Jamie Kim
APLNG 808
Lesson Plan 2
UNDERSTADNING JOB ADS
I. General Information
A. Name/type of class
Everyday Reading Comprehension Skills
B. Proficiency level of students
Low-intermediate level
C. Teaching context
There are about 10-15 adult students in class, and they are trying to learn basic reading
comprehension skills that they need in their everyday lives in the US. This includes
understanding newspaper/magazine articles, commercial advertisements, job
advertisements, contracts, letters, etc. For this particular lesson, we will focus on reading
and understanding job ads.
D. Length of lesson
75 minutes
E. Overall instructional goal(s) of lesson
To successfully read and understand job advertisements
F. Learning objectives



To study certain vocabulary words that frequently appear on job ads
To understand some basic structure and content of job ads
To learn how to respond to job ads
G. Justification/why important to your students
The procedure for applying to a job is different in each country. Some countries may
have similar application procedures, and other countries may have drastically different
procedures. For those who are new to the US, applying to a job may be a daunting task,
especially when trying to read a job advertisement and understand what the exact
requirement and process for applying to a job is like. This lesson is designed to help
students understand the specific vocabulary that is often used in job ads and become
familiar with the basic structure and content of job ads.
Jamie Kim
APLNG 808
H. Materials needed
Computer and projector
YouTube video link
Examples of job ads
Whiteboard
II. Orientation (10 minutes)
http://www.youtube.com/watch?v=koHSQ2Pzj2M (Start at 0:25)
Before showing this video, explain to students that this is a video intended for fun and
sarcasm. Ask them to figure out why these job ads are supposed to be funny and
ridiculous. Ask them to identify any common features of the job ads that appear in the
video clip.
This video shows a series of job ads that look for freelance writers. They offer a very low
pay and do not seem to value the work of writers.
After watching the video, have students answer the questions that were given to them
before watching the video. Also ask them if there were any words or terms that they
didn’t understand (e.g. gig, compensation, bid, PR, resume, trial articles, etc.). Lastly, ask
students to talk about any experiences they had with job application in the US.
III. Presentation (20 minutes)
First, explain some vocabulary and terms that frequently appear on job ads:
Resume
CV
HR
PR
IT
Landline vs. Mobile
Candidate
Administrative assistant
Manager
Agent
Developer
Competitive pay
Then distribute the handout (attached at the end) that has six sample job ads. Select one
ad and explain the basic structure and content. Try to cover the following questions in
explanation:
1. What is the job ad about?
Jamie Kim
APLNG 808
2.
3.
4.
5.
6.
7.
What kind of information does the job ad reveal about the job?
What qualifications should a job applicant have for the job?
How do you apply for the job explained in the ad? What is the application process?
What do you think about each ad? Is it credible and legitimate? Why? If not, why?
What information, if any, do you think is lacking from each job ad?
Write down any vocabulary that you are not familiar with.
Teacher can ask students what they think about the ad. Teacher can also talk about her/his
own job application experience in the past in order to make the presentation more
engaging.
IV. Engagement (15-20 minutes)
Students will pair up with one another (or there can be groups of 3 or 4 depending on the
size of the class) and look at the remaining five sample ads on the handout. For each ad,
they will analyze the content and try to answer the questions that are given to them on the
handout. Each group will give a presentation on one ad in front of the class, so have
students take notes and write something down for their presentation.
V. Evaluation (15-20 minutes)
After everyone has looked at the ads, each group will give a presentation on one of the
ads in front of the class. They will try to cover all the questions given on the handout, and
for questions 5, 6, and 7, they can have a brief discussion with the class. Students who are
the audience are encouraged to add their opinion and thoughts after the presentation.
Teacher will help students understand the content of job ads if they seem to be struggling.
VI. Expansion of Lesson (10 minutes)
Discuss as a class where job ads can be seen (newspaper, radio, magazine, Internet,
billboards, etc.) in our daily lives. Talk about how to distinguish a good, credible ad from
a poorly written, dubious ad. Have students look around in their daily lives and find one
good ad and one poorly written ad. They are to write a short report in which they describe
what those two ads look like and briefly explain why they think one is good and the other
is poor.
Jamie Kim
APLNG 808
Handout
UNDERSTANDING JOB ADS
Look at the different jobs below and answer the following questions.
1.
2.
3.
4.
5.
6.
7.
What is each job ad about?
What kind of information does each ad reveal about the job?
What qualifications should a job applicant have for each job?
How do you apply for the job explained in the ad? What is the application process?
What do you think about each ad? Is it credible and legitimate? Why? If not, why?
What information, if any, do you think is lacking from each job ad?
Write down any vocabulary that you are not familiar with.
SAMPLE AD 1
Jamie Kim
APLNG 808
SAMPLE AD 2
Jamie Kim
APLNG 808
SAMPLE AD 3
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APLNG 808
SAMPLE AD 4
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APLNG 808
SAMPLE AD 5
Jamie Kim
APLNG 808
SAMPLE AD 6