1 Thinking about self-employment Topic: How to work in self-employment Level: Entry 1-3 / National 2-4 / CEFR A1 - B1 Time: Around 90 minutes Aims To practise discussing advantages and disadvantages To develop learners ability to read for gist and detail To develop learners vocabulary for talking about self-employment To raise awareness of self-employment as an option after release from prison Objectives Learners will be able to; understand what self-employed means suggest two or three advantages and disadvantages of being self-employed read two interviews with self-employed ex-offenders and match headings to show understanding of gist read two interviews and answer questions to show understanding of detail understand some vocabulary useful when talking about self-employment (differentiated) suggest qualities and skills useful for self-employment. Introduction This lesson introduces learners to the idea of self-employment after release from prison as well as equipping them with some of the vocabulary they need to talk about the topic. It provides students with opportunities for discussion, reading and pairwork speaking. Preparation You will need: Resource 1 displayed or one large copy, in colour if possible. Resource 2 cut out. Stick each text on the wall at the front of the classroom. Option: Print a few extra copies so learners can check their answers. Resource 3 enough copies for each group of three learners. Cut each set into strips. NB: For lower-levels, cut up the comments in the white call-outs only. For E3 / N4, prepare both the white and grey call-outs, including the blank call-outs. Resources 4a and 5a one copy for every Entry 1/2 / or National 2/3 learner. Resources 4b and 5b one copy for every Entry 3 / National 4 learner, If you have a mixed-level class and are using both 4a/b and 5a/b, prepare an answer sheet for learners to check their own answers. Resource 6 one copy for every learner. Tip! Equip yourself with information about self-employment for ex-offenders before the lesson. There is a lot of information about useful organisations such as the Princes Trust (http://www.princes-trust.org.uk) and Unlock (http://www.unlock.org.uk/) and your prison s resettlement team may be able to give you information.
2 Tip! Find a visitor to talk to your learners about business courses in a subsequent lesson. This could be a teacher from your prison s business course/ or a local college that runs business courses. Procedure Warmer (15 minutes) Display the images of Maria and Peter (resource 1). Ask what they do and whether any of your learners have experience doing this. Explain that Maria and Peter are self-employed. Ask if any learners know what this means and elicit or explain its meaning. Write self-employed on the board as learners will need this word for the warmer. Explain and write up any other words from resource 2 which you think your learners may be unfamiliar with. Divide the learners into two mixed-level teams. Pair up the learners within the teams. With mixed-level groups, try to have one stronger writer in each pair. Give the stronger writer the role of writer and the other learner the role of reader (discreetly so as not to undermine the weaker writer s confidence). The readers stand and the writers remain seated. Carry out a running dictation using resource 2 (see instructions below if you haven t used this activity before), with half the class using the text about Maria and the other half about Peter. Print out spare copies of resource 2 and when they have finished, have learners check their writing for accuracy, especially use of the past simple. Pair each learner up with a learner from the other team. Tip! A quick way of doing this is to point to all the learners who read about Maria in turn, giving each of them a number (e.g. 1 to 6 if there were 6 on this team). Repeat this with all the learners who read about Peter, using the same numbers (e.g. 1 to 6 again). Ask everyone to stand and to go and sit with the person with the same number. Ask the learners who read about Maria to explain her story, and the learners who read about Peter to explain his story to their partner. Tip! Running dictations Stick the two texts on the wall at the front of the class, sufficiently far away from the writers so that they can t read it. The readers must go up to their allocated text, read a line and remember it, then go back to their writer and tell him / her the line. The writer must write it down. The reader returns to the text and repeats with the second line. There are some rules; No shouting is allowed. The readers cannot write anything down. Everyone must be careful and abide by health and safety rules (make sure there are no trip hazards between the readers and the writers.) The winning pair is the pair that finishes first with reasonable accuracy. Activity 1 Discuss advantages/ disadvantages of self-employment (15 minutes)
