Want to keep learning?

This content is taken from the Cambridge Assessment English's online course, Teaching English Online: China and Beyond. Join the course to learn more.

Skip to 0 minutes and 9 seconds So Caio, in today’s lesson we are going to talk about jobs. OK. Caio, in the future, what kind of jobs would you like to do? I would like to be a web designer or an architect. OK, and why? I would like to be a web designer because I like IT and I like– yes, to design something. I’m very creative.

Skip to 0 minutes and 46 seconds To give an opinion you can say I think. OK? Yes. I think. Good. Good. Which you can also use another word. The other word would be–

Skip to 1 minute and 8 seconds look. Do you know how to say this?

Skip to 1 minute and 13 seconds With opinion.

Skip to 1 minute and 17 seconds Of my opinion, this is very demanding. Yes. This is a very demanding job. Listen. Listen. In my opinion, this is a very demanding job. Repeat. In my opinion, this is a very demanding job. Yes. Listen to the pronunciation, Caio. In my opinion. In my opinion. Good. In my opinion is the same as I think. I think. OK.

Skip to 1 minute and 54 seconds So Caio, now you have the three jobs. You will describe them. Then give your opinions about them and say what you like or dislike about each job. And you are going to choose the best one from them. But we are going to do this like a game. OK. Yeah. Whenever you use the new expression– look. Can you see them here– Yes. Whenever you use, you will get two marks. So the maximum would be It would be 2 times 6– would it be 12? You would get 12 marks. OK, 12 marks. Good. So now, I’m going to give you time for you to prepare. OK. OK. Start preparing.

Skip to 2 minutes and 57 seconds OK. The carpenter– in my opinion the job is rewarding because yes, when you finish something, you can see what you have done– like a table, or a cupboard, or a chair– and it’s beautiful, and that’s– I think it’s rewarding.

Skip to 3 minutes and 24 seconds Good. So you’ve used the six words, and you’ve won. You’ve got 12 marks. Good job, Caio. Thanks. Good job, yeah. But now, let’s look at the things that you have said. Can you see this screen? Yes, I can. OK. So you used the adjectives like rewarding and challenging.

Skip to 3 minutes and 50 seconds You completed the task well. Something that you– that I really liked was when you said when you talked about the carpenter’s job. You said that it would be very nice to see what– What you have done. Yes. That’s really nice. What you’ve done. It’s really nice. This is– you said this. It’s– you have used the present perfect to talk about the result. To see something that you’ve done. That was really nice. You’ve also used the word “rewarding.” That was also very nice.

Skip to 4 minutes and 36 seconds Good. OK, now– help me here.

Skip to 4 minutes and 50 seconds There are two problems here, Caio.

Skip to 4 minutes and 57 seconds I would like. That’s correct. But please, don’t say “I would.” Say more naturally.

Skip to 5 minutes and 8 seconds I want. I’d like. I’d like.

Skip to 5 minutes and 15 seconds To earn. I would like. How much? To earn a lot of.

Skip to 5 minutes and 24 seconds Yeah, good. So can you say that again for me? I’d like to earn a lot of money. Good.

A one-to-one online speaking lesson

An online speaking lesson is likely to be structured in a similar way to a face-to-face speaking lesson. Learners will be introduced to the topic, be given some useful language where appropriate, have time to prepare, have plenty of opportunities to speak, and then receive feedback on their performance.

In this video, Cristina teaches a speaking lesson to 15-year-old Caio. The lesson objective is:

The student will be able to extend his speaking by giving opinions, talking about preferences and giving reasons for his choices.


Watch the video and answer these questions.

  1. How does Cristina stage the lesson? Is it the same or different to a typical face-to-face speaking lesson?

  2. What feature of the platform does Cristina exploit to help Caio develop his speaking skills? How does she exploit it?

Check your answers.

Reflect and share

How would Cristina need to adapt her lesson with a group of learners? What other platform features might she want or need to exploit to make sure that the lesson met its objective?

Share this video:

This video is from the free online course:

Teaching English Online: China and Beyond

Cambridge Assessment English