BEC HIGHER – Interview on screen (60′) – Reading Part 2.

This lesson was planned for a C1 business group. 

Material used:

PPT File: BEC HIGHER Interview on screen

BEC paper: BECHIGH_TEST1_READ_PART2_INTERVIEWING

Video: https://www.youtube.com/watch?v=-HrPr6IQNac 

[Slide 1] 

1. Presenting the topic – Interviewing on Screen.

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether students are on the “same page”. 
  • Feedback: —
  • Steps: Show ss the first slide. 

[Slide 2]

2. Setting the scene

  • Interaction: T-SS / S-S / SS-S
  • Timing: 5′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: Ss answer the following questions –1) What are the ways interviews are being held nowadays?2) What are the pros and cons of having an interview held via vídeo-conference?

[Slides 3 & 4] 

3. Lead-in (video task)

  • Interaction: T-SS / S-S / SS-S
  • Timing: 10′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: First ss answer the following questions –1) Are you familiar with “Google Hangouts”?

         2) Have you ever had a job interview via internet? How did it go?

Then ss watch the interview scene (below) and answer – 

“You are shrunken down to the size of nickels and dropped down to the bottom of the blender. What do you do?”    How would you answer this and more importantly – why do you think they have asked this?

[Slide 5] 

4. Pre-reading – Brainstorming / Skimming.

  • Interaction: T-SS / S-S / SS-S
  • Timing: 10′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: First Show ss the title of the reading task (BEC HIGHER Reading part 2) – “Interviewing on Screen” and brainstorm with students: 

1) What topics do you think the text is going to cover?

2) What words are you to encounter there?

3) What do you know about NPL?

Then, students skim through the text and check the information. 

[Slide 6] 

5. Reading – Scanning.

  • Interaction: T-SS / S-S / SS-S
  • Timing: 15′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: Ss do the BEC task (paper can be found above). 

[Slide 7] 

6. Reading – Follow-up.

  • Interaction: T-SS / S-S / SS-S
  • Timing: 15′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: Ss do the BEC task (paper can be found above). 

1) Technology-wise, would you say you are a die-hard or have you already made your peace with it?

2) Would you say that having interviews on screen is the future?

[Slide 8] 

7. Revisit the topic of the lesson.

  • Interaction: T-SS 
  • Timing: 2′
  • Monitoring: Check whether ss have any questions and what were the techniques learnt. 
  • Feedback: — 
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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