IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 27: Interviews

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Interviews

Learning Objectives

WALT (We Are Learning To)Explain interview success and discuss how answers, body language, and fairness affect selection.

Success Criteria

WILF (What I'm Looking For)Give clear examples, use advice language, compare options, and stay natural.

Support (Band 5.0 Target)

Use the frame: A good interview answer should ___. Add one reason and one example.

Stretch (Band 6.0+ Target)

Compare prepared answers with natural speaking, then judge which is fairer.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan Interviews
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan Interviews
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: interviews
1 What kind of interview might a student have at school?
In my school, students may have an interview for a club, a competition, or a student leader role. Usually, each candidate (候选人 / 应试者) answers simple questions. For example, the teacher may ask why we want to join.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when you had to answer questions in front of others, and what it was like?
Last term, I answered questions for a class monitor role. At first, I felt nervous because I wanted to make a good impression (印象). After a minute, I relaxed and spoke more clearly.
Your Answer
--:--
0 / 20 minimum
3 Do you think interviews are always a fair way to choose students? Why?
No, I do not think, interviews are always fair. Sometimes, a quiet student has strong ability but poor body language (肢体语言). For this reason, teachers should also check real work.
Your Answer
--:--
0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Imperatives for Advice and Balanced Modals

Grammar

Imperatives give clear advice or instructions. In discussion, soften them with reasons, such as "try", "remember", or "do not forget".

Example

Prepare two examples before you answer an interview question.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

Pausing Before Contrast

👂 Listen: Pause before contrast words so the examiner hears your idea clearly: however, but, on the other hand.

🗣️ Practise: Say it clearly, I prepared well // but I still felt nervous.

Section 4
Vocabulary Table
4 MIN
Keep
Candidate候选人 / 应试者 Nounadj.candidate-related
Criteria标准 Nounn.criterionadj.criterial
Impression印象 Nounadj.impressiveadv.impressivelyv.impress · impressed
Body language肢体语言 Noun phrasen.body language
Selection选择 / 选拔 Nounadj.selectiveadv.selectivelyv.select · selected
Fairness公平性 Nounadj.fairadv.fairly
Strategy策略RECYCLED Nounadj.strategicadv.strategically
Independent独立的RECYCLED Adjectiven.independenceadv.independently
Idiom 1: Stand out — 脱颖而出 ExplanationBe noticed in a positive way. ExampleA clear answer can help a candidate stand out.
Idiom 2: Under pressure — 承受压力 ExplanationIn a stressful situation. ExampleSome students speak less clearly under pressure.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

In an interview, every candidate (候选人 / 应试者) needs to understand the question before speaking. First, clear criteria (标准) help students know what the teacher wants. Next, a calm voice can create a good impression (印象). However, nervous students may forget that body language (肢体语言) also matters. For example, eye contact shows listening, but staring feels strange. Most importantly, while interviews can test speaking, teachers should still think about fairness (公平性). Overall, students should prepare ideas, sit naturally, and answer with short examples.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your school is choosing students to represent the class at an English event. You are considering the following options:

OPTION A a short formal interview with teachers
OPTION B a group speaking task with classmates

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Well, I will compare two ways to choose students for an English event.
OPTION A On one hand, a formal interview makes selection (选择 / 选拔) quick and clear. Also, it gives each student a strategy (策略) for answering direct questions.
OPTION B On the other hand, a group task helps shy students stand out (脱颖而出) through teamwork. However, if stronger speakers talk too much, independent (独立的) thinkers may stay quiet.
PREFERENCE I would choose, the group task. REASON This is because, students show how they work under pressure (承受压力) and support others.
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 How important is body language in a student interview?
Model Answer
OPINION In my opinion, body language is important, but it should not be everything. REASON This is because, while eye contact helps, some students feel shy. EXAMPLE / EXTENSION For example, calm body language (肢体语言) can support a clear answer.
Your Answer
--:--
0 / 20 minimum
2 Some people say interviews are not fair for quiet students. What do you think?
Model Answer
OPINION Yes, I think, interviews can be unfair for quiet students. REASON This is because, if a learner feels nervous, their real ability may not show. EXAMPLE / EXTENSION For example, written work may give a better picture of fairness (公平性).
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 What should happen if two candidates are equally strong?
Model Answer
OPINION I think, the teacher should check more than one result. REASON This is because, when two students are close, one answer is not enough. EXAMPLE / EXTENSION For example, the final selection (选择 / 选拔) could include teamwork and class effort.
Your Answer
--:--
0 / 20 minimum
4 How important is fairness in student interviews?
Model Answer
OPINION In my view, fairness in student interviews is very important. REASON This is because, when teachers use the same clear questions, each student gets a real chance. EXAMPLE / EXTENSION For example, an examiner should listen carefully to every candidate (候选人 / 应试者) before making a choice during a short class talk.
Your Answer
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0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Improve the interview advice with an imperative or modal.

  • 1. First, _______ the question before you answer. (listen)
  • 2. Also, you _______ give one clear example. (should)
  • 3. Finally, _______ too fast during the interview. (do not speak)

✅ Goal: Give simple interview advice clearly.

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (Imperatives for Advice and Balanced Modals).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. listen 2. should 3. do not speak
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