Конспект урока "How to get a job and to be successfully interviewed by the group of human resources of company" 11 класс

Olga Borodina

Krasnoyarsk

How to get a job and to be successfully interviewed by the group of human resources of

company (employer).

I DESCRIBE YOUR TEACHING SITUATION

II SPECIFY THE LEARNING AIM(S)

III DEVELOP A SERIES OF ACTIVITIES (TEACHING AND LEARNING

MATERIALS) TO DEVELOP SPEAKING SKILLS

For doing this,

 select/ adapt/ design the activities that will help you to teach this speaking skill

more effectively. Put them down in the form of teacher’s instructions.

Example: Work in pairs. Ask your partner what DVDs he/she has.

 sequence the activities. Consider the following:

- whether the activities are focussed on accuracy or fluency

- characteristic features of good speaking activities

- appropriateness of the activities used

- possible ways of assessing speaking skills.

a) Information about the students (age, level, sex, nationality, learning ability, motivation,

interests)

My students (3 girls, 7 boys) are 16-17. Their level is Intermediate. They are Russian.

Students are active, they understand where they can use given info, they like to teach

each other, they require to connect only English (but there are 3 who has not very good

learning ability, they try develop self-study skills)

b) Course book(s) that you use in this particular class

New millennium English by O. Groza

Film “The Devil Wears Prada”

Specify the speaking skill you would like to teach better.

By the end of the lesson the students will be able to interview girls or boys who want to get

job and to be interviewed by the group of human resources of company (employer).

IV IMPLEMENT YOUR IDEA IN THE CLASSROOM. ASK YOUR STUDENTS TO

EXPRESS THEIR OPINIONS ABOUT THE WAY THEY WERE LEARNING TO

SPEAK. DESCRIBE IN DETAIL YOUR EXPERIENCE; INCLUDE MANY

EXAMPLES AND THE STUDENTS’ OPINIONS.

activities

the form of teacher’s instructions

Brain storm№1

Share with the class what you know about job

interviews. (Facts and associations.)

microskill: giving info, exchanging info

Listening to 2 candidates

interviewed for the job,

watching job interview “The

Devil wears Prada” and

answering question.

Pair work. What possible mistakes and strong

points were at job interviews .

Round up a whole class discussion.

It focuses on both content and the language.

Microskill: agreeing or disagreeing with the

partner’s opinion.

Scanning the questions

Read the list of questions you could expect during a

first job interview. What questions are easy to

answer? What questions are difficult? Why?

Microskill:reasoning

Using role cards

( students chose company and

profession at home)

Read your role card that describes person to be

played. (At the beginning everybody is employer,

then he or she is employee). Employer evaluates

CVs and letters of Applications, then interviews

employer and complete special table. Employer

answers different questions.

Getting information

Brainstorm№2

Let’s predict what vocabulary, grammar, and

idiomatic expressions you can use.

Learners express themselves in utterances that

are relevant, easily comprehensible to each

other, and of an acceptable level of language

accuracy.

Evaluating CVs and letters of

Applications

(CVs and letters of

Applications were home task)

From the point of view of employer students write

down weak and strong points of employee to the

special table.

Microskill: expressing likes and dislikes

Interviewing

Employers interview employee and complete

special table. Employee answer different questions.

Employers (using table with points of CVs, letters

of Applications and interview) accept employer for

employment or not. They explain Why and give

advice to be accepted for employment.

Microskills:

-asking for and giving info

-giving and receiving advice

- Summarising received information and

commenting upon it.

They use their feelings, opinions, experiences.

Students communicate by mimicry, laughing,

keeping silence.

It develops their sociolinguistic competence.

Discussing the Role play

1. What do you feel in the role of employer

and employee ?

2. What differences are between these

feelings?

3. How to prepare for the real job interview?

How to be accepted for employment?

Students analyse and evaluate their learning

process

I think that the way we were working was successful. Students were not so active when I

began the lesson. But I changed the situation. Students were ready to operate the info in the

situation of job interview. The time was limited for every activity and It disciplined the

situation.

Working with form of real documents, manipulating future life developed student’s interests.

Students showed their sense of humor.

Role play encouraged students to experiment with the language and created a supportive

atmosphere that allowed them to make some mistakes without fear of embarrassment. This

contributed to their self-confidence as speakers and to their motivation to learn more.

“This is virtually the only way we can give our learners the opportunity to practice

improvising a range of real-life spoken language in the classroom”

Penny Ur

Students’ opinion

I knew about different interesting professions.

I knew how to create curriculum vitae.

It was useful for my future profession. In future I will present myself much better.

Communicating with people was useful because I want to be manager.

V REFLECT ON YOUR TEACHING CRITICALLY. COVER THE FOLLOWING

ISSUES:

- What was effective?

- What went wrong?

- Was it useful for my students? Why?

- What have I learnt from the Integrated Assignment?

- If I have an opportunity to teach the same speaking skill to another group of

students, what will I change?

- What was effective?

Role play and using real form of curricular vitae and letter of application.

- What went wrong?

It was Saturday, last lesson. The weather was strange. It seemed to me I was not so good and

students wanted to be at home. We were out of form at the beginning of the lesson. But

something was changed. Some of the students could answer not every question.

- Was it useful for my students? Why?

Yes, it was useful for my students. They developed their communicative abilities through

different communicative tasks (asking questions, role play).

- What have I learnt from the Integrated Assignment?

When, how and why I could use different speaking activities and skills to be developed

- If I have an opportunity to teach the same speaking skill to another group of

students, what will I change?

I’d like to invite real employer. Every student will have one role.

Скачать материал

Конспект урока "How to get a job and to be successfully interviewed by the group of human resources of company" 11 класс

Английский язык - еще материалы к урокам:

Предметы

Похожие материалы