TITLE: The Important Interview!
WRITTEN BY: Elizabeth Plemel-Scott
GRADE LEVEL: Resource English 11-12
TIME ALLOTMENT: 11-12 days~ 11-12 class periods, each 50
minutes long
OVERVIEW: Students have completed the preparatory work of
finding a career they are interested in and have written a
business letter, a resume’, and an application. In these lessons,
students will prepare to be interviewed; understanding the
importance of appearance, the interview questions, and
communication skills.
Allow one extra day to expand on topics students may need
further assistance with.
SUBJECT MATTER: English for the World of Work
LEARNING OBJECTIVES: The student will:
Understand the appropriate dress, neatness and cleanliness for
a good impression during an interview
Be able to answer questions correctly and completely during an
interview
Know how to communicate successfully during an interview
Teach and Learn basic interviewing skills and preparation
STANDARDS:
NDSCA Standard 2: Students will acquire the skills to investigate
the world of work in relation
to knowledge of self and to make informed career decisions.
(North Dakota School Counselors Curriculum Framework)
2.12.2 Students demonstrate knowledge of the career planning
process (American School Counselor Association)
Language Arts ND.12.4 Speaking and Listening: Students
engage in the speaking and listening process
MEDIA COMPONENTS:
Learn 360~ Interviewing Tips and Traps, Interviewing Tips for
Teens, Prepare, Your First Job and Getting It.
http://www.learn360.com/ShowVideo.aspx?ID=131829
About.com~ Video-Quick Tip: Answering “What Can You
Contribute” in a Job Interview
http://video.about.com/jobsearch/Quick-Tip--Answering--WhatCan-You-Contribute--in-a-Job-Interview.htm
http://video.about.com/jobsearch/Teen-Job-Interview-Attire.htm
Non verbal communication:
http://www.youtube.com/watch?v=D8IYAAQGSyg
Do’s and Don’ts:
http://www.youtube.com/watch?v=HYjZ0mQNRyw&feature=fvw
rel
Answer to the 5 toughest questions:
http://www.youtube.com/watch?v=DAqdZ2Q92VA&feature=relat
ed
MATERIALS:
Article Handout: 10 Tips for Coping with Job Interview Anxiety
http://socialanxietydisorder.about.com/od/copingwithsad/a/jobint
erviewtips.htm
Textbook: English for the World of Work.
Non-Verbal Communication Word Cards (if choose to use)
http://jobsearch.about.com/od/interviews/tp/jobinterviewtips.htm
American Guidance Service, Inc. 2001
Facilitating Career Development Student Test. National Career
Development, 2008.
Creating Your High School Portfolio 3rd Edition. Jist Works
Publishing, 2009.
Teacher Created Interview Script
You’re Hired!: Employers Give Tips for Successful Interviewing
Interview Rubric
Portfolios
Anticipation Quiz- You’re Hired Student Workbook, Jist
Publishing
Prep for Teachers:
You will need to preview all of the videos and mark where you
would like to begin. Bookmark the Web Sites, load plug-ins,
prepare student materials and all papers needed for the lessons.
Have cut out pictures, from magazines, of people dressed in
various ways.
Introductory Activity: DAY 1
Students will have been working for the previous two months on
their portfolio, resume, and job preparation skills.
1. Give the Anticipation Quiz- Jist Publishing
Score and discuss results.
2. Introduce vocabulary: appropriate, communicate, impression,
deodorant, distraction, jewelry, selection, social, embellishing,
interview
3. Hold up each picture in front of the class and ask students to
decide which people are dressed appropriately for a job interview
at a local business. Follow-up with a brief discussion on
appropriate dress and why they think one picture is more or less
appropriate. Complete Community Connection 6 (Student
Workbook). Choose one of the following videos and show to the
group. Time varies from 1:42 to 8:22. You may choose to show
parts of a video or the entire clip.
http://www.youtube.com/watch?v=HYjZ0mQNRyw&feature=fvwr
el or
http://www.youtube.com/watch?v=zEYExokLbro&feature=fvwrel
or http://video.about.com/jobsearch/Teen-Job-InterviewAttire.htm
Discuss appropriate dress and inappropriate dress. Have
students share what they have that would be appropriate dress.
