Your first CV

You are about to start a virtual adventure which focuses on how to prepare a good CV or résumé. It is a fact that you have some years ahead before you start a career. However, you must start up getting familiar with the contents that a CV includes. An important part of these contents is your educational background,  that is why we encourage you to get the most of your studies and learn about practical things such as preparing a good CV in the event of starting a job search.

Wokandapix. La Educación (CC0)

This unit presents language contents that will help you prepare a good CV. Here, you will learn and revise vocabulary related to school subjects, adjectives describing personality, job nouns and free time activities. Also, you will revise grammar structures to express likes and dislikes, to compare jobs, to give and ask personal and professional information and to express reason. Hopefully, all these language contents will help you create your first video curriculum, which is this project's final challenge.

Let's get started!

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EDIA Project: English PBL by CeDeC.

Licensed under the Creative Commons Attribution Share Alike License 4.0

About the project

Our project. General information

The final challenge of this project is to create a video curriculum. But before that, you need to surf different websites and overcome several missions that will help you gain knowledge and acquire strategies.

Collaborative work is highlighted in this project, which means you will mainly acquire knowledge by working in pairs or small groups. Likewise, you will also work individually on interactive activities to which you will access by clicking on the website links provided.

Do not forget that your teacher can help you whenever necessary on your way towards the big final challenge.

Stokpic. Ordenador portátil (CC0)

The missions you will have done at the end of this project are:

a job advertisement published on the social network Pinterest.

a questionnaire to find out your classmates' personality, skills and interests.

a presentation of the ideal candidate for a job.

a poster based on a social programme for your classmates.

a one-minute video presenting a 'dream job'.

a role play based on a job interview.

a final challenge which consists of the creation of a video curriculum.

To create, design and edit your work, you will be able to use the following apps, among others.

Cacoo, an online tool with which you will create word maps to work on key vocabulary.

Canva, which will enable you to design and create your own charts.

StoryboardThat. You will use this online app to prepare the drafts for your presentations. 

Google Slides, to create slide presentations.

Wevideo, the tool with which you will create and edit your big final challenge: a video curriculum, which will be published on a YouTube channel. If you prefer, you can find other video-editing tools at the edtechteacher.org site.

Notice that you will be performing several missions and we are sure that, by the end of this project, you will be proud of your great work, which you can prepare, publish or share with the help of the online tools and apps listed below.

To publish, you will use Weebly site. An email account is required to create your own site where you will be posting all your missions. Within this site, you will create a blog entitled 'Your learning diary', in which you will be including relevant information concerning your learning process.

To share your work with other people, you will use Pinterest, a digital board where you can publish your tasks and share them with your classmates.

Throughout the project, your teacher may award you with a badge from Class Badges in case of excellent performance. 

Evaluation

Your progress on this project will be assessed according to the following criteria:

Teacher's evaluation: your teacher will use the assessment rubrics to evaluate your work on the missions and the final challenge. This will be 40% of the final mark.

'Rubric for assessing a post on Pinterest'

'Rubric for assessing your questionnaire' 

'Rubric for assessing your descriptive text'

'Rubric for assessing your presentation'

'Rubric for assessing your digital poster'

'Rubric for assessing a video assignment in the class'

'Rubric for assessing an interview'.

'Rubric for assessing your video curriculum'

'Rubric for assessing your digital site' ,where you will publish all your work of this and other projects.

Peer evaluation: you will assess other partners by creating your own assessment sheet with the items that you consider as appropriate or by using the assessment rubrics listed above. This will be 20% of the final mark.

You will self-evaluate the final outcome using the document 'Rubric for assessing the project'. This rubric brings together the main criteria for assessing your missions and challenge and it is a 20% of the final mark.

Teacher's observation in class based on your degree of participation in the project and how well you perform all the missions will be 20%.

As you can see, you will get entirely involved in this project by acquiring, creating and sharing contents as well as assessing both, your own and your classmates' learning process.

Starting up your job search

You are going to begin this project based on how to create a good video curriculum or resumé by reflecting on what steps people usually take when they decide to look for a job.

At the end of this section, you will have:

Learnt about words and expressions related to jobs and employment.

Written a job advertisement.

Given your opinion on different jobs.

Imagine that you want to have a job that allows you to get some extra money. Enter the Dailyes site, click on play and listen to the text about job hunting. 

Flazingo Photos. Career (CC0)

With a partner, comment on the questions:

Where can you find a job?

What is the best way to find a job in the area where you live?

What do you think a resumé is? Brainstorm ideas with  your class and teacher.

After checking the definition  of 'resumé', answer the following questions.

What is another word for 'resumé'?

What parts are included in a resumé?

Check with your teacher that you know all the parts that are in a resumé because you will need to use them in the project's final challenge.

You can start your job search by looking at the job ad section in a newspaper or on a website. Reading job ads is a good way of learning vocabulary about jobs and employment. Click on the British Council site and read the job postings. Revise some key vocabulary at the Englisch-hilfen site and check the meaning of the words and expressions at the Cambridge Dictionary online website.

