TP 6 Functional Language Kate Van Dermark
Lower Intermediate level
To provide clarification and practice of language used for "I have a university degree in...", "I've worked as a ...", "I'm currently working for...", "I'm good at...", "I find it hard to..." in the context of frequently asked interview questions and answers.
To provide fluency speaking practice in a conversation in the context of interview skills
Procedure (37-45 minutes)
T greets students, shares jamboard link, ensures access, reminds use to complete activities. T reads prompt on jamboard: Tell your partner about an experience when you interviewed somewhere. 1 min Questions are included to help prompt students know what information to share: (2 min) - Have you ever been to an interview? - For what did you apply? -Did you succeed? T brings everyone back. T transitions. 1 min
T tells students we will listen to an audio of an interview. T asks students to predict what questions are often asked in an interview and note them on jamboard. T- Demos first question: “Where are you from?” 1 min Students work in pairs in BoR and add contributions to the box. 2 min T tells students to add a tick to any question they hear during the audio. T demos. 1 min T plays audio (12.7 from Student Book: Navigate, Pre Intermediate) 2 min
Guided Discovery for meaning, form, pronunciation, appropriacy: Meaning: T asks students to match the phrase to the meaning. T demos the first match. 1 min. Students work together in pairs in BoR. 2 min T brings class back and displays answers. (1B, 2D, 3E, 4A, 5C) 1 min Form & Appropriacy: T directs to circle the correct answer. T Demos the first question. 1min. Students answer questions in pairs. 2 min. " I've got a university degree: in journalism | last year. (journalism) I've worked as a sports journalist in the future | for six years. (for six years) I'm currently working for an ice hockey magazine | a teenage sport. (an ice hockey magazine) I'm good at interviewing sports people | juggling. (interviewing sports people) I find it hard to manual labor | say 'no'. (say 'no')" T brings students back from BoR, displays answers. 1 min. Form & Pronunciation: Match & Speak T asks students to match the question to the answer, and practice saying the phrases in pairs. T demos the first match with student. 1 min Students match and practice pronunciation in BoR. 2 min. T brings students back from BoR, displays answers. 1 min.
T asks students to answer/ fill in the blank with their own answers: T demos first: "I have a Masters Degree in Emergency Management. I've worked as an incident manager. I'm currently volunteering at FEMA. I am good at managing my time. I find it hard to not take on too much responsibility.” 1 min I've got a ___. I've worked as a _____. I'm currently working for ____. I'm good at _____. I find it hard to _____. T gives 3 min to prepare their answers. T asks student to share. 1 min
T asks students to interview their partner in pairs/ role play. Students take turn as interviewer and interviewee. T asks student to help demo. 1 min S asks the question, T answers. Bonus: T encourages students to write and/or answer a new question for the interview. T demos: 1 min Questions and answers are displayed to help prompt students. 4 min T asks a pair if they will act out for the larger group. 1 min
T prepares a slide for DEC. Slide should include: 1 pronunciation error, 1 grammar error, 1 lexical error, 1 appropriacy error, (where observed), and 2 good uses of language.