25.4 Follow-up activity

Which of these aims and learning outcomes could this activity be useful for? (two answers)

• Practice in discussing and debating

• Practising job interview skills

• Practising presenting and justifying an argument

• Introducing a unit on skills for finding work

Where could these materials fit in a lesson? (three answers)

• At the end of a grammar-focused lesson on the future perfect tense

• Freer practice after presentation focused on language required to put forward an argument

• As a main task in which teacher and learners identify the language needed to present and support an argument

• As less controlled practice in a PPP sequence dealing with the language of argument

What language would students need? (three answers)

• Exponents for expressing strong opinions

• Grammatical structures for hypotheticals/conditionals

• Exponents for requesting/offering

• Language for comparing and contrasting

Which of these would be suitable lead-ins to the activity?

(two answers)

• Asking a school counsellor to give a short presentation on resources available at the college or institution for finding work

• Presenting a short video on effective interview skills

• Newspaper headlines or photos of the 'dirty jobs'

• Short news video of a protest against a company

Which of the these adaptations to the procedure would be suitable for the activity? (two answers)

• Dictating the questions to students and asking them to write their responses to the questions

• Using some or all of the jobs for a role-play (e.g. a discussion between two friends, one who is thinking of working for one of the companies and the other who is trying to persuade him or her why they should not)

• Asking students to present their opinion on the topic to the class before putting them in discussion groups

• Asking students to write a letter to a real company or individual

Which of the following would be suitable follow-ups to the activity? (two answers)

• Give feedback on the language students have used in the discussion stage and/or in the writing task

• Inviting a guest speaker from one of the companies to justify his company's policies and practices

• Students could exchange the letters they have written to one of the companies and plan the replies the company might send

• Asking students to write a CV for applying to one of the companies