Nazanin Bozorgzade Nazanin Bozorgzade

How to talk about a career, Past simple regular and irregular
Elementary, A2 level


In this lesson, students will practice talking about experiences. On the picture page we will witness a pretty criminal man's job interview which will end up in a humorous incidental conversation. Students are going to watch pictures and conversation to finally find out this is actually a comedy sketch being filmed. The reading section will generally be the main focus of the lesson between listening and different practices, while we'll also have flashbacks to the previous session's grammar.


Abc HO
Abc Pictures

Main Aims

  • Speaking

Subsidiary Aims

  • Grammar


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

I will ask students to tell the class about any experience they have had at interviews. I'm going to elicit the type of questions people ask at a job interview and ask if they were fun.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

After having various conversations with students to warm them up at the beginning of the class, they are going to scan the story for gist to show if they understood the main ideas. In pairs, students will brainstorm names of jobs and I'm going to ask them if they like the particular job or not.

Highlighting (2-4 minutes) • To draw students' attention to the target language

I will set a short time limit for students to decide if Robin will get the job (which he will not). This will be mainly done to the point of students finding out this is actually a comedy being filmed and I will elicit their answers and ideas about this particular scripted job interview, if they find this funny or not.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

By the time students are doing a true/false exercise, I will go through the examples to check if students understood the activity. Students continue individually and compare in pairs. At this stage, they'll be helped by explaining past tense forms of the verb if it's necessary (because students have just learned it in a previous session). In activity 5, part A, students will be guided to read the text, then in pairs they will predict where the TV audience will laugh. As I play the audio, I will wait to see if students can explain why the audience laugh.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

At this stage, students will do a fill in the box activity, which is grammatical practice, and then while we're focusing on the irregular past terms of ''write'' and ''ride'', I will remind them how /t/ and /d/ are pronounced differently. In order to clarify this subject, students will do another listening activity. I will pause the audio after each item for the class to say A or B. I will make note of problems and give extra practice if necessary.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students will do a sentence completion activity, which I will give an example on board. This is actually a career description. They have to write 4 sentences in order to fulfil the description's needed information and also the activity. After that I will write an anticipated question which might be asked in an interview to get students ready for the final activity, a role play!

Free Practice (8-10 minutes) • To provide students with free practice of the target language

For instruction, I'll nominate a student to model for the interview. After that, in pairs, students will do the role of interviewer and interviewee with their groupmates and with the usage of recorded questions.

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