Module 10: Understanding Interview Read the information below in 15+ languages by selecting your preferred language using the translation tool in the top left corner of the screen. Class 1: Understanding Interview Process Objectives: Helping students to understand the process of interview. How do I go about it? Starter (5 mins): Facilitator can start by explaining the process of an interview. Talk how students can answer the questions. Have a discussion why interviews are conducted and the purpose of it. Facilitator can also choose to give some tips to remember for the students during an interview. Discussion (20 mins): Facilitator can show the example of various videos. Have a discussion around it. Job interview conversation 1 Job interview conversation 2 (Video unavailable) Tell me about myself Activity (30 mins): Facilitators can ask students to make a group of two. Let them start with self-introduction and their peers evaluating them. The facilitator can then choose to ask the group to present in front of the class. Note for teachers: (These videos are to provide an idea about the interviews. Not all questions in the videos are important to discuss with the students.) Possible challenges and solutions: Low number of students: The facilitator can choose not to make groups and do activities on an individual basis. Poor connection: In case of poor video connection, the facilitator can choose to type the concerned words or sentences in the chat box or, if possible, share the screen. Reflection (filled after class): What went well? What did not go well? What do I need to improve for the next class? Class 2: Going to the Bank Objectives: Students would be going to field visits like a bank or a park. Facilitator can help students understand what kind of questions they could ask during their visits. How do I go about it? Starter (5 mins): Discussion (15 mins): Facilitators can start the class by talking about the bank. Ask questions to familiarize them. Have they visited a bank before? If yes, could they explain their experience? What happens in a bank according to students? Why do we go to a bank? Facilitator can have a discussion with the students about having a conversation with the bank manager. Facilitator can use these questions for reference: Can I apply for the account myself? What are things I need to start an account? What are the online services provided in the bank? Does the bank have a mobile app? What are the minimum balance requirements in my account? What type of accounts or cards can I have? How can I use the bank to start saving? What happens if I lose my card? Facilitator can use this video to give an idea to the students. Activity (35 mins): Facilitator can ask the students if they can imitate and have a roleplay with the video they just watched. They can be a group of three. Note for teachers: Possible challenges and solutions: Low number of students: The facilitator can choose not to make groups and do activities on an individual basis. Poor connection: In case of poor video connection, the facilitator can choose to type the concerned words or sentences in the chat box or, if possible, share the screen. Reflection (filled after class): What went well? What did not go well? What do I need to improve for the next class? Class 3: Going on an Outdoor Trip Objectives: Conversations at a Park. How do I go about it? Starter (5 mins): Discussion (10 mins): Facilitators can talk about the next visit to a park. Discuss with the students questions they can ask about the park. How do students spend their time at the park? For Example: A visit to Cubbon Park Bangalore. What is the full name of Cubbon Park? What is there to visit in the Cubbon Park? What are the dos and don'ts in the park? What can we do at the Cubbon Park? This video can help students to give an idea about the what questions can be asked at a park and how to answer them. Activity (40 mins): Facilitator can ask the students to talk about their experience of spending time at the park when they were kids. They can share in 7-8 sentences. Possible challenges and solutions: Low number of students: The facilitator can choose not to make groups and do activities on an individual basis. Poor connection: In case of poor video connection, the facilitator can choose to type the concerned words or sentences in the chat box or, if possible, share the screen. Reflection (filled after class): What went well? What did not go well? What do I need to improve for the next class? Class 4: Individual Interview Objectives: One on one Mock Interview How do I go about it? Starter (5 mins): Activity (50 mins): Facilitators can start having interview session for kids on an individual basis. Facilitators can assess students based on the sentence formation, tenses and pronunciation. Facilitator can use this format for the interview: Can you tell me a little about yourself? Why do you want this position? What do you know about our company? Why should we hire you? What are you learning in your classes that will help you succeed in this position? What are your strengths? What are your weaknesses? What's the accomplishment you feel proudest about? Where do you see yourself in five years? Can you work on holidays and weekends? What about evenings? Do you have any questions about the job or this company? Note for teachers: Facilitators can suggest some tips while the mock interview is happening or after one has finished as feedback. Such as: To be polite with tone and words Listen to the question carefully and then answer Speak clearly and slowly for better pronunciation Possible challenges and solutions: Low number of students: The facilitator can choose not to make groups and do activities on an individual basis. Poor connection: In case of poor video connection, the facilitator can choose to type the concerned words or sentences in the chat box or, if possible, share the screen. Reflection (filled after class): What went well? What did not go well? What do I need to improve for the next class?