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Family English Literacy Network Program EmployabilityDemonstratIcn Component. Curriculum Guide.Florida International Univ., Miami. Coll. ofEducation.Office of Bilingual Education and Minority LanguagesAffairs (ED), Washington, DC.89

T003V90055181p.; For the instructor's guide, see FL 800 210.Della Garcia, Florida International University,Family English Literacy Network Program, College ofEducation, University Park, Trailer M08, Miami, FL.Package includes videotape, instructor's guide andcurriculum guide.Guides - Classroom Use - Guides (For Teachers) (052)

MF01/PC08 Plus Postage.Adult Education; *Competency Based Education;Curriculum Design; Difficulty Level; *EmploymentPotential; Employment Qualifications; *English(Second Language); Interpersonal Communication;Interviews; Job Application; *Job Search Methods;Lesson Plans; *Literacy Education; ReadingInstruction; Reading Peadiness; Reading Skills;Records (Forms); Resumes (Personal); Telephone UsageInstruction; Writing Instruction

IDENTIFIERS *Family English Literacy Network Program

ABSTRACTThe guide contains a competency-based

English-as-a-Second-Language/literacy curriculum, includingcoordinated lesson plans for three instructional levels (beginning,intermediate, pre-literacy) and an employability counselingcomponent. The curriculum is arranged in an order reflecting the jobsearch process. The competencies in the curriculum are the objectivesof the lesson plans. The curriculum also contains the instructionalmaterials used in the lessons, and supplementary materials. A varietyof competency-based texts are used within each level. The beginninglevel provides basic information on looking for a job. The six broadtopics for this level are: personal identification and communication;transportation; job search; applying for a job; forms on the job; andhealth and safety. Lesson plans cover job types, want ads, maps andschedules, application forms, interviews, time sheets, and paychecks.Intermediate level content builds on this material, and topicsinclude personal identification and communication, job search, jobapplication, forms, and workplace behavior. Lessons cover telephoneskills, applications, education/training information, makingappointments, writing a resume, workplace layouts, and interpersonalrelationships on the job. The preliteracy level reinforces visualdiscriminat'on, reading, and writing skills, with attention given toreadiness. Personal identification and communication, employment,transportation, and community resources and health are generaltopics. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

0 FAMILY ENGLISH LITERACY,(co NETWORK PROGRAMceD

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cyz EMPLOYABILITY DEMONSTRATION COMPONENTAra4

U II DEPARTMENT OF EDUCATIONOffice ot Educational Research and Improvement

EDUCATIONAL RESOURCES INFORM MONCENTER (ERIC)

AI:his clOCument has been reproduced asecelvecl from the perSon 'or Organrzationornating itMinor changes have been made to improvereproduction quality

Points ot vie* or oponiOns Stated in thisouc..ment CIO not neCesurily represen ofhoalOF RI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

3). ire l'n

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)"

CURRICULUM GUIDE

.-. FLORIDA INTERNATIONAL UNIVERSITYCOLLEGE OF EDUCATION

82

FAMILY ENGLISH LITERACY NETWORK PROGRAM

EMPLOYABILITY DEMONSTRATION COMPONENT

Curriculum Guide

Delia C. GarciaDirector

Deborah J. HassonCoordinator

College of Education

Florida International University

Acknowledgement: The staff of the Employability Demon-stration Component would like to express their deepestappreciation to Dr. Mary T. Mahony for her guidance,encouragement and continued initiative in serving the needsof the limited English proficient population.

This publication was prepared with funding from the Officeof Bilingual Education and Minority Languages Affairs(OBEMLA) under Grant No. T003V90055. The opinions expressedin this report do not necessarily reflect the positions orpolicies of OBEMLA or the U.S. Department of Education.

Family English Literacy Network ProgramEmployability Demonstration Component

1989

TABLE OF CONTENTS

Introduction i

Lvl A

Curriculum Al

Lesson Plans A9

Level B

Curriculum Bl

Lesson Plans B7

Preliteracy Level

Curriculum P1

Lesson Plans P6

Counseling Component Cl

References R1

INTRODUCTION

This guide contains 'a competency-based ESL/literacycurriculum, including correlated lesson plans for the threelevels of instruction. The curriculum is arranged by lessonplan number and sub-topic, an order that reflects the job

seeking process. The competencies in the curriculum are theobjectives in the lesson plans. The curriculum alsocontains the instructional materials used in the lessonplans as well as supplementary materials that provideexpansion of the topics covered. All sub-topics are groupedunder broad categories, among them personAl identificationand communication, job search, applying for a job and formson the job. Related areas, such as transportation andhealth and safety are included as well.

The Employability Demonstration Component project hasadopted a competency-based approach to ESL/literacyinstruction within an emmployability framework. Utilizingoccupational competencies from the Comprehensive AdultStudent Assessment System (CASAS) as a base, project staffhas dev-loped a curriculum that encompasses, in threelevels, the entire job seeking process from locatingemployment sources and preparing for interviews tocommunication on the job and calling in sick. Level A(beginning) and Level B (intermediate) focus onpre-employment skills 4hile the Preliteracy Level reinforcesviLual discrimination, reading and writing skills. AnEmpLoyability Counseling Component is also included.

A variety of competency-based textbooks is utilized withineach level. In most of the lesson plans, more than one textis suggested to allow for maximum exposure to differinglanguage forms. The use of realia and authentic materialsenhances the texts and promotes improved communication andapplication in real-life situations. In the lesson plans,assorted activities are emphasized. Group and pair work areem;ouraged to increase student-to-student interaction andalso to provide instructors with an opportunity to work withstudents on a more individual basis. Additionally, the useof role plays enables students to simulate real lifesituations in the classroom.

Level A provides basic information and vocabulary necessaryfor looking for a job. The six broad topics for this levelare: personal identification and communication,transportation, job search, applying for a job, forms on thejob, and health and safety. The lesson plans cover types ofjobs, want ads, maps and schedules, job application forms,job interviews, time sneets and paychecks. The maintextbooks for Level A are English for Adult Competency I,English that Works I and Speaking Up at Work.

Th- content of Level B builds upon the material presented inLevel A. Some of the competencies that overlap are coveredat different depths across the two levels. The.broad topicsfor Level B are: personal identification and communication,job search, applying tor a job, forms on the job andbehavior on the job. The lesson plans cover telephoneskills, job applications, education/training information,making appointments, writing a resume, workplace layout:- andinterpersonal relationships on the job. The textbooks thatare primarily utilized for Level. B are English for AduJtCompetency II, Expressways 2 and Building Real Life EnglishSkills. (The information used in these classes from thelast textbook can now be found in a shorter edition entitledWhat You Need To Know About Getting a Job and Filling OutForms.)

The Preliteracy Level explores a content of a more generalnature. Lesson plans in this level assume little or noliteracy skills in the native language. Oral skills shoulddevelop on the par with a low Level A. Personalidentification and communication, employment,transportation, community resources and health are the broadtopics in this level. Careful attention is given toreadiness skills in reading and writing (please see attachedoutline, p. iii), and reinforcement of visual discriminationis encouraged in every lesson. The main textbooks for thislevel are: Basic English for Adult Competency, A New Start- Literacy Workbooks 1 and 2, Passage to ESL Literacy andSurvival English. It is suggested that students usetransparencies and 'washable ink marking pens with theworkbooks for exercises on assigned pages. This waystudents can practice copying and writing the assignmentseveral times and feel comfortable with it before writingthe final version in the workbook.

Each level of ESL/literacy instruction is designed to covera sixty-five to seventy hour cycle of training. Six to tenhours are devoted to a separate employability counselingcomponent, which can be given in the native language or in abilingual format, as was done in this project. Thesesessions have been tailored for the local job market andsituations in the Miami area. Masters for transparenciesand handouts employed for this component are available uponrequest.

7

ii

a

LITERACY READINESS

I. Visual Discrimination

A. Understanding concept of same and different.B. Match two or more objects which are the same.C. Distinguish between objects of the same color and

size.D. Distinguish which one is different.

II. Directionality

A. Familiarization with left-to-right progression.B. Point to correct picture as story is told.C. Sequence them from left to right as story is told.D. Given a symbol, mark the same symbolE. Make a series of strokes in a left-to-right

sequence and produce straight and curved linesfollowing an example.

F. Produce lines of uniform length and spacing andproperly orient strokes to ruled lines on paper.

III. Sequencing

A. Familiarization with sequencing from top tobottom.

B. Complete a picture sequence in order from top tobottom.

IV. Alphabet and Letter Recognition

A. Identifying Letters1. Say the letters of the alphabet.2. Identify capital and lower case letters.

B. Reading/Spelling Letters1. Read/spell letter names.2. Spell name and address.

C. Writing Letters1. Copy letters.2. Take letter dictation.

D. Recite the Letters in Order.

V. Number Identification

A. Identifying Numbers1. Count objects, pictures and symbols from 0-10.2. Point to the correct number as the number is

spoken.3. Match a given number of objects or pictures

with the correct written number.4. Sequencing numbers from 1-10.

B. Reading Numbers

iii

1. Read numbers as written numerals, i.e.. 1, 2, .

3

2. Read telephone number, house numbers,apartment number, zip code, social securitynumber, alien registration number andbirthdate.

C. Writing Numbers1. Copy numbers.2: Take number dictation.

VI. Basic Sight Words

A. Read by sight the following words requiringnumbers as responses on forms:1. Telephone Number2. House Number3. Apartment Number4. Zip Code5. Date6. Social Security Number7. Birthdate

B. Read by sight the following words used on forms1 First Name2. Last Name3. City and State

C. Read orally name and address.

D. Read and mark appropriately on a form1. Male/Female2. M/F3. Mr./Mrs./Ms./Miss

VII. Form Language:

A. Copy hand-printed words from chalkboard and from asecond sheet of paper.

B. Identify basic components of simple form.

C. Write the following personal information uponrequest:1. First Name2. Last Name3. Address4. City & State5. Zip Code6. Birthday7. Telephone Number8. Social Security Number9. Date

D. Complete a simple form with correct personalinformation.

iv

LEVEL A

1 0

1.0 TOPIC: PIIPSOMAL IDICKTIFICATIOP AND COMMUNICATION

COMOSTIMCISS CAMS * * * * L28 3 0 N PLANS* * * *Nusiber Subtopic Instructional Materials

SUPPLZWINTART 1101Tir MU/IMOORCWACTIVITISS

Initiate andrespond togreetings andleavetakings.

Introduce oneselfand/or a friend tosomeone else.

Learn the names andat least one otheritem of informationabout everyone inthe class.

Recite the alphabet.

Identify cardinalnumbers (1-20).

Identify ordinalnumbers.

Ask for and give thefollowing information:correct spelling ofname, address,telephone numberand social securitynumber.

Interpret andcomplete simpleforms.

1 Greetings andIntroductions

a) Lifelinea 1, pp. 1-8b) English for Adult

Competency 1, pp. 3-5c) Expressways 1, pp. 2-3

a) Your First Job, pp.b) English Spoken Here,

pp. 4-7, 16-17c) English that Worka 1, pp. 28-32

1.4.1

2 Personal Information a) English Spoken Here -Getiing Started ExerciseBook, p. 36

b) Lifelines 1, pp. 11-18c) English for Adult

Competency 1, pp. 4,8, 11-12

d) English Spoken HereGetting Started Text,pp. 18-19, 88-89

e) Expressways 1, pp. 4-7

a) English Spoken Here-Getting Started Text, pp. 20-22,81

Identify familyrelationships.

Identify the monthsof the year and thedays of the week.

2.3.2

3 Family andCalendarTime

a) English Spoken Here -Getting Started Text,pp. 108-109,

b) English Spoken HereGetting Started ExerciseBook, pp. 68-69

c) English for AdultCompetency 1, p. 14

a) English Spoken Here -Getting Started ExerciseBook, pp. 70-71

b) English for AdultCompetency 1, p. 19

1 1Al

COMPRTIMCIRS CAMAS * * *LISSOMNumber Subtepie

PLANS *

Instructional Materials R20011CISACTIVITIZII

Interpret clocktime.

Count by tens upto one hundred.

2.3.1 4 Clock Time a) English Spoken Here -Getting Started Text,pp. 106-107

b) English Spoken Here -Getting Started ExerciseBook, PP. 66-67

c) Real-Life English 1,pp. 43, 47, 49

d) Telling Time Bingo

a) Lifelines 1, pp. 31-34

2.0 TOPIC: TRANSPORTATION

Identify Americancoins and currency byname.

Count, convert,and use coins andcurrency.

Ask for and makechange.

Recognize and correctmistakes in making/receiving change.

1.1.6

5 Coins and currency a) Lifelines 1, pp. 21-24b) English Spoken Here-

Consumer Information Text,pp. 4-13, 18, 22-23

c) Money Bingod) Money Memory

Interpret maps. 1.1.3

Identify different 2.2.3types of transporta-tion in the community.

Iuentify signs 2.2.2related to transpor-tation.

Identify parts of acar (outer).

Ask for service at agasoline station.

Identify common roadand highway signs.

6 Automobiles andRoad Signs

3 A2

a) English for AdultCompetency 1, pp. 69,74-77

b) English that Works 1, pp.104-105, 115-119

a) Road maps

1 4

COMPETENCIES CAMS LESSONNumber Subtopic

PLANS* * *Instructional Matrials

SUPPLEMENT= NITERIALS/RESOURCSS/ACTINITIES

Interpret andfollow directionsfound on 31gns.

Interprettransportationschedules andfares.

Request informationabout bus routesand fares.

Ask for and giveinformation aboutlocation anddirections.

z . 4

2.2.4

7 Schedules andFares

a) Real Life English 1,pp. 119-120

b) English for AdultCompetency 1, pp. 71-72

c) Lifelines 1, pp. 34, 37d) English that Works 1,

pp. 120-122e) Expressways 1, pp. 18-25

a) English Spoken Here -Getting Started, Text,pp. 64-67, 68-73, 82-83,132-133, Exercise Book, pp.44-45, 70, 72

b) On the Job 2, p. 120.c) Speaking of Survival,

pp. 130-132, 140.d) Local maps.e) Bus schedules and fares.

3.0 TOPIC: 00S SIARCE

Identify differentprofessions/occupations.

Identify generalduties associatedwith common occupa-tions.

Identify and usesources of infor-mation about jobopportunities suchas job descriptionsand job ads.

Describe the typeof work done in thepast (native countryor U.S.).

4.1.3

8 Different Occupations a) English Spoken Here -Getting Started Text,pp. 98-103

b) English for AdultCompetency 1, pp. 123,126, 128-129

c) English Spoken Here -Getting Started ExerciseBook, p. 94

a) Speaking of Survival,pp. 82-83

b) English Spoken Here -Getting Started, Text,pp. 98-99, ExerciseBook, pp. 60-61

c) English for AdultCompetency 1, p. 16

d) Expressways 1, pp. 93-97

1 5A 3

COMPETENCIES CAMS I * * * *LI$S 0 NNUmber Subtapic

PLANS* * * *Instructional Materials

SUPPLININTART NRIIRIALI/R3J001CUMCTIVITIIII

Interpret simple jobannouncements.

Interpret job ads.

Interpret alphabetizedlists and indexes.

Locate sections of anewspaper using indexes.

9 Want ads a) English Spoken Here -Getting Started Text,pp. 117-118, 136-139,

b) English for AdultCompetency 1, pp. 124-125

c) English Spoken Here -Getting Started ExerciseBook, p.74-75

d) English that Works 1,pp. 69-70, 86-88

e) Real-Life English 1,pp. 105-106

f) Classified Ads from LocalNewspapers.

a) Fnglish Spoken Here -Getting Started Text,p. 101, Exercise Book, p. 96

b) It's Up to You, pp. 25-36

Use the telephone 2.1.1directory and relatedpublications tolocate information.

Interpret alphabetizedlists and indexes.

Use directory assis-tance to locate information.

Request informationabout jobs using thetelephone.

Initiate andparticipate in ajob inquiry callwith appropriatetelephone etiquette.

10 Using the Telephone a) English that Works 1,pp. 100-103

b) Expressways 1, p.10c) English Spoken Here -

Getting Started Text,pp. 102-103

d) Local Telephone Directory

a) English Spoken Here -Getting Started Text,pp. 39-41, 48-49,136-137, 140-141, ExerciseBo ,k, pp. 92-93

b) English for AchetCompetency 1, p. 130

c) It's Up to You, pp. 47-60,73-80

d) Tele-VESL, p. 1-6

1 7

A4

1 8

4.0 TOPIC: APPLYING TOR A JON

CONPRTANCIIS CASAS * * *LESSONNumber Subtopic

PLAMS * * *Instructional NeteriLls

SUPPUMNOWIART NIVARIALI/MOURCUACTIVITIES

Interpret andcomplete jobapplication forms.

Give informationabout previouswork experience.

Describe abilitiesand skills.

Inquire about a joband set up anappointment for aninterview.

