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This webinar, "Presenting Ideas through Digital Storytelling in the English Language Classroom," focuses on using digital storytelling techniques as an effective way to promote engagement. Teachers will learn about various forms of digital media and how to use rhetoric successfully in the storytelling process. As a result, teachers and students alike will be able to create digital content that serves both instructional and personal purposes.

 
Author: Eric Wenninger Format: Text, Video
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Digital Stories: A 21st-Century Communication Tool for the English Language Classroom
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This webinar, "Connecting Reading and Writing in Grammar Teaching: A Functional Approach," explores teaching grammar from a meaning-based perspective. Participants will learn key components of a functional linguistic approach to grammar teaching, analyze how particular words and sentences enact meaning, and consider the benefits of taking a functional approach when teaching English grammar. Participants will have opportunities to apply functional approaches to the classroom through close reading and unpacking language in authentic texts. Multiple classroom applications will be shared.

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A Rough Guide to Language Awareness
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Connecting Reading and Writing in Grammar Teaching: A Functional Approach
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This month’s Teacher’s Corner explores the uses of gerunds and infinitives, how to use them, and when. This week we begin the month with an activity focused on unique jobs that uses infinitives in the verb phrases like to, want to, need to, and hope to.

Level

Intermediate to Advanced

Language Focus

Reading, speaking (primary focus); writing (secondary focus)         

Goals

During this activity students will

·       Practice using infinitives within the context of discussing jobs

·       Practice speaking skills by discussing interesting jobs and skills needed for those jobs

Materials

  • Teacher: whiteboard or chalkboard, markers or chalk, a timing device
  • Students: pencils or pens, notebooks or writing paper, recording devices (optional)

Preparation

  1. Read through all the materials carefully.
  2. Print out copies of the Unique Jobs cards in Appendix 1. Print enough copies so that half of the students have a job title card and half the students have a job description card.
  3. Cut out the Unique Jobs cards to make a stack of job title cards and job description cards.

Activity Part One: Job description jumble

In this part of the activity, students will match job descriptions to the job titles. The goal of this portion of the activity is to introduce students to jobs they may not know while practicing reading infinitive verbs.

1.     Begin this activity by dividing the class into two groups: group A and group B.

2.     Give each student in group A one job title card. Give each student in group B one job description card.

3.     Have the students move around the classroom and match the job descriptions to the correct job title card. Once students have matched a job title to a description, they should stand together in a pair.

Note: Since these are unique jobs, many of the job titles may be unfamiliar to the students. That’s OK. The goal of this warm-up activity is to introduce students to some jobs that they may not know exist. Have the class keep making matches until they have them all correct, or as long as time permits.

4.     Once the students have matched the job descriptions to the job titles, have the pairs share their job titles and descriptions with the class. While students share their answers, check their matches for correctness. If there is a mismatch, have the class work together to make a correct match!

Activity Part two: That’s my job

1.     Begin the next part of the lesson by having the students do a Think, Pair, Share:

a.     Ask the students to think about which of the unique jobs from Part 1 is the most interesting to them.

b.     Next, have them share with a partner which job interests them and why. Encourage the students to ask questions about their partner’s answers.

c.     Finally, have the students share their unique jobs with the class.

Note: For advanced classes, have students share their partner’s unique job in order to practice using reported speech.

2.     After the Think, Pair, Share activity, ask the students if they know of any other unique or interesting jobs they would like to do in the future. Have the students continue to work with their partners to brainstorm some jobs they find unique or interesting. These can be real jobs, or students can use their imaginations to create entirely new jobs.

3.     While students are brainstorming, write the following on the board:

like to + (infinitive verb)

A location scout would be an interesting job, because I like to meet new people.

want to + (infinitive verb)

I want to travel around the world, so it would be a great job for me.

need to + (infinitive verb)

If I want to be a location scout, I need to study English and geography.

hope to + (infinitive verb)

When I get a job as a location scout, I hope to travel to New York City.

4.     Using the sentences on the board as an example, have the students write their own sentences about the unique job they find the most interesting.

a.     Note: Students do not need to strictly follow the order of sentences as written on the board. They can mix up sentences and structures to be as creative as they want to be. Encourage students to write additional sentences that provide more details about their job.

5.     To conclude this activity, have the students come to the front of the class and share their sentences.

Optional Activities:

1. Before students share their sentences, have them research their job as homework. Then in the next class, have them present their sentences along with any additional information they learned about the job.

2. Have students draw a recruitment poster for their job. Recruitment posters should be exciting to attract people to a specific job, so encourage students to be creative with their posters.

Appendix 1: Unique Jobs

Directions: Cut out the job and job description cards below. Give half of the students a job title card, and give the remaining students the matching job description cards. Have the students work together to match the job descriptions to the correct job.

