Module 10: Understanding Interview

Class 1: Understanding Interview Process

Objectives: Helping students to understand the process of interview.

How do I go about it?

Starter (5 mins):
1. Facilitator can start by explaining the process of an interview.
2. Talk how students can answer the questions.
3. Have a discussion why interviews are conducted and the purpose of it.
4. 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.
1. Have they visited a bank before?
2. If yes, could they explain their experience?
3. What happens in a bank according to students?
4. 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?