Writers choice (Listening and speaking activities) grade 11

Listening and Speaking Activities Grade 11 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 Drama . . 20 Reader’s Theater. . . . . . 21 Debate I . . . . . . . . . . . . 22 Debate II . . . . . . . . . . . 23 Parliamentary Procedure . . . . . . 24

ActivitiesGrade 11

conjunction with the program Any other reproduction, for sale or other use, is expressly prohibited.

Send all inquiries to:

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 Drama 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 provides

five pages of teacher notes and twenty-four diverse

classroom activities Teacher notes explain the

listen-ing and speaklisten-ing skills that each activity is meant to

develop Guidelines for facilitating discussion are

included The numbered items below answer the

worksheet questions Activity pages give students

directions for completing the activity, suggestions for

mastering the skills, and questions that help students

learn from their individual and group efforts

Listening and speaking skills require practice,

stimula-tion, direcstimula-tion, and application The activities, tips,

and questions work together to bring about learning

through a variety of creative, interactive experiences

Students may reflect on these challenges through

dis-cussion in class, in small groups, or through writing

Students learn from one another through cooperative

learning activities that connect both to real-world

experiences and across the curriculum to other areas

of knowledge and interest

Activity 1—Listening Actively I

Objective: To compare the merits of taking notes

ver-sus listening closely without writing

Suggestion: Try to ensure that there is ample space

between the groups For this activity to work

effec-tively, students must be relatively free of distractions

1 Answers should indicate that the experience of

listen-ing is not a constant Students’ preferences will vary

2 Answers should suggest that taking notes is an aid in

retaining facts and key ideas

3 Answers should reflect an understanding that the

role of the listener will vary with the task at hand

and the material presented

Activity 2—Listening Actively II

Objective: To listen to instructions and retell them

accurately

Suggestion: Invite students to compare their listening

experiences by reading to the class their original

instructions and describing how these changed from

person to person Discuss the skills involved in

accu-rate listening

1 Answers should indicate an awareness of the

impor-tance of listening skills

2 Answers should reflect the differing learning styles of

individual students

3 Answers should include specific techniques for

understanding and retaining oral instructions

Activity 3—Listening Critically

Objective: To distinguish opinionated and persuasive

language from fact

Suggestion: Lead students to understand that facts

sometimes create only partial truths and can be as leading as the wildest advertising claim Brainstormwith the class to write a list of unreliable facts

mis-1 Answers should acknowledge the complexity of

persuasive writing

2 Answers should reflect the ambiguity of certain

statements

3 Answers should refer to specific areas in which

persuasive language is used, such as advertising,politics, entertainment, morality, and education

Activity 4—Nonverbal Communication I

Objective: To create and perform simple, nonverbal

statements and questions

Suggestion: Introduce this activity by asking for

volunteers to perform nonverbally a few simplestatements or questions that you have prepared inadvance

1 Answers should indicate that certain nonverbal

expressions are more frequently used than others

2 Answers should reflect an understanding that some

individuals communicate nonverbally more freelythan others

3 Answers should acknowledge that nonverbal

com-munication is in use at all times Exclusively verbal communication might be employed whenone is in a foreign country, when there is a need to

non-be silent, or when one is addressing someone withhearing loss

Teacher Notes

Copyright © The McGraw-Hill Companies, Inc.

Activity 5—Nonverbal Communication II

Objective: To interpret a film or television excerpt

played without sound

Suggestion: Choose a scene of three to five minutes

involving emotion and physical activity (Actual

fight-ing may be too obvious.) Students may need to see it

twice before writing their summaries

1 Answers should reflect an understanding that some

nonverbal signals are universally understood, while

others are less easy to read

2 Answers should indicate that body language and

facial expressions are often open to a range of

interpretation

3 Answers should reflect an awareness that body

language is often an unconscious form of

commu-nication and, as such, may reveal a person’s true

feelings more accurately than words

Activity 6—Telephone Communication

Objective: To practice the skills necessary for a

success-ful conference telephone call

Suggestion: Introduce this activity by asking students

how telephone communication differs from

face-to-face conversation Lead them to understand that

words and tone of voice take on increased importance

on the telephone

1 Answers should indicate that tone of voice and word

choice are central to telephone communication

2 Answers should reflect the need for courtesy,

self-discipline, and organization as the number of

participants increases

3 Answers should include some of the benefits and

restrictions of voice-only communication

Activity 7—Interviewing

Objective: To take both sides in an interview with a

fictional character

Suggestion: After everyone has had a chance to

participate, ask for volunteers, who had not been

matched before, to conduct an interview in front of

the class Discuss points of interest arising from this

performance

Activity 8—The Job Interview

Objective: To take both sides in a mock job interview Suggestion: Make sure that students appreciate the

importance of first impressions at a job interview.Invite them to share experiences they have had inmaking quick judgments—or in being judged byothers

