W. A. Ward Dear English Teachers!

5. I can confidently speak about everything 
    related to my speciality, job interviews and job      
    etiquette.
4. I can confidently speak about most things.
3.  I can confidently speak   about some things.
2.  I can confidently speak   about a few things.  
1. I cannot confidently speak about anything. 
mark      / 10
(points are doubled, for example, 5+5=10)
v. Writing 
Think of a job which you wish to apply for and write about how you 
behave in a job interview. 
Write (50-60) words 
mark        /40  

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If your total score…  
90-100
86-90
71-85
57  and below
excellent 
  
  very good   
  Good
  
       
should be improved
progress check based on “Can do”
Tick the things you can do in english. 
o  i can talk about my speciality.
o  i can talk about things i`m expected to do.
o  i can describe the process of interviewing.
o  I can confidently have an interview following the rules.
RevIeW 1 WhaT Is yOUR speCIalITy? Keys
I. listening self evaluation 
II. Reading 
a)
  1.workplace etiquette 2 respectful language 3. phone manner  4. polite 
5. behavior 6. punctuality 7.respecting privacy 8.neatness 9.interpersonal 
10.inappropriate 
b
)1.eager 2. take care of 3.noble / administrative  4.body language 5.experience   
c)
 1.application 2.interviewer 3. appearance 4.neatness 5.tutoring 
 III. Grammar

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23
1. 
What are you going to do with it?
2. 
What are you going to wear?
     3. Who are you going to invite? 
     4. Where are you going to arrange it? 
     5. When are you going to buy it? 
Iv. speaking  self evaluation 
v. Writing (students writing) 
UNIT 2. TIme maNaGemeNT
lessON 1. WheN? hOW? WheRe? (90 mIN)
Objectives. by the end of the lesson students will be able to:

listen for gist and  detailed information;

use prepositions of time in meaningful situations.
skills to be emphasized: listening, speaking, reading, writing.
Target structure: prepositions of time.
Target vocabulary: to do things very well and quickly without wasting time, 
time or date that you have to complete something, something that is to be 
done, planned, list of things that you have to do something written or noticed 
to be done, timing of activities, improvement, something good to receive, 
additional time, different tasks at the same time, make more modern.
materials: photos, a tape, textbooks.
starter Time: 5 min.
aim: focusing student’s attention on the topic. 
tell students to look at the picture and ask what it means. Ask them to read the 
statements and add their own sentences about time. 
possible answers: You can’t save time. You can’t borrow time. You can’t buy it.
You can only do two things with time: use it or lose it.
Answers might vary.
pre-listening Time: 10 min.
aim: teaching new vocabulary and preparing students for the listening tasks.
t
1. Tell students to work in pairs to match the words with the definitions according 
to  their  colour  to  find  the  right  meaning. Tell  them  to  look  up  the  words  in  a 
dictionary if necessary. set the time. Monitor the process. elicit answers. 
answers:
to do things very well and quickly 
without wasting time – efficient 
time or date that you have to complete 
something – deadlines 
something that is to be done – task 
planned – organised 
list of things that you have to do –  
to-do list 

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something written or noticed to be 
done – reminder 
timing of activities – schedule 
improvement – progress 
something good to receive – benefit 
additional time – extra time
different tasks at the same time – 
multi-task
make more modern – to update
While-listening Time: 15 min.
aim: listening for  gist; listening for detailed information.
2. tell students that they are going to listen to surayyo and kamila’s conversation. 
Ask them to listen to the tape and answer the questions. encourage students to 
compare their answers in pairs.
Tape sCRIpT 4.
Kamila:  i’m very busy with work! i can’t do all things i have to do. You’re 
always so organised and efficient. How do you manage it?
surayyo:  i’m not always organised and efficient, but I’ve gotten better since 
i read a book about time management. i use a few tools that the 
book recommends, which help me to plan and do everything before 
deadlines.
Kamila:  Do you think it will help me?
surayyo:  Definitely! This is what I do. I keep a to-do list of all things I need to 
do. then, i decide which tasks are urgent and which are less urgent. 
i write down the deadline i’m given for the task or i set a deadline of 
my own, and i make a note of the most urgent tasks.
Kamila:  that seems pretty simple, but how do you keep the track of the 
progress?
surayyo:  i do a couple of things. First, i keep my list updated. i check off or 
cross those that i’ve done. i also put reminders for myself on my 
computer to help me with scheduling. it helps me to remember my 
appointments.
Kamila:  Oh, surayyo... that sounds like a great system. All i need now is 
some extra time so i can start doing some time management! 
answers: 
1. Who is organised and efficient? 
surayyo is.
2. Who has problems with time management? 
Kamila has.
3. how did surayyo learn about time management? 
she read a book about 
time management.
 
