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1. Use the phrases in the box to fill in the blanks of the job interview. Then, check your work with
your group.
excellent worker What skills and abilities a full-time job quite cheerful
VOLUME 1 UNIT 1
I II III
Part-time nanny New faces wanted Part-time library
for baby for part-time work assistant
Please reply to this add ONLY We are seeking new fac
es Location: Brooklyn, New
VOLUME 1 UNIT 1
if you comply with all the for catalogs, magazine York. Salary: US$ 12 p/h.
requirements. We are looking shoots, TV adverts, mo
vies, Company: Brampton
for a responsible and reliable billboards and posters.
You Training & Consultancy Ltd.
nanny to look after our could earn US$100 to Job type: contract.
US$
9-month-old baby on a PART- 600 per day working as
fashion model Urgentl Description: to work closely
TIME basis.
seeking extras for films
y with library/information
Must have: and managers in the day-to-
commercials.
American nationality (English day running of a library or
as a native language); For an appointment ple information service. This
ase
call 207-736-9768 or involves assisting service
Excellent references;
Previous experience with
email us. users to locate information
babies. Age 16+, no height or and resources. There is
race considerable contact with
restriction, all nationaliti
Must be: es people in other departments,
welcome, no experienc
Non-smoker. e as well as the public.
necessary.
Look forward to hearing from Thanks. Applicants to have library
you. (Home: 207-885-4239) and customer service
BIG APPLE STUDIOS,
5th Av. experience.
VOLUME 1 UNIT 1
In the first picture, you can see... While in the second picture,... I believe... In my opinion,...
I dont think... Things were different then because... They used to... They didnt use to...
Introduction: The working world is a crucial and completely new stage in a persons life. Either after college
graduation or as an after-school part-time job, getting into work life requires some preparation and
learning.
Task: In this project, you will have to prepare a Power Point Presentation on the process of getting into the
working world (around 10 slides). You will have to include information about personality traits, career
and jobs/occupations. To do so, you will work in groups of 3 students and each of you will be in
charge of an aspect of the presentation.
Process: 1. Have a look at these websites and answer the questions below as a group.
http://www.forbes.com/pictures/mkl45eiklj/no-1-happiest-job-principal/#5e334bd7ad1a
http://www.chron.com/jobs/article/These-jobs-will-make-you-happy-says-CareerBliss-6126191.php
http://www.theguardian.com/money/2015/apr/07/going-to-work-with-a-smile-on-your-face
a. Which are the happiest jobs in the world? And the unhappiest?
b. What are the common characteristics among them? Draw conclusions and comment on them
with your partners.
2. Visit the following websites and scan them. Then, draw a contrastive table with pros and cons
and fill it in with brief information from the articles.
http://www.teenzeen.org/jobs-for-teens.html
http://kidshealth.org/en/teens/tips-summer-jobs.html?WT.ac=ctg#catjobs
3. On your own, read the information on these websites carefully. Then, answer the questions as
a group.
http://www.howtolearn.com/2012/10/6-reasons-why-teens-should-take-a-career-aptitude-test/
https://www.123test.com/holland-codes-career-tests/
a. Why should teenagers take a career aptitude test?
b. In which way do these tests help them?
c. According to John Holland, how do people work best?
4. Take the two tests separately and comment on the results with your partners. Why do you agree/
disagree with them?
https://www.123test.com/career-test/index.php
http://www.allthetests.com/quiz13/quiz/1114365326/Teen-Personality-Quiz
5. Go back to this website and read the six personality types on your own. To make it easier, divide
the work so that each of you reads only two types. Then, answer the questions below and share
your findings.
https://www.123test.com/holland-codes-career-tests/
a. What abilities and characteristics do people of each type have?
b. What main occupations fit each type? Mention at least 10.
Assessment: The PPP will be evaluated with common grade for group work creativity and good conclusions and
presentation will be highly valued. Rubric is as follows:
Creativity: 40%
Quality of exposition and presentation: 40%
Level of English: 20%
Conclusion: The task you have just completed has allowed you to acquire some insights on the world of work.
You have also been able to learn more about your own personality and the possible occupations
you may aim at after high school or college.
1. Scan these two job advertisements and identify which job (I or II): 3 points
a. allows on-line application. d. pays less than US$10 per hour.
