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Sample Quartz plans related to

English for Employment (CLB 5-6) Developed by Anne‐Marie Kaskens (July, 2016)

Toronto Catholic District School Board

Contents:

Sample course outline ............................................ 1

Sample unit outline ................................................ 2

Sample lesson series and assessment form ............ 5

Sample lesson series and assessment form ............ 11

What are the QUARTZ Sample Plans?

The Quartz Sample Plans are a collection of course plans developed by Ontario Adult ESL

instructors with expertise teaching within the target CLB and course focus.

All sample plans have been reviewed and edited.

9/7/2016 Quartz

Course: English for Work

Description

This course prepares you for work search and workplace communication. In class, you will discuss Canadianworkplace norms; use key websites to research your occupation, expand your occupationspecific vocabulary,and job search; roleplay workrelated communication; write basic workrelated messages, simple cover lettersand resumes; practise mock job interviews.

By the end of this course, you will be able to use key resources for your job search and describe your workskills and experience.

Units

1. Communicate about Occupations and Work Experience2. Identify Your Job Skills and Credentials3. Find and Apply for Jobs4. Communicate at Work5. Understand Basic Employment Rights6. Communicate about Occupations and Work Experience

Assessment Plan

Each learner will keep a portfolio.

Participant Expectations

Please attend all classes on timeIf you have irregular attendance, you may lose your place in the class

Course Information

Course Type In ClassStart and End Date 03/ 1/2016 – 06/30/2016Class Schedule Mon 9:00 AM – 2:30 PM

Wed 9:00 AM – 2:30 PMClass Closures 05/23/2016 – No class (Victoria Day)Location 123 Sample Cres, Room 232Instructor Anne SampleContact Office 5555555555Additional Information This location has an elevator for those who cannot use the stairs

CLB 5-6

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NOTE: This unit is developed into a UNIT OUTLINE on the next 3 pages

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Course: English for Work

Unit: Communicate about Occupations and WorkExperience

Target Task 1Share information about work in a social context.

Open and maintain a social conversation, incorporating the topic of work.

Describe a past or present job, and how you feel about it within a social conversation.

Maintain a conversation about work by demonstrating active listening.

Subtasks: Learners will be able to...

In a social conversation, share information about your employment situation.

Respond appropriately in a social conversation, about work.

Assessment Task

Target Task 2Get information about an occupation from a Job Market Report (fromjobbank.gc.ca).

Generate a Job Market Report for an occupation on www.jobbank.gc.ca.

Identify the key sections of a Job Market Report.


CLB 5-6

CLB 5 I Participate in basic social conversations for some everyday purposes (such asexpressing feelings; making, accepting or declining invitations; and engaging in small talk).

CLB 5 IV Ask for and give information related to routine daily activities in oneononeinteractions.

CLB 5 I Understand the gist and some details in moderately complex common and predictablesocial exchanges (that may express interests, likes, dislikes, preferences, offers, invitations andcompliments).


CLB 5 I Understand the gist and some details in moderately complex common and predictablesocial exchanges (that may express interests, likes, dislikes, preferences, offers, invitations andcompliments).

CLB 5 II Understand simple to moderately complex directions and instructions for generallyfamiliar and relevant procedures.

CLB 5 II Access and locate basic information from reference sources.

Interpret key information from the “description + job titles + duties + related occupations”= page 2

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NOTE: This target task has been developed into a lesson series on pages 5-7, with assessment forms on pages 8-9.

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NOTE: This target task has been developed into a lesson series on pages 11-16, with an assessment feedback form on page 17.

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Interpret key information from the “description + job titles + duties + related occupations”section of a Job Market Report.

Use the Job Bank to locate NOC occupation titles.

Draw from the duties section of a Job Market Report to draft duty statements for a resume.

Draw from a Job Market report to identify the skills required for an occupation.

For an occupation of interest, generate a Job Market Report and draw from it to identify job dutiesand required skills.

