The Interview, English Template, Intermediate Mid

Created Dec. 4, 2023 by Amber Hoye, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project

Looking for the Spanish Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

Most activities are 30 minutes in duration, unless otherwise specified.
Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your language, follow the instructions below:

Google Slideshows:

To begin, go to File -> Copy to create an editable version of the slideshow.

Once finished with your changes, please complete the following steps to share:

Click on Share

Who Has Access

Ensure link sharing is on and allow external access.

Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.

The Interview

Description:

Students will talk about future careers and how to interview. They will discuss several interview questions and styles through different scenarios with a partner. Students will also decide how to appropriately answer questions or how to come to a resolution to these situations on their own or with a partner. Students will be able expand their answers using formal language in an interview style activity.

Proficiency Level:

Intermediate High

Keywords:

Interview, interview questions, resolution, career, future career, scenarios

NCSSFL-ACTFL World-Readiness Standards:

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret spoken and written (target language) on a variety of topics.
Standard 1.3 Students present information, concepts, and ideas in (target language) to an audience of listeners or readers on a variety of topics.
Standard 4.1 Students demonstrate an understanding of the nature of language through comparisons between (target language) and English.

Idaho State World Language Standards:

COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
CLTR 1.3- Function appropriately in diverse contexts within the target culture.
CONN 1.1- Compare and contrast information acquired from other content areas.
CONN 1.2- Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

I can discuss what I want to do as a future career
I can answer authentic interview questions and speak in detail on my answer
I can understand a scenario and come to a resolution on my own or with a partner
I can compare and contrast different interview styles in different countries

Materials Needed:

To edit materials, download a copy of the materials and edit the copy, not the original.

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and displaying the Google Slideshow on the projector.

“Today, we are going to talk about future careers. We will chat about interview questions, scenarios, and different interview styles. We will also decide how to appropriately answer questions or come to a resolution on their own or with a partner."

2. Students will discuss the following questions:

a. In what stage of your job are you now?

B. Do you work this semester? Where? Do you like it?

c. If you don’t have a job now, where would you like to work in the future?

Main Activity

1. Students will practice interviewing each other in Spanish.

2. Students will work in groups of two. One student will use the interview cards to interview the other person. (Students should elaborate their response, not just yes or no!)

3. Students will reverse roles once finished 3-5 of the questions.

Wrap-up

Ask the following questions to finish the lab:

1. Which question was easiest?

2. Which question was hardest?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

Relevant NCSSFL-ACTFL Can-Do Statements:

I can discuss what I want to do as a future career
I can answer authentic interview questions and speak in detail on my answer
I can understand a scenario and come to a resolution on my own or with a partner
I can compare and contrast different interview styles in different countries