4.1.2 11 Job ApplicationForms

a) Expressways 1, pp. 40-41b) English for Adult

Competency 1, pp. 127,130, 135

c) English Spoken Here -Getting Here Text,pp. 104-105, 113-114

d) Real-Life English 1,pp. 102-103, 107

a) English Spoken Her -Getting Started Text,pp. 142-143, ExerciseBook, p. 77

b) It's Up to You, p. 82-90c) Lifelins 2, pp. 11-14d) Your First Job, pp. 74-75

Identify most commonarticles of clothing.

Describe clothing interms of color and fabric.

Interpret clothing andpattern sizes.

Ask for items in aclothing store.

Interpret informationor directions tolocate consumer goods.

Identify appropriateclothing to present apositive image duringan interview.

12 Dressing for anInterview

a) English for AdultCompetency 1, pp. 109-110, 113-114

b) Lifelines 1, pp. 51-53c) Real-Life English 1,

pp. 63-65d) English Spoken Here -

Consumer InformationText, pp. 78-81

a) Oxtord Picture Dictionary,pp. 10-13

19 A5

2 0

COMPSTINCINS CASAS # LISSOMnumber Subtopic

PLANS*Instructional Matrials

SUPPLEMENTARY MATERIALS/SUISOUSCSSACTIVITIRS

Identify appro-priate behaviorand attitudes forgetting a job.

4.1.7

Recognize standards 4.1.5of behavior for jobinterviews.

Select appropriatti 4.1.5questions andreponses during jobinterviews.

Initiate andparticipate in ajob follow-up call.

13 The Job Interview a) English for AdultCompetency 1, pp. 131-133,136-137

b) English Spoken Here -Getting Started Text,pp. 110-112, 144-146

c) Expressways 1, pp. 42-47

a) Speaking of Survival, p. 92b) Speaking Up at Work, PP. 21-13c) Your First Job, p. 50d) It's Up to You, pp. 61-72,

91-113

5.0 TOPIC: TOPES CU Tni JOB

Interpret generalwork relatedvocabulary.

Interpret job shiftsand schedules.

Interpret andcomplete timecards and/oremployee timesheets.

Calculate withunits of time.

4.1.6 14 Schedules andTime Sheets

a) Speaking Up at Work,pp. 11-14, 33-37

b) English that Works 1,pp. 135-143

a) Speaking Up at Work,pp. 43-47, 73-85,91-96, 141-145, 155-161

b) Lifelines 1, pp. 91-94c) Tele-VESL., pp. 7-10, 11-15

Interpret wages,wage deductionsand benefits.

Interpret wageinformation charts,pamphlets and forms.

4.2.1

4.2.1

15 Getting paid a) English that Wcks 1,pp. 144-148, 151-152,154-166

b) English for AdultCompetency 1, p. 134

21 A622

(0PUTZUCIZ8 CAMS * * * *11111180 UNumber Subtopic

!LAUB* * * *Instructional Materials

8DPPLEMBMTAAT MATIBRI1L8/RA800ACIS/ACTIVITIMI

Interpret theprocedures andforms associatedwith bankingservices.

Differentiatebetween the use ofsavings and checkingaccounts.

Interpret parts ofa check.

Fill out a perLonalcheck.

Fill out a depositslip.

1.8.2 16 Opening a bankaccount

a) English for AdultCompetency 1, p. 141-142,144

b) Sample Checks and DepositSlips

6.0 TOPIC: =ALTA AND SATIETY

Identify basic partsof the body.

Identify common achesand pains.

Interpret informationabout illness,including the des-cription of symptomsand doctor's direc-tions.

Identify informationnecessary to makeor keep medicalappointments.

17 Common Pains a) English for AdultCompetency 1, pp. 53-56

a) Lifelines 1, pp. 81-88

23A7

24

CCNIPETIINCISS CASAS * * * *LI$S() NNumber Subtopics

!LAW *Instructional Matrials

SUPPLIENENTART NILTIMIAL3/MOURCISACTIVITISS

Identify and usenecessary medications.

Interpret productlabel directions,warnings, dangersigns and symbols.

3.4.1

Interpret tempera- 1.1.5tures.

Discuss healthproblems findcommunicate excusesto a supervisor.

18 Medicine andCalling in Sick

a) English for AdultCompetency 1, pp. 58,60-61, 65

b) Speaking Up at Work,pp. 15-19

a) English that Works 1,pp. 106-10S, 110-112

b) Speaking of Survival,pp. 2-3, 14

c) Lifelines 2, pp. 91-89d) Speaking Up at York,

pp. 15-19

2 EA8


LESSON PLAN (1)

LEVEL: A

UNIT TOPIC: Personal Identification and Communication

TOPIC FOR THIS LESSON: Greetings and Introductions

INSTRUCTIONAL OBJECTIVE: 1) to initiate and respond togreetings and leavetakings;

2) to identify individual needs;3) to introduce oneself and/or a

friend to someone else;4) to learn the names and at least

one other item of informationabout everyone in the class.

CONTENT: 1) Greetings: hello/hiHow are you?Fine, and you?not bad/okay

2) Leavetakings: good-byePbyesee you latersee you tomorrowso long

3) Introductions: My name is ./

I'm(I'm) Pleased/happy to meet you.(,too)I'm fromI've been here forThis is my friendWhere are you from?How long have you been here?What's your name?

PROCEDURE: 1) Teacher introduces him/herself and goesaround the room as',(ing students for theirnames and exchanging greetings. Havestudents introduce chemselves to theirneighbors.

2) Give students EDC Student Interest Assess-ment handout. Explain any vocabulary theydo not understand using mime or demon-strating action. Have them fill in theinformation and have a short discussionabout what 'hey feel is most important.

A9 27

3) Go over a short dialog of greetings (EACIor Lifelines 1). Read aloud several times.Students should listen with their booksclosed. Have them repeat (without looking atthe book), line by line, until they begin tofeel comfortable with it. Have them open thebooks and listen to the dialog once ortwice following along. Have students repeatonce more as a group. Divide the class inhalf and hay, each side take a role. Practicein this manner once or twice and then ask forvolunteers to read on a one-on-one basis.Have everyone do this at least once.

4) Introduce a new dialog about introductions.Use similar procedure - skip closed bookpart, have students repeat as a group, etc.

5) Turn to p. 2 in the EXP1 handout. Havestudents describe the drawing. Read theshort conversation between Carlos and Kim.Have student repeat. Review the conversationagain using the information in #1 (namechanges). Have student work in pairs to com-plete the rest of the exercises on the page.Repeat the procedure for p. 3.

6) Give each student a blank index card and pairthem off. Have them work together for 10-15minutes, finding out basic information abouteach other. Have them write it up as adialog (based on the other two) to presentto the class as a means of introducing eachother to the rest of the students.

INSTRUCTIONAL MATERIAL: EDC Student Interest Assessmenthandout;Lifelines 1, pp. 1-8;English for Adult Competency I,Pp. 3, 5;

expressways 1, pp. 2-3;Blank index cards.

7,7ALUATION/ASSESSMENT: 1) conversation including greetingand leavetaking

2) introduction of another studentto the class

ADDITIONAL ACTIVITIES: 1) Broken sentence activity: Writethe words to a short dialog onblank index cards or pieces ofpaper and shuffle. Have studentswork in small groups (3-4) . Giveeach group a set of words and

A10 28

have them unscramble and put inorder.

2 9All


LESSON PLAN (2)

LEVEL: A


TOPIC FOR THIS LESSON: Personal Information

INSTRUCTIONAL OBJECTIVES: 1) to recite the alphabet;2) to identify cardinal numbers

(1-20);3) to identify ordinal numbers;4) to ask for and give the

following: correct spellingof name, address, telephonenumber and social securitynumber;

5) to interpret and completesimple forms.

CONTENT: 1) alphabet, paying special attention to:a, b, e, 2, h, v, y *Row do you spell- it?

2) cardinal numbers 1-20, also spelled out

3) ordinal numbers:first third fifth seventhsecond fourth sixth last

4) What's your telephone number?What's your address?/Where do you live?What's your social security number?My telephone number (etc) is

PROCEDURE: 1) Warm-up: review greetings and intro-ductions, going around the room. Giveeveryone a chance to speak.

2) Gc over the alphabet and have studentsrepeat, letter by letter, emphasizinga,e,g,h,i,j,y, which might present problems.Pick students randomly and ask them tospell their names. Someone (the teacher oranother student) should be at the boardwriting down the spellings given. Use thechain method to give everyone a chance topractice spelling. (Also see AdditionalActivities #1.)

3 ()Al2

3) Turn to EXP1, p. 4, and have studentsdiscuss what is happening in the picture.Read the conversation aloud. Have studentsrepeat and practice. Have two studentsvolunteer to do the first substitutionexercise. Have two more students repeat thesame exercise before continuing with therest. Break students up into pairs or smallgroups to review these conversations oncemore and make up new ones using their ownpersonal information.

4) Moving to numbers, write the numerals (1-20)and their spellings on the board. Go overthese as a class. Have them practice bygiving their addresses and telephonenumbers. Review dialogs in EACI, EXP1 orLL1. For written practice, turn toESH-GS, p. 36, and have students write outthe answers for the first two exercises.(Also see Additional Activities #2.)

5) Telephone Number Activity: Hand each studenta blank index card and have them write theirtelephone number on it. Collect, shuffle andredistribute cards so that no one has theirown number. Make sure that students under-stand ordinal numbers.

Object of activity: To give students practicesaying/using numbers and to get them to talkin front of the class.

Activity procedure: One student will be atthe front of class. He/she will be askingquestions, trying to identify whose number ison the card. If the number is 554-2647, sam-ple questions might be:

Who has a "4" for the third number?The fifth number is a 6.

Students whose telephone numbers fit thecomment raise their hands. As the studentwith the card gives more detail, fewerstudents will have their hands raised. Whenthe students with raised hands are narroweddown to three or four, the student seekingthe information can choose one and ask:

Is your telephone number 534-2647?

The response will be either "No, I'm sorry",or "Yes, it is." If the answer is "no" the

Al331

above procedure can continue. If it is "yes"the asker can then introduce him/herselfusing previously studied expressions: "Myname is . What's yours?" and "Pleasedto meet you," etc., before turning over thefloor to that person. The whole procedure isrepeated until everyone hew had a chance tobe the asker.

INSTRUCTIONAL MATERIALS: English Spoken Here - GettingStarted, Exercise Book, p. 36;Lifelines 1, pp. 11-18;English for Adult Competency I,p. 4, 8, 11-12;English Spoken Here - GettingStarted, pp. 18-19, 88-89;Expressways 1, pp. 4-7.

EVALUATIONAL/ASSESSMENT: 1) correct spelling of first andlast name;

2) correct presentation of address,telephone number and socialsecurity number, if applicable.

ADDITIONAL ACTIVITY: 1) As a means of reviewing the alpha-bet, teach students the ABC's songand have them sing it.

2) Make memory sets with numerals andnumbers written out. Have studentswork in small groups (3-5). Cardsshould be spread out (on a table orthe floor) face down. The firststudents will pick two cards andput them face up where they are.If the cards match, the studentkeeps the pair and picks again. Ifthey do not match, it is the nextstudent's turn. This continuesuntil all the cards are paired.The student with the most pairswins.

** NOTE ** The letters for special practice have beenisolated for Spanish speaking students.

Al4 34 41


LESSON PLAN (3)

LEVEL: A


TOPIC FOR THIS LESSON: Family and Calendar Time

INSTRUCTIONAL OBJECTIVES: 1) to identify family relation-ships;

2) to indentify the months of theyear and the days of the week.

CONTENT: 1) mother sisterfather brotherson auntdaughter uncle

grandfathergrandmothergrandsongranddaughter

child/-rengrandchild/-rencousinhusband/wife

Are you married? single?Do you have children?How old are they?I'm married/not married/single/divorced/widowed

2) MondayTuesdayWednesdayThursdayFridaySaturdaySundaytoday

January July tomorrowFebruary August yesterdayMarch September last weekApril October next weekMay November monthJune December yearWhen is your birthday?When were you born?

PROCEDURE: 1) Introduce the subject of family members byasking students personal questions aboutmarital status and children. Show picture ofthe family (EAC I. p. 14 copied onto atransparency) and see if students can iden-tify the members. Have them ask each otherquestions about their families: Wao livesin your house? Who lives with you? Reviewregular plurals with -s and the irregular-ren.

2) Have students take out the dialog theywrote the first day, get together with thatpartner and update it, i.e. lengthen theconversation using what they've learned thusfar. They should be prepared to presenttheir revised conversations in front of theclass.

A15

3 3

3) Ask if students know what day it is. Go overthe days of week, and also introduce today,tomorrow and yesterday. Have them repeateach day several times. Once they are fami-liar with the vocabulary. Ask them questions:

What's today? tomorrow?What was yesterday?What days do we have class? etc.

4) Repeat the procedure with the months of year.Questions could include:

When is your birthday?What's this/next month?What was last month?

The exercises on pp. 108-109 of ESH-GS (text)and pp. 68-69 of ESH-GS (workbook) containmore exercises of this type.

5) Go over writing dates (long and short forms)emphasize M-D-Y order. Give a short (five orsix dates) dictation to assure mastery ofthese forms.

INSTRUCTIONAL MATERIALS: English Spoken Here - GettingStarted Text, pp. 108-109;English Spoken Here - GettingStarted, Exercise Book, pp. 68-69;English for Adult Competuncy 1,p. 14;blank index cards.

EVALUATION/ASSESSMENT: 1) revised dialogs/conversations(oral)

2) date form dictation.

34

Al6


LESSON PLAN (4)

LEVEL: A


TOPIC FOR THIS LESSON: Clock time

INSTRUCTIONAL OBJECTIVES: 1) to count by tens up to onehundred;

2) to interpret clock time.

CONTENT: 1) numbers: 20, 30, 40, 50, 60, 70, 80, 90, 100;2) expressions of time.

PROCEDURE: 1) Start the lesson by asking what time theclass begins and ends. Then ask what timeit is at that particular moment. Some stu-dents may already know how to tell time inEnglish, but many will not. Draw a clock onthe board. Fill in the numbers, but do notdraw hands or indicate a particular time.Starting at midnight (12:00), point to eachhour and have students repeat (e.g., oneo'clock, two o'clock,...) until noon isreached. The hours between midni4HE and noonare indicated by "a.m." and those betweennoon and midnight by "p.m." Go back to the12 and have students count out the minutesfives. Go over the tens (20, 30, etc.) ifthey do not already know them.

2) Turn to p. 106 in ESH-GS (text) . Read thetime under the clocks aloud and have studentsrepeat. Students may have difficulty under-standing that "to" and "of" the hour meanminutes untll the next hour. They may needextra priFETEe with these. Go over the firstexercise on p. 107 as a class. Ask indivi-dual students to respond to the questiona inthe second exercise. This can further beexpanded by setting the students up in pairsand having them do a "Daily Routine" inter-view. Questions would have the followingformats: What time do you ...? or When doyou ...? and should be varied enough to get abasic picture of the students' daily routine.

Al 7 35

The partners then go up to the front of theclass and give a short report: This is MariaGarcia. She gets up at 6:00 a.m. She hasbreakfast at... In the afternoon, she...,etc. It need not be too long; a five to tenline limit could be set.

3) Give students the matching handout from ESH-GS (workbook), p. 66, and have them completethe exercise. This should take about five toten minutes, and can ze checked as the in-structor walks around the room. To make it abit more difficult, have students write out(in words) the time shown on the clocks. Ifthere is more than one way to say it, theyshould indicate this. The exercise on p. 67can be started in class and completed at homeif time is running short. It is a good mea-sure of how well students have grasped theconcepts of "to" and "of".

4) Play Telling Time Bingo. Hand each studenta card and several chips. Shuffle the cardsthat have the time written on them and placethem face down. Pick one card. Call out thetime. Students who have a match should put achip on their card. The first student tocover all the clocks wins. The winner shoulddraw his/her card's clocks on the board andidentify the time indicated by each. A smallprize (e.g. a free Coke at break time, or acandy bar the next class) can be given if theinstructor so desires. The game can beplayed again if the students need more prac-tice with telling time.

INSTRUCTIONAL MATERIALS: English Spoken Here-GettingStarted Text, pp. 106-107;English Spoken Here-GettingStarted Exercise Book, pp. 66-67;Real-Life English 1, pp. 43, 47,49;Telling Time Bingo.

EVALUATION: 1) matching clock exercise;2) "Daily Routine" report;3) Bingo game.

f ;Al8


LESSON PLAN (5)

LEVEL: P

UNIT TOPIC: Transportation

TOPIC FOR THIS LESSON: Coins and Currency

INSTRUCTIONAL OBJECTIVE: 1) to identify American coins andcurrency by name;

2) to count, convert and use coinsand zurrency;

3) to ask for and make change;4) to recognize and correct

mistakes in making/receivingchange.

CONTENT: 1) money vocabulary:penny quarter (a) fivenickel half-dollar (a) tendime (a) one (a) twenty

2) requesting change.

