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2 HOURS CLIL MODULE, ACADEMIC AND CAREER PLANNING UNIT

PRE-TASK 

Teacher makes an introduction about the task.

 

DURING THE TASK

 

POST-TASK

1.counselors

2.service experiences

3.interests

4.future

5.admission

6.requirements

7.skills

8.Career Planning

9.position

10.school support staff

11.courses

12.extra-curricular activities

13.interests

14.careers

15.exposure

16.teach

17.overwhelming

18.position

Alan and Lexi realize there’s a big world out there and upon graduating from high school they’ll be thrust into an abundant opportunities. Luckily they have their teachers, _________, ___________ and parents to guide them through a process that will equip them for whatever path they choose, the process is called Academic and _____________.

  1. who am I?: - what _________ me? - what am i specially good at? - what is my preferred learning style? - what makes me different from others? - how do i want to be perceived?
  2. what do I want to do? (the compass): - what _________ would i like and be good at? - what industries am i most interested in? - what types of jobs will be available in the ________? - how much can i expect to earn in different careers?
  3. How do I get there? (the map): - what type of ________ should i be taking to __________ me to success? - what work or ____________ will give me ________ and ______ me the _______ I need? - what about _______________________? - what type of education do i need after high school? - what are the ________________ and how much will it cost? Having so many choices can seem ______________, that is where map comes in handy. Your personal Academic and Career Plan will guide you through how to answer these questions so you can chart, monitor and revise your personal journey is needed. Every student has a unique destination and a unique way of getting there.
  1. who am I? the mirror: what interests me? what am I spececially good at? what is my preferred learning style? what makes me different from others? how do I want to be perceived?
  2. what do I want to do? the compass: what careers would I like and be good at? what industries am I most interested in? what types of jobs will be available in the future? how much can I expect to earn in different careers?
  3. How do I get there? the map: what type of courses should I be taking to position me to success? what work or service experiences will give me exposure and teach me the skills I need? what about extra-curricular activities? what type of education do I need after high school? what are the admission requirements and how much will it cost?

To develop this activity we will carry out four groups. Each of them must investigate one of the following aspects that characterize the work market and that can influence their decision making process:

In turns, each group should make a small glossary with the most important terms related to their field of research. In addition, some tips will be introduce on how to write academic texts in English taking into account the audience, style and purpose.

To carry out the research will be provided a series of web resources to facilitate the search and ensure reliable sources of information. Then, a spokesperson from each group will proceed to present the whole class, data and conclusions drawn.

Subsequently, each student, individually, should check and reflect on the previously answered questions, modify those that they deem appropriate and explain why they has modified them.

To sum up, they will be encouraged to share with the rest of their classmates the result of the review of the questions.

We will reflect, among the whole class, on the following points:

1) Has any exposed data impacted you? 2) Has the information exposed influenced your reconsideration of any questions? 3) It is important to study English and other foreign languages to develop the profession or professions that interest you?

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