You are going to prepare a digital word map. Sign in at Canva and create a map where you will include all the words and phrases from the job ads and from the listening excerpt that you have listened to before. Put them under three headings:

The company

The candidate (person who looks for a job) 

The job characteristics (for example: salary, part-time job,  etc.)

Note: a lot of abbreviations are commonly used in job ads. Enter the site a4esl  and check what  these abbreviations mean.

After finishing your word map, create a page entitled  'Key vocabulary' in your Weebly site and add the link to your word map. In case that you need some help on how to use Weebly, watch the Weebly 2014 tutorial.

It is important that you practise and acquire useful vocabulary related to job and employment since you will be using it throughout the project.

Posting a job ad

As you have seen, job ads include concise information, but  this information should include,at least, the points stated below:

Job title

Salary /pay

Working hours / days

Experience

How to apply for a job (send email, hand CV, phone call, etc.).

Contact details

You are going to start the first mission consisting of publishing a job advertisement. You and the rest of members in the group are employers looking for a new worker for your company.

Domeckopol. Sidewalk (CC0)

Please, follow the points:

Get together in groups of four students.

Decide what your company activity is (restaurant, bank, newspaper, etc.).

Describe the working conditions that you offer.

Refer to the candidate's requirements.

State how candidates can contact you.

You can get some ideas for your job offer from the  Learn English site.

Publish your job ad on Pinterest with a picture illustrating the type of job you offer. Share your job post with the rest of classmates. Find out who is interested in your job ad and ask them why. We encourage you to play the role of job seekers and comment on other job ads that may interest you. Practise your oral skills by saying why you like some jobs more than others. Enter the Expresso English site and revise useful phrases to express reason.

As a follow-up activity, publish your job advert on the page 'Your first CV' of your Weebly site. On this page, type the answers to the questions below.

Which job ad was the most wanted in the class?

How many students have applied for the job that your group has posted?

How can candidates or job seekers mainly contact the company? Are CVs or resumes required?

You can read the criteria that your teacher will use to assess your work in the 'Rubric for assessing a board on Pinterest'.

Learning diary

In this mission, you are going to start creating your Learning Diary. It will help you reflect on what you are learning and, most important, what the best way of learning is.

Peter O'Shea. Writing tools (CC BY)

In your Weebly website, you have the possibility to create a blog which you will entitle  'Your first CV'. This is going to be your Learning Diary.

After reading all the instructions related to your first mission, we encourage you to reflect and answer the questions below in your diary. Make a first post on your blog with the title 'Posting a job ad' and write your answers:

How could I sum up the sequence of contents I am going to deal with? What do I have to achieve to overcome the mission?

From my point of view, what aspects or tasks are the most important to be developed in this project? What do I expect to learn throughout this work project?

What difficulties may I face? What ideas come to my mind for developing the content sequence?

What doubts do I still have?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please, we strongly recommend you reflect and think about the development of your first mission:

Is it clear for me how to access and manage the site where I will be publishing all my work based on this and other projects?

Am I able to use specific vocabulary to write a short job ad?

Do I know what parts are included in a CV or resumé?

Can I give my opinion on different job ads?

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You and your skills

That's me!

Giving personal information is not only about saying what your name is or how old you are. In your CV, include some adjectives that describe your personality.

At the end of this section, you will have...

Learnt adjectives to describe personality.

Practised Present Simple sentences.

Asked a questionnaire.

Practised so, because, that is why  to give reasons.

Presented a classmate's profile.

Let us start by listening to some people describing their personalities. Enter the ello.org site and comment with a partner on their good qualities. 

Savannaholson0. Teen (CC0)

Answer the questions below.

Do you share any of these people's qualities?

What qualities do you think are the most important?

How do you see yourself? What are you like?

Enter the Primary Resources site and think about the positive qualities that define your personality. Ask your classmates for their opinion about your personality with the questions that you can find  at the iteslj site. You can use the worksheet at the One Stop English website to take notes of some new adjectives that both you and your classmates use to describe your own personality.

Have some more practice on personality adjectives at the English exercises site. Check the meaning of these adjectives at the Saber ingles site.

Sign in at Canva and create a list poem about yourself with some of the adjectives that you have collected. Publish the poem on your 'Key vocabulary' page, in your Weebly site.  You can also share your list poem with your classmates on Pinterest. Comment on the qualities that some of your classmates have used to describe their own personalities and think about the right job for them according to their character.

Whether you comment orally or by posting on Pinterest, justify your opinion with expressions such as because, that is why, so, etc. which you can revise at the English Grammar site and practise at the Perfect-English-grammar site.

The perfect match!

Apart from personality traits, another way of describing your personality is by saying what subjects you prefer and why you prefer them to others. In this way, people can get to know about your skills and interests. 

Do you think all the subjects that you study at school are really important to your future career? Comment your ideas with a partner.