PROCEDURE: 1) Open the lesson by reviewing the two dialogson p. 21 of LL1. Read the first one aloud,have student repeat once or twice. Studentsmay have difficulty with the "anyway" at theend of the conversation. The exact meaning isnot important for them at this time as longas they understand that it is being used aspart of an idiomatic expression. Have a fewstudents volunteer to read in pairs beforemoving to the next exchange. Repeat the pro-cedure.

2) Review the Practice section (coins and bills)on the bottom of LL1, p. 21. For a more in-depth explanation of money vocabulary, turnto pp. 4-5 of ESH-CI (text) . Students usuallyshow an interest in the people represented onAmerican coins and bills. The symbols used towrite amounts are shown on p. 5. Differentways of counting are reviewed on pp. 6-7 togive students the opportunity to practiceusing numbers in English. Exercises forcounting money and making change can be foundin LL1, pp. 22-23, and ESH-CI, pp. 8-9, 13.ESH-CI also has more conversations about mak-ing change on pp. 9-10 and about correctingmistakes in change on pp. 22-23. The exer-

A193 7

cises can be done orally or in writing. Havestudents work in pairs to do the "Enough/NotEnough" exercise on p. 18 of ESH-CI.

3) Have work students in pairs to ask each otherquestions about chr -e. They should use realmoney (whatever they nave with them) and givethe wrong change to generate conversation.

4) Have students play Money Bingo or Money Me-mory.

INSTRUCTIONAL MATERIALS: English Spoken Here-ConsumerInformation Text, pp.4-13, 18,22-23;Lifelines 1, pp. 21-24;Money Bingo;Money Memory.

EVALUATION: 1) correct identification of coins and bills;2) correct change given and incorrect change

rectified.

A2038


LESSON PLAN (6)

LEVEL: A


TOPIC FOR THIS LESSON: Automobiles and Roan Signs

INSTRUCTIONAL OBJECTIVES: 1) to identify different typesof transportation in thecommunity;

2) to identify signs related rtdtransportation;

3) to identify different partsof a car (outer);

4) to ask for service at agasoline station;

5) to identify common road andhighway signs;

6) to interpret maps.

CONTENTS: 1) modes of transportation;2) parts of a car (outer);3) services offered by a gasoline station;4) road and highway signs;5) community maps.

PROCEDURE: 1) Ask students how they get to school and workto begin the discussion of transportation.Have them identify as many forms oftransportation as possible, including moreunusual ones like skateboards, spaceshuttles and roller skates. Turn to p. 69in EACI and read the short conversation outloud. Have students repeat. Go over thePractice section and have students practicethe conversation, substituting differentexpressions for the ones found in thedialog.

2) Turn to p. 74 in EACI. Read theconversation and go over any unfamiliarvocabulary. Look at the diagram on p. 75to identify car parts. Have students repeatand practice. Review the vocabulary onp. 75. Have students add other car partsthat they may be familiar with and discussthe different types of services offered bygas stations. Also, the differences betweenself-serve and full-service stations can bementioned, in terms of price and incentives.Have students work in pairs to create

A21

conversations that could take place at a gasstation.

3) Go over the road sighs on p. 76 and whatthey mean (write them out on the board, ifnecessary). Have students complete thematching exercise on p. 77 and revieworally. Students should look for and makea list of signs (general as well as trafficones) that appear on their way to and fromwork or class to share with the rest of theclass.

4) Turn to p. 104 of EW1. Go over theconversation in the middle of the page andhave students repeat. This corresponds to#1 of the exercises on that page.Substitute the information in #2 for theunderlined sections of the conversation.Have students repeat the new conversationand work in pairs to complete the rest ofthe exercises on the page. They can do thewriting exercise on p. 105 for additionalpractice.

5) Have students read the Getting Ready sectionon p. 115 of EW1. Review the conversationbetween the tourist and the resident. Havethem locate the police station, grocerystore, library and adult school, startingwhere the star is on the top of the map.They can work in pairs to practice thesecond conversation on p. 116 and thewriting exercise on p. 117. Turn to theactivity on p. 18. Working in pairs, onestudent will look at the map on the right(covering the left one). Have them askeach other questions about locating thedifferent places to find them on their map.They can do the On Your Own exercise on p.119 as an optional activity.

INSTRUCTIONAL MATERIALS: English for Adult Competency I,pp. 69, 74-77;English that Works 1, pp. 104-105,115-119.

EvALUATION: 1) correct identification of car parts(p. 75, of EACI);

2) correct identification of rad signs(ID. 76 EACI);

3) matching exercise on p. 77 of EACI;4) partner exercise, EW1 (p. 118).

A2240


LESSON PLAN (7)

LEVEL: A


TOPIC FOR THIS LESSON: Schedules and Fares

INSTRUCTIONAL OBJECTIVES: a) to interpret transportationschedules and fares;

b) to request information aboutbus routes and fares;

c) to ask for and giveinformation about locationand directions;

d) to interpret and followdirections found on signs.

CONTENT: 1) bus information: routes and fares;2) bus/train schedules: departures and arrival

times;3) transfers;4) calculating length of bus/train ride from one

place to another;5) expressions of location.

PROCEDURE: 1) Continue discussing on giving c;:-ections.Turn to p. 120 in EW1 and gr we; the itemsin Getting Ready section befor... reading theconversation aloud. Have them practicefinding the items on pp. 120-121 and thendo the writing exercise on p. 122.

2) Turn to p. 18 of EXP1. Have students lookat the picture above the first conversationand have them describe what is happening.Read the conversation aloud once and thenhave them repeat and :_,ractice several timesin different combinations (i.e., teacherread A, student reads B: half the classreads A, the other half reads B: etc.) Goover the rest of the conversations on p. 18

for variety . Have students work in pairsto create their own conversations using theinformation supplied on p. 19. Moredirections-giving dialogs can be found onpp. 22-25 of EXP1.

A2341

3) Read the dialog on the top of p. 71 (EACI -Taking the Bus). Have students repeat andpractice. Do the same for 3us Schedules onthe bottom of the page. Ask students ifthey take the bus and if so, how ofLen itpasses by. EXP1 has more conversationsabout asking for bus information on pp.20-21.

4) Turn to the map and schedule for Bus #20 inRLE1, p. 119. Carefully go over each stopmade starting from the airport, following acircular pattern. This is reflected in thetimes. Have students follow the route asthe teacher reads the stcps and the firstset of times aloud. Notice that 5th and%Capitol in the last stop before the BusStation and that the sign changes ot thatpoint. Have students calculate the time ittakes to get from one stop to another (eg.,from 9th and Park to the Airport, or from12th and Park to 9th and Capitol) . Ifstudents seem to have trouble with thisparticular page, another bus schedule can besubstituted, as long as they understand theconcept. (LL1, p. 34 has a simplified trainschedule with only two cities on it). Ifstudents follow p. 119, turn to p. 120 andcomplete the sentences as a class. Teacherscan write these on the board. Students cando the matching exercise individually or inpairs.

5) Review the Transfer, Please conversation inEACI, p. 72. Have students repeat severaltimes and practice in pairs.

6) Go over the short exchange between Tomas andJohn in LL1, p. 37. Review differentexpressions of location given on the bottomof the page and then practice the modelusing the information provided. Havestudents work in pairs to complete theexercise orally.

7) Have students call thl local community busstation. The teach can give them thetelephone number or have them look it up inthe telephone book. They will be asking forinformation (times, bus numbers, fares) onhow to get to one, or more places from theirhomes.

ror example, students in Miami will call the

A244 (14

Metro-Dade station office in Coral Gablesfor bus route information in the SouthFlorida area and use the following localesas their destinations:

a) The Miami Arena (Downtown)b) Bayside (Downtown)c) Dadeland (Kendall)d) The Miami Beach Convention Centere) The Biltmore Hotel (Coral Gables)

Have them write down the informationobtained to share with the rest of theclass.

INSTRUCTIONAL MATERIALS: Real-Life English 1, pp. 119-120;English for Adult Competency I,pp. 71-72;Lifelines 1, pp. 34, 37;English that Works 1, pp.120-122;Expressways 1, pp. 18-25.

EVALUATION: 1) correct identification of arrival time andduration of trip for a specificdestination given a bus schedule andpoint of departure;

2) written information obtained from thelocal community bus station.

4 3A25


LESSON PLAN (8)

LEVEL: A

UNIT TOPIC: Job Search

TOPIC FOR THIS LESSON: Different Occupations

INSTRUCTIONAL OBJECTIVES: 1) to identify different profes-sions/occupations;

2) to describe the type of workdone in the past (nativecountry or United States);

3) to identify general dutiesassociated with common occupa-tions;

4) to identify and use sources ofinformation about job opportu-nities such as job descrip-tions and job ads.

CONTENT: 1) what do you do? (employment vocabulary);2) job descriptions;3) opportunities for job training/vocational edu-

cation.

PROCEDURE: 1) Ask each persol what he/she does (or did intheir native country) for a living and whathis/her ideal career would be. Turn to thepictures in ESH-GS (text), pp. 98-99 or EACI,pp. 128-129 and identify the differentoccupations adding descriptions wherepossible. Have students do the matchingexercise on p. 94 of ESH-GS (workbook)for additicmal practice.

2) Discuss different ways of finding out aboutjobs. <ead the conversations ol. pp. 100-101in ESH-GS (text). Have students repeat andpractice. Do the exercises on p. 101 orally.Go over the dialogs on pp. 102-103. Havestudents repeat and practice with a partner.Students can also read and practice the con-versations on pp. 123 and 126 of EACI.

INSTRUCTIONAL MATERIALS: English Spoken Here - GettingStarted Text, pp. 98-103;English for Adult Competency I,pp. 123, 126, 128-129;English Spoken Here - GettingStarted Exercise Book, p. 94.

A26 4 4

EVALUATION: 1) given a series of pictures depicting differ-ent occupations, students can correctlyidentify them;

2) matching exercise on p. 94 of ESH-GS (work-book);

3) correct identification of at least threesources of information related to jobopportunities.

ADDITIONAL ACTIVITES: Have students call an agency thatdeals with vocational training and/orjob skills preparation for informa-tion about the program. They canmake a short oral report and discussit with the other students.

A27 4 5


LESSON PLAN (9)

LEVEL: A


TOPIC FOR THIS LESSON: Want Ads

INSTRUCTIONAL OBJECTIVES: 1) to interpret simple jobannouncements;

2) to interpret job ads;3) to interpret alphabetized

lists and indexes;4) to locate sections of a

newspaper using idexes.

CONTENT: 1) alphabetizing;2) to interpret alphabetized lists and indexes;3) job announcements;4) help wanted ads (abbreviations).

PROCEDURE: 1) Begin the class with the alphabetizingexercises on pp. 136-137 of ESH-GS (text).Go over the already alphabetized jobs andsee if students can identify dutiesassociated with them. Have them do theexercise on the bottom of the page as c.;11as the activities on p. 137.

2) Turn to p. 69 in EW1. Have studentsalphabetize the jobs under Task A. Go overthe job announcements in the middle of thepage. Have students work pairs followingthe model of "I'd like to be...." and "Place'X' has an opening". Have them alsocomplete Task C on p. 70. They can do OnYour Own on the bottom of the page as anoptional activity.

3) Job announcements are expanded to includeduties on pp. 86-87 of EW1. Have studentsread the samples on p. 86. Go over anyunfamiliar vocabulary before they answer thequestions (orally or in writing) on p. 87.Have them work in pairs again to practicethe conversations under Task B. Give eachstudent a blank index card and have themcopy the chart on p. Eh... Once theyinterview the four classmates they can pick

A28 4 6

two to preSent to the class in a brief oralreport.

4) Turn to pp. 124-125 in EACI. Have studentslook at the Reading the Want Adsconversation on the top of p. 124 tofamiliarize themselves with the type ofvocabulary found in job ads. Have themrepeat one or both of the conversations andpractice in pairs. Look at the want ads onp. 125. Write the abbreviations on theboard (e.g., wpm. nec. min, exper/exp, p/t,f/t, etc.) and the page, making surestudents understand what is required foreach position.

5) Turn to the ads on pp. 117-118 of ESH-GS(text). Have different students voluntecrto read each ad on p. 117 aloud. Go overthe questions on the bottom of the pageorally. Have students read the ads onp. 118 and answer the questions on theirown. Review as a class activity. Foradditional practice in interpreting ads, dothe exercise on p. 138 and have studentswork in pairs to fill in the conversation onp. 139.

6) Turn to the One on One activity onpp. 105-106 of RLE 1. At first thisexercise may seem confusing to students, butit provides a good means of practice forlistening comprehension. Students work inpairs, one person looking at p. 105 and theother looking at p. 106. Both shouldcarefully read the ad at the top of theirpage. The first speaker begins theconversations by choosing a,b or c under#1 on p. 105. The partner then looks at thechoices under #1 on p. 106 and selects theappropriate response. The first speakerwill continue the conversation by choosingan answer from the selections under #2. Thetwo continue in this fashion until theconversation ends with the second speaker on#4. Students can repeat the activity byswitching partners and/or page numbers andchoosing a different opening line under #1.

INSTRUCTIONAL MATERIALS: English Spoken Here - GettingStarted Text, pp. 117-118,136-139;English for Adult Competency I,pp. 124-125;

A29 4

English Spoken Here - GettingStarted Exercise Book, pp. 74-75;English that Works 1, pp. 69-70,86-88;Real-Life English 1, pp. 105-106;Classified ads from a localnewspaper.

EVALUATION: 1) alphabetizing exercise (p. 136, ESH-GStext);

2) matching exercise on p. 75 of ESH-GS(exercise book);

3) classmate interview/oral report:4) list of five personal traits;5) written out interpretation of three ads

from a local newspaper.

A3048

EMPLOYMENT DEMONSTRATION COMPONENT

LESSON PLAN (10)

LEV_,L: A


TOPIC FOR THIS LESSON: Using the Telephone

INSTRUCTIONAL OBJECTIVE: 1) to use the telephonedirectory and relatedpublications to locateinformation;

2) to interpret alphabetizedlists and indexes;

3) to use directory assistanceto locate information;

4) to request information aboutjobs using the telephone;

5) to initiate and participate ina job inquiry call witt,appropriate telephoneetiquette.

CONTENT: 1) telephone book;2) directory assistance;3) requesting information over the telephone.

PROCEDURE: 1) Have students practice using telephonedirectories by turning to the samples onpp. 100-101 of EW1. Go over Task A onp. 101 orally and have students work inpairs to complete Task B on p. 102. Givethem blank index cards to do the interviewactivity (On Your Own) on pp. 102-103. Foradditional practice, have students come upwith short lists of items to look for in thelocal white and yellow pages (e.g., veteri-narian, party supply shop, shoe repair,etc.)

2) EXP1, p. 10, has a conversation dealingwith directory assistance. Have studentslook at the picture and describe thesituation. Read the dialc4 aloud onceand then read it again, Laving studentsrepeat once or twice. Divide the class inhalf. One side will be "A" and the otherside will be "B". Have them go through theconversation and then switch roles. Havestudents volunteer to read in pairs.

A314 9

3) Turn to the first substitution exercise onp. 10 of EXP1. Write out the frame of theconversation on the board, leaving blankspaces where new information will be put in:

A. Directory assistance. What city?

B. . I'd like thenumber of

A. How do you spell that?

B.

A. What street?

B.

A. Just a moment...The number is

Have students volunteer to fill in the newinformation and practice the new conversa-tion aloud. Repeat the procedure for therest of the exercises and then have studentspractice in pairs or small groups.

4) Have a brief discussion on calling forinformation related to jobs. What wouldstudents say? How would they request theinfomation they need? Turn to pp. 102-103in ESH-GS (text). Have students volunteerto read the different conversations aloud.Go over any unfamiliar vocabulary. Havethem work in twos or threes to fill in themissing words on p. 103. Once they feelcomfortable with the expressions used, havethem create a situation in which they mustcall for job information. Have them roleplay for the rest of the class. (They canwrite out the conversations first, if theywant, but they should get used to coming upwith the language they need without usinga script.)

INSTRUCTIONAL MATERIALS: English that Works 1, pp. 100-103;Expressways 1, p. 10;English Spoken Here - GettingStarted Text, pp. 102-103:local telephone directories.

EVALUATION: 1) telephone directory exercises (EW1, p.101);

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50

2) role play: calling for job information.

51A33


LESSON PLAN (11)

LEVEL: A

UNIT TOPIC: Applying for a Job

TOPIC FOR TH.,.S LESSON: Job Application Forms

INSTRUCTIONAL OBJECTIVES: 1) to interpret and complete jobapplication forms;

2) to give information aboutprevious work experience;

3) to describe abilities andskills;

4) to inquire about a job andset up an appointment for aninterview.

CONTENT: 1) job application forms;2) making appointments.

PROCEDURE: 1) Before discussing and filling out jobapplication forms, have students practicemaking telephone calls to set up appointmentsand/or interviews. Turn to pp. 40-41 of EXP1. Have students look at and describe thepicture. Discuss other things that a cookdoes besides making eggs and sandwiches.Read the dialog aloud and have studentsrepeat. Have them practice the substitutionexercises in pairs or small groups. Similardialogs can be found on pp. 127 and 130 ofEACI and pp. 104-105 of ESH-GS (text). Havestudents role play a situation in which theycall a company to make an appointment for aninterview.

