How important do you think a person’s likes, dislikes, and personality are in helping them to make decisions? Do you think understanding someone’s personality can help them decide what kind of job would be good for them to do? Based on number in class, T will nominate 2/3 students to answer

T introduces a visual material (Canva slides) w/ challenge words and sentences for meaning, form & pronunciation shared to students T to S: We’re going to practice a listening exercise and cover a few words that you might not know just before we start: I’m going to write a few words on the whiteboard…Let’s see if you know them: T to S / S to T Independent Ben is independent. He likes to do his day-to-day assignments for his job on his own. Can Ben things on his own? - - YES Does he need help from others? - - NO Ben is in-de-PEN-dent. We use ‘independent’ to describe a person who can & prefers to do things on their own when they need to do it. Independent is an adjective. Ambition Casey’s am-BIH-tion is to open her own law practice. She studies regularly, works hard, and takes as many cases as she can to meet her plan of starting a law practice. Is an ambition something you want or is it something you already have? - - SOMETHING YOU WANT Can you achieve an ambition by doing nothing or by being lazy? - - NO Continent Ben must travel many places for his job. He has worked on 3 different CON-ti-nents! His favorite is South America because it is warm, the foods are delicious, and he likes the friendly people. Are continents cities, states or countries? - - NO Are continents small? - - NO Continents like South America, Asia, Africa, etc are the big land masses that cover the earth and hold countries, states, cities and such. Continent is a noun.

Ok! Should we get ready to listen? ***T pairs/groups SS before activity begins depending on number availability*** You will hear 2 people introduce themselves and talk about things they like. After, you’ll click the link I place in the chat to answer questions about what you heard. Once you are finished, you’ll use the private chat feature to talk with your partner / group to check your answers. Finally, we’ll all discuss the answers. We’ll have 3 minutes. T to SS / SS to T What are we doing? How many speakers will we hear? T to SS Ready? I will play the audio now: T plays recording https://drive.google.com/drive/folders/15WZKMfgh_3uRWwIfMyNq_MdVjP2UehpZ / downloaded audio track Once 1st half of audio is completed, T pauses recording and places activity link in chat for gist listening exercise. https://forms.gle/UabktLwC37R5fKyi6 T explains the sections and allows students the remaining time to complete

4)PW / GW / T to SS T verbally reminds students to chat with each other using private chat. T signals everyone to join to collectively check answers and explains we will take about 3 minutes to review and discuss T displays Google Gist exercise link in chat (https://forms.gle/vqpRo4RnVZq1KYSq8) and checks answers with SS. T may ask SS additional CCQs during OCFB such as: Q1 - How did you know they were younger people? Q4 - What did you hear that made you pick #2 as the answer?

Ss are grouped / partnered to be sent to chatrooms after exercise is explained and audio played This time, we’ll listen to the entire audio selection from start to end and will hear 4 speakers. After we listen, you will work with your partner(s) in your very own, private chat room to finish the exercise. T to SS T shares image of chart to SS and begins to explain instructions as she points to the column and its header: Here you see a chart with 4 sections. One section says ‘Person’: this is the young woman or young man who was speaking. Another says ‘Interests’ - this is what the person said she or he liked, enjoyed, or wanted to do, or have. Here is ‘Possible Jobs’: after we hear what they are interested in, you and your partner decide what kind of job they might like. The last section says ‘Reasons’ - why do you think it will be a good job for the person? Why don’t you think it will be a good job or the person. Do you and your partners agree or disagree? You will click the link in the chat and choose the best answer to questions about the person, their interests, and possible jobs. You and your partner will talk about the reasons why you picked that job for a person or why you did not choose a job for a person. T shows the detailed listening activity and points out each section We will have 8 minutes for this activity. T to SS T asks CCQs regarding completing the task What are we doing? - - Listening to the entire audio and then working with our partner to answer the questions on the document Do some questions have more than one answer? - - CHECK ALL THE ANSWERS THAT MATCH T plays audio recording Class CD-1 - 3.5 Google Drive T places activity link in the chat https://forms.gle/upK85Jn9Dcm9vXsR6 6)T calls time for activity and asks S to wind down for peer check for 2 minutes 7)T calls time and rolls SS into open class feedback for their answers and to engage in discussion as to how they selected their answers. T calls 4 minutes for Feedback

T assigns 3-5 minutes SS will check their answers in pairs including reasons why they decided a specific job might be a good job for a person to have

5 minutes T groups / pairs students in chat rooms to discuss: What they thought about the lesson? Describe your ideal job and why it fits you. 4 minutes T provides delayed error correction and additional thoughts from Ss after Ss provided opportunity for discussion