Mahmoud Dahman Mahmoud Dahman

Teaching Practice 8
Intermediate level


In this lesson, students practice fluency speaking in the context of a job interview. This lesson starts with a lead-in to set the context and then exposure to the target language through a questions/answers matching exercise. This is followed by highlighting and clarifying of the vocabulary and language used in job interviews to prepare students for the freer practice activity. Finally there is a role play exercise in which students practice speaking for fluency.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a job interview in the context of jobs

Subsidiary Aims

  • To provide practice and review of vocabulary used in job interviews in the context of jobs


Lead-in (5-6 minutes) • To set lesson context and engage students

Write the following words on the board in random order: job you want this do why Ask the students to rearrange the words to make a question (Why do you want this job?). Elicit the most likely context for the question (job interview) and give them 4 minutes, working in pairs, to think up 3-4 more questions that could be asked at a job interview. Write these on the board.

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading

Hand out the worksheet (one per pair) and tell the students to read the 12 questions and the five answers. Tell them to match each of the five answers to one of the questions.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Ask the students to look at the vocabulary in the box in B. Tell them to underline the same words in the questions/answers in exercise A. Give them 5 minutes to try to explain the words to their partner. Ask them to guess the meaning form the context. Monitor and then clarify the meaning of the key words by asking CCQs.

Productive Task(s) (7-8 minutes) • To provide an opportunity to practice target productive skills

Students think of answers for the others questions. Practice asking and answering them with a partner. Do an example for exercise C, by getting a student to ask you one of the unanswered questions, and providing an improvised generic answer. Tell them to do the same with the remaining questions.

Role-Play (12-15 minutes) • To provide an opportunity to practice target productive skills in the context of a job interview

Students choose a job that they would like to be interviewed for. Give them 3-4 minutes, and help with vocabulary. Check that each student has chosen one job. Introduce the role play. Read through the instructions in exercise E, and get students to stand up ad demonstrate the start of the interview. Start the role plays. Encourage them to use the Target language expressions. When they have finished Students tell the class if their partner got the job.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

Monitor the students doing the role play. Write down some language phrases to praise, and language chunks to correct and reformulate. Elicit the correct form and pronunciation and write that on the board.

Web site designed by: Nikue