2) Turn to pp. 192 in RLE1 and discuss theemployment records. Go over the questionsorally. Have students "interview" fourclassmates to find out about their previousemployment records and make a short report tothe rest of the class.

) Have students look at sample job applicationforms (RLE1 p. 107; EAC1, p. 135; ESH-GS,pp. 113-114) . Identify and discuss thedifferent components of the form. Askstudents questions about the information onthe filled in form in ESH-GS (p. 113). Havethem fill in a blank applicaton form withtheir own informaticn.

A34 52

INSTRUCTIONAL MATERIALS: Expressways 1, pp. 40-41;English for Adult Competency I,pp. 127, 130, 135;English Spoken here - GettingStarted Text, pp. 104-105,113-114;Real-Life English 1, pp. 102-103,10/.

EVALUATION: 1) role play: calling for an appointment and/orinterview;

2) reports about other students' employmentrecords;

3) correctly filled out job application forms.

53A35

EhPLOYABILITY DEMONSTRATION COMPONENT

LESSON PLAN (12)

LEVEL: A


TOPIC FOR THIS LESSON: Dressing for an Interview

INSTRUCTIONAL OBJECTIVE: 1) to identify most common arti-cles of clothing;

2) to describe clothing in termsof color and fabric;

3) to interpret clothing andpattern sizes;

4) to ask for items in a clothingstore;

5) to interpret information ordirections to locate consumergoods;

6) to identify appropriateclothing to present a nositiv'eimage during an interview.

CONTENT: 1) articles of clothing;2) colors, fabrics;3) American sizes;4) dressing for an interview.

PROCEDURE: 1) Review the articles of clothing found in thevisuals on pp. 109-110 of EACI. Ask studentsto describe what they are wearing, using pp.113-114, to supplement vocabulary. Discusscolors and different types of fabric. Anexplanation of noun and adjective order maybe necessary here. Turn to p. 63 in RLE1.Have students describe what the people in thepictures are wearing. Have students answerthe questions on p. 64. Read the dialog onthe bottom of p. 64 aloud. Have studentsrepeat and practice a few times. Have themsit in pairs, back-to-back, so that theycannot see each others' faces. Have themredo the dialog, as a telephone conversation,using their own information for theunderlined vocabulary.

2) Turn to the size charts in ESH-CI. Goover basic sizes for men and have studentsanswer questions A-D on p. 79. Repeat theprocedure for women's sizes on p. 80, andhave students answer the questions (A-E) on

A36 54

the bottom of the page.

3) Read the short conversation on p. 51 of LL1.Have students repeat and then review thevocabulary on the bottom of the page. Prac-tice with the models on p. 51 and p. 52(top) . Have students work with a partner tocomplete the Partner Exercise, on the bottomof p. 52. Have them review sizes with themodel on p. 53.

4) Have a brief discussion about what isappropriate clothing to wear on the job or toan interview. Go back to the visuals inEACI. Have students identify the pictures ofclothing that would be su4.table for a jobinterview.

INSTRUCTIONAL MATERIALS: English for Adult Competency I,pp. 109-110, 113-114;Lifelines 1, pp. 51-53;Real-Life English 1, pp. 63-65;English Spoken Here-ConsumerIaformation Text, pp. 78-81.

EVALUATION: 1) correct identification of ten basic articlesof clothing;

2) correct interpretation of clothing sizes;3) correct identification of items of clothing

that are/are not appropriae for a jobinterview.

A37r-.1;)

EMPLOYABILITY DEMONSTRATION COMPONINT

LESSON PLAN (13)

LEVEL: A


TOPIC FOR THIS LESSON: The Job Interview

INSTRUCTIONAL OBJECTIVES: 1) to identify appropriatebehavior and attitudes forgetting a job;

2) to recognize standards ofbehavior for job interviews;language, general attitude);

3) to select appropriatequestions and responses duringjob interviews;

4) to initiate and participate ina job follow-up call.

CONTENT: 1) preparing for a job interview (before);2) during the interview;3) after the interview (following up).

PROCEDURE: 1) Begin the discussion by ask ng how manypeople have ever had a job interview. Havethem compare interviews in the U.S. withinteriews in their native countries. Alsohave them discuss how they would preparefor an interview, what is -opropriate/inappropriate behavior. U 2 the visual on p.132 of EACI to guide tne discussion. Dividethe board in two, one side for "interviewer"and one for "interviewee." Have studentscome up with questions to go under each.

2) Turn to the interview dialog on p. 131 ofEACI. Read it aloud and have studentsrepeat. Go over the items under the Practicesection. More detailed interviewconversations can be found in ESH-GS, pp.110-111, 144-145 and EXP1, pp. 42-47. Reviewat least two from each text so that studentsget a feel for the types of conversationsthat occur during en interview. Have themwork in pairs to practice these as much aspossible.

3) Have students work in pairs or groups ofthree to come up with a situation for aninterview role play. Have them p3r.k aninterviewer and an interviewee, dc de upon

A38

the type of company and requirements for thejob, the qualifications of the person beinginterviewed, and whether or not the person isgoing to get/accept the job. Once they haveall the information put together, have themperform their situations for the rest of theclass. Everyone should get a chance tobe the interviewer and the person beinginterviewed.

4) Talk about what happens after an interview.EACI, p. 133, has a conversation dealing withmaking a follow-up call. Have studentspractice the dialog, then get back in theirinterview groups to role play a follow-upcall. The conversation on p. 146 of ESH-GSis not about following-up, but it deals withtalking about what happened during Jose'sinterview. Have sutdents read it aloud andpractice it so that they can learn how toreport information. As an optional activity,have two students role play an interview andhave a third student take notes on what wassaid to report to the class.

5) Turn to p. 136 in EACI and go over theEmployment Preparation checklist. Havestudents add anything not covered that th,yfeel is important. Have them do the Readingexercise on pp. 136-137. This can also bedone as a listening e.,erci.:e. Have studentscopy the questions on p. 137 and then closetheir books. The teacher reads the paragraphaloud three times (normal, slow, normal).The students should JUST LISTEN the firsttime to get a general idea of what thepassage is about. They can pick up detailswith the second reading, when it is done moreslowly. By the third reading they should beable to answer most of the questions. Givethem time to write out their answers and thengo over them orally.

INSTRUCTIONAL MATERIALS: English for Adult Competency I,pp. 131-11" 136-137;English Spoken Here - GettingStarted Text, pp. 110-112,144-146;Expressways 1, pp. 42-47.

EVALUATION: 1) correct identification of three to fiveexamples of appropriate and inapropriatebehavior and attitudes for getting a job;

2) correct selection of five questions commonly

A39 5 7

asked by interviewers;3) correct selection of five questions that can

be posed by interviewers;4) role play: the interview;5) role play: making a follow-up call;6) reading exerc'se, pp. 136-137, EACI.

SRA40


LESSON PLAN (14)

LEVEL: A

UNIT TOPIC: A New Job

TOPIC FOR THIS LESSON: Schedules and Time Sheets

INSTRUCTIONAL OBJECTIVES: 1) to interpret general work-related vocabulary;

2) to interpret job shifts andschedules;

3) to interpret and complete timecards and/or employee timesheets;

4) to calculate with units oftime.

CONTENT: 1) job schedules;2) time sheets.

PROCEDURE: 1) Turn to p. 11 of SUW and discuss the types ofwork schedules that can be found in differentwork places. Go over the schedules on pp.12-13 and answer the questions on the bottomof each page. This can be done as a classactivity, individually or in pairs. Discussthe questions on p. 14. Students who alreadyhave jobs can bring in their work schedule(Activity B, p. 14) and share it with theclass in a subsequent session. Foradditional practice with work schedules, turnto pp. 137-139 of EW1. Divide students intosmall groups and have them make up mockschedules. Be sure that everyone's name isincluded. They can assign duties if theywish. Each "worker" can then report his/herschedule to the rest of the class.

2) In addition to work scnedules, employees areoften asked to fill out some kind of timesheet or to punch in on a time clock. EW1provides an extensive array of sample timesheets for students to work with. Startingon p. 135, have students review Lee Fong'stime sheet and answer the questions on theside. Have them work in pairs to completeexercise B, as well as On Your Own, on p.136. Have students review the items on p.140 and fill in the information on pp. 141-142. Pair students off and have them

A41

59

complete the exercise on p. 143.

3) Review the information discussed on pp. 33-34of SUW. Have students study the time sheeton p. 35 and answer the questions under itas a class activity. Then have them read theparagraph about Suzanne Wong and fill in thetime sheet. The Using What You've Learnedactivity on p. 34 can serve as a personalapplication of students' own work/schoolschedules.

INSTRUCTIONAL MATERIALS: Speaking Up at Work, pp. 11-14,33-37;English that Works 1, pp. 135-143.

EVALUATION: 1) correct interpretation of a work schedules;2) correct filling out of a weekly time sheet.

A42 60


LESSON PLAN (15)

LEVEL: A

UNIT TOPIC: Forms on the Job

TOPIC FOR THIS LESSON: Getting Paid

INSTRUCTIONAL OBJECTIVES: 1) to interpret wages, wagedeductions and benefits;

2) to interpret wage informationcharts, pamphlets and forms.

CONTENT:

PROCEDURE:

1) computing wages: wage tables, overtime;2) paychecks: deductions, benefits.

1) Have students go over the conversationbetween Eric and David on p 144 of EW1.Discuss the differences and/or benefits thatcome from working the various shifts. Havestudents complete the Read and Write exerciseon p. 145. Turn to the Getting Ready sectionon p. 146. Review finding information on atable. Go over the Wage Table on p. 147 tomake sure students understand how to locatedesired information. Use the questions underTask A to guide students. Pair students offand have them work on Task B on p. 148.

2) Have students look at the time sheet for AnnaMann and the wage table on p. 151 of EW1.Have them work in pairs to fill in thetable at the bottom of the page andcalculate Anna's earnings for the week. Havethem repeat the procedure for Norman Cooperon p. 152.

3) Turn to p. 154 in EW1 and go over theexpressions under the Getting Ready section.Explain what is meant by time and a half anddouble time. Have students practice theconversation between George and Ira.Substitute the information in #2, 3 and 4 forthe underlined portions of the conversation.Go over the Read and Write exercise on p.155-156. Review the charts on p. 156 andanswer the corresponding questions on p. 157as a class activity. Have students work inpairs or groups of three to complete Task Bon pp. 158-159. Once they finish, go overthe answers to make sure everyone has the

A43 61

same response. Do the On Your Own exerciseas an optional activity. Lesson 30, on pp.160-166, is a review of the chapter.Students can do it to quiz themselves or itcan be done as normal class activity.

INSTRUCTI0NAL MATERIALS: English that Works 1, pp. 144-148,151-152, 154-159, 160-166;English for Adult Competency I,p. 134.

EVALUATION: 1) correct computation of wages, given numberof hours worked and hourly rate;

2) correct interpretation of wage tables;3) correct interpretation of paycheck stub

reflecting earnings and deductions.

A44 6 2


LESSON PLAN (16)

LEVEL: A


TOPIC FOR THIS LESSON: Opening a Bank Account

INSTRUCTIONAL OBJECTIVE: 1) to differentiate between t ause of savings and checkingaccounts;

2) to interpret the proceduresand the forms associated withbanking services;

3) to interpret parts of a check;4) to fill out a personal check;5) to fill out a deposit slip.

CONTENT: 1) accounts: savings vs. checking;2) large numbers review;3) checks and money orders.

PROCEDURE: 1) Begin by asking how many people have bankaccounts, what type (checking or savings),and at what bank. Ask if anyone can explainthe difference between a savings account anda checking account. Go over the conversationabout opening an account on p. 141 of EACI.Read aloud once, explain any new vocabularyand then have students repeat once or twice.Divide the class in half and have each sidetake a role. Have them read the conversa-tion and then switch roles. Review thePractice section on the bottom of the page.Have students repeat the expressions.

2) Review writing out numbers by giving studentsa short number dictation (five or six items).Turn to p. 144 (EACI) and have studentsidentify the different parts of a personalcheck. Give each student two or three"checks" and have them "pay" some bills.(Make up amounts for rent, telephone,utilities, a bank loan, etc.)

3) Have students "open" a checking account. Goover the dialog on p. 142. Practice as agroup, then have students practice with apartner. Discuss the deposit slip n thebottom of the page. Each student eouldhave a partner. One will be the teller or

A45 63

bank manager and the other will be thecustomer. Have them role play opening achecking account. Give them the sampledeposit slips. When the right timeapproaches, the customer should be askedto fill one out for an initial deposit.They should then switch roles and do itagain. See if they can do this withoutreferring to the book. The teacher shouldwalk around the classroom evaluating andgiving assistance when necessary. They mayneed a few minutes to prepare and may wantto make notes or write out what they wantto say. Have volunteers "perform" in frontof the class.

INSTRUCTIONAL MATERIALS: English for Adult Competency I,pp. 141-142, 144;sample checks and deposit slips.

EVALUATTON: 1) oral explanation of the differencesbetween a savings account and achecking account;

2) correct filling out of a personal check;3) role play: opening a checking account;4) correct filling out of a deposit slip,

A46 6 4


LESSON PLAN (17)

LEVEL: A

UNIT TOPIC: Health and Safety

TOPIC FOR THIS LESSON: Common Pains

INSTRUCTIONAL OBJECTIVES: 1) to identify basic parts of thebody;

2) to identify common aches andpains;

3) to interpret information aboutillness, including the des-cription of symptoms and doc-tor's directions;

4) to identify information neces-sary to make or keep medicalappointments.

CONTENT:

PROCEDURE:

1) parts of the body;2) common aches and pains.

1) To see how much body vocabulary students al-ready have, point to different parts and ask"what's this?" or ask them to show their

(e.g. show me your arm, tell mewhere your nose is, etc.) Go over differentparts of the body. Write them on the board.Have students repeat and copy. Review untilstudents are familiar with the vocabulary.The visual from EACI, p. 53, may be helpful.

2) Play "Teacher says." This is a modifiedversion of the children's game "Simon Says."All the students stand up. The teacher willissue a series of commands some of them pre-ceded by "Teacher Says" (teacher's name canbe substituted) . Students are to act uponthe commands only whim the teacher "says" todo so. If they poirt to the wrong part theyare "out." For example: Teacher says touchyour nose. Teacher says touch your hair.Touch your knee. The students who touchtheir knees are "out" and must sit down. Thegame continues until only one person is leftstanding and is declared the winner. Stu-dents may not understand what they are sup-posed to do at first, but once they catchon, it may be difficult to declare a winner.To make it more challenging, the teacher can

A47

65

speed up the pace of the commands.

3) Review ways of asking people how they feel(e.g. What's wrong? What's the matter?Where does it hurt?) and then go over commonaches and pains (e.g. headache, stomach-ache, backache, sore throat, etc) . Oncestudents are familiar with these, tell themthat they are all sick and that they have toidentify what is wrong or where it hurts.For example, the teacher asks "What's thematter?" The student then replies "I have abackache" or "my back hurts." Go over thepictures on p. 54 of EACI (What's the Mat-ter?) Have students identify what the pro-blem is in each one.

4) Read the dialog on p. 55 of EACI about cal-ling the doctor. Have students repeat oneor two times. Divide the class in half andhave each group take on a role. Practiceonce or twice, then switch roles and repeat.Go over the dialog on p. 56. Have studentsrepeat and practice. Review the appointmentcards on the bottom of the page. Have stu-dents pair up and role play calling to makean appointment.

INSTRUCTIONAL MATERIALS: 1) English for Adult Competency I,pp 53-56.

EVALUATION: 1) correct identification of at least ten partsof the body (can be done through the "Tea-cher Says" activity);

2) correct identification of at least four com-mon aches and pains;

3) role play: making an appointment.

A48

LG

EMPLOYABILITY DEMONSTRATIN COMPONENT

LESSON PLAN (18)

LEVEL : A

UNIT TOPIC: Health and Safety

TOPIC FOR THIS LESSON: Medicine and Calling in Sick

INSTRUCTIONAL OBJFCTIVE: 1) to identify and use necessarymedications;

2) to inter-Dret product labeldirections, warnings, dangersigns and symbols;

3) to interpret temperatures;4) to discuss health problems

and communicate excuses to asupervisor.

CONTENT: 1) forms for medication:pill syrupcapsule shottablet drops

2) measurement: teaspoon, tablespoon

3) time frame:beforeafter

as neededevery "x" hours

4) reading a thermometer (degrees Farenheit)

5) calling in sick

PROCEDURE: 1) Go over different forms of medicine. Put thevocabulary on the board with illustrations.Have students practice saying the words, thenerase them, leaving only the illustzations.Poin,.. to the drawings and ask students toidentify them.

