jun 90 guides education; - ericpicture, listening exercise, short reading passage or dialogue, video...
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AUTHORTITLE
INSTITUTION
SPONS AGENCYPUB DATECONTRACTNOTEPUB TYPE
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
FL 800 659
Van Duzer, Carol; And OthersFood and Beverage Industry ESL Workplace LiteracyCurriculum for Hotels.
Arlington County Public Schools, VA. REEP, ArlingtonEducation and Employment Program.Department of Education, Washington, DC.Jun 90
V198A1002361p.; For a releted document, see FL 800 693.Guides Classroom Use Teaching Guides (ForTeacher) (052) -- Tests/Evaluation Instruments (160)
MF01/PC03 Plus Postage.*Curriculum Guides; *English (Second Language); *FoodService; *Hotels; *Job Skills; *Literacy Education;Needs Assessment; Records (Forms)Workplace Literacy
The Workplace Literacy Curriculum for Food andBeverage was developed for English-as-a-Second-Language classes forworkers in participating hotels in Arlington County, Virginia,through a national workplace literacy grant with the cooperation ofthe Arlington County Chamber of Commerce. It is based on an analysisof tasks and interactions at the worksite. Employees were observed onthe job, supervisors were consulted, and existing resources werereviewed to determine the language and basic skills needed to performjob duties. Eleven curricular units were developed. It is possible tocover six to eight units within a 60-hour class. It is recommendedthat each class begin with Personal Identification and Work Scheduleunits, which provide a review of basic literacy skills: reading,writing, and numeracy. This document includes guides for lessonplanning, evaluation, and task needs assessment. Additionalinformation covers the following tasks: personal identification; readwork schedule; provide initial service; provide supplies toco-worker; follow instruction/describe job; report work progresscompletion; report lateness/absence; give directions to places withinthe hotel and vicinity; report and pr$tvent accidents/emergencies;report problems such as repair needs; and read paychecks. (AdjunctERIC Clearinghouse on Literacy Education) (LB)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
,tr
IMOD AND IIKEYERAGIE 1111ThREMY IESILe:! WIDEILIDIACS ILIEMACY 0.111MCITIANI;14
YOE HOTELS
CURRICULUM TEAM: CAROL VAN DUZER, COORDINATORKENWYN SCHAFFNER, INSTRUCTORMARGARET SEUFERT-BOSCO, INSTRUCTOR
PROJECT DIRECTOR: INAAM MANSOOR
U.S. DEPARTMENT OF EDUCATIONOtfrce of Educabonal Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
erns document has been reproduced asreceived from the person or organizationongmating
O Minor changes have been made to improvereproduction qualify
Points of view or opribons stated ,n this document do not necessanly represent officialOERI position or oobcy
-PERMISSION TO REPRODUCE THIS
MAfERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC1-
ARLINGTON EDUCATION AND EMPLOYMENT PROGRAM (REEP)ARLINGTON COUNTY PUBLIC SCHOOLS
ARLINGTON, VIRGINIA
2
ACKNOWLEDGEMENTS
This curriculum is a product of REEP's participation in a Workplace Literacy Partnership withthe Arlington County Chamber of Commerce and Arlington County Participating Hotels. Specialthanks go to the hotel employees who allowed themselves to be shadowed and interviewed andto the hotel supervisory personnel who helped identify the skills needed to effectively performjob tasks. Additional thanks go to Project Director Inaam Mansoor, Federal Workplace ProjectCoordinator Elaine Squeri and State Workplace Project Coordinator Molly Kirby for theirmeaningful review comments. Above all, thanks to the workplace teachers who providedvaluable feedback as they taught from the drafts.
Carol Van DuzerCurriculun. :oordinator, REEP
Arlington Public Schools
June, 1990
This document was prepared with funding from the U.S. Department of Education under grantV198A80135. The opinions expressed in this document do not necessarily reflect the positionsor policies of the department.
TABLE OF CONTENTSFOOD and BEVERAGE
ACKNOWLEDGEMENTS ii
INTRODUCTION 1
Organization 1
Definitions 1
USING THE CURRICULUM 2Lesson Planning 2Evaluation 3
TASK NEEDS ASSESSMENT 5
LESSON PLAN 7
PROGRESS REPORT 8
GUIDE TO ABBREVIATION OF RESOURCES 10
General ESL: Personal Identification 12
Read Work Schedule 14
Provide Initial Service 16
Provide Supplies To Co-Worker 18
Follow Instructions/Describe Job 20Report Work Progress Completion 22Report Lateness/Absence 24Give Directions to Places Within The Hotel & Vicinity 26Report and Prevent Accidents/Emergencies 28Report Problems: repairs needed 30Read Paychecks 32
1114
WORKPLACE LITERACY CURRICULUM
INTRODUCTION
The Workplace Literacy Curriculum for Food and Beverage is based on an analysis of tasks andinteractions at the worksite. Employees were observed on the job, supervisors were consultedand existing resources were reviewed to determine the language and basic skills needed toeffectively and efficiently perform job duties. Eleven curricular units were developed. Sincepriorities may differ from site to site, supervisors, in consultation with the instructor, may beasked to order units according to the special needs at their sites. (A Task Needs Assessment Formis provided en pages 5 & 6.) A needs assessment should also be done with employees in theclass to determine their goals which can be incorporated in instruction.
In a 60-hour class it is possible to cover 6-8 units. It is recommended that each class begin withPersonal Identification and Work Schedule units which provide a review of basic literacy skills:reading, writing, and numeracy, which are the building blocks for improved workplace literacyskills.
Organization
Each unit is based on a job task integral to carrying out the duties of the position. This task isalso referred to as a competency. Each compztency is then analyzed for language, knowledge,and other basic skills that are needed in order to perform the job task successfully.
The language pages present the job task (competency) as the unit title. This is then broken downinto three levels of language proficiency for use with a multi-level class or in sequential courses.The vocabulary, basic skills, and culture points pertain to all levels of proficiency. It may bchel ful to look at a unit of instruction while reviewin the definitions of terms below as used inthis curriculum.
Definitions
SPL --(Svadent Performance Level) The SPL describes a student's language ability at agiven level in terms of listening, speaking, reading, writing and ability to communicatewith a native speaker. These descriptions are available in a separate document: StudentPerformance Level Document, MELT Resource Package. Each learner's SPL isdetermined by a pre-test.
Functions --Functions are the focus of language practice. They are units of communication thatidentify the outcome or purpose of an utterance. They depend on the context of thecommunicative act.
LanEuage Sample --The examples represent how those functions may be expressed. Theyexemplify the complexity of language expected at that particular SPL.
Structures --The structures noted identify the grammatical forms which are appropriate for theexpression of the language function at that level. When no structure is listed, the exampleis to be viewed as an idiomatic expression and taught accordingly.
Resources --Texts and materials listed contain activities and exercises which teachers have foundto be appropriate for the level and curriculum. These are suggested resources. Teachersshould select from these or other materials based on the needs and abilities of theirparticular students.
Vocabulary --The terms listed represent the essential vocabulary for the unit. They are to betaught and practiced in context, not as a word list.
Basic Skills--These are the reading, writing, and numeracy skills necessary to perform thecompetency. They should be specifically taught to students who have not alreadymastered them and should be reviewed for those who have.
CultureThis information focuses attention on cultural points that help students understandworkplace values and customs. When appropriate, the information can serve asspringboards for classroom discussion on cross-cultural issues.
USING THE CURRICULUM
Lesson Planning
Before beginning a unit, look over the language and basic skills, resources, and culturalinformation and consider how they relate to the competency. Decide what functions may becombined to form communicative situations for instructional focus. Consider the emphasis youwill place on each function and the order in which you will present them. (See the lesson planform on page 7.)
1. Introduction. Select an activity to introduce the language in context. This may be apicture, listening exercise, short reading passage or dialogue, video presentation, ordemonstration.
2. Presentation. Plan to discuss the situation by eliciting who, what, where, why (purpose:language function). Elicit the dialogue itself if possible. This information may have tobe provided to students with a low level of proficiency.
3. Practice. Select the vocabulary, grammatical structures, and pronunciation points to bepracticed in depth. Consult the suggested resources for appropriate practice exercises.Choose activities that move from structured practice (drills, for example) tocommunicative activities (role play, information gap, simulation).
4. Evaluation. Determine which activity (fiom step 3 ) will enable you to evaluate studentperformance of the language for the unit, or create a new activity for evaluation purposes.Achievement should be based on demonstrated performance in a job-role situation.
5. Application. Select application activities that give students an opportunity to personalizethe language being taught and encourage them to use the language outside the class.
*Evaluation
Evaluation is an integral part of a workplace literacy class, providing data for the continuationof a workplace program that meets both the employees' learning goals and the employer's goalto enhance the company's daily operations. It provides feedback to:
the learners on their progress- the employers on success in meeting the company's aims
the instructor on adjustments ,and changes that may need to take place in theinstructional program to meet those goals.
In the classroom, evaluation of learner.progress is:- ongoing- related to the curriculum- based on demonstrated performance in job-role situations.
On the job,evaluation procedures (usually carried out by the supervisor) take note of changes in- confidence- performance
productivity- work habits- improved use of English
Evaluation Activity: The classroom instnictor's primary responsibility for evaluation ismonitoring learner progress on what is being taught in the classroom. Although some kind ofevaluation should take place in every class, this section is concerned with the formal(documented) evaluation of mastery of work goals, language skills, and basic skills. A distinctactivity is used for evaluation. Both the learner and the instructor should be aware that thisactivity is providing an opportunity for the learner to demonstrate what has been learned. Theinformation is then recorded on the REEP Workplace ESL Progress Report (see page 8 forsample). The Progress Report is an excellent tool for introducing the learners to what they willbe studying. By reviewing all or parts of the form at the start of the class and between each unit,learners gain a sense of where they have been and where they are going.
