ພາສາອັງກິດ ມ.5 (Eng TGM5 V1eesdp)

["3. Brainstorming Session (20 minutes) \u2022 The teacher will instruct the students to get a piece of paper (about 7 centimeters x 25 centimeters). \u2022 The teacher will now draw a big and empty mindmap on the board that looks like this: To express cause Subordinating to express or reason conjunctions condition To express To express contrast time or compromise \u2022 The students will now write on their papers one (1) sentence that uses a subordinating conjunction (because, as, since, before, after, while, unless, if, although, even though). Underline the independent clause and double underline the dependent clause. Examples: Thipvanh had some milk but no sugar. I was not feeling well so I was absent from work today. Xayaphet did good in the exams because he studied so hard. Kalathone will buy a car when he gets his salary. \u2022 Students will now go to the board to post their papers in the correct category. \u2022 If students use the same sentence, the teacher must encourage the students to write another sentence. No one should have the same sentence. \u2022 Once all the students have placed their papers on the board, the teacher will now encourage everyone to come near the board and look at the papers. \u2022 The teacher should also check if all sentences are correctly using the subordinating conjunctions. If a sentence is wrong, immediately correct it and explain why. --- END OF SESSION --- 246","Second session (50 minutes) 1. Writing Activity \/ Think, Pair and Share Session (20 minutes) \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 Each pair must answer exercise 1 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each pair a copy of exercise 1 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. \u2022 The teacher will then write the answers on the board while pairs check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, pairs should return the papers to the original pairs for rechecking. \u2022 The teacher must grade this activity as part of QUIZZES. 247","Exercise 1: Subordinating conjunctions Combine each pair of sentences using the correct subordinating conjunction from the word bank. because as since before after while unless if although even though 1. Lina will work as a computer programmer. She graduates with a computer degree. _______________________________________________________________________ 2. Pakou took evening English classes. She wanted to have better skills in communicating to customers. _______________________________________________________________________ 3. Kanthavong wanted to study Digital Media instead. Business course are popular in Laos. _______________________________________________________________________ 4. You might want to have a career in planning events. You\u2019re very good in managing events. _______________________________________________________________________ 5. Check first if there are available job opportunities. You start applying. _______________________________________________________________________ 6. Some people work in the office. Some people work at home these days. _______________________________________________________________________ 7. You will succeed in your chosen career. You are willing to learn. _______________________________________________________________________ 8. Vattana studied Automotive in trade school. He was very good in handling car engines. _______________________________________________________________________ 9. Applying for a job is difficult these days. You need to be patient and don\u2019t be easily discouraged. _______________________________________________________________________ 10. You will not achieve your dreams. You work hard and persevere. _______________________________________________________________________ 248","Answer Key: Exercise 1: Subordinating conjunctions 1. Lina will work as a computer programmer after she graduates with a computer degree. 2. Pakou took evening English classes because she wanted to have better skills in communicating to customers. 3. Kanthavong wanted to study Digital Media instead even though business course are popular in Laos. 4. You might want to have a career in planning events since you\u2019re very good in managing events. 5. Check first if there are available job opportunities before you start applying. 6. Some people work in the office while some people work at home these days. 7. If you are willing to learn, you will succeed in your chosen career. 8. Vattana studied Automotive in trade school as he was very good in handling car engines. 9. Although applying for a job is difficult these days, you need to be patient and don\u2019t be easily discouraged. 10. You will not achieve your dreams unless you work hard and persevere. 249","2. Reading Comprehension\/ Think, Pair and Share Session (30 minutes) The teacher must provide enough copies of this reading text for each pair OR write this reading text on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 For twenty (20) minutes, pairs will silently read the short story \u201cOne Man, 52 Job\u201d (shown in the next page) and discuss the main ideas and lessons. Then each one will answer exercise 2 in separate notebooks. \u2022 During this time, the teacher should roam around the room and see that all pairs are doing the assigned tasks and randomly check for students\u2019 understanding of the story. \u2022 Once time is up, the teacher will then each student to exchange her\/his paper with his\/her partner. \u2022 The teacher will then write the answers on the board while students check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, papers are submitted to the teacher with the total score at the top right-hand of the paper. The teacher will recheck and record scores. \u2022 Then, the teacher leads discussion on the main idea\/s and lesson\/s to be learned from the story and summarize what has been learned. \u2022 The teacher must grade this activity as part of QUIZZES. 