VOLUME 1 UNIT 1
c. is based in Seattle. f. requires previous experience.
I
Job Number: 39749981 Reservations Agent
Contact: Jenny Milder Director
Organization: Queen Cruises and Tours 2815 Leman
Avenue, Suite 206, Seattle, WA, 98121
Description: The Reservations Agent must:
Provide excellent customer service.
Answer calls from customers, employees and management.
Respond to booking enquiries and generate bookings.
Speak another language, be friendly and a team worker.
Skills required: High school diploma or equivalent
1 year experience in customer service or sales.
Proficiency in the use of computer specialized software related to
reservations systems.
Ability to communicate clearly (verbally and in written form) to customers,
management and employees.
Paid training begins on January 26, 2018.
Applications online (only) at http://queencruisesjobs.com
II
Job Number: 48919560 Cook Part Time
Contact: Tobey Kern General Manager
Organization: Sunrise Senior Living, San Ramon, California, 94583
Phone Number: 800 9000 764
Category: Food Services
Sunrise Senior Living offers a unique, challenging and rewarding work environment,
competitive salary and excellent benefits as well as the opportunity for both personal and
professional growth.
Sunrise currently operates over 380 senior living communities in 33 states of the USA, in
the District of Columbia, Canada, in the UK and Germany. The position offers the chance to
work and live abroad.
Hourly wage: $35
Description:
The cook must
Prepare all food to meet quantity and schedule requirements.
Handle food in accordance with sanitary procedures and standards.
Follow a menu to prepare meals.
Have at least two years of experience in long-term care or specific gastronomic training.
The candidate should
Have a commitment to serving others.
Be friendly.
Know how to deal with older people.
Information I II
a. Duties
b. Experience
c. Hourly wage
d. Contacts position
e. Job numbers
VOLUME 1 UNIT 1
3. Read the job advertisements more carefully now and identify which of the following 3 points
topics are not mentioned in either of the ads.
a. Special benefits.
b. The countries that the companies operate in.
c. The starting date for the position.
d. The name of the contact.
e. The phone number to call to apply for the job.
f. Holiday entitlement.
5. 18 Listen to three people talking about their jobs and match them with the pictures. 3 points
Write the number (1, 2 or 3).
VOLUME 1 UNIT 1
e. would like to have another job in the future.
f. can wear informal clothes at work.
7. 18 Listen to the recording once more. Are these statements true or false? 6 points
Write T or F.
a. Speaker I will earn a lot of money.
b. Speaker III wants to work indoors in the future.
c. Speaker II will live far from work.
d. Speaker III always enjoys his work.
e. Speaker I thinks salary is a positive aspect of his job.
Total score=
32 pts.
1. Do the following quiz and find your learning style. Then, share your results in your group and
comment on them.
VOLUME 1 UNIT 2
a: b: c:
Interpretation:
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If you had mostly as, then you are a visual learner.
Sit in the front of the class or meeting so you can see everything.
Sketch course content. Even the simplest sketch can help you remember ideas.
List your tasks even the ones you have completed just to have the satisfaction of visually crossing
out tasks done.
Write notes on your favorite colored sticky-notes to help you remember and paste them around your
room.
A tidy desk may help in clearing your mind to be able to study better.
Write yourself encouraging notes and post them where you can see them.
Create mind maps, owcharts, or other graphic organizers.
2. Underline three learning tips you found useful in the interpretation section of the quiz. Then, write
down two more tips of your own.
stressed out a couple of months laugh at cost a lot of money schoolwork cruel messages
shy and nervous where to start cannot afford it panic at to help them bullied
a.
Casey, 14
VOLUME 1 UNIT 2
b.
Zach, 15
Hi there! I need some advice. Our class is planning a field trip to Washington DC and it is going to
. Most of our parents are happy to help but there are four students whose parents
. We, the whole class, want everybody to go but are not really sure what to do
. Theres not much time because the trip is in . What can we
do to solve this problem?
c.
Ashlee, 15
Hello. I hate ! I get so with all the homework and the
assignments that I often cry. I do not know when Im home on my own. I also
deadlines And I even have a hard time sleeping sometimes. Im so frustrated!
Please, help me!
SUMMER COURSE IN
ENGLAND
If youre between 16 and 18, join
us
COME AND LEARN
VOLUME 1 UNIT 2
and study English and its culture dur
the summer.
ing
ENGLISH IN AMERICA!
