C3 LP&Rationale Final

8/12/2019 C3 LP&Rationale Final

1/28

Lina Shehu Lesson Plan & Rationale C3 1

According to the MIIS Intensive English as a Second Language (IESL) program

website1, students work collaboratively on meaningful tasks[and build] academic,

intercultural and language skills. Students English proficiency ranges from levels one to

seven, based on a rubric designed by IESL faculty. The following lesson targets level two

students (see Appendix A)2who are, in their core classes, learning how to form and use wh-

questions. This lesson is designed for an elective course offered yearly at IESL called

Career Exploration, which acquaints students with professional pathways and

requirements in the US (see Appendix B).

To address one of these professional requirements, I designed this lesson to help

students identify, generate, and practice responding to wh-questions commonly asked

during a job interview. This lesson creates opportunities for students to develop language

skills that help them beyond the classroom through the completion of what IESL calls

meaningful tasks. Inspired bya Task-Based Language Teaching (TBLT) approach, these

tasks focus primarily on meaning, allow the participants to choose the necessary linguistic

tools to complete the task, and target clearly defined outcomes (Skehan, 1998; Ellis, 2003,

2005). TBLT offers a helpful framework for me because [a] task requires real-world

processes of language use (Ellis, 2003, p. 10), which can be interpreted to align with my

own teaching philosophy that learners should develop practical and/or vocational

language skills in the classroom that will help them meet their real-world goals.

Additionally, TBLT specifies what a learner needs to do with the English language

(Brown, 2007, p. 51), which, in the context of the Career Exploration classroom, reflects the

IESLs mission to focus on the language skills[] that will help [students] succeed in

1Found at http://www.miis.edu/academics/language/programs/english2Level descriptor for what level 2s need to know in order to move to level 3


2/28


[their] career[s]. TBLT also has observable outcomes, providing new teachers like me with

opportunities to assess target objectives.

This lesson will focus on wh-information questions as opposed to other types of wh-

questions like repeat please questions and elaborate please questions (Cowan, 2008. p.

72). Wh-information questions are used to elicit specific information and formed with an

interrogative word (Celce-Murcia & Larsen-Freeman, 1999; Cowan, 2008), which gives

information regarding the object of inquiry: with who, the object of inquiry is a person and

also the subject; with whom, its a person and also the object; with what, its a thing or

concept; with where, its a location; withwhen, the object of inquiry is temporal; with why,

its a reason or explanation; with how, its a means by which something is done; and with

which, the object of inquiry is narrowed down to a smaller category within the noun phrase

that defines it.

Prior to this lesson, learners have studied in their core courses the form of wh-

questions and have practiced wh-movement and do-insertion. If the underlying sentence

does not contain an auxiliary verb, a modal verb, or copular be, wh-movement is applied.

This is a syntactic phenomenon whereby an interrogative word appears at the beginning of

a sentence in order to form a question, followed by do-insertion. The auxiliary dois

inflected for tense, number, and negation, whereas the verb changes into its infinitive form

(Celce-Murcia & Larsen-Freeman, 1999; Cowan, 2008):

Where did you go?

You went somewhere. declarative sentence

Where you go _________ wh-movement


3/28


Where did you go? do-insertion, went becomes go

According to Pienemann (1998), question formation for English learners develops

along a specific trajectory. First, they form questions using a single word (e.g. that?). Next,

learners begin to create SVO questions, like He go there?, and WH + SVO questions, such

as What he say? Finally, learners develop an understanding of questions using the copula,

as in Who are they?, and subject-auxiliary inversion questions, like Where has he been?

(cited in Gass & Mackey, 2013). In addition to practice with wh-movement and do-

insertion, students have also practiced with subject-auxiliary inversion in question

formation, indicating that these students are already fairly developed in terms of their

ability to generate questions.

Despite the fact that students are able to form the simple past in their own speech,

this lesson focuses only on wh-questions in the present simple. I have excluded more

complicated forms of wh-questions for two reasons: First, it is important that students

understand the general form and purpose of wh-questions, and I believe that complicated

forms will, at this level, distract them. Second, lower-level students benefit from structure.

As ACTFL Proficiency Guidelines dictate, level twos (which correspond to the ACTFL

Intermediate Low level) are able to handle successfully a limited number of

uncomplicated communicative tasks by creating with the language in straightforward

social situations (cited in Brown, 2007, pp. 116-117). Here, I want the students to

automatize formulaic expressions e.g. whats the matter?; creativity will be encouraged in

subsequent lessons.