Job Title

Job Description

Soil Conservationist

My job is to design plans to prevent erosion and to develop practices for using land. Much of my job is performing land-use surveys.

Jingle Writer

My job is to write short, likeable songs that can be used in commercials on television or the radio.

Personal Shopper

My job is to give advice or suggestions to people on what to buy, usually clothes. I may also spend time shopping for a customer too busy to shop.

Phlebotomist

My job is to draw blood from patients at the hospital. Doctors use these blood samples to understand why a patient is ill.

Stunt Person

My job is to act in movies when a scene is too dangerous for a movie star. In my job I might have to drive, to jump from a great height, or to fight.

Volcanologist

My job is to study the formation and activity of volcanoes and their current and historic eruptions.

Tailor

My job is to make clothes for customers. I also work to make changes to customers’ clothes so the clothes fit better.

Biomedical Engineer

My job is to create new medical devices and research new ways to treat patients who are sick.

Location Scout

My job is to visit places that can be used for filming movies. I have to find interesting places and prepare them before the directors and actors arrive.

Antiquarian

My job is to collect and study old items to learn more about the past and how people lived long ago.

 

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Week 1 Activity
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Imagine you need money to launch your new teaching tool: a software program that helps teachers grade papers quickly. One day, you find yourself in an elevator with one of the wealthiest investors in your hometown. You have only the time in the elevator to share your idea and catch the interest of the investor. What do you tell the investor about your idea in 30 seconds?

As a Business English teacher, you help your students acquire the language skills necessary to function in the business world. It is equally important to help your students recognize the cultural norms and standards of communication they may encounter in the business world. The activity for this week gives students an opportunity to write and practice an elevator pitch, a technique frequently used in business and entrepreneurship situations. The elevator pitch is used to briefly introduce a business, a product, or an idea to a group of colleagues or potential investors. Elevator pitches are very short, and must present important information quickly and effectively.

Level

Advanced

Language Focus

Writing

Goals

During this activity, students will be able to do the following:

  • Identify the key components of an elevator pitch.
  • Apply the specifics of an elevator pitch to a product or idea.

Materials

  • Paper and pencils
  • Elevator Pitch Example (see Appendix A)
  • Elevator Pitch Activity (see Appendix B)

Preparation

  • Make copies for all students of the Elevator Pitch Example in Appendix A.
  • Print and make copies for each student of the Elevator Pitch Activity in Appendix B.

Procedure

1.     Begin class by telling students, “Today we are going to discuss one of the most effective ways to present a new business idea or product to colleagues or investors. This technique is called the elevator pitch.”

2.     Ask students what an elevator pitch might be and why it is called an elevator pitch. Give them 2-3 minutes to think and to discuss with classmates sitting nearby. After they discuss, ask students to share their ideas.

3.     Next, hand out copies of the of the Elevator Pitch Example. Give students a few minutes to read through the example pitch.  

4.     While students read, write the following components of an elevator pitch on the board:

  • Who I am
  • Why I am here
  • What problem I am solving
  • What solution I offer
  • Why my solution is competitive

5.     Present the components of the elevator pitch you wrote on the board. Explain that the components are not in any particular order because elevator pitches can be organized in different ways based on the purpose of the pitch and the audience (who is hearing the message).

6.     Put students into groups of three based on the alphabetical order of their last names. For example, the first three students in alphabetical order will work together, the next three will work together, etc.

7.     Ask groups to review the example elevator pitch together. Ask them to find the elevator pitch components from the board in the example. For example, where does the speaker explain who he or she is? What is the problem being addressed? Give students about 5-10 minutes for this part of the activity.

8.     After groups have identified the components of the sample elevator pitch, review the answers as a large group.

9.     Explain that now students will work in groups to write an elevator pitch for a new product their company is promoting.

  • Hand out a copy of the Elevator Pitch Activity to each group.
  • Review the activity as a class, and answer any questions students might have before beginning.
  • Tell students they have 20 minutes to work in groups to write their elevator pitch.

10.  Have students submit their elevator pitches before leaving class, and then assess the pitches based on components of an elevator pitch.

Variations

An alternative to this activity is to have students work individually to write an elevator pitch on a product or idea they have researched in class. Students could then present their elevator pitch to classmates.

Extensions

The activity could be extended so that the groups work together to present their elevator pitches to the class. Each group could practice by having each member present the pitch to the other two group members. After practicing, the group decides which member will present the pitch to the entire class.

Extend the activity into another lesson where the focus is on presenting elevator pitches. Students could begin by practicing their own pitches or the example pitch used at the beginning of the activity.

Appendix A

The Smith Patient Lift - Elevator Pitch Example

Good morning. My name is John Smith, and I’m here to discuss a new investment opportunity with you.

Did you know that each year, 20,000 patient-care workers such as nurses and health aides experience back injuries while working?  We solve that problem with the Smith Patient Lift.

