Writers choice listening and speaking activities grade 10

Answers should identify specific verbal skills logical reasoning, facts, statistics and nonverbal techniquesgestures, facial expressions, body language andshould explain why they were ef

ActivitiesGrade 10

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Teacher Notes 1– 4 iv

Teacher Notes 5–9 v

Teacher Notes 10–14 vi

Teacher Notes 15–19 vii

Teacher Notes 20–24 viii

Listening Actively I 1

Listening Actively II 2

Listening Critically 3

Nonverbal Communication I 4

Nonverbal Communication II 5

Telephone Communication 6

Interviewing 7

The Job Interview 8

Brainstorming 9

Roles in Group Meetings 10

Participating in Groups 11

Introductions 12

The Personal Narrative 13

Impromptu Speech 14

The Demonstration Speech 15

Speaking to Inform 16

Speaking to Persuade 17

Storytelling 18

Oral Interpretation of Poetry 19

Oral Interpretation of Prose 20

Reader’s Theater 21

Debate I 22

Debate II 23

Parliamentary Procedure 24

Copyright © The McGraw-Hill Companies, Inc.

The Listening and Speaking Activities booklet consists

of five pages of teacher notes and twenty-four activity

pages Teacher notes discuss the speaking and

listen-ing principles involved in each activity They provide

practical guidelines for conducting the activity and

for evaluating students’ answers to questions Activity

pages include practical tips and suggestions for

per-forming the activity and questions to help students

evaluate the effectiveness of their own and their peers’

participation

Encourage students to articulate and analyze the

prin-ciples involved in each activity The questions at the

end of each activity are designed to help them Students

may answer the questions on paper, in small group

discussion, in class discussion, or in a combination of

the three formats A cooperative approach is

encour-aged so that students may learn from each other

Activity 1—Listening Actively I

Objective: To complete a task that requires accurate

listening

Suggestion: Preview this activity by asking students

to share moments—and mishaps—that they have

encountered in following directions Lead them to

understand that listening is a skill requiring conscious

effort

1 Answers should reflect an awareness that listening

techniques are consciously employed

2 Answers should focus on the importance of giving

clear, organized instructions

3 Answers should include specific techniques for

understanding and retaining oral instructions

Activity 2—Listening Actively II

Objective: To take notes and accurately summarize

information

Suggestion: Students should understand that note

taking not only helps them retain orally transmitted

information but also helps them listen more

effec-tively Encourage students to discuss their note-taking

techniques

1 Answers should indicate whether students’ notes

helped them repeat information accurately

2 Answers should reflect knowledge of good listening

and note-taking techniques

3 Answers should include the idea that note taking

helps listeners identify and remember key ideas

Activity 3—Listening Critically

Objective: To analyze a political debate.

Suggestion: This activity requires a video of an

effec-tive political debate One possibility is a dramaticreenactment of one of the Lincoln-Douglas debates

Point out to students that listening critically ages them to become active listeners

encour-1 Answers should reflect an ability to identify the

ele-ments in a logical argument

2 Answers should identify specific verbal skills (logical

reasoning, facts, statistics) and nonverbal techniques(gestures, facial expressions, body language) andshould explain why they were effective

3 Answers should reflect an awareness that critical

listening increases the ability to evaluate a debate

Activity 4—Nonverbal Communication I

Objective: To practice nonverbal communication by

playing charades

Suggestion: Point out that this nonverbal activity

encourages students to explore the use of facialexpression, gesture, and pantomime to communicateideas, activities, and emotions Before the activity,help students practice their nonverbal skills

1 Answers should reflect a self-awareness of choices in

body language

2 Answers should reflect an understanding that some

emotions, activities, and ideas are often conveyed byspecific facial expressions and movements

3 Answers should reflect an awareness that body

language is often an unconscious form of nication and, as such, may reveal a person’s truefeelings more accurately than words

commu-Teacher Notes

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Activity 5—Nonverbal Communication II