In the pre-task phase, I invite students to share experiences with job interviews.

This activity will activate learners content schemata (Carrell & Eisterhold, 1983; Schmidt-


4/28


Rinehart, 1994) by welcoming their background knowledge and may increase students

confidence in their abilities to discuss the subject. Next, students receive a list of wh-

questions posed during a job interview (Appendix C).During discussion of these questions,

the teacher solicits students reactions by using wh-questions such as, Which of the

questions have you heard before?and What do you think is the best answer to this

question?These questions expose students to more authentic input in the target structure.

Students then work together to generate three more wh-questions that one might expect at

a job interview and add these to the list. The teacher encourages students to use their given

lists as a reminder of the form they have studied in their core classes and circulates the

classroom to answer questions.

Next, students watch a video on wh-questions for a job interview (Appendix D) and

mark an X next to the corresponding wh-words they hear in the video (Appendix E). This

activity provides students with more input. The teacher asks students to identify spoken

wh-questions that were not on their given list. The teacher may wish to write these on the

board to offer visual examples of wh-question form.

For the main task, students compile a list of five wh-interview questions for a

hospital interpreter position (Appendix F), pulling questions from the first handout, the

three questions that they added to the list, and examples written on the board. I chose to

create a hypothetical position instead of seeking an authentic job posting because the

students have varying professional interests; however, one marketable quality they have in

common is bilingualism in English and their L1, and so an interpreter position might

capture their interest and enthusiasm.3During this activity, students work in pairs and take

3Students will be exposed to an authentic job posting when completing the required homework.


5/28


turns asking each other the five interview questions they have chosen, answering the

questions as if they were prospective candidates for the hospital interpreter job. Each

interview will be audio-recorded using iPads. During the post-task, students swap

recordings with another pair and discuss with their partners the interview questions and

answers given by the fellow pair. Their discussions should be guided by two prompts

(Appendix G), whose answers will inform later lessons about the job interview as a speech

event. The lesson outcomes are: students ability to identify common wh-questions for a job

interview, students ability to generate and compile list of wh-questions anticipated during

a job interview, and students ability to evaluate and correct form of wh-questions from

recorded interviews.

Informal assessment will take place periodically, especially during the post-task,

during which students evaluate the effectiveness of their classmates answers in the audio-

recorded mock interviews. The last part of the assessment will be a self-evaluation handout

(Appendix I) in which students reflect on what they have learned (Goh, 2010; Anderson,

2012). Self-evaluation allows students to process and reiterate their progress and gives the

teacher an opportunity to modify subsequent lessons according to students needs.

Throughout the lesson the teacher will assess students ability to form and use wh-

questions by actively circulating among groups and taking notes. These notes, along with

the self-evaluation forms, will help guide future lessons. Not all students will fall on the

same level of the developmental trajectory on wh-question formation (Pienemann, 1998);

some level 2 students may be more advanced than others; thus, one other thing that the

teacher will assess during this lesson is whether and what kind of explicit grammar

instruction on wh-question formation is needed in subsequent lessons in order to make


6/28


sure that moving forward with more complicated question forms is developmentally

appropriate for each student.


7/28


Lesson Outline

Instructional Setting: IESL school at MIISClass Title & Description: Content course Career Explorationmeets four times a weekfor one hour

Student Level: Level two, Intermediate-Low (see Appendix A)Number of Students: 6-8

Age of Students: 18-28Student Background: MixedClass Length: 80 minutes

Background Knowledge: In their core courses, students are studying the form andmeaning of wh-questions, but they have not yet applied them to a real-world context; i.e.

students have practiced with the form and meaning of wh-questions and will now practice

with the use dimension (Larsen-Freeman, 1991). Students have learned how to distinguish

between wh-questions focusing on a subject and wh-questions focusing on an object.

Students are also familiar with doinsertion. Additionally, level two students are learning touse the simple past of regular and some irregular verbs. In the subsequent lesson students

will delve deeper into the discourse of the job interview speech event and continue

engaging with the types of questions that an applicant should expect during a job interview.

Students will practice presenting their best selves (e.g. how do you answer tough questions

such as What are your weaknesses or Why have you been unemployed for so long?)during a job interview and develop strategies of circumlocution when language difficulties

arise.