Draw from a Job Market Report and your work experience to write a bullet-point list of your jobduties in a past job, suitable for use on a resume.

Assessment Task

Target Task 3Share information about your job search in networking contexts.

Dene the terms “network” and “networking,” and describe how they relate to the hiddenjob market.

Identify tips in a video about networking in social contexts.

In a networking conversation, give information about your job search and work interests.


Assessment Task

CLB 5 III Get information from simple to moderately complex business or service texts (such aspublic announcements, brochures, notices, business letters and flyers).

CLB 5 III Locate and use 1 or 2 pieces of information from moderately complex formatted texts(such as standard maps, charts, forms, tables, schedules, directories or website navigationmenus).

CLB 5 II Reduce a page of information to a list of important details.




CLB 5 IV Understand simple to moderately complex descriptive or narrative texts on familiartopics.

CLB 5 IV Understand information about familiar or relevant topics.


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http://quartzonca/unit_outlines/620 3/3

In a role-play of a networking conversation, give information about your job search, key workexperience and key skills.

Unit Length 3 Weeks


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Course: English for Work Unit: Communicate about Occupations and Work Experience

Lesson series for target task: Share information aboutwork in social context.

Subtask 1:Open and maintain a social conversation, incorporating the topic of work.


Functional/sociolinguistic: Expressions for initiating a topic change (e.g., how about you”?, So, whatdo you do?); idioms "much to go on," and "turn it around"

Sociolinguistic: Verbal and nonverbal ways to convey interest in a conversation; notion of"friendliness" in North America; commonality of work as a conversation topic; usefulness of beingable to talk about work in socially (for networking);

As a class, introduce subtask; elicit why its important to do it effectively (highlight commonality ofwork as a small talk subject, and the importance of building a network)

Play video (YouTube) “the secret to successful socializing” stop at 2 min, 15 sec. Before learnerswatch, pose questions to consider while watching (stop video after each question is addressed):a) Rebecca talks about two responses to “What do you do?” What are they? b) Why doesRebecca think the 2nd response is preferable? c) What does Rebecca mean when she says thefirst response doesn’t give the other person “much to go on.” Play video a second time.

After watching, elicit learner reactions. Write useful phrases for keeping the conversation going,and for turning a conversation to the other person on the board (e.g., how about you?).

Pre-task phase: Intro (30 min)

Give clear task instructions: In pairs, learners are to introduce themselves, make small talk,incorporate the topic of employment, exchange information about each other’s work situation.They should give enough information during their conversation that the other person can “keepthe conversation going,” and turn the conversation around.

Inform learners they will report to the class on their experience (this will motivate them toengage with the task).

Give learners time to prepare for the task, time to perform it with a partner, and time to preparehow they will report back to the class.

Task (20 min)

Invite volunteer pairs to perform their conversation for the class. Record useful phrases used tokeep the conversations going, and to initiate a topic change.

Have some pairs report on their experience with task (challenges, what they want to learn, whatthey learned from their classmate…).

Followup on with minilessons on common learner errors and relevant language features (e.g.,strategies for changing topic and turning conversation around).

Have learners repeat the task with three other partners (time the interactions).

For the final repeat of the task, have learners complete an informal selfassessment, using aform, with the following task and criteria items: TASK: In a social conversation, share informationabout your employment situation. CRITERIA: I gave my partner a chance to tell me about his/herwork; after my partner told me about his/her work, I asked a followup question about it to keep

Post-task phase: Report back and debrief (30 min)

Language Focus

Classroom Procedures

CLB 5-6

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work; after my partner told me about his/her work, I asked a followup question about it to keepthe conversation going; When I didn’t understand something, I asked my partner for clarification;I shared information about my work; I gave enough information to “keep the conversation going”

Conversation Skills–The secret to successful socializing (stop at 2:15 mins)https://www.youtube.com/watch?v=y1AAOhi_840

Instructional Resources

Subtask 2:Describe a past or present job, and how you feel about it within a socialconversation.