Hospitals have several options to move bed-ridden patients – from automatic lifts attached to ceilings to teams of caregivers that lift and move patients manually. But caregivers helping patients in their own homes don't have those options. The options available to hospitals are difficult to use, expensive to install, and don’t fit inside most homes.

Don and Kelly Smith care for elderly patients in their homes in Jackson, and they needed a better solution for moving patients, so they built and patented the Smith Patient Lift. It’s an automated lift device that attaches directly to a patient’s bed. This lift allows a single caregiver to lift and move a patient safely without causing further injuries to the patients or caregivers.

With over 12 million Americans receiving home care, we plan to generate over $10 million in sales by year 5. We have an experienced team that includes experts in medical equipment sales. We are seeking a $500,000 investment and would like to meet with you to discuss this opportunity. Can we get on your schedule?

Appendix B

Elevator Pitch Activity

Imagine that you are looking for investors for a new product that your company has just developed. The product is called a Cronut, and the specifics are listed below. Read through the specifics, and working with your group, write an elevator pitch to present this product to investors. Remember to include the main components of a well-written elevator pitch and keep the pitch to fewer than 200 words.

New Product: Cronut

  • Pastry that combines a donut and a croissant
  • Low cost to-go breakfast/snack product
  • Combines the lightness of a croissant pastry with the sweetness of a donut
  • Can be purchased fresh at local bakeries or packaged in supermarkets
  • Fits in with existing culture of buying food and taking it to go
  • Well-made pastries using high-quality ingredients are difficult to find on most supermarket shelves
  • Brings together a classic American pastry with a classic French pastry into an innovative new product loved by a large swath of potential customers

Elevator Pitch Components

  • Who I am
  • Why I am here
  • What problem I am solving
  • What solution I offer
  • Why my solution is competitive
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Week 4 Activity
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Conducting a swot analysis

Investors, entrepreneurs, and businesses regularly need to evaluate themselves, their peer companies, or competitors. A SWOT analysis offers an efficient way to evaluate and consider a company’s strengths and weaknesses. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. After completing a SWOT analysis, business owners can make more effective decisions that encourage their growth and development of their business.

A SWOT analysis focuses on both the internal and external aspects of a business. The internal aspects are a company’s Strengths and Weaknesses; these include market share, the experience of the team, image, finances, distribution, and technology. The external components are the Opportunities and Threats from outside the company, which can include other markets, the larger economy, competitors, consumer tastes, technology development, and needs (Appendix A has a glossary of these terms.).  After completing a SWOT analysis, a company has a much clearer picture of where they fit in the market.

In this activity, students work in small groups to conduct a SWOT analysis of a major company. The activity begins with the teacher reviewing what considerations are made when evaluating a company and then introduces the process of a SWOT analysis. By the end of the activity, students have worked through their first SWOT analysis and are ready to apply the process to businesses that interest them.

This activity is intended for advanced adult learners working in the business sector with some level of familiarity in evaluating businesses. If you and your students need additional support, please review Appendix A for definitions of terminology used in a SWOT Analysis.

Level

Advanced, Adult Learners

Language Focus

Writing

GOALs

During this activity, students will be able to

  • Identify the components of a SWOT analysis.
  • Apply the process of SWOT analysis to evaluate a company.

Materials

  • Computers with Internet access
  • The link to or copies of a company profile (There are many available online).
  • Pencils and paper

Preparation

  • Organize students into groups of three using students’ business interests. For example, students interested in technology businesses could be grouped together, students interested in science-related businesses could be grouped together, and so on.
  • Print copies of the company profile you chose, or make sure that each group has access to the Internet to visit the link.
  • Write the SWOT Analysis chart on the board for all students to see.
 
                                       
                      Strengths                                                           Weaknesses
 
 
 
                      Opportunities                                                     Threats
 
 
 

Procedure

1.     Open class by asking students this question: How would you evaluate your company in order to make good decisions for its growth and development?

a.     Take some time for students to share their ideas and experiences.

b.     Some students, especially those working in business, might already be familiar with SWOT analysis and may bring up the topic.

2.     Explain to the class that there is a tool commonly used in business to evaluate a company, and it is called a SWOT analysis.

3.     Point to the SWOT chart on the board and to each category. Ask students what each category might evaluate. What is included in strengths and weaknesses? What is considered in threats and opportunities?

a.     As students share some of their answers, write their ideas in the corresponding areas of the chart.

b.     Once students have shared their ideas, fill in the blanks with the following:

                                               i.     Strengths and weaknesses examine market share, the level of experience of the team, the company’s image, finances, product distribution, and technology.

                                             ii.     Opportunities and threats focus on other markets, the economy, competitors, consumer tastes, technology development, and needs.

c.     Take time to review any new vocabulary possibly unfamiliar to students by offering clear examples or eliciting definitions from students. See Appendix A for a glossary of these terms.