The learners are evaluated on their ability to apply to the job skill task for the unit, the languagefunctions, structures, and basic skills that have been taught. Consider the quality of performance,remembering that the learners may have previously completed their job tasks successfully, butnow the emphasis is on mastery of the specific skills presented for practice in the classroom.Actual performance in an on-the-job situation is the ideal measure of competency. This is notalways feasible due to time and worksite constraints. However, in the classroom, a simulationof such a situation can be set up.
Competencies requiring oral/aural use of language can be evaluated through role plays, cuedresponses, or demonstration. For example, "Reporting Lateness/Absence" could be evaluated ina role-play in which the learner being evaluated could pick a card describing a cause for absenceand then use a telephone trainer to call the "office." The instructor or another learner could actas receptionist/supervisor. Competencies requiring reading, writing, or numeracy skills could beevaluated with paper and pencil tasks such as completing forms, taking a message, or fmdinginformation on a product label.
3
Proaress Reports: After the evaluation activity is completed, record the learner's progress onthe report form. This form lists the work goal (job task), language skills, and basic skills to beaddressed in each unit. Learner progress is monitored for each of the skills covered in class.Once you have determined that sufficient time has been spent on practice and applicationactivities, select a time and activity for evaluation. Note individual progress using the followingscale:
learner needs more practice; performs the work task, but makes errors incommunication (e.g. structurally incorrect, listener has difficulty comprehending)
learner has mastered the skill; conveys ideas accurately or applies the language tothe situation correctly (e.g. easily understood, grammatically correct)
NC skill was not covered in class
Unit progress reports are shared with the learners at the completion of each unit. At least twiceduring the instructional period, usually midway and at the end, the information is shared on aformal basis with the employer as well. At that time, each learner is also to be rated globallyon pronunciation, fluency, and grammar according to the following scale:
PRONUNCIATION1--frequent mispronunciations, cannot be understood2--some mispronunciations leading to confusion, understood if attentive3--no serious mispronunciations, easily understood
FLUENCY1--minimal response to or amount of communication2--shows effort beyond minimum3--elaborates response
GRAMMAR1--very little control of structure taught, making comprehension difficult2--control of simple structures, but makes errors which occasionally
obscure meaning, can correct self.3contTols most of the structures taught, but makes occasional errors that
do not obscure meaning, corrects self.
A space is provided on the form for instructor's comments. The student's signature indicates thatthe learner has seen and understood the report.
Other Assessments: Learners may be asked to fill out self-evaluation forms or class evaluationforms. They are also given a post-test at the end of instruction to measure overall proficiencygains. Supervisors are asked to rate the class as a whole, as well as individual learners, in orderto indicate the impact the instruction has had on the job. All of the data collected from theseevaluations are considered not only in measuring the success of the current program but also inplanning for the future.
4
Task Needs Assessment: Food and Beverage
Below is a list of job skill tasks (competencies) and oral language skills (functions) necessary tocarry out these tasks. These form the basis of the curriculum. In a 60-hour class, it is possibleto cover 6-8 units.
The first two units listed should be covered the first few class sessions. They provide anopportunity to review basic literacy skills--reading, writing, and numeracy. The other units thenneed to be prioritized by the hotel contact person (general manager, supervisor, liaison), inconsultation with the classroom teacher and students, to determine class content. This enablesthe curriculum to be tailored to meet the hotel's most pressing needs and the employees' goals.
Unit #General ESL: Personal Identification 1
Identify selfAsk/answer questions about selfRequest clarification
Read Work SchedulesReport informationAsk/answer questions about day/timeRequest schedule change
Provide Initial ServiceGreet guestsIntroduce selfTake leaveFollow job instructionsAsk/answer requests for information
Provide SuppliesIdentify suppliesMake/answer a requestAsk for clarificationApologizeMake a suggestionOffer Assistance
Follow Instructions/Describe Job TasksIdentify equipment and suppliesFollow instructionsRequest clarificationGive sequence of tasksGive instructions
Report Work CompletionRespond to requests for informationRespond to praiseRespond to criticism
5
2
Report ProgressReport completionGive Explanations
Discuss Performance EvaluationRespond to praiseRespond to criticismIdentify ratings
Answer the TelephoneGreetIdentify self and departmentAsk/answer requests for informationClarify informationTake a message
Report Lateness/AbsenceIdentify self on telephoneState problem/give reasonIdentify body parts/illnessesMake a request on telephoneState intention
Give Directions to Places within the Hotel and VicinityRespond to requests for informationProvide information about locationApologizeGive directionsMake a suggestion
Report and Prevent Accidents and EmergenciesIdentify safety signsReport accidentsWarn othersMake a suggestion
Report Problems: Repairs NeededIdentify problemsReport problemsRequest clarificationRequest assistance
Read PaychecksIdentify termsAsk/answer questionsAsk for assistanceReport problems
Other
6 1 0
LESSON PLAN
Lesson Objectives:
Warm up/Review/Introduction
Presentation
Practice
Evaluation
Application
Em
lo e
e:
RE
EP
Wor
kpla
ce E
SLPR
OG
RE
SS R
EPO
RT
: FO
OD
AN
D B
EV
ER
AG
E
Tea
cher
:H
otel
:
WO
RK
GO
AL
S/B
ASI
C S
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LS
WO
RK
GO
AL
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ASI
C S
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LS
LA
NG
UA
GE
SK
ILL
SL
AN
GU
AG
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LS
Pers
onal
iden
tific
atio
nId
entd
fyy
lette
rsFo
llow
Ins
truc
tions
/Des
crib
e Jo
b T
asks
Iden
tify
wor
ds in
inst
ruct
ions
Iden
tify
self
Iden
tify
equi
pmen
t and
sup
plie
sA
sk a
nd a
nsw
er s
impl
e qu
estio
nsW
rite
alp
habe
tFo
llow
inst
ruct
ions
Rea
d cl
eani
ng c
heck
she
ets
Ask
for
cla
rifi
catio
nW
rite
nam
eR
eque
st c
lari
fica
tion
Rea
d la
bels
on
clea
ners
Com
plet
e si
mpl
e fo
rmG
ive
sequ
ence
of
task
sE
stim
ate
time
need
ed to
com
plet
e a
Giv
e in
stru
ctio
nsta
sk
Rea
d W
ork
Sche
dule
Iden
tify
num
bers
1-1
00R
epor
t Wor
k C
ompl
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nW
rite
sim
ple
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ence
sId
entif
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ysA
nsw
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impl
e qu
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entif
y da
tes
Wri
te th
e da
ysR
espo
nd to
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ise
Wri
te s
impl
e qu
estio
nsT
ell t
ime
Wri
te th
e da
teR
espo
nd to
cri
ticis
mE
stim
ate
time
need
ed to
com
plet
e a
Ask
and
ans
wer
que
stio
nsW
rite
the
time
Rep
ort p
rogr
ess
task
Rea
d cl
eani
ng c
heck
list
abou
t sch
edul
eR
eque
st s
ched
ule
chan
geC
ompl
ete
leav
e re
ques
tR
epor
t com
plet
ion
Cal
cula
te h
ours
wor
ked
Giv
e ex
plan
atio
nsR
ead
safe
ty c
apta
in r
epor
t
Prov
ide
Initi
al S
ervi
ceW
rite
sim
ple
sent
ence
sD
iscu
ss P
erfo
rman
ce E
valu
atio
nR
ead
perf
orm
ance
eva
luat
ion
Gre
et g
uest
sR
espo
nd to
pra
ise
Inm
oduc
e se
lfW
rite
sim
ple
ques
tions
Res
pond
to c
ritic
ism
Tak
e le
ave
Iden
tify
ratin
gsFo
llow
job
inst
ruct
ions
Ask
and
ans
wer
sim
ple
ques
tions
Off
er a
ssis
tanc
e
Prov
ide
Supp
lies
Rea
d na
mes
of
supp
lies
Ans
wer
the
Tel
epho
neW
rite
pho
ne m
essa
geId
entif
y su
pplie
sG
reet
Mak
e an
d an
swer
req
uest
Mat
ch n
ames
with
pic
ture
sId
entif
y se
lf a
nd d
epar
tmen
tA
sk f
or c
lari
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tion
Cou
nt s
uppl
ies
Ask
/ans
wer
req
uest
s fo
r in
form
atio
nO
ffer
ass
ista
nce
Com
plet
e su
pply
req
uest
for
mC
lari
fy in
form
atio
nA
polo
gize
Tak
e a
mes
sage
Mak
e a
sugg
estio
n
1 2
KE
Y:
= s
till p
ract
icin
g +
= c
an d
o w
ell N
C =
not
cov
ered
81
3
WO
RK
GO
AL
S/L
AN
GU
AG
E S
KIL
LS
BA
SIC
SK
ILL
S
Com
men
ts:
Stud
ent s
igna
ture
Rep
ort L
aten
ess/
Abs
ence
Iden
fify
hea
lth w
ords
12
3
Iden
tify
self
on
tele
phon
ePr
onun
ciat
ion
Stat
e pr
oble
mR
ead
appo
intm
ent c
ards
Giv
e re
ason
for
pro
blem
Com
plet
e si
ck le
ave
form
sFl
uenc
yId
entif
y bo
dy p
arts
Cal
cula
te h
ours
of
sick
pay
Iden
tify
alim
ents
Com
plet
e le
ave
requ
est f
orm
sG
ram
mar
Mak
e a
requ
est o
n th
e te
leph
one
Stat
e in
tent
ion
of r
etur
n to
wor
k
Dat
e:
Giv
e D
irec
tions
to P
lace
sId
entif
y si
gns
in h
otel
Com
men
ts:
Stud
ent s
igna
ture
:
Ans
wer
req
uest
s fo
r di
rect
ions
12
3Id
entif
y lo
catio
n of
hot
el f
acili
ties
Loc
ate
info
rmat
ion
on f
loor
Giv
e di
rect
ions
plan
or
dire
ctor
yIn
terp
ret a
ord
inal
num
bers
Pron
unci
atio
nM
ake
sugg
estio
nsan
d fr
actio
nsFl
uenc
y
Gra
mm
ar
Dat
e:
Rep
ort/P
reve
nt A
ccid
ents
/Em
erge
ncie
sFi
ll ou
t acc
iden
t rep
ort f
orm
Iden
tify
safe
ty s
igns
Rep
ort a
ccid
ents
Fill
out i
nsur
ance
cla
im f
orm
Dia
l sec
urity
or
emer
genc
yW
arn
othe
rsM
ake
sugg
estio
nsph
one
num
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Rea
d sa
fety
reg
ulat
ions
Perf
ect a
ttend
ance
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esN
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Nee
d Im
prov
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t
Rep
ort R
epai
rs N
eede
d2-
Sat
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ctor
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prob
lem
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ead
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ctio
ns o
n m
achi
nery
3- G
ood
Rep
ort p
robl
ems
Fill
out w
ork
orde
rsR
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st c
lari
fica
tion
Fill
out c
lean
ing
chec
k lis
tR
eque
st a
ssis
tanc
e
Com
plet
e Pa
yche
cks
Iden
tify
term
s on
stu
bE
ndor
se c
heck
Rep
ort a
pro
blem
Cal
cula
te p
ayA
sk f
or a
ssis
tanc
e
key:
1,1
= s
till p
ract
icin
g +
= c
an d
o w
ell N
C =
not
cov
ered
149
15
AL
ANS
GUIDE TO ABBREVIATION OF RESOURCES
Anne Lomperis(Vocational ESL for Hotels)
A New Start
EAC English for Adult Competency
EEL English in Everyday Life, Book 1
ESL Act ESL for Action
ETW English that Works
FFX Fairfax County Curriculum (Virginia)(English in the Workplace)
H/M Words Hotel/Motel Words
LWS Let's Work Safely
MIRY May I Help You?
