Name Level Lesson focus Date

Claudia Boerescu Intermediate Reading: Receptive skills 01/10/2018

Aims:
Main aim:
To develop students’ skills of reading for gist and specific information in the context of interview experiences
Subsidiary aim:
To enable learners to speak about their experiences related to interviews.
Personal aims:
To maintain a good page of the lesson and provide clear instructions.
Target group: 12 adult learners who have intermediate level of English. They have a variety of professional experiences, therefore, they may bring various points
of view in the class. They also come from different countries and cultural backgrounds. This may have an impact on the way they communicate with others. This is
their second evening session and they do not yet know each other very well. Thus, some may feel nervous when speaking in front of their peers.

Aids/ Materials: handout adapted from New Cutting Edge Intermediate, Longman 2006, Cunningham & Moor
PPT, laptop, board, pens, paper, cards

Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
Warm-Up: The teacher provides learners with cards TTT Problem Solution
3 min To enable students to get containing different words. She instructs learners STT Although they have done The teacher will try to
to know the teacher and to to ask her yes/ no questions using those words, something similar with the provide clear
create a relaxing which are all related to her career. tutor in the previous instructions.
atmosphere. How to give instructions: lesson, the use of key
I want you to ask me Yes/ No questions to find words may appear
out about my career. Refer to these words to confusing.
find out what they mean. You have 2 minutes for Learners might not be able The teacher will give
this. to identify some of the out the answer.
Words are: information.
Spanish, English Literature, Translation, Learners may struggle with Modelling a question
Romania, Teacher, 3 years, Qualified Teacher the interrogative form before may help.
Status, 10 years. specific to yes/ no
For example, Teacher: Are you a teacher? questions: e.g.
ICQs:Are you going to ask me questions with Learners may struggle with Correcting when
why/when/ how? (NO); Are you going to ask me the use of past or present necessary, but without
yes/no questions?(YES) interrogative, use of interrupting the flow of
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
infinitive rather than past the activity.
The students listen to the instructions and have participle after subject etc.
two minutes at their disposal to ask her
questions.
RESOURCES: Post-it notes.
3 min Lead-in Instruct learners to turn to their peers and T
To activate learners’ discuss aspects related to the following STT Problem Solution
schemata related to the questions: Learners may not Examples may be given
world of work. - What is your job? understand what they by the teacher.
- What are you good at? have to do.
- What have you studied? (Slide 2) Learners may not stay Careful monitoring and
Instructions must be checked: on topic. timing are required.
When I throw the ball, I want you to say your Learners may not have Some help may be
name and answer one of these questions. For vast vocabulary related provided by the teacher
example, I am Claudia and I studied Spanish to education- e.g. with pronunciation.
and English. Bachelor’s degree, However, this
ICQ: do you answer all the questions? No secondary school etc. vocabulary will not be
How many questions will you answer? 1. taught extensively, as
Learners do the activity for two to three they might discuss it with
minutes, until everyone has had a go. the next tutor in the
vocabulary lesson.
RESOURCES: PPT Slide 2 and computer, ball
5 min Pre-teach vocabulary The teacher tells students that they will soon TTT Problem Solution
To unblock key lexis read a text. The teacher draws students’ Learners may not give More prompts may be
needed to help students attention to the fact that they discussed work. out the elicited given.
understand the text. We are going to read a text soon, but first we vocabulary at first.
are going to look at some vocabulary:
She asks learners various questions to activate
vocabulary:
1. What do we need to do to get a job?
Expected answers: apply, interview
Contextualise: If I get selected for a job, I need
to go for an...
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
Interview /ˈɪntəvjuː/ (v.)
Definitions:
- a meeting in which someone asks you
questions to see if you are suitable for a
job or course:
- a meeting in which someone answers
questions about himself or herself for a
newspaper article, television show, etc
Elicit:
CCQ: When you meet your friend in a pub, are
you going for an interview?
When you apply to go to university, do you have
to go for an interview?
If you are a reporter and you are asking
questions to Madonna, are you doing an
interview?
Drill: I went for an interview.
Board (slide)

2. What do we call the person who

interviews us?
Expected answers: manager, boss,
interviewer. Pre-teach interviewer.
Show a picture.
Interviewer /ˈɪntəvjuːə/ (n.)
Def. The person who asks the questions during
an interview.
CCQs: If I go to an interview, am I the
interviewer?
If you interview me, are you the interviewer?
Drill: he’s my interviewer
Board.(Slide 5)

3. Pre-teach switch off

Show picture on slide 6 or simply switch off
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
the light and elicit.

Switch off: / swɪʧ ‘ɒf/ (v.)