250","One man, 52 jobs After graduating from college, Sean Aiken knew he would need to find a job soon. The problem was that he wasn't sure what kind of work he wanted to do. One night at the dinner table, his father encouraged him to do what he liked most. His father said he had worked his whole life doing a job he didn\u2019t really enjoy. Aiken wanted a different future. That night, he promised himself that he would find something that he was passionate1 about. Aiken set a goal to work a new job each week for a year. That\u2019s 52 occupations in one year. And he did it! One week, as a dairy farmer, he milked cows every morning. Then, in another week, he was an astronomer studying the night sky. Aiken\u2019s favorite job, though, was teaching. He learned he was happiest when he was helping others. Aiken also learned that it\u2019s OK to not know what you want to do right away. He wrote a book about his experiences, and today he tells his story to college and university students. His message? You\u2019ll find your perfect job one day. After all, Aiken found his. https:\/\/ngl.cengage.com\/assets\/downloads\/asr_pro0000000020\/activeskillsreading_intro_unit_3.pdf 251","Exercise 2: One man, 52 jobs A. Circle the correct answer. 1. What did Sean Aiken want to do after graduating from college? a) He wanted to be a teacher. b) He didn\u2019t know what to do. c) He wanted to travel to Europe. 2. What did Aiken\u2019s father encourage him to do? a) Get a job he enjoyed doing. b) Work one job his whole life. c) Work for his father for one year. 3. Which of these jobs is NOT talked about in the passage? a) astronomer b) dairy farmer c) pilot 4. What did Aiken learn by working so many different jobs? a) That working is very difficult and not fun. b) That it is okay to take your time finding a job. c) That people should get a job right after college. B. Read the sentences below. Check (\u2714) true (T) or false (F). True False 1. Aiken\u2019s father wanted him to do something he was passionate about. 2. Aiken wanted to do what his father did. 3. Aiken tried being a teacher. 4. Today, Aiken gives students advice about finding the perfect job. 252","C. For each group of words, circle the word that does not belong. The words in bold are from the reading text. 1. hobby occupation job 2. encouraged supported disagreed 3. later right away next time 4. promised lied guaranteed 5. make a plan set a goal take a chance 6. after all in the end from the start 7. enjoyed hated disliked 8. try something experience stay home 253","Answer Key Exercise 2: One man, 52 jobs A. 1. B 2. A 3. C 4. B B. True False 1. Aiken\u2019s father wanted him to do something he was \u2714 \u2714 passionate about. \u2714 2. Aiken wanted to do what his father did. \u2714 3. Aiken tried being a teacher. 4. Today, Aiken gives students advice about finding the perfect job. C. occupation job 1. hobby supported disagreed 2. encouraged right away next time 3. later lied guaranteed 4. promised set a goal take a chance 5. make a plan in the end from the start 6. after all hated disliked 7. enjoyed experience stay home 8. try something --- END OF SESSION --- 254","Third session (50 minutes) 1. Reading Comprehension \/ Think, Pair and Share Session (20 minutes) The teacher must provide enough copies of this reading text for each pair OR write this reading text on the board before the class so students can read this immediately. No need for students to copy in their notebooks. \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 Pairs will be given fifteen (15) minutes to silently read the article \u201cEarning Power\u201d (shown in the next page) and discuss their understanding of the story; then each will individually write answers to exercise 3 in their separate papers. \u2022 During this time, the teacher should roam around the room and see that all pairs are doing the assigned tasks and randomly check for students\u2019 understanding of the article. \u2022 Once time is up, the teacher will then require each student to exchange his\/her paper with his\/her partner. \u2022 The teacher will then write the answers on the board for checking reference. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, students submit the papers to the teacher with the total score on the top right-hand side. The teacher will recheck and record scores. \u2022 Teacher leads discussion on main idea\/s of the article, including lessons learn and summarize what has been learned. \u2022 The teacher must grade this activity as part of QUIZZES. 255","Earning Power Everyone wants a job that pays well. Some people stop school early because they want to start earning cash right away. Others spend years and years studying in school in order to get a better job. Which is best? Actually, studies show that in most jobs, the higher your education, the higher is your earning power. For example, in the United States, high school graduates can make about $30,400 a year. The people who do not finish high school average only $23,400 a year. Just having a document that says you finished high school means an extra $7,000! If you stay in school, you can make more money. A person who goes to college and gets a bachelor\u2019s degree can make an average of $52,200. With a master\u2019s degree, he or she can make about $62,000. And studies show that if a person gets a PhD, he or she can make $89,000 or more a year. Of course, people with different occupations have different salaries. The chart below shows some average salaries for different professions in the United States. We can learn an important lesson from this information. If you want to work and make more money, spend more time in school. https:\/\/ngl.cengage.com\/assets\/downloads\/asr_pro0000000020\/activeskillsreading_intro_unit_3.pdf 256","Exercise 3 Choose the correct answers. 1. Why does the passage say people stop high school early? a. They do not have a lot of money. b. They do not like going to school. c. They do not want to work hard. d. They want to start making money. 2. According to the passage, how can a person earn more money? a. by stopping high school b. by staying in school for a long time c. by working a part-time job in high school d. by starting a small business 3. Which of these ideas is mentioned in the passage? a. Everyone should get a master\u2019s degree. b. Graduating high school is important. c. A person should do the same job their whole life. d. A person with a PhD will not earn a lot of money. 