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Teacher's Notes
- Lesson 4 -
REMIND STUDENTS TO FILL IN THEIR ATTENDANCE SHEETS
FOR THIS AND EVERY LESSON.

IN THIS LESSON WE NEED A PAPER BALL OR OTHER LIGHT ARTICLE

Student's book page 119. "Catch me if you can" - Warm-up

Materials:	Student book (Study Bank)
Students:	groups, in a circle
Rationale:	Another memory game about adverbs
Method:	.Students sit in circles and throw the item to each other, saying a "Feelings" word (see Study Bank) as they do so. When a student can't say a word, that student loses one point. No words can be repeated during one turn. One student can be the umpire
Notes:	Students have done some work on similar words. This is a vocabulary-reinforcing memory game for bringing these to the short-term memory

Student's book page 120. "The Best Person for the Job"- Project-work:

Materials:	Student book; Interview Questions (homework, Lesson 2); Interview role cards *(Teachers' Resource).*
Students:	5 Groups, plus 5 interviewees
Rationale:	Role-play; authentic interview situations.
Method:	Students have had at least a week to prepare the Interview questions (Lesson 2, homework). They bring these to the lesson, and get into 4 or 5 groups (with 4 groups, one interviewee will always be waiting for an interview). Stage 1: Role cards (Teacher's Resource) are issued to the interviewees, and they leave the room to prepare for the interviews. Remaining students prepare their questions. Stage 2: Interviewees join the groups and are interviewed. Stages 3, 4, 5: Interviewees change groups and are interviewed. Stage 6: Interviewees leave the room, and groups decide who will get the job.
Notes:	Students who haven't done the homework will have to share question sheets or take the part of the interviewees. This can often be sufficient motivation to have materials ready next time! The teacher might want to allocate roles at the end of the previous lesson, so that students can take time preparing for the interview.

Student's book page 121. "Self-assessment" Interview Quiz Homework:

Materials:	Student book, Computer; Internet access;
Students:	Singly, then pairs
Rationale:	Self-assessment quiz; Use of the Internet for studying English.
Method:	Method: Students find this address on the Internet: http://www.aitech.ac.jp/~iteslj/quizzes/9704/js-job.html and perform the "job interview" quiz. This is a comprehension test about Interview skills.
Notes:	The reference to this homework in the Student Book is at the bottom of the "Best Person" page and can be easily overlooked. Students often have heavy workloads, so this sort of homework is useful as a self-motivated exercise rather than as a requirement for the next lesson (as in the Interview Questions)

REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET" (STUDY BANK)
FOR THIS LESSON AND THE NEXT LESSON

Teacher's Notes
- Lesson 5 -

IN THIS LESSON WE NEED A STICKY LABEL FOR EACH STUDENT.

Student's book page 121. "Jobs" - Warm-up:

Materials:	Student books. Sticky labels.
Students:	Groups.
Rationale:	Interesting Ice-breaker, reviewing the names of jobs, and establishing the schema for the lesson.
Method:	When students come into the room, they are each given a sticker by the teacher. They write the name of an occupation on the sticker, and paste it on the forehead of a classmate. Students then play "20 questions", trying to find out the name of the occupation which is on their forehead.
Notes:	"Do I work indoors?" "Do I work outdoors?" "Do I work in an office?" "Do I need to pass examinations?" "Do I need computer skills?" "Do I earn lots of money?" "Do I work alone?"

Student's book page 121. "Eye-to-eye" - Warm-up:

Materials:	Student books
Students:	Pairs
Rationale:	Non-verbal communication.
Method:	Students in pairs take on the roles on the page. One student is the interviewer and one the interviewee. The interviewer has two role cards (on the page), so there are two stages: In Stage 1 the interviewer pays full attention to the interviewee, who is speaking about one of three topics. In Stage 2, however, he/she looks away from the interviewee and pays no attention. Students should talk about how they felt about these 2 stages, once they have completed the activity.
Notes:	This activity is intended to help students appreciate the importance of non-verbal communication in all interactions, especially in the Interview situation.

REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET" (STUDY BANK) FOR THIS LESSON.

Student's book page 122. "Rehearsal" Project work:

Materials:	Students' books.
Students:	Groups
Rationale:	Project rehearsal.
Method:	Students rehearse whatever they have produced so far. Alternatively they can rehearse an activity in the book (e.g. :The Best Person", Lesson 4).
Notes:	When students become familiar with the idea of making Projects, lessons become a time to touch base and coordinate out-of-class preparation. When students want direction or inspiration, the Alternative Schedule is there to provide a base for them.

Teacher's Notes
- Lesson 6 -

REMIND STUDENTS TO FILL IN "MY ATTENDANCE SHEET" (STUDY BANK) FOR THIS LESSON.

Student's book page 122. "Performance" - Project-work:

Materials:	Student book; Various
Students:	Groups
Rationale:	Project performance.
Method:	Students perform whatever they have prepared. They also evaluate their own and the other groups' performances ("How was the Project?" - Study Bank, Part 4). Those who have prepared a project will hopefully get a lot out of performing it, also encouraging others to have more confidence next time.
Notes:

Student's book page 123. "Self-Assessment of the Project"

Materials:	Student book.
Students:	Singly
Rationale:	Ongoing self-assessment.
Method:	Students reflect on their input to this project.
Notes:	The practice of filling in self-assessment sheets should continue through the course, giving students an ongoing chart of their abilities as they perceive them.

REMIND STUDENTS TO FILL IN THE ASSESSMENT SHEETS (STUDY BANK) FOR THIS PROJECT.