Objective: To communicate by means of nonsense

syllables

Suggestion: Point out that how people say something

is often as important as what they say This gibberish

activity helps students realize the importance of vocal

tone and facial expression in communication

1 Answers should reflect a self-awareness of choices in

tone of voice and facial expression

2 Answers should explain how specific facial

expres-sions and vocal tones communicated the encounter

3 Answers should reflect an understanding of what

can or cannot be conveyed effectively with tone of

voice and facial expression

Activity 6—Telephone Communication

Objective: To role-play and analyze a telephone

conversation

Suggestion: Help students articulate how tone can

reveal and interpret more than words might suggest

By focusing on telephone communication, students

learn how much they rely on nonverbal forms of

communication

1 Answers should reflect an awareness that, when

non-verbal communication is not possible, speakers must

convey emotion through their word choice and tone

of voice

2 Answers should describe how words, vocal

mannerisms, and tone of voice contributed to the

impression of the speaker

3 Answers should cite the benefits and restrictions of

voice-only communication

Activity 7—Interviewing

Objective: To conduct an interview with a fellow

student

Suggestion: Help students create questions that will

elicit informative answers You might also ask

stu-dents to role-play famous people and use a television

talk show format to conduct their interviews

1 Answers should cite specific instances when planning

and spontaneity contributed to or detracted from

the interview experience

2 Answers should focus on the interviewer’s ability to

listen and communicate with the interviewee

3 Answers should focus on being receptive to the

interviewee’s feelings, setting the interviewee atease, and asking interesting questions

Activity 8—The Job Interview

Objective: To take both sides in a mock job interview Suggestion: Point out that presenting a positive self-

image to an employer is a skill that can be practicedand refined This activity helps students articulatetheir qualifications and evaluate the performance in anoncompetitive atmosphere

1 Answers should reflect students’ abilities to evaluate

the images they conveyed during their interviews

2 Answers should show that such qualities as

confidence and enthusiasm make a good impression

3 Answers should focus on skills that demonstrate

politeness, self-confidence, and preparedness

Activity 9—Brainstorming

Objective: To participate in a group brainstorming

activity

Suggestion: Instead of having students work from a

predetermined subject, suggest that they begin theirbrainstorming session with a free-association wordgame Point out that this activity focuses on ways stu-dents can build on one another’s ideas

1 Answers should identify such skills as creative

think-ing, building on the ideas of others, and articulatingideas in a group situation

2 Answers should analyze the dynamics within the

group, paying special attention to members’ abilities

to build on one another’s ideas and to refrain fromcriticism

3 Answers should reflect an awareness that

brain-storming is an effective tool in all creative andproblem-solving endeavors Students may proposerules that allow all group participants a chance tovoice their opinions without fear of criticism

Teacher Notes

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Activity 10—Roles in Group Meetings

Objective: To assume roles in a semiformal group

meeting

Suggestion: Make sure students understand the

responsibilities of chairperson, recorder, and observer

Ask them to explain the rules of order that should be

followed in a group meeting Point out that

problem-solving group meetings teach the rules that are

needed to maintain order and foster decision making

1 Answers should evaluate the ability to offer

sugges-tions, listen courteously, and accept criticism

2 Answers should reflect an awareness of the

responsi-bilities and rules of behavior in group meetings

3 Answers should reflect an awareness that an

orderly group discussion provides direction for the

participants but may inhibit the free flow of ideas

Activity 11—Participating in Groups

Objective: To participate in unstructured small group

discussions

Suggestion: This activity works well with

open-ended questions about literature or textual analyses of

poetry Give students four or five minutes to interact

and discuss with new members Make sure that

ambassadors do not become homing pigeons and

return to their original groups

1 Answers should indicate students’ capacity to

evaluate their learning styles and participation

in collaborative activities

2 Answers should express a range of views on the

effectiveness of collaborative learning

3 Answers should point out that a group has the

collective strength of its members’ ideas and

expe-riences; a group can sometimes be overly cautious

in its conclusions and slow in reaching decisions

Activity 12—Introductions

Objective: To interview a fellow student and introduce

him or her to the class

Suggestion: Encourage students to focus their

introductions on one or two of the individual’s

most unusual interests or experiences

1 Answers should reflect an awareness of what makes

an introduction effective

2 Answers should identify the specific techniques that

made an introduction memorable, such as humor,anecdotes, and comparisons

3 Answers should reflect an awareness that an

intro-duction may provide an audience with its firstimpression of both the speaker and the personbeing introduced

Activity 13—The Personal Narrative

Objective: To tell two personal narratives, one

non-fiction and one non-fiction

Suggestion: Preview the activity by telling two

narratives of your own Challenge students to guesswhich one is fiction

1 Answers should reflect the wide variety of creative

responses that individuals have to telling personalnarratives

2 Answers should point out that certain mannerisms,

vocal qualities, and creative choices serve as tors of truth or falsehood

indica-3 Answers should reflect an understanding of what

constitutes a good story and what speaking niques can make an anecdote more interesting

tech-Activity 14—Impromptu Speech

Objective: To make impromptu speeches on questions

of current interest

Suggestion: Although students have no time for

preparation, help them understand that evenimpromptu speaking requires making consciouschoices in organization and delivery

