Job Discussion Forums

[quoi_de_neuf?]

.... I have an interview tomorrow for a language school.... I've to prepare a lesson for an intermediate student of business English. Thinking of doing phrasal verbs based on time (I spent all day... Do it this way to save time.... etc etc)

Do you experienced business English teachers think this sounds ok? Having a wee panic!

Thanks in advance.

Quoi de neuf

[dmb]

Hmmmm which phrasal verbs were you thinking about?

[quoi_de_neuf?]

dmb

Thanks for your pro;pt reply to my worrying!

Phrasal verbs on time I plan to use are... waste time, run out of time, afford time, be short of time, spare time, have plenty of time

Would prob only introduce these 6 as it's 1-2-1 and want to focus on correct use and allow plenty of time -no pun intended- for student to use language. Very difficult as can't do needs analysis so don't want to opt for skills-based lesson.

What do you think?

Thanks in advance!

[dmb]

I'd be careful with your definition of phrasal verb in your lesson plan.

You need to do a bit research on what you think a phrasal verb is.

(personally I prefer the term multi-word verb as you then cover phrasal, prepositional and phrasal-prepositional verbs)

Waste/afford/spare time are not phrasal verbs.

[Sheikh Inal Ovar]

[quoi_de_neuf?]

Good point dmb... Realised after I'd posted that I'd made that error. Doh.

To be honest, I'm just really struggling with this... Trying to devise a lesson for a student I've never met would usually involve needs analysis through various activities, right? In my observations of experienced teachers this seems to be the norm.... But I have to imagine I've done that part and now I'm onto the next stage... Cannot come up with a lesson - each one I start planning has gaps / problematic areas.

Shame, as I feel happy with the rest of my interview prep and am usually ok planning lessons! This task has really thrown me! Thinking of using a text instead, although risky re topic choice.

AAGH!!!

[dmb]

Obviously I don't know your student, nationality, level, etc.

But There is no harm in sticking with your original idea but the focus of the lesson is lexical- phrases in a business environment connected with time.

best of luck

[Justin Trullinger]

Don't stress yourself overmuch by re-inventing the wheel. By all means, get a good business English text book, intermediate level, from the school, or from a library or bookstore.

If this isn't possible, then use the Macmillan BUsiness English website.

(I can't remember the address, use google.)

You're a new teacher. That's fine, and the school knows it too. But if you try to invent the whole thing yourself, the gaff about phrasal verbs, or any other gaff, becomes possible. Use the resources available to you.

Best,
Justin

[quoi_de_neuf?]

cheers Appreciate your input

[Glenski]

You have never met this student, yet you are going to leap into a fairly complex set of definitions on the first go as a demo lesson. How much time are you allotted? I suspect 5-15 minutes. Imagine yourself as the student. Wow! What a shocker to have such stuff thrown at you after saying "hello". I hope your warm up includes asking something about his current or previous job so that you at least get a rough idea of what his "intermediate" level really is, and so that you make him feel comfortable. In other words, have a warm up activity even if it's only a minute or two just to get to know each other and to lead into your activity.

[quoi_de_neuf?]

Thanks

Emailed the school for more info and have now changed tack completely, as with the information I requested I've got a better understanding of what's expected. As Glenski rightly predicted, I have just 10 mins! I have to deliver the lesson to the interviewer, as if he were the student.. From there, I have to explain what I'd do next and what follow-up would take place.

So, I am going for speaking for accuracy on the telephone in a business context... I'll do the warm-up activity with the interviewer (brainstorming, plus other activity that I'm working on!), then explain the rest of the lesson, which will include a matching exercise (allotting given entences to appropriate speakers e.g. receptionist / colleague / caller etc) and eventually leading to role-play. Not finished planning yet, so sorry if that seems vague!

What do you think?

Thanks to everyone who's helping calm a newbie's nerves! Much appreciated



PS I have a provisional Pass B for my CELTA but am still waiting on actual certificate to come through from Cambridge - worth taking provisional to interview?

[Glenski]

Sounds to me like you are going to be talking too much and letting your "student" talk too little. Do something much more interactive. Don't expect to have any chance to explain things to the interviewers later (such as, "Oh, and when I finish with this part of the lesson, the next steps WOULD have been...").

Minimize written work, too. Not as communicative as the interviewer would want. You have to show your personality/chemistry as well as some sense that you know how to elicit speaking from the students.

[quoi_de_neuf?]

Thanks Glenski

Going to do brainstorming, eliciting, matching task - oral drilling for pron in feedback, gap-fill (which will provoke discussion) role play (various stages to optimise student talk time), freer role play (personalised, no prompt cards)... Oh, and I'll record the conversations on cassette, too.

Hoping it comes together... Interview's this afternoon!

Only got given more info about the lesson part of the interview this morning, so hoping this short notice will be taken into consideration re: my lesson, but that's maybe wishful thinking from an angsty interviewee.

I know what you mean about student talk time, and I appreciate what you've said. I'd probably need to show you my actual lesson plan and handouts etc as it's difficult to summarise on a forum!

[John Hall]

The interviewer is probably going to find some way to throw a curve ball at you; that is, do something to make things difficult for you, to see how you handle it. That curve ball might just be some typical problem that students have, or it might be something out of the blue. I am not saying this to get you too worried. But it might be a good idea to do some thinking about what that curve ball might be. Do you have a part of your lesson plan for "anticipated problems"? If so, it might be a good idea to write down a number of things for that category.

[Teacher in Rome]

It's probably too late by now, but hope the demo lesson went well. Hope also that you got some useful feedback on your lesson.