Functional/Grammatical: Use of conjunctions (e.g., however, but...) in describing positive andnegative aspects of job

Sociolinguistic: Details (about work) generally not shared socially (e.g., salary); eye contact duringconversation (too much perceived as rude/condescending; too little as uneasy)

Share the lesson outcome (subtask) and its purpose/usefulness with learners (i.e., to build theability to give a more detailed, thoughtful response to a question about your work), and how itconnects to the previous subtask.

Model the task by describing your job and how you feel about it. Provide a possible structure(AND WRITE IT ON THE BOARD), such as: a) factual description of your job/work situation; b)how you feel about it (e.g., expressing satisfaction, then dissatisfaction and why). Explain thatthis provides plenty of information for the other person to ask followup questions and engage inthe conversation.

Give clear task instructions (learners are to prepare a short description of their present worksituation and how they feel about it). Allow time for learners to prepare, circulating to provideguidance, where needed.

Pre-task phase: Intro and Model (30 min)

In pairs, learners present their description to each other. Encourage learners to ask their partnerto clarify or repeat when they don't understand.

Task (20 min)

Have some learners volunteer to present their descriptions to the class. Clarify languageelements as they arise, providing minilessons or error correction when needed.

Play first video “Talking About Your Job.” While viewing, learners take notes on useful languagefor talking about work. E.g., the correct use of “in” (a location) and “for” (a company). Replayvideo, allowing learners to add to their notes.

In small groups, learners compare their notes, and later describe what they noticed (differencesin the notes) to the class.

Show the second video “Describing your Job.” Discuss the video, and whether learners wouldrevise their descriptions of their work based on the videos.

DRILL and language focus: Learners circulate, asking five classmates about their work, and ht

Post task phase (1 hr)

Language Focus


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using the correct use of “in” and “for” in their responses to provide information about theiremployer.

Video (5 mins): Spoken English Talking About Your Job: https://www.youtube.com/watch?v=MokxzmNhWXw

Video (2 mins): Describing Your Job: https://www.youtube.com/watch?v=AtMcKcIk7GY


Subtask 3:Maintain a conversation about work by demonstrating active listening

CLB 5 I Understand the gist and some details in moderately complex common andpredictable social exchanges (that may express interests, likes, dislikes, preferences, offers,invitations and compliments).

Grammatical/functional: Relevant vocabulary as need arises during task performance; Followupquestions: open vs closed questions, tag questions (as a way to encourage conversation

Socioculinguistic: Verbal and nonverbal ways to convey interest in a conversation

Share lesson outcome (subtask) and discuss its purpose/importance with learners (to build theability and confidence to maintain a conversation and convey interest); elicit learner perceptionson their need for this

Followup questions to maintain a conversation about work (e.g., tell me about…, how did youget interested in…, what did you find most interesting about….),

Verbal ways to indicate active listening (e.g., Oh, Oh wow… that sounds interesting…, hmmm)

Nonverbal ways to indicate active listening in (e.g., tilting head, nodding, eye contact, smiling,posture).

Pre-task phase (30 min)

As a class, learners brainstorm:

Explain task, pair learners and assign roles: Learner A is to mostly respond to learner B.Learner B is to mostly keep the conversation going by asking followup questions about learnerA’s initial statements about his/her job.

Inform learners that after their conversation, they should identify what they found challenging oreasy about the task (as they will share this with the rest of the class).

Task (20 min)

Learners report to the class on their experience with the task.

While listening: Ask learners to listen for and take notes on the active listening strategies:a) Sounds for showing attention; b) Open questions; c) Echo word or question and d) Personalcomment or reaction

After listening: learners define each strategy, and create and share examples (from podcast andtheir experience).

Drill: As a class, select one strategy. Model its use, then direct a statement at a learner, and have

Post-Task phase: debrief and language focus (1 hr)

Play 3 min of podcast: “Socializing: Keeping a Conversation Going” (use playhead to play from7:4512:30).