1 Answers should acknowledge that acting natural in a

formal interview may require preparation andrehearsal

2 Answers should show that such qualities as

confi-dence and enthusiasm make a good impression

3 Answers should focus on skills that demonstrate

politeness, self-confidence, and preparedness

Activity 9—Brainstorming

Objective: To brainstorm as a group on a variety of

subjects

Suggestion: This activity can be linked to a single

theme and serve as an effective review session Eachstation, for example, could have as its heading acharacter in a novel or an act of a play

1 Answers should indicate an understanding that

brainstorming as a group generates many more ideasthan attempting the same task alone

2 Answers should acknowledge that there are

individ-ual approaches to brainstorming activities

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

Copyright © The McGraw-Hill Companies, Inc.

Activity 10—Roles in Group Meetings

Objective: To participate in a semiformal group

meeting

Suggestion: Although these groups are not operating

under formal rules, make sure that students

under-stand the responsibilities of the leader and recorder

and that all participants agree to respect the need for

order

1 Answers should indicate students’ ability to offer

suggestions, listen courteously, and accept criticism

2 Answers should indicate an understanding that

groups rarely reflect the will of the individual

3 Answers should acknowledge the responsibility of

a group to focus on its goal and achieve its task

Activity 11—Participating in Groups

Objective: To participate in and to observe a

discus-sion conducted without a chairperson

Suggestion: Instead of dealing with current affairs,

choose a subject based on students’ reading This type

of discussion adapts effectively as a means of

review-ing issues encountered in literature

1 Answers should indicate an understanding that groups

have strengths or weaknesses determined by their

indi-vidual members and collective self-discipline

2 Answers should reflect students’ capacity for analysis

and self-evaluation

3 Answers should reflect an awareness that an

unmoderated group can foster wide-ranging

discussion but may become ineffective if members

do not abide by the rules

Activity 12—Introductions

Objective: To introduce a historical character to an

audience

Suggestion: Students who feel that their knowledge

of history is weak may appreciate a brainstorming

ses-sion This exercise also works well with characters

from literature

1 Answers should suggest that a good introduction is

based on a solid groundwork of information

2 Answers should reflect an awareness of what makes

an introduction effective

3 Answers should reflect an awareness that an

intro-duction may provide an audience with its first

Activity 13—The Personal Narrative

Objective: To tell a story about a turning point in

one’s life

Suggestion: Reassure students that you are not

looking for a life-changing moment so much as anexperience that affected their lives in some definablemanner Modeling an incident from your own life willgive them a sense of what this exercise requires

1 Answers should indicate that students understand

the skills involved in crafting an effective personalnarrative

2 Answers should indicate that students have

thought-fully assimilated feedback from their peers

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 an impromptu response to a

challenging question

Suggestion: Point out that the tall tale is a

time-honored form of humor This is a literary activity, notone designed to encourage lying!

1 Answers should acknowledge that impromptu

speech involves temperament as well as skill

2 Answers should indicate that students were listening

actively to the content and delivery of their fellowstudents

3 Answers should reflect an awareness that

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

Teacher Notes

Copyright © The McGraw-Hill Companies, Inc.

Activity 15—The Demonstration Speech

Objective: To give a demonstration speech performing

and explaining a magic trick

Suggestion: Ask students who own a book of tricks if

they would lend their copies for classroom reference

1 Answers should reflect the students’ capacity to

eval-uate their performances and the audience’s reaction

2 Answers should indicate the importance of

practic-ing with props

3 Answers should reflect an understanding that

visual aids are most effective when used to

illus-trate a process that would be difficult to visualize

through speech alone

Activity 16—Speaking to Inform

Objective: To research, organize, and present a speech

describing cause and effect

Suggestion: Make sure that students understand

the many degrees of certainty covered by the

cause-and-effect model Point out that some theses

(the moon influences the tides) are much more

certain than others (school uniforms increase

student morale)

