Gestor de Proyectos - Proyectos - Proyecto - Icesi English Level VI -2018-2: To participate in a job interview as interviewers or as interviewees

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Nelly Manosalva
Colombia - Cali
Universidad Icesi

Icesi English Level VI -2018-2: To participate in a job interview as interviewers or as interviewees

Área

- Inglés

Descripción

Students participate in a job interview asking and answering questions that cover their background, education, skills, career goals motivation and personality using grammar and vocabulary related to the activity. 

Through the activity students role play an important part of a hiring process –interviewing– which among other assessment activities, they are very like to have in their near future.

Emotions, qualifications and success, topics of Speakout Intermediate Module 1 Level VI 2018-2, are usually an important part of an assessment process and students apply their knowledge in different activities prior to the job interview.


Recursos


Herramientas

Audio / Escritura colaborativa / Herramientas: recopilar información / Herramientas: tomar apuntes en clase / Procesadores de texto / Video /

Actividades de Clase

Sesión 1

Propósito:

Unit 6 Emotions

Having in mind the objective of task-based activity, which is to participate in a job interview, students practice the participial adjectives to talk about their reactions when facing different situations in their life events in general.

Students listen to a radio program in which two people discuss how emotions can be used (Speakout Unit 6, Listening 6.1) in different situations with the aim of practicing participial adjectives.

Duración:

Two hours

Actividad:

The student

  • Participates by providing adjectives that describe emotions.
  • Completes exercises on-line and those from the book and gives his/her own examples with participial adjectives talking about emotions.
  • Pays attention to the listening and takes notes of the listening to be ready to answer questions.

Sesión 2

Propósito:

Discuss hypothetical situations in the students’ life using unreal present conditional sentences, and practice its use in real-life situations like a job interview.

Duración:

Two hours

Actividad:

The student:

  • Completes the exercises provided in the Language Bank Section 6 of the Book, corrects mistakes and makes sure he understands how to use this Conditional.
  • Prepares his/her own examples using different hypothetical situations like the ones on the Speaking Section on Unit 6, Section 6.2, Exercise 8A.
  • Considers how to answer questions he might get in a job interview related to hypothetical situations. 
  • Gets ready to prepare his/her own questions about hypothetical situations.

Sesión 3

Propósito:

To discuss what is needed to succeed in life and what have successful people done to become high achievers understanding different points of view.

Duración:

Two hours

Actividad:

The student

  • Expresses his opinion on what success is and supports it.
  • Writes about a successful person including new vocabulary and stating his/her reason for having chosen that person as a successful person.
  • Finds out what experts believe is necessary to be successful in life (listening Section 7.1)

Sesión 4

Propósito:

Discuss special abilities in people with mental and or physical obstacles that have succeeded in different fields.  

Duración:

Two hours

Actividad:

The student

  • Presents a successful person with disabilities giving arguments to support his/her point of view.
  • Reads thoroughly the story about one the high achievers' story in spite of the obstacles he has to face and gets ready to retell it.
  • Gives his/her own examples with the new patterns to talk about abilities - can, be able to and manage to-.

Sesión 5

Propósito:

To practice writing a summary of an article about success or successful people.

Duración:

Two hours

Actividad:

The student

  • Gets in pairs to read and choose one of the two articles with his/her classmate to prepare a good summary of it following the steps previously discussed using new vocabulary on success and patterns to talk about abilities. 
  • Helps each other to find the best way to express the author's opinion using his/her own words.
  • Checks teacher's feedback and make necessary corrections.

Sesión 6

Propósito:

To practice writing two opinions paragraphs on what success is from the sources that have been discussed in class.

Duración:

Two hours

Actividad:

The student

  • Prepares his paragraphs using new vocabulary and verb patterns learned in the Module.
  • Checks teacher's feedback and makes necessary changes.

Sesión 7

Propósito:

To participate in a job interview

Duración:

Two hours

Actividad:

The student

  • Performs as an interviewee or as an interviewer in the job interview as follows.

                 Role of the Interviewee

                          A well-known company is looking for a professional in the students’ field and this is their opportunity to talk about themselves outlining their unique abilities and to                                    explain why each of them is the best candidate for the position.

                  Role of the interviewer

                           The company where the interviewer works has assigned each of them to find the best candidate for a position and they have been asked to prepare the best                                            questions to find out who this person is.

Evaluación

Students will be graded considering this rubric.

Rubric

  1.  

5

4

3

2

1

Communicative achievement

Discourse is well organized. Uses strategies for communication breakdown naturally.

Discourse is well organized. Uses strategies for communication breakdown with some difficulty.

Discourse is somewhat organized. Uses limited range of strategies for communication breakdown.

Discourse is somewhat disorganized. Rarely uses strategies for communication breakdown.

Discourse is disorganized. Does not use any strategies for communication breakdown.

Comprehension

Generally understands main ideas and details easily.

Understands most main ideas well. Details sometimes pose a problem.

Understands simple ideas easily, more complex ideas pose a challenge.

Has trouble understanding simple ideas.

Consistent lack of comprehension.

Fluency

Speaks with very little hesitation. Ample vocabulary range allows for smooth flow.

Speaks with occasional hesitation. Common vocabulary generally flows well.

Speaks with hesitation. Common vocabulary sometimes flows well.

Speaks with frequent hesitation. Common vocabulary often poses a problem.

Speaks with severe hesitation. Common vocabulary consistently poses a problem.

Intelligibility

Minor pronunciation issues do not affect communication.

Pronunciation issues occur occasionally, but distraction is minimum.

Pronunciation issues are more frequent and lead to distraction.

Pronunciation issues are quite frequent and communication is affected negatively.

Pronunciation issues are prevalent and communication is severely affected.

Grammar

Uses a variety of structures with few and minor errors.

Uses a variety of structures with some distracting errors.

Uses limited structures with few and minor errors.

Uses limited structures with distracting errors.

Uses limited structures with significant errors.

 


Role of the teacher

To start the activity teacher explains thoroughly what each student is expected to do in the activity and is ready to help to make it flow.  The first thing each student has to do is to introduce himself/herself as a candidate or as a member of the assessing committee in 90 seconds including as much as possible:  

  • Information on their education, abilities, career goals, motivation, personality and expectations and why each of them is a good professional in their field.
  • Skills and attitudes someone who wants to succeed in their profession must develop.
  • What they have been doing or will start doing to succeed in the future in their profession.

After presentations, the teacher asks the group to get ready to answer questions interacting with each other asking for information / offering opinions to have a fluent dialogue.

Teacher’s questions

Teachers has to have his/her questions in case students do not comply with the requirement.

  1. How have you managed emotions caused by stress?
  2. Have you ever left an assignment given to you involuntarily, without finishing it? If so, what were the circumstances?
  3. What made you happy or satisfied at your last job/challenge? What was disappointing?
  4. How does your experience of the last two years make you a suitable fit for this position?
  5. If you were me, why would I hire you?
  6. What are your biggest accomplishments? Abilities?
  7. Can you work under pressure?
  8. Are you able to take direction/criticism well? Why do you say so?
  9. Tell me about a time when your supervisor/teacher gave you feedback that surprised you.
  10. What is the most exciting award you have received? Explain.
  11. What is the most difficult work-related or study-related situation you have faced?
  12. Have you had an opportunity to work on a team?
  13. What was your role? Was the team successful? Why or why not?
  14. How would your former boss / teacher describe you, if we called him?

Notas

Project to be developed by Level VI students at Icesi University, Cali, Colombia, 2018-2.


Creditos

Autor: Nelly Manosalva , Proyecto creado 2018-10-01 11:57:15


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