INTERVIEW QUESTION:
TELL ME ABOUT YOURSELF
Lesson time: 1 hour
Listening, reading, writing
Level: mixed intermediate (low-high) ESL for work
I. LISTENING ACTIVITY
DIRECTIONS
Click on the link http://www.ricdwyer.com/ABE/PQ01.html to watch a video.
Read the written directions on the right side of the page.
If you need more help: Below the screen, click on the left arrow to start the video.
II. CHECKING LISTENING COMPREHENSION
Answer the questions at the end of the video. Circle your answers on the worksheet.
Compare your answers with a neighbor. Did you circle the same words?
III. WRITE YOUR OWN ANSWER
Write 3 answers to tell me about yourself, using some of your flashcard adjectives (reverse side of handout).
- What kind of worker are you?
- What are you good at?
- What other adjectives describe you and why?
Exchange answers with your neighbor. Are your sentences complete?
Hand in your paper.
REVIEW
1. How will you use this resource to meet the needs of your instructional purposes?
2. Why is this topic, information or content appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)?
I will use this resource to meet several instructional purposes. First, to provide real examples of other job seekers, answering the interview question “Tell me about yourself”. I like the fact that the video content shows both native English and ESL speakers. This video is very relevant to my students esl level and experience. The short answers correspond to the level of oral language my students can produce in their own interview practice. The positive examples should encourage my students that they can do it, too!
In the previous lesson, I will already have introduced the adjectives used in the video. In class, the students usually make their own vocabulary flashcards for self-descriptive adjectives. I try not to introduce more than 20 words total (an even number is good for pairs games or concentration) and to have matching synonyms (punctual/on time, dependable/reliable).
The video will serve as a pre-writing activity to activate student schema and review descriptive vocabulary. Students will hear the adjectives modeled in sentences. The questions after the video will check student listening comprehension and allow student to see the adjectives in written form.
3. What handouts or directions will you provide students to focus learning and adapt this resource for your instructional resources?
5. What are the potential problems, either language based or technical that you may need to troubleshoot or prepare for?
From reviewing the video and following questions, I can see that some students may have difficulty remembering what each job seeker said. It is possible to go back to a particular video segment and remain on the question related to that speaker, but not every student may be able to navigate that. Another issue in answering the follow-up questions is that the correct answer is given after only two attempts to answer the question. Consequently, I will take the questions following the video and put them on a worksheet that students can circle their answers on. I will use the reverse side for the 3 prompts to help the students write their own answer. If students need a word bank, they can refer to their adjective flashcards.
I don’t think the instructions for starting the video are especially clear, which is why I added the “if you need more help”.
This website is uneven in quality and language level. It has some very good language samples - such as the one above. However, it would benefit from additional reworking by both ESL and vocational professionals. I am aware that the interview question “tell me about yourself” is most often defined as a short précis of skills and experience relevant to the job for which you are applying. The answers given are not the best examples, but can be further explained and expanded on in later lessons with specific job goals.
This website is uneven in quality and language level. It has some very good language samples - such as the one above. However, it would benefit from additional reworking by both ESL and vocational professionals. I am aware that the interview question “tell me about yourself” is most often defined as a short précis of skills and experience relevant to the job for which you are applying. The answers given are not the best examples, but can be further explained and expanded on in later lessons with specific job goals.
oh sorry Kate I guess I accidentally posted my feedback to this lesson on your introduction blog instead of this one!
ReplyDeletePauline,
DeleteI'm soo sorry (:, I deleted your excellent feedback by mistake. I am a very unsavy blog user! Your idea of asking the students which person they would hire and why is brilliant! We use a role-play assessment log for interviewing practice that lists different non-verbal and verbal skills: eye contact,facial expressions, open/closed body positions, posture, use of encouragers (uh-huh, sure, nodding, smiling, etc.). This video would be a great opportunity to analyze each applicant and then report to the class, telling who they would hire and why. We could tally the votes on the board and see which candidate got the most class votes. You are giving me great ideas! THANKS
Hi Kate,
ReplyDeleteReflection on your lesson: I like your lesson on the interview question “Tell me about yourself.”
1. As you have aptly pointed out, the video segment is very useful for adult ESL learners; because more than one person is going through the process. Showing people of different genders with variety of accents and personal characteristics answering the same question will help students see themselves as being able to accomplish the same thing.
2. As you have mentioned, it is very helpful to the students to have reviewed the adjectives before this lesson and to have those words on a handout available for use when they are writing sentences about themselves.
3. Consulting with a neighbor on the answers will not only help them correct mistakes but will allow them practice using their English to ask questions, explain, or defend when interacting.
4. Having to write their own sentences will afford them the opportunity to reflect on their personal qualities and practice writing sentences about those qualities, then, would make it easier for them to say them out loud later.
Suggestions: What about…..?
• Having a pre-lesson activity that can bring focus and attention to the correct way of answering the question, by asking students, “What do you say when somebody says, ‘Tell me about yourself.’.” Then you can write all the words they give in response. You can then point out that some of their responses may and some may not be appropriate in this context. So when they watch the video they will pay more attention to the correct way of answering the question.
• Having an extension activity where partners ask each other this question to practice becoming comfortable producing language in this context.
How I would use this: Kate, I am grateful that you pointed me to this very useful site. It will be a good resource for a course (work-readiness) I am thinking of suggesting to the executive director of the community center where I will be working at this fall.
Posted by Manijeh Ghaffari to eslatworkonline at June 13, 2012 7:37 AM
Manijeh, good observations and ideas!
DeleteThe reason I didn’t structure the lesson around the correct way of answering the question – is because this video, in my opinion, doesn’t do a very good job of modeling a correct answer. It does an excellent job of showing language production. I wanted the students to focus on the language production. Seeing the students in the video will show my students that they can answer questions in English, too. Perhaps, I should find another video with good answers and then use this video as an example of not very good answers. You’re helping me think of a better way to use this video in my class.
I had an extension activity planned, but our teachers set a word limit and a lesson time limit. Here is my extension activity:
IV. ORAL PRACTICE (if time or next lesson!)
Form concentric circles: inside circle facing out, outside circle facing in.
Practice asking and answering the question tell me about yourself.
When both you and your partner have practiced your answers, switch partners.
Talk to as many people in the circle as you can!
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