Succeeding in interviews 4 Performing for a young peoples music charity because
he was selected by his school, he played in front of a SELF STUDY few famous people and the event raised money. If students are working alone, note that 1, 3b, 4a, 4b and 5 To be an artist and producer and to start his own the REFLECT ON IT box all have open answers. If possible, (record) label. give self-study students the opportunity to show you 6 Sit in recordings (recording sessions) and make sure their work or to exchange their work with other students. any talent (artists) are happy.
3a 27 Here, students are asked to use the context to
Before watching help them work out the meaning of some vocabulary WARMER that they might not be familiar with. Again, you might need to pause the video or even replay the relevant Ask your students to raise their hands if theyve ever sections if students find this challenging. had an interview for anything. Invite students who volunteer to tell the class about the interview. What Answers was it for? Where was it? What happened in the 1 a company that produces records interview? How did it go? 2 things 3 useful 1 This exercise asks students to recall the advice they 4 provide something that will be useful know or have studied about being successful in an 5 good, very skilful interview. It prepares them for the video, but also helps 6 look after someone whos younger and less them to develop the life skill. Ask students to write experienced their reply, setting a time limit of five to ten minutes. 3b In this exercise students develop the life skill by While watching evaluating Hectors performance in the interview. Encourage students to give a detailed analysis of his 2a 27 VIDEO SKILLS Ask students to read through the performance and refer to his strong and weak points video skills box before doing this exercise. The before they give their conclusion. Does the class exercise requires students to listen for some practical generally agree? If not, why not? information and broadly interpret some of Hectors skills and experience. After watching Answers 4a This task further develops the life skill by encouraging 1 Hes just finished secondary school students to put themselves in Hectors shoes and 2 music recording company consider what type of job they would like to have, 3 music technology and music business and finance what skills and experiences they would mention, and 4 Some what they would want to know before accepting the 5 A lot job. Encourage students to share their answers with a 6 Some partner, and invite some students to tell the class. 7 Some 4b SKILLS 4 LIFE The idea here is for students to create interview questions for a very difficult job, and to then VIDEO SKILLS: Recognising fillers think about how they would answer them and try to This focuses on a regular feature of natural speech convince someone they were the right candidate. In fillers. Emphasise that some use of fillers is necessary, class, the activity would work well as a surprise role- but that their overuse in more formal situations makes play. Pairs work together to prepare the interview, and you sound either too informal or unprepared. then two pairs work together. They take it in turns to interview each other, but without telling the candidates 2b 27 This exercise requires listening more intensively. what the job is. The candidates have to answer the Because some answers require more than brief notes, questions and then guess what job the interview is for. consider pausing the video at appropriate points to allow students time to collect their thoughts and write. REFLECT ON IT Answers This question encourages students to reflect on 1 Hes performed a few times at youth culture why your appearance and the way you speak programmes. count for so much in an interview. Ask students 2 Hes wanted to do this job since he was young, and he to brainstorm different explanations for this, and likes the lifestyle/being in studios. then ask them to discuss whether they think its 3 Organises revision and coursework-aiding sessions, fair or not. and represents other students and brings up their issues in school meetings.
This page has been downloaded from www.macmillangateway2.com
Photocopiable Macmillan Publishers Limited 2016 1 of 1