Enter the elllo.org site  and listen to Martin and Tom speaking about the most important school subjects, from their point of view.

Do you agree with their opinion?

Which subjects are not necessary, from your point of view?  What subject/-s could you add? Why?

Enter the English exercises website to practise school subject-related vocabulary. Make sure that you know how to use expressions to talk about your likes and interests because you will need them in the mission that you are about to carry out.

Read the students' profiles at the iesffg website and comment with a partner with which students you share more personality traits and/or favourite subjects.

Geralt. School (CC0)

Please, pay attention to the following guidelines so that you can perform your mission accurately.

Your teacher will put you in groups of four students.

Watch the Talk about yourself video and pay attention to both, questions and answers.

Create a personal profile of someone who you would like to hire in your company. Agree on your profile in terms of personality, opinion about subjects and skills, that is, what s/he is like, their skills and favourite subjects. Enter thePlotr site and find out more about skills and strengths.

Prepare a questionnaire with adequate questions which enable you to find out your classmates' personality traits and skills. You will also answer to other groups' questions so we encourage you to enter the English pond site and practise expressions to say how good you are at something or what skills you have.

Once you finish your questionnaire, go around the classroom and ask the questions to several 'candidates'. Write down their answers and, in your group, decide on the ideal candidate for the job. Publish your questionnaire on a page that you will entitle 'My digital resources'  in your Weebly site. You can share the questionnaire with the rest of classmates on Pinterest. Read  other groups' questionnaire and suggest any questions that you consider as important so that they can improve it.

On a fixed day, you will present your candidate in front of your classmates. In your presentation, refer to the type of job that you offer, the tasks that this job implies and justify your candidate's choice (what personality traits, skills and interests make this person the ideal candidate).

Your teacher will assess your work by taking into account the criteria included in the 'Rubric for assessing a questionnaire'. The presentation in front of the class-group will be evaluated according to the 'Rubric for assessing a presentation'.

Learning Diary

As you did in the previous section, reflect on how you have performed this mission in your Learning Diary.

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'You and your skills' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please, we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

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What do you like?

Your hobbies say much

The person who will read or watch your CV will be probably interested in what your free time activities are because they can also say a lot about your personality.

At the end of this section, you will have:

Revised and learnt vocabulary about free-time activities.

Listened to people's hobbies.

Matched hobbies to personality types.

Written a text on your free time activities.

Designed a social programme for your classmates.

Doing sport, going to the cinema or listening to music are some common free time activities. Do you think that it is important to know about people's hobbies? Can you get to know them by the activities they do in their free time?

SylwiaAptacy. Bicicleta (CC0)

 Listen to Peter's hobbies at the To Learn English site and, with a partner, comment on the questions below.

Do you share any of his hobbies or free time activities?

Do you prefer individual sports or do you prefer team sports?

What can you learn from doing activities with other people?

Enter the Agenda web site and revise vocabulary related to free time activities. Which ones do you usually do? What about your partner? Visit the English at home site and learn how to ask and answer about their hobbies.

Using the online tool Canva, create a chart and draw two columns, one entitled 'My favourite hobbies' and the other one, 'My partner's favourite hobbies'. Complete the chart and publish it on the 'Key vocabulary' page in your Weebly site.

It is important that you practise hard how to refer to your free time activities because you will need to refer to them in your final challenge.

Guess what your partner's personality is by reading the activities that they like doing in their free time. You can introduce your opinion with some of the phrases that you can find at the English club site.

Ask your classmate to guess about your personality from your list of favourite hobbies.

Your Social Programme

People choose their hobbies according to their personality and likes. In the following mission, you are going to write a text about you and what you do in your free time.

Remember that when you talk or write about free time activities, you can use expressions such as I like..., I don't like,,,. I hate..., I enjoy.... Enter the ProProfs site and practise these expressions with vocabulary referred to hobbies. 

Please, before you start your writing task, read the instructions that you can find at the IELTS- Simon site. In your text, give several details about your free time activities. Mention how often, with who, when and where you practise them and when you started practising them. Also, you can say why you like/ don't like them by describing the activities with adjectives.

Click on the My Favourite Hobby document and read a sample of a hobby description.

Sharpemtbr. Niños (CC0)

Share your text on Pinterest and let other students in the class comment on your writing. Remember to illustrate your writing with a picture of your hobbies. Were your classmates right when they told you about your personality traits and skills?

In the second part of the mission, get together in groups of four students and read carefully the instructions that follow.

You are going to create a social programme for your class group taking into account your classmates' likes and interests (their texts about their hobbies will help you design the programme).

Please, include when, where and how often the activities will take place.

Include in the programme activities related to the categories of creating things (pottery,...), collecting (stamps,...), physical activities(swimming,...) and learning (music,...).

Point out which activities are in group and which ones are individual.

Explain what benefits students can get if they participate in your social programme.

Share the programme with your classmates on Pinterest accompanying it with an attractive image and vote for the best one. 

