Thema Employment - hv3

Thema Employment - hv3

Employment

Introduction

Welcome to the next theme of English
This theme is about Employment.

How are you going to practise?
You are going to practise your English writing, reading, listening and speaking skills. There are videos, recordings, pictures, photos, texts and assignments.

What are you going to do?
You are going to read, listen, speak and write about 'Employment'.
There are different types of assignments. Some of them you have to do on your own, others you are doing in a group.
At the end of those group assignments you are going to discuss the answers in your group. Some assignment will be checked by the computer.

Employment
One of the main reasons students learn is to improve their job and career prospects.
Do you have a job (in weekend or evening)? Did you fill in an application form like this? 

 


 

 

 

 

 

 

 

 

Need to know

What do you need to know?
When you have finished this theme, you should be able to answer these questions
without hesitation.
These were submitted as possible job interview questions.

  1. What degrees do you need for your dream job?
  2. How much experience will you need?
  3. Where have you worked?
  4. Why did you choose this dream job?
  5. How much would you like to earn?
  6. Where would you like to work? Why?
  7. Why do you find your dream job interesting?

Can do

In this theme you will focus on the following 'can do' statements.

Listening

  • You can listen to people talking about getting a job.
    You can understand this when people speak slowly and clearly.
    You can understand simple messages or sound fragments (radio, television, song) that have to do with the theme 'Employment'.
  • You can follow the main lines of discussions about getting a job.

Reading

  • You can understand texts or stories when the words in the theme 'Employment' are used.
  • You can skim short texts and find relevant facts and information.

Speaking

  • You can participate in a simple conversation about 'Employment'.
    Your classmate speaks quite slowly. He or she repeats the sentences every now and then.
    Your classmate helps you to formulate what you are trying to say.
  • You can ask and answer simple questions related to 'Employment'.
  • You can use simple phrases and phrases related to 'Employment' to express your preference and opinion.
  • You can have a discussion about getting a job.

Writing

  • You can write an article by making use of the words related to 'Employment'.
    You can write a very simple personal letter and an e-mail message regarding 'Employment'.

To do

At the end of this theme:

  • You will have listened to conversations and read about work and employment.
  • You will have practised conversations about work and employment and you will have written a application letter.

But you don't have to be able to do this right away!
If you take the following steps (lessons) you'll find out what you need to know!

Lesson

Title

Activities

1

Looking for a job

The subject of this lesson is looking for a job.
You can understand texts about work and unemployment.
You can understand a conversation about job hunting.
You can write an application letter and have a conversation with your boss
Grammar: 'modal verbs'.

2

Having a job

Listen and read texts and answer questions about having a job.
You can read a text about Child labour and answer questions about it.
You can understand and use vocabulary about work.
You can write an application letter.
Grammar 'modal verbs'.

3

Getting a job

The subject of this lesson is getting a job.
You can listen to a video about how to find a job and answer questions about it.
You can have a discussion about work.
You can write an application letter.
Grammar 'modal verbs'.

 

Lessons

Below are the three lessons that belong to this topic.
Make your choice.

Blok 1

Looking for a job
Blok 2

Having a job
Blok 3

Getting a job

 

Vocabulary Employment

Hieronder vind je woordenlijsten en lijsten met zinnen die horen bij dit thema.
Deze komen ook terug in de diagnostische toets. Overleg met je docent wanneer je deze lijsten gaat leren.

Vocabulary Employment - 1

Vocabulary Employment - 4

Vocabulary Employment - 2

Vocabulary Employment - 5

Vocabulary Employment - 3

 

 

 

 

 

 

 

 

Tip:

There are many ways to study vocabulary. You can read the words aloud or copy them.
Click in StudioWozzol on the red arrow for the options.
Er zijn veel manieren om te werken aan je woordenschat. Je kunt de woorden hardop uitspreken of kopiëren.
Klik in StudioWozzol op de rode pijl voor de verschillende opties.

Finishing touch

You have completed the lessons of this theme.
Time for the Finishing touch. 

Work with a classmate.

Good luck.

Project A: Listening

Project A Listening: Todd on jobs

You are going to listen to Todd. He tells us about his work experience.

  • Listen to the six fragments.

  • Answer the questions.
  • Listen again to the fragments and read the transcripts.