Native speaker teachers Students from all over the world
2 months (June-July) Life in college campus
rs)
200 class-hours Crash-courses (3 weeks 120 hou
Free accommodation with hos
t families Field trips
Introduction: Learning a language is more than simply studying a vocabulary list; its about absorbing the culture
and colloquialisms and exploring an alien society. Therefore, studying abroad is one of the fastest, most
effective and most interesting methods for learning English; its a life changing experience.
VOLUME 1 UNIT 2
Task: Your task is to create a radio program about an experience of studying English abroad (around 20
minutes). You will have to include the radio script based on the topic, the sound effects and a few
commercials. In order to do so, you will work in groups of 5 students and each of you will be in charge
of a different aspect of the project.
Process: 1. On your own, go over these websites and scan the different radio script samples. Comment on the
similarities and differences with your partners.
http://john.curtin.edu.au/sport/activities/radio(answerfootball).html
http://cw.routledge.com/textbooks/9780415561709/audio.asp
https://sdlehto.wordpress.com/radio-interview-script-sample/
https://sdlehto.wordpress.com/radio-commercial-script-sample/
2. In pairs, visit the following websites and pay attention to the characteristics of radio scripts. Then,
write down the main characteristics and five tips to create your own script.
http://es.slideshare.net/helpingmedia/writing-a-radio-script-10476106
http://www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-
radio-news-scripts
3. Continue working in pairs and read the information on this website carefully. Then, answer the
questions below.
http://www.5minuteenglish.com/study_abroad.htm
a. Why do people study the language in an English-speaking country?
b. What are the advantages and disadvantages of studying English abroad?
4. As a team, go through these websites and choose four different countries to study English. Then, fill
in a table with specific information about the points below.
https://www.studytravel.com/learn-english-abroad-juniors
http://www.lalschools.com/en/courses#young-learner
http://www.kaplaninternational.com/young-learners
http://www.studyabroadinternational.com/study_abroad_programs_for_Teen_Students_and_
Kids_English_summer_camps.html
Country Course length
Specific location Accommodation
Course type Leisure activities
5. Now, make up two characters (the radio announcer and an EFL student) and his/ her story studying
English abroad. Use the information you have found on the different websites to create the
interview between them and the radio program itself. Remember to include information about:
His/her reasons for studying English abroad His/her feelings and impressions on the experience
The language course and everyday life The radio sound effects and commercials
Assessment: The radio program will be evaluated with common grade for group work creativity and good
performance will be highly valued, too. Rubric is as follows:
Creativity: 40% Quality of performance: 40% Level of English: 20%
Conclusion: The project you have just prepared has provided you with background information on how a radio
program is produced and has also given you some space to be creative. Together with this, you have
explored a wide range of information on language courses that might be useful for anyone wanting
to study English abroad.
1. Read the texts carefully and circle the correct alternative in sentences a - e on page 104. 3 points
VOLUME 1 UNIT 2
My school is totally ordinary and I dont think its very
different from a school in any country. Im in the 9th grade at
Alice Deal Junior High, Washington DC. In the USA, kids
start first grade at age six and finish in twelfth grade. From
seventh to ninth grade, we go to Junior School.
We dont wear a uniform, but there is a dress code. That
means we shouldnt attend school in baggy, skateboarding
pants, very short skirts, or clothes with holes in them, and we cant dye our hair crazy colors!
School starts at 8:45 and ends at 3:15. A lot of students stay until 5:30 to play sports
or take part in the after-school program; that means you can stay at school to do your
assignments or go to the computer lab. We do the same subjects as any school and we also
study Spanish because there are a lot of people in the USA who speak Spanish at home.
Some schools in Washington DC are totally bilingual in Spanish and English because there
are so many Latino students; their families are mainly from Mexico and El Salvador.
We generally have lunch in the school cafeteria; the food is okay.
One of the best things at this school is the field trips. Last week, we went on a biology trip
to Kenilworth Aquatic Gardens, a national park with a river and lakes; we spent the whole
day there and had lunch in the picnic area.
Close-knit: (adj.) having strong relationships with each other and taking a close interest in each others activities and problems.
Commute: (n) the journey that a person makes when traveling to the place of work or study.