4. Brainstorm and discuss Global Connections: Dress Codes,
Language, Appearance, Eye Contact, Handshake. Practice
introducing self to others in the classroom as you would think is
an appropriate introduction for a job interview.
Learning Activities:
DAY 2
Administer Pre-Test, from textbook, to the group. Assure them
this isn’t graded but will be used as a guidance for direction in
the topics necessary to be learned.
1. Discuss the importance of the initial interview. Each student
will be able to answer:
What is an Interview? An interview is a meeting between a job
applicant and a representative of the company. The meeting
comes about because the company had a job available. People
applied for the job. The company needs to decide who to hire.
Purpose of the Interview? The purpose of the interview is for the
company to get a good look at you. It is the company’s chance
to ask you questions about your experiences. It is also the
company’s opportunity to see if you would fit in with the other
employees.
Use the resources from the textbook- pg 96.
2. Career Portfolio 7- Job Interview Checklist- Textbook
3. Review how someone would dress and prepare for an
interview. Read pages 98-99.
DAY 3
Read pages 96-98 in textbook. Complete workbook activity
page 25. Share with a partner.
Complete activity of “Preparing for an Interview”. This can be
done on a large piece of paper and hung on the classroom wall
for reference later.
Invite volunteers to choose one of the 15 items from the Activity
to mime. Encourage the class to guess which item the volunteer
is miming. After the class activity, encourage each student to
add items to the chart as the ideas occur to them.
Wrap-Up: Ask each student to suggest one example of a piece
of clothing or jewelry that would be appropriate and one that
would be inappropriate to wear to an interview for the job of an
office worker in a small company. Have students explain why
the piece is appropriate or inappropriate.
DAY 4
Watch the following video~ Ask students to focus on and plan to
share, after the video, one thing they’ve learned about the
interview process from this video. Write down, while watching
the video, two questions they would be comfortable answering
and two questions they need help with answering.
http://www.learn360.com/ShowVideo.aspx?ID=131829&SearchT
ext=interview
Discuss highlights of the interview.
If any students have been on a job interview invite them to share
their experiences with the rest of the class. Encourage them to
be as specific as possible- sharing both the process and the
specific questions asked.
Share questions students wrote down during the video.
Brainstorm for answers to all questions.
Read and complete the activity on Page 102 of the student text.
The activity: List at least 5 things that Barry did that probably
impressed Ms. Mendez.
Discuss anything Barry could have done differently and role play
options he could choose. Encourage each student to pick one
role play and change it up to make it a positive experience.
DAY 5
Communication is the topic for this lesson.
Define communication: verbal and nonverbal
Review the interview between Barry and Ms. Mendez
Complete Activity A, page 103 Student text, with a partner.
Come to an agreement on the best answer. Each group will
share one question and most appropriate answer with the class.
Teacher- Demonstrate several body languages and have the
students guess what is being expressed. May need word prompt
cards to help students, with special needs, decide which nonspoken communication skill is being demonstrated. If teacher
chooses to use prompt cards, give cards to each students to
use.
http://www.youtube.com/watch?v=D8IYAAQGSyg
View and discuss communication skills from the video.
DAY 6
Job Questions: Show the video “The answers to the 5 toughest
job questions”.
http://www.youtube.com/watch?v=DAqdZ2Q92VA&feature=relat
ed
Ask students to write down several questions they would like to
ask the Interviewer if they would ever have that opportunity.
Keep these questions in an envelope to be given to the guest
speaker on Day 9.
Questions to ask after the Video:
Job Interview: Follow-Up Questions
1) Why is doing well in interviews now more important than
ever?
2) What do the experts say you shouldn’t do in an interview?
3) Why do they say you should do?
