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Date Posted: 16:17:55 07/31/03 Thu
Author: Maria Lucia Gariano
Subject: TASK 13

The activity consists in discussion sessions and role-playing, which are both different types of social interaction activities. It is aimed at adult learners and can be adapted to any level. The teacher will start the activity by introducing the topic of job interviews. He/she will ask students if they have ever been interviewed for a job or if they ever interviewed someone for a job. The teacher will ask students to raise their hands, as the class will be divided later. He/she can also ask questions like: How was the experience? Did you end up getting the job or not? What went wrong? Etc. These are warm up questions to get students motivated, interested in the topic, and to lower their effective filter. Then the teacher will divide the class in half, according to their previous answers about their life experiences. One half will play the interviewer and the other half the interviewee. The teacher will ask the two groups to sit in two rows facing each other. Students who play the interviewer will have a sheet with typical job interview questions and typical good answers. The process will be:
1st step: The first student in the row of the interviewers will ask his question to the corresponding interviewee of the other row.
2nd step: The interviewee will answer using his previous knowledge. (It is important for the teacher and the rest of the class to listen to the student’s answer and not to interfere in this stage).
3rd step: The interviewer gives a feedback on the answer. He/she will tell the class if the answer was appropriate or not, according to the model answer on the handout, and may also tell his/her personal opinion on what would be a good answer.
4th step: This is the discussion stage, where the teacher also will give his/her personal opinion on the answers and ask some questions to stimulate the students. This stage also gives the opportunity for the other students to share their opinions with the class.
The other pairs will do the same thing respectively until every student has spoken. According to Littlewood, this type of activity opens up a rich stimulus for communicative interaction, namely the varied experiences, interests and opinions of the learners. It also provides a good practice for turn-taking and for students to express their own personality and experience through the foreign language. Here the role of the teacher is to be a ‘co-communicator’ who guides and stimulates students, but doesn’t take away the learners’ responsibility as equal participants in the interaction.
This activity also involves a mixture of role-playing, where student A adopts a simulated identity and student B acts as him/herself, and real life experiences, where students tell their experience and give their opinions on the subject.


References:

Littlewood, W. Communicative language teaching.Cambridge: Cambridge Univeristy Press, 1981. p. 16 to 42

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