2) Go over the dialog on the top of p. 60 ofEACI. Have students repeat and practice afew times. Review the Practice section,making sure students understand the direc-tions given. Turn to p. 61. Have studentsstudy the prescription labels for a fewminutes. Ask them specific questions aboutthe information given each one. Have themrole play going to the dr:Igstore, includingasking for and confirming direcclons fortaking medicine.

A49 6 7

3) Ask students what normal body temperature isfor them. They will most probably reply indegress Centigrade (37). Give them the equi-valent in degrees Farenheit (98.6). Turn top. 58 of ESCI for thermometer readingpractice. Go over the first two thermometersand ask them to figure out what thetemperature is. Have them fill in the barfor the last two thermometers.

4) Have students read the paragraph on p. 65silently, then have two or three studentsvolunteer to read it aloud. Have them answerthe questions and fill in the blanks and goover as a class. Incorporate the last ques-tions as part of a general discussion toclose the topic.

5) Turn to pp. 15-16 of the SUW handout. Readthe conversations that Peter has with thepeople at work. Have students repeat. Checkfor comprehen3ion by going over theTrue/False statements. Review the itemsunder the Useful Expressions section. Havestudents work in pairs to create conversa-tions using the new expressions. Assign eachpair one of the role play situations on p. 18and have them perform for the rest of theclass. Have students work on the In the U.S.section as a means of reviewing the topic ofmiss:i.ng work due to illness.

INSTRUCTIONAL MATERIALS: English for Adult Competency I,pp. 58, 60-61, 65;Speaking Up at Work, pp. 15-19.

EVALUATION: 1) thermometer worksheet;2) role play: at the drugstore;3) reading exercise: health care;4) role play: calling in sick.

6R

A50

LEVEL B

69

1.0 TOPIC: PIRSOMAL IMMTIFICATIOM AND COMMUNICATION

COMPITINCIZS CASAS LISSO MNumber Subtopic

PLAMS * *Instruitlonii Materials

Initiate andrespond togreetings andleavetakings.

Introduce oneselfand/or a friend tosomeone else.

Learn the names andat least one otheritem of informationabout everyone in theclass.

Express dates withreference to personalinformation.


BUPPLZKAMTARY MITICRIALS/ASSOURCIS/ACTIVITES

a) English in Everyday Life,p. 2

b) Lifelines 2, pp. 5-6, 11-12

a) Lifelines 3, pp. 1-6b) Speaking Up at Work,

pp.1-5c) Expressways 2, pp. 2-4

Ask for and give thefollowing informaticn:correct spelling ofname, address, tele-phone number and socialsecurity number.

Interpret and complete 1 4.1simple forms.

Identify family relationships

Recognize appropriatebehavior for telephone use

Utilize the telephonedirectory for all types oflocal and long distance calls,

Anz,wer incoming calls andtake simple messages.

Respond effectively to wrongnumbers.

2

3

Personal Information

Telephone Skills

a) English fc_ AdultCompetency 2, pp. 4-5

b) Real-Life English 2,p. 11

c) Expressways 2, p. 4

a) English for AdultCompetency 2, p. 6

a) How to Get a Job andKeep It, pp. 21-24

b) Expressways 2, pp. 18-19,121, 124-125

c) English for AdultCompetency 2, pp. 15-22

d) Local Telephone Directory

7 0 B1 71

2.0 TOPIC: JOB MRCS

COMPETENCIES CASAS * * LESSO NNumber Subtopic

PLAN$* *Instructional Materials

SUPPLEMENTARY MATERIALS/RESOURCES/ACTIVITIES

Identify educationalservices andfacilities and howto use them.

Identify and useinformation abouttraining opportunities.

Identify appropriateskills and educationfor getting a jc invarious occupationalareas.

Identify and usesources of infor-mation about jobopportunities.

Identify strategiesfor applying for a job.

Read and interpretnewspaper want adsrelating to employment.

Initiate and participatein a job inquiry callwith appropriatetelephone etiquette.

Inquire about a job andset up an appointment foran interview.

Prepare a personal datasheet.

r;')

2.2.5 4 Education andTraining Information

a)

b)

English for AdultCompetency 2, p. 132Lifesxills 4 Citizenship,p. 37

1.9

4 1.8

9.1.3 5 Job Ads a) English Spoken Here Getting

b)Started Text, pp. 134, 138-139English for Adult

c)

d)

Competency 2, p. 135Lifeskills & Citizenship,pp. 46-47Building Re.1 Life English

e)Skills, pp. 58-63Local Newspaper-ClassifedSection

6 Calling for an a) Expressways 2, pp. 40-41Appointment ) English for Adult

c)Competency 2, pp. 136, 144Building Real Life English

d)Skills, p. 122Tele-VESL, Business TelephoneSkills, pp. 48, 68 and cassette

B2

a) Working with Others,pp. 9-11, 14-15, 16, 22

b) Litelines 3, pp. 15-19c) Speaking Up at Work,

pp. 136-140.

a) On the Job, Book 2, pp.2-17

b) English that Works 1,p. 63

c) Working with Others,pp. 9-11, 16, 22

a) English that Works 2,pp. 122-164

b) Building Real Life EnglishSkills, pp. 146-152

7 3

CONIPITINCIIS CASAS LISSO NNumber Stibtopic

PLANS* * *I:Istria-Iona'. Materials

KUPPLiMMAXY MATERIALS/RESOURCIVACTrVITis

Interpret resumesand letters ofapplication.

Prepare a detailedresume.

Prepare a letter ofapplication.

4.1.2 7 Writing a Resume a) Lifelines 4, p. 97b) Building Real Life English

Skills, pp. 123-129c) Authentic Resumesd) Transparencies (Lifelines 4,

p. 97; Building Real LifeEnglish Skills, p. 128)

a) English that Works 2,pp. 2-13, 23-24, 41

b) On the Job, Book 1,pp. 3-23

c) Lifelines 3, pp. 7-14d) English for Adult

Competency 2, p. 144e) Working with Others,

pp. 12-13, 26-29

3.0 TOPIC: APPLYING FOR A JOB

Ask for c',rificationand repettion whennecessary.

Identify and interpret 4.1.2the components of ajob application form.

Fill out a sample jobapplication form.

8 Job Applications

Recognize standardsof behavior for jobinterviews.

Select appropriatequestions andresponses duringjob interviews.

Identify appropriatebehavior andattitudes for gettinga job.

4.1.5

4.1.5

4 1.7

9 The Job Interview

a) Speaking Up At Work,pp. 6-10

b) Speaking Up At Work,Teacher's Edition,pp. 13-14

c) Building Real LifeEnglish Skills, pp. 130-140

d) How to Get a Job andKeep It, pp. 31-38

e) Sample Job ApplicationForms

a) On the Job 3, pp. 2-19b) English for Adult

Competency 2, p. 143c) Working with Others,

pp. 38-42

a) English for AdultCompetency 2, p. 139(transparency)

b) Expressways 2, pp. 42-47c) Building Real Life English

Skills, pp. 141-145d) Students' Resumes

a) English that Works 2,pp. 165-192

b) English for AdultCompetency 2, pp. 138,140-141

c) Working with Others,pp. 32-35

d) Janus Job Interview Kit

Lt

B3

r"

4.0 TOPIC: FORMS ON FRS JOS

COMPETINCIES CASAS_# * *LASSO VNumber Subtopic

PLANS *Instructional Materials

SUPPLEMENTARY MATERIALS/RESOORCES/ACTIVITES

Interpret jobiesponsibilities.

Identify appropriatebehaviors, attitudesand social interactionfor keeping a job andgetting a promotion.

Interpret work schedules.

Interpret and fill outtimesheets.

4.4.4

4.4.1

10 Schedules andTime Sheets

a) How to Get a Job andKeep It, pp. 55, 61

b) Lifeskills & Citizenship,pp. 49-50

c) Coeaking Up at Work,pp. 11-14, 33-37

d) AuThentic Time Sheets

a) Your First Job, pp. 102,39-43

b) Speaking Up at Work,pp. 73-74, 133-135

c) Working with Others,pp. 76-78

Interpret wages, wage 4.2.1deductions and benefits.

Interpret and fill out 5.4.1income tax forms.

11 Wage Deduction:, a) Expressways 2, p. 79b) Speaking Up at Work,

pp. 50-56, 104-107,118-119, 162-164

c) How to Get a Job andKeep It, pp. 55-61

d) Lifeskills & Citizenship,pp. 52, 54-55

a) Authentic W-2 and W-4forms

b) Paycheck stubs

Interpret and understandhealth insurance policiesand application forms.

Fill out insuranceapplication forms.

12 Medical Insurance a) Speaking Up at Work,pp. 133-135

b) Lifeskills 6 Citizenship,p. 17

a) Authentic Medical In-surance Forms

Interpret informationabout employeeorganizations.

Interpret employmentcontracts and unionagreements.

4.2.2

4.2.3

13 Unions a) Speaking Up at Work,pp. 146-148

b) Lifeskills & Citizenship,pp. 56-57

c) Business Interactions,pp. 108-123

a) Authentic Contracts andUnion Agreements

134

5.0 TOPIC: BERAVIOR ON TEE JOB

COMPETENCIES CASAS 0 LESS0Number Subtopic

PLANS* *

Instructional MaterialsSUPPLEMENTARY MATERIALS/

RESOURCES/ACTIVITIS

Interpret maps ofworkplace layouts.

Identify locationand spatial relation-ship among itemsorganized together.

Ask and answer questionsabout where things arelocated or wheresupplies are ke?t.

Follow directions tospecific locations atwork.

Ask specific questionsto pinpiont locations.

14 Workplace Layouts a) Practical Conversationin English 1, p. 17

b) Speaking Up at Work,pp. 20-28

c) Student-Written Directions

a) Speaking Up at Work,pp. 29-30

b) English Spoken Here -Consumer InformationText, pp. 48-49, 71-72

c) Eng4ish for AdultCompetency 2, p. 181

d) On the Job 3, pp. 124-125

e) Your First Job, p. 69

Identify practices thataid in keeping jobs.

Identify practices thatcause the loss of a job.

Give appropriate responsesor make approprii...tecomments in situationsrequiring making suggestions,apologies or excuses.

Identify appropriatebehavior, attitudes,and social interactionfor keeping a job andgetting a promotion.

Identify differentmeans of nonverbalcommunication andverbal expression.

Recognize culturaldifferences in non-verbal communication

4 4.1

15 InterpersonalRelationships

a) How to Get a Job andKeep It, pp. 63-66

b) Office Communication,pp. 54-57

c) Speaking Up at Work,pp. 91-96

d) Expressways 2, p. 113

a) English Spoken Here -Life in the U.S. Text,pp. 68-79, 80-85

b) Expressways 2, pp. 72-78,108-115

c) Tele-VESL, pp. 44-46d) Lifelines 3, pp. 77-83e) Working with Others,

pp. 43-53f) Speaking Up at Work,

pp. 43-47, 75-85, 141-145,155-161

16 NonverbalCommunication

a) Expressways 2, pp. 184-185b) Office Communication,

pp 87-95

7 8 B5

COMPETENCIES CASAS E LESSO NNumber Subtopic

PLANS*Instructional Matrials

SUPPLEMENTARY MATERIALS/RESOURCER/ACTITITZS

Identify practices thatlead to job promotions.

Understand the purposeof performance evaluationsand interpret their results.

Identify reasons forchanging jobs.

Write a short letter ofresignation.

17 Changing Jobs a) Speaking Up at Work,pp. 169-170

b) How to Get a Job andKeep It, pp. 67-72

c) Expressways 2, p. 147

So 81F36


LESSON PLAN (1)

LEVEL: B



INSTRUCTIONAL OBJECTIVES: 1) to initiate and repondto greetings and leave-takings;

2) to identify indivdual needs;3) to introduce oneself and/or

a friend to someone else;4) to learn the names and at

least one other item ofinformation about everyonein the class;

5) to express dates withreference to personalidentification.

CONTENT: 1) intoductory activities/ice breakers;2) partner interviews eliciting the following

information:

Partners' Interview:

1. What is your name?2. Where are you from?3. What is your native language?4. Tell me about your family.5. When is your birthday?6. Where would you like to be right now?7. What is the most exciting thing that has

happened to you in the past year?

3) review of some irregular past tense forms;4) months, cardinal and ordinal numbers.

PROCEDURE: .1.) Pair students off randomly and hand each onea blank card. Put Partners' Interviewquestions on the board. Have studentsconduct the interviews and introduce eachother to the teacher and the class.

2) Give students the EDC Student InterestAssessment handout. Explqin any vocabulary

B7

they do not understand using mime ordemonstrating action. Have them fill in theinformation, and have a short discussionabout what they feel is most important.

3) Tun, to LL 2, p. 5. Go over dialog Greetinga Friend/Asking About the Weekend. Havestudents repeat as a group and then havevolunteers ,ake each role. Briefly reviewirregular past tense forms on p. 5 beforepairing students up and having them dothe Practice exercises on p. 6. (Do themodel on p. 5 as a class accivity first.)After doing p. 6, partners should ask eachother what they did over the weekend and giveauthentic responses.

4) Review months of the year. Turn to p. 11(LL 2) and go over the ordinal nunberslisted. Practice saying dates: What'stoday's date? What was yesterday's date?What's tomorrow's date? When is yourbirthday? Have students close their books anddictate tne twelve dates on p. 12.

INSTRUCTIONAL MATERIALS/AIDS: 1) EDC Student InterAstAssessment;

2) English in Everyday Life,p. 2;

3) Lifelines 2, pp. 5-6,11-12.

EVALUATION/ASSESSMENT: 1) oral presentation - introducingpw-tner to class,

2) date dictation

ADDITIONAL ACTIVITIES: 1) Have students write theirbirthday on a piece of paper, mixup and find whose birthday theyhave.

B8 C 110 I h


LESSON PLAN (2)

LEVEL: B


TOPIC FOR THIS LESSON: Personal Information

INSTRUCTIONAL OBJECTIVES: 1) to ask for and give thefollowing information:correct spelling of name,address, telephone numberand social security number;2) to interpret and complete

simple form.3) to identify family relation-

ships.

CONTENT: 1) basic personal information found on forms;2) cultural concepts of "the family": nuclear vs.

extended.

PROCEDURE: 1) Review greet ngs and introductions. Thedialog on p. 4 of EAC II provides a reviewof a personal information exchange. Readthe conversation aloud and have studentsrepeat as a group. Divice the class in halfand give each a role. Have them practicethis way once or twice. Ask for volunteersto read the conversation. They can substi-tute theiz own information if they wish.Turn to p. 11 of RLE 2 and have studentscopy the form onto a hlank sheet of paper sothey can fill in the appropriate infor-mation.

2) Discuss families and relationships. Whoforms part of the nuclear family in theHispanic culture? How does this differ fromthe North American culture? Have studentsdraw their family trees (simplifiedversions) and discuss them in small groups.Go over the dialog on p. 4 of Expressways 2and do the substitution exercises on thebottom of the page. Randomly assigndifferent numbers of students into smallgroups (5-7) . They should come up with a

B9

84

"family" name for the group. Each personshould take on a different role (e.g.,father, mother, son, etc.). Have the groupsintroduce themselves with each personstating his/her role and relationship toothers in the group.

MATERIALS: English for Adult Competency II, pp. 4-5;Real-Life English 2, p. 11;Expressways 2, p. 4.

EVALUATION: 1) correct filling out of information form;2) oral introduction of "family" members.

**NOTE

**When students work in groups or pairs, thteacher should act as a facilitator, moving fromone group to another, providing answers tospecific questions and giving students moreindividualized attention.

B10

85


LESSON PLAN (3)

LEVEL: B


TOPIC FOR THIS LESSON: Telephone Skills

INSTRUCTIONAL OBJECTIVES: 1) to recognize appropriatebehavior for telephone use;

2) to utilize the telephonedirectory for all types oflocal and long distance calls;

3) to answer incoming calls andtake simple messages;

4) to respond effectively towrong numbers.

CONTENT: 1) telephone manners;2) various types of telephone calls; loacl, long-

distance, collect, person to person;3) asking for directory assistance/using telephone

books;4) telephone rates;5) taking messages;6) dealing with wrong numbers.

PROCEDURE: 1) Introduce the topic by asking students howthey answer the telephone and how they res-pond to calle:s. Have them look at the pas-sage on pp. 21-22 of HGJ. The pointers onp. 22 focus on using the telephone as a toolin job-hunting. Have them bring ir telephonebooks and work in pairs to complete Activity9 on pp.22-23. Have each student answer thequestions in Activ_cy 10 (pp.23-24) on anindividual basis.

2) The conversation dealing with directoryassistance on p.18 of EXP2 offers studentsan alternative to telephone books. Havestudents describe the drawing on the topof the page. Read the conversations aloudonce. Review any'unfamiliar vocabulary andpoint out the substitutions that can be madewith the expressions in the gray box. Havestudents repeat the conversation andpractice j.t aloud several times in differentcombinations (whole class, teacher, half ofclass, other half, student-student).