Language Focus


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Drill: As a class, select one strategy. Model its use, then direct a statement at a learner, and havehim/her respond using that strategy. Do the same with the next learner, and so on.

Needs assessment: Distribute a short exit form (similar to the one in the Quartz Toolbox, inneeds assessment tools) to share their thoughts on the lesson (e.g., usefulness, desire to learnmore about topic)

Business English Pod podcast: Socializing: Keeping a Conversation Going (click on play icon—the circle with arrow in it; play 7:4512:30):https://www.businessenglishpod.com/2007/04/28/bep45


Assessment

CLB Competency CLB 5 Participate in basic social conversations for someeveryday purposes (such as expressing feelings; making,accepting or declining invitations; and engaging in small talk).

Assessment Task In a social conversation, share information about your employmentsituation.

Criteria Opens conversation appropriately and moves topic towards work.When speaking, shares enough detail to "keep the conversation going."Shares information that is clear to the listener.Asks about the other person in the conversation ("turns the conversationaround").

Assessment Notes Have class agree on criteria ahead of time. Then assess pairs usingfeedback form, noting areas for improvement. While assessing, refer to the"Instructor Reference: Speaking" twopage document (in the Toolbox,Assessment 58 section) to compare the CLB Profiles of Ability for CLB 5, 6and 7 (to assess performance of learners who are at different benchmarks).

Recorded In Feedback Form

Assessment

CLB Competency CLB 5 Understand the gist and some details in moderatelycomplex common and predictable social exchanges (that mayexpress interests, likes, dislikes, preferences, offers, invitations

and compliments).Assessment Task Respond appropriately in a social conversation about work.Criteria When listening, maintains the conversation, using follow up questions

When listening, ensures understanding by asking for clarification orrepetition, when neededDemonstrates active listening (through verbal and nonverbal signals)

Assessment Notes While assessing performance, refer to the twopage "Instructor reference:Listening" (in the Toolbox, Assessment 58 section) to compare the Profile ofAbility for CLB 5, 6 and 7, in order to assess performance of learners atdifferent benchmarks.


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Feedback Form

Learner Name

Assessment TaskRespond appropriately in a social conversation about work.

CLB 5I : Understand the gist and some details in moderately complex common and predictable social exchanges(that may express interests, likes, dislikes, preferences, offers, invitations and compliments).

Criteria YES NOT YET Comments

When listening, maintains theconversation, using relevantfollow up questions

When listening, ensuresunderstanding by asking forclarification or repetition, whenneeded

Demonstrates active listening(through verbal and nonverbalsignals)

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Feedback Form

Learner Name

Assessment TaskIn a social conversation, share information about your employment situation.

CLB 1I : Understand short greetings and simple goodwill messages.

Criteria good needs practise

(Holistic) Overall, able to carry out theinteraction appropriately.

Uses and responds appropriately to acommon greeting, and introduces self or 2people to each other.

Opens conversation appropriately andmoves topic towards work.

When speaking, shares enough detail to"keep the conversation going."

Shares information that is clear to thelistener.

Asks about the other person in theconversation ("turns the conversationaround").

Comment

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Course: English for Work Unit: Communicate about Occupations and Work Experience

Lesson series for target task: Get information aboutan occupation from a Job Market Report (fromjobbank.gc.ca).

Subtask 1:Generate a Job Market Report for an occupation on www.jobbank.gc.ca.

CLB 5 II Understand simple to moderately complex directions and instructions for generallyfamiliar and relevant procedures.

Grammatical: Vocabulary related to website navigation; terms related to writing instructions (first,next, then)

Sociocultural: Existence of free information on Canadian occupations (based on occupationalresearch)

Share the lesson outcome (subtask) with learners

Class survey: To elicit prior experience with Job Bank, have learners interview theirclassmates, asking: Do you know what the Job Bank is? Have you ever used it? How? Whatinformation from the Job Bank do you use?

Debrief survey: Have learners share their survey results. Discuss.

