Kimberley Ela Glabeke Kimberley Ela Glabeke

Assessed TP 4
Pre-Intermediate level


In this lesson students will practice their listening skills through listening to a job interview and do the activities I have planned for them. From this recording students will also learn new vocabulary and be able to practice it in the post-listening exercises.


Abc Listening Transcript

Main Aims

  • Listening to provide gist and scan for specific information.

Subsidiary Aims

  • To provide practice and clarification of key vocabulary from the recording in the context of job interviews and fashion.


Warmer/ lead in (4-6 minutes) • To engage students and introduce a context

-I will start the lesson by arranging the students in a semi-circle around the WB and Baris (who will sit somewhere centrally I hope). -I will explain the activity by showing students the creased up ball of paper with words. I will explain that we need to find all the words on the paper without opening it or creasing it into a ball even more. -I will start with Baris and ask him to read a word out to me. I will write this word on the WB. -Then Baris will throw or hand it to someone else and they will read a word out and again I will write it on the WB. -This will continue until all the words are on the WB and I will ask students what they think it is about.

Pre-reading activity (6-8 minutes) • Students will think of questions that might be asked at a job interview.

- I will pair students together. -I will stick a photo of a 'job interview' on the WB. - I will ask students to think of questions a boss could ask at a job interview. I will give an example, 'How long did you work at your last job.' - I will tell students to brainstorm questions in pairs that an employer might have. They will have 2 minutes to do this. - I will then get one answer from each pair and write it up on the WB.

While listening activity 1 (8-10 minutes) • Listening for gist

-I will explain to students that will will do a listening activity. - Before I do the listening I will present the students with the HO of statements with true/false next to them and explain that they should circle the correct one. Check with ICQs. -I will start the recording. -Then we will go over the recording to look at whether the statements are true or false.

Vocabulary (7-8 minutes) • Students will learn vocabulary that will come up in the text

- I will start by explaining to students that we are going to do a matching activity. - I will chest the HO with key vocab which occurs in the text and random definitions matching them. - I will show them an example on the WB with one word and 3 of the definition. Example: fashionable. - ICQs (should you match the pictures to their words? Who are you working with?) -2-3 minutes to complete task -Check with the person sitting on the other side of you. (2 minutes) -CCQs,

While listening activity 2 (6-8 minutes) • Listening for specific information

-Give students instructions: you should tick the advice that Davina gives to Ruby. Chesting. ICQs. - Students should work individually on this task. -Give students the HO and start the listening. - After listening is over give students about a minute to think. -Hand out answer key to students. -Give them a minute to check their answers. -Give them the transcript to the conversation.

Post reading conversational activity (6-7 minutes) • Discuss advice to give to Ruby.

-Once students attention is gained, ask one or two students if they agree with Davina? -Ask them why/why not? (demonstrate) -Tell students to discuss in their pairs whether or not they agree with Davina's advice and if not why, and which advice would they give? -ICQs -Write task on the WB -Students have 3-4 minutes to discuss.

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