Teaching Practice 7
Upper Intermediate level
To enable students to practice writing in the context of constructing the profile of a professional resume
To provide review and practice of vocabulary used to describe professional attributes and skills
Procedure (40-51 minutes)
Show Slide 2. T asks, "What is a resume?" and elicits response from Ss. After ensuring that students know what a resume/CV is, T says, "Imagine you are writing a résumé so that you can apply for your dream job. What things would you be sure to include in your résumé? How would you describe yourself?" T sends link to questions in the chat. T says, "Click the link in the chat. You have 3 minutes to discuss these questions with your partner." T sends Ss to BORs. T monitors. T elicits answers from a few Ss, to have feedback and have examples of jobs to use at a later stage in the lesson.
Show Slide 3. T points to the "profile" section of the resume at the top. T says, "Today we will be practicing how to write a resume. We will not be writing the entire resume today, just the profile at the beginning. Does anyone know what the profile contains?" If Ss don't know, T says, "The profile is your introduction. You are describing yourself, describing the kind of worker that you are, and stating the experience that you have. The profile should be around 2 or 3 sentences, not too long." T says, "If you have several years of working experience, you can begin your profile with something like... 'a dedicated professional,' or 'a focused professional,' or 'a reliable professional.'" T elicits from Ss, "What are some other adjectives we could use?" and "What other nouns could we use instead of 'professional'?" T says, "If you are are a recent graduate and you don't have a lot of working experience yet, you can say, "A recent graduate from the Bachelor of Arts in Strategic Communication program..." T says, "Now you can talk about how much experience you have. If you have less than a year of experience you can just say, "with experience in..." If you have a year or more, you can tell how many years of experience you have..." T says, "Now share about what you have experience in. For example, if I'm writing about myself, I could say, 'A creative, passionate teacher with over 5 years experience teaching English as a New Language to adults from around the world.' I could add another sentence or two if I want, but this is a good start."
Show Slide 4. T says, "Here's an example of a real resume. Just pay attention to the profile at the top, and the list of skills." T asks, "What is a skill?" (something you are good at) T allows students to read the sample. Show Slide 5. T says, "Here is another example. Think about how you can use some of their words in your resume, but make it your own." T asks, "Do we use pronouns in the profile?" (No) T points out, "We are describing ourselves, but we don't say, "I am a highly capable product manager..." We don't say "She is a highly capable product manager..." We just say "A highly capable product manager..." Your name is at the top of the page, so everybody knows this is about you. We don't need to use pronouns here. T says, "Notice the list of skills. If you write a list of professional skills you have, you can use some of these skills IN your profile statement. For example, "A highly capable product manager with 3+ years experience in customer analysis and product strategy."
Show Slide 7. T says, "Ok, now it's your turn. You will write your name, a short list of your professional skills, and your 1-3 sentence profile. Remember that you can use some of your skills in your profile statement if you want." ICQs: How many sentences should your profile statement be? (1 to 3) Should you write a really long list of skills, or a short list? (Short- maybe 3 to 6 professional skills) Do you have to write the whole resume, or just the profile & skills? (just the profile and skills) Send the link to the Google Slides. Each student has their own slide to write their profile. T says, "Click the link in the chat. You have 15 minutes to write your profile. Tell me if you have any questions."
T conducts feedback with remaining time, going in more detail student-by-student if there is a lot of time, or giving general feedback if there is less time. T compliments students' ideas and sentences, before moving on to corrections. If there is enough time, T corrects all mistakes. If there is less time, T only points out common or repeated mistakes.