T will ask students how their week went to build rapport in the beginning of the lesson. Ss will be presented with a google slide which displays the topic of today's lesson and will be told that today's lesson will be on "giving suggestions related to job interviews". T will ask if students had any experience going on a job interview, to attract interest in the topic. Next, T will ask "-Do job interviews typically make people anxious or calm?" [Anxious]. Next, T will ask students both verbally and orthographically on the slides to think about one suggestion they were given related to job interviews. If students were never given such suggestions, T will encourage students to put down their own suggestions.

T will tell students to take 2 minutes to read 8 different short conversations on the topic of making suggestions related to job interviews, then match each conversation with the corresponding topic from the choices. T will share gist task and present it on the screen. T will ask CCQ questions "Are you going to read the passage or answer right away?" Read. "How many conversations are we reading?" Eight. "How long are we taking?" Two minutes. T will provide OCF via Google Form response tool.

T will tell students to take two minutes to read the conversations again, this time, paying attention to details. T will tell students to match each problem mentioned in the topic with its solution. T will share intensive task and present it on the screen. T will ask CCQ questions: "How long are we taking?" Two minutes. "Are we reading again or answering right away?" Reading again. T will provide OCF using the response tool on Google Form.

T will clarify meaning. Target phrases will be presented on the screen: You could call the company. Why don’t you print out directions? Why not follow up with a thank-you note? You might not want to dress too casually. You might want to look for temporary work. (Grammatical structures - e.g., "you could/why don't you...") will be bolded. T will say: "Now let’s talk about the meaning of these phrases. We have a list of some of the sentences that came up in the text; let’s explore their meaning together." Ask "do all these phrases share the same meaning or a different one?" The same. "Do they discuss an obligation or a suggestion?" A suggestion. "What is the difference between a piece of advice and a suggestion? Is a piece of advice stronger or a suggestion?" A piece of advice is stronger; a suggestion is softer. Clarify that these phrases (i.e., you could, why don't you) discuss making suggestions. Next, T will clarify form: "About the form of these words: What kind of verb would come after all of these starter phrases? conjugated verb or verb in the base form? "Base form." Do we say ‘you could call’ or ‘you could calling’ the company? "You could call." Do we say ‘why don’t you to print out directions’ or ‘why don’t you print out directions’? "Why don't you print out directions." Do we say ‘why not following up’ ‘why not follow up’? "Why not follow up." Do we say ‘you might not want to dress’ or you might not want to dressing’? "You might not want to dress." Do we say ‘you might want to looked’ or you might want to look? "You might want to look." Next, students will be presented with two phrases and will be asked which phrase reflects a suggestion: 1.You could not wear jeans for the interview 2.You might not want to wear jeans for the interview Answer: phrase 2 Ask: Do we use could in the positive or negative form to make a suggestion? Positive Next, T will clarify Pronunciation. Target phrases will be presented with bolded words to indicate primary stress and red lines (underscores) to indicate linking of sounds. Sentences: [syllables in parenthesis indicate the primary stress] 1.You could call_the company [call; com] 2.Why don’t_you print_out directions? [why, print, rec] 3.Why not follow_up with_a thank-you note? [why, foll, thank, note] 4.You might_not_want to dress too casually [not, dress, cas] 5.You might want to look for_temporary work [look, tem, work]

T will tell students to take three minutes to discuss answers to the next activity. Ss will complete different sentences on the topic of making suggestions related to job interviews, by filling in the blanks with an appropriate target word related to the functional language used in today's lesson. After that, each student will submit their answer individually. T will share the controlled practice task and present it on the screen. T will ask CCQ questions "Are you going to answer on your own right away or discuss with a partner"? Discuss with a partner. "How many minutes are you going to take?" Three. OCF will be provided using Google Form response tool, therafter.

Ss will be presented with a cartoon strip that displays a character that discusses problems related to a job interview. Ss will be asked to discuss with a partner 3 suggestions they have for the character in BOR (if time allows) in 4 minutes. The structures used in the lesson will be displayed as a scaffold. Next, T will ask students to take 2 minutes to write their answers on padlet. T will ask students to share a few suggestions. T will provide anonymous feedback: both positive and lesson on specific language used by students throughout the lesson.