in the adverts the sentences describe. In ex 1D, instruct SS to answer the questions about the jobs in pairs. Give them 3 min to share their answers.

In ex 1E, on p 54, play the recording and have SS listen to speakers talking about their jobs on campus. Tell SS to check their answers in pairs before you share the answer key and provide a whole class feedback.

Tell SS to listen to the recording again and choose the correct answers in ex 1F, on p 54. Give them some time to compare and check the answers with their partners. Elicit the correct responses from different SS and provide a whole class feedback.

Ask SS the question: “Whose job would you like to have? Why or why not?” Tell them to discuss their answers with a partner and share their opinions. Provide a whole class feedback.

Tell SS to imagine that they are applying for a job in a café and think about what they would include in a job application. Divide the class into pairs and give SS 3 min to brainstorm and write down their ideas. Elicit some answers and put their ideas on the board. Provide a whole class feedback.

write the following question on the board: “Does the applicant have experience in this job?” (Yes) Ask SS to read the job application and answer the question. Give them 2 min to do this individually. Have SS compare their answers with a partner. Elicit the correct response from the SS and provide a whole class feedback .

Tell SS to read the text again on p 54 and write “True” or “False” for the given statements. For any false statements, they should correct them. Give SS 2 min to do this individually, then have them check their answers with a partner. Provide a whole class feedback.

Write the following question on the board: “If you were applying for this job, how would you describe yourself?” Tell SS that they need to explain their answers and justify why they are a suitable candidate for the job. Give SS 2 min to discuss their answers in pairs. Provide a whole-class feedback.

Tell SS that they need to choose which part of Penny’s email each item corresponds to in ex 3A, on p 55. Have SS complete the task individually first, then check their answers with a partner. In ex 3B, instruct SS to look at sentences from 1 to 5 and match each sentence with the correct topic, such as skills or past jobs. Have them complete the task individually and compare their answers with a partner. Tell them to complete the sentences by writing the missing prepositions in ex 3C. Have them check their answers with a partner once they have finished the task individually. Provide a whole class feedback.

Tell SS to revisit Penny’s email on p 54. Ask them to identify the different parts of the email, such as its opening, purpose, main content (skills, experience) and closing. Elicit different answers from the class and board the correct responses. Write the overall structure of a job application email on the board: Greeting-Opening-Body-Closing. Highlight key phrases commonly used in job applications, such as “I am writing to apply for..” or “I look forward to hearing from you.” Point out formal expressions and linking phrases by highlighting them in the given email. Ask CCQs: What do we write at the beginning of a formal email? Where do we say why we are writing? How do we end a formal email?

Tell SS to read the given job adverts on jobsearch.com and choose one they would like to apply for. Give SS 2 minutes to read the adverts individually. Ask SS which jobs sound interesting to them and why. Elicit ideas about what kind of experience would be useful for each job. Go through a checklist of what students need to include in their email (greeting, purpose, skills, experience, motivation, closing). Give students 7 min to plan and write their email. Monitor them closely, providing support or help where necessary. Have SS check each other’s emails with a partner once they have finished writing their email. Tell SS to give feedback to their partner on the grammar, organization, and structure of the email. Provide a whole class feedback.

Ask Ss some reflective questions such as “Which task did you enjoy doing the most today and why? Was your partner’s feedback useful or helpful? How?”