Publish it on the page entitled 'My digital resources' in your Weebly site. 

Your teacher will consider the items in the 'Rubric for assessing a descriptive text'. Your team work in the programme will be assessed taking into account the criteria in the  'Rubric for assessing a digital poster' .

Click on 'show feedback' below and read the instructions to create your programme.

Feedback

There are several tools with which you can create your programme. Choose the one that best fits you or ask your teacher for advice.

padlet

popplet

lino

mural.ly

smore

Notice that all the tools have four main characteristics in common:           

you can include images, video, text and audio;

you can share your poster with other people;

you can embed it anywhere on the Internet;

you can check how many people have viewed your poster.

In case you do not know very well how to use these tools, several tutorials are available on YouTube.

Learning diary

How is it going? Open again your Learning Diary on your site and write down your reflections on your work progress.

your learning diaryPeter O'Shea. Writing tools (CC BY)

 Create a new post on your blog with the title  'What do you like?' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

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Your Dream Job

Talking about jobs

Do you think you have the right skills for carrying out your ideal job? What are these skills?

There are several jobs that may interest you for different reasons, but because of your age or lack of training you are not still allowed to do them. What is your dream job? What tasks does your dream job involve?

At the end of this section, you will have:

Learnt and revised vocabulary related to jobs and job tasks.

Listened to common jobs for teens.

Described and compared jobs.

Read about job adverts.

Created a short video on your ideal job.

For a start, enter the Audio-lingua site and listen to Sam describing popular jobs among teenagers. 

Geralt. Buscando trabajo (CC0)

With a partner, comment on the points below.

What jobs are mentioned?

What do people do at these jobs?

What qualities do you need to do these jobs?

In your country, is there a limit of age to have these occupations?

Read the job list and agree with your partner on three jobs that you would like to do in the future. Comment on other tasks that you can perform at these jobs.

Open the Jobs for Business document and describe the jobs using the words provided. What skills do these jobs require? Comment your ideas with your partner.

Visit the eslgamesworld site and play a memory game related to job vocabulary. You can also revise and learn more job-related words at the learnenglish.de site. Have more fun playing the Wheel of Fortune game based on jobs and work places at the eslgamesplus site.

Write your own list of the job nouns you have learnt and publish it on the 'key vocabulary' page of your Weebly site.

Speaking

Do you think that you can do any job? Are you a Jack of all trades? With a partner, list a few jobs and answer the questions included in the job list document. Say why you like these jobs and make comparisons between them. Use the comparative and superlative forms of the adjectives, which you can revise at the learnenglish.britishcouncil site.

Do you agree with your partner on which jobs are more interesting or better?

Have some more practice using comparative and superlative adjectives to compare people at the document 'Comparing people'.

With your classmates, read the job adverts available at the Learn English teens site and make comparisons between the jobs.

The best job!

So far you have revised and practised vocabulary related to jobs and job tasks. Also, you have commented with your classmate on which jobs you prefer. Now it is time for you to work with some classmates on a one-minute video consisting of the description of a dream job.

Kassel95. Chica (CC0)

Before you start your mission, we suggest that you watch the video entitled The best job in the world. It is a job offer from the Australian Government to promote tourism in their country. The fact is that 35,000 applicants replied to the job offer and, eventually, one of them got the job. Pay attention to the tasks that this job of island caretaker involves. After watching, answer the questions below.

Which tasks does the caretaker have to do?

Do you consider this job as your 'dream job'? Why?/why not?

Does this job have any negative aspects? If any, which ones?

You are going to work in groups of four students to carry out the mission of creating a brief video on a dream job. Please, follow the guidelines below.

Your partners and you need to agree on a dream job. You can choose the job from the ones you have commented on in the previous section or you can search the Internet to find a job that is extraordinary and unique. In the latter case, enter the totaljobs website to get some ideas.

Agree on the tasks that this job involves (include at least four tasks).

Try to attract the audience with positive qualities about the job.

Refer to the salary that the candidate can earn.

Include in your video attractive images and concise information.

Do not forget to mention how candidates can apply for the job.

You can use the online tool Storyboardthat to prepare the draft of your video.

In order to create and edit your video, you can use the Wevideo tool or a similar tool.

Share the video with the rest of your classmates on Pinterest.

Read the criteria in the 'Rubric for assessing a video in the classroom' that your teacher will take into account to evaluate your work. 

Your teacher will publish your video on a educational channel so that you can embed it in your Weebly site, on the page entitled 'My digital resources' .

Learning Diary

We hope you finished your mission successfully. Reflect on how you performed it and write down your reflections and thoughts about your learning process in your Learning Diary. This will help you become aware of what you have achieved or what you need to reinforce.

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'Your Dream Job' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please, we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

Licensed under the Creative Commons Attribution Share Alike License 4.0

A job interview

A good first impression

When looking for a job, first present your CV, which contains your personal and academic details and your work experience, if any. More and more job candidates are sending their video curriculum to employers as it is a more attractive self-introduction than just a piece of paper. If the employer likes your CV, you may be called for a job interview.