4. According to the chart, which job pays the most money? a. dentist b. high school teacher c. photographer d. accountant 5. Why was this passage written? a. to make school more fun b. to encourage people to stay in school c. to help people who score poorly on tests d. to teach people how to set goals 257","Answer Key: Exercise 3: Earning power 1. Why does the passage say people stop high school early? a. They do not have a lot of money. b. They do not like going to school. c. They do not want to work hard. d. They want to start making money. 2. According to the passage, how can a person earn more money? a. by stopping high school b. by staying in school for a long time c. by working a part-time job in high school d. by starting a small business 3. Which of these ideas is mentioned in the passage? a. Everyone should get a master\u2019s degree. b. Graduating high school is important. c. A person should do the same job their whole life. d. A person with a PhD will not earn a lot of money. 4. According to the chart, which job pays the most money? a. dentist b. high school teacher c. photographer d. accountant 5. Why was this passage written? a. to make school more fun b. to encourage people to stay in school c. to help people who score poorly on tests d. to teach people how to set goals 258","2. Problem-Solving Activity (30 minutes) Job opportunities in the global world \u2022 The teacher will divide the class into twelve (12) groups. (Note: Group strong students with weak students.) Each group will also be given a large piece of paper and a marker. \u2022 The teacher then gives each group twelve (12) different pictures of people and their work. \u2022 For fifteen (15) minutes, each group will discuss among themselves and guess what kind of work the person in their picture is doing (medical, engineering, business, customer service, hospitality industry, IT industry, music industry, education, legal, arts, news and media, etc.). \u2022 Groups will also discuss and write what are the advantages and disadvantages the person in the picture might possibly encounter working in that field or profession. \u2022 The teacher must roam around and make sure that every student actively participates in the group discussion. \u2022 Once time is up, each group will show their work in front of the class and do a short discussion of what are the advantages and disadvantages working in that field. \u2022 Then, teacher summarizes the lesson. \u2022 The teacher must grade this activity as part of CLASS PARTICIPATION. 259","Note: Cut each picture and give one to each group for their discussion. https:\/\/www.alamy.com\/people-doing-different-jobs-illustration-images 260","--- END OF SESSION --- 261","Lesson 2: Job skills in the 21st century (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to\u2026 \u2022 review about sentences (simple and compound) using Brainstorming Session and Think, Pair and Share Session. \u2022 widen their vocabulary words when discussing about job skills needed in the 21st century. \u2022 enhance their reading comprehension by reading articles and learning about the author\u2019s purpose, main, and supporting ideas through a Think, Pair and Share Session. \u2022 show confidence in using the English language through conversations inside the classroom or in a grouped or paired setting. \u2022 develop critical thinking and analytical skills in making decisions. Target Products\/Performances: The following are products and\/or performances that students will do or perform to assess their learning: \u2022 answers to exercises 2 and 3 in distinguishing sentences (simple and compound) and writing compound sentences \u2022 answers to exercise 4 on \u2018Skills for the 21st century workplace\u2019 \u2022 \u201cthink\u201d sentences from problem solving activity in \u2018Job Skills in the 21st Century\u2019 \u2022 answers to exercise 5 on \u2018What fresh graduates should know about their first job\u2019 Learning Resources: \u2022 Visual aids \u2022 Masking tape \u2022 Twenty (20) to twenty-five (25) copies of the article Skills for the 21st Century Workplace (provided in the Reading Comprehension section) \u2022 Five (5) large pieces of paper or poster \u2022 Five (5) markers \u2022 Written worksheets for exercises 2, 3, 4, and 5 262","First session (50 minutes) 1. Warm up Activity (5 minutes) a. Before the start of the lesson, the teacher needs to ask these questions to anybody in the class. \u2022 What skills do you have? Does anybody here know how to cook? Clean houses? Farming? Fishing? Carpentry? Like to speak English? \u2022 What skills do you think we need to have that are very important at work? Do you have these skills? Do you think you can learn these skills? Why or why not? 2. Grammar Note (20 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Review the Grammar Note: Sentences (Simple and Compound) Sentence \u2022 is a group of words giving a complete thought and written in the present tense. \u2022 can be a simple sentence or compound sentence. Structure of Sentences: a. Simple sentence \u2022 contains a subject and a predicate. It has only one independent clause. My father works. We are busy. The school is opened at 6:30 am. subject predicate subject predicate subject predicate (independent clause) (independent clause) (independent clause) 263","b. Compound sentence \u2022 joins two independent clauses together. The clauses are connected by a comma (,) and a coordinating conjunction (ex: and, yet, but, so, etc.) OR a semicolon (;). Vanida wants to go, but it is too hot outside. We studied very hard, so we passed the exam. coor.conjunction coor.conjunction (independent clause) (independent clause) (independent clause) (independent clause) We planted many crops; the harvest was plenty. My parents are old; I take care of them. (independent clause) (independent clause) (independent clause) (independent clause) 3. Writing Activity \/ Think, Pair and Share Session (25 minutes) \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 Each pair must answer exercises 2 and 3 (shown in the next pages) for fifteen (15) minutes. (Note: The teacher must give each pair a copy of exercises 2 and 3 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. \u2022 The teacher will then write the answers on the board while pairs check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, pairs should return the papers to the original pairs for rechecking. \u2022 The teacher must grade this activity as part of QUIZZES. 