Sara Mohamed Ahmed Sayed Hassan Abdrabo Sara Mohamed Ahmed Sayed Hassan Abdrabo

speaking lesson plan
B2 level


At the end of this lesson students will be able use new techniques of speaking. Teacher will help them to use these new speaking techniques.


Abc handouts, power point, markers for the teacher and white board.

Main Aims

  • To provide fluency speaking practice in a short conversations in the context of job interview

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about short conversations in the context of job interview


lead in • To set lesson context and engage students

1- Greet your students. 2- In a minute, tell them about an interview you had, how you prepared for it and how it went. 3- Project these questions (or ask them orally): -Have you ever been interviewed for a job or anything else? -How did you prepare for it? -How did it go? 4- Ask them to discuss the questions in pairs. Monitor unobtrusively 5- Content feedback – ask who had the easiest/most difficult interview.

Listening (Exposure) • To practice gist and detailed listening sub-skills -To provide a model of production expected in coming tasks through listening

1- Set the listening task – You’re going to listen to a job interview between Pia Marcotti (the interviewee) and John (the interviewer). Do you think John will accept Pia? 2- Ask this ICQ: -Do you need to understand every word to find out? (Ss should say: No) -Will you ignore any difficult words to get the main idea? (Ss should say: Yes) 3- Play the audio track, then let them check in pairs. Open class feedback. 4- Clarify the difficult words related to answering the questions. (HO#1: Matching task: speak well of, catering, leaflet, repetitive) 5- Display the second listening task on the screen (or chest HO#2); tell ss they’re going to listen again to answer the displayed/chested wh-questions. 6- Give ss a few seconds to read the questions then play the track. Monitor from a distance. 7- Let ss check in pairs then project the answer key and ask them to check their answers.

Useful Language • To highlight and clarify useful language needed for speaking

1- Establish the meaning with ss. Ask them to look at the questions in HO#2, then ask these CCQs: -Is Pia still working at the footwear company? -No -What do interviewers mostly ask about in interviews? -Details of past experiences -Qualifications -Is it past, present or future? -Pat simple to express experiences – Present simple to express facts 2- Model and drill some questions and highlight intonation on the board. 3- Touch on the question forms for present and past simple tenses. Highlight the form on the board 4- Clarify these words: qualifications – bachelor – recruitment agency

Preparation • To scaffold the speaking and give ss a chance to be ready for it

1- Ask ss to draw a T-chart – show them one. 2- In the left column, imagine that you are an HR manager at a recruitment agency and think of 5 generic questions youare going to ask in the next interview. (encourage them to look at HO#2 for ideas) 3- In the right column, think of your dream job and imagine you are going to an important interview. Try to prepare some answers for the interview questions.

Speaking • To provide an opportunity to practice speaking for fluency

1- Tell ss they are going to interview each other. 2- Divide the class into A and B. 3- Student A will be the HR manager, while student B will be the interviewee. 4- B will introduce himself/herself saying their names and the job they are applying for. 5- Assign 5 minutes for the first round of the interview. Monitor unobtrusively and collect errors. 6- Stop the activity and ask ss to swap roles, B will be the HR manager while A will be the interviewee. 7- Assign 5 minutes for the second round of the interview. Monitor unobtrusively and collect errors. 8- Stop the activity and ask the whole class this question ‘who was accepted today?’. Listen to their answers for a minute. 9- Write two good examples of their language on the board; praise them. 10- Write 2 or 3 (maybe more if time allows) faulty sentences on the board. Elicit and correct their errors.

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