4. Does surayyo think the recommendations will help kamila? 
possible 
answer: I think yes, because she said that it sounded like a great system.
5. Why does surayyo keep a to-do list? 
she keeps a to-do list to make a note 
of the most
 urgent tasks. 

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6. Did kamila like surayyo’s suggestions? 
possible answer: I think yes.
7. What does kamila need to do with time management? 
she needs some 
extra time.
 
Note: Play the tape again if necessary.
3. Ask students to fill in the gaps.
1. surayyo is always _f_ i_ _ _ _ t and organised.
2. kamila didn’t know about _ _m_     _ _ _ a_ _ _ e_ _. 
3. surayyo keeps a    _o     d_     _ _ _ t. 
4. kamila doesn’t do anything by a     _e_ _ _ i_ _.
5. R_ _ _ n _ _ _s help us to remember appointments.
answers: 
1. efficient   2. time management   3. to do list   4. deadline   5. Reminder
post-listening Time: 10 min.
aim: using the introduced materials in speech.
4. Divide class into 3-4 small groups. Ask them to discuss and make a list of 
benefits of time management. Monitor the process. Help students if necessary. 
encourage students to think.
possible answer: if you follow time management rules, you can save time, 
become more efficient and achieve success.
5. in pairs, ask students to discuss the following statement. Do you agree? Why/ 
Why not? 
“There will never be enough time to get everything done. But there will 
always be enough time to get the most important things done.”
possible answer: it means that you have to pay attention to the most important 
things for you. if you follow these rules then you can achieve success and save 
your time.
 
Grammar Time: 20 min.
aim: introducing the usage of prepositions of time: in, on, at.
Ask students some questions like:
What do you usually do on sundays/Mondays/…?
What are you going to do in november/December?
What did you do in summer last year?
What were you doing at 9 p.m. yesterday?
elicit answers.
Write the questions and answers on the board and underline the prepositions 
IN, ON, aT. explain the rule and tell students to read the information given in 
the table. 
Note: if possible you can use pictures.
1. Ask students to complete the sentences with the correct preposition.
answers:
1. i always get up 
at 7 o’clock on weekdays and at 9 o’clock at weekends.

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2. both my little brother and i were born 
in the same month. his birthday is on 
10
th
 April and i was born 
on 30
th
.
3.
 at the moment we are practising prepositions of time.
4. in england it often rains
 in spring.
5. My father is a doctor and he sometimes works 
at night.
6. Our neighbours moved in the next door
 in 1998.
7. My grandma started learning english 
at the age of 40.
8.
 In the past people didn’t travel so much.
9. James proposed to Linda 
at sunset. it was on sunday. 
2. Ask students to fill in the gaps with the prepositions of time.
answers:
my Day
it was one of my usual days. i got up
 at 7 o’clock in the morning, washed, 
dressed and had breakfast 
at 7.30. Then I went to my office. There I worked 
with the documents till 1 o’clock
 in the afternoon. then i had lunch at 1.30. After 
that i looked through my diary and saw that i had an important meeting with 
my companions
 at 3 p.m. in the café on Monday afternoon. i was short of time. 
i was in a hurry and forgot to take some important documents with me. i was 
forced to return to my office. As you could guess I was late. It was awful! I came 
to the café
 in 20 minutes. Luckily my companions were still there. i apologised 
for my being late. then we discussed some questions. it was a hard day.
Note: If time allows, you can ask your students to retell their worst day using 
the sample.
pre-reading Time: 5 min.
aim: focusing students’ attention on the topic.
1. Tell students to look at these 2 students’ photos in pairs and find the differences 
between them.
possible answers: Picture A shows an unhappy student who has difficulty in 
managing her time. Picture b shows a successful student. it is clear that she 
follows time management very well.
While-reading Time: 15 min.
aim: reading for general information.
2. Divide class into four. Ask each group to read Try Easy Time Management 
Tips. For example, 1
st
 group reads the first 1-2 tips, 2
nd
 group reads 3-4 tips,.... 
then ask groups to present their tips in turn. encourage students to add extra 
information from their own life as an example. Monitor the class. 
Are you…
stressed?
Disorganised?