4.     Put students into the prepared groups and explain that they will now conduct a SWOT analysis of the company you chose.

a.     On the board, write the web address of the company profile.

                                               i.     Note that the company profile may include a lot of detail, and students may need some instruction on navigating it.

b.     Have students copy the SWOT analysis chart onto a piece of paper.

5.     Using the information from the company profile, the groups will complete an analysis (one piece of paper per group is sufficient).

a.     Give students about 20 minutes to complete the task (longer if needed).

6.     After each group has finished their analysis, combine each group with another group.

7.     Tell them the two groups will now discuss and compare their analyses.

8.     In order to follow up on the activity, bring the class back together and work as a class to complete the SWOT analysis on the board for all to see.

a.     Encourage debate about what should or should not be included.

Extensions

Extend the activity by asking students to do a SWOT analysis on a company of their choosing. In a future class or for homework, students can apply the skills they learned in the group analysis to complete an analysis on their own. If your students are working professionals, they could complete an analysis on their own company or business.

Appendix A

Glossary of Relevant Vocabulary

Company image: How positively or negatively the company is viewed by customers, other companies, and economists.

Competition: Other companies that work in the same industry and that compete for customers and suppliers.

Customer base: The number of people who might buy a company’s product; the number of potential customers.

Experience of the team: The experience of those running a company, including their education, their experience and number of years in business, and their achievements.

Finances: Include the debts and assets owned by a company in addition to costs and revenue.

Market share: The amount of a company’s sales when compared to other companies in the same industry.

Product distribution: The number of stores or areas their product or idea is available. Also, the cost and effort of getting its products to stores.

Product line: The list of products a company sells.

Technology: A broad term; examines how technology (both digital and mechanical) is used in all areas of the company and the technology that the company is developing.

 

 

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Conducting Swot Analysis
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Cold calling for Possible Job Opportunities

Instead of waiting for jobs to be advertised before contacting an employer, job seekers are using creative ways to make connections with potential employers. Social networking sites give both employees and employers opportunities to find potential employment matches. Job seekers also may write emails or letters to Human Resource departments at large companies to inquire about future openings. One tried-and-true strategy is the cold call. The cold call is when a job seeker calls a company to introduce himself or herself and to ask about potential employment opportunities.

Before making a cold call, job seekers should research the values and mission of a company and then write a brief introduction about themselves and several questions specific to the company’s interests. By doing a little bit of research and then taking time to make the call, a job seeker shows a high level of interest and ambition, which are often valued by employers.

In this week’s Teacher’s Corner, students write scripts for a cold call that include brief introductions and possible questions relevant to potential employment. Students then practice making cold calls and discuss potential responses to a call.

Level

Advanced

Language Focus

Speaking

GOALs

During this activity, students will be able to do the following:

  • Speak briefly on the phone to introduce themselves and to ask 1-2 relevant questions about internship or job opportunities.
  • Recognize and prepare for potential responses.

Materials

  • Cold-Calling Dialogue Chain (Appendix A)
  • Cold-Calling Tips and Sample Scripts (Appendix B)

Preparation

  • Print enough copies of Cold-Calling Tips and Sample Scripts (Appendix B) and Cold-Calling Dialogue Chain (Appendix A) so that each student has a copy.
  • Review Cold Calling Tips and Sample Scripts for information on cold calls.

Procedure

1.     At the beginning of class, ask students if they know the term cold call. What is a cold call? When would you make a cold call?

a.     Explain that a cold call is calling a person you don’t know. People often make cold calls when conducting job searches. They call companies they are interested in working for and introduce themselves while also inquiring about employment or internship opportunities.

b.     Ask students if they have ever made a cold call before. If some have, ask them to share their experiences.

                                               i.     Encourage students to tell what kinds of information they gave while on the call.

                                             ii.     As students share their experiences, write on the board the information that students said they included in the call.

2.     After students have shared their experiences, explain that cold calls can follow a script. In fact, having a script can help callers prepare to make the phone call and to sound confident.

a.     Hand out a copy of the Cold Calling Dialogue Chain to each student.

b.     Give students time to review the script and compare the script to the information written on the board.

                                               i.     What information is similar? What information is not included on the script?

3.     Work with the class to brainstorm possibilities for each step on the dialogue chain. For example, start by asking students to write down a one-sentence introduction of themselves. Have them share some of their sentences. Then ask them to brainstorm possible responses the receiver might have to this introduction.

a.     Carry on with this brainstorm until the dialogue has a number of possibilities for each step.

4.     After the class comes up with ideas for a dialogue chain, have students work individually to write their own scripts using the dialogue chain.

a.     Ask them to envision they are contacting someone about their dream job at a company where they would like to work.

b.     Give them time (10-15 minutes) to write and complete their scripts.