264","Exercise 2: Simple or compound sentence? Write \u201csimple\u201d for simple sentences and \u201ccompound\u201d for compound sentences. __simple__ 1. The trainees are trying new skills in automotive repairs. _________ 2. Xayaboun went to see if he could apply as a mechanic. _________ 3. The company was in need of a salesman, so they hired _________ Moun. 4. Fasai studied marketing, but she was not able to use it at _________ _________ her current job. 5. Digital Media is the newest skill in-demand these days. _________ 6. Laos is in need of medical professionals, yet only a few _________ practice it. _________ 7. Digital photography is a new specialty in the field of _________ photography. 8. The legal profession is in need of competent practitioners. 9. Do we need more schooling, or we just need trainings? 10. I like to research first the company, for I want to be sure I get hired. 265","Exercise 3: Writing compound sentences Create a compound sentence by combining the two simple sentences below using the conjunctions (and, or, but). Example: David likes to swim. David likes to hike. Answer: David likes to swim, and he likes to hike. 1. John likes video games. John wants to be a game programmer. _____________________________________________________________ 2. Stephen must study. Stephen will not pass the test. _____________________________________________________________ 3. Jill should show up on time. Jill will be fired from her job. _____________________________________________________________ 4. The boy is a skilled basketball player. The boy plays soccer very well. _____________________________________________________________ 5. People need to have more skills these days. Only a few are willing to learn _____________________________________________________________ 266","Answer Key: Exercise 2: Simple or compound sentence? 1. simple 2. simple 3. compound 4. compound 5. simple 6. compound 7. simple 8. simple 9. compound 10. compound Exercise 3: Writing compound sentences 1. John likes video games, and John wants to be a game programmer. 2. Stephen must study, or Stephen will not pass the test. 3. Jill should show up on time, or Jill will be fired from her job. 4. The boy is a skilled basketball player, and the boy plays soccer very well. 5. People need to have more skills these days, but only a few are willing to learn. --- END OF SESSION --- 267","Second session (50 minutes) 1. Reading Comprehension \/ Think, Pair and Share Session (20 minutes) The teacher must provide enough copies of this reading text for each pair OR write this reading text on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 For fifteen (15) minutes, pairs will silently read the article \u201cSkills for the 21st century workplace\u201d shown in the next page. Then each pair will discuss how they understood the article. After this, each one will write answers to exercise 4 individually. \u2022 During this time, the teacher should roam around the room and see that all pairs are doing the assigned tasks and randomly check for students\u2019 understanding of the article. \u2022 Then, the teacher will require students to exchange papers and write answers on the board as reference for checking. Students will submit the checked papers to the teacher with the total score on the top right-hand side. The teacher will check and record scores. \u2022 Reflection sharing will follow, with the teacher summarizing the main idea of the reading article. \u2022 Each correct answer is equal to one (1) point. \u2022 The teacher must grade this activity as part of QUIZZES. 268","Skills for the 21st century workplace Have you got the skills you need for the 21st-century workplace? We need to develop all kinds of skills to survive in the 21st century. Some, like ICT skills and knowledge of the digital world, are taught explicitly in schools in the UK. Here are five less obvious ones for you to think about. These are the sorts of skills that employers may ask you questions about in interviews, so it\u2019s a good idea to think about how good you are in these areas. What are your strengths and weaknesses? Imagination In the age of technology that we are living in now, it is no longer enough to keep on making the same products. Employers need people who can imagine new approaches and new ideas. Think: Think of an object or gadget you use every day. How could it be improved? Can you think of three improvements? Problem-solving Employers will value workers who are able to see problems before they happen and come up with creative solutions. Think: Imagine you are organising an end-of-term social event at school. Think of some problems that you could face. Can you think of any solutions? Communication skills Workers will have to be good communicators. They will have to be able to negotiate and discuss key issues and also write in a clear way without using too many words. Think: How do people communicate with each other in the 21st century? Critical analysis Employers want workers who are able to recognise the difference between information that can be believed and false information. Think: Find out three facts about a celebrity or famous figure. What sources do you need to research and verify their information and make sure it is not fake? Decision-making Individual workers have a growing amount of responsibility. It is important to be able to evaluate a situation and be confident in making a decision. Think: Which three things could you do to (a) be healthier, (b) do better at school, and (c) help others? Make a decision now to do at least one of these things. https:\/\/learnenglishteens.britishcouncil.org\/skills\/reading\/intermediate -b1-reading\/skills-21st-century-workplace 269","Exercise 4: Skills for the 21st century workplace ___________ ___________ Answer true or false. ___________ ___________ 1. 