3 Ask the learners if any of them have thought of being self-employed, or if any of them have experience of running their own business. Ask for examples of what they think would be good and what would be difficult about having your own business. Tell the learners they are going to read some of Maria s and Peter s comments on being self-employed, and decide if they think it is an advantage or a disadvantage (check learners understand these terms). Elicit or explain the meanings of these words which appear in the resource; skills, success, boss, paperwork, the long term. Re-arrange the learners so they are working with learners of roughly the same English level. Give each group of two or three learners a set of cards (Resource 3) and ask them to make two columns (advantages and disadvantages) with the ideas. Get some feedback from the whole class and deal with any new vocabulary that has come up (e.g. for your Entry 3 learners; focus, responsibility, re-offend, fail and tough). Differentiation/ extension For lower-level learners, use the comments in the white call-outs. For higher-level learners, use the white and grey ones which include trickier vocabulary. Additionally, there are two blank call-outs for learners to add their own ideas as an extension if they finish early. Activity 2 Reading for gist (15 minutes) Keep the learners in their same-level groups. Tell learners they are going to read interviews with Maria and Peter. Ask learners what questions they would like to ask Maria and Peter (e.g. Was it difficult?) and write up any suggestions on the board. Don t insist on accuracy; write their questions with correct grammar but don t focus on grammar here. The point of the activity is to generate ideas and provide a reason for reading. Give out resource 4a to your Entry 1/ Entry 2 learners and resource 4b to your Entry 3 learners. Ask all learners to read the questions in Task 1 and compare against their ideas on the board. Check learners understand the meaning of personal qualities (question c, Task 1). Elicit or explain its meaning then elicit examples from your learners. Make sure they understand the meanings of patient, calm, hardworking and organised as these words appear in the texts. See below for ideas on how to do this. patient calm Say I m meeting my friend at She is not here. It s I am not angry. I can wait. Mime looking at your watch, but look relaxed and happy. Mime angry / stressed, then look calm and relaxed as a contrast. hardworking Ask learners to tell you what a hardworking person does. Ask questions such as; Am I often busy? Do I sit around watching TV a lot? Do I do lots of work?
4 organised Show a diary with appointments. Tidy all the things on your desk. Ask questions such as I am an organised learner. Is my file tidy? Can I find things easily? Do I know when I need to give my teacher my homework? Do I plan my time? Drill and write up the words. Allow learners times to make a note of them f they wish. Ask learners if they think any of the words describe them. Entry 1 and 2 learners will come across these words again in Task 3 of Resource 4a. Distribute the reading texts (resource 5a for lower levels, resource 5b for higher) and ask learners to match each question to an answer to complete Task 1. When finished, they check in pairs then as a class. Tip! Entry 3 / National 4 learners have an extra heading to match. Activity 3 Reading for detail and vocabulary (25 minutes) Keep learners in same-level groups. Learners work individually to complete the detailed reading activity in resource 4a/ b (Task 2) and before checking in pairs. Learners work individually to complete the vocabulary activity (Task 3) before checking in pairs. Tip! Task 3 is different in rresources 4a and 4b. If you are using both in a mixedlevel class, you might find it useful to prepare answer sheets for learners to check their own answers while you monitor and answer any questions they have. If you are using only one or the other, you could go over the answers as a whole class. Extension Ask learners to brainstorm other personal qualities and then use them to describe themselves. This could lead onto personal statement or CV writing in future lessons (Teacher s pack Looking for work outside has a unit on CV writing if you wish to pursue this). Activity 4 Speaking and listening (20 minutes) This task revisits some of the vocabulary and ideas from the first two tasks. Ask learners to work with a partner within their level groups. In pairs, ask them to think about the information in the interviews and decide what sort of person you need to be to be self-employed. After a few minutes, get some feedback from the class. Ask if anyone at this stage likes the idea of being self-employed. Tell the learners you would like them to ask each other questions then discuss whether or not they think self-employment would be a good option. Distribute Resource 6 and monitor whilst they carry out the questionnaire in pairs. Differentiation Fold or cut resource 6 where indicated so that lower-level learners have fewer and easier questions.