S/S Side by Side
SE Survival English
SUAP Speaking Up at Work
WUSA Working in the USA(video/workbooks)
YFJ Your First Job
Techniques
Information Gap activities provide an opportunity for real communication to take place. Studentswork in pairs, but each partner has different information. Through interacting they must acquire theinformation they don't have. An example would be each having the same form of map with differentplaces indicated. They must ask each other directions/locations in order to complete their own mapsand then compare to see how well they have communicated.
Information Grid enables students to gather information through interviews inside or outside of theclassroom. Students brainstorm the questions to ask in order to obtain the needed information. Ona piece of paper (or prepared grid) they write across the top of the page the three or four specificquestions they want to ask. Then they circulate around the room (or take the form on assignment)asking each other the questions and noting the name of the interviewee down the left side of the pageand the response in the column under the appropriate question.
10 16
Language Experience Approach (LEA) this approach is a valuable technique for giving low-levellearners practice in reading, seff-expression and communication. Learners develop their own storiesfor practice, prompted by discussion of a starter topic such as a shared experience, recent event, orvisual stimulus (picture, photogaph). This may be done as a whole-class or small-group, orindividual activity, (from Expressways Foundations Teacher's Guide, Prentice Hall, 1990).
Problem Solving develops critical thinking and decision-making skills as well as communicativecompetence. The class is presented with a problem (in paragraph, dialog or picture form) based ona real-life situation. Students then identify the problem, discuss possible solutions and theirconsequences, and come to consensus on a plan of action. Dividing the class in small groups fordiscussion and consensus building enhances maximum student participation.
Total Physical Response (TPR) this approach begins by placing primary importance on listeningcomprehension, emulating the early stages of mother tongue acquisition, and then moving to speaking,reading, and writing. Students demonstrate their comprehension by acting out commands issued bythe teacher, teacher provides novel and often humorous variations of the commands. Activities aredesigned to be fun and to allow students to assume active learning roles. (from Q & A, EightApproaches to Language Teaching, ERIC Clearing-house on Languages and Linguistics)
Games provide opportunities for natural use of language in a relaxed way
--Bingo: Copy a bingo grid for each student. Fill in the blanks with target vocabulary (numbers,letters, times, household objects, body parts, etc). The students may do this themselves byrandomly copying from the board or pasting pictures. The teacher should call the first game. Thestudent who wins the first game can then call out the second game and so on. Pennies may be usedas markers.
--Concentration: Students match pairs of index cards by remembering their location. To set upplay, lay the cards face down in rows and columns. The first student turns up two cards. Whenthe cards match, the student removes them and takes another turn. If they don't, the cards areturned back over and the next person takes a turn. (For lower levels it helps to have each memberof the pair a different color--eg words on white cards, pictures on blue.)
--Twenty Questions: Give one student a card with a word or phrase from the lesson on it. Theother students ask questions requiring a Yes/No answer to guess what the word or phase is. If theyhave not guessed it after 20 questions, supply the answer.
1711
Gen
eral
ES
L: P
erso
nal I
dern
ifica
tion-
FB
1
GE
NE
RA
L E
SL: P
erso
nal I
dent
ific
atio
n
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2Id
entif
y se
lf
Ask
/Ans
. que
stio
ns (
self
)
Req
uest
cla
rifi
catio
n
Wha
t's y
our
nam
e?M
y (f
irst
/last
) na
me
is.
WH
- q
uest
ions
Yes
/No
ques
tions
WH
- q
uest
ions
Act
iviti
es: b
asic
lite
racy
role
pla
y in
terv
iew
s
Tex
ts: B
efor
e B
ook
I (m
any)
A N
ew S
tart
Surv
ival
Eng
. Ile
sson
1
Are
you
mar
ried
?D
o yo
u ha
ve c
hild
ren?
Wha
t's y
our
addr
ess?
Whe
re a
re y
ou f
rom
?
Exc
use
me.
Rep
eat t
hat,
plea
seC
-A-R
-L-O
-S
3Id
entif
y se
lf
Ask
/Ans
. que
stio
ns (
self
)
Req
uest
cla
rifi
catio
n
I'm y
our
busb
oy.
I'm a
wai
ter.
How
long
hav
e yo
u liv
ed in
the
US?
How
long
hav
e yo
u w
orke
d at
(ho
tel)
?
Pres
ent p
erfe
ct
Tex
t: E
EL
, SE
, ET
WI
How
do
you
spel
l tha
t?H
ow lo
ng?
4-5
Iden
tify
self
Ask
/Ans
. req
uest
s fo
r in
fo.
Req
uest
cla
rifi
catio
n
How
man
y de
pend
ents
do
you
have
?W
hat d
id y
ou d
o in
you
r co
untr
y?
C a
s ca
ndy,
etc
.V
as
a V
icto
r.
WH
que
stio
ns
Tex
t: Si
de b
y Si
de I
18
12
19
Gen
eral
ES
L: P
erso
nal I
dent
ifica
tion
VO
CA
BU
LA
RY
:Pe
rson
al I
dent
ific
atio
n:na
me
(fir
st, l
ast,
mid
dle)
, add
ress
,bi
rthd
ate
(age
), S
S #,
sex
, tel
epho
ne #
nat
ive
coun
try,
mar
ital
stat
us, d
epen
dent
sFo
rm w
ords
:ci
rcle
, che
ck, s
ign,
pri
ntFo
rms:
appl
icat
ion,
insu
ranc
e cl
aim
, acc
iden
t rep
ort,
wor
k or
der,
leav
e re
ques
t,W
-2
Jobs
:di
ning
roo
m a
ttend
ant,
busb
oy, h
ost,
host
ess,
dis
hwas
her,
util
ityw
orke
r, c
afet
eria
ser
ver,
sto
rero
omw
orke
r, c
hef,
ban
quet
wai
ter,
man
ager
, sup
ervi
sor,
coo
k's
help
er,
sala
d m
aker
, cas
hier
, roo
m s
ervi
ce
assi
gnm
ent
BA
SIC
SK
ILL
S: R
elat
ed to
Per
sona
l Ide
ntif
icat
ion
Rea
d:R
ecog
nize
ow
n na
me
in p
rint
(ch
eck
atte
ndan
ce s
heet
)Id
entif
y al
l upp
er/lo
wer
cas
e le
tters
(m
atch
upp
er/lo
wer
case
, arr
ange
lette
rs o
f al
phab
et in
seq
uenc
e)Id
entif
y an
d de
mon
stra
te u
nder
stan
ding
of
wor
ds f
requ
ently
see
n in
wor
k en
viro
nmen
tSu
pply
mis
sing
wor
ds in
sen
tenc
e th
roug
h us
e of
con
text
Wri
te:
If li
tera
cy le
vel,
trac
e an
d co
py le
tters
of
the
alph
abet
in s
eque
nce
Wri
te u
pper
/low
er c
ase
lette
rs f
rom
mem
ory
Wri
te f
irst
and
last
nam
e in
man
uscr
ipt l
ette
rsW
rite
sim
ple
decl
arat
ive
sent
ence
sW
rite
sim
ple
inte
rrog
ativ
e se
nten
ces
Num
erac
y:Id
entif
y nu
mbe
rs 0
100
from
mem
ory
Prov
ide
addr
ess,
tele
phon
e nu
mbe
r, a
ge, b
irth
date
, # o
f ch
ildre
n
CU
LT
UR
E:
Firs
t and
last
nam
es -
- im
port
ance
of
bein
g co
nsis
tent
2913
21
Rea
d w
odc
sche
dule
- F
B2
RE
AD
WO
RK
SC
HE
DU
LE
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2R
epor
t inf
o. (
days
)
Ask
/Ans
. que
stio
ns(t
ime)
Do
you
wor
k on
Mon
day?
sim
ple
pres
ent
Yes
/No
ques
tions
Wh-
que
stio
ns
Rea
lia:
Wor
k sc
hedu
leca
lend
ars,
clo
cks
Act
iviti
es: m
ake
grou
p-sc
hedu
le
Vis
uals
: Wor
ksig
ht 1
2+20
Spea
king
Up
at W
ork
33+
34T
ext:
A N
ew S
tart
13-
14, 6
3-69
Surv
ival
Eng
lish
56-5
8+
Doe
s he
wor
k on
Sun
day?