4) What does the phrase equal opportunity employer mean (in
your opinion)?
5) True or False: In the US, it’s illegal to ask, “Do you have a
history of health problems?”
6) What should you do if you are asked a discriminatory
question?
http://jobsearch.about.com/od/interviewquestionsanswers/a/inter
viewquest.htm
Encourage students to go to this web site and work through the
questions and answers to some common and some difficult
interview questions.
DAY 7
Invite the owner or a manager of a local company to speak with
the class about how an interview is conducted in a business.
Perhaps the teacher and the manager/owner can do a mock
interview for the class. On page 104 of teacher text, there is a
list of important points the speaker will be asked to cover in the
presentation. This will also be a time the students will present
the questions they have for the interviewer.
Read and Review the Summary, page 105, of Chapter 6Student Text
Assign the Chapter Review Pgs. 106-107 Student Text
DAY 8
Write a thank you note to the presenter from Day 7. Students
will have already had a lesson on this important topic. These
notes will be sent to the Presenter.
Define Social Anxiety. Review the following reactions to anxiety
that some interviewees feel.
shaky legs
pounding heart
shortness of breath
trembling hands
tense muscles
trouble thinking clearly
cold or sweaty palms
shaky voice
blushing
http://socialanxietydisorder.about.com/od/symptomsanddiagnosis/a/blushing.ht
m
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Normalize the feelings and discuss ways students have coped
with anxiety in the past. Pass out the below anxiety handout and
instruct each student to read it silently.
Article Handout: 10 Tips for Coping with Job Interview Anxiety.
Students will highlight at least two tips for coping that they feel
most comfortable with.
http://socialanxietydisorder.about.com/od/copingwithsad/a/jobint
erviewtips.htm
Review the video. Answer any questions students may have
about the video. Have students share the tips they are most
comfortable with. List these tips on the wall board to refer to
during the next class day.
Send home a script and ask students to role-play the interview
situation with a friend or a relative. Encourage them to do this
several times to build up their confidence and to prepare them
more thoroughly for the actual interview.
DAY 9
Encourage students to share how the role-play interviews went.
Review strengths of each student. Discuss any anxiety and star
the tips students chose to use when they felt anxious.
Have students journal their personal feelings about the roleplaying and the tips they used to reduce their anxiety during the
interview.
Share the journal with a partner. Volunteers may share with the
entire class.
Discuss any additional ways to reduce anxiety. Remind students
that preparing for a job interview, practicing questions, knowing
the company, and dressing for success will help them to reduce
anxiety and do well in a job interview.
DAY 10
1) You and your partner will take turns interviewing. First, decide
who will be the first job seeker. Next, choose one of the below
jobs to apply for. When you’ve chosen, read your role below.
Fast Food Server
Duties: Manage
orders, refill
drinks, customer
service, delivery
of food services
Requirements:
Customer service
skills, ability to
multi-task, able to
serve others
SalespersonHardware Store
Duties: Assist
customers with
selecting and
purchasing
items
Requirements:
Customer
service skills,
stock shelves,
Farm Laborer
Duties: Perform routine
tasks dependent on the
type of farming
requirements
Requirements: Safety
skills, able to lift and
carry 40 lbs. knowledge
of farm equipment
Must be: able to operate
machinery, maintain and
Must be: display
excellent
organization &
interpersonal
skills, able to work
autonomously and
knowledgeable
about food safety
money skills
Must be: wellorganized,
energetic,
professional,
repair farm equipment
(note: each student reads his/her role only)
Student A
You will be interviewed. This is a role-play so you
(Interviewee) may pretend to have the appropriate background
for the position. Take a minute to prepare. Soon,
the interview still start.
Student B
(Interviewer)
Decide how you want to structure the interview and
what questions to ask (optional: include an
inappropriate question). Also, try to think of a
scenario related to the job and ask the interviewee
how he/she’d behave in that situation. Take a few
minutes to prepare. When ready, begin the
interview.
