CHOOSE THE BEST APPLICANT (Intermediate Low-Advanced) …



CHOOSE THE BEST APPLICANT (Intermediate Low-Advanced)center6350With Suggestions for the Multilevel ESL Classroom00With Suggestions for the Multilevel ESL Classroom9207503057525To help students have a better understanding of the context of this lesson, consider introducing your class to http:/ to see a sample job description with required skills listed. PP p. 23 Point out what the hotel wants in an employee.00To help students have a better understanding of the context of this lesson, consider introducing your class to http:/ to see a sample job description with required skills listed. PP p. 23 Point out what the hotel wants in an employee.In this lesson students read descriptions of three job applicants and decide which skills each applicant has and who is the best candidate for the position.9683754933950List the workplace skills on the board to raise student awareness about workforce skill vocabulary. Ask for and write synonyms and/or definitions for each one. Be sure that students are writing it down too.00List the workplace skills on the board to raise student awareness about workforce skill vocabulary. Ask for and write synonyms and/or definitions for each one. Be sure that students are writing it down too.Workplace Skills Used in This Lesson: Work in teams, negotiate, acquire and evaluate data, interpret and communicate, use critical thinking and problem solving skills.Technique: Jigsaw Reading PP p. 24Students form groups of three. Each person in the group reads about a different candidate for the position of front desk clerk at The Orchid Hotel. (See suggestion below)Each student tells their group of three about their candidate. All group members complete the chart about the candidates with their group.The groups decide who the best candidate for the job is and explain why.Materials:Handout 1: Job Applicant Information and Skills ChartHandout 2: Useful Phrases 658495104775Use the sections called Asking for Repetition and Clarification and Showing Understanding. Review these with the class and give examples of how they are used. Encourage students to write themselves notes to help them remember later. Tell the class that they will need these for the lesson. ( p. 6 of this lesson)020000Use the sections called Asking for Repetition and Clarification and Showing Understanding. Review these with the class and give examples of how they are used. Encourage students to write themselves notes to help them remember later. Tell the class that they will need these for the lesson. ( p. 6 of this lesson)Tell students that they are going to do a small group activity in which they read about three applicants for a job as front desk clerk at a hotel. Before beginning the activity, have students brainstorm a few of the personal characteristics and technical skills that are important for a front desk clerk. Personal characteristics could include being friendly and smiling often. Technical skills could include using a computer and other office equipment. 546100666115Warm Up Corners Activity Option: As a warm up to this lesson, ask students to walk to one of three labeled corners in the room which names their best English skill—reading, writing, or speaking. Write on the board: Why do you think that this is your best skill? When do you use it most? Etc.Multilevel Small Groupings: Form groups of 3 by taking one student from each corner, considering mixing levels so that at least one student in each group is higher than the others. This way, each group has one person most comfortable reading, one who can help write and the other who can communicate. Each student assists with their strongest skill. (p. 4 of this lesson)020000Warm Up Corners Activity Option: As a warm up to this lesson, ask students to walk to one of three labeled corners in the room which names their best English skill—reading, writing, or speaking. Write on the board: Why do you think that this is your best skill? When do you use it most? Etc.Multilevel Small Groupings: Form groups of 3 by taking one student from each corner, considering mixing levels so that at least one student in each group is higher than the others. This way, each group has one person most comfortable reading, one who can help write and the other who can communicate. Each student assists with their strongest skill. (p. 4 of this lesson)Have students form groups of three and count off 1-3. Tell them that they will read about one applicant and describe their applicant to their small group. Student 1 reads about applicant #1, student 2 reads about applicant #2 and student 3 reads about applicant #3.552450232410If you have low level students, have the higher level student read about the candidates a loud to the group. He/she can explain new words as they go.If you think that most of your students will struggle with the reading, consider reading aloud to the class yourself, then having small groups discuss the candidates. If necessary, discuss the skills as a class and write each candidate name and skills on the board. Have students copy.020000If you have low level students, have the higher level student read about the candidates a loud to the group. He/she can explain new words as they go.If you think that most of your students will struggle with the reading, consider reading aloud to the class yourself, then having small groups discuss the candidates. If necessary, discuss the skills as a class and write each candidate name and skills on the board. Have