I w
ork
on a
nd.
I do
n't w
ork
on.
Wha
t tim
e do
you
wor
k?I
wor
k fr
om 8
to 4
:30.
3R
epor
t inf
orm
atio
n(d
ays)
Ask
/Ans
. que
stio
ns(t
ime)
Mak
e re
ques
ts
Wha
t's y
our
sche
dule
?I'm
off
and
sim
ple
pres
ent
sim
ple
past
sim
ple
pres
ent/p
ast
Vid
eo: W
USA
I s
cene
WU
SA D
I 26
-27,
31T
exts
: Fai
rfax
73-
74,
Roy
Bow
ers
29I
wor
ked
5 da
ys la
st w
eek.
I di
dn't
wor
k ye
ster
day.
Wha
t tim
e do
/did
you
pun
ch in
?W
hat t
ime
is y
our
brea
k?
Can
I h
ave
next
off?
I ha
ve a
doc
tor's
app
ofif
imen
t.
4-5
Rep
ort i
nfor
mat
ion
Req
uest
sch
edul
ech
ange
How
long
do
you
have
for
lunc
h?
polit
e re
ques
t
If c
laus
es
Tex
t:E
nglis
h T
hat W
orks
I 1
34+
You
r Fi
rst J
ob U
nit 4
,Sp
eaki
ng U
p at
Wor
k 11
-14
i
Wha
t shi
ft d
o yo
u w
ork?
I ca
me
in a
n ho
ur e
arly
so
I ca
n le
ave
at 4
:00.
Can
I h
ave
next
off?
Cou
ld y
ou w
ork
for
me
this
Fri
day?
I ha
ve to
go
to th
e do
ctor
.If
I w
ork
Sund
ay,c
an I
hav
eM
onda
v of
f?,
2214
23
Rai
d w
oit s
ched
ule
VO
CA
BU
LA
RY
:nu
mbe
rs:
days
/dat
es:
time
wor
ds:
verb
s:le
ave:
0 -
100
days
of
wee
k, m
onth
sfr
om...
to, a
t, on
, o'c
lock
, shi
fts,
ove
r tim
epu
nch
in/o
ut, s
ign
in/o
ut, c
hang
esi
ck le
ave,
vac
atio
n, h
olid
ay, l
eave
req
uest
BA
SIC
RO
LL
S: R
elat
ed to
wor
k sc
hedu
leR
ead:
Loc
ate
info
rmat
ion
on w
ork
sche
dule
sT
ell t
ime
from
ana
log/
digi
tal c
lock
sId
entif
y da
ys/d
ates
in lo
ng a
nd a
bbre
viat
edfo
rms
Supp
ly m
issi
ng w
ord
in a
sen
tenc
e th
roug
h us
eof
con
text
Wri
te:
Num
erac
y:
Wri
te d
ays
of th
e w
eek
in lo
ng a
nd a
bbre
viat
ed f
orm
Wri
te th
e da
te u
sing
cor
rect
pun
ctua
tion
Wri
te n
umbe
rs 0
- 1
00 f
rom
mem
ory.
Wri
te th
e tim
eC
ompl
ete
leav
e re
ques
t for
ms
Wri
te s
impl
e de
clar
ativ
e an
d in
terr
ogat
ive
sent
ence
s
Cou
nt a
nd s
eque
nce
num
bers
0 -
100
Mat
ch a
giv
en n
umbe
r of
hou
rs w
orke
d
CU
LT
UR
E: I
ndus
try
Prac
tices
Find
out
wha
t the
hot
el's
pol
icie
s ar
e fo
r th
e fo
llow
ing:
punc
hing
in/o
utbr
eak
time:
lunc
h tim
e:le
ave
requ
ests
:sc
hedu
le c
hang
es
2415
25
Prov
ide
Initi
al $
ervi
ce-F
B3
PRO
VID
E I
NIT
IAL
SE
RV
ICE
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2G
reet
Intr
oduc
e se
lf
Tak
e le
ave
Follo
w jo
b in
stru
ctio
ns
Goo
d m
orni
ng.
polit
e ex
pres
sion
s
,
Act
iviti
es: r
ole
play
Tex
ts: F
airf
ax 4
4-46
,
Voc
. ESL
Uni
t A:2
Wel
com
e to
(re
stau
rant
).H
ow a
re y
ou to
day?
Fine
, tha
nk y
ou.
I'm y
our
busb
oy. Y
our
wai
ter
will
be
here
in a
min
ute.
Goo
d by
e. H
ave
a ni
ce d
ay.
* H
andl
e th
e gl
asse
s by
the
stem
.*
Set u
p ta
ble
3.*
Get
mor
e ro
lls f
or th
is ta
ble.
3G
reet
Tak
e le
ave
Hop
e yo
u en
joy
your
sta
y.
It's
a b
eaut
iful
day
isn'
t It?
Hav
e a
nice
tr_i
p,Pl
ease
com
e ag
ain.
sim
ple
pres
ent:
Be
tag
ques
tions
4-5
Off
er a
ssis
tanc
e
Ask
/Ans
. req
uest
s fo
r in
fo.
Tak
e le
ave
Is e
very
thin
g ok
ay?
Let
me
know
if y
ou n
eed
anyt
hing
.M
ay I
hel
p yo
u?W
hat c
an I
get
for
you
?
*Can
you
turn
dow
n th
e ai
rco
ndid
onin
g?*C
an w
e si
t by
the
win
dow
?I'l
l get
the
man
ager
.A
re y
ou e
njoy
ing
your
bre
akfa
st?
Hop
e yo
u en
joye
d yo
ur m
eal.
Vid
eoW
USA
I p
p 67
-88,
WU
SA 1
1 pp
1-1
9.
Vis
ual:
ESL
for
Act
ion
41
Tex
t:V
oc. E
SL U
nit A
: 2+
4
I .-
-,...
. nr,
,s,
2616
27
Pro
vide
initi
al s
ervi
ce
VO
CA
BU
LA
RY
:Pa
rts
of th
e da
y:R
easo
ns f
orst
ayin
g in
hot
el:
Job
inst
ruct
ions
:
Req
uest
s:M
eals
:Jo
b tit
les:
mor
ning
, aft
erno
on, e
veni
ng, n
ight
, tod
ay
busi
ness
, con
fere
nce,
ple
asur
e, v
acat
ion
brin
g, s
et u
p, b
us, h
andl
e, u
se, o
rder
, get
, com
e, tr
ay, n
apki
n, ta
blec
loth
, vas
e,m
atch
es, a
shtr
ay,
tabl
e,ch
air,
plan
t, fl
ower
s, g
lass
es, p
itche
r, ic
e, w
ine
glas
ses,
buf
fet,
part
y, b
ooth
, can
dle,
can
dle
hold
er, c
ondi
men
ts,
cust
omer
, gue
stci
gare
ttes,
win
dow
, air
con
ditio
ning
, hea
t, he
ater
,sal
ad b
ar, t
elep
hone
, sea
t, ch
eck
brea
kfas
t, lu
nch,
din
ner,
bru
nch,
sna
ck, m
eal
wai
ter,
wai
tres
s, d
inin
g ro
om a
ttend
ant (
DR
A),
hos
t, ho
stes
s
BA
SIC
SK
ILL
S: R
elat
ed to
Per
sona
l Ide
ntif
icat
ion
Rea
d:R
ecog
nize
ow
n na
me
in p
rint
(ch
eck
atte
ndan
ce s
heet
)Id
entif
y al
l upp
er/lo
wer
cas
e le
tters
(m
atch
upp
er/lo
wer
case
, arr
ange
lette
rs o
f al
phab
et h
i seq
uenc
eId
entif
y an
d de
mon
stra
te u
nder
stan
ding
of
wor
ds f
requ
ently
see
n in
wor
k en
viro
nmen
t (su
pply
mis
sing
)m
issi
ng w
ords
in s
ente
nce
thro
ugh
use
of c
onte
xt)
Wri
te:
If a
t lite
racy
leve
l, tr
ace
and
copy
lette
rs o
f th
e al
phab
etW
rite
upp
er/lo
wer
cas
e le
tters
fro
m m
emor
yW
rite
fff
st a
nd la
st n
ame
in m
anus
crip
t let
ters
Wri
te s
impl
e de
clar
ativ
e se
nten
ces
Wri
te s
impl
e in
terr
ogat
ive
sent
ence
s
CU
LT
UR
E: I
ndus
try
Rat
iona
leIt
per
sona
lizes
the
gues
t's e
xper
ienc
e at
the
rest
aura
nt to
hav
e th
e di
ning
roo
m a
ttend
ant,
wai
ter
orw
aitr
ess
wel
com
e th
egu
est.
Thi
s pe
rson
aliz
atio
n en
cour
ages
the
gues
t to
retu
rn a
nd to
reco
mm
end
the
rest
aura
nt to
fri
ends
and
ass
ocia
tes.
