William William

Resume Prepartion and Writing
CLB 5 level


In this lesson students develop and practice skills needed to perform the real world task of preparing and writing a resume.


Abc Which one of these things does not belong?
Abc Language Analysis Bingo and Flashcards

Main Aims

  • To provide a process for students to follow in developing a resume (as a real world task).

Subsidiary Aims

  • To provide Learners an opportunity to further develop their fluency through discussing the steps and skills needed for developing a resume.


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

"Which of these things does not belong?" I will circulate sheets with three steps or parts of the resume writing process (based on 'How to write a resume while you are in Highschool' - which the learners will not yet have seen). One or two of the steps will be wrong. The activity will be to identify the steps that are not truly part of writing a resume.

Video - How to write a resume (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

I will show the video "How to write a resume while you are in high school" followed by a class discussion to identify key words and phrases. I will also ask the class to identify the correct steps for resume writing, featured in the video.

Pair work -starting the resume planning process (8-10 minutes) • To provide learners an opportunity to begin developing a plan to proceed working in pairs

Working in pairs, the Learners will be asked to begin planning in order to write a resume, discussing what is needed. I will move from pair to pair observing, and acting as a resource. Students will be asked to consider two or three steps needed as part of making a plan.

Group work - creating a plan for writing a Resume with a list of details, things needed. (6-8 minutes) • The students will be able to use the group to identify the steps and process they will need to write an actual resume

Pairs will be combined to create two groups of four; groups will discuss how to write the resume, what steps are involved, and what information is needed.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

Groups will report back to the class about the the task with any questions they might have. I can check for understanding and provide some error correction as needed for comprehension.

Language Analysis Bingo (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Using the task-related vocabulary identified and practiced in previous classes students will play "Bingo". The words will be written on flash cards and students will be asked in turn to explain the meaning of the word and correctly pronounce it. The back of the card will have the correct meaning/pronunciation as well as a Bingo number. For every correct answer the student will be able to cover that space on their Bingo card. The first person to complete one line on their card wins!

Interview roleplay (8-10 minutes) • To provide students with practice of the task language

Students will be divided in pairs, and will roleplay interviewing for a job (One student will be the prospective employer, the other is the applicant.) The employer will ask questions about the applicants 'resume', which the applicant will attempt to answer. Halfway through the exercise the students will switch roles.

Web site designed by: Nikue