1 Answers should reflect an awareness that impromptu

speaking requires the ability to think and formulate

an answer quickly, while rehearsed speech allowsmore time for planning and organization

2 Answers should discuss the fact that impromptu

speeches are apt to be less organized, so the listenermust work harder to identify main ideas

3 Answers should reflect an awareness that

impromptu speaking is a required skill in groupdiscussions, question-and-answer sessions, anddebates

Teacher Notes

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Activity 15—The Demonstration Speech

Objective: To demonstrate a process with the help of

visual aids

Suggestion: This activity will help students organize

the steps of a process in sequential order and practice

using props and other visual aids to illustrate each

step Emphasize that visual aids should only be used if

they help listeners understand information more

quickly or clearly

1 Answers should explore how visual aids can help

focus a demonstration speech

2 Answers should reflect an awareness of the proper

uses of visual aids

3 Answers should reflect an understanding that

visual aids are most effective when used to

illus-trate information that would be difficult to

visualize through speech alone

Activity 16—Speaking to Inform

Objective: To research and present an informative

speech on a subject of the speaker’s choice

Suggestion: Review the different ways students can

organize the information they gather: problem/

solution, comparison/contrast, cause/effect, and

so on

1 Answers should reflect the students’ ability to

evalu-ate their speech and the audience’s reaction to it

2 Answers should discuss such listening skills as

identifying main ideas and note taking

3 Answers should reflect the understanding that an

informative speech may be more engaging than a

written informative essay

Activity 17—Speaking to Persuade

Objective: To make a persuasive speech on a topic

about which the speaker feels strongly

Suggestion: Help students identify examples of

sound evidence and discuss examples of faulty

rea-soning Suggest that they refer to Unit 6 of Writer’s

Choice for further examples of persuasive techniques.

1 Answers should reflect an understanding of the

cri-teria for an effective persuasive speech

2 Answers should identify examples of sound evidence

Activity 18—Storytelling

Objective: To adapt and retell a short story.

Suggestion: As students adapt written stories for a

dramatic storytelling performance, ask what makes astory suitable for storytelling Discuss nonverbal com-munication techniques that can bring a story to life

1 Answers should reflect anticipation and awareness of

audience response

2 Answers should reflect an understanding of dramatic

storytelling techniques

3 Answers should reflect an understanding of the

choices a storyteller must make when adapting awritten story

Activity 19—Oral Interpretation of Poetry

Objective: To introduce and recite a poem to the class Suggestion: Point out that effectively reciting a poem

requires an understanding of what the poet is trying

to express with his or her use of words, phrasing,rhythm, and figures of speech Suggest to studentsthat this activity may enhance their understandingand appreciation of the poem

1 Answers should discuss how interpretation revealed

emotions and meanings that weren’t immediatelyobvious and made the poem more personally meaningful

2 Answers should reflect an awareness of the creative

choices available to the oral interpreter of poetry,such as tone of voice, gesture, posture, phrasing, andemphasis

3 Answers should point out that both the speaker

and the listener can gain greater insight into thepoem when it is interpreted orally

Teacher Notes

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Activity 20—Oral Interpretation of Prose

Objective: To rehearse and read dramatically an

excerpt from a work of literature

Suggestion: Have students use different voices, facial

expressions, and gestures to differentiate characters

and bring them to life

1 Answers should reflect the understanding that, in

order to depict a character, the interpreter has to

analyze every detail about that character

2 Answers should discuss how the speaker used verbal

and nonverbal communication to make each

character distinct

3 Answers should reflect an awareness that the

per-former of an oral interpretation is acting out each

character in the selection; an oral interpretation

helps bring the selection to life

Activity 21—Reader’s Theater

Objective: To create and perform an oral pastiche

based on literary works studied during the year

Suggestion: Encourage students to draw excerpts

from a wide variety of literary forms Point out that

multiple voices offer an extended range of vocal

possibilities and that rehearsal is more essential

when more than one individual is involved

1 Answers should reflect an awareness of speaking

skills that are essential to group presentations, such

as timing, enunciation, listening for cues, and

work-ing for an overall mood or effect

2 Answers should reflect an awareness that oral

inter-pretations provide listeners with new insights

3 Answers should reflect an understanding that a

reader’s theater presentation is a planned and

rehearsed interpretation Multiple voices can create

a more dramatic effect

Activity 22—Debate I

Objective: To debate one-on-one in front of a panel of

student judges

Suggestion: Point out that debating stresses the

importance of constructing logical and convincing

arguments Help students select debate topics, and

discuss the kinds of evidence they must gather and

use to support their arguments

1 Answers should reflect the ability to identify

exam-ples of solid evidence and faulty reasoning

2 Answers should point out that a well-reasoned

argument is most effective during a debate

3 Answers should reflect an understanding that

participation in a debate helps a speaker think andspeak logically and listen critically

