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TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Take a look at these images and discuss the following questions with a classmate.

II.

III.

IV.

1. What professions can you see in each image? Match them.
   • secretary
   • stallholder
   • teacher
   • tourist guide

2. Do you know anyone who works in the positions shown in the images? Who are they?

3. Would you like to have any of these jobs? Why?

4. In Brazil, which of these professionals might use English in their jobs? Why?

e. Which of these professions are valued by society? Which ones are usually better paid? Why? Do you agree with this situation?

2. Read this text and discuss the following questions with a classmate.

INFORMAL Economy. Disponível em: https://oeds.link/ibJC5c. Acesso em: 8 maio 2022.

Page one hundred and twenty-one

1. Informal workers are those who
   1. work without a contract.
   2. have a job in a private company.

2. Do you know someone who has any of the following informal occupations? Who they are and what do they do?
   1. Painters.
   2. Cleaners.
   3. App drivers.
   4. Delivery men.
   5. Street vendors.
   6. Recyclable waste pickers.

3. What does the word “self-employment” refer to?

4. Are the following aspects of working in the informal economy advantages or disadvantages?
   1. No fringe benefits.
   2. No working rights.
   3. No retirement benefits.
   4. No annual or sick leave.
   5. No difficulty in getting work.

5. Do you know any other informal economy jobs? What are they? Search for their names in English or ask the teacher.

6. Which of the following professions can have formal and informal occupations or self-employment?
   1. Nurse.
   2. Teacher.
   3. Architect.
   4. Public servant.
   5. Store assistant.

3. Look at the graph and match the following information.

THE INTERNATIONAL Policy Centre for Inclusive Growth. Policy in focus: youth and employment among the BRICS. 28. ed.vigésima oitava edição Brasília, DFDistrito Federal: International Policy Centre For Inclusive Growth, 2014. p.página 13.

1. Formal employment.

2. Informal employment.
   1. No education, literacy or basic education.
   2. Secondary, graduate or post-graduate education.

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READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1 tesqui uon

Before reading bifór rídin

1. Discuss the following questions with a classmate.
   1. Do you know what an apprenticeship is?
      1. Work that provides professional training for young people.
      2. Employment for young people without secondary education.
   2. Which of the following aspects do you think are typical of apprenticeships?
      1. University degrees.
      2. Intensive academic study.
      3. Unpaid work for teenagers.
      4. Pathways from school to work.
      5. Training that takes place in a workplace.
      6. Mentoring from managers and other workers.

2. What questions would you ask an apprentice to find out about his or her experience and motivation? Use these prompts to help you.
   1. How did you…?
   2. Where did you…?
   3. Why did you…?
   4. When did you…?

3. Choose the options that you think are the most likely answers to the following questions.
   1. Who would be interested in reading an interview with an apprentice?
      1. Employers.
      2. Young people.
      3. Public servants.
      4. School students.
   2. What would be the purpose of the interview?
      1. To provide advice.
      2. To provide information.
      3. To criticize apprentices.
      4. To promote apprenticeships.
      5. To analyze employment practices.
   3. Where would this interview be published?
      1. In an Economy textbook.
      2. In a magazine about training.
      3. In a government report on unemployment.
      4. On websites of organizations that help young people find jobs.

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Read to learn ríd tchu lârn

1. Read the following interview with these objectives in mind:
   • to identify reasons for choosing an apprenticeship;
   • to analyze characteristics of interviews.

Page one hundred and twenty-four

INTERVIEW with an apprentice – Tom. Disponível em: https://oeds.link/aw7YnZ. Acesso em: 8 maio 2022.

Did you know?

Constructing meanings constrãquitchion minins

1. Match each of Tom’s experiences to his evaluation of it.
   1. school
   2. practical work
   3. apprenticeship aprêntischip
   4. training provider
   5. [public services course
      1. [accessible
      2. brilliant
      3. enjoyable
      4. supportive
      5. unenjoyable

2. Read the interview again and find the answers with the following information.
   1. The benefits of an apprenticeship, according to Tom.
   2. Tom’s aspirations for the future.