B11 8 E

3) Turn to the first exercise on the bottom ofEXP2, p.18. Show students, visually on theboard, if necessary, how the informationgiven in #1 can be substituted into the mainconversation. Have students practice the newdialog a few times before going on to thenext situation. Have students volunteer theinformation to be substituted. Review eachexercise so that students have a feel forwhat is expected of them when using thistext. Have them work in pairs to practice allof the new combinations. See if they can puttogether a short situation of their own.

4) Have students turn to EACII, pp.18-22, fordifferent types cf long-distance calls. Goover the rate chart on p.18 as a classactivity. Assign rhe three dialogs on thefollowing pages tc different pairs or groupsof students. Have them practice amongthemselves before performing them for therest of the class. Ihe dialog in EXP2, p.121,also deals with person-to-person collectcalls.

5) The conversations in EACII, pp. 15-17, andEXP2, pp.19 and 124-125, give students anopportunity to deal with wrong numbers andtaking messages. Once they review andpractice these dialogs, they can work inpairs to role play taking messages.

INSTRUCTIONAL MATERIALS: How to Get a Job and Keep It,pp.21-24;Expressways 2, pp.18-19, 121.124-125;English for Adult Competency II,pp.15-22;Local TelephonJ Directory.

EVALUATION: 1) reviewing telephone practices; (Activity 10pp. 23-24 HGJ);

2) role play: calling for directory assistance;3) role play: simulating a long-distance call;4) role play: taking a message

** **NOTE When students simulate or role play telephone

calls, they can sit back-to-back, facing awayfrom each other. This will enable them to focuson what their partner is saying and thus sharpentheir listening skills.

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LESSON PLAN (4)

LEVEL: B


TOPIC FOR THIS LESSON: Education and Training Information

INSTRUCTIONAL OBJECTIVE: 1) to identify educational servi-ces and facilities and how touse them;

2) 4.:o identify and use informa-tion about training opportu-nities;

3) to identify appropriateskills and education forgetting a job.

CONTENT: 1) job sources;2) training opportunities for various skills;3) public education in the United States.

PROCEDURE: 1, Introduce the topic of employmeAt by askinghow many people have jobs or are looking forjobs. Have a general discussion aboutsources of information regarding availabi-lity of work.

2) Turn to p. 132 of EAC II. Read the dialog,Looking for a Job, aloud once. Review itline by line and go over any new vocabulary.Once students understand the general idea ofthe conversat2on, have them repeat it againline by line. Divide the class in half andhave each side take a role, then switchroles. Have students volunteer to readaloud in pairs to recreate a dialog similarto the one on p. 132 using expressions fromthe Practice section.

3) As a supplement to the training informationin EAC II, review and discuss the passageabout Public Education in L&C, p. 37.Students can read it silently first and thena few can take different paragraphs to readaloud. Have them do the conversaticn and

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Writing portion on the bottom of the page.

INSTRUCTIONAL MATERIALS: English for Adult Competency II,pp. 132;Lifeskills and Citizenship, pp.37.

EVALUATION: 1) identification of at least three sources ofinformation pertaining to job opportuni-ties;

2) identification of five characterisitics ofthe North American public education system.

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8 9


LESSON PLAN (5)

LEVEL: B


TOPIC FOR THIS LESSON: Job Ads

INSTRUCTIONAL OBJECTIVES: 1) to identify strategies forapplying for a job;

2) to identify and use sourcesof information about jobopportunities;

3) to read and interpret news-paper want ads relating toemployment.

CONTENT: 1) vocabulary used in help wanted ads;2) abbreviations used in ads;3) job descriptions.

PROCEDURE: 1) Look at the job descriptions on p. 46of L&C. Have students volunteer toread them aloud and review any unfamiliarvocabulary. Match the descriptions tothe job positions on the bottom of thepage. Go over the salary charts on p. 47.Answer the questions and discuss thc diffe-rent types of jobs.

2) Go over the conversation between Jose andRoberto on p. 134 of ESH-GS (text) . Havestudents repeat as a group and then practice

. in pairs. Turn to the ads on p. 138.Review and answer the questions. Moreexamples of job ads can be found in EAC II,p. 135.

3) Give students the packet from BRLES, pp. 58-63. Review the abbreviations in the Wordsknow section and go over Activity 7 orally.Have students work in pairs to completeActivity 8 in class. Activities 9 and 11can be done in class can be done in classor as a homework assignment.

4) Use a local newspaper's classified section

al 5 9 0

to do Activity 10. Students can do thisin groups of four. Have them share theinformation with the rest of the class.

5) Have students do the Check Your Under-standing exercise on p. 63 of the BRLEShandout without looking at their booksor notes.

INSTRUCTIONAL MATERIALS: English Spoken Here - GettingStarted Text, pp. 134, 138-139;English for Adult Competency II,p. 135;Lifeskills and Citizenship,pp. 46-47;Building Real Life English Skills,pp. 58-63;Local Newspaper ClassifiedSection.

EVALUATION: 1) Job Description matching exercise (L&C);2) Activities 8 & 10 (BRLES);3) Check Your Understanding (BRLES).

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LESSON PLAN (6)

LEVEL: B


TOPIC FOR THIS LESSON: Calling for an Appointment

INSTRUCTIONA: OBJECTIVES: 1) to initiate and participatein a job inquiry call withappropriate telephoneetiquette;

2) to inquire about a job andset up an appointment for aninterview;

3) to prepare a personal datasheet.

CONTENT: 1) calling to make an appointment;2) personal data sheets.

PROCEDURE: 1) Review the dialog on p. 136 of EAC II. Readit aloud once, then explain any new vocabu-lary and have students repeat. Divide theclass in half and have each group take arole. Once they read it, have them switchroles and do it again. Go over the Practicesection on the bottom of the page. Havestudents volunteer to reread the dialogusing the alternatives in the Practicesection.

2) Turn to p. 48 of Tele-VESL. Have studentsread silently for a few minutes, thendiscuss. Look at the Telephone ConversationFunctions at the bottom of the page. Havestudents give examples for each function.Play the dialog from Lesson Fourteen(Calling about a Job). Have students listento it once or twice and answer questionsabout it. Then have tt,am practice readingit aloud ('). 68) in pairs.

3) Look at The Sample Data Sheet on p. 144 ofEAC II or the Personal Fact Sheet on p. 122of BRLES. Discuss the information containedthere and how something like this can be

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helpful in filling out applications. Havestudents prepare a data sheet containingtheir own personal information. They canuse whatever format they like.

4) Going back to making appointments havestudents turn to pp. 40-41 of EXP2.Discuss the picture and read the dialogaloud once. Review unfamiliar vocabulary.Students may need to review irregular pasttense and past participle forms (see thebottom of the page). Go over the expre-ssions in the gray box. Show them how thesecan be substituted within the dialog. Readthe dialog again, with students repeating.Break up any sentences that seem too longfor them to handle. Have pairs of studentsvolunteer to read. They can use the expre-ssions from the gray box if they want to.Go to the first exercise. Discuss thepicture and see if students can determinewhere to substitute the given information.If this presents too many difficulties,write the dialog up on the board leavingblank spaces where the new information goes.Have a pair of students volunteer to readthe "new" dialog. Repeat the whole proce-dure with #2 to make sure the stucentsunderstand, then have them work in pairs tocomplete the conversations for #3, 4 and 5.Once they have practiced a bit, havedifferent pairs present one of these to therest of the class.

5) Pair the students off randomly (try to seethat they all work with someone new). Havethem create a situation in which they haveto call to make an appointment.about a jobad. They should come up with the ad aswell. When the whole class is ready, haveeach pair go up to the front of the room,write their ad on the board and proceed torole play the telephone call. (Use a toytelephone for "realism".)

INSTRUCTIONAL MATERIALS: Expressways 2, pp. 40-41;English for Adult Competency II,pp. 136, 144;Building Real Life English Skills,p. 122;Tele-VESL Business TelephoneSkills, pp. 48, 68 and cassette.

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93

EVALUATION: 1)

2)

personal data sheet;role play - calling in response to a jobad.

B19 94


LESSON PLAN (7)

LEVEL: B


TOPIC FOR THIS I.,ESSON: Writing a Resume

INSTRUCTIONAL OBJECTIVE: 1) to interpret resumes and let-ters of application;

2) to prepare a detailed resume;3) to prepare a letter of applica-

tion.

PROCEDURE: 1) Use the reading passage on p. 97 of LL4, as alistening activity. (Students will not needbooks for this. Make a cloze exercise out ofthe text by copying the passage onto a trans-parency and leaving blank sr ces every fewwords.) Read the passage a_oud at normalspeed once or twice and then slowly,paragraph by paragraph. Put the cloze trans-pareancy on the overhead projector, showingonly the first paragraph. Have students copyit exactly as it is, leaving the blanks wherethey are. Read the first paragraph again atnormal speed. Since they have already heardit a few times, they should feel comfortablewith it. Have them fill in the missingwords. Repeat the procedure with the nextfour paragraphs. Have different students vo-lunteer to read a paragraph. Answer theTrue/False questions, as part of a class dis-cussion of the material.

2) Turn to the section on resumes in BRLES.(pp. 123-129) . Have them read pp. 123-124silently for a few minutes. Have them writedown or underline any vocabulary they do notunderstand. Once again, have volunteers readthe text, paragraph by paragraph, stopping todiscuss any vocabulary or content problems.When discussing the specific components, stu-dents can'give examples, using personal data.For example, one person can give a name, ano-ther person can say an address, etc., inclu-ding interests and schools.

3) Review the resume on pp. 124-125 (ClarenceSmith) . Discuss the format used, pros andcons, and how it could be changed. Have stu-

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dents work in groups of three or four for thefollowing "resume critique" exercise. Giveeach group two or three resumes to look overand discuss among themselves. Have thempoint out strengths and weaknesses, and putthese together, as a short oral report, togive to the rest of the class.

4) As a homework assignment, have students makea rough draft of their own detailed resume.Have them include all previous work experi-ence and schooling from their native countryand the U.S.. These are to be checked forcontent, form and spelling; then studentsshould write (or type) it, as neatly as pos-sible, for future use in class and/or actualjob seeking.

5) Turn to p. 127 and have students read aboutletters of application (cover letters) . Re-view the sample letter on p. 128. Havesomeone read the letter aloud and thendiscuss the specific points covered on theprevious page. Answer the questions on p.129, as part of the discussion. Havestudents pick a job ad and write a letter ofapplication (Activity 5). Have studentsexchange letters for peer correction ofgrammar and spelling.

INSTRUCTIONAL MATERIALS: Lifelines 4, p. 97;Building Real Life EnglishSkills, pp. 123-129;Authentic resumes.

EVALUATION: 1) cloze listening actiwity (LL4, p. 97);2) oral report-resume critique;3) detailed resume;4) letter of application.

B21911


LESSON PLAN (8)

LEVEL: B


TOPIC FOR THIS LESSON: Job Applications

INSTRUCTIONAL OBJECTIVE: 1) to ask for clarification andrepetition when necessary;

2) to identify and interpret thecomponents of a job applicationform;

3) to fill out a sample jobapplication form.

CONTENT: 1) asking for clarification;2) components of a job application:

personal data referenceseducational background military servicework experience job interests/skills

PROCEDURE: 1) As a review of personal information, havestudents review the conversation betweenShona and the teacher on pp. 6-7 of SUW.Read aloud once and have students repeat.Have them identify the different ways inwhich Shoua asks the teacher forclarification. Have someone list these onthe board Divide the class and have eachhalf take a role. Have them read theconversation, then switch roles and read itagain. Have pairs of students volunteer toread it again.

2) Go over the Useful Expressions on p. 7 (SUW);

see if students can add to the list. Havestudents work in pairs to complete thepractice exercise on the bottom of the page.Have them practice the expressions under #4

(confirming understanding). Read theinstructions for the Training Exercise on p.10 aloud (see Teacher's Manual, pp. 13-14)and have students fill in the information.

3) Go over the step-by-step explanation of jobapplication forms in BRLES (pp. 130-140).Have students fill in the blanks with theirown data. Before filling out the sampleforms provided, have students turn to p. 31of HGJ. Here students are given tips for

822 97

filling out applications. Have themvolunteer to read different paragraphs aloud.Review following instructions (p. 32) andcommon problems (p. 33). Have students workin pairs or small groups to complete activity18 on p. 33. Have them review theinformation on pp. 34-35 before turning toActivities 19 and 20 (pp. 36-38).

4) Have students fill out sample job applicationforms and exchange them to make sure theyhave been completed correctly.

INSTRUCTIONAL MATERIALS: Speaking Up at Work, pp. 6-10;Speaking (Jp at Work, Teacher'sEdition, pp. 13-14;Building Real Life EnglishSkills, pp. 130-140;How to Get a Job and Keep It,pp. 31-38;Sample job application forms.

EVALUATION: 1) correct filling out of sample jobapplication form;

2) role play: asking for clarification.

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LESSON PLAN (9)

LEVEL: B


TOPIC FOR THIS LESSON: The Job Interview

INSTRUCTIONAL OBJECTIVE: 1) to recognize standards of beha-vior for job interviews;

2) to select appropriate questionsand responses during job inter-views.

3) to identify appropriatebehavior and attitudes forgetting a job.

PROCEDURE: 1) Show students the visual from EACII, p. 139(a transparency can be made for the overheadprojector) . Have them point out what isappropriate and what is not in eachapplicant. Make a list of "Do's and Don'ts"for interviews to be put up on the board.Have students role play swne of these situa-tions.

2) Read the conversations on pp. 42-43 of EXP2.Have students repeat the main dialog. Reviewany unfamiliar vocabulary and go over theexpressions in the gray box. Do the substi-tution exercises on the bottom of the page asa class. Then have students practice them inpairs.

3) Turn to pp. 141-145 in BRLES. Review theWords to Know on p. 141. Have differentpeople volunteer to read sections of thepassage that follows. Discuss the informa-tion and have students add to the lists ifthey can.

4) Turn to Activity 9 on p. 142 and have stu-dents complete the checklist. Pair them offto do Activities 10 and 11. Go over eachexercise as a class and have students defendtheir answers. To summarize, have them dothe Check Your Understanding exercise onp. 145. (This should be done on an indivi-dual basis.)

5) For more practice with interview conversation

B24 99

strategies, have students review the dialogson pp. 44-45, and especially p. 46, of EXP2.This can be done as a class activity or inpairs for students to maximize their interac-ting skills during an interview.

6) Have students review their resumes and turnthem in. Have students pick an ad or a des=cription for a job that would interest them.Give each student an Interview Rating Form.Begin the role play process. The chainmethod can be used to pair students off.Randomly, select one student to be the appli-cant. The teacher will be the first inter-viewer. "Perform" the interview in front ofthe whole class. Have the audience takenotes and discuss the interview. The appli-cant will then become the interview and willrandomly select a new applicant. Repeat theprocess until everyone has been interviewed.For variation in the activity, there can bemore than one interviewer.

INSTRUCTIONAL MATERIALS: English for Adult CompetencyII, p. 139 (transparency);Expressways 2, pp. 42-47;Building Real Life EnglishSkills, pp. 141-145;Students' resumes.

EVALUATION: 1) identification of at least three appropriateand inappropriate behaviors during a jobinterview;

2) Check Your Understanding exercise (BRLES,p. 145);

3) role play: the job interview.

B25 1 0


LESSON PLAN (10)

LEVEL: B


TOPIC FOR THIS LESSON: Schedules and Time Sheets

INSTRUCTIONAL OBJECTIVE: 1) to interpret job responsibili-ties;

2) to identify appropriate beha-vior, attitudes and socialinteraction for keeping a joband getting a promotion;

3) to interpret work schedules;4) to interpret and fill out time

sheets.

CONTENT: 1) first day on the job;2) work schedules;3) time sheets.

PROCEDURE: 1) Begin with a general discussion of what isexpected from an employee arid an employer, interms of rights and responsibilities, on thefirst day on the job. Have students volun-teer to read the short passage and the accom-panying tips on p. 55 of HGJ. Have studentsaad to the list if possible. Read aboutrights and responsibilities on p. 61. L&C,pp. 49-50 contain more information aboutequal opportunities and the Civil Rights Actof 1964.

2) Turn to p. 11 of SUW and discuss the types ofwork schedules that can be found in differentwork places. Go over the schedules on pp.12-13 and answer the questions on the bottomof each page. This can be done as a classactivity, individually or in pairs. Discussthe questions on p. 14. Students who alreadyhave jobs can brihg in their work schedule(Activity B, p. 14) and share it with theclass in a subsequent class. Divide studentsinto small groups and have them make up mockscrqdules. Be sure that everyone's name isir-iuded. They can assign duties if theywish. Each "worker" can then report his/herschedule to the rest of the class.

3) In addition to work schedules, employees are

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often asked to fill out some kind of timesheet or to punch in on a time clock. Reviewthe information discussed on pp. 33-34 ofSUW. Have students study the time sheet onp. 35, and answer the questions under it asa class activity. Then have them read theparagraph about Suzanne Wong and fill in thetime sheet. The Using What You've Learnedactivity on p. 34 can serve as a personalapplication of students' own work/schoolschedules.