Students may videotape each other and critique using the rubric
included in the lesson plan.
DAY 11 Culminating Activity
Mastery Test B- Correct and review test as a class. Discuss any
points/questions left to be answered. Add relevant materials to
Portfolio. Review videotapes and complete rubrics. Discuss
strengths and improvements needed.
Community Connection:
Interviews, Portfolios, Community Business Owner or Manager
Anticipation Quiz
Name_________________________
Directions: Answer these questions as completely as possible.
You will revise your
answers as you watch the video.
1. What’s the best way to open a job interview?
2. Should you bring up the subject of money and benefits right
away?
3. What generally do employers look for in an interview?
4. How many interviews can you expect before getting a job
offer?
5. What do employers look for at the end of the job interview and
beyond?
Answer Key
1. Follow the lead of the person interviewing you. Smile and use
body language that
suggests confidence and poise. Be relaxed and come prepared
by knowing
something about the organization.
2. No. Often employers aren’t ready to talk about money in a first
interview. Wait
until a second or even third interview to bring it up.
3. The character of the applicant, their competence (skills,
abilities, and education),
and the chemistry they generate in the interview and with other
employees.
4. Seldom does just one interview result in an offer. It often takes
two or three.
5. They check for the applicant’s confidence level in leaving.
Also a follow-up letter
or thank you note can help set you apart from 90% of the
competition.
TIPS FOR JOB INTERVIEWS
1. Treat Yourself Well
Avoid caffeine, get enough sleep, and exercise regularly. By
following these three simple rules, you will greatly reduce job
interview anxiety.
2. Visualize Success
Find a quiet space where you won't be disturbed, close your
eyes and visualize yourself being successful in your interview.
Visualizing success is more than just positive thinking; when
done correctly, you are getting your brain ready to behave in
the way that you desire. This technique is used by elite athletes
before competitions to help improve their performance.
3. Reduce Stressors
Reduce stressors unrelated to the actual interview, such as
uncomfortable clothing, getting lost, or showing up late. Well
in advance, choose an outfit that is comfortable and that looks
good on you. If you aren't familiar with the location of the
interview, give yourself plenty of time to find it or do a trial run
a day or two before.
4. Do Your Research
Being well-prepared is a great antidote to anxiety. Research
your potential employer. Prepare answers to common
questions. Every bit of preparation that you can do will help to
increase your comfort level and make you feel more confident
and capable in the interview.
5. Don't Succumb to Pressure
Once in a while, you may be interviewed by someone who
grills you to see how you handle stress. Although it can be
tempting to start spiraling into negative automatic thinking,
such as "He knows I can't handle this job; I should never have
applied" or "They don't really like me; I'll never get the job",
STOP. If you find yourself in this situation, realize what the
interviewer is trying to accomplish and don't let him ruffle your
feathers. Know that the other candidates have been treated the
same way and that it is no reflection on you or your capabilities.
6. Interview the Interviewer
A great way to feel less self-conscious in an interview situation
is to realize that interviews are a two-way street. You are
deciding whether you want to work for an employer just as
much as they are deciding whether they want you to come
work for them. Try putting yourself in this mindset and see if
your focus doesn't change.
7. Release Anxious Energy
Anxiety has a way of leaking out even when you think that you
have it well-hidden. If you find yourself fidgeting, try doing
something to release anxious energy that no one will notice,
such as wiggling your toes.
8. Take Your Time
Realize that you don't have to answer questions immediately.
Pause before answering and collect your thoughts. If you worry
about drawing a blank during interviews, a great technique is to
take notes as everyone talks. This takes the focus off of you
and allows you to refer to your notes after a question has been
asked. If you start to draw a blank, keep making notes and
comment that you want to collect your thoughts before
responding.
9. Be Prepared
A well-prepared interviewee has an immediate advantage in an
interview. In addition, being well-prepared and proactive will
take the edge off of job interview anxiety. Be sure to bring
everything that you think you might need, such as your resume,
cover letter, business cards, references, licenses, certifications,
and a pen and notepad.