Pre-task: Intro, survey (30 min)

Play video “Canada’s Job Bank: An introduction to the Job Market Report”; have learners listenfor answers to: what is the Job bank; what are two main things the Job Bank offers; how can theinformation about occupations on the Job Bank help you? Take up answers.

Learners listen again, and take notes on how to generate a Job Market Report (inform them theywill follow their own notes).

When done, learners compare their written notes (instructions) with a classmate’s, and revise ifneeded.

Debrief: Volunteer learners share their instructions with the class; provide errorcorrection orlanguage focus, if needed.

Pre-task: Model (30 min)

Learners follow their own instructions to generate a Job Market Report (on Job Bank website)for an assigned occupation and city (e.g., cashier in Toronto).

Circulate to ensure learners can do task. Have more proficient learners help classmates.

Guide learners in exploring sections of the report (highlight terms, e.g., click on the tab titled ...)

Task (30 min)

Learners produce a Job Market Report for a different assigned occupation, and report on theirsuccess.

Debrief: Elicit impressions from learners about the Job Bank, how easy it is to get there anduse.

Language Focus: Highlight language for webpage navigation, and write terms on board, e.g.,home page, search terms, address bar, web browser, hyperlink, tab, navigation bar, search bar,URL, scroll)

Post-task (1 hr)

Language Focus


CLB 5-6

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Learners listen to the video again, and take notes on the digital terms. Discuss the meaning ofeach.

DRILL: If needed, learners complete the online Quizlet study drill of the digital terms.

Review the lesson outcome (subtask) and find out if learners are confident they can do itindependently. Ensure learners have URL for the Job Bank and the Quizlet quiz (to access athome).

VIDEO: Canada’s JOB BANK: An introduction to the Job Market Report (3 minutes)https://youtu.be/KALBOYnhv9wJob Bank website: www.jobbank.gc.caQUIZ: Quizlet – Key digital terms https://quizlet.com/44296891


Subtask 2:Identify the key sections of a Job Market Report.

CLB 5 II Access and locate basic information from reference sources.

Textual: Organization of Job Market Report and Job Bank

Sociocultural: Existence of free info on Canadian occupations, based on occupational research

In small groups (building on previous subtask), learners explore different sections (tabs) of theonline Job Market Report. The task for each group is to identify and prepare short verbaldescription of what is in two sections of the Job Market Report (without reading too much of it).

Task (30 min)

Debrief: each group describes (to the rest of the class) how to navigate to a section of the JobMarket Report, and then gives a short description of what is in that section.

Inform learners that in upcoming lessons, they’ll focus on using information from the Job MarketReport.

Post-task (30 min)

Language Focus


www.jobbank.gc.ca


Subtask 3:Interpret key information from the “description + job titles + duties +related occupations” section of a Job Market Report.

CLB 5 III Get information from simple to moderately complex business or service texts(such as public announcements, brochures, notices, business letters and flyers).

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Textual: Organization of Job Market Report; navigation processes on Job Bank

Select a common job title (e.g., cashier), and have a few learners attempt to give a onesentence summary of what workers do in that job, and three key duties. Then tell them that JobMarket Reports provide this information for hundreds of Canadian occupations.

Distribute a 1pg printout of the “description, titles, duties related occupations” section of a JobMarket Report for an occupation (e.g., cashier); To print from jobbank.gc.ca: a) Click on “PrintingOptions” (top right of screen); b) Check “Select all” in the “Header Information” section; c) Clickon the “Print Preview” button (bottom of screen) and print.

As learners examine the printout, have them highlight the 1sentence summary of what cashiersdo, underline where cashiers work, and circle related job titles. Inform them that for everyoccupation the Job Market Report is organized this way.

Pre-task phase (30 min)

a) learners create a chart of the sequence of information (with the following headings: Onelinejob description; List of where workers are employed; Job titles; Job Duties; and RelatedOccupations. Then learners go to computer lab, access a Job Market Report for a differentoccupation, and complete their chart with the information from the Job Market Report.

b) In small groups, learners brainstorm how each section (from the headings above) can helpthem in their search for a job in this occupation.