Inqu
irin
g ab
out g
uest
's e
njoy
men
t of
hote
l sta
y sh
ows
the
hous
ekee
per's
con
cern
and
inte
rest
and
als
o en
cour
ages
the
gues
t to
retu
rn a
nd r
ecom
men
d it
to f
rien
ds a
nd a
ssoc
iate
saT
he d
inne
r ro
om a
ttend
ant (
DR
A),
wai
ter
and
wai
tres
s re
port
to th
e ho
st/h
oste
ss o
n du
ty.
All
pers
onne
l in
the
rest
aura
nt a
re f
rien
dly
and
help
ful t
o th
e cl
ient
s. I
f a
cust
omer
req
uest
is n
ot th
e du
ty o
fthe
per
son
aske
d,he
/she
will
fin
d so
meo
ne e
lse
to h
elp.
28
1729
Pro
vide
sup
plie
s -F
B4
PRO
VID
E S
UPP
LIE
S T
O C
O-W
OR
KE
R
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2Id
entif
y su
pplie
s
Mak
e an
d re
spon
d to
requ
ests
Req
uest
cla
rifi
catio
n
Do
you
have
any
rol
j s?
sing
ular
/plu
ral n
ouns
som
e/an
y
quan
tity
expr
essi
ons
som
e,m
ore,
ext
ra
Wh-
ques
tions
Rea
lia: t
hing
s on
car
tA
ctiv
ities
: TPR
tech
niqu
es. S
ilent
Way
req
uest
sV
isua
ls: d
raw
car
ts,
mat
ch p
ictu
res/
wor
ds,
Fair
fax
43,4
7,ap
pend
ixM
ay I
Hel
p Y
ou 6
0,66
,130
Let
's W
ork
Safe
ly 6
0,Sp
eaki
ng U
p at
Wor
k 12
9V
ideo
: WU
SA I
I p.
81O
xfor
d Pi
ctur
e D
ictio
nary
I ne
ed/w
ant s
ome
napk
ins.
*I'd
like
an
extr
a pi
tche
r.*C
ould
I h
ave
som
e br
ead?
Is
this
eno
ugh?
Her
e yo
u ar
e.H
ere
you
go.
I'm s
orry
.I
don'
t und
erst
and.
Wha
t? H
ow m
any?
A b
read
and
but
ter
plat
e?W
hen
do y
ou n
eed
it?
3O
ffer
ass
ista
nce
Res
pond
to r
eque
sts
Req
uest
cla
rifi
catio
n
May
(C
an)
I he
lp y
ou?
see
abov
eH
ere
they
are
. Her
e it
is.
Her
e is
the
brea
d.
polit
e ex
pres
sion
s
sing
ular
/plu
ral
coun
t/non
coun
t nou
ns
Tex
ts: F
airf
ax 5
3-55
Voc
. ESL
Uni
t A:3
Uni
t B:9
Res
taur
ant W
ords
by
Jim
Ric
hey
Her
e ar
e th
e m
atch
es.
Whe
n w
ill y
ou n
eed
mor
e?A
sid
etow
el o
r ra
g?C
ould
you
rep
eat t
hat,
plea
se.
4-5
Off
er a
ssis
tanc
e
Res
pond
to r
eque
sts
Apo
logi
ze
Mak
e a
sugg
estio
n
Wha
t can
I d
o fo
r yo
u?H
ow c
an I
hel
p yo
u?D
o yo
u ne
ed a
nyth
ing
else
?
Her
e is
/are
the
rolls
you
req
uest
ed/a
sked
for
.
Mod
al: c
an
polit
e re
ques
ts
som
e/on
e
Tex
ts:
Voc
. Eng
lish
Uni
t B:9
+10
Spea
king
Up
at W
ork
27-2
9
Cou
ld y
ou g
et m
e so
me
extr
a da
nish
?I
won
der
if y
ou c
ould
giv
e m
e so
me
mor
e gl
asse
s.
I'm s
orry
. I c
an't
find
them
.I'm
sor
ry. T
here
are
n't a
ny in
the
stor
eroo
m.
I'm s
orry
. I'll
get
som
e fo
r yo
u.I'm
sor
ry. I
'm to
o bu
sy r
ight
now
. Can
I g
et th
em la
ter?
John
is u
sing
that
now
. Cou
ld y
ou w
ait u
ntil
he's
fm
ishe
d?I
can'
t sto
p no
w. C
ould
you
ask
som
eone
els
e?Y
ou c
an f
md
soap
und
er th
e si
nk
Ann
Lon
sper
is M
ore.
Voc
atio
nal E
SL
for
Hot
els,
Les
son
12
1831
Prov
ide
supp
lies
VO
CA
BU
LA
RY
:Su
pplie
s fo
r D
RA
:
Food
Ite
ms:
napk
ins,
ash
tray
s, m
atch
es, w
ine
glas
ses,
wat
er g
lass
es, d
inne
r pl
ates
, bre
ad a
nd b
utte
r pl
ates
, vas
e, f
low
ers,
tabl
eclo
th,
chai
rs, p
lace
set
ting,
tray
, bus
pan,
vac
uum
, bro
om, d
ust p
an, m
op, s
ides
tand
, chi
na, f
latw
are,
silv
er w
are,
pitc
her,
cup
s,sa
ucer
s, s
alt a
nd p
eppe
r sh
aker
s, s
idet
owel
, rag
, und
erlin
ers,
cutle
ry, b
anqu
et r
ings
(m
eta
plat
e co
vers
)br
ead,
rol
ls, b
uns,
but
ter,
cru
mbs
, bev
erag
e
Supp
lies
for
utili
ty w
orke
r: b
room
, mop
, dus
tpan
, buc
ket,
soap
Supp
lies
for
Prep
Coo
k:kn
ife,
veg
etab
le p
eele
r, r
ag, p
in (
for
food
item
s se
e O
xfor
d Pi
ctur
e D
ictio
nary
)
BA
SIC
SK
ILL
S: R
elat
ed to
Pro
vidi
ng S
uppl
ies
Rea
d:R
ead
wor
ds r
elat
ed to
wor
k ex
peri
ence
sId
entif
y an
d de
mon
stra
te u
nder
stan
ding
of
wor
ds th
at f
requ
ently
app
ear
in w
ork
envi
ronm
ent
Mat
ch w
ords
with
obj
ects
or
pict
ures
Tra
inin
g m
ater
ials
abo
ut p
lace
men
t of
supp
lies
Rea
d di
agra
ms
rela
ted
to s
uppl
y cl
oset
or
pack
ing
cart
, if
appl
icab
le
Wri
te:
Com
plet
e su
pply
req
uest
for
ms,
if a
pplic
able
Wri
te s
impl
e de
clar
ativ
e an
d in
terr
ogat
ive
sent
ence
s
Num
erac
y: C
ount
sup
plie
s
CU
LT
UR
E: I
ndus
try
Prac
tices
Peak
tim
e in
a h
otel
is v
ery
hect
ic. W
orke
rs m
ust c
oope
rate
for
wor
k to
be
done
in a
tim
ely
man
ner
and
to e
very
one'
s sa
tisfa
ctio
n.
33St
uden
t to
resp
ond
only
3219
Fol
low
insb
uctio
ss/d
esai
be jo
b -F
B5
FOL
LO
W I
NST
RU
CT
ION
SID
ESC
RIB
E J
OB
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2Id
entif
y eq
uipm
ent a
ndsu
pplie
s
Follo
w v
erba
l ins
truc
tions
Req
uest
cla
rifi
catio
n
The
re a
re 3
Dza
of
oven
s.T
here
's a
mic
ro-w
ave
oven
,T
here
is/a
reco
ntra
ctio
ns
prep
ositi
ons:
loca
tion
sim
ple
pres
ent
prep
ositi
ons:
loca
tion
this
/thes
e
Wh-
ques
tion
wor
ds
Rea
lia:
fur
nitu
re in
roo
mpl
ay f
urni
ture
Act
iviti
es: T
PR te
chni
que
draw
pic
ture
s of
roo
min
fo g
aps,
rol
e pl
ays
Vis
uals
: seq
uenc
e ca
rds,
Fair
fax,
Eng
lish
for
adul
tC
ompe
tenc
y, H
otel
/Mot
elW
ords
, Sur
viva
l Eng
. 178
+A
New
Sta
rt 1
7,14
2E
ng. E
very
day
Lif
e I
39-4
7Sp
eak
Up
at W
ork
128+
Tex
ts: F
airf
ax 3
1-42
Surv
ival
Eng
lish
39,2
01
Vid
eo: W
USA
I p
36
The
ste
am ta
ble
is o
ver
ther
e.T
he s
pice
rac
k is
nea
r th
e st
eam
ket
tle.
I ne
ed a
cut
ting
boar
d.U
se th
e no
n-m
etal
lic p
ads
for
scou
ring
.
* Pu
t the
se p
late
s on
the
plat
e w
arm
er.
* Sc
our
the
pans
with
this
kin
d of
pad
.*
Was
h ha
nds
befo
re h
andl
ing
food
.*
No
eatin
g, d
rink
ing,
or
smok
ing
at w
ork
stat
ions
.
Whe
re?
Wha
t?Pl
ease
sho
w m
e.W
hen
do y
ou n
eed
it?H
ow s
oon
do y
ou n
eed
it?
3A
sk/A
ns. q
uest
ions
(ta
sk)
Follo
w v
erba
l/sim
ple
wri
tten
inst
ruct
ions
Req
uest
con
firm
atio
n
Wha
t doe
s sh
e do
fir
st?
She
arra
nges
the
lettu
ce o
n th
e pl
ate
and
then
the
oran
ges.