 

Transcirpts

My first job
My first job actually was working at a restaurant. I was a dish washer. I was fifteen years old and, actually, I thought the job was pretty cool. All I had to do was wash dishes. I worked alone in the back of the kitchen and the restaurant was not too busy. It was an Italian restaurant. It was pretty easy and I had a big machine to help clean the dishes and I think I made like two dollars an hour. I made no money but the job was pretty easy. I think I had that job for one year and I liked it.

 

My current job
Well, right now I am an English teacher. I've been an English teacher now for thirteen years on and off. I started teaching when I was twenty-three and now I am thirty-six, and I first started teaching in Thailand, and I taught there for awhile and then I went back to America and I taught in San Francisco. Then I stopped teaching for awhile and then I moved to Japan and I've been teaching in Japan for six years. I really like teaching English. It's a fun job. I like being with students and I probably will be in teaching for the rest of my life.

 

My future job
Well, like I said before, I think I will be in teaching forever but now I really enjoy computers and I enjoy materials development so I think in the future I will try to make multi-media and books and materials for students, so I will still be involved in education, but I would like to start my own business and do something outside of teaching as well.

 

My best job
Well, the easiest job I ever had, and the funnest job, was being a bartender. I was a bartender for two years. I took a two-year break from being an English teacher and I was a bartender and it was a lot of fun. I did not have to be at work until five. I got to go home at midnight or one, and I was paid to just sit and talk with people and give people drinks, and watch sports on TV and eat good food. I worked at a Thai restaurant and the staff was really nice, so I really enjoyed being a bartender. The only thing I didn't like about being a bartender was dealing with drunk people. I didn't like having to deal with drunk people, but besides that, it was a good job.

 

The worst job
OK, the worst job I've ever had was I used to be a painter. I painted houses and 1), I was not very good at it, and 2) it was pretty hard work. Every day you have to smell the paint, and the paint smells really bad, and you get paint all over your clothes and you have to climb really tall latters and paint really tall buildings and it's dangerous, and sometimes it's cold outside, so I did not like painting at all.

 

My Dream Job
OK, if I could have any job in the world, I would be a professional baseball player. I would play for the New York Yankees. I would want to be a position player, though. Like, I would want to play in the outfield. I would not want to be a pitcher because a pitcher only pitches every five days, so he has to sit and watch a lot of games. So, if I was a baseball player I would want to play every day. I think the best thing about being a baseball player, would be you get to travel a lot, go to lots of different cities, and you have the fun of competition and playing a sport you love. Actually, you would make a lot of money, but the money would not be very important to me.

 

Listening - evaluation

Hoe vond jij deze opdrachten gaan?
Geef bij elk onderdeel aan hoe jij vond dat het ging.

Onderdeel

Goed

Voldoende

Onvoldoende

Focus

Je kunt je volledig concentreren.

Je kunt  de hele opdracht aandachtig luisteren.

 

Je vindt het lastig om je volledig te concentreren.

Maar het grootste deel van de opdracht kun je aandachtig luisteren.

Je kunt je niet goed concentreren.

Je bent tijdens de opdracht snel afgeleid.

 

 

Begrip

Je kunt de tekst goed begrijpen. Vrijwel alle woorden heb je wel herkend.

Je begrijpt de vragen goed en kunt alle vragen beantwoorden.

Je kunt de tekst vrij goed begrijpen. De meeste woorden heb je ook wel herkend.

Je begrijpt de vragen goed en kunt de meeste vragen beantwoorden.

Doordat je veel woorden niet herkent, kun je de tekst niet goed begrijpen.

Je begrijpt de vragen niet heel goed. Daardoor kun je niet alle vragen goed beantwoorden.

Luisteren naar details.

Je kunt alle details uit de gesproken tekst begrijpen.

Alle specifieke informatie en details kun je in je gebruiken in je antwoorden.

Je kunt de meeste details uit de gesproken tekst begrijpen.  

De meeste specifieke informatie en details kun je in je gebruiken in je antwoorden.

Je begrijpt niet veel details uit de gesproken tekst.

Je kunt  specifieke informatie daardoor niet goed gebruiken in je antwoorden.

Project B: Reading

Project B Reading: The economy - shades of grey

This is a difficult text. Are you able to read it? Give it a try!

  • Read the text.
  • Do the exercise.

