Tiago Lobo Tiago Lobo

Intermediate level


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Main Aims

  • To provide fluency speaking practice in the context of an interview

Subsidiary Aims

  • To provide review of formal and informal language in the context of an interview


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

Present slide 1 of presentation Give and show instruction "With your partner, make a list of all the types of interviews you can think of" Show the pictures as hints ICQ - Are you writing anything? - yes, write the list in your notebook. Breakout rooms - 3 minutes

Content Preparation (3-5 minutes) • To prepare students by exposing them to the topic of the productive tasks

Present Slide 2 of the presentation "Compare the list you made with this list of interview types, see how many you thought of" Give instruction - "now, look at the photos. Which types of interview do you think the photos show?" Call on individual students for answers Reveal all possible correct answers

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Present slide 3 of presentation Explain that we will look at formal language and informal language Call on individual students and illicit the meaning of formal language, then display the correct meaning. Ask students if they can think of appropriate contexts to use formal language in. Repeat previous step for informal language Present slide 4 of presentation Give marker sentence one - formal and informal example. Give marker sentence two - formal and informal example. Show and explain that we sometimes make language informal by using contractions (she has - she's) and sometimes by using different vocabulary (having conversations - chatting) Present slide 5 of presentation Give instruction - "match expressions 1-5 with expressions a-e" Elicit which expressions use formal language and which use informal language

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

Present slide 6 of presentation Give instructions - "Look at the list of interview types above", "In pairs, take turns asking and answering the questions" Put students in pairs in breakout rooms for 3 minutes Join rooms and listen for use of formal/informal (TL) language use Present slide 7 of presentation Explain to students that they will be doing a "role-play" of a real interview. Give instruction - "choose one of the interview types you saw in exercise 1A" - show the list of possible interview types. Give instruction - "now, you have 5 minutes to prepare the questions you will ask as the interviewer", "and while you do this, think of how you might answer those questions if somebody asked you" ICQ - Are you writing questions or answers? Who will you be asking the questions? - you're partner, who is being interviewed by you Give instruction - "I will now put you in breakout rooms, decide with your partner who will be the interviewer first. You have 5 minutes to do one interview, then come back from the breakout rooms" ICQ - Do you both ask the questions you prepared or only one of you? - only one asks the questions, then leave the breakout room. Join rooms and listen for TL errors/correct uses When students come back from breakout rooms - "Now, the other person has 5 minutes to interview their partner" - send students back in to breakout rooms for 5 minutes Join rooms and listen for TL use - make notes of correct and incorrect uses, as well as other general mistakes and good uses of language

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Join all breakout rooms during the productive task and make notes of correct and incorrect language use - pay attention to the target language (use of formal and informal vocabulary) Present slide 8 of presentation Go through some good and bad examples of TL use you heard during speaking practice. Also go over any general issues/concerns. Allow questions from students.

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