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Skills lesson (Listening and Speaking)
Upper-intermediate level


This lesson focusses on developing listening and speaking skills in the context of job interviews. For this lesson, you can draw upon the ss personal experience in this area.


Main Aims

  • Speaking fluency in the context of interviews

Subsidiary Aims

  • Listening for detail in conversations about job interviews


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

Remind the students of the previous lesson and then have them discuss these questions in pairs; Have you ever been for a job interview? What kind of questions did they ask? Did you get the job?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Go through the listening script and pre-teach a few of the vocabulary items which may impede ss underestanding. The vocabulary items are: CV- Philosophy- Flustered- Punctuate- Reincarnated.

Listening for detail (8-10 minutes) • To listen in detail in conversations about job interviews.

Make a chart of the one on page 7and give each student one paper. Demo the first listening and then check their answers 2 by 2. For feedback, have the answers posted on the board. For listening in depth, again, demo the activity first and have the ss work alone then peer check before feedback. To take feedback, nominate each pair to provide one answer.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Nominate students A and B. Demo the activity with student A and then elicit what happens after student A has interviewed (student B now interviews)/ student A turns to p 104 and uses the questions to interview B. Then B turns to page 108 and uses the questions to interview A. Students write 2 interview questions of their own and go around asking everyone in the class.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ask the students to choose the most interesting question among the ones they heard. When students are talking together, take notes of their mistakes and later put them on the board. Ask them to read the sentences and correct them.

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