Sahar Sahar

Extreme Job Interviews
Upper Intermediate level


In this lesson students read an article about a new method of job interviews and practice reading skills for gist and detail. They also focus on terminologies and words related to the interviews and business market. The learners later further their communicative skill by discussing questions that might occur in an extreme interview.


Main Aims

  • To provide gist and detailed reading practice using a text about extreme questions in the context of Job interviews

Subsidiary Aims

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


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

I will start the lesson by greeting the learners and asking how they feel then I will put them in groups of two and will ask them to look at my printed material which I hand them over that is related to job interviews and will ask them to brainstorm with a partner about what is happening and then what are the most common questions in a job interview.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Since this article contains complex vocabularies that might block the comprehension of my learners I will choose some of the most blocking words and pre-teach them before the main reading. I will pre-teach the following words: pioneer, stranded, clucking, co-founder, and headhunter

While-Reading (3-5 minutes) • To provide students with less challenging gist reading task

I will ask the learners to read the title and subtitle and guess what the topic might be about and then read the text quickly without looking for difficult words and decide if these extreme questions are really asked in this situation. then I will ask them to check their answers with their partners. Finally, I will choose one or two from different groups about their opinions.

While-Reading (5-8 minutes) • To provide students with more challenging reading for deduction task

For this task I will write the question,which is included in the text, on the board and direct the students' attention to the meaning of the word 'bizarre' in this context. I will ask them to read the sentence carefully and answer the questions: 1: Is this sentence a usual question? to elicit 'NO' 2: If it is not usual it is....> to elicit 'bizarre' Then I will ask them to read the text again carefully and try to guess the meaning of the highlighted words in the context. Then I will ask them to discuss their ideas with their partners. Then I will ask them to try fill in the gaps in exercise D with the highlighted words in the text. Finally, I will give them the feedback via listening or the printed text of the listening.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

For communicative purposes I will ask them to work with a partner and talk together asking questions in exercise F. Then I will ask them if they think asking extreme question is a good way to choose candidates. I ask for some volunteers who could contribute. Finally I will direct them to the model questions in exercise G and ask them to talk with a partner and decide which questions they think would work well in choosing candidates. I will ask them to work with a partner and talk together about the p I will ask the groups to give their opinions about the questions. While they are engaged in the task I will monitor them indirectly and will provide subsequent feedback for the lesson’s wrap-up.

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