The London Times reports that a Spanish tax inspector boarded a Mediterranean cruise ship incognito. He sought to check whether the returns made by the cruise company, in respect of food and drink consumed, tallied with reality. He put on his brightest holiday clothes and went aboard. Two things followed quickly. First, his disguise was found to be inadequate; he was discovered immediately.
Secondly, it happened that the ship had a large number of British holiday-makers aboard. These merry jokers forced him to walk the plank.
While he was swimming around in the water, some of the merrier girls dived in after him and merrily removed his shorts. We may feel sorry for the poor fellow, who was only doing his job, but the story does show that tax collectors are as unpopular now as they were in the days of Robin Hood or George Washington.

Tax inspectors are universally unpopular, not simply because they collect money, but because they are the greatest of all bureaucrats. They put their little restrictions upon every aspect of ordinary life. In Britain, if you drive a friend to the station, babysit for the neighbours, fix a car engine in exchange for a bottle of whisky, or make a pot of jam for charity, then technically, you have become a part of the shadow economy.
The estimates of the size of the shadow economy vary greatly, from two per cent to fifteen per cent of the national income, the difference in Britain of between four and 54 billion pounds. The best estimate puts it at around five per cent. One of the reasons for the difference is the definition which is used.

The black economy is only the darkest side of the picture. For example, the shadow economy runs from voluntary work for charities, to barter between neighbours, to housework. But it also takes in handling stolen goods, tax evasion, and working while drawing welfare payments.

One area of growth of the shadow economy in Britain has been household employment, and services to help the working mother. Clearly, no one pays their window-cleaner by cheque, not if they want to see him again. But, more importantly, in the last 25 years, as married women flooded out to work, they have begun again to do what their grandmothers did, to pay others to look after their homes and children.
This area of home help has become a deep grey as far as the tax authorities are concerned. In general, the shadow economy becomes pitch black once money changes hands, in used notes: for example, when we pay each other for child-minding rather than taking it in turns to run a playgroup.

While the tax authorities have their beady eye on payment in kind, there may be another distinction, between regular work on the one hand, and occasional, irregular favours on the other. Even so, it would seem that moonlighting, the second job, the odd extra evening work, is what makes up most of the shadow economy. A more useful distinction lies between the trivial and the substantial.

There is a lot of difference between giving someone a regular lift to the station in the mornings, perhaps in exchange for some help with the petrol bill, and loaning him a company car which is not declared on his tax returns.

A large proportion of the shadow economy might not be liable to tax anyway. Small traders, for example, prefer cash as much to avoid office work as to cut their sales tax. But, at the bottom end of the scale, even very small cash earnings can cause trouble to the unemployed.
The reason lies in the speed with which unemployment support benefits are withdrawn if even small amounts of money are earned. Conservative politicians are always saying that a large proportion of Britain’s unemployed are earning a healthy living in the shadow economy. With three million officially, and four million unofficially, out of work, they are more likely to be picking at bones rather then living off the fat of the land. The shadow economy may be essential to the health of the country.

Of course, tax enforcement is necessary, but snooping is not and that is where one loses sympathy with the Spanish tax inspector. There needs to be a balance which can possibly be achieved by limiting the state’s legal interest in small sums, the taxation of which is more expensive than the revenue collected.


Did you manage to read and understand this text?
If you did, have a try to answer the questions.

Evaluation Reading

Hoe vond jij deze opdracht gaan?
Geef bij elk onderdeel aan hoe jij vond dat het ging.

Onderdeel

Goed

Voldoende

Onvoldoende

Woordenschat

Je beheerst alle eenvoudige woorden om een briefje, e-mail of eenvoudige tekst te kunnen begrijpen.

Je beheerst de meest noodzakelijke woorden om een briefje, e-mail of eenvoudige tekst te kunnen begrijpen.

