Michael Youssef Labib Michael Youssef Labib

Intermediate level


In this lesson, students practice speaking skills in the context for choosing the best candidate for a job position.


Abc Blue Tick
Abc Paper Slips
Abc Video
Abc Handouts
Abc Pictures
Abc Markers
Abc Projector
Abc Board

Main Aims

  • By the end of this lesson students will have practiced free speaking in the context of choosing the best candidate

Subsidiary Aims

  • To practice functional language in the context of choosing the best candidate


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

Introduce the topic by telling students that they will be watching a very short video. Write a question on the board before that so student would watch the video with a purpose. What is happening in the video? Ask students to work in pairs and discuss their ideas about the video. Elicit basic vocabulary about job interviews such as: interview, applicant and manager.

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

Students will read the advertisement in the first exercise for Horizons Unlimited, after I demonstrate the exercise and use 2 ICQs. They will answer one question "what kind of jobs do they recruit for?" They will work in pairs to answer the questions I will demonstrate exercise 2 first then ask students to work in pairs to discuss what the photos are all about. In the second part of the exercise, I will demonstrate what is required from them. I will then hand out the sheets with the email message. I will give them 4 minutes to read the message and answer the questions in pairs. I will provide feedback to the whole class. I will demonstrate exercise 3 first then ask students in work in pairs to complete the table. I will give them 3 minutes and end this stage by providing feedback to the whole class.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

I will demo the activity by drawing a table with three columns on the board. I will tell students that this table is about good points, bad points and other for job candidates. They will have to put every paper slip in the right column on the board. I will provide them with different paper slips that would fit in those columns. I will give students 3 minutes to complete the task and I will be providing feedback afterwards.

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

Demonstrate the first speaking task for the students. Use ICQs to make sure they understand what they will be doing. Divide students into small groups and give them handouts with the notes about each candidate. Give them time to read the notes and each one will decide which candidate they chose. Ask groups to discuss why every one chose that specific candidate. Demonstrate the second speaking task for the students. Use ICQs to make sure they understand what they will be doing. Ask the students to present the pros and cons of their candidate to the group. Every students should have 1 minute to talk about why they chose that specific candidate. For the third speaking task the students have to decide which candidate is the first choice for the job and which is the second. Each group will now present their first choice to the class, so they have to decide on who will be speaking from their groups.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Provide students with feedback on their production and use of language. Write a few sentences with the common errors that happened in the class, and ask them to correct these sentences in pairs. Provide answers on the board with a different marker.

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