5 Entry 3 / National 4 learners should ask all questions and if they finish early, think of another one or two questions to add to the questionnaire. Activity 5 Speaking and listening (10 minutes) Reorganise learners into mixed-level groups of three or four and give each a large sheet of paper (e.g. flipchart paper) Ask learners to brainstorm what skills people learn in prison (these could be skills used in prison jobs, or skills learned on a course, such as numeracy skills) After five minutes, ask learners to look at their list and decide whether or not they think these skills are useful for self-employment, e.g. I think numeracy skills are useful because you need to be able to look after your money. If you have worked in the sewing workshop, you can start a sewing business. Draw attention to any interesting ideas you have heard in whole class feedback. Cooler (5-10 minutes) Play board run with today s vocabulary. Ask learners to shout out any new words or phrases that have come up today. As they do this, write them on the board. Ask learners to stand up in two lines. These are the two teams. Give the person at the front of each line a board pen. Give a definition of one of the words on the board, without saying the word itself e.g. for self-employed you might say This is an adjective to describe a person who works for herself. The two players at the front of the line have to find and circle the correct word. Whoever does so first wins a point for his / her team. They give the pens to the next person in the line and go to the back of the line. Repeat the procedure until all the words have been circled then add up the points and congratulate the winning team. Follow-up activity Arrange a visit from either a teacher on a business course (in prison, or a local college) or someone who has successfully started their own business. During the lesson before the visit, learners work in pairs to think of questions they would like to ask.
6 Answer key to reading tasks Resource 4a Task 1 a) 4, b) 3, c) 6, d) 2, e) 5, f) 1 Task 2 1) Maria, 2) Peter, 3) Both, 4) Peter, 5) Maria Task 3 organised disorganised, calm angry, hardworking lazy, patient impatient Resource 4b Task 1 a) 4, b) 3, c) 7, d) 2, e) 5, f) 1, g) 6 Task 2-1) Maria, 2) Peter, 3) Both, 4) Peter, 5) Maria, 6) Peter Task 3 start a business, set up a business, run a business, make a profit, make money, make decisions, make a success of something, be determined, be hardworking, be your own boss, be patient
7 Resource 1 Maria and Peter
8 Resource 2 Running dictation Running dictation 1 While Maria was inside, she worked in the prison gardens. She took courses in English, maths, gardening and business. When she got out, she started her own gardening business. She loves being self-employed. Running dictation 2 Peter always loved cooking. When he was in prison, he took a course in catering and decided he wanted to start his own business. Now he runs a small cafe in a town centre. He loves being self-employed. Running dictation 1 While Maria was inside, she worked in the prison gardens. She took courses in English, maths, gardening and business. When she got out, she started her own gardening business. She loves being self-employed. Running dictation 2 Peter always loved cooking. When he was in prison, he took a course in catering and decided he wanted to start his own business. Now he runs a small cafe in a town centre. He loves being self-employed.
9 Resource 3 Advantages and disadvantages of being self-employed You can make lots of money in the long term. It s great to be your own boss. No-one tells you what to do. You don t make much money at the beginning. There s a lot of paperwork. You can use the skills you learned in prison. It is sometimes stressful. It s good to see your hard work become a success.
10 It s a lot of responsibility. You have a focus. This helps stop you re-offending. Your business can fail. You ve got to be prepared for tough times. It s hard work. You make all your own decisions. Think of another advantage and write it here Think of another advantage and write it here
11 Resource 4a Task 1 Reading for gist Read the interviews with Maria and Peter. Match these headings to their answers. a) Do you enjoy being self-employed? b) Do you need any qualifications? c) What personal qualities do you need? d) Why a gardening business? e) Did you have any help to start your business? f) Why did you want to start your own business? Task 2 - Reading for detail Maria or Peter? Who said these things? Write Maria, Peter or Both in the gap. 1)... went to ESOL classes. 2)... thinks it s important to be patient. 3)... thinks doing a course is a good idea. 4)... had someone to help start the business. 5)... thinks you need to be organised. Task 3 (if you have time) Vocabulary Look at these words from the interviews; organised calm hardworking patient These words describe personal qualities; what kind of person you are. Match the words with their opposites. Write a number in the right hand column. 1 organised impatient 2 calm disorganised 3 hardworking lazy 4 patient angry Now circle the words above which you think describe you.