1 Answers should acknowledge the range of opinion

encompassed by many cause-and-effect statements

2 Answers should reflect an understanding that

deliv-ering an informative speech from notes requires

rehearsal and improvisational skills

3 Answers should focus on good organization, clear

explanations, and effective delivery

Activity 17—Speaking to Persuade

Objective: To prepare a persuasive speech and to

perform it on videotape

Suggestion: Point out that to perform effectively in

front of a camera requires polish Hesitations,

fumbling with notes, or loss of eye contact are all

unacceptable in a television presentation

1 Answers should suggest that the on-camera

performances require rehearsal and careful

1 Answers should reflect an understanding that an

audience’s age and experience will affect all aspects

of storytelling

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 analyze and practice reciting a poem Suggestion: Select poems with powerful emotions or

dramatic narratives that will benefit from oral pretation Look for interesting rhythms or rhyme pat-terns and imagery that appeals to the senses

inter-1 Answers should indicate students’ capacity for

self-evaluation and an appreciation of the skills involved

in the recitation of poetry

2 Answers should suggest that a poem’s effect can be

enhanced by a thoughtful, rehearsed performance

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

Copyright © The McGraw-Hill Companies, Inc.

Activity 20—Oral Interpretation of Drama

Objective: To rehearse and perform a dramatic

excerpt

Suggestion: Make sure students understand that they

won’t be able to interpret their assigned section

ade-quately if they have not read and understood the

entire play

1 Answers should reveal an understanding of

charac-terization and some of the skills necessary to create a

believable character on stage

2 Answers should reflect a capacity for honest

self-evaluation

3 Answers should reflect an awareness that an oral

interpretation helps bring the selection to life

Activity 21—Reader’s Theater

Objective: To create and perform an impressionistic

theatrical presentation based on a work of literature

Suggestion: Encourage students to use all available

space for this activity Invite them to rearrange seating

in order to facilitate their production

1 Answers should cast light on the creative process that

shaped students’ productions

2 Answers should reflect an awareness that oral

inter-pretations provide listeners with new insights

3 Answers may include such considerations as

expressive reading, creative staging, thoughtfully

chosen excerpts, and careful rehearsing

Activity 22—Debate I

Objective: To debate the guilt or innocence of a

char-acter from literature

Suggestion: Based on the characters and issues of a

single book, this debating activity can serve as a useful

and entertaining unit review

1 Answers should suggest that good literature presents

issues and characters that are thought provoking and

relevant to students’ experiences

2 Answers should establish that students are able to

evaluate their performances with knowledge and

detachment

3 Answers should reflect an understanding that

par-ticipating in a debate helps a speaker think and

speak logically and listen critically

Activity 23—Debate II

Objective: To debate an issue of current affairs.

Suggestion: Have a number of debate topics at hand

to supplement the list that students compile Discussthe kinds of evidence students must gather and use tosupport their arguments

1 Answers should indicate an understanding that

debaters must remain emotionally detached whenpreparing for and during the debate

2 Answers should reflect students’ ability to evaluate

the logic of their own arguments

3 Answers should establish that students are able to

assess their performances with knowledge anddetachment

Activity 24—Parliamentary Procedure

Objective: To research proposals and to present them

as motions at a parliamentary-style meeting

Suggestion: This exercise will work best if students

take their proposals seriously Encourage them to come

up with ideas—social, political, or environmental—

that they sincerely believe will benefit the quality oflife on Earth

1 Answers should focus on the rewards and challenges

of researching and defending a motion

2 Answers should reflect an understanding that

partic-ipants in democratic assemblies must often settle for less than total satisfaction on the part of eachindividual

3 Answers should indicate that parliamentary

proce-dure is useful for large meetings with a wide range

of opinions Such rules do not serve much purpose

in small, informal gatherings

Teacher Notes

Copyright © The McGraw-Hill Companies, Inc.

Activity

From a textbook or work of literature, choose an interesting excerpt that takes two to three minutes to readaloud In a group of three, take turns reading your chosen passages aloud While one person reads, anothershould take notes, and the third person should listen closely without taking notes Each member will have oneopportunity to read and two opportunities to listen Each member should take notes on one listening occasion;

on the other, he or she should simply listen

After each person has finished reading, ask the listeners questions about the excerpt Did they retain the tant facts or message? Discuss the pros and cons of taking notes versus close listening

impor-Questions for Response or Discussion

1 Which form of listening did you prefer? Why was this the case?

2 How did the listeners fare against those taking notes in recalling the material?

3 What would you conclude about the benefits of taking notes versus close listening?

• Shut your eyes while listening if doing so aids concentration

• Whether listening or taking notes, focus on what the reader is saying Don’t get tracted by nearby groups

dis-Copyright © The McGraw-Hill Companies, Inc.

Name Class Date

Activity

Work in a group of five or six students to compose a set of instructions for finding a treasure chest Include six

to eight detailed steps and feel free to be imaginative (“In order to find the treasure, climb out your bedroom

window on a nylon rope, hop on your left foot to the old cemetery ”) Write your instructions and exchange

them with another group Appoint one member of your group to be a reader He or she should read the

instruc-tions quietly to another member, who then must repeat them as exactly as possible to a third person When

everyone has heard the instructions, ask the last person in line to give his or her version to the group Compare

this with the original, and discuss any steps that were altered or left out along the way Would you have found

the treasure on the basis of the last version?

