TP: 1a - Cisel Derli
To provide an opportunity for students to develop their listening skills
To provide students an opportunity to develop their ability to listen for specific and detailed information.
To provide an opportunity for the students to develop their speaking skills.
To provide an opportunity for the students to use the vocabulary and expressions related to the subject 'talking about yourself' and 'interviews' in a speech.
Procedure (40-20 minutes)
Brainstorming: Teacher asks to brainstorm quickly of dos and donts for job interviews. The teacher elicits the word 'interviewer' and 'interviewee' by the help of te picture on the book. Make sure that everybody involves.
Pre-teach the words 'expectations' - 'refresh' - 'optional' - 'tutor' - 'demanding'. Use photos and create situations to let the students guess the words. Check the concept and write the words on the board.
Tell them they will listen to three different type of interview. Listen to the track 7. What types of interview are they and which interviewee didn't follow five tips? Do the exercise 4a. Students answer the questions individually then check in pairs (changing the answers with their partner).Monitor the progress and listen to the track again to check the answers if necessary. Discuss and explain why the auxilary 'do' is used in this sentence: '...actually, I do have a query.'
Tell them they are going to answer more specific and detailed questions in the exercide 4b and let them read the questions before listening to the track again. Listen to the track again. Students answer and check the questions in pairs. Nominate students to tell the answers out loud. Monitor the progress and listen to the track if necessary.
Explain the exercises 5a and 5b. Use the examples of expressions introducing a question and an opinion. Students underline the expressions in each exercises in pairs. After finishing, they can come to the board to underline the expressions if they feel confident. Project the page 128 on the board and revise the expressions. Give two examples each for expressions introducing a question and an opinion. Students give two more examples. Look at the page 129. The students correct the mistakes in the conversations and work in pairs. Nominate students to check the answers.
Students work in pairs and and practice the dialogue. Switch the students to practice the dialogue again if time allows.