Cenk Cenk

Listening/Job Interview
B1 Level level


In this lesson, students practice listening skills through the context of a job interview. SS will also learn new vocabulary related to the topic. The lesson starts with a picture and lead-in questions follow. SS then complete a chart as a detailed task. Finally, there is a writing activity where SS will write three extreme interview questions and discuss them with their pairs as a freer task.


Abc PowerPoint Presentation
Abc Audio

Main Aims

  • The intended aim of this lesson is to practise listening for the gist and detail within the context of Job Interview.

Subsidiary Aims

  • The intended sub aim of this lesson is to provide clarification of context-related lexis.
  • Another intended aim of this lesson is to provide writing practice.


Lead-in (3-4 minutes) • To set lesson context and engage students

The lesson starts with a picture (slight 1) and the teacher asks students to take a look at the picture briefly. The teacher, then, moves to the second slight and asks ss to take notes of the lead-in questions. T might use a hand gesture to indicate that the ss should jot down. Afterward, SS will be divided into two groups and sent to breakout rooms to discuss the questions within their groups for two minutes. ICQ: "Will you speak with your friends?" (Yes) ICQ: "How much time do you have?" (Two) Meanwhile, T monitors ss and takes notes if there are any mistakes. When ss come back from the breakout rooms, s/he provides feedback (error correction) through the whiteboard. Lastly, WCFB (whole class feedback) is provided and T introduces the context of the lesson (slight 3).

Pre-teach Lexis (7-8 minutes) • To prepare students for the text and make it accessible

LearningApps is used for this task. The teacher sends the lexis task link in the chatbox and asks ss to match the pairs individually. T also informs ss that they will have six minutes to complete the task. ICQ: "How much time do you have?" (Six minutes). ICQ: "Will you work alone?" (Yes). After ss finish the task, the teacher shows the answer key (slight 5) and asks ss to check their answers. Afterward, T provides pronunciation asks ss to repeat.

Gist Task/Listening#1 (7-8 minutes) • To provide students with less challenging gist task

First, the teacher shows the gist questions (slight 6) and asks ss to jot them down quickly. T then informs ss that they are going to listen three minutes long audio about extreme interview questions. When the audio finishes, the teacher informs ss that they will have two minutes to complete the gist questions. ICQ: "Will you write?" (Yes). Afterward, ss will be sent to breakout rooms to discuss with their groups. ICQ: "Will you discuss with your groups?" (Yes). Meanwhile, T monitors the rooms and takes notes of the answers. Therefore, T can ask ss about each others' answers rather than asking each student individually. Lastly, T provides error correction if necessary.

Detailed Task/Listening #2 (14-15 minutes) • To provide students with more challenging and detailed listening tasks

T introduces the chart (slight 7) and asks the students to take a look at it briefly. In this part of the lesson, ideally, ss will listen twice. First, T asks them to listen and complete the chart as much as possible. They will be given five minutes to complete the chart after the audio ends. ICQ: "How much time do you have?" (Five minutes) Second, ss will listen for the second time, check their answers, and complete missing parts. However, this time ss will be given a minute to complete quickly. Later, T sends ss to breakout rooms for the final time and asks to check their answers together. Lastly, the teacher provides WCFB and error correction.

Freer Task (12-13 minutes) • To provide with an opportunity to respond to the audio and expand on what they've learned

In the last part of the lesson, ss will be asked to formulate three extreme interview questions (slight 8). SS will have eight minutes to write down their questions. When the time is up, T asks each student to choose a friend and a question that s/he wrote to ask their friends. They then take turns. Therefore, the freer task will be a student-centered activity. Meanwhile, T monitors ss questions and answers, and provides error correction at the end of the lesson through the whiteboard.

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