2. Read again and fill in the chart with specific information from the texts and your own. 15 points
Student 1 2 You
Name
Age
School
Positive aspects
Negative aspects
3. 28 Listen to a recording about studying abroad. What kind of text is it? 1 point
a. An advertisement
b. News reports
c. An interview
d. Personal experiences
4. 28 Listen to the recording again and number the sentences in the order you 5 points
hear them.
a. First, I did not speak English very well.
b. I started talking a lot.
c. I can communicate with them through English.
d. Sometimes, I feel sad.
e. The school has a good atmosphere.
VOLUME 1 UNIT 2
a. Speaker b. Speaker
c. Speaker d. Speaker
Total score=
35 pts.
VOLUME 1
Skills Criteria Points
1 2 3 4
Understanding key Understands 1 or 2 Understands some Understands many Understands most
events or facts. events or key facts. of the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most key
facts.
Understanding Gets few or no Gets some important Gets many important Gets most important
details. important details. details. details. details and key
language.
Responding Almost never. Sometimes. Most of the time. Nearly always.
appropriately to
features such as:
laughter, silence,
etc., and / or
accentuation,
intonation, and
rhythm.
Answering Answers questions Answers questions Answers questions Answers questions
questions. with incorrect with some with literal with interpretation
information. misinterpretation. interpretation. showing higher level
thinking.
Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher
and requires with four with two or three with one or no
many questions or five questions and questions and questions
or prompts. prompts. prompts. or prompts.
At the end of the Answer factual Answer factual Summarize the Reveal the sequence
session, the questions on general questions on general beginning, middle, of events, providing
listener is able to: information. and specific and end of details on dialog, and
information. the story. motivation
of characters.
Total points
VOLUME 1
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).
8. I can pick out clues from the reading to help me make an interpretation.
9. I give my opinion-make a judgment-about the text.
10. I support my opinion with details from the text.
11. I know the difference between fact and opinion.
12. I can see similarities and differences between the texts I read.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out
the setting.
4. Making connections
Dimension 4 3 2 1
Text-to-self Without prompting, Without prompting, With prompting, With prompting, student
connections student can explain student can explain student can explain can explain connections
connections with own connections with own life. connections with own with own life. However,
life that are closely However, they are vaguely life that are closely they are vaguely related
related to the text. related to the text. related to the text. to the text.
Text-to-text Without prompting, Without prompting, With prompting, With prompting, student
Connections student can explain student can explain student can explain can explain connections
connections with other connections with other connections with with other texts. However,
texts that are similar. texts that are vaguely other texts that are they are vaguely related
similar to the text. very similar to the text. to the text.
Text-to-world Without prompting, Without prompting, With prompting, With prompting, student
connections student can explain student can explain student can explain can explain connections
connections with the connections with the connections with the with the world. However,
world that are closely world. However, they are world that are closely they are vaguely related
related to the text. vaguely related to the text. related to the text. to the text.
VOLUME 1
expressions and vocabulary.
imitate the model and use 4 3 2 1
correct intonation and
pronunciation.
speak naturally without 4 3 2 1
unnecessary pauses.
Suggestions for improvement:
8. Oral presentation
ORAL PRESENTATION RUBRIC
Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported by reasons.
Visual aids were useful.
Teachers comments
Created by: Publishing team.
project
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
VOLUME 1
Source: http://www.sdst.org/shs/library/resrub.html
OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent Good Satisfactory Unsatisfactory
Completing I always complete work With few exceptions, I I usually complete work I frequently do not
work to the best of my ability, complete work to the best to the best of my complete work to the best
expectations within set guidelines and of my ability, within set ability, within set of my ability, within set
VOLUME 1
on time. guidelines and on time. guidelines and on time. guidelines and on time.
I always work with care I generally work with care I usually work with care I rarely work with care and
and attention to detail. and attention to detail. and attention to detail. attention to detail.
Interest and I am always ready and I am ready and motivated I am usually punctual, I am often late, not ready
enthusiasm motivated to learn by to learn, usually attentive ready and motivated to or motivated to learn and
being punctual, attentive in class, eagerly learn, and sometimes need constant reminders
in class, eagerly participating, curious and curious, but sometimes to be attentive.
participating, curious and contributing positively. distracted.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.
VOLUME 1
I offered solutions and alternatives to solve problems.
I participated actively in order to accomplish tasks.
I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others opinions.