Materials:

Common wh-questions in a job interview handout (Appendix C) YouTube video featuring 25 most common interview Qs (Appendix D) Wh-word frequency chart (Appendix E) Interpreter job posting (Appendix F) Discussion Prompts (Appendix G) Reflection on learning handout (Appendix I) Homework handout (Appendix J) iPads Computer Projector Pens and paper Whiteboard and markers

Lesson Objectives:Students will be able to:

Identify wh-questions in authentic material List wh-questions that might be asked during a job interview Generate their own wh-questions for a job interview Respond to wh-questions by participating in a mock interview


8/28


Evaluate and reflect on knowledge of wh-questions and their levels of confidenceand anxiety in answering and posing wh-questions during a job interview

Abbreviations:

T-Teacher Ss-Students S-Student Qs-Questions


9/28


Time Task Materials Contingen

Plan

Warm-up

3-5minutes

o Greetings & Qs such as T asking Ss what theydid over the weekend

N/A

Schema

activation

5-6

minutes

o T introduces class context: wh-questions duringa job interview in the US

o T invites Ss to share their past experiences withjob interviews

o Ss share job interview experience with the classo What kinds of Qs have you been asked during a

job interview? T writes some generated

examples on the board

In case only a

few Ss have

experienced

job interview

could relate

her/his job

interview

experiences.

could also in

Ss to share hthey imagine

job interview

be in the US

Pre-task

Noticing

10-12

minutes

o T gives Ss handout with common interviewquestions and invites Ss to read through on

their own or with the person sitting next to

them

o T points outwhich of the followingas acollocation, because at this point explicit

instruction on this complicated form may

distract Sso T circulates and asks Ss Which of the following

Qs surprises you? and How would you

answer this question?

o T instructs Ss to generate three more wh-questions using the form on their handout and

add these to the list

o T writes generated examples on the board andcorrects them with the whole class

o T instructs Ss that they will watch a YouTubevideo about 25 most common wh-questions (At

5 minutes 26 seconds, the video is too long and

covers more questions than are needed for the

task at hand, thus only 3 minutes of the video

will be watched)

o T gives Ss wh-questions frequency chart, andinstructs Ss to mark an X next to the

corresponding wh-word whenever they hear a

Common interview Qs

handout (Appendix C)

YouTube video

(Appendix D)

wh-question

frequency chart

(Appendix E)

Give Ss the

choice to wo

in pairs or al

on the wh-

question

frequency ch

In case Ss hadifficulty

comprehend

the YouTube

video

(Appendix D

have a

transcript of

video ready.

The video m

also be playe

twice


10/28


wh-question in the video

o T writes several more example wh-questionsfrom the video on the board

Pre-task

Reporting

5-7minutes

o T asks Ss to recall and report what kinds of wh-questions are typically used in a job interview

based on the videoo Ss report findings based on wh-questions

frequency chart

o Any surprises?

YouTube video

(Appendix D)

wh-questionfrequency chart

(Appendix E)

YouTube vid

may be playe

twice if Tperceives tha

Ss had difficu

with

comprehens

Have a

transcript re

in case the

projector or

laptop doesnwork

TransitionSet-up

1-2

minutes

o T informs Ss that they will now apply what theyhave learned by listening to the video and

reading the common wh-questionsduring an

interview handout in the following activity:

o T pairs Ss based on whom students are sittingnext to and instructs them to read through a

job posting for an interpreter position

o Ss will compile a list of wh-questions that theyanticipate the interviewer will ask based on

this job posting

o T tells Ss that they will prepare a mockinterview, which will be audio-recorded

o T tells Ss that once they have prepared andaudio-recorded their mock interviews, they will

exchange their recordings with another pair

and provide feedback on the form of wh-

questions to one another

o T informs Ss that for this activity they shouldtry to use the present simple, e.g. what are

your weaknesses and strengths? although this

is not a rule and that Ss are at liberty to use the

simple past, e.g. What was your last place of

employmentif they are comfortable doing so

Interpreter JobPosting (Appendix F)

Paper, pens & pencils

At this level, should be ab

to form wh-

questions in

present simp

however, be

prepared to

conduct and

have ready a

handout on

grammar

exercisesfocusing on w

questions in

present simp

Main-Task

15-20

minutes

o Ss prepare for the mock interview by practicingtheir answers, while T circulates taking notes

on errors and providing assistance when

needed

o Ss record mock interviews

Interpreter Job

Posting (Appendix F)

iPads


Post-Task o Ss swap audio-recordings and listen Ss recordings


11/28


Reporting

10-15

minutes

o T instructs Ss to listen carefully and takes noteson the effectiveness of wh-questions posed

(Please see discussion prompts, App G)

o T also instructs Ss to reflect on whether the jobshould be offered to the applicant based on the

efficacy of the interviewees answers

Paper, pens & pencils,

iPads

Post-Task

Assessment

7-10

minutes

o Ss assess mock interview recording byproviding feedback on the effectiveness of the

wh-questions

o Ss reflect on how well each applicantperformed based on the recording based on the

following: What wh-questions did you hear

your classmates use in their recording? Do you

think that your classmates answered their

questions effectively? Why or why not?