Task (30 min)Give clear task instructions:

DEBRIEF: Each group shares the results of their brainstorming session. Lead a discussion onpoints arising.

Post-task phase (30 min)


http://jobbank.gc.ca


Subtask 4:Use the Job Bank to locate NOC occupation titles.

CLB 5 III Locate and use 1 or 2 pieces of information from moderately complex formattedtexts (such as standard maps, charts, forms, tables, schedules, directories or websitenavigation menus).

Grammatical: Distinction between the following terms: occupation, sector or industry (group ofrelated jobs) and job title.

In groups, learners share their current/past job titles, and list them on chart paper (helping oneanother with English names of job titles), then post their lists for the class to see.

Learners summarize the lists, using sector terminology: e.g., "Most learners have worked/workin the health sector" (conduct minilesson on use of correct tense, if needed).

Clarify distinction between terms job title, occupation group, sector or industry (health sector,service sector, retail, advertising, nonprofit).

Discuss the challenge of knowing the English names for occupations. Inform learners the Job

Pre-task phase: Introduction (15 min)

Language Focus


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Discuss the challenge of knowing the English names for occupations. Inform learners the JobBank has a comprehensive listing of Canadian occupations, and each occupation has severaljob titles (listed on the Job Market Report).

Show video “Canada’s Job Bank: Searching for occupation titles.” As learners view it, they takenotes on how to locate the list of occupations. Learners compare their notes with a classmate,and clarify their notes, if needed.

Give clear task instructions.

Pre-task phase: Model (15 min)

On a computer/tablet, learners follow their own instructions (from previous activity) to generatethe occupation list on the Job Bank. Then they locate assigned occupations and report on whichof the nine occupation groups (or sectors) each one falls within.

Next, learners locate (and record) their own occupation, its occupational group, and at least five“included job titles” from the Job Market Report for that occupation.

Task (30 min)

Volunteer learners share with the class their occupation name and occupational group it fallswithin, and some related job titles.

Elicit from learners their perception of the usefulness of this information (for their job search).

Post-task phase (15 min)

VIDEO: Canada’s Job bank: Searching for occupation titles (1 min):https://youtu.be/d1Ee7vQeR_cwww.jobbank.gc.ca


Subtask 5:Draw from the duties section of a Job Market Report to draft dutystatements for a resume.


Grammatical: notion of “action verbs,” construction of duty statements; parallel construction

Sociocultural/functional: norm of bulleted job duty statements appearing under job titles in aresume; difference between a Cdn resume vs European or other

Share the lesson outcome (subtask) with learners.

Have learners offer examples of their past job duties; record on the board. Highlight that: a) jobduties describe actions and start with a verb; b) key job duties are listed in resumes under jobtitles and described in job interviews (so it’s important to be able to describe job duties clearly.)

Model how job duties can be reworded as a short bulletpoint list to describe past job duties ona resume.

Elicit learners' prior knowledge and ability with describing job duties.

Pre-task phase: Intro and model (30 min)

Learners examine the Job Duties section of a Job Market Report for an occupation. In groups,they imagine they’ve held that job, and need to describe their duties on a resume. Their task is

Task (30 min)

Language Focus


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they imagine they’ve held that job, and need to describe their duties on a resume. Their task isto reduce the list of Job Duties to a few short bulleted duty statements (in past tense).

Circulate and provide guidance as learners work.

Each group presents their bulleted list to the class.

Provide minilessons on language points, where needed (e.g., stress parallel construction ofbullet points).

Distribute a list (handout) of action verbs (that describe job duties); have learners select some todevelop into job duty statements to describe duties in a past job.

Introduce use of an online thesauri to generate synonyms for action verbs.

Have volunteer learners share their duty statements.

As a class, display the online activity about job duties and complete as a class.

