Kristel Muller Kristel Muller

Copy of CV writing
Intermediate level


In this lesson the students will write a CV and carry out interview with eachother for a job using the information on the CV. First of all, they'll learn the vocabulary related to "job&career" concepts. Then they will explore a CV in terms of main information then the CV writing tips by looking at the examples that represent the tips and lastly according to CV example they will produce a CV. Based on the information on the cv the students in groups will conduct interview with eachother.


Mur84nkqqvyochsza3gs 1 job advert for lead in HO1
B0ka0wkptey4i172bh3d 6 cv tips and examples ho HO6
Rskk06lr3umtmzifwuqg 8 role play adverts ho HO8
2db6eeawrdaxgiauanai 2 cv related vocab ho HO2
Xo3fuwchriepufmmzneu 3 what should be in a cv ho HO3
Jrl1t0h4qeweko06x9bo 5 advert ho HO5
Cxmjszos5gnzrxxim3va 7 emptycv ho HO7
4ejrxkjwtwchicc7jthy 4 cv ho HO4
Rw3thzljqq2ka7dqxmhv 9 roleplaycards ho HO9
Zdewjzpdigskszguukmi 1 job advert for lead in HO1

Main Aims

  • To provide product writing practice of a CV in the context of looking for a job

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of looking for a job


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will start the lesson with a job advert: Ask the students what it is and what they are looking for. Then I will ask to apply for the job what they need. After the discussion I will try to elicit the answer "CV". Then I will give them HO2. I will ask them to write down any words related to job that they remember. "Instructions: As a group, now write down any words you remember which are about job. For example, worker, find a job, etc." After that they will give me the list they make and I will post it on the Wall. Some other words they donot know or cannot remember will be clarified in this part. Possible Vocabulary Salary=a fixed amount of money that you receive from your employer, usually every month Retired=having stopped working Resign=to officially tell your employer that you are leaving your job To quit= to leave your job or school permanently look for a job=search a job apply for a job= /əˈplaɪ/ to ask officially for something, often by writing boss=employer /bɒs/ worker=employee /ˈwɜːkər/ /ɪmˈplɔɪiː/ Employee: someone who is paid to work for a person or company Worker: someone who works for a company or organization but does not have a powerful position employ: If a person or company employs someone, they pay that person to work for them. cv: a document which describes your qualifications and the jobs you have done, which you send to an employer that you want to work for education /ˌedʒʊˈkeɪʃən/ the process of teaching and learning in a school or college, or the knowledge that you get from this experience: knowledge that you get from doing a job, or from doing, seeing, or feeling something /ɪkˈspɪəriəns/ unemployed:not having a job /ˌʌnɪmˈplɔɪd/ to hire=to begin to employ someone to fire=to tell someone they must leave their job /faɪər/ to be hired/to be fired skill/s=the ability to do an activity or job well, especially because you have practised it What kind of skills can people have? Computer skills Language skills Good communication skills Organization skills Job Job Ads=adverts=advertisement /ˈædvɜːt/ /ədˈvɜːtɪsmənt/

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading

I will ask the students: What is CV? (CV is a summary of your skills, education and work experience.) I will tell them to work together and discuss what should be in a CV, and which order it should follow? They will choose the headings from the list (HO3) and order them. Personal details Family Contact details Food you like Education Skills Work History/Experience Friends Pets you have Interests/Hobbies References After the activity, as a whole group, they will be asked to agree on 6 information types and their order that should be in a CV. To check their answers a full CV will be given and I will ask "What is the difference between them?" (I assume here, although they might choose the correct headings or information types they might make a mistake in ordering the hedings.) As they are exposed to the example CV, they will be asked to read the information inside the CV. Then they will be asked to look at the adverts posted on the board. I think for the sake of kinaesthetic activity the advert should not be printed large size but a size which requires to come closer to the wall. So the whole group will come to the wall to look at the advert. The question is: "What jobs could she apply for?" In pairs they will find out the answer to this question and compare their answers with the other group to see if they agree on the answer. Some questions can be asked here like "how do you know that she applied for babysitter?" So that I can elicit some answers that show they understand the CV.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

In this part we will analyse the CV more using some CV tips: They will be given the HO including CV tips table and asked to read the information in it. Then I will ask what kind of information they are reading. I will try to get the answer "advice/recommendation/some information useful while writing a CV". Then I will ask them if the CV owner used this tip and find examples for each advice. They will work in pairs then check answers with the other group to agree on the answers.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

In this part they will fill out an empty CV form with their own information. Before they start they will choose one job advert to apply for and write their CV accordingly. First they need to focus on the following sections and invent information for these sections in accordance with the job advert they apply. Role cards will also be provided for the students to write the necessary information on their CVs. After writing their CVs they can check with their peers. After writing they will conduct interview with eachother. This time they will take turns to be the boss and the employer. A modelling can be done with a strong student before they start the conversation. Possible questions: a. Do you have any questions you would like to ask us? b. Tell me about yourself c. Can you talk about your work experience? d. When can you start? e. Why should we hire you?

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

I will try to take notes of bad and good examples they use in their conversations and on their Cvs then write 4 or 5 sentences and ask the students to correct the mistakes. Open class feedback will be given.

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