21st-century skills are not taught in schools in the UK. ___________ ___________ 2. Employers like workers to be imaginative. ___________ 3. Employers want workers to think about possible problems. ___________ 4. Employers like workers to be original when solving problems. 5. Future workers will need to be able to write concisely. 6. People communicate with each other less in the 21st century. 7. Employers believe it is useful to know a lot of information about celebrities. 8. Employers don\u2019t want workers to make decisions without asking them. Fill in the gaps from the box. develop differentiate teach make discuss have solve value 1. UK schools and colleges ___________________ ICT skills. 2. Employers ___________________ people with ideas for new approaches. 3. Employers like workers who can ___________________ problems. 4. Workers need to be able to ___________________ their work with their team. 5. Workers need to ___________________ their writing skills. 6. It is important that workers can ___________________ between truth and lies. 7. Employees in the 21st century ___________________ more responsibility. 8. Employers like their workers to ___________________ decisions. 270","Answer Key: Exercise 4: Skills for the 21st century workplace Reading comprehension: 1. False 2. True 3. True 4. True 5. True 6. False 7. False 8. False Vocabulary: 1. teach 2. value 3. solve 4. discuss 5. develop 6. differentiate 7. have 8. make 271","2. Problem-Solving Activity (30 minutes) Job skills in the 21st century \u2022 The teacher will divide the class into five (5) groups. (Note: Group strong students with weak students.) Each group will also be given a large piece of paper and a marker. \u2022 The teacher then assigns each group one of the skills mentioned in the reading text (imagination, problem-solving, communication skills, critical analysis, decision-making). \u2022 For fifteen (15) minutes, each group will discuss among themselves and answer the \u2018Think\u2019 sentence for each skill featured. \u2022 The teacher must roam around and make sure that every student actively participates in the group discussion. \u2022 Once time is up, each group will show their work in front of the class and do a short discussion of their output for the \u2018Think\u201d sentence. \u2022 The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 272","Third session (50 minutes) 1. Reading Comprehension \/ Think, Pair and Share Session (50 minutes) The teacher must provide enough copies of this reading text for each pair OR write this reading text on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 For twenty (20) minutes, pairs will silently read the article \u201cWhat fresh graduates should know about their first job\u201d (shown in the next page) and then discuss its main idea\/s. Then, each student will individually write answers to exercise 5 on a piece of paper. \u2022 During this time, the teacher should roam around the room and see that all pairs are doing the assigned tasks and randomly check for students\u2019 understanding of the article. \u2022 Once time is up, the teacher will require students to exchange papers and reads out the correct answers for checking reference. Students sums up the total score and write at the top right-hand side of the paper and submit to the teacher for rechecking and recording. \u2022 Each correct answer is equal to one (1) point. \u2022 The teacher should discuss what has been learned and ask questions on how graduates can apply for jobs and be hired faster than others. \u2022 The teacher must grade this activity as part of QUIZZES. 273","What fresh graduates should know about their first job For recent graduates, internships may become a stepping stone to full -time, paid employment. Before accepting an offer to work as an intern you should get some information about the company\u2019s reputation of procuring their interns and decide accordingly. If they usually hire one intern but have tens of employees working day and night, it is better to look for other companies. The best place to have an internship position is an organization that gives you an opportunity to gain real work experience and develop your skills instead of using you as a cheap worker. Another thing that should be considered is the size of the company. Sometimes bigger and more established organizations are better as they have a clear hierarchy and therefore it gives you a clear idea of your position and the job description and most importantly, it will be easier to get a mentor. Startups with only five employees are usually more flexible in terms of job responsibilities and therefore it makes it harder to define your position and get mentors. After you choose a company, do a little research on the company including the people who work there. You can do a Google search and comb social media such as LinkedIn, Facebook and Twitter to dig deep about the company\u2019s hiring managers and what they expect from a new employee. Social media is also very useful to keep in touch with as many people as you can and build your network. Do not hesitate to maintain any personal connection you have because those connections could be the first ones who inform you about a new job opening or any vacant positions you can apply for. If you aim for a dream job, do not overlook an entry-level position just because it offers mediocre salary. Entry-level employees are more likely to be given room to grow and learn from their mistakes. They will also be able to figure out the job routines and get used to them when they actually get the position they have been dreaming about. As your first few jobs might be very demanding yet less rewarding, remember to have fun and enjoy your life. Working overtime may not always be a good idea to accelerate your career, especially if you have to be more stressed than your seniors who earn bigger salaries. Setting the time for exercise and social life will make your life more balanced and stress-free. https:\/\/www.excellentesl4u.com\/esl-work-reading.html 274","Exercise 5: What fresh graduates should know about their first job Circle the letter of the correct answer: 1) What should a fresh graduate take into account when finding an internship? A) Company\u2019s recruitment procedure. B) Company\u2019s reputation of hiring interns. C) Company\u2019s worker union. D) Internship salary. 