Laura Elena Biculescu Laura Elena Biculescu

Conversation workshop, week 5
03-04 level


In this lesson students practice speaking in the context of jobs. They will learn vocabulary specific for job interviews and practice by interviewing their colleagues.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation and role play in the context of jobs

Subsidiary Aims

  • To provide practice and review of interview questions in the context of jobs


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

Great the students and introduce yourself. Tell them that you work as a teacher, your job is to teach. What are their jobs? Allow a few, even all students to answer before you move on. Since the topic of the lesson is jobs, we are going to play a little game of charades. Divide the students into two groups and distribute the cards among them. Explain the rules of the game and demonstrate with a card yourself.

Useful Language#1 (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Tell the students that you have a set of questions and they have mistakes in them. Ask each student to draw a card and correct the mistake in the question.

Productive Task #1 (10-14 minutes) • To provide an opportunity to practice asking and answering questions about their jobs

Give each student the questionnaire and have them work in pairs asking questions to each-other and learning information about their partners. Walk around the class and make sure the students stay on track. Provide help when needed. At the end of the activity, have a few students tell you what they learned about their partners. Monitor and write down errors for a quick delayed error correction.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading

Distribute the worksheets and have each students read the dialogue. Elicit the meanings of the words in bold from the students. Ask for two volunteers who will read out the dialogue.

Useful Language#2 (3-5 minutes) • To highlight and clarify useful language for the second productive task

While they read, you can put the interview questions up on the board. If they have trouble with pronunciation do a quick choral drilling. Elicit from the students some other questions could they be asked during an interview and put them up on the board along with the others.

Productive Task #2 (12-14 minutes) • To provide an opportunity to practice participating in a job interview

Divide the students into pairs and explains the task. In each pair one student is a person looking for a job, the other one is a personnel manager working in a big company. Each student is given a suitable flashcard. The students ask and answer each other questions using the prompts from the flashcards and the useful language they learned from the previous dialogue. Monitor and record any errors for the delayed error correction.

Productive Task #3 (12-14 minutes) • To provide an opportunity to practice talking about stress in the context of jobs

Put the word stress on the board. Ask the students if they know what stress is. Is their job stressful? What makes them stressed at work/school? What do they do about it? What kind of jobs can be the most stressful? What about least stressful? Group the students into pairs and distribute the list with the 26 jobs. Tell them they have to look ad decide which 5 jobs are the most stressful and why and the 5 least stressful jobs and why. Monitor and write down mistakes for delayed error correction.

Feedback and Error Correction (2-4 minutes) • To provide feedback on students' production and use of language

Go over a few mistakes the were the most pervasive during the whole lesson. Thank the students for participating in the class and dismiss them

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