Sibel Susann Wilms Teoman Sibel Susann Wilms Teoman

Intermediate level


In this lesson, students are going to learn about how to talk about themselves in a job-interview and to separate formal from informal answers.


Abc "speak out"
Abc sentence puzzles

Main Aims

  • To provide practice of question phrases and answers (formal/informal) in the context of a job interview

Subsidiary Aims

  • To provide accurate speaking practice in conversations in the context of job interviews


sentence puzzle (5-10 minutes) • To show the students how to built correct sentences and questions.

I tell the students to work in pairs. Hand out the pieces of the sentence puzzle. I show one example, then the students put the pieces of each sentence together. The ones who finish first, can stick the sentence pieces in correct order on the board.

Find the matching expression (2-7 minutes) • to teach them to separte formal from informal language

The students will work in 2 groups, A and B, to match the expressions in 7a, p.15. Students A will read the first sentence1-5, students B will match the answer a)-e). Then I repeat their matched sentences and ask another student to continue.

O/C discussion (2-5 minutes) • to make the students realize the difference between formal and informal language.

I will ask them where they would use specific expressions or who would use these.

Roleplay preparation (5 minutes) • to make the students use formal language accurately

Separate the students again into 2 groups. A read the instructions on p.15/8a. B do the same on p.158. They will have time to prepare a roleplay, where A will be the interviewer and B the interviewee. Help the ss, if needed and observe carefully.

Roleplay (10 minutes) • to make the ss use formal language in a specific situation

Now Pair one of A with one of B and ask them to roleplay. Encourage the ss to roleplay now as if this was a real situation. Maybe you ask them what they are wearing, not to forget to shake hands, to be there in time, are the prepared? What about eye contact? By reminding them of these, I refer to the previous lesson and make the roleplay more entertaining. I monitor and make notes of good/bad language.

Spontaneous roleplay (10 minutes) • to check if they have memorized formal language

Now I make them put their notes aside and switch their roles. I will want them to roleplay spontaneously to see if they remember formal/informal expressions correctly. I monitor them and take notes.

Examples for good/bad language (10 minutes) • to check if they have memorized formal language

I write good and bad language examples on the board and give them time to decide which ones are bad or good. How can we improve the bad ones?

Web site designed by: Nikue