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Getting poor results?
Try easy Time management Tips 
Many people mistakenly believe that time management is about doing more 
tasks and activities in a day. time management is actually to do important things.  
It’s also about learning to do things efficiently. Here’s how:
1.  Focus. Write the important things in your life.  At home, attach it to your 
refrigerator.  At work, stick it on your computer monitor.  
2.  Write it down. if you’re working on a task and suddenly you remember to do 
something write it down in the notebook.
3.  Keep a daily to-do list.  Write down the most important 12 things you need 
to do tomorrow.
 
4. make a daily schedule. You’ll  be  more  efficient.  Look  at  tomorrow’s 
appointments and meetings. Mark deadlines in your calendar. then review your 
to-do list and schedule time for your to-do’s.  Remember, only 70% of your 
day should be scheduled. The other 30% will be filled with interruptions and 
emergencies.
5.  multi-task the details.   Cook dinner while answering phone calls.  File while 
watching tV.  Check your e-mail while listening to voice mail messages.
6.  Organise your surroundings.  The Wall Street Journal reported that the 
average  employer/employee can spend an hour per day looking for misplaced 
papers.  You’ll save time if you don’t have to look for your notes.
7.  analyse everything you do for next week.  Try to find a quicker and more 
efficient way to do things.  Work with a friend or co-worker shortly to come up 
with ideas.
8.  Read it better.  Learn to skim information.  Carry reading materials with you 
wherever you go.  Consider taking a speed reading course.
Don’t forget “A” students aren’t the smartest in the class …. but they usually 
have great time management skills and self-discipline.
Follow the time management rules and enjoy benefits: 
Efficient Successful Healthy
post-reading Time: 10 min.
aim: practising the learned vocabulary in speech.
3. in small groups, ask students to discuss time management tips. 
possible answers: We think that the best tip of time management is to keep a 
daily to-do list, because it helps you find out what is the most important and what 
is the least important for you. 
4. Ask students to choose one of the statements and write about 60 words on: 
how will you follow time management in your future profession?

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Describe  the  most  efficient  and  organised  student  in  your  class.  Encourage 
students to give reasons.
lessON 2. TeN TIme-savING sUGGesTIONs
 (90 mIN)
Objectives. by the end of the lesson students will be able to:

listen for  gist and  detailed information;

use will in meaningful situations.
skills to be emphasized: listening, speaking, reading, writing.
Target structure: the usage of will for future;
Target vocabulary: spend time, waste time, save time, free/spare time, have 
time, kill time / pass the time, it’s about time, run out of time, on time, just in time, 
have a hard/rough time.
materials: photos, a tape, textbooks.
starter Time: 5 min.
aim: raising students’ interest.
Ask students to read the quotations below and discuss in small groups. 
1. he that is not handsome at 20, nor strong at 30, nor rich at 40, nor wise at 
50, will never be handsome, strong, rich or wise. 
George herbert (1593-1632) 
British poet
2. it has been my observation that most people get ahead during the time that 
others waste. 
henry Ford (1863-1947) industrialist 
3. it’s funny how day by day, nothing changes. but when you look back, 
everything is different.
students' own answers.
pre-listening Time: 10 min.
aim: teaching collocations with time.
1. tell students to learn common collocations with the word time. Ask them to 
guess the meanings. encourage them to use a dictionary if necessary.

spend time
i 
spend a lot of time studying english.

waste time
stop 
wasting time playing computer 
games and get to work!

save time
shopping online 
saves time because 
i don’t have to wait in a line at the 
store.

free/spare time
in my 
free time, i enjoy reading, 
painting, and cooking.

have time
i’d like to take violin lessons, but i 
don’t 
have enough time.

kill time/pass the time
Let’s bring some magazines to help 
pass the time on the train.