Activity 23—Debate II

Objective: To prepare a brief and participate in a team

debate

Suggestion: Make sure that the student judges

under-stand the distinction between delivery, evidence, andreasoning before initiating the first debate

1 Answers should reflect the students’ ability to

evalu-ate the logic of their own arguments

2 Answers should reflect an understanding that

rea-soning requires the use of sound evidence to support

an argument

3 Answers should reflect an awareness that formal

debate requires good skills in thinking and ing, research, organization, persuasive speaking,and critical listening

reason-Activity 24—Parliamentary Procedure

Objective: To propose, debate, and vote on bills in a

mock student congress

Suggestion: Help students understand the basic rules

of parliamentary procedure Ask a volunteer to study

Robert’s Rules of Order and give a short summary to

the congress before it convenes

1 Answers should point out that the rules help

maintain order but also restrict expression

2 Answers should discuss the appeal of logic and solid

evidence during a parliamentary debate

3 Answers should reflect an understanding of the

purpose of parliamentary procedure rules: to helpmaintain order and to ensure that everyone isfairly represented

Teacher Notes

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Activity

On a piece of paper draw a design made up of geometric shapes, such as lines, circles, triangles, squares, and tangles Then, in a small group, take turns giving the members detailed instructions on how to draw the design.Don’t let the other group members see your design as you provide instructions Each member should try toduplicate the design without asking questions or looking at anyone else’s work

rec-After the group members have finished, let them compare their drawings with your original design How welldid the members in your group listen to instructions? Repeat the activity until each group member has had achance to provide drawing instructions

Questions for Response or Discussion

1 How did each of your drawings compare with the original designs? Did your drawing ability improve as you

repeated the activity? If so, what did you do differently?

2 How did the designer’s instructions help or confuse you? What did this activity teach you, as a listener, about

giving oral instructions?

3 What listening techniques did you find were most effective in helping you follow oral instructions?

Listening Actively I

Tips

• Concentrate on giving clear instructions If all of the group members draw the same

“wrong” design, the problem might be unclear instructions

• If the first design duplicating effort is a disaster, the next group member should try tomake his or her design less complex On the other hand, if everyone is able to dupli-cate the first design easily, the second design should be more challenging

• Try to visualize the design as you listen to the drawing instructions

• Listen carefully for spatial terms, such as above, below, right, left, next to, diagonally,

across, inside, and around.

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Name Class Date

Activity

Choose a partner and take turns reading aloud passages (two or three paragraphs) from a textbook, newspaper,

or magazine While you read your passage, your partner should listen and take notes on the information After

you have finished reading, ask your partner to summarize the information using the notes See if he or she can

identify the passage’s main idea and important supporting details Then you listen and take notes while your

partner reads a different passage See if you can identify the passage’s main idea and important supporting

details

After you have completed the activity, assess and discuss your listening ability What kind of information did yourecord accurately? What kind of information did you tend to leave out?

Questions for Response or Discussion

1 How effective were your notes? Could you use the notes to reconstruct the information from the passage you

heard?

2 Did your partner manage to identify the main idea and most of the supporting details in the passage you

read? If so, how do you think he or she accomplished this? If not, what advice would you give your partner?

3 How can taking notes increase your ability to listen effectively?

Listening Actively II

Tips

• Read the passage clearly and at a natural pace Help your partner understand the

information by emphasizing important points

• When you listen, don’t try to write down every word Briefly note only the passage’s

main ideas and important supporting details

• Use short phrases and abbreviations to speed up your note taking

• You may want to jot down your notes in outline form, with supporting details

indented under the main idea

Copyright © The McGraw-Hill Companies, Inc.