Definition: to turn off (something) by turning or
pushing a button or moving a switch, lever, etc.
CCQs: Do you switch off the light/ lamp?
Do you switch off the engine of the car?
Do you switch off the heating?
Do you switch off the book?

Drill: switch my phone off

Board – slide 7

4. Pre-teach lean back

Demonstrate or show picture from slide 8.
Lean back /liːn ‘bak / (v.)
Definition: move the upper body backwards and
down. Synonyms: recline.
Do you lean back on the sofa?
Do you lean back on a person?
Am I leaning back now?
Drill: He’s leaning back on his chair.
Board- Slide 9.

RESOURCE: PPT
5 min Pre-text task Show Slide 10 STT
To create interest in the Instruct learners to discuss with their partner Problems Solutions
topic (pairs): Learners may digress. Careful monitoring
Discuss with the person next to you your last needs to be considered.
interview. 2 min. Learners may make Gentle correction may
• Was it a good experience? mistakes in terms of be required.
• What were your feelings? grammar and
- did you feel nervous, did you feel pronunciation.
embarrassed, were you happy, excited?
Nervous: /ˈnəːvəs/ (adj.)
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
Elicit. If the word did not appear in students’
answers:
Contextualise: Last week I had an exam. I felt...
Do you feel nervous when you watch TV?
Do you feel nervous when you speak in public?
Do you feel nervous when you go on a date?
Ellicit: I feel nervous.
Board: slide 11
Show slide 12 – who is nervous?

Embarrassed - / ɪmˈbarəst/ (adj.)

Elicit: Anecdote: I once went for an interview.
When it finished, the interviewer leaned over to
open the door and I hugged him without
thinking. How do you think I felt?
CCQs: Is it good to feel embarrassed?
Do you feel embarrassed if you are completely
unprepared for an interview?
Do you feel embarrassed walks into the shower
and you are naked?
Drill: I felt embarrassed
Board – slide 13.

Elicit feedback from learners.

Can we sometimes feel embarrassed in an

interview?
RESOURCES: PPT, board
3 min Reading for gist 1 Provide handout with the text. Ask learners to HO
To ensure learners get an quickly read the text and identify the best title Ss Problems Solutions
overview of the text. out of the options listed on the board. Ask them Learners may want to Instruct them not to read
to discuss with their partner when they have read the text word for word for word and
finished. word. provide a short time for
Instructions: them to complete this.
You will now read a short text. Please take a
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
look at it quickly. Do not read every word and
decide which the best title out of these four is.
ICQ: Are you going to read every word in the
text? NO
Are you going to read it alone? Yes.

They have 2 minutes to read through the text

and identify the best title:
About my new job.
Not the best interview I’ve ever had.
Where can I find a new job.
The best interview.

Check with your partner.

Elicit feedback.
Answer: Not the best interview I’ve ever had.
RESOURCES: PPT, board, large post-its,
handouts
4 min Reading for gist 2 Ask students how they reached the conclusion HO Problems Solutions
To ensure learners get an that the title was “The worst interview I’ve ever Ss Learners may take too One story per group of
overview of each had.” long to do this task. three students may be
individual section of the Why do you think this is the right title? given instead.
text. What kind of texts are these? (stories, personal
experience)

Draw their attention to the fact that every story

represents a bad experience in an interview.
Ask them to come up with titles for each section.
They may be as creative as they want.
Quickly read each individual section and come
up with a title for each section a-d.

ICQ: Are you going to read every word? NO

Are you going to read alone or with your
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
partner? Alone.
Allow them to discuss in pairs and then in
groups of four.
Turn to your partner.
Elicit their answers. Some may be written on the
board.
a. Wrong word!
b. An unlucky call
c. Better to tell the truth
d. The interviewer probably felt worse than
me.

RESOURCES: handout, board.

5 min Reading for specific Instruct students to work on true/ false Ss Problems Solutions
information sentences related to the text. Students must HO Some learners may Give extension task: ask
To further familiarise work individually and then in pairs to complete finish earlier than others. earners to justify
students to the text. the task. She instructs learners to correct the answers.
wrong sentences. The teacher monitors.
Turn the page. On the back, you have some
sentences. Some of them are true, others are
false. You need to identify which. You will now
need to read carefully and correct the sentences
that are false.
ICQ: Are you going to read the text again (Yes)
Are you only going to write true or false? NO,
correct.