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
on time
it’s important to arrive 
on time for a 
job interview.

just in time
hi, henry! have a seat – you got here 
just in time for dinner.

have a hard/rough time
i’m 
having a hard time solving this 
maths problem. Could you help me?

it’s about time

It’s about time  they  fixed  the  air 
conditioner in my classroom! it’s been 
broken for three years!

run out of time
I ran out of time before I finished the 
test, so I couldn’t answer the last five 
questions.
While-listening Time: 15 min.
aim: listening for specific information.
2. tell students that they are going to listen to a conversation between a man 
and a woman. Ask them to fill in the gaps in pairs with the words from the box. 
Make sure all students know the words in the box. 
After completing, play the tape and check their answers. 
Tape sCRIpT 5.
answers:
Woman: so, what’s your usual day like? You always seem to be so (1) busy.
man: 
Well, i (2) usually
  
get up around 5.00 a.m. and work on the 
computer until 6.00 a.m.
Woman: Why do you get up so early?
man: 
Well, i have to (3) leave home at twenty to seven (6.40 a.m.) so that  
i can catch a bus at 7.00 o’clock. it takes me about twenty minutes to 
walk to the bus stop from my house.
Woman: And what time do you get to work?
man: 
Uh, my bus (4) takes about an hour to get there, but it stops right in 
front of my office.
Woman: that’s nice. And what time do you get off work?
man: Uh, (5) around  5.00 o’clock. then we eat dinner around 6.30. My wife 
and i read something or play with the kids until 8.00 or so.
Woman: so, when do you work on your website? Once you said you had 
created it at home.
man: 
Well, my wife and i (6) often watch tV or talk until 10 o’clock. then 
she  often reads while i am working on my site, and i sometimes stay 
up (7) late, but I try to finish everything by 1 a.m. or 2 a.m.
Woman: And then.... you get up at 5.00 a.m.?
man: 
Well, yeah, but it’s important to live a balanced life. i enjoy what i do, 
but you have to set aside (8) time for family and yourself.
Woman: i agree.

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man: 
but i think my wife has the toughest job. she (9) spends her whole 
day taking care of our family... taking the kids to school, working in 
the garden, buying (10) groceries, taking the kids to piano lessons... 
Wow! that’s a full-time job, but she enjoys what she does.
Woman: Well, it sounds you’re a busy but a lucky man.
man: 
i think so.
3. Ask students to choose the best answer:
1. he gets to work at...
a) 7  a.m.
b) 8  a.m.
c) 9  a.m.
2. at around  6.30 p.m.  he and his 
family...
a) read books together. 
b) play games.
c) eat dinner.
3. he thinks it is important to...
a) enjoy the time.  
b) live a balanced life.
c) keep secrets.
4. What is one thing the man does 
not say about his wife?
a) she has to take their children to 
school.
b) she helps the kids with their 
homework.
c) she goes shopping for food
answers: 1.b    2.c     3.b     4.b 
post-listening Time: 10 min.
aim: practising the introduced information in speech.
4. in pairs, ask students to discuss their own typical schedule for weekdays and 
the weekends. Write on the board: What activities do you usually do with your 
family and friends on weekdays/at weekends? Go up to each pair and try to 
listen to their conversation. Whole class discussion follows. 
Grammar Time: 20 min.
aim: introducing the usage of will for prediction, decision and promise.
Ask students to look through the grammar spot. Give them some time. then 
you may wish to ask some comprehension questions. For example, What kind 
of structures or words can we use with will? When does the action happen if you 
use will? is it a planned action? elicit answers and establish that will is used for 
future action which is not planned beforehand. 
1. Ask students to rearrange the words to make sentences. 
answers:
e.g. He will probably call you later.
1. i think you will get the job.
2. i will come back in 20 minutes. 
3. i’m sure they will pass the exam.
4. My father will be 50 next year.