5.     Pair students with the person sitting next to them and ask them to share their dialogues.

a.     After sharing dialogues, partners offer two alternative questions for each other to use in their dialogues.

6.     Bring the class back together as a group and explain that now you are going to discuss possible responses to a cold call.

a.     Hand out copies of Cold Calling Tips and Sample Scripts and have students review the sample scripts with their partners.

7.     Once students have reviewed the handout, have them practice their dialogues in pairs with one student acting as the caller and the other as a secretary or Human Resources staff member.

a.     Remind students  to adjust their script to fit the person that answers the phone.

8.     Finally, ask students to practice the cold call imagining that the person who answers the phone is a potential employer.

9.     Tell students that the more they practice, the more confident they will feel when they make real phone calls. Tell them that cold calling takes time and persistence.

Variations

A variation on this activity could have students practicing complete scripts rather than using a dialogue chain. Before class, use the dialogue chain to write a script that students can follow and practice in class before creating their own.

Extensions

Extend the activity by changing the possible scenarios so that students must adjust their scripts to fit new situations. For example, in addition to thinking that a receptionist or a human resources person might answer the phone, have students consider other potential scenarios: What would happen if they get a person’s voicemail? What happens if the potential boss is not interested in talking? What happens if the person answering directs the caller to a website? All of these are realistic possibilities that students would need to consider before making a phone call.

Appendix A: Cold-Calling Dialogue Chain

Receiver                                                                                                                                  Caller  

Greeting

 

 

Introduce self: name, where you’re calling from, how you found name of person you are calling

Response

 

 

Request to discuss internship or job opportunities; explain that you have specific questions

Response

 

 

Question 1

Response

 

 

Question 2

Response

 

 

Thanks and Goodbye

Goodbye

 
 

Appendix B: Cold-Calling Tips and Sample Scripts

Cold Calling Tips

  • Smile while calling. Listeners can “hear” a smile.
  • Practice, practice, practice. Practicing will give you confidence for the actual call.
  • Start by calling employers or company employees whom you know through friends, family, or colleagues. For example, a friend of a friend who is a receptionist can help you.
  • During the call, try to set up a time to meet in person. Some employers are willing and available to do this. Be flexible with your schedule as you plan a time.
  • Plan for voicemail or for the receiver to take a message.

Reference:

University of Minnesota Career and Internship Services. “Cold Calling.” www.careerhelp.umn.edu

Sample Script: Receptionist Answers Call

Receptionist: Good morning. HG Group. How many I direct your call?

Caller: Good morning. I’m looking to speak with someone about work and internship opportunities. Is there someone you can recommend or a person you can connect me with?

Receptionist: Certainly. You would probably want to speak with our recruiting team. I’m going to send your call to Jane’s desk. If she doesn’t answer, please leave a message.

Caller: That’s wonderful. Thank you. Could you give me her full name and number in case I get disconnected?

Receptionist: Sure. Jane Mack is at 712-555-9000, ext. 24. Anything else I can help you with today?

Caller: No, thank you so much.

Receptionist: You’re welcome. Connecting you now.

 

Sample Script: Human Resources Employee Answers Call

Human Resources (HR) Staff Member: Good morning. HG Group, Human Resources, this is John.

Caller: Good morning, John. My name is Claire , and I’m looking to speak with someone about work and internship opportunities in the Finance Department at HG Group. Would you be able to direct me to someone for an informational interview?

HR Staff Member: Unfortunately, there aren’t any positions available right now, but if you are looking to learn more about our company I would be happy to speak with you.

Caller: Yes, that would be great. Thank you. Would you be willing to meet with me in person?

HR Staff Member: My schedule is fairly full this week, but I could schedule 30 minutes on the phone sometime Thursday afternoon. Would that work for you?

Caller: Yes, I could call at 2:30 p.m.

HR Staff Member: What is your name and phone number in case we need to reschedule?

Caller: Claire Tatum and I’m at 555-555-7098. And John, what is your last name?

HR Staff Member: John Fletcher.

Caller: Thank you. I look forward to speaking with you on Thursday at 2:30 p.m. at this number.

HR Staff Member: I’ll be here. Have a great day.

Caller: You as well. Thank you and good bye.

HR Staff Member: Bye.

 

 

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Cold Calling
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Responding to Common Interview Questions

For many job seekers, the interview is one of many challenges to face before landing the perfect job. The interview process can vary greatly depending on the company and job position. Some interviews are brief, but others can be lengthy and intensive. Sometimes job seekers must attend a series of interviews for one company, while at another company they may need to attend only one interview. Sometimes a panel of managers and employees may conduct the interview, and sometimes only one person from the company conducts the interview. Regardless of the interview process, the questions in an interview can be somewhat predictable and similar across employers.

In this week’s activity, students will learn how to prepare for the most common interview questions. In addition, students will prepare for the unexpected in interviews.

