I will play the worm grunting video. Follow-up with questions to ensure students know this is a job. "How much does Gary earn grunting worms? How long has he been doing it. Then I will ask if anyone has ever had an unusual job.

Students will be asked to make a prediction. "Are we going to talk about good jobs or bad jobs today" (Was worm grunting a good job or bad one?) Skim the article to find out. How did you know? What clues did you find?

Students prompted find who did each of these jobs: Factory worker, au pair, telesalesman, actor, hairdresser, vet. Write those job titles on board, Then, as students read, write names in opp. column so we can match as a class. Vocab reinforcement: What does an au pair do? How about a tele sales person? And a vet?

Students pair up. they are asked to read the text carefully. I will prompt them to think of one bad thing about each job. After students finish reading, distribute word slips. Play jigsaw game in which students are to match each of the six jobs mentioned with the negative attributes of those jobs.

P. 41, Ex. 3. Have students work in pairs to complete sentences about bad jobs. ICQ: Will the sentences in the exercise be copied exactly from text? No! Check answers with class, writing correct answers on board.

Students pair up and talk to each other about the worst job they have ever had. What was the worst job you ever had? Why was it so terrible? If time allows, we will have a vote on who has had the worst job in the class.

Students interview teacher trainees about the worst job they ever had. Why was it the worst? What were the conditions like? Students report back to class on what their interview subject did.