2) Why is a more established organization a better place to work as an intern? A) It has flexible work hours. B) It offers higher salary. C) It has clear job descriptions. D) It offers full-time position. 3) What are the recommended media for doing research on the company? A) Google search, Facebook, LinkedIn B) Google search, Twitter, Yahoo C) Google search, Twitter, Gmail D) Google scholar, LinkedIn, Twitter 4) Why is networking important for recent graduates? A) To get information about job openings. B) To get information about job security. C) To keep in touch with an ex-employer. D) To maintain good relationship with fellow interns. 5) What is the advantage of taking an entry-level position? A) Getting mediocre salary. B) Getting promotion. C) Understanding company\u2019s policy. D) Understanding job routines. 275","Answer Key: Exercise 5: What fresh graduates should know about their first job 1. A 2. C 3. A 4. A 5. D --- END OF SESSION --- 276","Lesson 3: Using ICT for work and work opportunities (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to\u2026 \u2022 review about prepositional phrases through Brainstorming Session and Think, Pair and Share Session. \u2022 widen their vocabulary words when discussing about using ICT for work and work opportunities. \u2022 enhance their reading comprehension by reading articles and learning about the author\u2019s purpose, main, and supporting ideas through Think, Pair and Share Session. \u2022 show confidence in using the English language through conversations inside the classroom or in a grouped or paired setting. \u2022 develop critical thinking and analytical skills in making decisions. Target Products\/Performances: The following are products and\/or performances that students will do or perform to assess their learning: \u2022 answers to exercise 6 on prepositional phrases \u2022 answers to exercise 7 about the article \u2018Can the internet be bad for you?\u2019 to enhance reading skills by learning about the author\u2019s purpose, main, and supporting ideas \u2022 discussion outputs on advantages and disadvantages of using the internet to widen vocabulary when discussing about using ICT for work and work opportunities \u2022 answers to questions related to the article \u2018How ICTs impact the workplace\u2019 \u2022 answers to exercise 8 on \u2018Teenagers and smartphones\u2019 Learning Resources: \u2022 Visual aids \u2022 Masking tape \u2022 Twenty (20) to twenty-five (25) copies of the article Can the internet be bad for you? (provided in the Reading Comprehension section) \u2022 Five (5) large pieces of paper or poster \u2022 Five (5) markers \u2022 Written worksheets for exercise 6, 7, and 8 277","First session (50 minutes) 1. Warm up Activity (5 minutes) a. Before the start of the lesson, the teacher needs to ask these questions to anybody in the class. \u2022 Who knows how to use computers here? \u2022 What do we mostly use the computers for? Can we use computers these days for doing work at home instead? 2. Grammar Note (20 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Review the Grammar Note: Prepositional phrases Prepositional phrase \u2022 is a group of words that contains: 1) a preposition, 2) its object, and 3) words that modify that object. \u2022 at a minimum, it contains a preposition and the object of the preposition. Examples: at home object of the preposition preposition in the middle preposition object of the preposition by the lake object of the preposition preposition 278","preposition object of the preposition Examples: The genie from the brass lamp granted three wishes. describes prepositional phrase Here are common prepositional phrases: by at for in on by degrees at a price for a good cause in fact on time by design at a rate of for the benefit of in favor of on schedule by far at a speed of for a reason in fear of on record by hand at all cost for a change in season on the road by law at any cost for good in operation on a trip by marriage at any rate for hire in agreement on a diet by means of at night for life in excess of on the air by mistake at noon for family in truth on oath by nature at midnight for real in love on one condition by no means at anytime for sure in order on the air 279","3. Writing Activity \/ Think, Pair and Share Session (25 minutes) \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 Each pair must answer exercise 6 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each pair a copy of exercise 6 OR write on the board before the class to save on time so pairs can individually answer in their notebooks after their discussion.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. \u2022 The teacher will then write the answers on the board while pairs check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, pairs should return the papers to the original pairs for rechecking. \u2022 The teacher must grade this activity as part of QUIZZES. 280","Exercise 6: Prepositional phrases Underline the prepositional phrases and circle the prepositions in these sentences. Example: My appointment is at three p.m. 1. He looks at the sky in the mornings to see what the weather will be. 2. On Thursdays, we take spelling tests. 3. In the winter, my family goes on a trip to Colorado to ski. 4. My mom makes dinner and listens to music at the same time. 5. I want to become a doctor after college. 6. My sister wants to study to be a teacher in the future. 7. After the practice, my coach bought us all ice cream. 8. My little brother forgets to brush his teeth before school. 9. We will go to the grocery store on Saturday. 10. Can you go to the museum with me on Friday? 281","Answer Key: Exercise 6: Prepositional phrases 1. He looks at the sky in the mornings to see what the weather will be. 2. On Thursdays, we take spelling tests. 3. In the winter, my family goes on a trip to Colorado to ski. 4. My mom makes dinner and listens to music at the same time. 5. I want to become a doctor after college. 6. My sister wants to study to be a teacher in the future. 7. After the practice, my coach bought us all ice cream. 