Project 9 to 5

est. 2019

Project Unit 9

9 to 5

Phase 1: Immersion

• Vocabulary about work and employment.
• Usage of video and reading comprehension.

LEARNING OBJECTIVES: To consolidate vocabulary, idioms and expressions related to work and employment.

1. WARM UP You will complete two worksheets in which you have to guess jobs through various hints and pieces of information.

• You will work in pairs to create a job advert.
• You will constantly monitor your progress and take responsibility to manage your time effectively.
• The focus of the project is on the process and not the result.

Guessing Jobs

p_ _ _ _ _ o_ _ _ _ _ _ (Quite well paid, exciting, can be dangerous)ph_ _ _ _ _ _ _ _ _ _ (Say cheese. Creative - meet a lot of beautiful people) ast_ _ _ _ _ _ (Very popular in China right now) jou_ _ _ _ _ _ _ (Stressful because of the deadlines) pol_ _ _ _ _ _ _ (Nobody likes me! they say I tell lies)

Guessing Jobs

fl_ _ _ _ at_ _ _ _ _ _ t (Lots of travel but crazy hours) su_ _ _ _ _ (Great salary, years of study, need to see a lot of blood) f_ _ _ f_ _ _ _ er (Hey muscle man, it’s getting hot. Come and save me!) fo_ _ _ _ _ _ _ _ (Crazy salary but you won’t get much work over 30)

Guessing Jobs

p_ _ _ t (See the world, nice uniform) m_ v_ _ s_ _ _ (Wanna be famous?) ha_ _ _ _ _ ss_ _ (Creative, kind of, but awful salary) TV pr_ _ _ _ _ _ _ (‘And tonight on CNN...’)

Vocabulary.

DutiesPosition - Skilled labor vs Unskilled labor Reference Letter Wage Part-time Full-time Overtime Hire vs Fire Resign

Vocabulary.

Choose the answer that CANNOT follow the word MEASURE height an exam a room GRAB an opinion a handbag a sandwich STABLE medical condition earthquake person SHAKEN after an accident by hearing good news after seeing a horror film POISONOUS mushroom chemicals tomato

Vocabulary.

Vocabulary.

RE- CO- EN- SELF- SUB- UN-

1. act
2. new
3. start

1. worker
2. operate
3. star

1. marine
2. way
3. zero

1. employed
2. conscious
3. confident

1. able
2. believable
3. fair

1. close
2. danger
3. sure

Reading act.

WORK-LIFE BALANCE

MILLENIALS IN THE WORKPLACE

Phase 2

• Grammar: relative clauses.
• Listening activities

LEARNING OBJECTIVES: To consolidate vocabulary and expressions related to jobs and employment. To consolidate relative clauses and pronouns.

WHO

THAT

WHICH

WHOM

WHOSE

Relative Clauses

WHERE

WHEN

A relative clause gives information about a noun. It immediately follows the noun it describes

Defining relative clause:The children who live here go to the local school

Non-defining relative clause:His car, which is really big, has eight seats

WHO - For people

Everyone who saw the movie said it was great (defining).​ ​ Sara, who is in my English class, loves dancing (non-defining).​

Return

WHICH - things and animals.

The bus which stops at the corner goes past my school (defining).​ My iPhone, which was very expensive, is broken (non-defining).​ The way in which you handled the problem was admirable.​

*After prepositions

Return

THAT - Replaces who, which or when in defining relative clauses only​

Nicolás is the student that won the election.​ (defining) Have you found the book that you were looking for? (defining)

Return

WHOM - 1. For people (formal)​2. After a preposition​

These are the children whom I teach (defining).​ Pablo, with whom you were sitting, is studying English (non-defining).​

Return

WHERE - For places

The place where Sara met with Mafalda was a restaurant near the cinema. (defining).​ This burger place, where Rodrigo ate last week, has the best burgers in Madrid (non-defining).​

Return

WHOSE - To show possession​

The boy whose mother is my teacher is in my karate class (defining).​ Sofía, whose car was old, has just bought a bigger one (non-defining)..​

Return

WHEN - For time

I remember the day when Juan bought me a bike (defining).​ In winter, when it’s very cold, Alejandro eats roasted chestnuts (non-defining).​

Return

WHOEVER

WHAT

WHENEVER

WHICHEVER

WHEREVER

WHY

WHATEVER

Relative Clauses

Relative clauses may include prepositions. They can come at the end of a relative clause or before the relative pronoun.

Whatever, whoever, whichever, whenever and wherever can also mean ‘‘it doesn’t matter who/what/which/where.’

When combining sentences, there is no need to repeat the word that is being replaced by the relative pronoun.

WHAT - The thing that

What my students need is a long break.

Return

WHY - To talk about a reason

Jon is staying with us and that is why I have to leave early today

Return

WHATEVER- Anything that you want​

Martín can do whatever he wants today.

Return

WHOEVER- Any person who

Whoever told you that story was lying.

Return

WHICHEVER- Any thing that

I’m sure your English will improve, whichever course you take.​

Return

WHEREVER- At any place

Guillermo can sit wherever he likes.

Return

WHENEVER- At any time

At our school, Daniela recycles whenever she can.

Return

A C T I V I T I E S

Listening activity

Dolly Parton9 to 5

Listening activity II

Phase 3

• Making a job advert.
• Writing a formal letter.

LEARNING OBJECTIVES: To explore the importance and features of a job advert. To explore the textual features of a formal letter.

1. Job advertisement definition A job advertisement is an announcement of an open job position. Its main goal is to inform potential job candidates about a new opening and attract them to apply. It is written in an engaging tone, and it contains information about the job position, your company and the benefits you offer. 2. Importance of a job advertisement A well-crafted job advertisement will target and attract your perfect candidates and fend off all the other candidates. As a result, you will save time and money! 3. Job advertisement structure 1. Job title: Keep it clear, accurate and to the point. Avoid unconventional and vague job titles - no rock stars, wizards and ninjas, please! 🙏 😆 2. Job location: This is one of the main criteria job seekers use in job search, so be sure to mention it! 3. Job responsibilities: Keep it simple and mention only a few key duties and responsibilities. 4. Job requirements: List must-have qualifications related to education, previous working experience, technical and soft skills. 5. Company and benefits: Briefly introduce your company and focus on the benefits you offer. Include information about the salary range, exciting projects and perks. 6. Applying instructions: Explain who, how and when should an interested candidate contact.

A FORMAL LETTER

In a formal letter, contractions and punctuation marks such as dashes and exclamation marks are not used. After writing a topic sentence, you should give reasons and examples.

WRITING A FORMAL LETTER

A greeting: Dear Mr. X/Ms. X; or Dear Sir,/Dear Madam,

A body: provide information, reasons and examples to support your opinion.

A closing: summarize and restate your opinion.

An opening: state your reason for writing and present your opinion.

Par. 4

Par. 2 & 3

Par. 1

A signing off: Yours faithfully, (UK)/ Yours truly, (USA)

Phase 4

• Elevator pitch

LEARNING OBJECTIVES: REFLECTING ON YOUR OWN PROGRESS

Elevator Pitch

• What was this project about?
• What activities and tasks did you like the most about this project? Why?
• What did you learn about work and employment?
• What parts of this project could you improve?
• What could you do differently to challenge yourself in your next project?

Minimum length: 2 minutes.Maximum length: 3 minutes.