Questions for Response or Discussion

1 How did the final version of your instructions compare with the original? Were you surprised by the

out-come? Explain

2 What did you find most difficult to recall when it was your turn to repeat the instructions?

3 What listening techniques did you find most effective in helping you repeat the instructions?

Listening Actively II

Tips

• Make your instructions detailed enough to encourage close and active listening

• Use your voice to emphasize key words: Go through the door Choose the shovel

with the handle.

• Give your instructions at a natural pace Do not stop, repeat yourself, or make up a

new step when you forget one

• Visualize the steps as you hear them When your turn to speak comes, describe the

mental images you created while listening

wooden

green

Copyright © The McGraw-Hill Companies, Inc.

Activity

In a group of three or four, think of a product or enterprise that you would like to promote (lipstick, a gas tion, or private math tutoring, for example) Write ten promotional statements about your choice Five of theseshould be provable The other five can be a mixture of opinion and persuasive techniques, such as bandwagonappeal, loaded language, faulty reasoning, or exaggeration Write your list and identify each item as follows:

sta-• The students I tutor will score 800 on their SATs (exaggeration)

• I charge $50 an hour (fact)

Read your list to the class and ask students to identify the types of statements you have made Did their cation agree with yours? After each group has had a turn, discuss the difficulties involved in evaluating persua-sive messages

identifi-Questions for Response or Discussion

1 How successful was your group in devising and identifying claims for your product?

2 Were there any disagreements among listeners about how to identify a statement? How were these resolved?

3 Under what circumstances is critical listening a valuable skill?

Listening Critically

Tips

• When composing your claims, recall some of the persuasive techniques advertisersemploy

• Remember that opinions are often worded to sound like factual statements

• Listen for generalizations Everyone drinks or America’s finest golfers use

indicate exaggeration rather than fact

• Numbers or statistics generally indicate that the claim has a factual content

• Ask this question of every statement: Could you prove that? If the answer is no, the

statement is not a fact

• Some statements may be both factually accurate and misleading Identify these asfacts, followed by a question mark

Copyright © The McGraw-Hill Companies, Inc.

Name Class Date

Activity

Form a small group and imagine yourselves in the following situation: You have just landed on Mars and have

no way of communicating with the highly intelligent Martians except by means of sign and body language

Devise a brief introduction, giving the Martians information about human beings and life on Earth Then think

of a few questions or requests you might make Rehearse your wordless communication, giving each member

something to say (Remember to use gestures only.)

Perform your skit for the other students They should write down what they think you are communicating

Afterwards, ask them for their translations Did they understand what you were saying?

Questions for Response or Discussion

1 Which of your statements or questions were the easiest for your audience to interpret? Why do you think this

was the case?

2 Did you enjoy performing without words? Was everyone in your group equally comfortable communicating

nonverbally?

3 Under what circumstances might one need to communicate nonverbally?

Nonverbal Communication I

Tips

• Create simple, reasonable statements and questions Don’t confuse the audience with

too much detail

• Remember that in the absence of words, visual signals must be easy to understand

Exaggerate normal actions, gestures, and facial expressions

• As a performer, you may find it easier to use the appropriate movements if you

pretend to be speaking the words you are miming

• As an audience member, keep the context in mind Even if you don’t understand all

the gestures, make educated guesses concerning what these Earthlings might be trying

to communicate

• As you observe the performances, try to imagine yourself using the same gestures

or expressions Putting yourself in another character’s position often increases your

understanding of his or her situation

Copyright © The McGraw-Hill Companies, Inc.

Activity

With a partner, watch a brief scene from a movie or television program selected by your teacher This selectionwill be shown to you without sound Your job will be to guess what the actors are saying by reading their bodylanguage and facial expressions After watching, exchange ideas with your partner and work together to write aparagraph summarizing the action as precisely as you can

Share your summaries with the other students After everyone has had a turn, watch the same excerpt with thesound turned up How many of you guessed correctly? Discuss the skills involved in interpreting body language

Questions for Response or Discussion

1 How well did you and your partner interpret the scene? What did you find easiest? What was most

challenging?

2 What were the principal differences between the summaries each pair presented? Why did these differences

occur?

