Dalya Diker Dalya Diker

Listening Lesson
A2/B1 (Pre-Intermediate) level


In this lesson, students will listen to the recording of a job interview (listen something by scanning and listening for specific information) and do some exercises regarding the interview. Some vocabulary will be presented to them prior to the listening. Some checking for understanding and pronunciation drills will follow, and we will finish with some speaking activity.


Abc HO for mingle speaking task (ex. 5)
Abc Listening Task
Abc A picture of Lauren at the interview
Abc Reading Activitiy
Abc Speaking Task
Abc Listening Task (folded HO)

Main Aims

  • To provide specific information listening practice using a text about a job interview in the context of job interviews.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of job interviews.
  • To provide clarification of language used for expressing hobbies and interests in the context of jobinterviews.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

I will stick the picture of a woman having a job interview on the WB before the lesson and write 'Lauren Gordon has left CSP and is looking for a new job. She has an interview with the Findajob agency.' under it. 'Do you remember Lauren101 from Tuesday? She was talking about her job in the chatroom.' I will inform the students that they will listen to Lauren's interview but first they will do ex. 1 on pg. 22. Right before giving out the yellow HO, I will chest it standing in the Power Position and say 'Read the advert and answer the questions with your partner please.' I will strengthen my instructions with gestures. They will have 2 minutes to complete the exercise. I will be monitoring during the PW, checking the answers on their papers and appearing available for help. Before eliciting the answers, I will ask the question 'What is a job agency?'.

Pre-Listening (2-4 minutes) • To prepare students for the listening and make it accessible

Prior to the listening, I will ask them to make predictions about what they will listen as groups of 3-4. 'Lauren will have a job interview. Which questions do you think she will be asked?'. If they have difficulty in finding ideas, I will help them activate their schemata by asking the question 'Have you ever had a job interview before? Which kind of questions did they ask you?'. After letting them to speak for about a minute, I will elicit 2-3 answers.

While Listening #1 (5-8 minutes) • To provide students with specific information listening task

'We will listen to Lauren's interview now. Can you decide the order of the interviewer's questions?' As I believe they will have difficulty understanding this instruction, I will try to clarify the meaning by giving a simple example of what they will do. I will write 'apple, orange, lemon, banana' on the WB and draw boxes next to each one (this will symbolize the exercise on the HO). Then I will pretend like I'm listening to a record and I will hear the word 'banana'. I will write '1' in the box next to that word. I will continue the listening and in a few seconds, I will hear the word 'orange'. I will write '2' in the box next to 'orange'. Continue the role play until the words are finished. As an ICQ, I can ask one of them to explain what they have to do. Hopefully, these will clarify the instructions for them. Give out the light green HO. It will be folded in half.

While Listening #2 (3-6 minutes) • To provide students with more challenging detailed

After the first listening, I will instruct them to turn the paper around. They will decide if the statements are true or false by listening to the recording a second time. 'Check with partners'. I will write the answers on the board. I may make a WCFB for the common mistakes I encountered during monitoring, if there is enough time. I can also ask for justifications for ex. 3, if we have time for it.

Functions (6-8 minutes) • To provide Ss with some functional language that will help them talk about their hobbies, interests etc.

We will take a look at some functional language that will help the Ss talk about their hobbies, interests and what they're good at. 'I've got experience in...', 'I've been in...', 'I've always wanted to...', 'I'm good at...' are some examples. We will mostly focus on the form and do some pronunciation drills (eg. experience). I will not clarify the meaning as their meanings are self-explanatory. I will ask 2 or 3 students to come to the board and write a sentence using the functional language.

Post Listening (2-3 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Chest the HO, 'Match the senteces wıth the numbers please. (You know the sentences). You have 1 minute.' After monitoring them during the exercise, I will ask them to check their answers with their partners. I will write the answer on the WB again, in order to save time. I believe it is a good idea to do this here as I anticipate most Ss will get the right answers and there is no chance of misunderstanding as it is controlled practice.

Speaking (12-15 minutes) • To provide fluency speaking in a conversation

'You've got an interview with Findajob. Write answers to these questions. Then you will be the interviewer and write two more questions. So how many questions will you answer?' 'How many extra quesitons will you write?' 'Work on your own please.' They will have around 2 minutes to do so. I will monitor their work by moving around in the class. When they are finished, I will set the speaking task. 'I want you to take this paper and ask your friends each of these questions, and write down the answers here. 1 question, 1 friend OK? I ask Uğur, What languages do you speak? Italian, OK. I write it on my paper, Uğur speaks Italian. Then I go to another person, I ask him another question. The 2 extra questions will go to these boxes here'. 'Can you ask all of your questions to 1 friend?' 'Can you ask 3?' 'Will you ask these questions when you are sitting?'. Let them get up and mingle. Monitor listening to the conversations and making sure they interact with different people. I will stop them when I see that they filled their papers with answers. 'Now go sit down, not to your seat, to another one.' Here I can encourage them to sit in different places by choosing some of the Ss and pointing different seats. I will get them to speak as pairs now, 'If you were the boss, which one of your friends would you like to work with? Why?' 'I would like to work with Zeki because, he is very good at computers, he speaks English and French.'

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