Katie Sullivan Erul Katie Sullivan Erul

Teaching Practice 4
Pre-Intermediate level


In this lesson students learn vocabulary in the context of getting a job through activities about CVs, emails and websites.


Main Aims

  • To provide clarification and practice of words related to curricula vitae in the context of recruitment.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of recruitment.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Set the scenario: I need to find a job. I'm new in Istanbul. I don't know what kinds of job there are here. I don't know many people here. I don't know which companies you have here. I don't know where to look. You all know Istanbul better than I do. I need your help. Can you help me? Is anyone else looking for a job? (I know two students who are, assuming they raise hands: Great, we can all use your help then.) I want to know... (write): In Istanbul... Is it easy or difficult to find a job? What are some ways to look for a job? Talk about these questions with your partner. Give 1-2 minutes. Nominate and elicit some answers from WC. If someone knows recruitment agency (unlikely?) write it on the board. Thank everyone for their ideas.

Pre-teach vocab (4-5 minutes) • To provide students with key words needed during the peer-teaching activity

Expand on scenario: My friend told me that there are companies in Istanbul that can help me find a job. Does anyone know what we call these companies? -Recruitment agencies. (I don't think this will be known. If not, just give the answer after some time.) So, what is this company going to help me find? -A job. Can a recruitment agency help me find an apartment too? -No. Can a recruitment agency help me find a school program? -No. Get Ss to repeat recruitment agency a couple times. Write recruitment agency on WB with stresses. Ask Ss to repeat again. Check the g sound in agency. So, I called the (point: recruitment agency), and they told me they need to know more about me first. Ask Ss, what kinds of things do they want to know about me? Try to elicit: Jobs, University, etc.) To get all this information, they want me to e-mail my curriculum vitae. Get Ss to repeat curriculum vitae a couple times. Write curriculum vitae on the WB with stresses. Ask Ss to repeat again. That's a long word. Is there a shorter way to say this? Underline C and V on the WB, point and wait. Write = CV Ask Ss to repeat CV. Which one do you think we use more when we're speaking? -CV.

Peer-teaching test (7-9 minutes) • To gauge students' prior knowledge of the target language

Let's talk about some of the things that people put on their CVs. Project first image of recruiting advertisement. Show handout. On this page are some pieces cut out of a CV. Each piece has a different kind of information. There are 6 pieces here, and there are 6 things highlighted here. Your job is to match each piece to the words highlighted. Some of these words are new and you might not know them all, so you're all going to help each other find all of the answers. Don't start yet, because we're going to do an example together first. Hand out HO. Let's look at number 3 together. What do we call this type of information? Work in pairs now to try to find the answer. GIVE LESS THAN 1 MINUTE. Elicit -personal details. AND MOCK WRITING IN THE ANSWER. Now, try to match the other 5. Everyone is going to work together so please stand up, walk around, and ask your classmates for help with the words you don't know. Give 4 minutes. Ask Ss to sit down. Project answer key and check.

Clarification (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

M F P! Go in order of the answers: referees, professional experience, personal details, qualifications, education, personal interests SEE LANGUAGE ANALYSIS For each word/phrase: Elicit examples from exercise. Elicit additional examples. Ask CCQs. Do a repetition. Write word on board **With stresses, part of speech, C/U Do another repetition after writing.

Controlled Practice (6-8 minutes) • Check students' use of the target language

Do people always tell the truth on their CVs? -No. Let's look at some of the lies that people write on their CVs. Show handout. This page is about some of the lies that British workers tell on their CVs. The different types of lies are highlighted. You're going to match each type of lie with its definition below. We'll do one together first. Handout HO. Let's look at the first one, personal interests. Which examples do they give us? -Photography, opera, paragliding. Which of these looks like a definition for personal interests? -free time activities. Now work alone, and try to match the other 5 with their definitions. Give 3 minutes. Check in pairs. Nominate answers.

Free speaking practice (5-7 minutes) • To provide students with free practice of the target language

Now you're going to make up your own lies. Look at the highlighted words and think of some lies you can tell. With your partner, take turns telling either lies and truths about yourself. Your partner will guess if it's true or a lie. Let's do one example. "Student A, tell student B about one of your personal interests." -Student A gives an interest. Student B, do you think that's the truth or a lie? -Student B says truth or lie. Student A, was she right? -Student A gives answer. OK, now switch. Everybody, do the same with your partners. Give 3 minutes. Try to elicit some funny answers.

Pronunciation and Additional Vocab (3-4 minutes) • To introduce correct English pronunciation of e-mail and website terminology

Continue scenario: You guys gave me some great ideas for all the lies I can write on it, thank you. Now I'm ready to send my (CV) to the (recruitment agency). I called the company and they told me how to reach them online. Here's the information they gave me: (Project image). Let's see if we know how these sound over the phone. Start the listening exercise. Ss listen to the pronunciation of 4 e-mail/website addresses while looking at the written version on the screen. When finished, get students to repeat 2 of the 4 for practice. (Use the 3rd and 4th ones.)

If time activity for internet symbol pronunciation practice (5-6 minutes) • To provide students with controlled practice of additional TL

Now you're going to tell each other some websites and emails over the phone. You're going to work with your partner. One of you will get this page, one of you will get this page. (Show handouts) Pretend you're on the phone with your partner, and tell your partner the name of each website or email address. Your partner has to try to write it down correctly. When you're finished, you can look at each other's pages to see if you wrote it correctly. I'll leave this up for the first couple minutes and then I'm going to take it down. Distribute handouts. Give 3-4 minutes. Ask Ss to check answers if they didn't yet.

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