Alw
ays
stor
e ra
w f
ood
unde
r co
oked
foo
d.
Tox
ic m
ater
ials
mus
t be
stor
ed a
way
fro
m f
ood.
Dis
posa
ble
plas
tic g
love
s m
ust b
e w
orn
to h
andl
e fo
od.
Lik
e th
is?
Is th
is o
kay?
adve
rbia
ls:
firs
t, ne
xt, e
tc.
adve
rbia
ls:
unde
r, a
way
fro
m.
mod
als:
mus
t
Tex
ts:
Fair
fax
81-8
3
4-5
Giv
e in
stru
ctio
ns to
oth
ers
Follo
w w
ritte
n in
stru
ctio
ns
Req
uest
cla
rifi
catio
n
see
abov
e
see
abov
e
Wha
t sho
uld
I do
fir
st?
mod
als:
cou
ld, s
houl
d
Tex
ts: R
oy B
ower
s 49
,H
otel
/Mot
el W
ords
1-1
9, W
USA
I
P45
Act
iviti
es: w
rite
sim
ple
trai
ning
man
ual
Stan
dard
s of
hot
el p
roce
dure
sfr
om c
hef
Cou
ld y
ou te
ll m
e ag
ain?
Can
this
wai
t unt
il?
3420
35
Follo
w I
nstr
uctio
n/D
escr
ibe
job
VOCABULARY:
DR
A:
tray
jack
, cle
anin
g so
lutio
n, d
irty
line
n re
cept
acle
, lin
en, s
oaki
ngtu
b , b
reak
dow
n ta
ble,
bus
tubs
, woo
den
sala
d bo
wls
, gla
ss s
alad
bow
ls,
sani
tizer
, dam
p, s
et u
p, c
lear
, bus
, han
dle,
re-
stoc
k, v
acuu
m, s
tack
, mee
t, cl
ean,
decr
umb,
sto
ck, p
our
rese
t, pi
ck u
p, p
lace
, rem
ove,
twis
t,
wip
e, p
ass,
che
ck, s
pill,
lift
, ref
ill, d
rip,
spl
ash,
bre
akdo
wn
of d
ishe
s.
Util
ity w
orke
r/Pr
ep c
ook:
reac
h-in
, sin
k, q
uart
z ov
en, d
raw
ers,
mic
row
ave
oven
, sto
ve, p
izza
ove
n, s
team
tabl
e, b
roile
r, g
rill,
pla
te w
arm
er, b
read
she
lves
, flo
ors,
dee
p
fat f
ryer
, col
d ta
ble,
ice
crea
m b
ox, s
alad
box
, fis
h bo
x, s
pice
rac
k, c
onve
ctio
n ov
en,
doub
le o
ven,
ste
am k
ettle
s, s
team
er, w
arm
er, t
ilt f
ryer
,
mea
t gri
nder
, bar
e ha
nds,
tong
s, f
ood
ther
mom
eter
, cra
cked
, raw
,coo
ked,
saf
ety
stat
ion,
mes
s, h
airn
et, e
quip
men
t, di
shw
ashe
r, h
ose,
bre
ad
and
butte
r (B
&B
), la
rge
oval
pla
tter,
cut
ting
boar
d, w
oode
n sa
lad
bow
ls, g
lass
sala
d bo
wls
, san
itize
r, s
wee
p, c
lean
, was
h, r
etur
n, e
at, d
rink
,
smok
e, to
uch,
coo
k, c
ool,
rehe
at, l
abel
, pre
pare
, ref
rige
rate
, dis
card
, san
itize
, sep
arat
e, u
se,s
tore
, spr
ay, b
reak
dow
n.
BA
SIC
SK
ILL
S:R
ead:
Iden
tify
wor
ds r
elat
ed to
wor
k ex
peri
ence
s an
d la
ngua
geR
ead
clea
ning
che
ck s
heet
sM
atch
wor
ds w
ith s
uppl
ies
Sigh
t rea
d la
bels
on
clea
ners
Rea
d ro
om in
spec
tion
chec
klis
tR
ead
trai
ning
man
uals
, if
appl
icab
le
Wri
te:
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
sW
rite
sim
ple
inst
ruct
ions
Num
erac
y:C
ount
num
ber
of s
uppl
ies/
tow
els
(eg.
che
ckin
g su
pplie
s in
/out
)E
stim
ate
time
need
ed to
com
plet
e a
task
Iden
tify
36-3
8 F
on th
erm
omet
er f
or r
efri
gera
tion
equi
pmen
t, 0
F fo
r fr
eeze
r.
CULTURE: Industry practices
Find
out
the
hote
l pol
icy
abou
t....
liste
ning
to r
adio
/TV
whi
le w
orki
ngsm
okin
g (y
esno
whe
n?W
here
?us
ing
the
tele
phon
esac
cept
ing
tips
(yes
nore
port
ing
tips
acce
ptin
g gi
fts
(yes
now
hat k
inds
?
3821
37
RE
POR
T W
OR
K P
RO
GR
ESS
CO
MPL
ET
ION
-FB
6R
EPO
RT
WO
RK
PR
OG
RE
SS /
CO
MPL
ET
ION
SPL
FUN
CT
ION
LA
NG
UA
GE
SA
MPL
EST
RU
CT
UR
ES
RE
SOU
RC
ES
0,1,
2R
espo
nd to
req
uest
s fo
rin
form
atio
n
Req
uest
cla
rifi
catio
n
Res
pond
to c
ritic
ism
Res
pond
to p
rais
e
Are
you
bus
y?
Are
you
fin
ishe
d?N
ot y
et. A
lmos
t.
Wha
t kin
d of
gla
ss?
The
bre
ad a
nd b
utte
r pl
ate?
* Y
ou f
orgo
t to
rest
ock
the
sala
d ba
r.*
You
did
n't c
lean
the
.
Yes
/No
ques
tions
sim
ple
past
Rea
lia:
wor
k as
sign
men
ts
Act
iviti
es: r
ole
play
.
Gra
mm
ar W
orks
Oxf
ord
Pict
ure
Dic
tiona
ry
Side
by
Side
1*
Whe
re w
ere
you
?
I'm s
orry
. I f
orgo
t.I
was
res
tock
ing
the
cond
imen
ts.
* T
hat's
fin
e.*
You
did
a g
ood
job.
Tha
nk y
ou.
3R
espo
nd to
req
uest
s fo
rin
form
atio
n
Res
pond
to c
ritic
ism
see
abov
eD
id y
ou s
lice
they
et?
Yes
/No
ques
tions
past
futu
re
Is th
e ov
en c
lean
?In
a f
ew m
inut
es.
I'll d
o th
at n
ext.
* H
urry
up.
see
abov
eI'm
sor
ry.
I'll d
o it
agai
n.I'm
sor
ry. I
won
't do
it a
gain
.N
ow I
und
erst
and.
I w
on't
do it
aga
in.
4-5
Res
pond
to r
eque
sts
for
info
rmat
ion
Res
pond
to c
ritic
ism
Giv
e re
ason
s/ex
plan
atio
ns
How
man
y ta
bles
did
you
set
?*H
ave
you
fmis
hed
buss
ing
sect
ion
3?H
ow lo
ng w
ill it
take
you
?I'l
l be
done
in a
bout
.
pres
ent p
erfe
ct
futu
re
beca
use
clau
ses
ther
e w
as/w
ere
I'll d
o it
righ
t aw
ay.
see
abov
e
I di
dn't
do it
bec
ause
the
man
ager
ask
ed m
e to
res
tock
the
sala
d ba
r fi
rst.
The
re w
as a
pro
blem
with
the
dish
was
her.
*Res
pond
onl
y
3822
39
Rep
ort W
ork
Prog
ress
Com
plet
ion
VO
CA
BU
LA
RY
:Pr
ogre
ss:
fini
shed
, don
e, n
ot y
et, a
lmos
t, ri
ght a
way
, in
few
min
utes
Tim
e:la
ter,
tom
orro
w, f
irst
, sec
ond,
thir
d so
on
BA
SIC
SK
ILL
S:R
ead:
Rea
d pe
rfor
man
ce e
valu
atio
nSa
fety
cap
tain
rep
ort a
nd c
lean
ing
chec
k lis
t
Wri
te:
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
s
Num
erac
y: D
emon
stra
te u
nder
stan
ding
of
valu
es o
n pe
rfor
man
ceev
alua
tion
Est
imat
e ho
w lo
ng it
will
take
to c
ompl
ete
task
CU
LT
UR
E: I
ndus
try
prac
tices
Find
out
the
hote
l pol
icy
abou
t....
deal
ing
with
flo
or s
uper
viso
rs, i
f ap
plic
able
perf
orm
ance
eva
luat
ions
: (ge
t che
cklis
t if
avai
labl
e)w
hat i
s ev
alua
ted
eval
uatio
n cr
iteri
aby
who
mho
w o
ften
war
ning
s?or
ally
wri
tten
linke
d w
ith p
ay/r
aise
s
4 9
23
41
Rep
ort a
bsen
ce/la
tene
ss-F
137
RE
POR
T A
BSE
NC
E/L
AT
EN
ESS
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2Id
entif
y se
lf
Stat
e pr
oble
m/g
ive
reas
on
Iden
tify
body
par
ts
Thi
s is
(nam
e).
sim
ple
pres
ent
sim
ple
past
sim
ple
pres
ent
Act
iviti
es: u
se v
isua
ls a
ndte
letr
aine
r to
rol
e pl
ay c
alls
Tex
ts: A
New
Sta
rt 1
38Fa
irfa
x 75
-78
Surv
ival
Eng
. I 8
4-90
.