12 Resource 4b Task 1 Reading for gist Read the interviews with Maria and Peter. Match these headings to their answers. a) Do you enjoy being self-employed? b) Do you need any qualifications? c) What personal qualities do you need? d) Why a gardening business? e) Did you have any help to start your business? f) Why did you want to start your own business? g) Do you have any advice for prisoners thinking about starting their own business when they get out? Task 2 - Reading for detail Maria or Peter? Who said these things? Write Maria, Peter or Both in the gap. 1)... went to ESOL classes. 2)... thinks it s important to be patient. 3)... thinks doing a course is a good idea. 4)... had someone to help start the business. 5)... thinks you need good organisational skills. 6)... enjoys making decisions. Task 3 Vocabulary Read the interviews again and find the phrases in italics. Use the words in the box to fill the gaps.... a business... a business... a business make... make... make... make... be... be... be... be... hardworking patient a profit start your own boss set up money run determined decisions a success of something
13 Resource 5a Maria Peter (1)... In our prison ESOL class, a woman came in to talk to us. She started a business when she left prison. She really enjoyed making her business a success. I thought I want to try that! (2)... I worked in the gardens in prison. I like being outdoors and working with my hands. (3)... You don t need qualifications but it helps. I got some English and maths certificates first, then took courses in gardening and business. What personal qualities are important? I think you need to be organised with your time and paperwork, and calm when there are problems. (4)... I love it! It s great to be your own boss. If I have a new idea, I can just do it. No need to check with anyone! (5)... Yes. When I got out of prison, a charity called Get started really helped me. They gave me a mentor who I met every week. He gave me lots of advice and helped me get a loan. Do you have any advice for other prisoners thinking about starting their own business when they get out? Yes. Get as much information and advice as you can now. Find out about charities that can help you and enrol on a business course. (6)... You have to be hardworking and believe in yourself. Also, it s important to be patient; you won t make lots of money straight away.
14 Resource 5b Maria Peter (1)... When I was in prison, I was in an ESOL class one day when someone came in to talk to us. She was an exoffender who had started her own business on release. She talked about how great it was to make a success of something she enjoyed. She sounded so positive. I thought I want to do that. (2)... I worked in the gardens in prison. I always liked being outdoors and working with my hands. I thought I could use the skills I had learned to set up a gardening business. (3)... I think your attitude and determination is more important, but it definitely helps to have some qualifications. I got some English and maths certificates first, then did a City and Guilds qualification in horticulture and finally took a course in business. What personal qualities are important? You need to be determined to make it work, organised with your time and paperwork, and calm when dealing with problems. If you have these qualities, I say, go for it! You can run your own business! (4)... I love it! It s a lot of responsibility but it s great to be your own boss and make your own decisions. If I have a new idea, I can go ahead and try it out. No need to check with anyone! It s very rewarding to work hard at something and see it become a success. (5)... Yes. When I was released, a charity called Get started really helped me. They gave me a mentor who I met regularly. He gave me lots of advice and helped me write my business plan. They also gave me a start-up loan to help me buy equipment and pay for my first few months rent for the premises. (6)... Yes. Get as much information and advice as you can now. Find out about charities that offer support and enrol on a business course to help you understand the basics. (7)... You have to be hardworking and believe in yourself. Also, it s important to be patient; your business won t make money overnight. You might have to work hard for several months before you make a profit.
15 Resource 6 Ask your partner these questions. Listen carefully and tick yes or no, then say if you think he / she would enjoy being self-employed. What s your name?... Yes No Are you hardworking? Are you patient? Are you organised? Are you calm under pressure? Do you have good maths and English skills? Are you trying to improve your maths and English? Are you good with money? Have you got good communication skills? Do you have any skills that you could use? For example, catering, gardening, sewing or cleaning. Do you want to know more about self-employment? Do you like responsibility? Fold under or cut Do you like making decisions? Are you determined? Write your own question here. Write your own question here.
