Ali Farbod Ali Farbod

tell me about yourself, job description
Intermediate level


In this lesson students are to learn about giving opinions and asking questions with the concentration on formal, and a glimpse at informal language. it starts with the students putting scrambled words in order to make complete sentences or questions. that is followed by a matching expressions exercise in which Ss aim to first match the equivalent terms and then differentiate between formal and informal language. at the end there will be a speaking practice where Ss are divided into two groups, one group attempting to make questions using the vocabulary learnt while the other group are having a go at producing the answers. Both fluency and proper vocabulary usage are of importance in this exercise.


Abc scramblled words cut-out
Abc glue sticks
Abc foundation paper
Abc large size cut-outs
Abc photos of formal and informal people
Abc page 15 speaking part 8A
Abc page 158 speaking
Abc page 15 7A

Main Aims

  • By the end of the session, the students will have become familliar with the vocabulary needed for giving thier opinions and suggestions and also asking questions in both formal and informal ways.

Subsidiary Aims

  • students will also have worked on their oral fluency and have become more comfortable talking about their jobs, and more familliar with a job interview process


warm up • check if they have understood the previous lessons and are ready for this one

in this stage a brief O/C discussion will take place about what they have already studied in the previous lessons and check what they recall.

vocabulary practice 6 • to fixate the meaning and usage of the words in the minds of the students

the first two examples of this activity will be done on the board so they become familiar with both sentence and question structures.students are paired up according to their sitting format. the instructions will be given, to organize the cut outs into a proper sentence or question based on the full stop or question mark accompanying each set of words and then stuck on the foundation paper using glue sticks. Three ICQ questions will be asked: 1- are you going to work alone or in pairs? 2- will we just memorize the sentences or will we stick them down? 3- how many sentences and questions do we have? the correct form of each sentence or question is made on the board using the larger cut-outs by nominated studenst.

matching expressions • differentiating between formal and informal language.

students are paired up again after having made two columns in the middle of the class to match expressions 1 through 5 with the expressions "a" through "e". after giving the instructions, one CCQ question, " give me an example for a formal sentence, give me an example for an informal sentence" and three ICQ questions: 1- how many sets of words do we have? 2- are we working alone? 3- what are we matching? will be asked. the handouts are then given to the students. the first set of students say the expressions from the first column and the and the second set read the matching expressions from the second column.peer correction is to take place the teacher then reads each expression from the first column and students offer the matching expression in an O/C format.

formal vs. informal • help students differentiate between formal and informal expressions

the photos of formal and informal conversations are put on the board. a demo will be done by the teacher, putting an expression under one photo. two ICQ questions will be asked: 1- am I going to write the expressions on the board? 2- how will we decide which photo to put the sentence under? students are instructed to come to the board whenever asked by the teacher. nominated students come to the board and write the expressions under the relevant photos.

role play preparation • give the students a chance to discuss using the vocabulary learnt while boosting their oral fluency

the instructions are given to students regarding the role play. the students are divided into two groups of A and B, each one given a different set of more specific instructions. group A act as the employees of a business school, while group B will be acting as the applicants willing to participate in the course. group A will be asking about reasons, work experience, expectations and future plans of the assumed applicants and group B will come up with questions to ask after they have answered group A's questions. before starting the activity, three ICQs will be asked: 1- are you the applicant or the employee? will you ask questions or give answers? 3- will you prepare alone or as a group? the written instructions will be handed out.

role play • use the learnt vocabulary in simulated real life situation, boost fluency

students are redirected into their pairs. instructions will be given to role play the interview they practiced, highlighting the usage of language used in the previous stages. two ICQ questions will be asked: 1- will you answer with yes/ no or will you give full answers? 2- what words and expressions are you going to try to use more? in this stage and while monitoring, examples of good language and bad language will be noted by the teacher.

role play swap • furthure fixation of the vocabulary and practicing spontaneous speaking

the teacher will ask the students to switch roles with no preparation, so group B will be asking the questions and group A will be providing the answers. the teacher will again take notes of good and bad language.

language check • review the vocabulary, check to see if students had errors or just made mistakes.

teacher transfers the more important notes of good and bad language to the board, checking the correct format with the students, repeating the words for pronunciation practice.

review (if needed) • to furthur establish the meaning of the words for the students. their innovation will also be tested.

students line up in two rows in front of each other, they will be named rows 1 and 2. row one are salespersons of a telephone company, row 2 are customers. Instructions will be given, saying that questions will be asked by row 2 using the main vocabulary about the possible services they can get , and group 1 will try and answer them in the same fashion. two ICQ questions will be asked: 1- who will ask the questions? 2- what are we asking about?

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