Level

Advanced

Secondary level or adult learners

Language Focus

Speaking

GOALs

During this activity, students will be able to

  • Prepare confident, firm answers to the most common interview questions in business.
  • Plan strategies for dealing with unexpected questions in interviews.

Materials

  • Common Interview Questions and Worksheet (see Appendix A)
  • Pencils and paper

Preparation

  • Print enough copies for all students of the handout Common Interview Questions and Worksheet.

Procedure

1.     As students take their seats, assign each student a number (1-20).  Tell them they must remember their number for the first activity.

2.     Give each student a copy of the handout, and explain that today they will focus on learning strategies for participating in successful job interviews.

3.     Tell students to find the question on the handout that matches the number you gave them at the beginning of class.

4.     Have each student turn to a neighbor and ask the question they’ve been assigned.

5.     After each person in the pair has asked their questions and answered, they should review the list of questions quietly on their own.

6.     Once all students have finished talking and everyone is reviewing the questions, bring the class back together.

  • Ask students if the question was familiar. How did they respond? What was difficult about answering the question? How well and confidently do they think they answered the question?
  • Explain that these interview questions are common, and job seekers can take time to prepare answers in advance.

7.     As a class, brainstorm a list of what makes impressive answers to interview questions.

  • Write the ideas students have on the board.
  • Here are some possible ideas: brief but clear answers; answers that show the applicant is well-informed; answers that show the applicant knows about the employer; answers that show the applicant is competent and would be an asset to the company.

8.     Once the students have brainstormed a complete list, ask them to apply their ideas to answering the first question on the handout. Tell students that their answer to the first question, “Tell me about yourself,” should focus on strengths and experience that are relevant to the job that they are interviewing for.

  • Give each person a few minutes to write an answer.

9.     As the students write their answers, put this sample answer on the board:

I’ve been working in _______________ for the last 10 years in _______________. In my most recent project, I focused on ______________________________. That project required that I do ________________________. I was successful when _______________________. My real strength is in___________________. I am now interested in ___________________________.

10.  Once students have completed writing an answer, ask them to look at the template you put on the board.

  • Does their answer explain what they have done and offer their strengths and abilities?
  • Based on the information in the template, what would they add to their answer?
  • Is there any information they would remove from their original answer?
  • Ask them to revise their answer and then share it with their partner from earlier in the class.

11.  Turn their attention to the rest of the sample interview questions. Ask each student to choose 5 questions on the list that interest him or her and then prepare an answer for each.

  • Remind students that answers should be clear, concise, positive, and relevant to the job for which they’re applying.

12.  After students complete their answers, ask them to share the answers with their partners.

  • Encourage partners to offer feedback that reflects the standards brainstormed early in the class (see step 7) and emphasized when discussing the first question.

13.  Turn students’ attention to page 2 of Appendix A.

14.  Ask the class what they have done or might do when asked a question they don’t know the answer to.

  • Some might say they lied or made something up, while others might say they were honest and used the line, “I don’t know much about that.”

15.  Offer some suggestions for handling such questions, such as the following:

  • Take some time to answer the question.
  • Redirect the question to relate to experience you do have.
  • Ask for clarification.
  • If you really don’t know the answer, confidently say, “That is not a concept I’m familiar with, but it is an area where I hope to develop professionally.”

16.  Have students write down two strategies that feel comfortable to them. For example, a student could write that he or she plans to relate an answer to personal and relevant experience.

17.  Take a little extra time at the end of class to have students work with a new partner to practice the questions they have prepared answers to.

  • If students are feeling confident, encourage them to ask questions for which partners have not prepared answers so that students can practice responding spontaneously.

Extensions

Extend the activity by asking students to choose their dream job and dream company. Have them brainstorm some questions specific to that company.  Have them then write responses to these questions in a way that highlights their knowledge of the company.

Appendix A: Common Interview Questions and Worksheet

1.     Tell me about yourself.

2.     What are your strengths?

3.     What are your weaknesses?

4.     Tell me about a conflict you experienced at work. How did you handle it?

5.     Why should we hire you?

6.     What is an accomplishment you are proud of in your career?

7.     What motivates you?

8.     If I called your former boss today, in what area would he or she say you need to improve?

9.     What are your career goals?

10.  How do you handle pressure?

11.  How did you hear about this position?

12.  Why do you want to work with us?

13.  What are some of your leadership experiences?

14.  What questions do you have for me?

15.  How would you deal with an angry customer?

16.  Where do you see yourself in 5 years?

17.  Where would you like to focus your professional development opportunities?

18.  What is your dream job?

19.  Who is a role model to you?

20.  What do you need from a manager to be successful?

Plans for the Unexpected Question

1.     What are two things you can say if you are asked a question that you don’t know the answer to?

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Responding to Job Interviews
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So far this month in the Teacher’s Corner, students have learned about characteristics of high-quality news, conducted individual observations of different news sources, and shared findings with classmates. Students also looked for common issues and concerns about content across different news sources.

