[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-421259-105":59,"doc-detail-421259-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","unit-4-lesson-1-basic-interviewing-vocabulary","Unit 4 Lesson 1 - Basic interviewing vocabulary","","Intermediate Low unit lesson plan preparing students for participating in a job interview through practical language practice. The lesson focuses on recognizing and defining core interviewing vocabulary and using it in speaking and listening tasks. 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The focus includes vocabulary, listening, speaking, and reading.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What warm-up activity is used to practice job-interview questions?",{"text":117,"@type":113},"Students use Find Someone Who activity sheets by asking classmates questions connected to job-related sentences, then recording names based on answers.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the sentence-strip matching activities work?",{"text":121,"@type":113},"Blue strips include an underlined vocabulary word, while yellow strips include a definition. Students circulate to say only what is on their strip, find the matching pair, confirm with the teacher, and write both sentences on the board.","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},421259,1790729405,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Table of Contents  \nLevel: Intermediate Low  \nObjective: Students will prepare for and participate in a job interview.  \nLesson 1 Basic interviewing vocabulary  \nLesson 2 How to talk about your skills and qualifications Lesson 3 How to behave in an interview  \nLesson 4 Create a simple resume Assessment Section  \nLesson 1  \nBasic interviewing vocabulary  \nLevel: Intermediate Low  \nLesson Objective  \nStudents will be able to recognize and define basic vocabulary  \nrelated to interviewing for a job.  \nMaterials needed  \n1. Class set of Find Someone Who activity sheets (1a) .  \n2. Class set of Word Bank Definitions Sheet (1b) .  \n3. Overhead of “Job Interview” story (1c) .  \n4. ½ Class set of strip sentences A on blue paper (1d) .  \n5. ½ Class set of strip sentences B on yellow paper (1e) .  \n6. Class set of Interview Vocabulary Matching Exercise (1f) and key (1g) .  \n7. Interview Vocabulary Quiz teacher instructions (1h) .  \n8. Vocabulary cards, cut out to distribute one to each student for evaluation (1i) .  \n9. Copies of classified ads (teacher makes these on his/her own from the local classifieds if students cannot access a newspaper on their own) .  \n10. EL Civics Unit Tracking Sheet, in Unit Assessment Section.  \nLanguage Skills Focus  \nVocabulary, listening, speaking, and reading.  \nTeaching Strategies Used  \nWhole group and pair work.  \nUnit 4 Lesson 1 1  \nWarm-Up/ Review  \n1. Pass out “Find Someone Who” activity sheets (1a)  \n2. Explain to students that they need to walk around the room and ask other students questions related to the sentences on the sheet. For example, they need to ask, “Did you find a job last year?” If the student says yes, they should write the student’s name on the blank line. If the student says, “No,” they need to keep asking until they find someone who answers, “Yes.”  \n3. Once they have done all 10 sentences, they should sit down so the teacher knows when most of the class is finished.  \n4. When you go over the sheet with the class, you can do it one of a couple of ways. Either:  \na. The teacher leads the group in going over the sheet, just asking for volunteers to give their complete sentences; OR  \nb. Students volunteer to write their answers (full sentences) on the board, one student per sentence. The teacher asks for other students to volunteer to ask the question that goes with the sentence. Then the person who wrote the sentence on the board reads his/her answer.  \nc . Either way, this is a good time to review asking questions in past tense as well as reviewing some job-related vocabulary that they may have been exposed to but may not use all the time.  \nIntroduction  \n1. Ask students,“How many of you have a job now?” See show of hands.“How many of you have ever had a job in your life?”Show of hands.  \n2. Ask,“What is the hardest part of getting a job?” Field answers, writing them on the board. You are fishing for “interview” but if it doesn’t come up, modify your question to,“What is the hardest part of getting a job in the U.S.?”  \n3. Tell the class that you will be starting a unit today on how to interview fora job. Today you will be learning some vocabulary that you usually need when participating in a job interview.  \nUnit 4 Lesson 1 2  \nPresentation  \nWord Bank  \nexperience skills qualifications application flexible willingness dependable salary availability wage candidate  \nattention to detail requirements preference  \n1. Write Word Bank vocabulary on a sideboard. Pass out Word Bank Definitions Sheet (1b) . Go over vocabulary with class, having them repeat after you.  \n2. Tell students you are going to read them a little story about someone like them who is preparing for a job interview. Put the “Interview Story”  \n(1c) sheet up on the overhead.  \n3. Read them the story as they follow along. Have them “knock” on their  \ndesk whenever you read a word in the story that they don’t understand.  \nStop when they knock, ask them to clarify which word they need defined  \nand underline that w","cbCainuZ1WuZTJIP","https://ap.wps.com/l/cbCainuZ1WuZTJIP","pdf",722797,52,"English","# Warm-Up/ Review\n# Introduction\n# Presentation\n## Word Bank\n## Interview Story\n## Vocabulary Matching Exercise","[{\"question\":\"What vocabulary skills does this lesson target?\",\"answer\":\"Students practice recognizing, defining, and using basic interviewing vocabulary related to getting a job. The focus includes vocabulary, listening, speaking, and reading.\"},{\"question\":\"What warm-up activity is used to practice job-interview questions?\",\"answer\":\"Students use Find Someone Who activity sheets by asking classmates questions connected to job-related sentences, then recording names based on answers.\"},{\"question\":\"How do the sentence-strip matching activities work?\",\"answer\":\"Blue strips include an underlined vocabulary word, while yellow strips include a definition. Students circulate to say only what is on their strip, find the matching pair, confirm with the teacher, and write both sentences on the board.\"}]","Unit 4 Lesson 1 - Basic interviewing vocabulary | PDF",1790624430,131]