Valentino Pradilla Valentino Pradilla

Functional Language
Intermediate level


In the lesson, students learn about the possible questions asked during an interview and how to answer them.


Main Aims

  • To provide practice of language used for making questions and providing answers during an interview

Subsidiary Aims

  • To provide students the opportunity to discuss about their strenghts and weakness


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

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.

Content preparation (6-8 minutes) • To provide learners with an introduction to what we will discuss during our lesson

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

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

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

Productive task (6-8 minutes) • To provide students the opportunity to develop speaking fluency and build on what they've learned.

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

Delayed Error Correction (DEC) (8-10 minutes) • To provide learners with feedback on the completion of the task and language

Teacher writes some sentences used by the students that need to be corrected and asks them to help them organize or rephrase the sentences.

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