Mohamed Gamal Mohamed Gamal

FELT Lesson Plan - TBL - Finding a Job
Intermediate level


Abc C.V.
Abc Presentation (.PPTX)

Main Aims

  • To provide clarification and practice of the modal auxiliary verb 'can' for ability in the context of finding the right job

Subsidiary Aims

  • To provide Ss with inference reading practice using a CV
  • To provide Ss with fluency and accuracy speaking practice in discussions and a conversation in the context of finding the right job for people
  • To provide review/clarification of the potential vocabulary items found in a typical CV


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

*Using PPTX T asks SS of some companies they know and would want to work at, all answers will be appreciated and encouraged. T then shows students famous companies such as: 1- Tesla 2- Amazon 3- Jumia 4- Blue Bird Aviation 5- Microsoft 6- Google And quickly goes through each company making sure SS know what that company is. Followed by a question "Where can your C.V take you? And why?" All answers from the SS are accepted, encouraged and no lingual comments will be given

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T asks SS what must be mentioned in your C.V? T accepts all answers and appreciates them. T distributes the CV. Give a minute or two to read. Go over the vocabulary they might not know (e.g. civil engineering, major, elementary, surfing the Internet, work under pressure, etc) Clarify as necessary. T asks SS about interviews, what they think of it? T asks SS to guess the flow of an interview and accepts all answers provided. Then T shows a video to SS of an interview between an applicant and an interviewer highlighting how an interview process goes. T shows 2 more videos (1~2 mins each) of great tips to pass interviews, how to be a great interviewer.

Task (8-20 minutes) • To provide an opportunity to practice target productive skills

T leaves a slide that shows his own C.V and the other side of the slide will show 3 excellent interview questions for students to copy and make-a-like. T divides class into two groups: interviewers, interviewees. T gives SS two types of paper. Type one: Titled Interviewer (Questions) (#company_name) (blank) Type two: Titled Interviewee (C.V) formatted for SS to write their own skills, previous work experience, details, short bio T instructs SS to fill out their paper and be ready within 10 minutes with an appropriate C.V for the job at one of those great companies. T instructs the other group to prepare a few questions whether from online resources adequate to the company titled on their piece of paper.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

T monitors SS and provides additional assistance if needed, takes notes and provides his notes publicly at a later stage. T confirms understanding using ICQs: 'Are you going to work in groups or in pairs? groups. / Are you going to find two jobs or only one? only one.' 'Are you only copying questions from the presentation or are you making some on your own? Some on your own'

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

Nominate one S from each group to report to the class. Ask if others agree.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Ss sit on their chairs all facing the board. T asks: 'when you talk about your skills you say I ...' Elicit the word can and write it on the board. Ask what is necessary after 'can' (i.e. a simple form of the verb (bare infinitive)) and write that on the board. Elicit how it is negated and interrogated (i.e. question form) and highlight with fingers and fist (!) representing a wh-q word. Record all on the board. clarify MFP on the board. model and drill some sentences. Ask Ss what they can('t) do. Encourage making full sentences with 'can' and 'can't'.

Language Practice (Role-play) (8-20 minutes) • To provide students with practice of the task language

T instructs SS in interviewers group to now go individual with each one from interviewees group in difference places around the classroom so they can enjoy a quite background. T instructs SS once they are seated and ready that this will be a roleplay, and you are a human resources member interviewing a candidate for a job that is urgent in that company and you must take notes as to why you qualified or disqualified a candidate. T instructs SS once they have made the decision to qualify or disqualify a candidate, the candidate must move to another company human resources employee but the interviewers don't move around.

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