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Get Speaking!: Unit 10: The World of Work

This document provides instructions and materials for two speaking tasks: a role play interview and a discussion. For the role play, one student will take the role of an interviewer asking questions of another student taking the role of a job applicant. They should discuss the applicant's interests, qualifications, and why they would be good for the job. For the discussion, students will discuss statements about work-life balance, how well school prepares students for work, gender equality in careers, priorities of work and life, and age discrimination in hiring. They are prompted to think of personal examples to support their points in the discussion.

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mariamcarulla
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114 views

Get Speaking!: Unit 10: The World of Work

This document provides instructions and materials for two speaking tasks: a role play interview and a discussion. For the role play, one student will take the role of an interviewer asking questions of another student taking the role of a job applicant. They should discuss the applicant's interests, qualifications, and why they would be good for the job. For the discussion, students will discuss statements about work-life balance, how well school prepares students for work, gender equality in careers, priorities of work and life, and age discrimination in hiring. They are prompted to think of personal examples to support their points in the discussion.

Uploaded by

mariamcarulla
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Get Speaking!

Improving your communication skills and confidence in English


www.splendid-speaking.com

The Splendid Speaking Course


Volume 1 Unit 3 Star Stories
Splendid Expressions
Work

Unit 10: The World of Work


Task: Role Play (3-4 minutes)

Topic vocabulary 1. Introduction: Work in pairs. One of you is being interviewed by a


To be stuck behind a desk representative from an international student magazine on the following
A nine-to-five job subject:
A steady job
To work (ir)regular hours Talk about the job youd like to do and explain what skills
A well-paid job
A high-powered job and abilities a person needs to work in this area.
To be motivated by money
To have job satisfaction Take it in turns to be the interviewer and the interviewee.
A demanding/fulfilling job
A stimulating work 2. Planning: The interviewer should spend a minute or two making notes on
environment the kind of questions to ask. For example:
A competitive salary The reason for the interviewees interest in the job.
Work life balance The training/qualifications appropriate for this area of work.
Vocational training Why the interviewee thinks they would be good at this job.
To gain work experience What career opportunities this job offers.
Career prospects
Promotion opportunities Focus on asking some open-ended questions which encourage the
My long-term goal is to interviewee to give extended answers.
To develop professionally
A good team player 3. Task Focus: The interviewee should use the following technique to
To show initiative showcase why they feel they would be good at the job they have chosen:
To thrive on responsibility 1) Describe a situation or task they once faced.
To be able to take charge 2) Explain the action they took to deal with the situation.
To deal with people 3) Explain the result of this action.
To work under pressure
To meet deadlines 4. Language: Tick any of the vocabulary on the left you want to use in your
To be highly motivated role play.

Task: Discussion (15 minutes)

As part of a student panel youve been asked to discuss these statements:

In general people are required to work too many hours.


School prepares young people adequately for the world of work.
Absolute equality between men and women in terms of pay and career
opportunities is achievable.
People work to live rather than live to work.
Listen to Eun-Kyung Ageist attitudes and discrimination against older people in the job market
from South Korea using means that valuable skills are wasted.
a S t a r S t o r y. S e e t h e
January archives Before you start the discussion, look through the list first and think about
( I n t e r vi e w 1 0 ) a t : any experiences you have had that serve as an example of one of the issues
s p l e n d i d- s p e a k i n g . c o m either for or against. Use this anecdote in your discussion to help you
make your case effectively.

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