At the end of this section, you will have:

Listened to several video curricula.

Practised questions to find out personal and professional information.

Learnt how to behave at a job interview.

Role-played a job interview.

Let us start this section by watching the videos of three people who are looking for a job.

Watch Ana's video curriculum. 

Watch Adar's self-introduction.

Watch Samantha's video curriculum. 

After watching the videos, comment with your classmates on the good qualities of these people and suggest which jobs and work places are ideal for them. 

Geralt. Precoz (CC0)

As a company's boss, what questions would you like to ask to Ana, Adar and Samantha? With a partner, write a list of questions that you would like to ask to these people at a job interview. If you need some help, you can find relevant questions in the job interview document.

Now, watch Alexandra's video curriculum. What qualities and interests does Alexandra show about herself?

Pay attention to the questions that she asks to herself and add any that you think interesting to your list of questions. 

Practise the questions and keep them for your next mission consisting of role-playing a job interview.

The ideal candidate

You have worked on the questions that an employer may ask candidates at a job interview. But, it is also important that you know about the problems that candidates may face.

Enter the Caroline Brown Listening Lessons site and learn about these problems. About how you should behave at a job interview, visit the BBC learning English site and read some useful information.

Kathrogers180. Entrevista (CC0)

In this mission, we suggest that you practise the roles of employer and candidate at a job interview. Please, follow the guidelines below.

You are going to work in groups of four students.

The four of you need to agree on the type of company that is hiring people and on the ideal candidates' profile. Prepare relevant questions concerning the candidate's personality, skills, interests and hobbies.

Individually, prepare a candidate's profile with information that is relevant for the post you are going to apply for.

Please, before performing the dialogue, get the questions and answers ready and organize them. You can use the tool StoryboardThat to prepare your draft. 

Include in your interview polite language to greet, give thanks, etc.

Practise the interview as much as you can.

The four of you will take turns to play the roles of employer and candidate.

You can use the toolVoicethread, which is a free online tool, to record your voices through the webcam.

Insert an image or video related to the job offered.

Save your voicethread and copy the URL link to the 'My digital resources' page in your Weebly site. 

In case you need some extra help on how to use Voicethread, watch the video Tutorial voicethread.

Share the link to your interview on Pinterest with other student groups. Remember to attach an image to the link.

After finishing the interviews, the group will agree on who is the ideal candidate for the job. Finally, the whole group will present their best candidate in front of the class group.

Your teacher will assess your work by taking into account the criteria in the 'Rubric for assessing an interview'. 

Learning diary

One last thing, but not the least. It is very important that you reflect on how you felt while you were learning the contents and preparing the job interview.

Peter O'Shea. Writing tools (CC BY)

Create a new post on your blog with the title  'A Job Interview' and answer the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now.

Please, clarify everything you did not understand.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creating your CV

Sell the best of you!

You have arrived at the last stage of the project and it is now and here where we would like you to put into practice all the language contents that you have revised and learnt throughout the sections.

At the end of this section, you will have:

Gathered all the information referred to job-related vocabulary and basic grammar structures to refer to your interests and skills.

Created and edited a video curriculum to promote yourself on the job market.

Promoted your work on the web and social networks.

Please, follow the instructions below to carry out successfully the final challenge.

Body-n-Care. Niño (CC0)

As you did in the other missions of the project,  you are going  to work together with other students in the final challenge consisting of  the design and creation of a video curriculum. Remember that you and your classmates can learn a lot by working collaboratively.

Your eCV

The videos that you have watched in the section entitled 'A job interview' are a good guide to help you in the production of your own video curriculum.

It is a good idea that you present your information in a way as original as possible so that your video curriculum makes a difference.

StartupStockPhotos. People (CC0)

Please, follow the steps below to complete the challenge:

Before you create the video, prepare a draft with the personal profiles of the students in the group. Sell yourselves as a group of students willing to work as a team at a specific work place.

Do not forget that the content that you include is very important, too. Include in your CV the parts that you have learnt about. and use correct structures to refer to the personality and interests of each one of you. Remember to mention the skills that you have and what subjects you like best and why.

List a few jobs your group can be good at according to the skills that you have.

We suggest that you present your video curriculum in a way similar to that of Alexandra's, that is, as if you were asking to yourselves and answering at the same time. It could sound more dynamic.

The Powtoon tool can help you create a very nice and attractive video curriculum. If you find it difficult to use, you can edit your video curriculum with Wevideo.

Publish your video curriculum  on the page 'My digital resources' of your  Weebly site and share it on Pinterest with your classmates. 

Your work on the final challenge will be assessed by your teacher with the criteria included in the 'Rubric for assessing a video challenge recording'.

Promoting your work

You have made a great effort to complete all the missions and the challenge within this project. At this final stage of the project, we encourage you to show it to as many people as possible. The promotion of your project is a very important part of your work. Otherwise, what is the point in doing such a hard work if nobody knows about it?