students copy.Ask each student to tell their group about their applicant. Have groups work together to complete the skills chart.43878564770The students with the most confidence in writing can help the group with this part of the lesson, though all students must contribute ideas. (p. 5 of this lesson)020000The students with the most confidence in writing can help the group with this part of the lesson, though all students must contribute ideas. (p. 5 of this lesson)After groups have completed the chart, ask them to decide who they think will be the best candidate and why. They must defend their answers with information from the skills chart. We think Evan Moreno is the best candidate because he gets along well with the customers and his co-workers.Encourage other students to respond by using phrases from the Useful Phrases sheet, such as I agree or I don't agree. (and I disagree.)center0For interest, try writing each candidate’s name on the board and asking a representative from each group to come up and place a check next to the candidate they chose. Discuss with the class why candidates were chosen and why others were not. Values come into play when hiring an employee.020000For interest, try writing each candidate’s name on the board and asking a representative from each group to come up and place a check next to the candidate they chose. Discuss with the class why candidates were chosen and why others were not. Values come into play when hiring an employee.Expansion Activity:1) Give students the title of another job. Have them list the personal characteristics and technical skills necessary for that job. 2) Ask students what job they would like to have. Have them write the personal characteristics and technical skills necessary for that job. Have them check off the skills that they have.Teaching Tip:Many online job sites list jobs and the skills necessary for those jobs. Encourage students to browse these online job sites to get information on jobs available in their communities and the skills needed for those jobs. One suggestion is: Job Applicant Information and Skills ChartA. Sit in a group of three. Read about one applicant. Student 1 reads about applicant #1, student 2 reads about applicant # 2, and student 3 reads about applicant #3. Read about your applicant to yourself. 1Anabel RichardsAnabel is a sales clerk at a clothing store. She greets customers and asks if they need her help. The customers like her because she is polite and helpful. She has excellent communication skills. She trains new clerks how to do their jobs. When there are sales, she makes and puts up signs. She also makes the weekly schedule for her co-workers. She uses a cash register to make different transactions. She enjoys being busy doing different things.2Evan MorenoEvan is a waiter at a French restaurant. He is friendly and gets along well with his co-workers. Sometimes the customers ask to sit at Evan's table because he has a good sense of humor and he takes their orders quickly. He's reliable and can be trusted with money. He also knows how to fix kitchen appliances and use a cash register. He's responsible for opening the restaurant in the morning and counting the money at night when he is closing up. He's very active and doesn't mind standing all evening.3Joy BennettJoy is a receptionist at a health clinic. She is the first person the patients see when they come to the clinic. She asks them to fill out forms and then she inputs the information in the computer. She also uses the computer to make appointments, fill out insurance forms and order office supplies online. She uses the phone to remind patients of their appointments. Joy is thorough and accurate. She likes repetitive activities and stays at her seat most of the day. Skills ChartB. Tell your group about your applicant. Listen to learn about the other two applicants. Complete the chart with your group.ApplicantPersonal CharacteristicsTechnical SkillsAnabel RichardsEvan MorenoJoy BennettC. Work with your group. Who do you think is the best candidate for the job? Explain why.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Useful PhrasesStarting a conversationHi, my name is ______________Excuse me, can I talk to you for a minute?Can I ask you something?Can I talk to you for a minute?Saying goodbyeIt was nice talking to you.Thanks for the information.Talk to you soon.Take care.Take it easy.See you later.Ending a conversationI'd love to continue this conversation, but…Sorry, but I think I should be going now.Well, I don't want to take up any more of your time.I've got to go now.Asking for repetition/clarificationI didn't catch that.I didn't hear you.I missed that.I'm not following you.Sorry, I don't see what you mean.Would you mind saying that again?Checking another person's understandingDo you follow me?Have you got it?Are you with me?Be sure to ask if you have any questions.Showing understandingNow I've got it.I understand.I'm with you.Uh-huh.Um-hmm.Bringing in other peopleWhat do you think, (person's name)?What's your opinion, " " ?Don't you agree with us, " " ?You're quiet today, " " .What are you thinking, " " ?Giving advice/suggestionsIf I were you, I'd …I suggest that you…I think you should…Why don't you…I recommend that you…I think you'd better…Responding to criticismPlease accept my apology.It won't happen again. I apologize.Please forgive me.Showing agreement or disagreementI agree…..I don’t agree…….. ................
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