Kate Kate

TP 6 Functional Language Kate Van Dermark
Lower Intermediate level


In this lesson, students practice fluency skills through practicing using functional language in the context of learning frequently asked interview questions and practicing answering them. The target language includes phrases such as: "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..." The lesson starts with a lead-in of asking students to discuss their former experiences interviewing. Then, I will tell students they will listen to an interview, and ask them to predict what questions an interviewer might ask. They will note their questions on the jamboard. After the audio, and I will ask if they would hire the candidate, and ask them to mark that on the jamboard. Then, there is a language clarification activity. Then, there is controlled practice. Then, there is freer practice. Finally, we finish with Delayed Error Correction.


Abc Audio file
Abc Course Book

Main Aims

  • 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.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of interview skills


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

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

Exposure/ Text-work (6-7 minutes) • To provide context for the target language through a text or situation

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

Clarification (11-12 minutes) • To clarify the meaning, form, pronunciation, and appropriacy of the target language

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.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

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

Free Practice (7-8 minutes) • To provide students with free practice of the target language

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

Delayed Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

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.

Web site designed by: Nikue