Je beheerst niet voldoende woorden om een briefje, e-mail of eenvoudige tekst te kunnen begrijpen.
Zinsbouw en grammatica Ik kan de werkwoordsvormen en zinnen goed herkennen en begrijpen. Ik kan genoeg zinnen en werkwoordsvormen herkennen. Ik begrijp sommige zinnen en werkwoordvormen. Ik kan werkwoordsvormen en zinsopbouw niet goed herkennen en begrijpen.
Tekstinzicht Je kunt de opbouw en grote lijn goed zien. Je kunt ook de betekenis van onbekende woorden makkelijk afleiden uit de context. Je kunt de opbouw en de grote lijn van een tekst vrij goed zien, maar je kunt zelden de betekenis van onbekende woorden afleiden uit de context. Ik zie de opbouw en grote lijn van de tekst niet helemaal en kan de betekenis van onbekende woorden niet afleiden uit de context.
Tempo van lezen Je kunt vlot en makkelijk doorlezen. Je begrijpt alles wat er staat. Je kunt de volledige tekst tot in alle details doorlezen. Je hebt vaak al voldoende leestempo om redelijk wat van wat je leest te begrijpen.
Je kunt de volledige tekst globaal doorlezen.		 Je hebt te veel tijd nodig om alles volledig te kunnen doorlezen. Wat je leest begrijp je niet helemaal.
Leesstrategie

Je kunt naar de grote lijn van een tekst kijken en daarna naar de details.
Vooraf gebruik je de indeling, de plaatjes en voorkennis (wat je al van het onderwerp af weet).

 Je kunt met gebruik van de indeling, plaatjes en voorkennis (wat je al weet van het onderwerp) met moeite de grote lijn in de tekst bekijken.
Je vertaalt nog te veel zinnen zonder verband te zien.

Je begrijpt niet goed hoe je de tekst moet aanpakken en begint woord voor woord te lezen. Je maakt te weinig gebruik van voorkennis (wat je al weet van het onderwerp).

 

Project C: Speaking

Volunteerism

Instructions

  • In pairs, interview each other. Student A poses his or her questions to student B and vice versa.
  • Take notes of the answers.
  • After you have answered each others' questions, discuss which answer was the funniest/most original/weirdest. Explain your motivation.

View the questions for student A als well as the questions for student B.

STUDENT A’s QUESTIONS

1

What springs to mind when you hear the word ‘volunteer’?

2

Do you often volunteer to do things? Why do or don't you?

3

Have you ever volunteered to do something and then regretted volunteering? If so, what made you regret it?

4

What kind of voluntary work would you like to do? Why?

5

What would the world be like if no one volunteered to do anything? Why do you think so?

6

Has anyone ever volunteered your services and you didn’t want them to? Why?

7

Would you like to work as a volunteer overseas? Why (not)?

8

What was your last volunteer effort?

9

When was the last time you volunteered to help somebody?

10

Should schools forcing students to volunteer as a part of their grate (put in a certain number of hours community engagement)?

STUDENT B’s QUESTIONS

1

Do you think we should all volunteer to do something good for others?

2

December 5th is International Volunteer Day. What do you think happens or should happen on this day? Why is this day not widely known in the Netherlands?

3

How do you feel about yourself after you’ve finished a task you volunteered for? What makes you feel so?

4

Could all of the world’s problems be solved through volunteerism? How (not)?

5

What would you like to see more people volunteer for? Why?

6

Are volunteers special? If they are, what makes them so? If they are not, give arguments.

7

Are you always the first to volunteer? Why are or aren't you?

8

Would you ever volunteer to help the lion tamer or the fire-eater in a circus?

9

Do you think doing voluntary work is good for your résumé?

10

Would you join the volunteer army of your country? Supposed there was one, and under what circumstances?

Self-evaluation

Je hebt in deze opdracht gesproken met klasgenoten over Volunteerism - vrijwilligerswerk.
Hieronder vind je een tabel. Kijk bij elk onderdeel welke omschrijving je voor jezelf van toepassing vindt.
Hoe vind je dat je het hebt gedaan?

Spreken

GOED

VOLDOENDE

ONVOLDOENDE

 

De juiste woorden kennen en gebruiken

Ik kan alle eenvoudige woorden gebruiken om antwoord op de vragen te geven.

Ik kan de meest noodzakelijke woorden gebruiken om me antwoord op de vragen te geven.

Ik kan de meest eenvoudige woorden nog niet gebruiken om antwoord op de vragen te geven.

 

Grammatica – zinnen maken

Ik kan alle geleerde grammatica gebruiken in eenvoudige zinnetjes.

Ik kan de meeste, maar nog niet alle grammatica gebruiken in eenvoudige zinnetjes.

Ik kan de geleerde zinnen niet formuleren, maar gebruik losse woorden zonder zinsverband.