English Nexus Looking for work outside Unit 2 Applying for work Unit 2: Looking for work outside: applying for work: teachers notes Unit 2: Looking for work outside: applying for work: resources Unit 2:
A job interview Topic A job interview Level: SfL E3/ SQA Intermediate 1 / CEFR B1 Time: 2 hours (with extension tasks) Aims To provide listening practice through watching a video called A job interview
Going for chips Topic: Level: Time: Ordering takeaway food (fish and chips) SfL E2/ SQA Access 3 / CEFR A2 2 hours (with extension tasks) Aims To provide listening practice while watching a video called
Getting Started with Quick Reads and the Reading Agency s Six Book Challenge Topic Introducing Quick Reads to begin the Six Book Challenge. Level: E3 Time: 90 minutes Aims To develop learners ability and
Lesson plan Using Quick Reads books - 'Four Warned' Topic Reading for pleasure Level: SfL L1/ SQA Intermediate 2/ CEFR B2 Time: 2 hours approx Aims To develop learners ability to read a short story (by
Topic: Seasons, months and weather Level: Entry 1 / Entry 2 Time: 60 minutes My favourite season Aims To develop students spelling and pronunciation of months and seasons To develop students ability to
Listening to instructions Topic: Employability Level: SfL Entry 2 / SQF National 3 / CEFR A2 Time: 90 mins Aims To introduce receptive vocabulary commonly found in workplace instructions. To develop learners
At a glance Conversation Task: The World of Work Level: ISE II Focus: Conversation task Objectives: To become familiar with the Conversation task of the ISE II Speaking & Listening exam Aims: To practise
Study Skills Worksheets Level 1 For single, individual and personal use only. Copying not permitted. Schools, educational organisations or groups must purchase a group license version from www.enhanced-learning.net
Lesson plan Using film to teach English: teacher notes Topic: Making the most of film in the classroom Level: Entry 1-3 / National 2 4 / CEFR A1 - B1 Time: 90 minutes plus extension material Aims To understand
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
English Nexus Legal issues: Unit 2 Making complaints in prison teacher s notes Legal issues Unit 2 Making a complaint in prison British Council 2015 1 Legal issues: Unit 2 Making complaints in prison teacher
Work Experience Log Get ready for the future you want! Work Experience Log 2 Placement details The person in charge of work experience at your school will give you information to help you complete this
THE 2014 GUIDE TO TABLE OF CONTENTS Relief Teaching in New Zealand TABLE OF CONTENTS 3 The Top 10 Reasons to be a Relief Teacher in NZ 4 Writing a CV for Relief Teaching 6 Relief Teaching CV Template 7
Class Journals Lesson plan Topic Setting up class journals Aims To set up a class journal with a group To build the writing habit, by doing several journal writing activities during the class To read what
Aim: to present and practise a set of 14 compound words related to jobs Level: intermediate to upper-intermediate Class size: any size (large or small groups, one-to-one) Time: 90 minutes of activities
Online auctions lesson plan Topic: eshopping Level: SfL L1, SQA Int 2, CEFR B2 Time: 2 hours Aims To check understanding of vocabulary related to online auction sites To give practice of giving opinions
TOPIC 4 THEME 2 Positive thinking LEARNING OUTCOMES Photos to be supplied To be more self-aware To acknowledge personal skills and abilities To know that support is available RESOURCES Copies of Resources
Apprenticeships Contents What is an Apprenticeship?... 1 Types of Apprenticeship... 2 Who can apply?... 3 Finding an Apprenticeship... 4 How to apply... 5 Pay and conditions... 8 Degree Apprenticeships...
Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom
Shopping Teacher s Pack http://esol.britishcouncil.org/content/teachers/teaching-uk-life/one-to-one-tutoring Shopping: introduction Introduction Money and shopping gives learners the language that they
development Teacher s Notes Description This activity begins with a review of teaching terms, then explores the purpose of some typical classroom activities. Participants discuss what approaches different
The Palace of Bean Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher s notes will help you and your classes get the most from your
Aim: to present and practise a set of 16 common verb + noun collocations Level: intermediate to upper-intermediate Class size: any size (large or small groups, one-to-one) Time: 90 minutes Lesson plan:
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
Pet for Schools Speaking Part 3 Activity Notes for teachers Description Students look at a Part 3 photograph and brainstorm what they can say about it. They practise Part 3 in pairs, firstly focusing on
TKT Module 1: Learner characteristics Teacher s Notes Description Teachers explore what is covered by learner characteristics, a syllabus area in TKT Module 1 Part 2. They discuss their own learning styles