OpenClipartVectors. Proyecto (CC0)

In order to make this possible, we present you several activities that you must / could develop:

Why don't you show all your work to your family, friends and classmates? In groups, you will prepare and develop a complete presentation of your work. The final result can be developed in the classroom or/and recorded as a video that will be uploaded on a channel.

Remember that when you present your video curriculum, it is really important to cause a good first impression not only in what you say, but also in how you say it. This is the reason why it is a good idea if your class-group invites a member of the Guidance Department at your school to watch your presentations. This person is a professional and can assess your work in a very constructive way and advise you on the development of your future career. Besides, this school counselor can give you some useful tips on the contents that  your video curriculum should include and on the best way you should promote your qualities, skills and interests. 

We want you to promote it by using the social network Pinterest. Here, you can create a board where you must include all the links to the outcomes that you have completed. Remember to insert images to illustrate each mission. You will find out the number of people that pin your tasks, which means they like them a lot.

Another promotional activity can be done by using your own school web page. Your teacher will create a page entitled 'English Portfolio - 2nd Year CSE'  in your school website and will include the links to your classmates and your own Weebly site. This would be not only a good way of promoting your work within your school community, but also a way of reaching a higher number of people interested in learning English through collaborative projects.

Any other ideas? Can you imagine other ways of promoting your work?

Learning diary - project assessment

Your participation in this project will be completely finished after you evaluate your own experience all along your learning process. 

Peter O'Shea. Writing tools (CC BY)

Please, enter the documents below and answer the questions.

Classroom experience assessment

Reflection on your project work

By answering the questions, you will become aware of all the work that you have been able to do easily and of the difficulties that you may have come across. Besides, from your evaluation, your teacher will find out which contents and aspects of the project were meaningful to your learning process and which ones need to be modified because they did not help you achieve the project objectives.

You can discuss the questions with some classmates with whom you have shared the missions and challenge.

Finally, add your answers to 'Your first CV', the learning diary that you have created in your site. Create a final post summarizing all these reflections. In this case, you will decide the title of this post.

Feedback

At this point, it could very useful for you to focus on these questions:

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why/ why not?

Do you prefer learning from textbooks or from online projects like this one?

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Didactic Guidelines

General guidelines for teachers

This project is part of a set of projects entitled 'What a Digital World!' which is based on the curriculum for the 2nd year of compulsory secondary education.

The following objectives have been considered in the design of this project:

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge based on the production of a video curriculum. Within this learning resource, relevant language contents can be practised and a wide range of tasks is presented so that students are encouraged to practise and improve the linguistic skills required for their final output.

geralt. (CC0)

About the project is the first section of the project containing information about the channels that students will use to publish and share all their work as we think that they will be happy to showcase their familiy and classmates the job ad, questionnaire, presentation, video, writing composition, etc. that they will will be doing throughout the project. From the wide range of websites and social networks available, we suggest that students have their own site at Weebly.com, just like a portfolio, where they can post all their work and complete a Learning diary that will help them reflect on their own learning process.

Encourage students to design their site following a clear structure. Their site must contain at least these pages:

Homepage, the first and main page which must include a title, index, images and a description of the project.

'My writing guide' . This page will include all the student's writing tasks and tips for good writing.

'Key vocabulary'. Students will include here links to the word maps and charts that they create using key vocabulary.

'My digital resources'. On this page, students will publish the links to the digital material that they will have created in their missions, like their job ad, video or social programme.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps will be also used for writing texts and preparing presentations collaborativelly. Besides, students can collect and add notes about vocabulary and grammar using online tools such as Cacoo and Canva.

The rest of sections in the project include several stages that students will need to go through to eventually do the final challenge, which is described in the 'Creating your CV' section and is based on the production of a video curriculum. 

Assessment

Evaluation

As a teacher, you can use the rubrics referred to each mission and to the challenge to evaluate your students. This will be 40% of the final mark.

This will be 40% of the final mark.

'Rubric for assessing a post on Pinterest'

'Rubric for assessing a questionnaire'

'Rubric for assessing a presentation'

'Rubric for assessing a digital poster'

'Rubric for assessing a descriptive text'

'Rubric for assessing a video assignment in the class'

'Rubric for assessing an interview'

'Rubric for assessing a video curriculum'

'Rubric for assessing a digital site' ,where students will publish all their work of this and other projects.

Students will also play an important and active role in the evaluation process.

Alexander Henning Drach. Question Mark in Esbjerg (CC BY-SA)

peer evaluation: students will assess other partners by creating their own assessment sheet with the items that they consider as appropriate or by using the assessment rubrics listed above. This will be 20% of the final mark.

students will self-evaluate their work using  the criteria stated in the 'Rubric for assessing the project'. This makes 20% of the final mark.

Teacher's observation in class based on the students' degree of participation in the project and how well they perform all the missions will be 20%.