I ca
n't w
ork
toda
y.I
have
the
flu.
I w
ill b
e la
te.
I m
isse
d th
e bu
s,
My
arm
hur
ts.
Iden
tify
self
Stat
e pr
oble
m/g
ive
reas
on
see
abov
e
I ca
n't w
ork
beca
use
I ha
ve a
terr
ible
hea
dach
e.be
caus
e cl
ause
sV
ideo
: WU
SA I
II 2
4,29
+,3
3-35
Side
by
Side
I 9
6-98
Surv
ival
Eng
. I 1
06I
can'
t wor
k to
day
beca
use
my
son
is v
erv
sick
.I
will
be
1/2
hour
late
bec
ause
my
car
won
't st
art.
4-5
Mak
e re
ques
t on
tele
phon
e
Stat
e pr
oble
m/g
ive
reas
on
Stat
e in
tent
ion
(tim
e)
May
I s
peak
toin
futu
re
Tex
t:,W
USA
III
41-
42,
ESL
Act
ion
74-7
5Sp
eaki
ng U
p at
Wor
k
Hou
seke
epin
g, p
leas
e.se
e ab
ove
I'll b
e ba
ck.
42
24
43
Rep
ort A
bsen
ce/L
aten
ess
VO
CA
BU
LA
RY
:B
ody
part
s:A
ilmen
ts:
Tel
epho
ne:
head
, sto
mac
h, b
ack,
sho
ulde
r, a
rm, h
and,
fin
gers
, leg
, kne
e, a
nkle
, foo
t, to
e, e
tc.
flu,
hea
dach
e, s
tom
acha
che,
toot
hach
e, h
urt,
pain
, sor
e, b
roke
n, e
tc.
May
I s
peak
toT
his
isPl
ease
hol
d, e
tc.
BA
SIC
SK
ILL
S:R
ead:
Iden
tify
wor
ds r
elat
ed to
hea
lthR
ead
appo
intm
ent c
ards
Rea
d ho
tel s
ick
leav
e po
licy
Rea
d pa
y st
ub to
det
erm
ine
sick
leav
e
Wri
te:
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
sC
ompl
ete
sick
leav
e fo
rmC
ompl
ete
leav
e re
ques
t for
m
Num
erac
y: C
alcu
late
num
ber
of h
ours
of
sick
pay
CU
LT
UR
E: I
ndus
try
prac
tices
Find
out
the
hote
l's p
olic
ies
abou
t the
fol
low
ing:
acce
ptab
le e
xcus
es f
or a
bsen
cew
hen
doct
or's
not
e is
req
uire
dw
hen
to c
all i
n la
tene
ss (
i.e. h
ow m
any
hour
s be
fore
shi
ft)
sick
leav
e po
licy
who
m to
cal
l abo
ut a
bsen
ce/la
tene
ssle
ave
requ
est f
orm
4425
45
Giv
e di
rect
ions
to p
lace
s w
ithin
the
Hot
el &
Vic
inity
-FB
8
GIV
E D
IRE
CT
ION
S T
O P
LA
CE
S W
ITH
IN T
HE
HO
TE
L &
VIC
INIT
Y
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2R
espo
nd to
req
uest
s fo
rin
form
atio
n
Prov
ide
info
rmat
ion
abou
tlo
catio
n
* E
xcus
e m
e. W
here
is th
e ba
r?si
mpl
e pr
esen
t
ordi
nal n
umbe
rspr
epos
ition
s:pl
ace
Rea
lia: s
igns
fro
m h
otel
,fl
oor
plan
s, d
iagr
ams
Act
iviti
es: d
raw
flo
orpl
ans,
mat
ch p
ictu
res
tosi
gns,
rol
e pl
ay g
ivin
gdi
rect
ions
Tex
ts: F
airf
ax 1
8-27
Ove
r th
ere.
It's
on
the
firs
t flo
or,
It's
dow
n th
e ha
ll.It
's n
ext t
o th
e ic
e m
achi
ne,
Res
pond
to r
eque
sts
for
info
rmat
ion.
Prov
ide
info
. (lo
catio
n)
Apo
logi
ze
How
do
I ge
t to
the
pool
?
It's
on
the
1st f
loor
, nex
t to
the
sim
ple
pres
ent
prep
ositi
ons:
plac
e
Tex
ts:
Voc
: ESL
Uni
t C:1
2-15
liano
bar
.T
ake
the
elev
ator
to th
e 2n
d fl
oor.
It's
on
the
left
.
I'm n
ot s
ure.
I'll
ask
my
supe
rvis
or.
I do
n't k
now
. You
can
ask
the
fron
t des
k
4-5
Res
pond
to r
eque
sts
for
info
rmat
ion
Giv
e di
rect
ions
Mak
e su
gges
tions
* C
ould
you
tell
me
whe
re th
e m
ol is
?*
Do
you
know
whe
re I
can
buy
a p
ostc
ard?
embe
dded
que
stio
ns
prep
ositi
ons:
plac
e
Tex
ts:
Eng
lish
Tha
t Wor
ks I
98+
Surv
ival
Eng
. I 1
21-1
25M
ay I
Hel
p Y
ou 4
1-43
Spea
k U
p at
Wor
k 20
-26
Side
by
Side
I 1
44-1
45V
oc. E
nglis
h U
nit C
Go
to th
e lo
bby.
Tur
n le
ft. T
hen.
.. yo
u'll
see
the
bar
on th
e ri
ght.
Try
the
gift
sho
p.Y
ou c
an a
sk th
e co
ncie
rge.
The
re's
a r
esta
uran
ton
14t
h fl
oor.
It's
ope
n la
te.
46
2647
Giv
e di
rect
ion
to p
lace
s w
ithin
the
hote
l and
vic
inity
VO
CA
BU
LA
RY
:Pr
epos
ifio
ns:
in, o
n, n
ext t
o, n
ear,
bet
wee
n, o
n th
e ri
ght/l
eft,
belo
wPl
aces
:po
ol, r
esta
uran
t, ba
r, p
ost o
ffic
e, g
ift s
hop,
new
ssta
nd, p
hoto
copi
er,
beau
ty/b
arbe
r sh
op, t
heat
er,
met
ro/s
ubw
ay, s
hopp
ing
cent
er/m
all,
etc.
BA
SIC
SK
ILL
S: R
elat
ed to
Dir
ectio
nsR
ead:
Iden
tify
sign
s in
hot
el (
plac
es)
Loc
ate
info
rmat
ion
on s
impl
ifie
d/re
al f
loor
pla
ns, m
aps,
and
in h
otel
dire
ctor
ies
Wri
te:
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
sN
umer
acy:
Inte
rpre
t ord
inal
num
bers
and
fra
ctio
ns 1
/2 (
as in
1/2
blo
ck)
CU
LT
UR
E:
Gue
sts
will
oft
en a
sk th
e D
RA
for
dir
ectio
ns to
var
ious
loca
tions
inth
e ho
tel.
The
refo
re h
ouse
keep
ers
shou
ld k
now
whe
re th
ese
serv
ices
and
fea
ture
s ar
e an
d be
abl
e to
giv
e cl
ear
insu
uctio
ns to
thes
e pl
aces
a
It is
ver
y he
lpfu
l if
the
DR
As
can
give
dir
ectio
ns to
oth
er p
lace
sw
ithin
the
vici
nity
of
the
hote
1.2
It is
hel
pful
if D
RA
s ca
n re
fer
gues
t to
othe
r ho
tel s
ervi
ces
(eg.
fro
ntde
sk o
r co
ncie
rge)
for
ass
ista
nce.
3
DR
As
shou
ld a
lso
be a
war
e of
the
hour
s of
ope
ratio
n fo
r th
eva
riou
s se
rvic
es in
the
hote
1.4
2A
nne
Lom
peri
s M
ore.
Voc
atio
nal E
SL f
or H
otel
s, le
sson
6
libid
, kss
on7
2Ib1
d, ie
sson
74T
hid,
kss
on7
4 16
1bid
, les
son7
27
4 9
Rep
ort a
nd P
reve
nt a
ceid
ents
4B9
RE
POR
T A
ND
PR
EV
EN
TA
CC
IDE
NT
S/E
ME
RG
EN
CIE
S
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S-
0,1,
2Id
entif
y sa
fety
sign
s
Rep
ort a
ccid
ents
War
n ot
hers
Req
uest
cla
rifi
catio
n?
Fire
Exi
t. N
o Sm
okin
g.D
ange
r. W
arni
ngW
et F
loor
s
I hu
rt m
y ar
ra.
sim
ple
past
impe
rativ
e
Wh-
ques
tions
Rea
lia:
sig
ns f
rom
hot
elcl
assr
oom
sig
ns
Act
iviti
es: s
how
sig
n an
dgi
ve w
arni
ng, p
anto
mim
e,m
atch
sig
n to
saf
ety
haza
rds
Vis
uals
:A
New
Sta
rt 1
39-1
40Fa
irfa
x 92
, You
r Fi
rst J
ob,
Uni
t 8 L
et's
Wor
k Sa
fety
(m
any)
Wor
ksig
ht(m
any)
I fe
ll do
wn.
Stop
! B
e ca
refu
l!D
on't
do th
at.
Wat
ch o
ut!
Whe
n? H
ow?
Why
?
3E
xpla
in s
afet
y si
gns.
Rep
ort a
ccid
ent
Mak
e a
sugg
estio
n
War
n ot
hers
You
can
't sm
oke
here
.m
odal
sim
ple
past
mod
al: s
houl
d
impe
rativ
esm
odal
: cou
ld
Tex
t: Fa
irfa
x 92
-94
Let
's W
ork
Safe
ly 2
-3,7
,90,
95
Mar
riot
t Hot
els
Res
orts
:E
mpl
oyee
Rig
ht to
Kno
w T
rain
ing
Prog
ram
You
sho
uld
use
glov
es,
Nev
er m
ix c
hem
ical
s.C
lean
as
you
go.