INSTRUCTIONAL MATERIALS: How to Get a Job and Keep It,p. 55, 61;Lifeskills and Citizenship, pp.49-50;Speaking Up at Work, pp. 11-14,33-37;Authentic Time Sheets.

EVALUATION: 1) identification of at least two labor lawsdesigned to protect an employee's well-beingon tk. job;

2) correct interpretation of a work schedule;3) correct filling out of a weekly time sheet

(Using What You've Learned, p. 37).

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EMPLOIABILITY DEMONSTRATION COMPONENT

LESSON PLAN (11)

LEVEL: B


TOPIC FOR THIS LESSON: wage Deductions

INSTRUCTIONAL UBJECTIVES: 1) to interpret wages, wagedeductions and benefits;

2) to interpret ard fill outincome tax forms.

CONTENT: 1) wages: hourly, weekly, annual;2) deductions/benefits;3) income tax forms: W-4, W-2, 1040EZ, 1040A.

PROCEDURE: 1) Introduce the topic of paychecks by readingthe conversation on p. 79 of EXP2 aloud.Make sure students understand the vocabularyas well as the alternate expressions in thegray box. Have them repeat once or twice asa group, and then divide them in half andhave each side take on a role. Individualvclunteers should feel free to use the alter-nate expressions. Da the first exercise onthe bottom of the page with the class. Havepairs of students come up to the front of theclass to act out the next four situations.

2) Turn to p. 50 in SUW. Have students studythe paycheck and stub. The following pagesexplain the stub in greater detail. Reviewthe definitions on p. 52, making sure thatstudents can relate them to the sections inthe pay stub. Do the matching exercise as aclass activity. Have students work in twosor threes to complete the exercises underPractice 2 (pp. 53-54) . Go over the answersorally.

3) Review the formulas on the bottom of SUW, p.54. These will help students verify theirpay. Do exercise A a3 a class activity andhave students do B individuall!. Have stu-dents use a real paycheck stub to answer thequestions on pp. 55-56 (Using What You'veLearned). Solve the problem on the bottom ofp. 56 as a class activity.

4) Turn to p. 55 of HGJ for a more detailed ex-

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planation of all the deductions made on pay-checks. Have students read these aloud. Be-cause taxes and the forms associated withthem can be confusing, the desired objectiveis that the student understand the subject ina general manner and that he/she be able tofill out the necessary forms. A complete W-4form can be found on pp. 59-60 of HGJ. Acomplete explanation with a step-by-step fil-ling out process, is illustrated on pp. 104-106 of SUW. Have students do the Practiceexercise on p. 105 to compute the number ofallowances. As a class, read about MeeVang's situation (SUW, p. 106), figure outthe number of allowances she has and identifywhere on the W-4 form all of this should go.

5) Another type of deduction that will affectmany paychecks is related to benefits. SUW,

p. 118, gives a rather concise summary ofwhat these benefits entail. This can bedone as a reading or a listening activity, ora combination of both, depending upon theteacher's preference. Have students read(or listen to) the passage and answer theTrue/False statements on pp. 118-119. Havestudents use the questions on the bottom ofp. 119 and work in pairs to interview eachother about their benefits. An expanded pas-sage on Workmen's Compensation can be foundon p. 52 of L&C. Have students read, discussand answer the questions on the bottom of thepage.

6) W-2 forms and tax returns can be discussedtogether. Again aim for a general understan-ding on the students' part. Because the taxlaws have changed so drastically in the pastyear, it may not be a good idea to get intotoo much detail. A sample W-2 form is shownon p. 56 of HGJ and on p. 162 of SUW. Goover Jerry Smith's W-2 form (SUW) and answerthe questions regarding his earnings in the1040EZ form on p. 164. Another sample W-2form is given on p. 54 of L&C, and p. 55shows a completed 1040A individual return.

7) Have students work on Activity 28 on pp. 57-58 of HGJ. This can be done individually orin pairs.

INSTRUCTIONAL MATERIALS: Expressways 2, p. 79;Speaking Up at Work, pp. 50-56,104-107, 118-119, 162-164;

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How to Get a Job and Keep It,pp. 55-61;Lifeskills and Citizenship,pp. 52, 54-55.

EVALUATION: 1) correct interpretation of a paycheck and paystub;

2) correct identification of the various deduc-tions made by employers;

3) accurate explanation of at least five typesof benefits;

4) correct identification of components of W-2and W-4 forms;

5) correct location of information on W-4forms;

6) figuring a weekly paycheck exercise (HGJ,pp. 57-58).

B30


LESSON PLAN (12)

LEVEL: B


TOPIC FOR THIS LESSON: Medical Insurance

INSTRUCTIONAL OBJECTIVE: 1) to interpret and understandhealth insurance policies andapplication forms;

2) to fill out insuranceapplication forms.

CONTENT: 1) insurance vocabulary:policy coverageHMO premiumdeductible comprehensive claimhospitalization

PROCEDURE: 1) Review the different types of benefits thatemployers give, focusing on insurance.Turn to pp. 133-134 in SUW and have studentsread silently. Go over any unfamiliarvocabulary before having students volunteerto read different sections aloud.

2) Have students answer the questions on p. 134using thair own personal information, ifapplicable. Have them work in pairs tocompare different companies and types ofcoverage. Have each student fill out themedical enrollment form on p. 135 (handout).

3) For additional information concerningmedical insurance, turn to p. 17 inLifeskills and Citzenship. Read the textand discuss the contents using the questionsin the box.

INSTRUCTIONAL MATERIALS: Speaking Up at Work, pp. 133-135;Lifeskills and Citizenship, p. 17;

Guest speaker (optional).

EVALUATION: 1) Correct identification of at least twotypes of health insurance offered by

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employers;2) Correct filling out of medical enrollment

form (SUW, p. 135).

ADDITIONAL ACTIVITY: Have a guest speaker come in anddiscuss different types of medical andhealth insurance.

107B32


LESSON PLAN (13)

LEVEL: B


TOPIC FOR THIS LESSON: Unions

INSTRUCTIONAL OBJECTIVE: 1) to interpret information aboutemployee organizations;

2) to interpret employee contractsand union agreements.

CONTENT: 1) employee orjanizations: unions.

PROCEDURE: 1) Begin with a generr.1 discussion of employeeorganizations. How many working students be-long to a union? What does it provide forthem? Was this common in their native coun-tries? Turn to p. 146 in SUW. Have differ-ent students take turns reading the passacTe.Discuss any unfamiliar vocabulary. Go overthe True/False and matching exercises on p.148. Have students work in pai 3 to do theInterview exercise on the bottom of the page.

2, The passage on p. 56 of L&C provides a morehistorical view of the development of laborunions. Have students read it aloud, thendiscuss the two charts on the bottom of thepage. Complete the sentences on p. 57 andreview the topics for discussion.

3) Present Role Play 6A on p. 115 of BusinessInteractions (BI). It can be written on theboard and read aloua a few times. Make surestudents understand the situation and thedifferent roles to be played out. Have thewhole class prepare for the activity by hav-ing a brainstorming session beforehand. Dis-cuss the purpose and list as many possibleideas for both sides of the argument. Havestudents volunteer or choose students to takeon the roles. Four or five students can par-ticipate in the activity. The remaining stu-dents will act as the audience, and a few canbe chosen to obser1e and evaluate the actors.Once the role play is finished, have theaudience make comments and discuss.

INSTRUCTIONAL MATERIALS: Speaking Up at Work, pp. 146-

833 108

148,Lifeskills and Citizenship, pp.56-57;Business Interactions, pp. 108-123.

EVALUATION: 1) brief description of the conditions that ledto unions;

2) identification of direct and indirect bene-fits provided by labor unions;

3) role play: A 35-Hour Work Week.

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LESSON PLAN (14)

LEVEL: B

UNIT TOPIC: Behavior on the Job

TOPIC FOR THIS LESSON: Workplace Layouts

INSTRUCTIONAL OBJECTIVE: 1) to interpret maps of workplacelayouts;

2) to identify location and spa-tial relationship among itemsorganized together;

3, tl ask and answer questionsabout where things are locatedor where supplies are kept;

4) to follow directions to speci-fic locations at work;

5) to ask specific questions topinpoint locations.

CONTENT: 1) maps of workplace layouts;2) asking for and giving directions;3) following directions;4) prepositions of direction/location.

PROCEDURE: 1) Open the topic by asking students if theyhave ever gotten lost in a building. Havethem share with the rest of the class, thedifficulties they have experienced and howthey resolved the problem. Go over the con-versation between Ken and Diane on p. 17 ofPractical Conversation in English 1 (PCE).Read it aloud, have students repeat andvolunteer to read aloud in pairs. Discussthe questions on the bottom of the page.

2) Turn to p. 20 in SUW. Have students read theexchange between Peter and Ahmed under Con-versation 1. Have students follow Peter'sdirections. Are the directions clear? Dis-cuss the floorplan of the factory. Ask stu-dents questions about the locations of cer-tain areas (e.g., personnel office, lockerrooms, etc.) so that they can review preposi-tions of direction and location. Go over theTrue/False questions on the bottom of thepage. Review Conversations 2 and 3 on p. 21.Have students help Ahmed find different roomson the second floor.

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3) The rest of Section 2 in Unit 2 of SUW (pp.22-25) deals with expressions used in askingI:Apr and giving directions. Review the expre-ssions in each subsection and have studentspractice asking and giving each other direc-tions using the diagrams provided. Do Prac-tice 1 (listening activity) on pp. 25-26.In this exercise, students will be listeningto the teacher's instructions and then trac-ing with their fingers from one location toanother on the factory plan on p. 26. Beginthe exercise by telling the students wherethey should begin; at the end, ask them wherethey are. Point out to students that thewords "corr:idor" and "hall" are interchange-able. Also, while the phrase "take a left"is used here, some speakers would use "make aleft". Examples:

A. Teacher: You are on the secondfloor, in the shop. (Students placetheir finger in the shop.) Go outand turn left. Take a left at thecorridor. Go to the end of the cor-ridor and turn right. It's the seconddoor on the right. Where are you?Student: I'm in the supply room.

B. Teacher: You are on the first floor,in the lunchroom. Go out and turnright. Take a right at the hall andgo upstairs. At the top of thestairs, turn right. At the end of thehall, take another right. It's thesecond door on the right. Where areyou?Student: I'm in the shop.

C. Teacher: You are on the secondfloor, in the lounge. Go out andtake a left. At the end of the hall,take another left and go downstairs.At the bottom of the stairs, turnright. At the end of the hall, turnright again. It's the second dooron the left. Where are you?Student: I'm in the women's lockerroom.

D. Teacher: You are on the secondfloor, in the shop. Go out and turnleft. Go past the supervisor's of-fice and turn left again. At the endof the hall, take a right. It's the

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third door on the left at the end ofthe hall. Where are you?Student: I'm in the men's restroom.

E. Teacher: You are on the first floor,in the personnel office. Go out andtake a left. Take a left at the cor-ridor and go upstairs. At the top ofthe stairs, turn right. At the end ofthe corridor, take another right.It's the second door on the right.Where are you?Student: I'm in the shop.

Have students work in pairs to complete Prac-tice 2 on p. 27.

4) Go over the questions and answers on the bot-tom of p. 27. Read the following numbereddescriptions. Have students locate the ap-propriate space on the diagram of drawers,shelves and cabinet on the bottom of p. 28:

1. On the top shelf.2. In the bottom right-hand cabinet.3. In the second drawer from the bottom.4. In the bottom drawt:.5. In the top left-handed cabinet.6. On the second shelf from the bottom.7. In the top right-hand cabinet.8. On the bottom shelf.9. In the top drawer.

10. In the bottom left-hand cabinet.

5) As a "hands-on" opportunity to test theirdirection-giving skills, give each person aroom number within the building where classesare held. (IL can be on any floor.) Givethem five to ten minutes to find the room,making notes on how to get there. Have thembe as specific as they can. When everyone isback in the original classroom, have themrewrite their directions in the clearestmanner possible. Pair students off and havethem exchange the room numbers with theaccompanying directions. Have students lookfor the new rooms using the directions theyhave been given. They should take some paperand a pencil, in case the directions areincorrect or unclear. Have a generaldiscussion of how the activity went wheneveryone returns to class.

INSTRUCTIONAL MATERIALS: Practical Conversation in

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English ., p. 17;Speaking Up at Work, pp. 20-28;Student-Written Directions.

EVALUATION: 1) listening activities (SUW, pp. 25-26, 28):correct location of areas;

2) room location activity.

B38 113

f


LESSON PLAN (15)

LEVEL: B

WIT TOPIC: Behavior on the Job

TOPIC FOR THIS LESSON: Interpersonal Relationships

INSTRUCTIONAL OBJECTIVE: 1) to identify practices that aidin keeping a job;

2) to identify practices that causethe loss of a job;

3) to give appropriate responses ormake appropriate comments insit(. itions requiring makingsuggestions, apologies or ex-cuses.

CONTENT: 1) rules for keeping a job;2) communication on the job:

suggestingapologizingexplaining/making excuses.

PROCEDURE: 1) Turn to p. 63 of HGJ. Have students look overit silently for a few minutes before volun-teering to read different sections aloud. Dis-cuss the rules for keeping a job and thehabits that could jeopardize someone's posi-tion. How have students been affected by anyof these practices? Have them add to the listif necessary. Go over the True/False exerciseorally. Have students read the passage on pre-paring for a promotion and summarize it orallyor in writing.

2) OC, pp. 54-57, provides several role playsituations dealing with different officesituations. Read the sample script on p. 54aloud. Have students analyze how the firstspeaker approaches the subject and makessuggestions and how tae second speaker reacts.Use the discussion questions on the top of pp.55 as a point of reference. How do studentsfeel about the way in which the situation hasbeen handled? Divide students into pairs orsmall groups to work on th's followingsituations: management style and takingsuggestions. Have them look at each side of

4

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the problem and discuss tactics for addressingit before actually determining the actualshape of the conversation. Have the group actout their solutions in front of the rest ofthe class. Have the audience analyze anddiscuss the performed conversation.

3) Talk about relationships (boss-employee, co-workers) and communication on the job. Samplesof apologies accompanied by the explanationscan be found on pp. 91-95 of SUW and on p. 113of EXP2. SUW, p.96 also provides short roleplay situations for students to act out.

INSTRUCTIONAL MATERIALS: How to Get a Job and Keep It,pp.63-66;Office Communication, pp.54-57;Speaking Up at Work, pp.91-96;Expressways 2, p. 113.

EVALUATION: 1) correct identification of at least fivepractices that are useful in maintaininga job;

2) correct identification of at least fivepractices that cause people to lose theirjobs;

3) role play: manangement style or takingsuggestions;

4) descriptions of two or three situationsthat require apologies or excuses;

5) role play: making an apology.

B40 1 1 5


LESSON PLAN (16)

LEVEL: B


TOPIC FOR THIS LESSON: Nonverbal Communication

INSTRUCTIONAL OBJECTIVE: 1) to identify appropriate be-havior, attitudes and socialinteraction for keeping a joband getting a promotion;

2) to identify different means ofnonverbal communication andverbal expression;

3) to recognize cultural differ-ences in nonverbal communication(e.g., physical distance, eyecontact, etc.).

CONTENT: 1) saying what you mean: self-clarification;2) showing what you mean: distance, gestures, eye

contact, tone.

PROCEDURE: 1) The conversations on pp. 184-185 of EXP2 dealwith the difference between direct and indi-rect verbal expression. Read one or both ofthe dialogs aloud. Have students repeat andpractice. Go over the exercises on the bottomof the page. Pair students off so that theycan come up with their own conversations.

2) The reading passage on pp. 87-90 of OC isprimarily dedicated to nonverbal modes ofcommunication. Thua, this lesson provides agood opportunity to compare and contrastpractices across cultures, especially as theymay relate to the workplace. Ask studentswhat they understand nonverbal communicationto be and to give examples.

3) Have someone volunteer to begin reading para-graph #2 on the bottom of p. 87. (The intro-ductory paragraph can be skipped.) Continueby having different students read the para-graphs that follow. Stop after each one tomake sure that everyone understands the con-cepts covered, and review any unfamiliarvocabulary. See if they can provide examples

B411 1 6

of the various forms of nonverbal communica-tion. They can, for example, demonstrate somegestures or voice tones and explain how theymay be interpreted or misinterpreted acrosscultures.

4) Review the discussion questions on p. 90 (OC),and have students work in pairs to completeActivities A, B and C. Students may want togo over the exercise on politeness verbs(middle, p. 92). Discuss the answers as aclass.

5) Have students look over the sample script onp. 93. They can turn to the scenario on p. 94(Keeping Calm Under Pressure) for reference.Divide the class in two and assign each halfone of the Tone of Voice activities so thatthey come up with the different versions ofhandling the client with the missed appoint-ment. These can be performed in front of theclass.

INSTRUCTIONAL MATERIALS: Expressways 2, pp. 184-185;Office Communication, pp. 87-95.

EVALUATION: 1) identification and demonstration of at leastfour types of nonverbal communication;

2) role play: tone of voice.