10. Congratulate Yourself
Regardless of how you felt that the interview went,
congratulate yourself afterward for taking the chance. Do
something that you enjoy as a reward. Above all else, avoid
ruminating about how the interview went or what could have
gone better.
Adapted and Modified from the original document references.
Georgia College and State University. Managing Job Interview
Anxiety. Accessed November 28, 2009.
Salisbury University. Interview Stress and Anxiety. Accessed
November 28, 2009.
Bosto
n College. Dealing with Interview Anxiety. Accessed
November 28, 2009.
Job Interview Rubric
Student:_____________________________________________
Date:___________________
3
2
1
CATEGORY 4
Setting Up
the
Interview
The student
introduced
self,
explained
why they
wanted to
interview
the person,
and asked
permission
to set up a
time for an
interview.
The student
introduced
self and
asked
permission
to set up a
time for the
interview,
but needed
a reminder
to explain
why he
wanted to
do the
interview.
The student
asked
permission
to set up a
time for the
interview,
but needed
reminders
to introduce
self and to
tell why
wanted to
interview
the person.
The
student
needed
assistance
in all
aspects of
setting up
the
interview.
First
Shows up
Impressions early for the
interview
with a copy
of the
resume and
references
in hand.
Student
appeared
Shows up
on time for
the
interview
with a copy
of the
resume and
references
in hand. Did
not
Shows up
on time, is
nervous
and does
not come
prepared
with
resume or
references.
Shows up
late for the
interview,
does not
shake
hands,
and/or
chews
gum; does
not bring a
comfortable introduce
and
self to the
properly
interviewer.
introduced
self.
Preparation Before the
interview,
the student
prepared
several indepth AND
factual
questions to
ask. The
student
appears to
know about
the
company.
Before the
interview,
the student
prepared a
couple of indepth
questions
and several
factual
questions to
ask. The
student
appears to
know
general
information
about the
company.
Personal
Dressed in
Appearanc appropriate
e
business
attire; no
sandals,
tennis shoes,
t-shirts, shorts,
short skirts,
etc.
Dressed
similar to
what
employees
in that
position
would
wear or in
business
casual
copy of the
resume or
references
Before the
interview,
the student
prepared
several
factual
questions
to ask.
Knows
general
information
about the
company.
The
student did
not
prepare
any
questions
before the
interview.
Knows
nothing
about the
company.
Dressed in
an ok
manner
but not
appropriat
e for what
employee
s would
wear in
the
Dressed
way below
what is
expected
for
someone in
that
position or
"overdoes
it" (too
clothes.
company. much
makeup,
jewelry,
cologne,
etc.)
Seems
interested
in the
position
but was
prepared
or
informed
on certain
topics.
Seems
interested
in the
position
but could
be better
prepared
or
informed
on all
topics.
Lack of
interest and
enthusiasm
about the
position;
passive
and
indifferent;
or overly
enthusiastic
.
Responses Gives well
constructed
answers,
knowledgeabl
e, and
confident
answers that
are genuine.
Gives well
constructe
d answers,
but sounds
rehearsed
or unsure.
Gives
short
answers
and
sounds
rehearsed
or unsure.
Answers
with "yes"
or "no" and
fails to
elaborate
or explain;
talks
negatively
about past
employers.
Follow-up The student
Questions listened
carefully to the
interviewer
and asked
several
relevant
follow-up
questions
The
student
listened
carefully to
the
interviewer
and asked
a couple of
relevant
The
student
asked a
couple of
follow-up
questions
based on
what s/he
thought
The student
did not ask
any followup
questions
based on
what the
interviewer
said.
General
Attitude
Interested in
the position
and
enthusiastic
about the
interview.
based on what follow-up
the person
questions
said.
based on
what the
person
said.
TOTAL
SCORE
TOTAL SCORE=
ADDITIONAL COMMENTS:
the
interviewe
r said.