Learning Experience 2

Context:
Personal/Social

Role-play a job interview

Have you applied for your dream job?

We’ll help you to make a great first impression at the interview.
A B

Step 1 Think
1 In which of the pictures A or B is the candidate 3 4.17 Listen to part of a podcast giving
making a good first impression at a job interview? more advice. Which of these things do
you hear?
2 Look at the pictures again. Choose the correct 1 Prepare for the interview.
option for making a good first impression. 2 Find out about the company.
1 Wear / Don’t wear smart clothes. 3 List useful experience and interests.
4 Think about how to answer typical interview
2 Have / Don’t have messy hair or hair that questions.
hides your face. 5 Don’t tell the interviewer about your
weaknesses.
3 Smile. / Don’t smile. 6 Don’t arrive too early for the interview.
7 Leave your mobile phone at home.
4 Look / Don’t look into the interviewer’s eyes.
8 Show that you’re interested in the job.
5 Stay / Don’t stay still with your hands on 9 Show that you already know exactly how
your knees and your feet flat on the floor. to do it.
10 Show that you are the right kind of person
6 Sit / Don’t sit with a straight back. and have the right skills.

© Pearson Educación, S.A., 2023 PHOTOCOPIABLE Your World 4 • Learning Experience 2

 Make a good
Sustainable Goal:
Future Skills: To promote decent work
Communication for all
first impression

Step 2 Analyse
USEFUL TIPS
4 Read the Useful Tips. In pairs, answer A job interview is one of the most important
the questions. moments to make a good first impression.
1 Do you think it’s easy to make a good first
impression at a job interview? Why?/Why not? Before the interview
2 Which tip do you think is the most difficult to
Prepare answers
follow? Why? Look smart. to typical interview
3 What other tips can you think of? questions.
Find out about
5 In pairs, choose one of these workplaces. the company. Arrive
Discuss how you would answer questions 1–5 in a on time.
job interview to work there. Use expressions from
the Useful Phrases box.
During the interview
café children’s summer camp clothes shop
electronics shop Keep eye Smile.
contact.
1 What are your strengths? Show that
2 What are your weaknesses? you are interested
Explain why in the job.
3 What have you done in the past that will help you are perfect
you in this job? for the job.
4 Why do you want this job?
5 What do you think you’ll be doing in five
years’ time?
USEFUL PHRASES

Talking about strengths and weaknesses

• I’m really good at …
• I’m not always the most … person, but I’m trying
Step 3 Prepare
Resource: an interview
preparation chart to change that by …-ing.
PDF
Talking about your experience
6 Role-play a job interview. Follow • … has given me the chance to improve my … skills.
these instructions. • I’ve been …-ing for … years/since … and it’s
• Work alone. Choose one of the workplaces in taught me …
Exercise 5 or think of your own idea. Showing interest in a job
• Complete the interview preparation chart. • I’d be excited to work for your company because …
• Work in pairs. Take turns to role-play the job • It would be great to learn how to …
interview using the questions in Exercise 5. The Talking about the future
interviewer can ask one or two extra questions. • In five years’ time, I'll be …-ing
Use expressions from the Useful Phrases box.

Step 4 Present REFLECTION TIME

Think about the task and answer the questions.
7 Choose one of your • What’s the most important thing you’ve learned
interviews and act it
from doing this task?
out for the class.
• PEER REVIEW What did • Do you think you made a good first impression?
you like about each • Which interview question was the most difficult
interview? What could to answer? Why?
be better? • Did you use the Present Perfect Simple or
Continuous to describe your experiences?

© Pearson Educación, S.A., 2023 PHOTOCOPIABLE Your World 4 • Learning Experience 2

Learning Experience 2
Role-play a job interview

Lesson aim
Step 1 Think
• Make a good first impression
Exercise 1
Lesson product • Elicit the meaning of candidate (a person applying for
• A presentation of a role-play a job). Focus on the pictures. Check the answer, then
Context elicit a few differences between the two pictures (e.g. In
• Personal/Social picture A, the boy is wearing scruffy clothes. In picture B,
he’s wearing smart clothes, etc.).
Future skills
• Communication: verbal and non-verbal messages
Answer:
Sustainable goal B
• To promote decent work for all
Resources
• An interview preparation chart (Teacher’s Resource Exercise 2
File, Resource 4.10) • E licit or pre-teach the meaning of any vocabulary that could
be unfamiliar (e.g. messy hair, interviewer, stay still, flat on
the floor, straight back). Students then complete the task
Lead-in individually before comparing their answers in pairs.
Write on the board: First impressions last. Allow students
time to discuss what it means in pairs before you elicit its Answers:
meaning (people will remember for a long time the way 1 Wear 2 Don’t have 3 Smile
you look and act the first time they meet you). Ask: Do you 4 Look 5 Stay 6 Sit
think this is true? Hold a brief class discussion. Highlight
that if someone forms a negative opinion of you the first
time they meet you, it will probably take a long time for Exercise 3 4.17 audioscript included in this PDF
their opinion to change. • Highlight that up until now you have focused on effective
• Setting lesson goals: Before you hand out the non-verbal communication in a job interview, but verbal
lesson materials, write the lesson aim on the board. Ask: communication is obviously also very important. Explain
In what situations is it important to make a good first that students are going to listen to some advice about
impression? Elicit ideas (e.g. when you meet somebody what to say in a job interview.
for the first time, in your first class with a new teacher, • Read the sentences as a class and address any vocabulary
in a business meeting, etc.). Explain that today you’re queries (e.g. weaknesses). Then play the audio without
going to focus on how to make a good first impression pausing. Play the audio a second time for students to
in a job interview and elicit ideas of how you can do this, check their answers.
prompting as needed, e.g. What kind of clothes do you •  NEED SUPPORT? On the first play, pause the audio after
think you should wear? the section in which each piece of advice is heard.

