Nicole Liao Nicole Liao

TP1 CELTA Istanbul 2016.09.21
Upper intermediate level


In this lesson, students will read a text about Extreme Interviews. They will read for gist, detail, and deduct meaning of vocabulary. They will discuss their opinion about it, their personal experience, and do pair work exercise to understand the meaning of vocabulary.


Abc "Extreme Interviews" reading text
Abc "Extreme interviews" reading exercise

Main Aims

  • To provide gist, detailed and deduction reading practice using a text about Extreme interviews in the context of job interview

Subsidiary Aims

  • To introduce Ss to vocabulary related to extreme interviews. To give Ss practice in speaking for fluency.


Lead-in (2-3 minutes) • To get students interested in the topic

T asks students A "Can you tell me about yourself?" S answers. T asks student B " Can you tell me what you did in your last job?" S answers T asks student C " Can you tell me why you want to change your job?" S answers T asks WC "Who asks these questions normally?" Ss answer. T writes on WB the keywords such as "job interview" "normally" T asks if they ever been in a job interview? What do they like or dislike about an interview? Ss answer. T asks "What's an interview like usually?" Ss answer. T asks "Is job interview fun? "Does it make you nervous?" T writes "nervous" on WB. T asks "What are questions asked normally?" Ss answers. T writes them down on WB. Note: WB left writes keywords about interview which will be relevant in later vocabulary session

Pre-reading (2-3 minutes) • To get Ss thinking about the reading, e.g. by looking at the title/pictures, etc, and maybe predicting what they'll read

T will show the picture of "Extreme interviews" text, and elicit answers as to what do they think is happening? Do they think this is a real interview question? Why? Why not? Introduce some other questions to get them thinking and interested such as "Can you name three Lady Gaga songs?" "Have you been asked these questions in a job interview?" (ex 4a)

While-Reading 1 (4-5 minutes) • an easier, faster task - for example reading for gist (general understanding), e.g. to check ideas from the pre-reading stage (ex. 4b)

T says "Now we will read an article about real extreme interviews" and gives instructions that Ss will read it quickly and think about how they would answer. (ex 4b) T encourages student not to worry about vocabulary, just try to read it through fast. Tell them they will have another chance to read more details shortly. T hands out the reading material and says you have two minutes. After two minutes T elicits answers in WC and encourage Ss to speak about it.

While-Reading 2 (15-16 minutes) • a more challenging task for Ss to read in more details - in this case deducing meaning of vocabulary from context (ex. 4c & d) (& 4e for some pronuncation work if time allows

T says " Now let's work in pairs." T arranges the setting so students are by pairs. T says " You will help each other to understand the meaning highlighted vocabulary, such as "bizarre" on the 3rd line." "After you compare your understanding about these vocabularies, work together to match the words and phrases 1 to 10" "You have 10 minutes to complete" After 10 minutes, T asks student to answer questions and help them with examples if they don't understand the meaning. T does CCQ to make sure students understand. For example "bizarre" means normal? or "strange"? WB Left written during discussion: job interview related keywords: normal, nervous (bizarre), difficult (demanding), answer the questions fast without too much thinking (think on their feet), methods (approach), employee, employer (job-seeker), flap, recruitment agency, nervous (flustered), destroy (crush), rather than (ex 4c, 4d)

While-reading 3 (9-10 minutes) • allowing Ss to read in more detail and show their understanding. It can also be good for integrating some speaking in group/pair work

T asks students to read the text again for 2 minutes. T asks questions to confirm their understanding of the text and to encourage speaking. T asks " Is this a game question? " T asks " From the article, can you give me an example bizarre question?" (Answer: You are stranded on a desserted island. You have 60 seconds to choose people of 10 professions to come with you." Who do you choose? Go!" T asks " Why such questions can show your personality and why personality is important?" T ask Ss to sit in pairs and think about two unusual interview questions to ask each other and think about why ask these questions. After 3 minutes, discuss in WC.

Post-Reading (8-9 minutes) • to allow Ss to respond to the text or to do a follow-up task on a similar task and some productive skills (speaking and /or writing)

T says, now you will work in pairs to answer below 4f questions, you have 2 minutes : (ex. 4f) 1. What are extreme interviews? 2. What kind of companies first started using them? 3. Why do some people think that they are better than normal interviews? T says" time is up, now let's listen to the answers." T asks different group to ask and answer the 3 questions. If time perms, ask Ss to do 4g which will be most likely covered during the lesson, but can discuss further into details in pair work or in WC.

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