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Additional Skills Interests Professional ExperienceJasper Bergfeld, a German graduate, is compiling his CV. He has collected the relevant details but now he must organise them. Look at the following points and decide which heading Jasper should put them under. For example: University of Stuttgart – degree in Business Information Management: answer = 'Education' - Fluent in English: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Nationality – German: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Concept AG – Assistant Project Manager: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Excellent communication skills: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Full driving license: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Diploma in English with Business Studies: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Skiing and windsurfing: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Computer literate: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Able to work on own initiative and under pressure: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Responsible for customer service: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) - Dr H. Mayer, University of Bath: (Education, Referees, Personal details, Profile, Additional skills, Interests, Professional experience) BBC Learning English. http://bbc.co.uk VI. A Human Resources Manager has drawn up a shortlist of applicants he feels would be suitable for a vacancy in his company. Look at the descriptions of the candidates he plans to invite for interview. · Hamed has a can-do attitude and is able to meet deadlines · Tomoko is a self-starter who can work on her own initiative · Ivan is able to multi-task and has a proven track record · Li is an effective team player with a customer-focused approach · Cristina is numerate and computer literate which candidate... is good with figures? co-operates with colleagues? is good at working on his/her own? can finish a job on time? has a good rapport with clients? has a history of success? has a positive approach? has IT skills? can cope with several jobs at the same time? BBC Learning English http://bbc.co.uk VII. It's always a good idea to try to predict what questions you will get asked in an interview and prepare some answers before you go in. Here are some examples of quite common interview questions. Match them with suitable responses.
BBC Learning English http://bbc.co.uk VIII. Working in pairs make a dialogue using the questions from the exercise 7 and perform it to the class.
Grammar Study the information about the Future Continuous Tense in Appendix for self-study.
Listen to the explanation of the difference between the Future Simple and the Future Continuous from BBC Learning English (04:39 min).
SPEAKING PRACTICE
I. Discuss the problem of being nervous at an interview. How can you avoid being nervous? For this task you should use the previous and this lesson new vocabulary and its explanation.
II. Working in pairs. Acting an interview. One student plays a role of an interviewer and another student – a role of an interviewee. You should take into account the logical structure of an interview.
Homework
Refresh vocabulary from the first 4 lessons of the section. Refresh grammar information about the Future Simple Tense and the Future Continuous Tense. Lesson 5 LEAD-IN Discuss the following questions: - Have you ever written a letter of application? Was it difficult for you? - Are there stylistic rules for letters of application? What are they?
Date: 2015-12-11; view: 949 |