This week, students will use the lists of common issues they created in their number groups to create posters. The posters will communicate the key issues and questions that came up across different news sources in group discussions. Then, students will participate in a gallery walk and class discussion.

Gallery Walk and Reflection

Time: 30 minutes to give instructions and have number groups create posters. 15 minutes for the gallery walk. 10-15 minutes for a follow-up discussion.

Goals: To communicate and write in English while working in groups to create posters. To read in English while participating in the gallery walk. To speak and listen in English during a class discussion. To reflect on positive and negative aspects of reporting by news sources.

Materials:

  • Students’ notebooks containing lists from previous activities.
  • Pencils
  • Markers
  • Chart paper or poster paper
  • Tape or another means of displaying posters
  • Chalk or whiteboard markers
  • Device for keeping time

Preparation:

  1. In order to provide students with a model of what is expected during the poster-making activity, create an example poster. The poster should contain common issues noted during the news media observations such as specific topics that are often covered, topics that receive very little news reporting, identification of sources, portrayal of certain groups of people, etc. To add interest, include visuals or illustrations.

Procedure:

  1. Begin by telling students that they will create a poster with their number groups. Share your example poster, and ask students to name some of the issues they see represented.
  2. Tell students, “Today you will work in your number groups and use the list you created during the jigsaw activity to make a poster. Your poster should contain the most common issues or questions your group found across different news sources. Be sure to include all of the items on your list. Add illustrations or other visuals to make the poster more interesting. You will have 20 minutes to work together on this task. Make sure that everyone is participating and sharing the work.”
  3. Set the timer for 20 minutes. Move around the room and monitor each group’s progress. Answer any questions or clarify information as needed, and ensure that all groups are on track with the task.
  4. When the timer goes off, have students direct their attention back to you. Supply students with tape to hang posters, or display the posters by laying them on tables or desks so that they can easily be seen. Next to each poster, place a blank piece of poster or chart paper for students to write comments.
  5. Distribute a marker to each student, if you have enough, or tell students to use their pencils. Say, “You will now participate in a gallery walk. During this activity, you will walk around the room, read each poster, and reflect on the ideas you see. Next to each poster is a blank page for you to write any response you may have. You can write down something you agree with or that you also observed during your media observations. You can write something that you disagree with, or even a question that you think of. There is no right or wrong response and you do not have to sign your name. Be sure that you visit each poster in the room and write a comment. You will have fifteen minutes to visit all of the posters.”
  6. Set a timer for fifteen minutes. During this time, you can participate in the gallery walk yourself by adding comments at each poster. Remind students that since they are reading and reflecting, they should not be talking during the activity.
  7. When the timer goes off, have students stop where they are in the room. Give instructions by saying, “Now you should take a moment to read the comments on the poster that your group made. Without talking, return to your poster and you will have a few minutes to read the comments and responses left by your classmates. When you have finished, please return to your own desk.”
  8. Provide students a few minutes to read the comments left on their posters. Set a timer if desired.
  9. Once everyone has returned to their seats, ask students to open their notebooks. Tell students they will have three minutes to list the top five issues they saw from all of the posters in the room. Set the timer for three minutes.
  10. When time is up ask, “Who can share one issue or question they noticed from today’s gallery walk?” Allow students time to respond. You can record the list on the board as students share ideas.
  11. Once everyone has had a chance to contribute and you have a list, ask students to get into pairs or groups of three. Write the questions below on the board. Tell students they will have ten minutes to respond to the questions as a group and write answers in their individual notebooks:
    1. What do you think are the top three concerns our class observed in different news sources? Compare your ideas and agree on three concerns.
    2. What questions should a person ask when taking in news from any source? Write three to five questions.
    3. Do you believe it is important for people to think critically about the news? Why or why not?
  12. When time is up, confirm that all groups have completed the task. Once everyone is finished, ask students to volunteer to share their responses to each of the questions. Students can respond to each other’s ideas by agreeing, disagreeing, or elaborating.
  13. Conclude the discussion and remind students that when they are reading, watching, or otherwise consuming the news, they should think about the questions they wrote in step 11.

Possible Extensions:

  1. Have students write a personal reflection essay on the third question in step 11. They can submit the paper for a grade.
  2. Plan a class debate about the third question in step 11. Half of the class can take the position that it is not important for people to think critically about the news, while the other half adopts the position that it is important. Have students develop their arguments and participate in a structured debate.
  3. Students can create a public service announcement about how to think critically about the news media. This can be a skit, a commercial recorded with a mobile device, an infographic, or any other format your students would like to work in or think would be effective. Have students perform or present their products to the class.