• Laura opened a file by accident during

an interview. False. Laura did not
understand the instructions.
• The interviewer was amused at Laura’s
mistake. True
• In one of the interviews the skill tested
was fast typing. True
• In his last interview, Andy got an
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
unexpected call. False. In his first
interview, he got a call.
• Andy was not able to speak the same
language as his interviewers. False. Dan
was unable to speak French
• Dan lied on his CV. True
• Ellie laughed at her interviewer during
the interview. False. She was afraid she
might laugh.
• Two people interviewed Ellie. Two

Elicit feedback. In the feedback stage, the

teacher ensures the false sentences are
corrected.
5 min Post-reading task Ask learners if they believe any of these people Ss Problems Solutions
To allow an opportunity to got the job. Ask them to discuss in pairs and HO Students may not want The teacher may give
react to the text justify their answers. to speak out and may hints – e.g. two people
struggle justifying their got the job.
Some of these people got the job. Can you answers.
guess who they are? Look at the text and
discuss with your partner who got the job and
why.

Then elicit feedback.

Answers:
Laura and Ellie got the job.
5 min Speaking task Ask learners to discuss if they had a similar STT Problems Solutions
To develop oral fluency experience in the past. Ask them to think what Ss Students might struggle Ask them to refer back
related to the topic. they learnt from it. finding any stories to tell. to the text and identify
what made the situation
Show slide 16: embarrassing and what
Talk to your partner about a time when you felt the people could have
embarrassed: avoided.
- What was the situation?
- What people were involved?
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
- What happened after that?
- What did you learn from this?

Extension activity:

Based on what they read and their own

experience, they could come up with a list of
things they must not do in an interview.

Split the class in two groups. One group must

think of what they read and come up with a
Don’t Do List. The other group must come up
with a Do list during interviews.

e.g.
Do Not:
- lie on your CV.
- laugh at your interviewers.
Etc.

Do:
- Listen carefully for instructions
- Ask questions if unsure
- Switch your phone off
Etc.

If time allows, these could be listed on cards and

placed on the board.

RESOURCES: Slides 17 and 18

2 min Feedback and closing Teacher provides feedback, praises the best TTT Problems Solutions
the session: contributions, error correction may be dealt with STT Students may not Peer correction and tutor
- To enable learners at this stage, if it has not been dealt with earlier. always detect their own correction can be carried
to ask questions Error correction will not be based on grammar mistakes out.
Time Stage aim Procedure (describe how you will manage Interaction Anticipated Problems and Solutions with learners,
each step) (Pairs/groups management and tasks
/Individuals/O
pen class)
and allow for (present perfect simple and past simple),
further correction because this will be dealt with later in the
of errors that were session, by another trainee.
made.

1. Lexis/Vocabulary
Word/phrase (with part of
speech in brackets) & definition
Language Analysis
Pronunciation – phonemic How will you contextualise/ How will you check
transcription, including stress convey meaning? (anecdote, understanding? (CCQs)
visuals etc.)

Interviewer /ˈɪntəvjuːə/ Definition: The person who If I go to an interview, am I the

interviews someone for a job. interviewer?
Show a picture. If you interview me, are you the
interviewer?
Interview /ˈɪntəvjuː/ Contextualise: If I get selected for a When you meet your friend in a pub,
job, I need to go to an... are you going for an interview?
An interview is a formal meeting When you apply to go to university, do
followed by a selection for a job, you have to go for an interview?
course etc. If you are a reporter and you are
asking questions to Madonna, are you
doing an interview?
Nervous Contextualise: Last week I had an Do you feel nervous when you watch
/ˈnəːvəs/ exam. I felt... TV?
Do you feel nervous when you speak
in public?
Do you feel nervous when you go on
a date?
Embarrassed / ɪmˈbarəst/ Anecdote Do you feel embarrassed if you are
completely unprepared for an
interview?
 Do you feel embarrassed walks into
the shower and you are naked?
Switch off / swɪʧ ‘ɒf/ Demonstrate or show picture Do you switch off the light/ lamp?
What is another word for turn on? Do you switch off the engine of the
car?
Do you switch off the heating?
Do you switch off the book?
Lean back Demonstrate or show picture Do you lean back on the sofa?
/liːn ‘bak/ Do you lean back on a person?
Am I leaning back now?

Anticipated problems with lexis – what aspects of meaning, form and Solutions – how will you solve these problems?
pronunciation of these words do you expect to be difficult? What
mistakes with meaning, form and pronunciation do you expect
students to make?
- Nervous: in many languages, the word nervous means angry, so this Picture may be shown for the difference between nervous and angry
word may be misinterpreted

- Switch off: It may be confusing, as most learners may be familiar with CCQs may help.
turn off and many times, these can be used interchangeably. Also mention that switch off is used with electrical devices. Turn off can be
used with other items – e.g. taps.