On the phone Teacher s Pack http://esol.britishcouncil.org/content/teachers/teaching-uk-life/one-to-one-tutoring On the phone: introduction Introduction Money and shopping gives learners the language that
Working in a shop Unit 1 How to use a till Contents Unit 1 How to use a till - teacher s notes Unit 1 How to use a till - learner resources Unit 1 How to use a till - answers and transcript Copyright -
My work experience Booklet 1 Getting ready What is work experience? Work experience gives you the chance to find out what work is really like and prepare for working life. It also helps you start to career
Poetry in prison Topic: Reading and talking about poetry Level: Entry 3 (National 4) to Level 2 Time: minimum 110 minutes Aims To develop learners ability to read different texts such as poems. To give
Kung Fu Panda 2012 DreamWorks Animation L.L.C. All Rights Reserved. Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher s notes will
Our courses and qualifications 0800 101 901 learndirect.co.uk Why learndirect? Here are 10 reasons to learn with us 1 2 3 4 5 6 7 Our online courses lead to nationally recognised qualifications in English,
Level 2 Evidence Booklet OCR Certificate in Employability Skills 00017/00018/00019/10178/10179/10180 Unit 16: Preparing for and learning from interviews Candidate s name Tyson Smith.. The work you submit
English in my home Someone at the door Unit 1a Electricity meter reading 1 Contents Unit 1a Electricity meter reading teacher s notes Electricity meter reading learner resources Electricity meter reading
At a glance Level: ISE I Independent Listening Task 1: Money Focus: Independent listening task 1 Objectives: To practise answering questions based on a listening and to talk about money Aims: To practise
Learning Styles Diagnostic Assessment Entry 1+ Group Tutorial Activity (45 mins - 1 hour) Four different learning styles are considered in this assessment: 1. Visual 2. Auditory 3. Kinaesthetic 4. Independent
A bigger family, a better future. Child sponsorship is changing for the better Sponsors like you are a vital part of our big, supportive family. Like us, you want the very best for your sponsored child.
Study Skills - 1 Place of Study Is your place of study optimised for efficient and rewarding study? Below are some tips offered by students who achieved their goals and got the results they wanted. Read
Household appliances Teacher s Pack http://esol.britishcouncil.org/content/teachers/teaching-uk-life/one-to-one-tutoring Household appliances: introduction Introduction About the house gives learners the
Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read
Skill sheet 1 Shadowing many ways. Shadowing means repeating what you hear. Why shadow? It helps you to speak English. It is active listening. It is easy. You will have success! How are you? How are you?
School Lesson plan Topic School, school objects, rules, subjects, rooms and uniforms Aims To practise (depending on stages chosen): vocabulary: words connected to school, school objects, rules, subjects,
Sharing Attitudes to Maths Overview Many students are very anxious about returning to study of a maths related subject. It is important that they have an opportunity to share some of these feelings with
Training your team Can you plan and deliver a short training session for your team? Can you assess whether or not they have developed knowledge, skills and competence? Being able to train your team will
Description - Chefs argue for why they should keep their job. Preparation - Copy / cut role play cards before class. Prepare one role play card per student. Divide the class into groups of four. A group
TKT Module 1: Describing language skills and subskills Teacher s Notes Description In this activity, teachers look at the two aspects of the syllabus area relating concepts and terminology for describing
Module 5 - How to Teach Vocabulary I. The characteristics of a word... 2 II. Teaching new words... 3 1. Some tips for teaching words... 3 2. Some techniques of teaching words... 3 3. Examples of how to
CAREERS EDUCATION INFORMATION, ADVICE AND GUIDANCE Year 9 Option Choices Name: Form: The Road to your Career 2 Options at KS3: Introduction You are now about to choose which subjects you want to take as
Stay Safe on Social Media Teacher s notes Introduction In June 2013, the Social Media Team worked with the Child Protection team as well as with CEOP to develop 5 Golden Rules to help parents and carers
TIPS TO HELP YOU PREPARE FOR A SUCCESSFUL INTERVIEW Preparing for the Interview RESEARCH Don t forget to research the organization/company before the interview. Learn what you can about the workplace prior
Module 1 How can a guide dog change a life? Contents 1.1 What does a guide dog do? - Lesson plan 3 Resource sheet - plan of a town 6 1.2 How are guide dogs trained? - Lesson plan 8 Resource sheet - application
THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites www.liketoread.com,
Introduction to care work: What motivates people to go into care work? 1 British Council 2013 Contents Topic 3 What motivates people to go into care work? - teachers notes Topic 3 What motivates people