C
 ommunication Answers:
1, 2, 3, 4, 8, 10
In this lesson, students will learn that there are two
main types of communication: verbal communication is
what you say; non-verbal communication is everything
you don’t say including your body language, posture
(how you stand/sit), facial expressions, eye contact
and even your clothing and hairstyle. Effective
communication in a job interview involves using both
verbal and non-verbal communication to clearly convey
your message to the interviewer(s).

Steps 1–4
• W
 ork through each step by: reading the instructions,
clarifying doubts, and setting a time limit for work on
each task.

© Pearson Educación, S.A., 2023 PHOTOCOPIABLE Your World 4 • Learning Experience 2 – Teaching Notes
 Context: Future Skills: Sustainable Goal:
Personal/Social Communication To promote decent work
for all

Step 2 Analyse • When students have finished preparing individually, put

them in different pairs from Exercise 5 to practise their
Exercise 4 role-plays. They can ask the questions in Exercise 5 in
• Read the Useful Tips together as a class. Ask: Are any order. They should both have a turn at being the
these tips about verbal communication, non-verbal interviewer and the interviewee. Remind them to use
communication or both? (both). Give students time to expressions from the Useful Phrases box.
discuss the questions in pairs and then invite volunteers
to share their ideas with the class. Hold a class vote for Step 4 Present
the most difficult tip. Make a list of additional tips on the
board. Exercise 7
• Invite some pairs to act out one of their interviews for
Suggested answers: the class.
3 Before the interview: turn off your mobile phone, •  PEER REVIEW Encourage students to give sensitive and
practise with a friend and/or record yourself, get a constructive feedback on areas for improvement.
good night’s sleep.
During the interview: don’t panic if you get asked a
REFLECTION TIME
hard question, breathe deeply and try to answer as
positively as you can, ask the interviewer one or two Draw students’ attention to the Reflection Time
questions about the job/company at the end. section. They can do this in their pairs or individually.
In the feedback session, ask some students to
volunteer to share their thoughts.
Exercise 5
• Read through the instructions asking students to give
you examples when appropriate. Sustainable Goal
• Read out the Useful Phrases getting students to repeat
them and to complete them where appropriate with • A sk students what they think decent work means (work
examples. Check understanding of the five questions and that pays a fair salary, is stable, is done in safe conditions,
elicit which of the Useful Phrases can be used to answer and enables personal development and integration into
each one. society). Ask: Do you think people around the world
have the same opportunity to have a decent job? (no).
• Ensure students understand that, at this stage, they
aren’t role-playing an entire interview. They are just • Elicit the problems that exist (e.g. in poorer countries,
starting to think about what information they could give there aren’t enough jobs and the ones available are
about themselves. badly-paid and precarious; unsafe working conditions;
women don’t have the same opportunities or get
• Allow students time to discuss their answers in pairs,
paid the same as men (gender inequality); informal
then optionally ask: Which interview question(s) did you
employment with no social security (unemployment
find most difficult to answer? Why? and invite volunteers
benefit, sick pay); young people can’t find a job, etc.).
to share their ideas with the class.
• Elicit students’ ideas for how to fix these issues (e.g.
better quality education and training for all; stronger
Step 3 Prepare
governments who can build dynamic economies; better
Exercise 6 labour market policies; implement workplace health and
• Read through the instructions asking students to give safety measures, etc.).
you examples when appropriate.
•  Reviewing lesson goals: Ask students to read the
• Hand out a photocopy of the Resource (an interview
lesson aim again. Elicit whether it was easy or difficult to
preparation chart, included in this PDF) to each student,
follow the tips in their role-plays and why.
which is designed to help students to plan their answers
to some typical job interview questions.
• Explain that it is also a good idea to prepare a couple of
questions about the company/job in case the interviewer
asks you if you have any questions at the end of the
interview. However, highlight that you would not usually
ask about salary in a first job interview.

© Pearson Educación, S.A., 2023 PHOTOCOPIABLE Your World 4 • Learning Experience 2 – Teaching Notes
Learning Experience 2
Resource: an interview preparation chart

My strengths:

My weaknesses and how I’m trying to change them:

My skills and experience:

Why I want this job:

What I think I’ll be doing in five years’ time:

Questions I want to ask about the company/job:

© Pearson Educación, S.A., 2023 PHOTOCOPIABLE Your World 4 • Learning Experience 2 – Resource