Interviews and instructions: Analyzing and conducting interview tips

11.1C : Language with content: Interviews and instructions

School: Nazarbayev Intellectual School of Chemistry and Biology, Atyrau

Date:

Teacher’s name: Naresheva A.A

Head of Department:

Grade: 11

Number present: 12

Absent:

Lessons 22-23: Analyzing and conducting interview tips

Learning Objectives:

Research work (peer review)

11.C2 use speaking and listening skills to provide sensitive feedback to peers

11.C4 evaluate and respond constructively to feedback from others

11. S2- ask and respond with appropriate syntax and vocabulary to open-ended higher- order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.R3 skim extended texts with speed to identify content meriting closer reading on a range of familiar and unfamiliar general and curricular topics

11.S3 explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

SWBAT

All:

• to view a series of interviews;

• to identify different types of interview;

• explain their own ideas about interviews;

Most:

• to speak clearly and ask well-formed questions and answers during role play;

• understand the key specifics of each interview type and use them in role-play;

• to skim the interview article and answer the questions correctly;

Some:

• give clear and extended answers during role play (interview);

• use of complex vocabulary during the role-play;

Previous learning

Lesson 20

Language objectives

This lesson will focus on speaking.

Value links

Respect diversity of opinions

Cross-curricular links

Journalism

ICT skills

Active Board for PPT

Kazakh culture

Job interviews in Kazakhstan

Plan

Planned timings

Planned activities

Resources

Introduction

10’

5’

5’

15’

To start the lesson T introduces the lesson objectives.

Warm up

(W)Teacher divides students into pairs and asks them to take 2-3 minutes to interview each other. Each interviewer has to find 2 interesting facts about their partner. Afterwards, teacher brings everyone back to together and asks everyone to present the 2 facts, which they have found out about their partner to the rest of the group.

Then Ss will be asked to guess today’s topic. (Interview)

Types of Interviews

T asks students about types of interviews. Ss work in pairs to brainstorm their ideas. After gathering answers, T presents PPT on different types of interviews:

1. Screening/telephone interview

2. Video conferencing

3. One-on-one interview

4. Group interview

5. Sequential interview

6. Behavioural interview

7. Panel interview

Speaking.

Ask learners in groups discuss questions (P, G, S3)

1. Which magazines or TV programmes do you know where famous people are interviewed?

2. Do you like reading or watching interviews?

3. Why do famous people refuse giving full and honest answers?

Reading (I, R3)

Ss read an interview with Michelle Obama (ex.1) individually. Having read the article, Ss work in pairs and answer the questions, which is ex.3. Afterwards, let them think about what types of questions were in the interview.

Types of Topics in Questions

1. Behaviors - about what a person has done or is doing

2. Opinions/values - about what a person thinks about a topic

3. Feelings - note that respondents sometimes respond with "I think ..." so be careful to note that you're looking for feelings

4. Knowledge - to get facts about a topic

5. Sensory - about what people have seen, touched, heard, tasted or smelled

6. Background/demographics - standard background questions, such as age, education, etc.

PPT

CAE, Student’s book, p22, ex3. Third Edition

7’

15’

15’

22 lesson

Warm up

Ss watch a video about the worst and the best answers to job interview questions. Then, ask them what makes a good and bad interview. Let them consider the following aspects:

• Body language

• Posture

• Eye contact

• Facial expressions

• Tone of voice

• Active listening

Role play (P, F, C4, S2)

Students will be tasked to work with a partner to create an exciting interview dialogue between two students.

Before asking the students to conduct an interview, they will need to prepare so that the interview is successful. Have them think about what type of information they want to get from the interviews. Ss have to make up 5-10 appropriate job or university interview questions. Ss have 10-15 min. to prepare.

Differentiation is done by support, by vocabulary and by task: Less able Ss can use dictionaries. More able Ss can make up more complicated questions during the role-play.

Then, they present their interviews to the rest of the class.

https://www.youtube.com/watch?v=7jvbsGbuEPk

Conclusion

3’

Students reflect on today’s lessons and give their tips on how should we act during the interview.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links Health and safety check ICT links Values links

Differentiation is done by: Help less-able students to clarify unknown vocabulary

More-able learners:

Ask them to make up more complicated questions during the role-play.

.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?