8. My little brother forgets to brush his teeth before school. 9. We will go to the grocery store on Saturday. 10. Can you go to the museum with me on Friday? --- END OF SESSION --- 282","Second session (50 minutes) 1. Reading Comprehension\/ Think, Pair and Share Session (20 minutes) The teacher must provide enough copies of this reading text for each pair OR write this reading text on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 For fifteen (15) minutes, pairs will silently read the article \u201cCan the internet be bad for you?\u201d (shown in the next page) and discuss how they understood it. Then students will individually answer exercise 5 in separate papers. \u2022 During this time, the teacher should roam around the room and see that all pairs are doing the assigned tasks and randomly check for students\u2019 understanding of the article. \u2022 Once time is up, the teacher will then require all students to exchange their papers with others for checking. The teacher will read out the correct answers as checking reference. Students will write the total score in the top right-hand side of the paper and submit for rechecking and recording by the teacher. \u2022 Each correct answer is equal to one (1) point. \u2022 The teacher must grade this activity as part of QUIZZES. 283","Can the internet be bad for you? Spending your free time on the internet can be fun. You can chat, share photos with friends, and play online games. But some people are addicted to the internet. They just can\u2019t turn it off. Being online for many hours at a time does not mean you have a problem. The internet is very useful. Online, you can pay your bills, buy clothes, and read the news. There are many good reasons to spend time online. However, people with an internet addiction are online too much. They don\u2019t spend time with their friends and family. Instead, they spend their time chatting with their internet friends, people they have never met in real life. Some also play online games all day or night. Some people with internet addictions even leave their jobs so they can spend even more time online! People with internet addictions don\u2019t just go online to shop, have fun, or do work. People who have this problem often go online because they want to escape the stress and problems in their lives. Many internet addicts stop caring about their real lives, and focus only in their online lives. One way internet addicts can get help is by using special software. This software controls how much time someone can spend online. It tells the computer to turn off the internet after a certain amount of time. This helps people focus on real life. The software\u2019s goal is to teach people to use the internet for good reasons and not just as an escape. https:\/\/ngl.cengage.com\/assets\/downloads\/asr_pro0000000020\/activeskillsreading_intro_unit_3.pdf 284","Exercise 7. Can the internet be bad for you? Circle the letter of the correct answer. 1. What is the main idea of the article? a. People should not spend time on the internet. b. The internet is very good for people. c. Spending too much time online is not good. d. Families should use the internet together. 2. Which is not a problem for people with internet addiction? a. They stop spending time with their family. b. They might lose their jobs. c. They learn to type very fast. d. They stop caring about their real lives. 3. What does the article say about paying bills? a. It should be done online. b. It is a useful way to use the internet. c. People with internet addiction do not pay their bills. d. People save money when they pay bills online. 4. What way of helping people stop their internet addiction does the passage talk about? a. Watching TV with friends. b. Using special software. c. Spending more hours at their office. d. Getting a new job they really like. 5. According to the passage, a person is most likely to become an internet addict if _________. a. their life is stressful and has problems. b. their job is boring. c. they enjoy online gaming. d. they have a lot of online friends. 285","Answer Key: Exercise 7: Can the internet be bad for you? 1. c 2. c 3. b 4. b 5. a 2. Problem-Solving Activity (30 minutes) The internet in today\u2019s society \u2022 The teacher will divide the class into five (5) groups. (Note: Group strong students with weak students.) Each group will also be given a large piece of paper and a marker. \u2022 The teacher then assigns each group to discuss the advantages and disadvantages of using the internet. And if there are disadvantages, what are the solutions for it? \u2022 The group will be given fifteen (15) minutes for their discussion. They need to write their output on their paper. \u2022 The teacher must roam around and make sure that every student actively participates in the group discussion. \u2022 Once time is up, each group will show their work in front of the class and do a short discussion of their output. \u2022 The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 286","Third session (50 minutes) 1. Reading Comprehension (20 minutes) The teacher must provide enough copies of this reading text for each pair OR write this reading text on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 For fifteen (15) minutes, pairs will silently read the article \u201cHow ICTs impact the work place\u201d (shown in. the next page) and discuss understanding with pair. Then, students will individually write their notes in their separate notebooks. \u2022 During this time, the teacher should roam around the room and see that all pairs are doing the assigned tasks and randomly check for students\u2019 understanding of the article just read. \u2022 Once time is up, the teacher will then require students to get ready for the next activity. 