ESR becomes our main source of severe stress since August. The good news is that it’s ‘almost’ over, so I can finally return to this deserted place and talk nonsense again! Haha!🙂
Today I’d like to share one speaking activity (p.6) on jobs with you which is prepared by the EDB language support officer (who also becomes a great friend of us), Amy, my dear colleagues and I. We’ve got some positive and negative feedback from various ESR officers. I’d like to get your comments as well !
A speaking activity for P.6 students
- Develop students speaking skills through an interview activity
- Help students develop a correct attitude in communicating with others
Students’ previous knowledge:
1. They learnt about vocabulary on jobs and adjectives describing characters (Ch.1 and 2)
2. They learnt how to write job riddles
Duration: 70 mins
– Teacher and students take turns to read some riddles their classmates have written and let others guess them.
– The answers of some riddles may be quite difficult for weaker students to understand e.g. dietitian, radio therapist. Students who wrote those riddles need to explain to others.
– Ask students to jot down new learnt vocab in their notebooks/ vocab banks
2. Preparing for the speaking activity:
– Ask students how people in HK find jobs. (Show students the classified
post/classified post website/ advertisements found from the newspaper. Tell
students that some people go to Labour Department to find jobs) à Power point
showing the logo
– Elicit students to the conclusion that applicants need to have job interviews as well
– Ask students to write 3 points they need to be aware of/ be prepared in a job interview (1 min) then share with their partner to write now new points (2 mins).
– Teacher gets answers from students and types the points onto the ppt, e.g. have good eye-contact, be polite, know more about the job nature, be confident, speak up and speak clearly etc.
– Finally share the objectives of the lesson with the students à They are going to practice interview skills
3. A role playing activity:
– Tell students that they are going to do a role playing activity. Have students work in groups of four or five. One student acts as the Labour Department staff member and the rest act as the people who are looking for jobs.
– The Labour Department staff member will have a list of jobs available. Remind them that they shouldn’t let the applicants see it.
– There are four role cards for students to pick. Students taking different roles have to study their piece of information first. They have to decide what kind of job they are looking for with reference to the information on the role card and write the answer on their role card first.
– Applicants have to follow the information on the role card to express her needs. At the end, the applicants can tell whether the staff member has made the right decision or not. Students can make use of the speaking guide to help them conduct the dialogue.
– The speaking guide:
– Teacher may choose the one of higher ability to be the Labour Department staff as she has to decide whether the extra information given is related to the job nature and which job the applicant is looking for.
– During the activity, teacher walks around, listens and helps out if needed.
4. Peer evaluation
– Teacher checks answers with the students and sees how well they were doing/ finds if they had any problems
– Review the criteria of having good interviewing skills with students. Fill in the evaluation form.
– If time is allowed, ask some groups to come out and present.
– Have students conclude what they have learnt in the lessons.
Positive Feedback from one of the ESR officers:
– Some AFL elements can be found in the lessons, e.g. objectives are developed with students, coming up with the assessing criteria together, students are able to conclude what they have learnt, they have tools and good habit for self-learning, they are able to assess others’ performance and give suggestions
– Almost all students were engaged in the activity and had time to think and practise
Negative Feedback from another ESR officer:
– The job interview activity is not authentic. Students should make up their own role cards and write most of the information on their own.
Our comments :
There is no such thing as a perfect lesson, so we are not looking for one as well. But we think our students achieved the objectives set for the lesson and were highly engaged. We do admit that the activity may not be an authentic one as students of weaker abilities need more guidance, and that our objective is not focusing on students’ writing. We are afraid that if students spend too much time writing their own role cards, they won’t have much time to spend on speaking.
What do you think? Any ideas how we can do better next time?