3. Now answer the following questions.
   1. Which statements describe Tom’s relationship with education?
      1. He didn’t like school, but he intends to return to academic studies.
      2. He liked school, but he intends to focus more on employment options.
      3. He wanted to do something practical, but his dreams rely on education.
      4. He intends to return to school, but he prefers the mix of practical experience and training.
   2. What does Tom mean when he talks about “practical work” in his apprenticeship?
   3. What is Tom’s overall impression of his apprenticeship?

4. What questions or requests are used in the text to ask for the following?
   1. General information about the interviewee.

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2. Daily activities at the apprenticeship.

3. Relationship with the employer.

d. Advice for other young people.

5. Read these YEUK’s objectives. Which ones are promoted by publishing the interview with Tom?
   1. To campaign and influence policy on the issues and barriers that affect its members.
   2. To provide a platform for young people to have a voice on youth employment issues that affect them.
   3. To empower young people to use the information and inspiration available to them and to develop their skills and networks to help them progress.
   4. “To support organisations working in the youth employment space by providing an impartial platform for them to communicate, share best practice and network.”

YEUK Becomes 10th Patron Of The Association Of Employment And Learning Providers. Disponível em: https://oeds.link/Almrlq. Acesso em: 10 maio 2022.

Task 2 tésqui tchu

Before reading bifór rídin

1. Do you know what “advice” means? Read the dictionary entry and discuss the meaning of this word with a classmate.

ADVICE. In: OXFORD Advanced Learner’s Dictionary of Current English. Oxford: Oxford University Press, 1982. p.página 14.

2. Read the title of the interview in Read to learn. Then discuss with a classmate what kind of advice on getting a job you expect to find in it.
   1. Where to find job ads.
   2. How to write a curriculum vitae.
   3. How to answer interview questions.
   4. What clothes to wear to an interview.
   5. What protection unions can offer workers.
   6. How to stand up for your rights as a worker.

3. Now read the title again and discuss the following questions with a classmate.
   1. Who do you expect the advice to be from?
   2. How many people do you think will be interviewed?

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Read to learn ríd tchu lârn

1. Now read the interview with these objectives in mind:
   • to verify how sub-headings organize the interview;
   • to identify characteristics of interviews.

Page one hundred and twenty-seven

RICKER, S. “My best advice for job seekers is...”: A roundup of advice. CareerBuilder, 5 jun.junho 2014. Disponível em: https://oeds.link/kM7qCh. Acesso em: 8 maio 2022.

Constructing meanings constrãquitchion minins

1. Answer the following questions about the interview.
   1. Who are the people giving advice?
      1. People looking for a job.
      2. Employers, managers and career coaches.
   2. Why have they been chosen to give advice?
   3. What is the difference between a feature and a benefit, according to the interview?
   4. Generally speaking, does the interview suggest that finding a job is easy or difficult? Why?

2. Read the text again and do the following.
   1. Match the specialists from the box to the pieces of advice they gave.
      1. Focus on a good cover letter.
      2. Concentrate on the job interview.
      3. Don’t give too much attention to media reports.
      • Anthony
      • Margaret
      • Matt Mét
   2. One of the interviewees mentioned a situation of prejudice against women. What was it?

3. Discuss the following questions with a classmate.
   1. The interview does not include any questions. What question(s) cuéstchân ór cuéstchânsdo you think the author asked to elicit those answers from the interviewees?
   2. Why does the text use sub-headings? You can choose more than one option.
      1. To give the author’s opinion on the topic.
      2. To summarize the main point made by each interviewee.
      3. To show the questions the author asked the interviewees.
      4. To separate different topics that are important for job seekers.
   3. Which of the interviewees gave examples from personal experience?
   4. Why do interviewees use personal experiences in their answers?

Page one hundred and twenty-eight

Think a little more think a lítol mór

1. Discuss the following questions with a classmate.
   1. Com que idade vocês pensam que os jovens poderiam começar a trabalhar? Por quê?
   2. A idade que vocês responderam na questão 1a está de acordo com a lei brasileira? Pesquisem para verificar a resposta.
   3. Quais são as vantagens e as desvantagens de trabalhar como aprendiz?
   4. Profissionais qualificados e aprendizes ganham o mesmo salário? Vocês consideram isso justo? Por quê?
   5. Pesquisem organizações brasileiras que ajudem jovens a encontrar empregos e que ofereçam treinamento prático. Compartilhem resultados da pesquisa com os colegas.
   6. Quais conselhos da Task 2tésqui tchu são mais relevantes para você? Justifique sua resposta.
   7. Os textos da Task 1tesqui uon e Task 2tésqui tchu apresentam, em sua maioria, aspectos positivos. Quais seriam alguns aspectos negativos de um aprendiz procurar um emprego?

