To provide practice of language used for making questions and providing answers during an interview
To provide students the opportunity to discuss about their strenghts and weakness
Procedure (31-41 minutes)
Teacher displays pictures and asks students to make predictions about what they have in common T shows questions about job interviews Learners work in pairs discussing the question provided T conducts OCFB and writes learners’ ideas on the board.
Teacher plays an audio file about the beginning of an interview and asks students to identify which job the person is applying for. Students check their answers in pairs OCFB
I played two audios that contain the target language using a guided-discovery approach Students will have to identify the MFP of the target language - I've got a university degree in ... CCQ's: Am I studying now, or did I finish? (Finish) Am I talking about one or several experiences? (one) Form: Simple present sentence - I've worked as a ... CQC's: Am I talking about my previous job experiences or the job I have now? (Previous experiences) Form: Present perfect sentence - I'm currently working for ... CCQ's: Am I talking about my previous job experiences or the job I have now? (Previous experiences (The job I have now) OCFB between the stages Choral drill and pair checking
Students think about their own abilities, weaknesses, and life experiences relevant for a job interview. Students discuss in pairs their answers and compare. Students design a role-play together (interviewer and candidate) and ask and answer the questions taking turns Students switch roles T demos T scaffolds the task by eliciting some useful language it can be used to complete the task. T demos the task with one learner. Learners work in pairs and discuss. Learners switch pairs as many times as possible as time allows. OCFB
Teacher writes some sentences used by the students that need to be corrected and asks them to help them organize or rephrase the sentences.