Week 1 · Lesson 1 · Class 1
Date: Monday, August 3, 2026
Topic of focus: Current jobs and dream jobs — describing work backgrounds and explaining how past experiences influence present career and study plans.
Main objective: Students describe educational and work backgrounds and connect past experiences to present career goals.
Core book coverage: Connectivity 5 Student Book pp. 2–5 / Teacher Book T2–T5. Do not attempt every printed exercise.
| Scheduled class |
120 minutes |
| Effective instructional plan |
105 minutes |
| Operational time outside the plan |
Approximately 15 minutes for attendance, names, materials, access checks and transitions |
| Interaction target |
Approximately 84 minutes of genuine student talk / 12 minutes of teacher talk / 9 minutes of listening, setup and transition |
By the end of the class, students should be able to
- use at least three Unit 1 career or decision expressions meaningfully;
- build and explain a timeline containing simultaneous and sequential past actions;
- choose between completed and in-progress past actions using context and time expressions;
- sustain a background interview and ask follow-up questions;
- summarize a partner’s background accurately and respectfully.
Before students arrive
- Queue the authorized coursebook audio for SB 2A Career Plans, SB 2B Zoom-In and SB 5D Understand the Grammar. Identify audio by page and exercise label; do not invent track numbers.
- Prepare Student Book pp. 2–5, a visible timer, one simple timeline card per student and an error/retrieval-log sheet or designated notebook section.
- Prepare optional invented-profile cards for students who prefer not to discuss personal work or education.
- Keep one side of the board for: TIME — before / while / when / by the time / for / since; FORM — simple past / past continuous / past perfect / past perfect continuous; MY PRIORITY — one form or expression to retrieve next class.
Audio contingency: If official audio fails, use the authorized script as teacher-read exposure and record that the task was receptive practice, not equivalent listening evidence.
Stage 1 of 7 — Warmer / Lead-in
Time: 10 minutes
Source: SB p. 3, Exercise G, From Dreams to Goals to Plans — selected prompts; TB T3 adapted
Interaction: Individual thinking → pairs → changed pairs
Display these three prompts
- What job, career or field of study interests you?
- Where would you ideally like to work or study?
- What would you like to achieve in the next five years?
Run the activity
- Give students 30 seconds to choose personal or invented answers.
- Put students in pairs. Student A speaks for about two minutes while Student B listens and asks two follow-up questions.
- Reverse roles.
- Change partners once. Each student reports one similarity or interesting contrast from the first conversation.
- Use the partner-change signal immediately rather than explaining the routine at length.
Observe — do not overcorrect
- baseline fluency and willingness to extend an answer;
- question formation;
- existing career vocabulary;
- whether students can place a past experience before a present goal.
This is an informal diagnostic, not a test. Correct only when meaning breaks down.
Planned balance: 9 minutes student talk / 1 minute teacher talk.
Stage complete when: every student has spoken twice and asked follow-up questions. Move directly to Exposure.