Remember that the 'Rubric for assessing the project' is an important document where relevant criteria are gathered up to evaluate your students' main missions and challenge.

Timing

This project has been designed to be worked on along approximately fifteen 50-minute sessions. However, feel free to adjust the time sequence according to your students' learning pace and needs.

Sese Ingolstadt. Bahnsteiguhr.jpg (CC BY-SA)

For carrying out this project, remember that you can follow the flipped classroom-based pedagogical model with which the majority of assignments such as watching videos, reading texts, doing collaborative work online or writing down doubts about contents can be done at students' home. Later on, in the classroom, you can revisit the contents students do not understand and offer them support in the realization of their missions and final challenge.

Resources

Language Resources

In this project, students are presented several language contents that they can practise by clicking on the links below: Reading & Listening: Job hunting

List of job ads + worksheet

Job & employment vocabulary list

Cambridge dictionary online

Abbreviations in job ads

Job nouns, job tasks & work places - Vocabulary

Connectors: reason and result - Theory

Listening - personal qualities

Vocabulary: positive qualities - list of adjectives

Conversation questions: personality

Set of adjectives referring to personality

Interactive activities: personality adjectives

English - Spanish dictionary: personality traits

Connectors: reason - Theory

Connectors to express reason: practice

School subjects: key vocabulary & useful expressions -Practice

Reading: students' profiles

Video: talk about yourself - Tips for an oral exam

Reading: skills & strengths in a CV

Talking about skills and interests: useful expressions

Free time activities - vocabulary practice

Giving opinions: useful expressions

Interests & hobbies: questions and answers

Listening: Peter's hobbies

Hobbies - useful expressions - Quiz

Describing a hobby: language help

Describing a hobby: text sample

Listening: jobs among teenagers

List of jobs and tasks

Talking about jobs- Practice

Jobs- memory game

Jobs & Places - vocabulary: wheel of fortune

Job list worksheet

Comparative & Superlative adjectives - Theory

Comparative & superlative adjectives - Practice

Job adverts

Video: the best job in the world

Reading: The best jobs in the world

Ana's video curriculum

Video: Adar's self-introduction

Samantha's video curriculum

Job interview: worksheet

Alexandra's video curriculum

Problems at a job interview: interactive activity

Reading & Listening. tips for a good job interview

Online Apps

Throughout this project, we suggest a wide range of open source apps and tools with which students will carry out their missions and final challenge. However, feel free to replace them or recommend your students others which you think are more suitable according to their profiles and needs.

Weebly site

Pinterest

Cacoo

Canva

Padlet

Google slides

Storyboardthat

Voicethread

Google forms

Quizlet

Wevideo

YouTube channel

How to

Some links to tutorials are provided throughout the project to help your students  learn about how several online tools work so that they can perform their work more easily.

How to create and edit a Weebly site

Pinterest 2015 tutorial for Educationn

Video on Voicethread

WikiHow, an explanatory site presenting some tips on how to prepare a questionnaire 

How to create and edit a video with Wevideo

Remember that you can find more tutorials about other online apps and tools on YouTube.

Project Mindmap

Contents (LOMCE Curriculum)

At the end of the project, students will have been able to work on the following contents:

Listening and reading activities: students understand general information and identify specific information in oral and written messages.

Writing a job advert and a social programme containing concise information.

Writing  a basic and logical paragraph on the students' likes and interests.

Use of the Present Simple tense in affirmative, negative and interrogative sentences.

Use of linking words to express several semantic relationships, above all, addition and reason.

Expressions to give opinions.

Yes/no questions and open questions (questionnaire, job interview).

Comparing jobs.

Description of a dream job.

Students' interaction: questionnaire and job interview.

Use of open and closed questions to find out relevant information in a questionnaire.

Pronunciation practice: intonation in open and closed questions.

Use of job-related vocabulary.

Use of personality adjectives.

Use of vocabulary related to school subjects.

Speaking: free time activities, skills and interests.

Notice that all the contents are related to the four blocks stated in the new curriculum for the first foreign language area in the first cycle of compulsory secondary education. These four blocks are comprehension of oral messages, production of oral messages: expression and interaction, comprehension of written texts and production of written texts: expression and interaction.

Learning Standards (LOMCE)

At the end of the project, students will have been able to practise and acquire the following learning standards stated in the BOE (3rd January 2015) regarding the curriculum for the first cycle of CSE.

Bloque 1. Comprensión de textos orales

1. Capta los puntos principales y detalles relevantes de indicaciones, anuncios, mensajes y comunicados breves y articulados de manera lenta y clara (p. e. cambio de puerta de embarque en un aeropuerto, información sobre actividades en un campamento de verano, o en el contestador automático de un cine), siempre que las condiciones acústicas sean buenas y el sonido no esté distorsionado.

2. Identifica el sentido general y los puntos principales de una conversación formal o informal entre dos o más interlocutores que tiene lugar en su presencia, cuando el tema le resulta conocido y el discurso está articulado con claridad, a velocidad media y en una variedad estándar de la lengua.