Activity

Form a group of six or eight students Your teacher will play a portion of a filmed political debate between twocandidates without revealing who was declared the debate’s winner As you watch and listen to the debate, criti-cally analyze it by focusing on the content and style of each debater’s speech

When the debate is over, meet with your group to discuss the debate and evaluate the debaters’ performances.Use specific examples to back up your opinions For example, if you claim that Candidate A seemed nervous andunprepared, point out that he or she constantly looked down, paused too often, and repeated information.Try to come to a group consensus about the winner Then share your decision with the rest of the class Finally,watch the rest of the video recording to find out which candidate was declared the winner

Questions for Response or Discussion

1 Was your evaluation of the two candidates accurate? Did you correctly select the declared winner? What did

you base your opinion on?

2 What verbal and nonverbal speaking techniques did your candidate use that were particularly effective?

3 How did listening critically to the debate help you follow the exchange of ideas?

• Try to separate fact from opinion

• Evaluate whether or not the debater’s arguments are logical and convincing

• Consider to whom the debater is trying to appeal What emotional appeals does he orshe make? What topics does he or she focus on?

• Analyze what the debater’s body language conveys Does he or she seem in control?

How do the debater’s facial expressions and gestures add to or detract from his or hermessage?

• Evaluate whether the debater is successful at clarifying his or her position on varioustopics Does he or she manage to refute the opponent’s arguments?

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Name Class Date

Activity

Get together with six or seven students and take turns playing charades Use pantomime to express a sentence, a

book or movie title, your plans for the weekend—anything you like However, you may use only nonverbal

com-munication, such as gestures, facial expressions, and body language, in your performance Do not use words or

sound effects The group will have to interpret your ideas and actions through your nonverbal communication

During the pantomime, group members should try to guess what they think is being communicated The

per-former should let them know—through nonverbal communication only—whether their guesses are accurate

Make sure that everyone in the group gets the chance to perform a pantomime

Questions for Response or Discussion

1 Were you comfortable communicating nonverbally? Did you have to think about each gesture and facial

expression you made, or did they come naturally?

2 What forms of nonverbal communication were easiest to interpret as you observed the pantomimes? Why

were some pantomimes easier to follow than others?

3 Why is it important to be attuned to people’s nonverbal communication? How can nonverbal

communica-tion sometimes be more honest than verbal communicacommunica-tion?

Nonverbal Communication I

Tips

• When you perform your pantomime, exaggerate normal actions, gestures, and facial

expressions Imagine that your audience is seated in the balcony of a large theater and

your movements must be broad in order to be seen

• Physical activities like bowling or skating are easier to act out than sedentary activities

like going to the movies

• Don’t overlook the importance of facial expression in communication People are

accustomed to reading faces during conversation

• As you observe the pantomimes, try to imagine yourself doing the movements you

see What activity requires these movements?

• If you don’t understand something a group member is trying to communicate, make

your confusion known so that he or she can try again

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Activity

Think of an encounter with a specific animal For example, imagine that you have just met a grizzly bear andyou’re trying to scare it away Or suppose that you are trying to coax a kitten out of a tree Now choose a partnerand act out this encounter However, keep in mind that you may not use real words or gesture with your armsand hands You may only use gibberish, variations in the tone of your voice, and facial expressions to communi-cate your encounter to your partner

Challenge your partner to guess the kind of animal you encountered and what you were trying to say to the animal.Then switch places and see if you can guess what your partner wants to communicate using gibberish

Questions for Response or Discussion

1 How did it feel to speak without using actual words? How did you vary your tone of voice to compensate?

Were you more aware of your facial expressions?

2 How did your partner communicate what kind of animal he or she encountered? Describe specific facial

expressions and vocal changes he or she used successfully

3 What do these nonverbal techniques communicate best? What situations are more easily expressed in words?

• Keep in mind that animals respond more to your tone of voice than to your words

How would you use your voice to scold a naughty puppy? What tone of voice wouldyou use to soothe a frightened animal?

• Don’t ignore the importance of facial expressions Actors study people’s faces to ture the tiny but telling movements of facial muscles that indicate a variety of emo-tions A tightening of the muscles around the mouth can indicate disapproval Awidening of the eyes might show fear or surprise

cap-• Does your partner’s tone of voice give you any clues about what he or she is saying?

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Name Class Date

Activity

Form a group composed of two sets of partners While one pair sits back-to-back and carries on a telephone

conversation, the other pair should observe them Choose one of the following conversation topics or make up

your own

• A person responds to a “Roommate Wanted” advertisement

• Two people who have a mutual acquaintance meet for the first time by phone

• A consumer calls a customer representative to register a complaint

During the conversation, you may be yourself or you may role-play the character of your choice Remember that

your partner will glean his or her impression of you from what you say and how you say it As you listen to the

telephone conversation, consider the following questions: Did any communication barriers exist between the

participants? Were there awkward pauses in the conversation? Did one person seem to control the conversation?