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listeningbifór listenin

1. Discuss the following questions with a classmate.
   1. What is a curriculum vitae (CV)?
   2. What is it used for?
   3. Have you ever seen a CV? What information does it usually have?

2. Decide with a classmate which of the following skills will be the most important ones to find a job position in the future.
   1. Punctuality.
   2. Teamwork skills.
   3. Problem-solving skills.
   4. Reading, writing and mathematics skills.
   5. Information technology (computer) skills.

3. Choose the best option to answer the questions.
   1. Who do you think is the target audience of a video CV?
      1. Teacherstchitchers.
      2. General public.
      3. Potential employers.
   2. Where do you think video CVs are published?
      1. On TV.
      2. On social networks.
      3. On online video channels.

4. Tell a classmate what information you would expect to find in a video CV.

Page one hundred and twenty-nine

Listen to learn líssen tchu lârn

1. Listen to the audio from a video CV with these objectives in mind:
   • to verify how the speaker describes her experiences;
   • to identify characteristics of video CVs.

MY VIDEO CV // student video résumé. 2016. P&B. Disponível em: https://oeds.link/sc8Nz8. Acesso em: 8 maio 2022.

Constructing meanings constrãquitchion minins

1. Listen to the video CV carefully and decide whether the following statements are T tí(true) or ór F éf(false) according to Melania.
   1. She is Polish.
   2. She is a serious person.
   3. She has not worked previously.
   4. She went to school in the Netherlands.
   5. She can write really good business reports.
   6. She is currently studying International Business and Languages.
   7. She had support from the people around her when she moved to the Netherlands.

2. Listen to the video CV again and identify the skills and qualities Melania used to describe herself.
   1. communicative
   2. detail-oriented
   3. experienced
   4. intelligent
   5. organized
   6. persistent
   7. professional
   8. punctual

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3. Listen to the video CV again and number the topics Melania addresses in the order you hear them.
   1. Academic skills.
   2. Thanks to the viewers.
   3. Educational background.
   4. Working with other people.
   5. An example that shows her qualities.
   6. The reaction she hopes to get from viewers.

4. Listen to the video CV one more time and match each of the following sentences to what it aims to present.

b.

c.

d.

e.

f.

1. Introducing oneself.
2. Describing skills and qualities.
3. Describing educational experiences.
4. Describing previous work experience.
5. Describing what it’s like to work with her.
6. Giving an example that demonstrates one or two of her skills or qualities.

Page one hundred and thirty-one

Think a little more think a lítol mór

1. Discuss the following questions with a classmate.
   1. Na opinião de vocês, por que Melania produziu o videocurrículo em inglês, se ela é polonesa e vive na Holanda? Que emprego ela deve estar procurando?
   2. Vocês acham que videocurrículo é uma maneira eficaz de convencer um empregador a contratar alguém? Expliquem sua resposta.
   3. Para que tipo de emprego, na opinião de vocês, brasileiros poderiam se candidatar usando um videocurrículo em inglês?
   4. Quais qualidades e habilidades vocês colocariam em seus videocurrículos?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Take a look at these excerpts from the interviews you read in this unit and do the following.

1. Find in the underlined words.
   1. The main verbs.
   2. The auxiliary verbs.

2. The auxiliary verbs in the examples are being used to indicate
   1. the modality of the main verb.
   2. the verb tense of the main verb.

c. In the previous excerpts, “may” and “might” indicate ability/possibility, while “should” is used to give advice/permission.

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2. Choose the correct modal verb in the following excerpts from interviews. If necessary, see the Eyes on grammar section to help you.

60 SECOND Interview: Inventor. Disponível em: https://oeds.link/nZQ9RW. Acesso em: 8 maio 2022.

b.

BEING Your Own Boss: What Does It Take To Work For Yourself. Disponível em: https://oeds.link/okB5u5. Acesso em: 8 maio 2022.

c.

60 SECOND Interview: Chef. Disponível em: https://oeds.link/lvv0m7. Acesso em: 8 maio 2022.

d.

