CEP Lesson Plan Template

Teacher/s: Jasmine Kim

Level: Intermediate 2
Date/Time: October 22, 2015
Goal: Students will feel comfortable talking about job interviews.
Objectives (SWBAT):
Students Will Be Able To
1. make a sentence using new vocabulary words
2. clearly understand the interview between the employer and the job applicant
3. discuss about a certain situation by using their experience
4. write interviews and perform them
Theme: The Perfect Match
Extensions: Students will be able to better explain their experience about job interviews or share them with
others outside of the class; more accurately and freely in their lives. Students can also use their most important
criteria to prepare a job interview in choosing a job (if necessary).
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Greetings!

T-SS/ SS-T

3
mins

Lead a discussion about jobs and job

interviews. Ask, What qualifications
(type of experience, skill) does
someone need to get a good job?
If necessary, introduce or review
salary, education, major, graduate,
personality, and experience.
Say, Joe makes $100 a week. His
salary is very low. Then say, Bill went
to a good high school and an excellent
university. He got a good education.
Say, In college, students major in a
certain subject, such as English or
science. Then tell SS that when people
finish school, they graduate. Say, Im
going to describe Sunnys personality.
She is friendly and outgoing. Continue:
Ashley has worked here for fifteen
years. She has a lot of experience.
Activity 1: Getting Started

1.1 Pre-Stage: Preview

1. Check understanding of employer,
employee, apply, application, and
improve.
Say, An employee works for someone.

5
mins

T-SS/ SS-T

5
mins

Transition to #2: Do you

have any questions? Alright
then lets go over and check
few vocabulary words out
before you actually read the
interview!

The employer is the boss. Say, James

needs a job. He is going to apply for a
job at the Smith Company. For
application, use realia. Say, Editors
are in charge of making books,
newspapers, and magazines. Tell Ss
that improve means become better.
1.2. During Stage: Exercise 1, 2
1. Have Ss work in small groups to
answer the following questions:
- What kinds of information do
employers want to find out during job
interviews? How can you best get
ready for a job interview? Make a list
of answers for each question.
[Option] I might want to ask Ss: What
points are important to keep in mind
when preparing for an interview?

SS-SS

8
mins

SS-SS

5
mins

2. Play the recording one or more

times. Ss will listen to the
S-S
conversations and figure out what
information the employer is trying to
find out from each job applicant. Then,
they need to write the number of the
conversation in the correct box.
[Option- handout 1] Ask additional
questions:
S-S/ SS-SS
Conversation 1: What does Ms.
Christie like to do? (travel, do
restaurant work)
Conversation 2: What job is Mr. Fox
applying for? (editor)
Conversation 3: What does Ms.
Roberts dislike about her current job?
(Employees have to work 12 to 14
hours a day and on Saturdays and
Sundays; the boss doesnt pay a person
who arrives even a minute late.)
1.3 Post-Stage: Discussion
1. Have Ss work in small groups to
answer the following discussion
questions:
- Which job applicant is best qualified
for the job? Why do you think that?
Tangible Outcome & T. feedback/peer
feedback:

SS-SS

5
mins

6
mins

6
mins

- Handout 1
- The teacher monitors the students
when they are having a discussion in
small groups and writes down their
strengths and errors to be compiled and
gone over the next class.
Activity 2: Figure It Out

35

2.1 Pre-Stage: Preview

1. Check understanding of adventure, T-SS/ SS-T
take risks, prison, upset, and
enthusiasm.
Ask Ss what kinds of movies they like
and list the names of some adventure
movies. Explain that a person who
does something dangerous is taking a
risk. The person may succeed, but
there is a chance of failure. Tell Ss that
people who are convicted of crimes
such as stealing are sent to prison. Ask
Ss what makes them happy, sad, upset.
Explain that upset is not as strong as
angry. Ask Ss what their hobbies are.
Ask what they are enthusiastic about
doing in their free time.

2.2. During Stage: Exercise 3

1. (p65-66) Have Ss read the interview
Transition to #3: Do you
and answer the comprehension
have any questions about the questions. Once they finish it, have Ss
vocabulary, reading, or your compare answers with a partner and
skits? Alright then lets move then go over the answers as a class.
on to page 67 and read the
instruction in exercise 5
2. Distribute Handouts 3: Have Ss to
together!
name their most important criteria in
choosing a job. Would they add any
criteria to the list? Have Ss rank the
criteria from most important to least
important. Then have them compare
their ratings in pairs, in small groups,
or as a class. Do they agree? Which
criteria do most Ss feel are important?
Unimportant?
___ money
___ power
___ adventure
___ being famous
___ personal interests
___ familys opinion
[Option- Handout 3] Ask additional
comprehension questions:
- How long has Cristina been a

5
mins

S-S/ SS-SS

12
mins

S-S/ SS-SS

7
mins

S-S/ SS-SS

7
mins

reporter for the Star?(for about a year)

- Why is Christina applying for the
job? (Shed like to work abroad. Shes
never crossed the Atlantic.)
- Why would she like to visit the
Amazon? (Shes always dreamed about
doing a story on the rain forests.)
2.3 Post-Stage: Skits & Vocabulary
Check
1. Performing Skits:
Ask if Ss can think of any additional
questions Ms. Tyler could ask. Have
pairs of Ss make up short dialogues in
which Ms. Tyler is more interested in
Cristinas education, last job, career
goals, and so on. Ss should perform
their skits for the class!

SS-SS

2. Vocabulary Check (exercise 4):

S-S/ SS-SS
Have Ss work alone and then check
answers with a partner. Assign this
exercise as homework if there isnt time
to finish it in class.
Tangible Outcome & T. feedback/peer
feedback:
- Handouts 2, 3
- There will be a peer feedback while
comparing answers and having a
discussion with a partner.
Activity 3: Talk About It

Transition to #4 or Wrap-up:
Do you have any
questions? Okay! You did a
great job today! Now I am
going to pass around the exit
tickets!

3.1 Pre-Stage: Model the dialogue

1. Read the instruction in exercise 5
together, and then ask selected Ss to
model the dialogue for the class.
T. needs to explain what they need to
do!

15
mins

5
mins

51

T/ SS-SS

5
mins

3.2. During Stage: Exercise 5

1. Have Ss work in pairs taking turns
being the employer and the job
applicant as they work through all the
items.
Make notes of Ss errors, but dont
interrupt to correct them; I want to
encourage fluency.

SS-SS

10
mins

3.3 Post-Stage: Presentation

1. Have selected pairs perform their
dialogue for the class.
Refer to my notes and write errors on

SS-SS/ T-SS

8
mins

the board without identifying who

made them. Then correct the errors as
a class.

Wrap-up

Tangible Outcome & T. feedback/peer

feedback: The teacher monitors the
students when they are having a
discussion in small groups and writes
down their strengths and errors to be
compiled and gone over the next class.

23

1. Have SS sit with a pair &

discuss/answer the questions in the exit
ticket from last class.

3
mins

2. - If we still have time in the

classroom, have student complete an
exit ticket.
3. Discuss the homework for the next
class (Practice 1-3).

120

Materials: Handouts 1-3, USB for PPT, exit tickets, pen, markers, textbook, and workbook.
Anticipated Problems & Suggested Solutions: Students might find few unfamiliar vocabularies a little difficult.
Then, make some example sentences along with the vocabs so they can easily understand and also remember.
Contingency Plans (what you will do if you finish early, etc.): If I finish early, my students and I can move on
and discuss about the present perfect tense (p.67). If we are running behind, I can assign the exercise
Vocabulary Check (exercise 4) as homework.