Ss recordings

iPads


Discussion Prompts

(Appendix G)

Post-Task

Assessment5 minutes

o T gives each S reflection on learning handoutand asks them to read through and answereach question

o Ss work on reflection on learning handout

reflection on learning

handout (Appendix I)pens & pencils

Wrap-up

Homework

2 minutes

o T addresses last Q&Aso T instructs Ss to find a job of their choosing

online (e.g. Craigslist, Zocalo), provide a

summary of the job including the original

posting, and write a list of 7-10 wh-questions

anticipated and 2-3 wh-questions that the

applicant would want to ask the interviewer

Homework handout

(Appendix J)


12/28


References

Anderson, N. J. (2012). Student involvement in assessment: Healthy self-assessment and

effective peer assessment. In C. Coombe, B. OSullivan, P. Davidson, & S. Stoynoff

(Eds.), The Cambridge guide to assessment(pp. 187-197).Cambridge, UK: Cambridge

University Press.

Brown, H. D. (2007). Teaching by principles. An interactive approach to language pedagogy

(3rded.). White Plains, NY: Addison Wesley Longman.

Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL

quarterly, 17(4), 553-573.

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teachers

course (2nded.). Boston, MA: Newbury House.

Cowan, R. (2008).A teachers grammar of English: A course book and reference guide.

Cambridge, England: Cambridge University Press.

Ellis, R. (2003). Task-based language learning and teaching.Oxford, England: Oxford

University Press.

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.

Gass, S. M., & Mackey, A. (Eds.). (2013). The Routledge handbook of second language

acquisition. Routledge.

Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-

regulation. In N. Harwood (Ed.), English language teaching materials: Theory and

practice(pp. 179 - 206). Cambridge: Cambridge University Press.

Goh, M. C. C., & Burns, A. (2011). Teaching of speaking: A holistic approach. Cambridge,

England: Cambridge University Press.


13/28


Larsen-Freeman, D. (1991). Teaching grammar. Teaching English as a second or foreign

language,2, 279-296.

Skehan, P. (1998).A cognitive approach to language learning. Oxford, England: Oxford

University Press.

Schmidt-Rinehart, B. C. (1994). The effects of topical familiarity on second language

listening comprehension. The Modern Language Journal, 78, 178-189.


14/28


Appendix A


15/28


Appendix B

Monterey Institute of International Studies

Career ExplorationLevels 1 - 3

Monday, Tuesday, Wednesday, Thursday, 2:30 - 3:30 p.m.

Instructor: XXXXXXXXXX E-mail: [email protected]

Office: XXXXXXXXXX

Office Hours: XXXXXXXXXX Phone: (XXX) XXX-XXXX

Course Description:

Whether you have a career already or you starting your educational career, exploration is

important. Exploration includes learning about yourself and your personality, setting

goals, and planning how to achieve those goals. This is an opportunity for you to do thesethings with the resources on campus at MIIS and off-campus in Monterey. We will work

independently to reflect on ourself and our goals. We will work together and share our

goals and how we plan to achieve them. We will do this through pair and group work,

reading, researching, presenting, and interacting with native speakers on and off campus.

Course Objectives:

Students will improve their reading, writing, speaking, and listening skills through reflection,

goal-setting, and planning for educational and/or professional improvement. In this class you

will:

Further your career exploration by increasing your awareness of your own personalityand goals as well as developing your awareness of the roles, relationships, and structure

of the American workplace and higher education system.

Enhance your critical thinking and metacognitive skills by reflecting on past experiencesand analyzing resources and opportunities.

Improve your reading and listening skills by developing your comprehension andfamiliarizing yourself with common vocabulary and structures.


16/28


Improve your speaking and writing skills by increasing your confidence in talking andwriting positively about yourself.

Improve your speaking and writing skills by building your confidence in writing patternsand nonverbal cues.

Competencies to build:

Content:Students will demonstrate an understanding of and apply the key concepts and issues

in the field of academic and professional life, such as personality types, leadership, and goal-setting. Students will demonstrate an understanding of and apply the key vocabulary used in the

field of academic and professional life, such as types of professions and fields of study,

application and resume terminology, and interview key phrases.