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 II

Tips

• Watch the actors’ mouths to detect whether they are speaking slowly or rapidly, loudly

or softly These details may help you understand their emotions

• Some messages are conveyed very simply: hands on hips may represent anger; abowed head may signify guilt

• Don’t overlook the importance of facial expression in communication Our faces erally reinforce our words

gen-• Look for even the slightest gesture—the flick of a head or the movement of a hand—

as a key to what is occurring

• In your summaries, first describe what you are fairly certain is happening Then makesome educated guesses concerning the details

Copyright © The McGraw-Hill Companies, Inc.

Name Class Date

Activity

With three or four other students, think of a suitable subject for a conference telephone call in which you could

all participate Ideas might include the following:

• friends trying to agree upon a weekend activity

• students making arrangements for a school dance

• classmates organizing a community service project for Town Pride Day

Spend a few minutes discussing the issues or ideas your call will involve If necessary, assign roles (Who is initiatingthis call? Is one of the speakers indecisive? Is one of the speakers backing an unpopular course of action?)

Perform your conference call for the class Sit in a circle facing outwards so that you cannot see each others’

faces Listeners should take mental note of how the conversation is conducted Did all the callers participate?

Were there awkward pauses or misunderstandings? After each group has had a chance to perform, discuss the

specific skills involved in telephone communication

Questions for Response or Discussion

1 What challenges were involved in talking to people you couldn’t see? How did you deal with them?

2 How did speaking on a conference call compare to a telephone call with a single person?

3 What are the advantages and disadvantages of communicating only by telephone?

Telephone Communication

Tips

• Speak clearly, so that your partners and observers can hear you

• Remember that the people you are speaking to cannot see your face Your tone of

voice and choice of words are crucial in making a good impression

• Take turns Two people speaking at one time causes confusion

• If you feel that someone else is dominating the conversation, politely interrupt

(“Excuse me, may I add something here?”)

• If one person has been silent, invite him or her to contribute

• Try to reach some consensus At the end of the conversation, make sure all callers are

on the same wavelength (“So we’re all agreed that ”)

Copyright © The McGraw-Hill Companies, Inc.

Activity

As a class, choose two fictional characters from a novel, short story, or play that you have read and know well.Then divide the class into an even number of small groups Half of the groups should adopt one character tofocus on, and the other half of the groups should adopt the second character In your group, prepare for bothsides of an interview Review what makes your adopted character interesting or mysterious Write a list of ques-tions that will draw out interesting information about the other character (whom you will interview) Now eachgroup member should pair up with someone who adopted the other character Take turns interviewing eachother Feel free to make up information for questions the literature does not answer

After the interview, report back to your original group What questions that you asked drew the most interestingresponse? What were you asked that invited you to reveal something significant about your adopted character?

Questions for Response or Discussion

1 Which of your group’s questions produced the most interesting information? Why might this have been so?

2 If you were conducting the interview again, what other questions would you ask?

Interviewing

Tips

• When writing interview questions, think about what the author leaves unanswered

Try to find out what makes the character you are interviewing tick

• Although you are pretending to be a fictional character, play your role realistically, as

if it were perfectly natural for him or her to be interviewed

• Ask open-ended questions that require thoughtful answers (How and why questions

are often successful.) Questions requiring one-word or yes/no answers don’t allow theinterviewee to elaborate

• Establish eye contact at the beginning and maintain it regularly throughout theinterview

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

• Move on to another question if the interviewee seems confused or uncomfortable

Copyright © The McGraw-Hill Companies, Inc.

Name Class Date

Activity

Imagine that you are looking for summer work when you come across the following mystery ad:

Intelligent, personable young man or woman (16–18) wanted for July and August Excellent salary No special skills

required Must enjoy being outdoors.

You immediately decide to apply

As a class, brainstorm a list of questions that an applicant for this job might be asked Copy the questions from this

list that you think are most likely to reveal the personality of the job applicant Then find a partner and interview

each other using the questions you copied As interviewer, your aim is to encourage the applicant to be himself or

herself As applicant, you wish to prove yourself intelligent and personable

When everyone has had a turn, discuss with the class the skills involved in making a good impression at a job

interview

Questions for Response or Discussion

1 How challenging did you find being yourself for this interview? Explain.

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

• As interviewer, choose a variety of open-ended questions, giving the applicant a

chance to be both thoughtful and spontaneous

• Greet the applicant by name and with a firm handshake

• As applicant, establish eye contact Sit in a straight but relaxed position Do not fidget,

and keep your hands still

• Be confident and enthusiastic Look for opportunities to prove why you are the right

person for the job

• Answer questions accurately but don’t ramble or pad your answers with nervous chatter

• If you need to, take time to think about a question before responding

• Have confidence in who you are Be yourself