Jobs and interviews
To provide fluency speaking practice in a conversation and role play in the context of work
To provide review of less common jobs in the context of work.
Procedure (38-58 minutes)
Draw the dollar, pound, euro symbols on the board and try to elicit the idea of money. Ask the students what can we do to earn money. Elicit getting jobs and working.
Group the students into pairs and have them ask each other the questions from HO #1. Do a very short WC/FB with the students reporting back to the class a few things about their partners. Keep it short and do not let on person talk too much.
Give the students a set of cut-ups with some unusual jobs and have them predict and imagine what those jobs are about. Have them work in groups of 3 or 4, depending on how many students will attend the class. Monitor closely and try to identify the jobs that are problematic for them. Instruct the students to do a peer check and see if other groups have found the description. Do quick WC FB to clarify any jobs that the whole class has been having problems with.
Give the students HO #2 and have them look at the answers someone has given at an interview. In pairs, they will have to identify what the question is and write it down. Monitor and make sure thy are using the correct grammatical form for asking questions. For FB give them the answer key and have them compare and correct any possible mistakes.
Give the students HO #3. They will look at a set items that are important when people are looking for a job and choose 3 in the order of importance. They will have to mingle and talk to two other people and see what their choices were and provide justification.
Regroup the students into pairs and have student A draw a job from a bowl. Student B will use the interview questions and they will role-play the interview. When they are done, they switch roles, with Student A choosing jobs and Student B asking the questions.
During the monitoring of the speaking activities write down any errors that students have made and put them up on the board. Elicit the correction from the class and ask for reasons to make sure they understand.