If a second interview includes a demo lesson using a chapter or other supplied material, your first job is to turn that material into a learner task. Read the instructions closely, identify what the student should be able to do by the end, and plan enough time for them to try. A polished explanation alone does not show how you respond to a person learning English.
This article builds on our general guide to demo lessons for English teaching interviews. Here we focus on the narrower situation: you have been given teaching material and need to demonstrate a one-to-one adult lesson at an 英会話 (eikaiwa) school. The examples are preparation ideas, not a description of the current selection process at any school. Follow the actual invitation and ask the recruiter if a material, time limit or learner profile is unclear.
Read the chapter as a teacher, not only as a reader
Mark the target language, the situation in which it is used and the exercise that asks the learner to use it. A story may contain many unfamiliar words; you do not need to teach all of them in a short demo. Choose the language that supports the activity you can realistically complete.
- Outcome: What can the learner say or do by the end?
- Prior knowledge: What must they already understand to begin?
- Possible obstacle: Which word or instruction may stop the activity?
- Practice: Where does the learner get a speaking turn?
- Check: How will you see whether the target language is usable?
For example, if the chapter introduces making polite requests, a workable outcome is, “The learner can ask a colleague for a small favor and respond to a refusal.” You may use a short passage as context, model one request and move to a role-play. Trying to explain every grammar note could consume the whole demo.
Prepare for a learner who does not ask for help
In a one-to-one lesson, silence or a polite nod does not always mean the instruction is clear. Anticipate a few words in the chapter that may be unfamiliar. Have a simpler paraphrase and a concrete example ready, then let the learner use the word or phrase. Avoid explaining so much that the learner never has to think.
Instead of asking only “Do you understand?”, check with a small task: “Which sentence would you use if you need help today?” If the answer is uncertain, give two choices or model the first exchange, then ask them to try a different one. This shows how you adapt rather than merely repeat an explanation.
Protect the learner’s speaking time
A common demo problem is that the candidate talks for most of the available minutes. Before the interview, rehearse with a timer and mark the point when the learner will speak. Give concise instructions, model one turn and invite an attempt early. A teacher’s example is useful only if the student then gets to use the language.
| Stage in a short demo | Candidate’s focus | Learner’s opportunity |
|---|---|---|
| Set context | Make the situation and goal clear. | Connect the task to a familiar scenario. |
| Model | Show a brief example from the material. | Notice a useful phrase. |
| Try | Prompt, listen and adjust. | Produce their own response. |
| Reflect | Give one specific improvement. | Use feedback in another turn. |
If the learner takes longer than expected, reduce the number of examples rather than cutting their attempt. The lesson should show your response to what they actually say.
Use rapport without making the lesson only a chat
A brief opening can help the student feel comfortable. It can also reveal a useful context for the chapter. But not every learner wants personal small talk, and a supplied textbook should not be ignored. Offer a neutral choice or connect a question to the task: “Have you ever needed to change an appointment?” The learner can answer briefly or use a fictional situation.
Our free-talk guide covers how to offer topic choices and respect privacy. In a demo, keep any opening proportional to the time available and return to the assigned material.
Choose feedback that leads to a second attempt
Correction depends on the stage. During a freer exchange, note an error that matters to the goal and address it after the learner finishes. During a focused drill, a timely prompt may be more useful. If communication breaks down, help immediately. Avoid both a running commentary on every mistake and a final “Great job” with no substance.
For example: “Your request was clear. Let’s soften the opening with ‘Could you…?’ Try asking me again.” This gives the learner one actionable change and a chance to use it. Our article on five one-to-one teaching mistakes explores pacing, materials and feedback in regular lessons.
A rehearsal checklist for the second interview
- Confirm the actual time limit, format, materials and assumed learner level.
- State one achievable lesson outcome and select only the relevant part of the chapter.
- Plan one simple way to explain a likely difficult word or instruction.
- Rehearse aloud with a timer and ensure the learner speaks early.
- Prepare a simpler version of the task if the learner needs support.
- End with a specific observation and a second chance to use the language.
After the demo, you may be asked what you would change. Name an observation, such as “The learner needed a clearer model for the first request,” and explain your next step. A thoughtful adjustment is more useful than claiming the lesson was perfect.
Explore the teaching role
If this style of individual adult teaching appeals to you, read what working at b Watashino Eikaiwa is like and consult the current Lesson Partner listing for the latest role and application details.