Post-task phase (1 hr)

Online excercise: Job duties: http://a4esl.org/q/h/employ/duties.htm


Subtask 6:Draw from a Job Market report to identify the skills required for anoccupation.

CLB 5 III Get information from simple to moderately complex business or service texts(such as public announcements, brochures, notices, business letters and flyers).

Grammatical: Distinction between terms: job duties, skills, hard and soft skills

Sociocultural: importance of soft skills in getting and keeping a job

Introduce the lesson outcome (subtask).

Distinguish between the terms job duty (task you perform in a job) and skill (ability/characteristicthat enables you to do the job duty well). Further define or elicit from learners the distinctionbetween hard and soft skills.

As a class, brainstorm job duties for a common occupation, and the skills required for each jobduty. Then have learners identify which skills (on the board) are soft skills.

Next, distribute a list (unordered) of the 10 soft skills most valued by Canadian employers, anddiscuss the meaning of each soft skill. (draw list from "Career Development in the CanadianWorkplace: National Business Survey" p. 27).

In groups, learners agree on which they think are the top three most valued. Inform groups thatthey should prepare to give a rationale for their choice.

Debrief: Each group presents their three soft skills and their rationale to the class. After groupsfinish, reveal and discuss the actual top three most valued soft skills.

Pre-task phase (1 hr)

From the “Job Duties” section of a Job Market Report for a common occupation, learners sort thelist of Job Duties into those requiring soft skills and those requiring hard or technical skills.

In small groups, learners compare their lists and agree on the correct sorting. h

Task (30 min)

Language Focus


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Learners brainstorm a list of soft skills (or characteristics) each of the duties that require softskills require.

Take up learners' brainstormed list of soft skills.

In computer lab, guide learners as they generate a Job Market Report for an occupation theyare interested in, then have them sort (and record) the job duties that require soft and hard skills.

Volunteer learners present their job duty list to the class. Class helps to brainstorm required softduties.

Post-task phase (1 hr)

National Business Survey, p. 27: http://ceric.ca/careerdevelopmentinthecanadianworkplacenationalbusinesssurvey/http://jobbank.gc.ca


Assessment

CLB Competency CLB 5 Get information from simple to moderately complexbusiness or service texts (such as public announcements,brochures, notices, business letters and flyers).

Assessment Task For an occupation of interest, generate a Job Market Report and draw fromit to identify job duties and required skills.

Criteria Generates a Job Market Report (independently) for an occupation ofinterestIdentifies key job duties that require soft skills and those that requirehard skillsLists pertinent soft skills and hard skills required for the job duties

Assessment Notes Ensure learners generate a Job Market Report independently (withoutassistance). Distribute a chart for learners to complete (they draw from theJob Market Report to complete sections on the chart)


Assessment

CLB Competency CLB 5 Reduce a page of information to a list of importantdetails.

Assessment Task Draw from a Job Market Report and your work experience to write a bulletpoint list of your job duties in a past job, suitable for use on a resume.

Criteria Listed items describe main job dutiesList items are written using parallel construction and consistent tenseDetail is sufficient to give the reader an understanding of the job dutiesperformed

Assessment Notes While assessing learner performance, refer to the "Instructor Reference:Writing" twopage document (in the Toolbox, Assessment 58 section) tocompare the Profile of Ability for CLB 5, 6 and 7, in order to assessperformance of learners at different benchmarks.

Recorded In Feedback Form page 16

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Feedback Form

Learner Name

Assessment TaskFor an occupation of interest, generate a Job Market Report and draw from it to identify job duties and required skills.

CLB 5III : Get information from simple to moderately complex business or service texts (such as publicannouncements, brochures, notices, business letters and flyers).

Criteria YES NOT YET Comments

Generates a Job Market Report(independently) for anoccupation of interest

Identifies key job duties thatrequire soft skills and thosethat require hard skills

Lists pertinent soft skills andhard skills required for the jobduties

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