I fe
ll do
wn
and
cut m
y he
ad.
He
slip
ped
on th
e w
et f
loor
.T
his
is n
ame
. The
re's
a f
ire
in th
e ki
tche
n.
You
sho
uld
go to
the
nurs
e.ca
ll se
curi
ty. C
all k
itche
n.
Don
't st
ore
food
and
che
mic
als
toge
ther
.D
o no
t spr
ay w
ater
nea
r el
ectr
ical
out
lets
.D
on't
lift t
he tr
ay th
at w
ay.
You
cou
ld h
urt y
ours
elf.
4-5
Mak
e a
sugg
estio
n
Rep
ort a
ccid
ent
War
n ot
hers
You
sho
uldn
't sm
oke
here
.m
odal
: sho
uld
shou
ldn'
t
past
con
tinuo
us
If c
laus
esm
odal
: mig
ht
Tex
t: E
SL A
ctio
n 91
+,1
08+
,11
Let
's W
ork
Safe
ly 1
00-1
08Y
ou s
houl
d w
ear
glov
es,
I w
as c
arry
ing
the
tray
whe
n I
slip
ped.
Whe
n di
d it
happ
en?
How
did
it h
appe
n?
If y
ou s
pray
wat
er n
ear
elec
tric
al o
utle
ts, y
ou m
ight
get e
lect
rocu
ted.
Mop
up
the
wat
er o
r so
meo
ne m
ight
fal
l.
5,)
28
51
Rep
ort a
nd P
reve
nt A
ccid
ents
VO
CA
BU
LA
RY
:B
ody
part
s:ar
m, l
eg, f
inge
r, h
ead,
etc
.V
erbs
:fe
ll, c
ut, b
roke
, bur
ned,
twis
ted,
spr
ay, d
ispo
se,m
ix, e
vacu
ate,
bre
athe
, sw
allo
wSi
gns/
labe
ls: N
o sm
okin
g, f
ire
exit,
war
ning
, dan
ger,
cau
tion,
haz
ard,
fir
e es
cape
, fir
e ex
tingu
ishe
r, p
oiso
n,Sa
fety
Sta
tion,
Fir
st A
id S
tatio
n, A
void
con
tact
with
ski
n or
eye
s, s
afet
y ru
les,
haz
ardo
us, c
hem
ical
s,da
mag
e, w
ell-
vent
ilate
d, f
ire
drill
.
BA
SIC
SK
ILL
S: R
elat
ed to
Pre
vent
ing
Acc
iden
tsR
ead:
Iden
tify
com
mon
sig
ns r
elat
ed to
saf
ety
(eg.
labe
ls o
n cl
eane
rs, s
afet
y ru
les)
Rea
d sa
fety
man
ual
Supp
ly m
issi
ng w
ords
in a
sen
tenc
e th
roug
h us
e of
con
text
Wri
te:
Fill
out a
ccid
ent r
epor
t for
mFi
ll ou
t ins
uran
ce c
laim
for
ms
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
s
Num
erac
y:D
ial s
ecur
ity o
r em
erge
ncy
phon
e nu
mbe
r in
hot
el
CU
LT
UR
E:
Ask
the
hote
l abo
ut s
afet
y po
licie
s an
d ac
cide
nt p
roce
dure
s:R
epor
ting
acci
dent
s: to
who
mho
ww
hen
(sev
ere/
min
or)
insu
ranc
e
Find
out
spe
cifi
c pr
oble
ms
that
hav
e oc
curr
ed in
the
past
and
nee
d to
be
addr
esse
d:
Any
spe
cial
saf
ety
rule
s?cl
othi
ng/u
nifo
rmab
out d
oing
job
5229
53
Rep
ort P
robk
ms-
FB
10
RE
POR
T P
RO
BL
EM
S: r
epai
rs n
eede
d
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2Id
entif
y pr
oble
ms
Rep
ort p
robl
ems
Req
uest
cla
rifi
catio
n
The
sin
k is
leak
ing
be +
adj
ectiv
e
ther
e is
/are
Vis
uals
:Su
rviv
al E
ng. I
190
-193
A N
ew S
tart
115
-116
Fair
fax
64-6
5, 8
8-91
The
dis
hwas
her
is b
roke
n.
The
re's
a p
robl
em w
ith th
e m
icro
wav
e,
Whe
re?
Wha
t's b
roke
n?H
ow lo
ng h
as it
bee
n br
oken
?
3Id
entif
y pr
oble
ms
Rep
ort p
robl
ems
Req
uest
cla
rifi
catio
n
The
con
vect
ion
oven
is to
o ho
t.
see
abov
eT
he s
ink
need
s to
be
fixe
d.
Whi
ch o
ven
is b
roke
n?W
hat n
eeds
to b
e fi
xed?
Whi
ch r
efri
gera
tor
is b
roke
n,th
e w
alk-
in o
r th
e re
ach-
in?
need
+to
be+
verb
Tex
ts: F
airf
ax 8
0-91
Roy
Bow
ers
51
4-5
Rep
ort p
robl
ems
Req
uest
Ass
ista
nce
Req
uest
cla
rifi
catio
n
see
abov
eT
he f
auce
t has
bee
n br
oken
for
3 d
ays.
pres
ent p
erfe
ctfo
r/si
nce
sim
ple
pres
ent
Tex
ts: E
SL f
or A
ctio
n 49
+
Thi
s is
the
kitc
hen.
Can
you
sen
d he
lp f
rom
mai
nten
ance
?
The
fre
ezer
is n
ot c
old
enou
gh. I
t is
only
30.
For
how
long
?
5430
55
Rep
ort P
robk
ms
VOCABULARY:
Prob
lem
s: b
roke
n, d
oesn
't w
ork,
mis
sing
, lea
king
, dri
ppin
g, s
topp
ed u
p,st
aine
d, to
rn, l
oose
, bur
ned,
clo
sed,
stu
ck, e
tc.
Equ
ipm
ent:
(rev
iew
)
BA
SIC
SK
ILL
S: R
elat
ed to
Rep
ortin
g Pr
oble
ms
Rea
d:R
ead
clea
ning
che
ck li
st.
Rea
d di
rect
ions
on
mac
hine
ry.
Supp
ly m
issi
ng w
ord
in a
sen
tenc
e th
roug
h th
e us
e of
con
text
Wri
te:
Fill
out w
ork
orde
rsFi
ll ou
t cle
anin
g ch
eck
list
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
s
Num
erac
y:W
rite
dat
e (o
n w
ork
orde
rs)
CULTURE:
Find
out
the
hote
l pol
icy
abou
t the
fol
low
ing.
..R
epor
ting
prob
lem
s: to
who
mho
w (
oral
ly o
r in
wri
ting)
wha
t req
uire
s im
med
iate
atte
ntio
n
511
31
57
Rea
d pa
yche
cks
FB11
RE
AD
PA
YC
HE
CK
S
SPL
FUN
CT
ION
SL
AN
GU
AG
E S
AM
PLE
STR
UC
TU
RE
SR
ESO
UR
CE
S
0,1,
2Id
entif
y te
rms
(pay
chec
k)
Ask
/Ans
wer
que
stio
ns
Ask
for
ass
ista
nce
How
muc
h is
you
r pa
y?
How
muc
h do
you
mak
e an
hou
r?$
per
hour
.
Wh-
que
stio
nsR
ea li
a: s
impl
e/re
al c
heck
s
Tex
ts: F
airf
ax 6
9-72
I ha
ve a
que
stio
n ab
out m
y pa
y.Pl
ease
hel
p m
e.
Ask
/Ans
. que
stio
ns (
pay)
Rep
ort a
pro
blem
see
abov
eH
ow m
uch
is y
our
gros
s pa
y?H
ow m
uch
did
they
ded
uct f
orta
xes?
sim
ple
past
Tex
ts:
Spea
king
Up
at W
ork
50-5
6E
SL f
or A
ctio
n 52
-65
I th
hik
ther
e's
a m
ista
ke.
I w
orke
d ov
ertim
e.
4-5
Rep
ort p
robl
emI
thin
k m
y ch
eck
is to
o lo
w.
too,
ver
yco
mpa
rativ
esT
ext:
You
r Fi
rst J
ob: U
nit 9
Eng
. Tha
t Wor
ks I
151
-159
I th
ink
my
chec
k sh
ould
be
mor
e(h
ighe
r).
I do
n't u
nder
stan
d w
hy m
y ch
eck
is lo
wer
this
wee
k.
5859
32
Rea
d pa
yche
cks
VO
CA
BU
LA
RY
:pa
y:re
gula
r, o
vert
ime,
tim
e an
d ha
lf, g
ross
, net
, YT
D,
tota
ls, v
este
d ho
urs,
inve
sted
hou
rs
dedu
ctio
ns: f
eder
al, s
tate
, FIC
A, i
nsur
ance
, mea
ls,
unif
orm
leav
e:va
catio
n, h
olid
ay, s
ick
pers
onne
l: hu
man
res
ourc
e di
rect
or, d
irec
tor
ofpe
rson
nel
BA
SIC
SK
ILL
S:R
ead:
Ide
ntif
y co
mm
on te
rms
on p
aych
ecks
Wri
te: E
ndor
se c
heck
Wri
te s
impl
e de
clar
ativ
e/in
terr
ogat
ive
sent
ence
s
Num
erac
y: C
alcu
late
pay
(ho
urly
rat
e, n
umbe
r of
hou
rsw
orke
d, d
educ
tions
)
CU
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