What emotions and attitudes did you detect?

After both sets of partners have had a chance to talk and to listen, regroup to discuss your experiences and

observations

Questions for Response or Discussion

1 What was difficult about talking to someone you couldn’t see? What did you do to let your partner know when

you were smiling, frowning, or using other facial expressions?

2 How did your partner reveal personality traits, attitudes, or emotions? What overall image did he or she project?

Telephone Communication

Tips

• Speak clearly so that your partner and the observers can hear you

• If you feel self-conscious sitting in a chair, try pacing, doodling, or playing with a

pencil—whatever you normally do while talking on the telephone

• Decide what image you would like to project before you begin your conversation If

you wish to be perceived as enthusiastic, use a cheerful tone and show interest in what

your partner is saying with responses such as “Really?” and “That’s great!”

• If there is a lull in your conversation, try using a question to get it going again Make

sure the question requires more than a yes or no answer

• As either a participant or an observer, try shutting your eyes to concentrate on what is

being said

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Activity

Choose a partner, preferably someone you do not know very well, and take turns interviewing each other.Pretend that you are a reporter for the school newspaper and that your partner is new to your school You areconducting this interview to gather information for a newspaper article that will introduce this new student tothe school

First, prepare for the interview Think about the kinds of things other students would like to know about thisstudent Plan questions that will encourage the interviewee to share interesting hobbies and experiences Try tofind out what makes this person unique

Then conduct your interview Listen carefully to the responses of the person you interview Take notes on theinformation that you think would make your article interesting and informative

Questions for Response or Discussion

1 Which questions produced the most interesting information: those you had prepared or those you thought of

on the spot to pursue an unexpected response?

2 What techniques did your interviewer use to set you at ease and to keep the interview moving?

3 How might an interviewer obtain interesting or informative responses from a shy or hostile interviewee?

Interviewing

Tips

• Make the interview an enjoyable experience Try using humor and a light, tional tone to relieve any awkwardness the interviewee may feel

conversa-• If the interviewee is confused or made uncomfortable by a question, try rephrasing it

or switching to another topic

• Leave room for spontaneity The interviewee’s response to a question may lead tosome interesting follow-up questions

• Take clear but brief notes Don’t get so involved in your note taking that you interruptthe flow of the interview You can always flesh out your notes after the interview

• Prepare for your own interview by anticipating possible questions and thinking aboutyour answers

• When you are being interviewed, make sure that you understand the questions Take afew moments to think before responding

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Name Class Date

Activity

On a note card, write the summer job of your dreams Perhaps you’d like to be an usher at a concert hall or maybe

you’d like to work on a farm Then, on a separate piece of paper, note the personal qualities and experiences that

qualify you for this job Concentrate on your best qualities: “I’m a quick learner.” Also, think of examples that show

how you excelled in similar situations: “I took care of the plants we studied in botany class.”

Now switch note cards with a classmate and take turns interviewing each other for your chosen summer jobs As

a prospective employer, ask questions that will tell you about the person’s interests and his or her qualifications

for the job Provide the interviewee with opportunities to ask questions about the job and to sell himself or

her-self to you As a job applicant, present yourher-self as her-self-confident, sincere, and enthusiastic Be prepared to tell the

interviewer why you are the perfect choice for the job

Questions for Response or Discussion

1 Are you happy with the way your interview went? Do you think you would get the job if it had been a real

interview? Why or why not?

2 What impressed you most about the person you interviewed?

3 What speaking and listening skills are most likely to contribute to a positive job interview?

The Job Interview

Tips

• Greet your interviewer by name and with a firm handshake

• Remain poised Sit in a straight but relaxed position Maintain an alert and pleasant

expression

• Be confident and enthusiastic Establish why you are the right person for the job

• If you do not understand a question, ask the interviewer to repeat or clarify it

• Be specific and brief in your answers Don’t pad your answers with nervous chatter

• Show your interest in the job by asking pertinent questions about it

• Thank your interviewer at the conclusion of the interview

• When you are the interviewer, ask a question that will surprise the interviewee and

force him or her to answer spontaneously For example, you might ask the following:

“What would you most like to accomplish in life?”