3. Comprende, en una conversación informal en la que participa, descripciones, narraciones, puntos de vista y opiniones sobre asuntos prácticos de la vida diaria y sobre temas de su interés, cuando se le habla con claridad, despacio y directamente y si el interlocutor está dispuesto a repetir o reformular lo dicho.

4. Comprende, en una conversación formal, o entrevista (p. e. en centros de estudios o de trabajo) en la que participa lo que se le pregunta sobre asuntos personales, educativos, ocupacionales o de su interés, así como comentarios sencillos y predecibles relacionados con los mismos, siempre que pueda pedir que se le repita, aclare o elabore algo de lo que se le ha dicho.

5. Distingue, con el apoyo de la imagen, las ideas principales e información relevante en presentaciones sobre temas educativos, ocupacionales o de su interés (p. e., sobre un tema curricular, o una charla para organizar el trabajo en equipo).

Bloque 2. Producción de textos orales: expresión e interacción

1. Hace presentaciones breves y ensayadas, bien estructuradas y con apoyo visual (p. e. transparencias o PowerPoint), sobre aspectos concretos de temas de su interés o relacionados con sus estudios u ocupación, y responde a preguntas breves y sencillas de los oyentes sobre el contenido de las mismas.

2. Participa en conversaciones informales cara a cara o por teléfono u otros medios técnicos, en las que establece contacto social, intercambia información y expresa opiniones y puntos de vista, hace invitaciones y ofrecimientos, pide y ofrece cosas, pide y da indicaciones o instrucciones, o discute los pasos que hay que seguir para realizar una actividad conjunta.

3. Toma parte en una conversación formal, reunión o entrevista de carácter académico u ocupacional (p. e. para realizar un curso de verano, o integrarse en un grupo de voluntariado), intercambiando información suficiente, expresando sus ideas sobre temas habituales, dando su opinión sobre problemas prácticos cuando se le pregunta directamente, y reaccionando de forma sencilla ante comentarios, siempre que pueda pedir que se le repitan los puntos clave si lo necesita.

Bloque 3: Comprensión de textos escritos

1. Identifica, con ayuda de la imagen, instrucciones de funcionamiento y manejo de aparatos electrónicos o de máquinas, así como instrucciones para la realización de actividades y normas de seguridad (p. e., en un centro escolar, un lugar público o una zona de ocio).

2. Entiende los puntos principales de anuncios y material publicitario de revistas o Internet formulados de manera simple y clara, y relacionados con asuntos de su interés, en los ámbitos personal, académico y ocupacional.

3. Capta las ideas principales de textos periodísticos breves en cualquier soporte si los números, los nombres, las ilustraciones y los títulos vehiculan gran parte del mensaje.

4. Entiende información específica esencial en páginas Web y otros materiales de referencia o consulta claramente estructurados sobre temas relativos a materias académicas, asuntos ocupacionales, o de su interés (p. e. sobre un tema curricular, un programa informático, una ciudad, un deporte o el medio ambiente), siempre que pueda releer lassecciones difíciles.

Bloque 4. Producción de textos escritos: expresión e interacción

1. Completa un cuestionario sencillo con información personal y relativa a su formación, ocupación, intereses o aficiones (p. e. para suscribirse a una publicación digital, matricularse en un taller, o asociarse a un club deportivo).

2. Escribe notas y mensajes (SMS, WhatsApp, chats), en los que se hacen breves comentarios o se dan instrucciones e indicaciones relacionadas con actividades y situaciones de la vida cotidiana y de su interés.

3. Escribe notas, anuncios y mensajes breves (p. e. en Twitter o Facebook) relacionados con actividades y situaciones de la vida cotidiana, de su interés personal o sobre temas de actualidad, respetando las convenciones y normas de cortesía y de la netiqueta.

4. Escribe informes muy breves en formato convencional con información sencilla y relevante sobre hechos habituales y los motivos de ciertas acciones, en los ámbitos académico y ocupacional, describiendo de manera sencilla situaciones, personas, objetos y lugares y señalando los principales acontecimientos de forma esquemática.

Key competences

By working on this project, students will be able to develop and acquire the following key competences published in the organic law on the improvement of the quality of education (LOMCE).

Linguistic competence: students are able to use and interact with othe people using the English language, both in oral and written registers.

Digital competence: students are able to use IT resources to obtain, analize, produce and share information.

Learning to learn: students are able to manage their tasks and time throughout their learning process and can work in an individual and collaborative way to achieve an objective.

Social and civic competences: students are able to ineract with other students and participate actively in different missions following codes of good behaviour.

Sense of initiative and entrepreneurship: students show themselves as creative and are able to take risks, plan and manage their projects.

Licencia de Creative Commons
EDIA Project: English PBL by CeDeC.

Licensed under the Creative Commons Attribution Share Alike License 4.0