Key Stage 2 Enterprise project Contents Page Rationale 3 Lesson 1 What project? What skills? 4 Record sheet 1 What project? What skills? 5 Lesson 2 Will it work? 6 Record sheet 2 Will it work? 7 Lesson
This flexible learning plan belongs to:.. FLO A flexible learning and transition plan 2010 When you have successfully completed it, you will get credit towards: - Task 1 of the Personal Learning Plan -
The I e- k t n C s a I g Peanuts Worldwide LLC Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English. These free teacher s notes will help you and your classes
The Town Overview The Town reflects life in the UK and aims to help learners interact with the world around them as well as to develop their English language skills. Level: Entry 1 (Access 2 in Scotland)
Your personal budget a user s guide Your personal budget Your personal budget This publication was produced by Adult Social Care Communications, Leeds City Council Leeds City Council would like to acknowledge
1 WARMER Complete the sentences using your own words. Use a dictionary to help you. Girls are. Boys are. 2 WHAT DOES IT MEAN? Write the words next to their meanings. These words will help you understand
English in my home Someone at the door Unit 1d The neighbour 1 Contents Unit 1d The neighbour teacher s notes The neighbour learner resources The neighbour video transcript The neighbour additional resources
Task 1 The Supermarket life s time saver Look at the supermarket layout below, label the different boxes with typical supermarket items. Checkout Now discuss the following: ENTRANCE 1) Why are these products
Feedback and Marking Policy Committee Name: Curriculum Date of Approval: January 2015 Validity Date: 2015-2017 Person responsible: Head Teacher Purpose At St Peter Chanel Catholic Primary we want to encourage
The GED Essay Question 1 H O W T O A N S W E R I T A N D P A S S What You Need to Know 1. Know how the essay is scored 2. Know mistakes to avoid 3. Know the parts of the essay 4. Know the steps to write
Teacher Education Guidance Notes Facilitating teachers meetings Teacher Education through School-based Support in India http://creativecommons.org/licenses TESS-India (Teacher Education through School-based
St John Ambulance LINKS and beyond... A portfolio to record your LINKS achievements and pick up handy hints on CVs, jobs and interviews 1 Introduction This portfolio has been developed as a place to record
What s your role? It will take input from a number of people to make your Eco-committee a success. Use these cards to discuss the various roles and work together to decide who will take on which job. Once
Exam Preparation 1 Why is revision important? Exams often form a big part of your final academic assessment. This is a summative assessment which shows your success in meeting the criteria for a course
Interview Guide for Public School Positions 1 What Interviewers Look For Differentiation A job interview is all about fit. Interviewers will be asking themselves, Why should we hire you? They will evaluate
Learning Support Materials English for Speakers of Other Languages: ESOL in Context (National 3) Teacher s Notes Publishing information First edition Published date: September 2007 Publication code: CB4114
Working in a shop Unit 2 I can t see a price Contents Unit 2 I can t see a price - teacher s notes Unit 2 I can t see a price - learner resources Unit 2 I can t see a price - answers and transcript Copyright
PROJECT UNIT HOW DO YOU LEARN ENGLISH OBJECTIVES Language: Pupils should be able to ask for help so that they can resolve a communication problem. Intercultural aspect: Learning strategies: NEW LANGUAGE
Exams Surviving the exam What to take in with you Six steps to surviving the exam Strategies for answering different Go to http://owll.massey.ac.nz/about-owll/studyup-resources.php to download the slides
Achieve your ambitions in international business Information for candidates Business English Certificates (BEC) www.cambridgeenglish.org/bec-vantage How to use this guide You can print this document if
Activities to do with your family over the transition to Secondary School Part 1: Getting Ready Name: School going to: Welcome to Secondary School Welcome to Secondary School Welcome to Secondary School
Top tips for supporting your child with Literacy As a parent/carer you are the person who know your child best, so you are ideally placed to help them with reading, writing, speaking and listening. Everywhere
Below is a list of adjectives that describe different personality qualities or characteristics. Which of these words do you think are positive and negative in meaning? generous, polite, selfish, easygoing,
Plan ahead Do Have your own revision timetable start planning well before exams begin. Your teacher should be able to help. Make your books, notes and essays user-friendly. Use headings, highlighting and
Lesson plan Topic Using the gym Level: Entry 1 - Entry 3, Scottish National 1 4 Time: Approx. 90 minutes Aims: to help learners recognise and use common gym-related terminology and to talk to gym staff