[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-412514-105":59,"doc-detail-412514-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-corner-career-vocabulary-week-2-job-interviews","Teacher’s Corner - Career Vocabulary Week 2 - Job Interviews","","American-style job interviews are introduced as a way for companies in the United States to assess applicants’ fit through skills and personality. For English learners, the program focuses on building strong adjective vocabulary and the language competence needed to describe strengths, education, and experiences in Q&A interview practice. Students complete an adjective matching warm-up, then run structured role-play interviews using prepared questions and real or simulated company options.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-corner-career-vocabulary-week-2-job-interviews/412514/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-corner-career-vocabulary-week-2-job-interviews/412514.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of using strong adjectives in the job interview activity?","Question",{"text":112,"@type":113},"Students use strong adjectives to describe themselves and their experiences more exactly and assertively during a practice job interview.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students complete Part One: Adjective Matching?",{"text":117,"@type":113},"Students are divided into two groups with strong and weak adjective cards, mingle, and form correct strong/weak adjective pairs before reviewing answers as a class.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the job preparation role-play work in Part Two?",{"text":121,"@type":113},"Group A prepares company options and interview questions, while Group B prepares answers using adjectives, then interviews Group A students and swaps roles to repeat the process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},412514,1791367499,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The beginning of any great new career starts with an interview. In the United States, the job interview is a chance for a company to see how the skills and personality of an applicant will fit their workplace. For many English learners, the American-style interview can be an unfamiliar experience because job applicants are expected to talk about themselves and their skills. This requires a vocabulary filled with strong adjectives and the linguistic competence to share plenty of details about personal qualities and experiences.  \nIn this week’s Teacher’s Corner, students will experience job interviews while practicing strong adjectives that will make them the perfect job candidate!  \nLEVEL  \n\n| Intermediate to Advanced\u003Cbr>LANGUAGE FOCUS |  |\n| --- | --- |\n| Speaking (primary focus); listening (secondary focus)\u003Cbr>GOALS |  |\n| Students will\u003Cbr>􀁸 Use adjectives to describe themselves and their experiences\u003Cbr>􀁸 Practice speaking and listening through a job interview question-and-answer format\u003Cbr>MATERIALS |  |\n| 􀁸\u003Cbr>􀁸 | Teacher: computer, speakers, projector, whiteboard or chalkboard\u003Cbr>Students: notebook, pencil, paper\u003Cbr>PREPARATION |\n\n1. Read through all the materials carefully.  \n2. Print a class set of the adjectives in Appendix 1. There are 20 adjectives in the set; larger classes may need two copies, and in smaller classes, you may want to choose which adjectives to include and which to set aside. Cut out the adjectives before class.  \n3. Print enough copies of the interview questions in Appendix 2 for each student in the class.  \n4. Have one sheet of blank paper for each student in the class. Students will use the paper to write down the name of their company.  \nPART ONE: ADJECTIVE MATCHING  \nIn this week’s Teacher’s Corner, students will practice using adjectives that can help them be more exact and assertive during a job interview. This lesson begins with a matching activity to learn vocabulary before students write and answer questions in a practice interview.  \n1. Begin by dividing the class into two groups of equal number. Give half the students the strong adjective cards, and give the other half the weak adjective cards.  \n2. Next, have the students mingle and look at one another’s cards. When two students think they have a match, have them stand together to form a pair. As students make correct pairs, write their strong/weak adjective combinations on the board. Writing the adjectives on the board will help students during Part Two of this activity.  \n3. Once all the students have matched cards, review their answers as a class. If a pair of students is incorrectly matched, have them return to mingling until they make a correct match.  \na. Note: If students do not know all the words, that is okay. Just encourage them to make a guess based on what they know. During this warm-up, the goal is for students to think about this new vocabulary as a group.  \nPART TWO: JOB PREPARATION  \n1. Once again, divide the class into two groups: Group A and Group B. Have each group sit on opposite sides of the room.  \n2. Have the students get out a notebook and a pencil or pen.  \n[americanenglish.state.gov](americanenglish.state.gov)  \n3. For Group A, give each student a blank sheet of paper. Have these students think of a company – this can be a real company, a sports team, or a local business they would like to represent – and tell them to write the name of the company on the sheet of paper and place it on their desks.  \n4. Next, give each student in Group A a copy of the interview questions in Appendix 2. Have them read through the questions and prepare to ask interviewees the questions.  \n5. While Group A reviews their interview questions, instruct Group B to prepare to interview for a job. To do so, they should use the adjectives from the warm-up activity. Encourage students to think about the following questions:  \na. What strengths and skills do I have?  \nb. What education and experience do I have that make me a strong applicant?","cbCaic1LuzWK003B","https://ap.wps.com/l/cbCaic1LuzWK003B","pdf",310995,"English","# LEVEL\n# GOALS\n# MATERIALS\n# PREPARATION\n## PART ONE: ADJECTIVE MATCHING\n## PART TWO: JOB PREPARATION\n# APPENDIX 1: INTERVIEW ADJECTIVES\n# APPENDIX 2: ADJECTIVE REVIEW","[{\"question\":\"What is the purpose of using strong adjectives in the job interview activity?\",\"answer\":\"Students use strong adjectives to describe themselves and their experiences more exactly and assertively during a practice job interview.\"},{\"question\":\"How do students complete Part One: Adjective Matching?\",\"answer\":\"Students are divided into two groups with strong and weak adjective cards, mingle, and form correct strong/weak adjective pairs before reviewing answers as a class.\"},{\"question\":\"How does the job preparation role-play work in Part Two?\",\"answer\":\"Group A prepares company options and interview questions, while Group B prepares answers using adjectives, then interviews Group A students and swaps roles to repeat the process.\"}]","Teacher’s Corner - Career Vocabulary Week 2 - Job Interviews | PDF",1790591841,15]