Theme Employment - tto123

Theme Employment - tto123

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.

Lesson 1

Looking for a job
Lesson 2

Having a job
Lesson 3

Getting a job

Vocabulary Employment

Here you can find the vocabulary lists with sentences (chunks) that accompany this theme.
These lists will also be used in the diagnostic test. Talk to your teacher about when you will learn these lists.

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.

Finishing touch

You've finished the lessons for the theme Employment.
Now it is time for the Finishing touch.
Here you will find three extra reading or speaking assignments.
Choose one or two of the assignments and work together with a classmate.
When you are finished you will make the diagnostic test and fill in the evaluation.

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 down below.

Transcripts

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

How did you like these assignments?
Indicate for each section how you thought it went.

Section

Good

Sufficient

Insufficient

Focus

You can fully concentrate.

You can listen carefully throughout the assignment.

You find it difficult to fully concentrate.

But you can listen attentively for most of the assignment.

You cannot concentrate properly.

You are easily distracted during the assignment.

Understanding

You can understand the text well. You have recognized almost all words.

You understand the questions well and can answer all questions.

You can understand the text quite well. You have recognized most of the words.

You understand the questions well and can answer most questions.

Because you do not recognize many words, you cannot understand the text properly.

You do not understand the questions very well. As a result, you cannot answer all questions correctly.

Listening to details

You can understand all the details from the narration.

You can use all specific information and details in your answers.

You can understand most of the details from the narration.

Most specific information and details can be used in your answers.

You don't understand many details from the spoken text.

As a result, you cannot properly use specific information in your answers.

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 assignment.

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 drinks 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.

Reading - Evaluation

How did you think this assignment went?
Indicate for each section how you thought it went.

Section

Good

Sufficient

Insufficient

Vocabulary

You master all the simple words to understand a note, e-mail or simple text.

You master the most necessary words to understand a note, e-mail or simple text.

You do not master enough words to understand a note, e-mail or simple text.

Sentence structure and grammar

I can recognize and understand verb tenses and sentences well.

I can recognize enough sentences and verb forms.

I understand some sentences and verb forms.

I cannot properly recognize and understand verb tenses and sentence structure.

Text insight

You can clearly see the structure and outline. You can also easily deduce the meaning of unknown words from the context.

You can see the structure and outline of a text fairly well, but you can rarely infer the meaning of unfamiliar words from the context.

I do not fully see the structure and outline of the text and cannot deduce the meaning of unknown words from the context.

Pace of reading

You can read quickly and easily. You understand everything it says. You can read the entire text in all details.

You often have enough reading pace to understand quite a bit of what you are reading.
You can read the entire text globally.

You need too much time to read everything completely. You do not fully understand what you read.

Reading strategy

You can look at the main outline of a text and then at the details.
Beforehand, you use the layout, pictures and prior knowledge (what you already know about the subject).

Using the layout, pictures and prior knowledge (what you already know about the subject) you can hardly see the big picture in the text.
You still translate too many sentences without seeing any connection.

You don't really understand how to handle the text and you start reading word for word. You make too little use of prior knowledge (what you already know about the subject).

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

In this assignment you spoke with classmates about Volunteerism.
Below is a table. Look at each section to see which description you think applies to yourself.
How do you think you did it?

Section

Good

Sufficient

Insufficient

Knowing and using the correct words​

 

I can use all the simple words to answer the questions.

I can use the most necessary words to answer the questions.

I cannot use the simplest words to answer the questions.

Grammar - making sentences

I can use all learned grammar in simple sentences.

I can use most, but not all grammar in simple sentences.

I cannot formulate the learned sentences, but use single words with no context.

Speaking clearly - fluently

I talk smoothly, almost without hesitation.

I talk fairly quickly, with the occasional hesitation.

I talk with too many pauses and hesitations and without intonation.

Pronunciation

The pronunciation of what I have learned sounds intelligible to my classmate.

The pronunciation of what I have learned sounds quite understandable to my classmate.

The pronunciation of what I have learned does not sound intelligible enough to my classmate.

Conveying the message

I can tell others what I mean and what I want without much effort.

I can also respond well to what my classmate has said or ask a question.

With some effort I can tell others what I mean.

I find it difficult to respond to what my classmate has said or ask a question.

I cannot tell others what I mean.

I can't respond well to what my classmate has said. I also find it difficult to ask a question.

English practice program

Can she fix it?
If your school participates in VO content, you can practice with the English practice program.
Below is a part of the program that fits well with this theme.
Log in with your School Entree-account!

Can she fix it?


You can also practice further at www.oefenprogrammaengels.nl with other reading, listening or viewing assignments!

D-Test

Test your knowledge. Make the diagnostic test.

What did you learn?

Can do statements
Take a look at the Can do statements in the introduction - 'Can do'.
Did you understand and meet the learning goals (can do statements)?
Are you able to do what you have to do?

Finishing touch

  • Did you do all the projects (A, B and C)?
    Which assignment was the best one to learn from? Why?

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 Theme Employment - tto123 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2022-08-09 22:59:55
    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:

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    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 tweetalig onderwijs, leerjaar 1, 2 en 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
    VWO 2; HAVO 1; VWO 1; HAVO 3; VWO 3; HAVO 2;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    8 uur en 0 minuten
    Trefwoorden
    arrangeerbaar, employment, engels, getting a job, having a job, looking for a job, modal verbs, stercollectie, tto123

    Gebruikte Wikiwijs Arrangementen

    VO-content Engels. (2020).

    Thema Employment - hv3

    https://maken.wikiwijs.nl/157624/Thema_Employment___hv3

  • 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

    Meer informatie voor ontwikkelaars

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  • Gebruik
    Weergave
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