Emelie Emelie

Interviews - TP1
Intermediate level


In this lesson, students will practice vocabulary in the context of interviews. They will get clarification of specific vocabulary related to advice before an interview and discuss what to do and not to do during an interview using target vocabulary. Students will also read and answer questions about a text on the topic.


Abc Handout - reading text and questions
Abc Picture

Main Aims

  • To provide and teach the meaning of vocabulary connected with interviews of different kinds, and to give controlled and freer practice in using target vocabulary.

Subsidiary Aims

  • To provide practice in reading for specific information about interviews.


Introduction • To set lesson context and create an interest for the topic

Show Ss pictures illustrating interviews. Then show a list of different types of interviews. Ask Ss to identify which type of interview they see and to give reasons for their answers. - What type of interview is this? - What in the picture makes you think that?

Speaking practice • To have Ss relate the topic to their personal experiences

a) Elicit the meaning of ‘the real you’ by proposing a scenario of themselves just about to enter a job interview. – What do you want to show the interviewers? Do you want to show them the fake you? (No, the real you) b) Explain that Ss will discuss questions in groups. Put Ss in groups of three and give a HO with the questions to each group. Monitor while Ss discuss. c) One nominee from each group provides F/B in O/C.

Brainstorming dos and don’ts • To generate ideas as a base for coming activities.

Ss continue in same group. Give Ss 2 mins to discuss what you should do and shouldn’t do at a job interview. F/B O/C. T records answers on the board in two columns (do - don’t).

Pre-teach vocabulary • To provide new vocabulary that can be applied in the context of interviews.

Put/write the expressions on the board and pronounce them: ‘show enthusiasm’, ‘answer briefly’, ‘shake hands firmly’, ‘send references’, ‘dress smartly’, ‘speak clearly’, ‘avoid eye contact’. Show the different expressions one by one, by using body language, demonstration and contextualization, and have Ss find the equivalent expression.

Categorize vocabulary • To consolidate vocabulary

a) Put Ss in pairs. b) Have Ss write three columns in their notebook and categorize the expressions by 1. Should do during an interview 2. Shouldn’t do during an interview 3. Might do before an interview. If Ss finish early they can write their own ideas in the columns. T monitors and provides feedback during PW.

Read text about interviews • To give practice in reading for specific information

a) Pass out HO’s with the text and give Ss 5 mins to read. b) Have Ss work in the same pairs and check their predictions in the previous task and answer the questions in ex.3: ‘What type of things do people do to get an interview at Harward University?’ ‘What should you do before and during an interview?’ c) O/C F/B

Speaking activity - Giving advice • To consolidate vocabulary

a) Prepare separate flash cards with written advice about interviews and put in a basket, e.g. ‘speak clearly’, ‘avoid eye contact’ etc. b) Explain the activity: Each student takes two cards, reads them and decides if it is something they should do before an interview, should do during an interview or shouldn’t do in an interview. Then Ss mingle and give each other advice. c) T takes one flash card and gives models an example. - Remember to show enthusiasm during the interview. d) After one minute put all flash card back in the basket. Ss take two new cards and repeat the procedure.

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