Laura Elena Biculescu Laura Elena Biculescu

Jobs and interviews
Upper-Intermediate level


In this lesson, students will focus on speaking fluency in the context of jobs and work. The lesson starts with a lead-in and gets the students talking about their jobs. They will discover the questions that are being asked in an interview and will practice these questions in a role play activity.


Abc HO #2 Find the question for the given answer
Abc HO #1 Personal information

Main Aims

  • To provide fluency speaking practice in a conversation and role play in the context of work

Subsidiary Aims

  • To provide review of less common jobs in the context of work.


Lead-in (3-5 minutes) • To set lesson context and engage students

Draw the dollar, pound, euro symbols on the board and try to elicit the idea of money. Ask the students what can we do to earn money. Elicit getting jobs and working.

Speaking #1 (4-5 minutes) • To expand the context and have students thinking about jobs and work.

Group the students into pairs and have them ask each other the questions from HO #1. Do a very short WC/FB with the students reporting back to the class a few things about their partners. Keep it short and do not let on person talk too much.

Highlighting Useful Language #1 (5-10 minutes) • To highlight and clarify useful language for coming productive tasks

Give the students a set of cut-ups with some unusual jobs and have them predict and imagine what those jobs are about. Have them work in groups of 3 or 4, depending on how many students will attend the class. Monitor closely and try to identify the jobs that are problematic for them. Instruct the students to do a peer check and see if other groups have found the description. Do quick WC FB to clarify any jobs that the whole class has been having problems with.

Highlighting Useful Language #2 (7-10 minutes) • To discover specific language that they are going to use in the next stage.

Give the students HO #2 and have them look at the answers someone has given at an interview. In pairs, they will have to identify what the question is and write it down. Monitor and make sure thy are using the correct grammatical form for asking questions. For FB give them the answer key and have them compare and correct any possible mistakes.

Controlled Speaking (8-12 minutes) • To provide an opportunity to practice target productive skills.

Give the students HO #3. They will look at a set items that are important when people are looking for a job and choose 3 in the order of importance. They will have to mingle and talk to two other people and see what their choices were and provide justification.

Semi-controlled speaking (8-10 minutes) • To provide an opportunity to practice target productive skills further

Regroup the students into pairs and have student A draw a job from a bowl. Student B will use the interview questions and they will role-play the interview. When they are done, they switch roles, with Student A choosing jobs and Student B asking the questions.

Feedback and Error Correction (3-6 minutes) • To provide feedback on students' production and use of language

During the monitoring of the speaking activities write down any errors that students have made and put them up on the board. Elicit the correction from the class and ask for reasons to make sure they understand.

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