 

Duidelijk -vloeiend spreken

Ik praat bijna zonder aarzelingen vlot door.

Ik praat redelijk vlot door,  met af en toe een aarzeling.

Ik praat met te veel pauzes en aarzelingen en zonder intonatie.

 

Uitspraak

De uitspraak van wat ik geleerd heb klinkt  verstaanbaar voor mijn klasgenoot.

De uitspraak van wat ik geleerd heb klinkt redelijk verstaanbaar voor mijn klasgenoot.

De uitspraak van wat ik geleerd heb klinkt niet verstaanbaar genoeg voor mijn klasgenoot.

 

Overbrengen van de boodschap

Ik kan anderen zonder veel moeite duidelijk maken wat ik bedoel en wat ik wil.

Ik kan ook goed reageren op wat mijn klasgenoot heeft verteld of een vraag stellen.

Ik kan anderen met wat moeite duidelijk maken wat ik bedoel.
Ik vind het lastig om te reageren op wat mijn klasgenoot heeft verteld of een vraag stellen.

Ik kan anderen niet duidelijk maken wat ik bedoel.
Reageren op wat mijn klasgenoot heeft verteld kan ik niet goed. Ook een vraag stellen vind ik lastig.

Oefenprogramma Engels

Can she fix it?
Als jouw school deelneemt aan VO-content kun je oefenen met het oefenprogramma Engels. Hieronder zie je een onderdeel uit het programma dat mooi past bij het thema 'Employment'.
Log in met je School Entree-account!

Can she fix it?


Op www.oefenprogrammaengels.nl kun je natuurlijk ook verder oefenen
met andere lees-, luister- of kijkopdrachten!

D-toets

Test je kennis. Maak de diagnostische toets.

What did you learn?

You started this theme you with a test in the section Need to know.

  • Do this test again.
  • Are your results better than the first time?

Finishing touch

  • Did you do all the projects (A, B and C)?
    Which assignment was the best one to learn from? Why?
  • How about your self-evaluation?
    Are you able to do what you have to do?


Speaking project

  • Did every group member do the same amount of work?
  • Were you able to help each other?
  • Did you get tips from your classmate?

  • Het arrangement Thema Employment - hv3 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2025-06-24 20:17:16
    Licentie

    Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding vrij bent om:

    • het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
    • het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
    • voor alle doeleinden, inclusief commerciële doeleinden.

    Meer informatie over de CC Naamsvermelding 4.0 Internationale licentie.

    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Dit thema valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor havo en vwo, leerjaar 3. Dit is thema 5 'Employment'. Het thema omvat de volgende onderwerpen: Looking for a job, Having a job en Getting a job. In de grammaticaopdrachten staan de 'modal verbs' centraal.
    Leerniveau
    HAVO 3; VWO 3;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    8 uur 0 minuten
    Trefwoorden
    employment, engels, getting a job, having a job, hv3, looking for a job, modal verbs, stercollectie

    Gebruikte Wikiwijs Arrangementen

    Leermateriaal, StudioVO. (z.d.).

    Employment hv123

    https://maken.wikiwijs.nl/74180/Employment__hv123

    VO-content - Toetsen. (z.d.).

    Engels Eindtoetsen vmbo-kgt34

    https://maken.wikiwijs.nl/157914/Engels_Eindtoetsen_vmbo_kgt34

    VO-content Engels. (2020).

    Thema Being in love- hv3

    https://maken.wikiwijs.nl/151230/Thema_Being_in_love__hv3

    VO-content Engels. (2020).

    Thema Employment - kgt34

    https://maken.wikiwijs.nl/155834/Thema_Employment___kgt34

  • Downloaden

    Het volledige arrangement is in de onderstaande formaten te downloaden.

    Metadata

    LTI

    Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI koppeling aan te gaan.

    Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.

    Arrangement

    Oefeningen en toetsen

    Todd on jobs

    The economy: Shades of grey

    Employment

    IMSCC package

    Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.

    QTI

    Oefeningen en toetsen van dit arrangement kun je ook downloaden als QTI. Dit bestaat uit een ZIP bestand dat alle informatie bevat over de specifieke oefening of toets; volgorde van de vragen, afbeeldingen, te behalen punten, etc. Omgevingen met een QTI player kunnen QTI afspelen.

    Versie 2.1 (NL)

    Versie 3.0 bèta

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