287","How ICTs impact the workplace ICTs have changed how workplaces are organised. ICTs allow employees to be more flexible where, when and how they work, giving rise to the concept of mobile or virtual offices. Mobile offices can be completely virtual, with employees using mobile computing devices (such as laptops, tablets and smartphones) to create an office space outside of the business environment. Virtual offices can also be rented spaces that give businesses a physical address and office-related services (such as a telephone exchange) without the business needing to rent an office or hire employees. Figure 1.1: ICTs connect staff working in different locations and aid communication between them Virtual offices are especially popular with new businesses, as there are lower starting and administrative costs, and a higher degree of flexibility and efficiency, since staff members do not have to handle day-to-day administrative tasks. In the past, employees all worked at a central location according to a fixed time schedule (for example, from 9 a.m. to 5 p.m.). Now, employees can be scattered across the globe, all working at different times and in different places. Employers and employees are able to keep in touch using 288","the internet and various software programs (such as Skype, Google, or Zoom). ICTs have also led to the rise of office automation (machines). In some companies, ICTs have completely replaced the need for employees to answer telephones and take messages, due to messaging services and cellular technology. https:\/\/intl.siyavula.com\/read\/cat\/grade-11-cat\/general-concepts-of-computing\/01-general-concepts-of-computing 2. Problem-Solving Activity (30 minutes) How ICTs impact the workplace \u2022 The teacher will divide the class into five (5) groups. (Note: Group strong students with weak students.) Each group will also be given a large piece of paper and a marker. \u2022 The teacher then assigns each group to discuss the questions (shown below). \u2022 The group will be given fifteen (15) minutes for their discussion. They need to write their output on their paper. \u2022 The teacher must roam around and make sure that every student actively participates in the group discussion. \u2022 Once time is up, each group will show their work in front of the class and do a short discussion of their output. \u2022 The teacher must grade this activity as part of PARTICIPATION. Discuss and answer the following questions as a group: 1. As technology is always changing and improving, people are finding more ways to use technology to make certain processes in the workplace more efficient. a. What are ICTs and why are they used in the workplace? b. In the workplace, how are ICTs used to improve the way employees communicate with each other? 2. Give two (2) examples of how ICTs can be used to improve a school environment. 3. Name two (2) jobs, which currently exist, that you think will be replaced by ICTs in the future. Give a reason for each of your answers. --- END OF SESSION --- 289","3. Problem-Solving Activity (30 minutes) Teenagers and smartphones \u2022 The teacher will divide the class into five (5) groups. (Note: Group strong students with weak students.) \u2022 Each group will also be given a large piece of paper and a marker. \u2022 The teacher then gives the same list of questions (shown below) for groups to discuss and answer. \u2022 For fifteen (15) minutes, groups will read the article \u201cTeenagers and smartphones\u201d and discuss among themselves and agree on how to answer their questions, and write their answers on a piece of paper. \u2022 The teacher must roam around and make sure that every student actively participates in the group discussion. \u2022 Once time is up, each group exhibit and present their output in front of the class. \u2022 After the presentation, the teacher will summarize main ideas of the article and each student will be asked to answer exercise 7 as homework. \u2022 The teacher must grade this activity as part of PARTICIPATION. 290","Teenagers and smartphones Surveys show that kids are addicted to their smart phones and other mobile devices. So if it seems as if teenagers are spending a lot of time connected to their screens, that\u2019s because they are. About a quarter of their day to be exact. \u00a9 Phoonsab Thevongsa The average teenager (between 13 and 18 years old) spends about nine hours a day consuming six hours in front of their screens. They are watching shows, playing games, connecting to social media and listening to music \u2013 sometimes all at the same time. Multi-tasking (doing a lot of things at the same time) is the new normal when it comes to homework time. Most teenagers listen to music while doing their homework, but many also watch TV (51%) and send text messages (60%). Teenagers say they don\u2019t think it is a problem and don\u2019t believe it has any impact on the quality of their work. However, there is evidence that suggests multi-tasking makes it harder to retain information and that you might perform more poorly on the tasks you are doing. Other surveys find that it seems kids spend more time-consuming social media than connecting with their parents and even their teachers. https:\/\/en.islcollective.com\/english -esl-worksheets\/vocabulary\/smart -phones-and -gadgets\/teenagers-and -martphones\/89545 Questions to be discussed: 1. What social media platforms (examples: Facebook, WhatsApp, etc.) do you usually use? 2. How much time do you spend on these social media platforms? 3. When do you first go online on a typical day? 4. When is the last time you go online on a typical day? 5. Do you have a lot of online friends? 6. Are online friends as good as real friends? Why or why not? 291","Exercise 8: Teenagers and smartphones Answer true or false. 1. Surveys show that teens are addicted to smartphones. ______________ 2. Teenagers spend half of their day connected to their screens. ______________ 3. 13 to 18 year olds spend about nine hours a day on ______________ their mobile devices. 4. Teenagers use their smartphones to watch shows, ______________ play games, connect to social media and listen to music \u2013 sometimes all at the same time. 5. Only few teens do multi-tasking these days. ______________ 6. Multi-tasking makes it harder to retain information or do tasks ______________ well. 7. Surveys say kids still spend more time with their parents and ______________ teachers than consuming social media on their mobile devices. 292","Answer Key: Exercise 8: Teenagers and smartphones 1. True 2. False 3. True 4. True 5. False 6. True 7. False --- END OF SESSION --- 293"]