60 SECOND Interview: Geography Teacher. Disponível em: https://oeds.link/MkV01Q. Acesso em: 8 maio 2022.

3. Talk to classmate, or text them, about what you consider as possible jobs, careers, or enterprises after you finish school. Listen to his/her ideas and give some advice. Use should, may and êndmightmaitchi based on what you have learned so far.

4. Read the following excerpt from the interview and identify the meaning of the connectors in bold.

1. Contrastcóntrést.

b. Simultaneity.

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5. Now find in the following interview fragment three connectors that express the same meaning as the ones in question 4.

60 SECOND Interview: Apprentice Car Mechanic. Disponível em: https://oeds.link/bHo75r. Acesso em: 8 maio 2022.

SPEAKINGispíquin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

You are going to produce a video CV. Remember you have already seen an example of video CV in Listening.

1. Before preparing your video, pay close attention to the following chart.

Toolboxtúlbóks

1. Follow these steps. They will help you prepare your video CV.
   1. Make three lists of information about yourself.
      • One containing personal information about you, your education (where you studied previously, where you are studying now and what other courses you might have).
      • Another including your skills and qualities, as well as what you enjoy doing.
      • The last one including your work experience, including an apprenticeship, voluntary work, etc.
   2. Think of some examples of situations to demonstrate your skills or qualities. Write a short description of one of these experiences.
   3. Think of what it is like to work with you. Ask one of your classmates to make a positive comment about it and write it down.
   4. Look at question 4 in ínConstructing meanings, Listening and analyze each part of the CV and how it was written in English. Take notes of structures you might need.
   5. Write a draft of your script and show it to a classmate for feedback. Then present it orally to him or her. If possible, record this first version.

Page one hundred and thirty-four

Step back istép béqui

1. After getting your classmate’s feedback, check if your video CV contains the following characteristics:
   1. Introduction of yourself.
   2. Information about your education, your skills and your work experience.
   3. Examples of an experience that shows your skills or qualities.
   4. Description of what it is like to work with you.
   5. Clear speech, looking directly at the camera with a positive expression.
   6. Length of two to three minutes.

2. Now record the final version of your video CV. Post it on the school website or on a blog or present it to the whole class.

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (118-119) and answer the following questions with a classmate.
   1. In your opinion, what kinds of work are shown in the images? Where were they taken?
   2. What is common among the people portrayed in the images?
   3. Do you think the images show good working conditions? Justify your answer.
   4. How is it possible to improve workplaces in Brazil and around the world?

THINK IT OVERthinkirôver

Faça no caderno as questões de resposta escrita.

1. Think about everything you studied in this unit and consider the following questions. Give examples and explain your answers.
   1. O que foi fácil para você fazer e compreender? E o que foi difícil?
   2. Quais conhecimentos novos você adquiriu? O que fez você pensar com base em um novo ponto de vista?
   3. O que você achou mais interessante nas entrevistas?
   4. O que você aprendeu sobre videocurrículos?

EYES ON GRAMMARáison grémer

Leia os exemplos extraídos dos textos dessa unidade, bem como as palavras e expressões destacadas. Preste atenção às observações que as seguem.

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Example 1 egzâmpol uan

(p.página 126)

(p.página 130; Video CVcê vê - Part IIdois)

• Mightmaitchi + verbo indica que algo pode acontecer. Geralmente, essa probabilidade é pequena, ou seja, é possível, mas improvável.
• Em uma pergunta (forma interrogativa), mightmaitchi é usado para pedir permissão de maneira bastante formal.

• Maymei + verbo também pode ser usado para expressar probabilidade. Mesmo quando a probabilidade é mais alta, o significado é semelhante a mightmaitchi + verbo.
• Também é usado para autorizar (na formafórma afirmativa) ou negar (na formafórma negativa). Esse significado é semelhante a canken + verbo, que é mais comum e menos formal.
• Em uma pergunta (formafórma interrogativa), maymei é usado para pedir permissão.

Example 2 egzâmpol tchu

(p.página 127)

• Shouldxuldi + verbo é usado para dar conselhos ou sugestões. Shouldxuldi expressa algo desejável (na formafórma afirmativa) ou algo indesejável (na formafórma negativa).
• Shouldxuldi também pode ser usado para pedir conselhos ou sugestões: Should I wear a suit for the interview?