Critical Thinking and Metacognitive Skills: Students will understand, analyze, reflect on and

connect to information. Students will take responsibility for their own learning while cooperatingand negotiating with others.

Language: Students will improve their reading, listening, and vocabulary through participation

in monologic discourse (giving presentations) and interactive discussions. Students will write

considering low-order concerns, such as grammar and mechanics.

Course Assignments:

Introduction Presentation:You will present for 2-3 minutes on your past education and work

history focusing on achievements, likes, and goals. Students in the audience will take notes and

ask follow-up questions.

Poster Project/Presentation:You will spend time in the library and online researching a

specific job/major in which you are interested. Then you will create a poster or other visual(powerpoint slide, prezi) to help explain the job or major to the class.

Campus Tour of MPC, CSUMB, or another local school:In a group of 3-4, you will make

reservations for and attend a campus tour. You will take notes on important information, prepareand ask the tour guide at least two questions about school life, campus, academics, or admission.

Then your group will present on the school based on notes and answers to questions.

Personal Statement:We will analyze different types of personal statements. Then you will

evaluate your skills and experiences and write a 1-3 paragraph essay about who you are and whyyou should be hired or admitted to a school.


17/28


Resume/Interview:You will write a basic resume and participate in a mock interview with your

classmates. Interview questions will be provided by the teacher. Your interview will be

recorded.

Classroom Policies and Grading:

Attendance and Participation 20%Vocabulary Quizzes 10%

Introduction Presentation 10%

Poster Project/Presentation 10%

Campus Tour 10%Personal Statement 20%

Resume/Interview 20%

Attendance:This is very important. Much of the material will be talked about or read inclass. You must have 80% attendance to pass the class. If you miss more than 8 classes, you will

fail.

ParticipationThis is also very important. Be prepared for class by having the materials needed

(pen/pencil, paper, homework) so you are better able to learn. When you speak in class it helpsthe teacher know that you understand the material and can talk about your ideas. It also helps

your classmates learn.

Plagiarism:Under no circumstances is it acceptable to use the work of others as your own. Ifyou are found to be consciously plagiarizing, you will receive an F on your assignment.

Remember, all American universities have the power to expel students who are found to be

plagiarizing. It is taken very seriously in the U.S. If you are not sure if whether your work has

plagiarized material please ask the teacher.

Disabilities Accommodations:The Monterey Institute of International Studies iscommitted to providing accommodations for students with disabilities in accordance to the

1973 Americans with Disabilities Act(ADA) and to providing equal and integrated access

for individuals with disabilities to all of the academic, social, and cultural programs that are

offered on campus. Any student who requires reasonable accommodations for a disability

based on the appropriate documentation must apply for those services through the Office

of Student Services.

Course ScheduleWEEK ONE

Wednesday

January 8th

In Class:

Introduction/Course Overview Due:Thursday

January 9th

In Class:

Reflections Due:WEEK TWO

Monday

January 13th

In Class:

Personality Types Due:


18/28


Tuesday

January 14th

In Class:

Career Service Workshop Due:

Wednesday

January 15th

In Class:

Goal Setting Due:Thursday

January 16th

In Class:

Action PlanDue:

Vocabulary QuizWEEK THREE

Monday

January 20th

In Class:

Past (experiences and tense) Due:

Tuesday

January 21st

In Class:

How do we talk about ourselves? Due:

Wednesday

January 22ndIn Class:

Presentations Due:Introduction PresentationsThursday

January 23rdIn Class:

Review Due:Vocabulary QuizWEEK FOUR

Monday

January 27th

In Class:

Return to Action Plan Due:Tuesday

January 28th

In Class:

Research (class trip to the library) Due:Wednesday

January 29thIn Class:

Research Opportunities/Interests Due:Thursday

January 30th

In Class:

Evaluation and Findings Due:Vocabulary QuizWEEK FIVE

Monday

February 3rd

In Class:

Conversation Skills

Due:

Tuesday

February 4th

In Class:

American Conversations at Work Due:Wednesday

January 5th

In Class:

American Conversations at School Due:Thursday

February 6th

In Class:

Preparations for Campus Tour Due:Vocabulary QuizWEEK SIX

Monday

February 10th

In Class:

Question Formation Due:Tuesday

February 11th

In Class:

Presentations Rehearsal Due:Wednesday

February 12thIn Class: Presentations Due:Campus Tour Presentations

Thursday

February 13th

In Class:

Review Due:Vocabulary QuizWEEK SEVEN

Monday

February 17th

In Class:

Personnel Statement of Purpose Due:Tuesday

February 18th

In Class:

Personnel Statement Analysis Due:


19/28


Wednesday

February 19th

In Class:

Personnel Statement Analysis Due:Thursday

February 20th

In Class:

Personnel Statement Rough Draft with Peer Review Due:Vocabulary QuizWEEK EIGHT

Monday

February 24th

In Class:

Personnel Statement WorkshopDue:

Thursday

February 25th

In Class:

Resume Purpose Due:Wednesday

February 26th

In Class:

Resume Analysis Due:Thursday

February 27th

In Class:

Resume Practice Homework Due:Vocabulary QuizWEEK NINE

Monday

March 3rdth

In Class:

Interview Purpose Due:Tuesday

March 4th

In Class:

Interview Analysis Due:Wednesday

March 5thIn Class: Interview Analysis Due:

Thursday

March 6th

In Class:

Interview Practice Due:Vocabulary QuizWEEK TEN:

Monday

March 10th

In Class:

Interview Recordings Due:Resume and InterviewTuesday

March 11th

In Class:

Interview Feedback Due:Wednesday

March 12th

In Class:

Summary and Review Due:Thursday

March 13th

In Class:

Feedback and CelebrationDue:


20/28


Appendix C

Here are some common interview questions in the United States. Read them over.Using the same form as in this list and the examples discussed in class please writeand add 3 more job interview wh-questions of your own to this list!

WH-Questions in the present simple

Where are you from?

Why do you want to work here?

How does this position fit into your career goals?

What are your strengths?

Who is your professional role model?

Which of the followingwords describes you best: kind, confident, or organized?

When can you begin working?


21/28


Appendix D

The 25 Most Common Job Interviews And How To Answer Them

https://www.youtube.com/watch?v=Aw1ekqxULTs
https://www.youtube.com/watch?v=Aw1ekqxULTshttps://www.youtube.com/watch?v=Aw1ekqxULTshttps://www.youtube.com/watch?v=Aw1ekqxULTs


22/28


Appendix E

Wh-question frequency chart

Listen for wh-questions in the video The 25 Most Common Interview Questions And

How To Answer Them. Place an X next to the corresponding wh-word every time you heara wh-question in the video. You do not need to write the entire question down.

What?

Ex. What are your strengths? X

Why?

Ex. Why have you been unemployed for so

ong? X

Who?

Whom?

How?

Which?

When?

Where?


23/28


Appendix F

Interpreter Job Posting

With a partner please read the job posting below. You have decided to apply for this job, and

in order to prepare for the interview you and your partner will compile a list of 8-10 wh-questions that you anticipate the interviewer will ask you. Have your best answers ready!!

Hospital Interpreters wanted for Group Health Capitol Hill Campus. We are lookingfor native speakers of Spanish, Mandarin, Korean, and Russian. Must be availableduring weekends and evenings. Up to 20 hours per week at $20 per hour. Pleaseforward your resume [email protected] will be scheduled during thefirst week of April
mailto:[email protected]:[email protected]:[email protected]:[email protected]


24/28


Appendix G

Discussion Prompts

As you listen to the interview please keep in mind the following questions and

provide your answers:

1.What wh-questions did you hear your classmates use in their recording?

2. Did you hear any errors in the questions posed? What were those errors?

3. Were your classmates questions clear in meaning?

4.Do you think that your classmates answered their questions effectively? Why or why not?


25/28


Appendix I

Reflection On Learning

Evaluating my performance

1. In todays lesson I learned to do the

following in English:

2. I practiced these skills that will help me

express myself effectively in a job interview:

3. I am confident that after this lesson I cando the following things in a job interview:

4. The things that make me anxious aboutusing English in a job interview are:

Teacher comments


26/28


5. In order to feel more prepared for job

interview I would like the following class to

focus on:

Adapted from Goh and Burns (2011).


27/28


Appendix J

Homework

Look through Craigslist and/or Zocalo. Find a job posting that most appeals to you and

your professional interests. . In a word document include the link to the original jobposting, a 2-3-sentence summary of the job and a paragraph that explains why it appeals to

you. Also write a list of 7-10 wh-questions that you would anticipate if you interviewed for

this job. Please also write 2-3 wh-questions that you would like to ask the interviewer in

order to get more information about the position. Due by 11:59pm on Friday April 17th.


28/28


C3 LP&Rationale Final

Documents

Transcript of C3 LP&Rationale Final