Thinking critically about the news we consume is not an easy skill to teach and it takes time to develop. However, the activities presented in this month’s Teacher’s Corner are a good starting point to help students discover why close examination of news reports is important. Once your students become familiar with the concepts addressed in this month’s activities, you can incorporate media literacy throughout the school year. The more students have a chance to apply this type of thinking, the more likely they will be to use it independently in their own lives.

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Week 4 Activity
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Last week in Teacher’s Corner, we shared a set of media observation questions for students to use to reflect on content presented by different news media outlets. This week’s jigsaw activity will allow students to analyze what they observed and share ideas with classmates.

Jigsaw sharing Activity

Time: About 60 minutes to give instructions, transition, and complete the jigsaw

Goals: To read, write, speak and listen in English while reflecting and discussing with classmates.

Materials:

  • Students’ news media observations
  • Pencils
  • Student notebooks
  • Device for keeping time

Preparation:

  1. Be sure that students come to class prepared with their completed observations by reminding them several days in advance.
  2. Review the list of groups from the previous activity. Each student should have observed a specific type of media (the group name) and have an assigned number.

Procedure:

  1. Begin by asking students to take out their observations. Tell students that they will read all of their observations and note any common themes or issues by circling key phrases or questions. If necessary, give students examples such as “I noticed that when immigration was reported on, the focus was always on crime,” or “Stories about weather often mentioned climate change.” Give students about ten minutes to complete this task.
    1. Students may also want to pay attention to topics that were not covered. For example, “Positive stories about immigrants were hard to find,” or “Many news segments made me wonder why there was little discussion of climate change.”  
  2. After students have analyzed their own observations, remind them of their group assignments from the previous activity. If needed, share the list and remind students of their group name and their individually assigned number.
  3. Tell students, “Now you will join your classmates who also observed the same type of news media that you did. Select one person to be the recorder and take notes as everyone shares information. Group members should each briefly share the common issues or questions they noted from their own observations. Be sure that the recorder writes down all the ideas. You will have 15 minutes to share and record responses.”
  4. Have students move to their groups. Designate areas of the classroom if needed and set a timer for 15 minutes. Move around the room and listen to the group discussions. Answer any questions or clarify any information as needed and ensure that all groups are on track with the task.
  5. When the timer stops, have students turn their attention back to you. Say, “Now you will have ten minutes as a group to review all of the ideas your recorder wrote down. From these ideas, your group should create a list of 5-10 key issues or questions raised by your particular news source. Everyone should write down this list in their notebooks.” Answer any questions students may have.
  6. Set the timer for ten minutes. Move around the room and listen to the group discussions. Answer any questions or clarify any information as needed and ensure that all groups are on track with the task.
  7. Once the timer stops, have students turn their attention back to you. Confirm that every individual student has their group’s list of 5-10 key issues or questions written in their personal notebook.
  8. Explain that students will now meet in number groups so that everyone has a chance to interact with students who observed different news sources. Verify that all students know the number they are assigned. Designate specific areas of the classroom for each number group if needed. Have students move to their number groups and turn their attention to you.
  9. Say, “Now that you are in a group with students who observed different news sources, everyone will share the key issues and questions they recorded in their notebooks. As everyone shares, if you hear something that is similar to what your first group wrote down, make a note of it in your notebook. Our goal in this conversation is to discover common issues or questions raised by the different types of news sources we observed. You will have ten minutes for everyone in the group to share.”
  10. Answer any questions students may have. Set the timer for ten minutes. During the activity, move around the room and listen to the group discussions. Answer any questions or clarify any information as needed and ensure that all groups are on track with the task.
  11. When the timer goes off, explain to students that as they just did before in their first group, they will now create a list of key issues or questions. The difference is that now the list will include issues and questions raised across news sources. Tell students that they will have 10 minutes to complete this task.
  12. Groups should designate a recorder who will write down the list in his or her notebook. All members should share any common ideas they noted during the round of individual sharing. From these ideas, students should select 5-10 common issues or questions and create a final list that everyone will write in their notebooks.
  13. When the timer goes off, verify that all ideas have been recorded. Explain to students that the next step will be to create a poster explaining the key issues or questions raised across news sources.

During the next class meeting, students will create a poster in their number groups and present it to the class. The whole class will discuss the issues and questions raised across different news sources.

 

 

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News Media Observation Jigsaw
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This webinar, "Empowering Your Students with Media Literacy," explores activities that help students ask key questions about the messages found in news and social media. Participants will examine specific media texts and engage in hands-on evaluation techniques that can be used in class with students.

Author: Joe McVeigh Format: Text, Video
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7.3 Presentation Slides
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Grigoryan, A. & King, J. M. (2008). “Adbusting: Critical media literacy in a multi-skills academic writing lesson” English Teaching Forum, 2008, 46(4). pp. 2-9

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