Spanish Level 4, Activity 05: La Entrevista / The Interview (Face-to-Face)

A woman interviewing another person

Photo by Edmond Dantès 

Description: Students will talk about future careers and how to interview. They will discuss several interview questions and styles through different scenarios with a partner. Students will also decide how to appropriately answer questions or how to come to a resolution to these situations on their own or with a partner. Students will be able to expand their answers using formal language in an interview-style activity.

Semantic Topics: Interview, interview questions, resolution, career, future career, scenarios, entrevista, preguntas para una entrevista de trabajo, profesión, carrera.

Grammatical Structures: Conditional tense, future tense, future perfect tense, el condicional, el futuro, el futuro perfecto

 Products: Job types, careers

Practices: Interview etiquette, preparing for interviews

Perspectives: Importance of being able to articulate one’s skills and abilities, the importance of having and/or getting a job

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 – Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 4.1 – Students demonstrate an understanding of the nature of language through comparisons between Spanish and English.

Idaho Content Standards for World Languages:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.
  • CONN 1.1- Compare and contrast information acquired from other content areas.
  • CONN 1.2- Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss what I want to do as a future career
  • I can answer authentic interview questions and speak in detail about my answer
  • I can understand a scenario and come to a resolution on my own or with a partner

Materials Needed:

Warm-Up

  1. Begin by introducing the Can-Dos for today’s activity and displaying the Google Slideshow on the projector.
    Hoy vamos a hablar de las profesiones. Primero, los Can-Do Statements. Ahora, vamos a charlar en cuanto a situaciones y preguntas de entrevistas. También vamos a decidir cómo responder apropiadamente a las preguntas.
  2. Then, have a discussion about the questions on the calentamiento slide
    ¿Te gusta tu puesto? ¿Por qué sí o no? // ¿Trabajas este semestre? ¿Dónde? ¿Te gusta tu puesto?” “¿Por qué sí o no? // Si no tienes un trabajo, ¿Dónde quieres trabajar? ¿Dónde quieres trabajar algún día?
  3. Students will get into groups of two. With a partner, they will complete the BuzzFeed quiz. One partner will ask the questions while the other fills out the quiz. Then, the two will swap. Ask if they agree or disagree with the result and why.
    Con una pareja, van a tomar una encuesta. Se van a turnar completando una prueba de Buzzfeed, uno va a ser las preguntas mientras el otro responde y al final cambian.
  4. After completing the quiz, students will discuss whether or not they agree with the results.
    ¿Están de acuerdo con sus recomendaciones? ¿Por qué sí o no?

Main Activity

  1. Students will practice answering interview questions for the Main Activity.
    Hoy vamos a hablar sobre las entrevistas. Las entrevistas son algo muy importante pero a veces muy difícil. Así que… ¡Van a practicarlas!
  2. Students are going to work in pairs, taking turns asking and answering questions. They will need to explain their responses in detail, not just a yes or no answer.
    Van a trabajar en parejas. Van a tomar turnos contestando y haciendo las preguntas. Intenten contestar con una respuesta elaborada. No simplemente sí o no. 
  3. Display each question for about one minute, one student will ask the question while the other one responds.
    Voy a presentar cada pregunta para un minuto. Una persona va a ser la entrevistadora, y la otra persona va a responder a la pregunta. Cuando cambio la pregunta, cambian papeles.

Wrap-Up

  1. Discuss the following questions to wrap up the lab:
  • ¿Cuál fue la pregunta más fácil? (Which question was the easiest?)
  • ¿Hay alguien que quiera compartir su experiencia laboral con el grupo? (Does anybody want to share their work experience?)

 

End of Lab

  • Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss what I want to do as a future career
  • I can answer authentic interview questions and speak in detail about my answer
  • I can understand a scenario and come to a resolution on my own or with a partner

Cultural NOtes: 

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Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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