B42 1 1 7


LESSON PLAN (17)

LEVEL: B


TOPIC FOR THIS LESSON: Changing Jobs

INSTRUCTIONAL OBJECTIVE: 1) to identify practices that leadto job promotions;

2) to understand the purpose ofperformance evaluations andinterpret their results;

3) to identify reasons for changingjobs;

4) to write a short letter ofresignation.

CONTENT: 1) changing jobs;2) performance evaluations;3) letters of resignation.

PROCEDURE: 1) Read the conversation between Carmen and hersupervisor on p. 169 of SUW. Have studentsrepeat and practice. Go over the True/Falsequestions on p. 170 and discuss other ways ofof asking for a promotion or about other jobswithin a company.

2) Turn to p. 67 of HGJ and have students answerthe questions in Activity 32 (Adjusting toChange) . Go over them as part of a discussionon job changes. Reasons for leaving a job arecovered in greater detail on pp. 70-71. Havedifferent students read each section aloud andhave them share experiences they may have hadin the past.

3) Go back to p. 68 (HGJ) and have students readthe passage on performance evaluations silent-ly. Go over the sample evaluation fo= onp. 69. Conversations dealing with grades andevaluations can be found on p. 147 of EXP2.Read them aloud and have students repeat. Pairthem off for additional practice before havingthem come up with a new conversation of theirown.

4) Review the sample resignation letter on p. 72

B43 1. 1 8

of HGJ. Go over the information that should beincluded on the previous page. Have studentswrite a short letter of resignation.

INSTRUCTIONAL MATERIALS: Speaking Up at Work, pp. 169-170;How to Get a Job and Keep It,pp. 67-72;Expressways 2, p. 147.

EVALUATION: 1) correct identification of the three majorreasons for changing jobs;

2) role play: interpreting a p?.rformanceevaluation;

3) writing: letter of resignation.

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PRELITERACY LEVEL

120

1.0 TOPIC: PIRSONAL IOSSITIFICATION AND COMMUNICATION

COMPITSKIMS LESSON PLASSdumber Saotopic

vocarmAnyintrusszops IIISSMOCTIOMAL 11111111IALS

Initiate and respond toIreetings and leavetakings.

Introduce oneslf and/or at:iend to someone else.

Learn the names and at leastono other piece of informationab,ut everyone in the class.

P:actice visual discrimina-t.on of shapes and lines.

Produce a series of downwardstrokes and vertical letters ina left-to-right seqpence.

Copy letters.

Write first and last names.


Hello/HiHow are you?My name isI'mFine,-THWE you/thanks.Ar you married? single?Do you have children?

How many?

My name isI'mThis is my friendThis is my friend. --iiri7Rirname is(I'm) PliiiiMI;d/happy tomeet you./(It's) nice tomeet you.

A New Start-Student's Book, pp.1-2 (cassette optional)English for Adult Competency I,p. 3Expressway* Foundations, pp. 2-3Survival English, p. 3A New Start-Literacy Workbook 1,pp. 1-4, 9, 11Passage to ESL Literacy, pp.10-11

Recite the alphabet in order.

Ask for and give correctsreIling of first and lastnames.

Practice visual discrimina-tion of curved lines and letters.

Produce a series of curvedstrokes and letters in alest-to-right sequence.

Ioy letteis.

Take letter dictation.

2 Personal Information/ AlphabetAlphabet

What is your(First name)(last name)

A New Start-Literacy NOrkbook lepp. 3, S-S, 10, 12Passage to ESL Literacy, pp.12-13, 31Basic English for AdultCompetency, pp. 2-4Survival English, pp. 17, 19-20

121 p1

122

CONPITINCINS =SION PLANSNumber Subtepic

VOCASULARTOMPASSSIONS INSTRUCTIONAL NATORIALS

Recite the numbers 1-10.

Count objects, picturesand symbols from 1-10.

Match a given number ofpictures/objects with the cor-rect number.

Ask for and give telephonenumbers, addresses, zip codesand social security numbers.

Distinguish between lowercase and capital letters.

Copy telephone numbers,ddresses and zip codes.

Tsead by sight the followingwords found on forms: name,first, last and middle.

3 Personal Information/ Numbers 1-10Numbers

Basic sight words:name firstlast middle

A New Start-Literacy Workbook 1,pp. 7-8, 13-23, 26-28Passage to ESL Literacy, pp. 2-414-15Basic English for AdultCompetency, pp. 5-6, 9-10Survival English, pp. 22-23

Read by sight words requir-:Jig numbers as responses onforms.

Identify family relationships.

Identify the months of theyear and the days of the week.

Count by tens up to onenundred.

Write dates upon request.

4 Family and Calendar Words on forms requiringTime nuMbers as responses

Basic English for AdultCompetency, pp. 12-13, 19-20Survival English, pp. 30-32, 34,

Family members 47-49

Numbers: 11-19, 20, 30,A New Start-Litracy Workbook 1,pp. 41-60

40, 50, 60, 70, A New Start-Student's Book, pp.80, 90, 100 13-14

Days of the week

M-nths of the year

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124

I2.0 TOPIC: =BLOWIEST

cammerzwiss LBSSON_PLANSNumber SiTtopic

VOCABULARY/EXPRESSIONS

Identify basic componentsof a simple form.

Read by sight words usedon forms.

Read and mark appropriatelyon a form: male/female,N/F, Mr./Mrs./Ms./Miss.

Wile personal informationup:n request.

Complete a simple form withcorrect personal information.

5 Filling Out Forms Parts of a form:

Nale/Fema1e, M/F,Mr. Mrs.Ns. Miss.

INSTRUCTIONAL MRTERIALS

Survival English, pp. 24-26A New Start-Literacy Workbook 2,pp. 30-41A New Start-Student's Book, p. 15Basic English for AdultCompetency, pp. 14, 16-18

Name common occupations.

Identify general dutiesassociated with common occupa-tions.

Describe the type of workdcne in the past (native coun-try or United States).

Interpret and completejob application forms (simple).

6 Types of Jobs Basic English for AdultCompetency, pp. 68-69Passage to ESL Literacy, pp.99-106A New Start-Literacy Workbook 2,pp. 42-44A New Start-Student's Book, p. 70

9.0 TOPIC: TRANSPORTATION

Identify and read time froma face clock.

Peed time from a digitalclock.

Read and understand storetkurs on a sign.

7 Telling Time Numbers (1-60);

What time is it?

Hours on a sign.

o'clockthirtyfifteenforty-five

A Now Start-Student Book, p. 66A New Start-Literacy Workbook 2,pp. 20, 23-29Basic English for AdultCompetency, pp. 23-24, 41-42Survival English, p. 225Telling Time Bingo

126P3

LISSOM PLANSNumbii---ii5topia

VOCABULARY/SXPRZSSIONS INSTRACTIOUAL NITERIALS

Identify coins and bills byname.

Count out bills and coins.

Recognize different ways ofwriting monetary values.

Make change with currency.

Use different combinationsof currency to make up adollar, also different combina-tions of bills to make up dif-ferent values.

Practice addition and sub-traction skills required inmaking change.

8 Counting Money andMaking Change

Money vocabulary:p.tnny nickelhalf-dollar dimequarter(a) one (a) five(a) ten (a) twenty

Do you have change for adollar?Do you have change for aquarter?

A New Stert-Student Book, ci7-11A New Start-Literacy Norklmpp. 29-33, 35-38Basic English for AdultCompetency, pp. 30-32

Identify common means oftransportation.

Recognize common signsfound in the street.

Follow simple directions.

9 Street and Traffic Signs Getting around:walkdrive a carride a bicycletake the bustake the trainride the Metrorail

common Signs:No Left TurnNo Right TurnWalkDon't WalkStopBus Stop

Directions:stop turn leftgo turn right

airplaneboatvantruck

A New Start-Literacy Worlibe4pp. 77-84Basic English for AdultCompetency, pp. 49-50, 52-51large (8 1/2 x 11) flashcar4of signspictures of cars, bicycles,trains

128

P4

4.0 TOPIC: COMMUNITY NIBOURCZB

COINIITINCIZB LISBON PLANSNumber Subtopics

irocksmaimisnauszoms INSTRUCTIONAL NATSMIALS

Recognize and read signsfound in stores and on thestreet.

Request information aboutlocation.

Identify men's and women'srestroom signs.

Differentiate between hotand cold water taps.

5.0 TOPIC: MULTI

Identify the basic parts ofthe body.

Identify common aches andpains.

10 Location/Signs In stores:Up/DownPush/PullElevatorStairs

A New Start-Literacy Norkblok 1,pp. 95-100A New Start-Student Book, p. 30

On the street:In/OutEntrance/Exit

11 Restroom Signs Male/FemaleM/FHot/Cold (H/C)

A New Star:-Student Boot, p. 16A New Stal:-Literacy norkbook 1,pp. 61-64

12 Parts of the Bodyand Common Pains

Face: eyesnosehairneckarmlegfoot

*arsmouthcheekthroatbackhandknee

Basic English for AdultCompetency, pp. 38-40

HeadacheSore throatEarache

StomachacheFever

129

P5

130


LESSON PLAN (1)

LEVEL: P



INSTRUCTIONAL OBJECTIVE: 1) to initiate and respond togreetings and leavetakings;

2) to introduce oneslf and/or afriend to someone else;

3) to learn the names and at leastone other piece of informationabout everyone in the class;

4) to practice visual discrimina-tion of shapes and lines;

5) to produce a series of downwardstrokes and vertical letters ina left-to-right sequence;

6) to copy letters;7) to write first and last names.

CONTENT: 1) greetings: hello/hiHow are you?Fine, and you?not bad/okay

2) leavetakings: good-bye/'byesee you latersee yor tomorrow

3) introductions: My name is ./

I'm(I'm) Pleased/happy to meet you.(,too)I'm fromI've been he,..e forThis is my friendWhere are you from?How long have you been here?What's your name?

4) concept of same/different with shapes and linesof differing size and appearance

PROCEDURE: 1) Teacher introduces him/herself and goesaround the room asking students for their

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names and exchanging greetings. Havestudents introduce themselves to theirneighbors using the chain method andexchanging personal information.

2) Go over a short dialog of greetings orintroductions (EACI, p. 3; ANS-SB, pp. 1-2;SE, p. 3; or EXP, pp. 2-3). Read aloudseveral times. Have them repeat ?ine byline, until they begin to feel comfortablewith it. Divide the class in half and haveeach side take a role. Practice in thismanner once or twice and then ask for tworows to do the same. Ask pairs of studentsto volunteer to act out the conversation on aone-to-one basis. Have everyone try this atleast once.

3) Go over the concept of "same" by usingconcrete objects such as two books, twopencils, two pens, etc. Draw pairs of shapeson the board. It may also be helpful to havecardboard cutouts or large flashcards ofcircles, triangles, squares and otherdifferent shapes. Have students answer thequestion "Is it the same?" Do this withshapes, lines and curves that are the same.

4) Once they understand this, erase the boardand put up two shapes that are different,e.g. a square and a circle. The answer Lcthe question should now be "no". Practicewith different shapes and lines that aredifferent. This can be done on the boardwith drawings or by showing and/or taping upflashcards.

5) For individual practice have students place ablank transparency on whatever page of thebook they are working on and use a washablemarking pen to complete the exercise. Byusing a transparency, students can work on anexercise more than one time. Shapediscrimination exercises are found on pp.10-11 of PESL and pp. 1-4 of ANS-Ll.

6) Teacher demonstrates various downward strokes(straight and diagonal) in the air, usinghand and arm motions. Students shouldimitate the action. Teacher then makessimilar strokes on the board. Students cantake turns going up to the board andimitating. This can be practiced at thestudents' seats as well. Draw horizontalguidelines on the board and demonstrate the

P7 1 Q0%. 4

alignment of strokes within them, allowingfor proper spacing. Have volunteers go tothe board to practice. Students should begiven extra-wide ruled paper to use at theirdesks. Make sure they practice going fromleft to right across the page.

7) Write the letters E, F, H, I, L and T on theboard to show how they are formed. Havestudents trace them on a transparency for theexercise on p. 9 of ANS-Ll. Once they havetraced the letters, they should copy themonto the lines provided. Students can workin pairs or groups of three to do theseexercises. Do the same for A, M, N, V, W, X,

and Y on p. 11.

8) While they work on the exercises go to eachstudent individually and write out theirnames in large block letters for them totrace and copy.

INSTRUCTIONAL MATERIALS: A New Start-Student's Book, pp.1-2 (cassette optional);English for Adult Competency I,p. 3;Expressways Foundations, pp. 2-3;Survival English, p. 3;A New Start-Literacy Workbook 1,pp. 1-4, 9, 11;Passage to ESL Literacy, PP-10-11;flashcards and cutouts ofdifferent shapes;extra-wide ruled paper;transparencies washable ink mark-ing pens.

EVALUATION: 1) oral conversation including greeting andleavetaking (introduction optional);

2) visual discrimination of shapes:a) in PESL, pp. 10-11: 4 out of 5 correct

on either page;b) in ANS-L1, pp. 1-4: 5 out of 6 correct on

any page.

3) written production:a) downward strokes aligned across a page;b) vertical letters on pp. 9 and 11 of

P8133


LESSON PLAN (2)

LEVEL: P


TOPIC FOR THIS LESSON: Personal Information/Alphabet

INSTRUCTIONAL OBJECTIVES: 1) to recite the alphabet inorder;

2) to ask for and give correctspelling of first and lastnames;

3) to practice visualdiscrimination of curvedlines and letters;

4) to produce a series of curvedstrokes and letters in aleft-to-right sequence;

5) to copy letters;6) to take letter dictation.

CONTENT: 1) alphabet and spelli of names;2) requesting/giving pel:sonal information:

what is your(first name)(last name)

PROCEDURE: 1) Review greetings and introductions. Goaround the room so that everyone has achance to speak. Go over first/last/middlenames. Explain how Americans only use onelast name, especially women, who usually usetheir husbands last names, dropping theirmaiden names. Read aloud the short dialogson p. 17 of SE. Have students repeat, lineby line, and then practice with a partner.BEAC, pp. 2-4, can also be used for workingwith first and last names.

2) Go over the alphabet and have students re-peat, letter by letter. Pick a student andask for his/her name. Write it up on theboard and spell it. Have the class repeat.Do this until everyone's name is on the boardand has been spelled out by the entire class.Pair students off and have them ask eachother for their first and last names includ-ing spelling. They can use the dialog on p.19 of SE as a model.

P9 134

3) Work on visual discrimination by reviewingshapes, lines and curves with flashcardsand/or the exercises in ANS-Ll. Turn to pp.5-6 in ANS-L1 and have students work on thecircling exercise. Similar exercises can befound on pp. 12-13 of PESL.

4) Review p. 3 of ANS-L1 before having studentspractice writing curves. Begin with circles(the letter "o"), then move to semi-circles(the letter "c", the backward one " " andthe letter "u"). They should write rows ofthese, both capital and lower case so thatthey practice size differences. Showstudents flashcards with these shapes topractice visual discrimination as well aswriting.

5) Put the letters K, Z, 0, Q, C,and G on theboard to show how they are formed. Turn tothe exercise on p. 10 of ANS-L1 and havestudents use their transparencies andmarking pens to trace and copy the letters.Do the same for U, J, S, D, P, R and B on p.12. PESL begins writing exercises on p. 31,using capital and lower case letters. Havestudents work on this page using theirtransparencies. SE, pp. 20-21, providesadditional letter writing practice.

INSTRUCTIONAL MATERIALS: A New Start-Literacy Workbook 1,pp. 3, 5-6, 10, 12;Passage to ESL Literacy, pp.12-13, 31;Basic English for Adult Competen-cy, pp. 2-4;Survival English, pp. 17, 19-20.

EVALUATION: 1) oral production of at least two items ofpersonal information (e.g., first/last nameor spelling of either) upon request;

2) visual discrimination of lines and curves:a) in ANS-L1, pp. 5-6: 7 out of 9 correct

on either page;b) in PESL, pp. 12-13: 8 out of 10 on

either page.

3) written production:a) curved strokes aligned across a page;b) curved letters on pp. 10 and 12 of

ANS-Ll.


LESSON PLAN (3)

LEVEL: P


TOPIC FOR THIS LESSON: Personal Information/Numbers

INSTRUCTIONAL OBJECTIVES: 1) to recite the numbers 1-10;2) to count objects, pictures

and symbols from 1-10;3) to match a given number of

pictures/objects with the cor-rect number;

4) to ask for and give telephonenumbers, addresses, zip codesand social security numbers;

5) to distinguish between lowercase and capital letters;

6) to copy telephone numbers,addresses and zip codes;

7) to read by sight the followingwords found on forms: name,first, last and middle.

CONTENT: 1) numbers 1-10;2) visual discrimination of upper and lower case

letters;3) addresses, telephone numbers, zip codes and

social security numbers;4) basic sight words found on forms: name, first,

last and middle.

PROCEDURE: 1) Review spelling of names before introducingnumbers (1-10) orally. Have students repeateach one several times. It might be helpfulto hold up objects (e.g., books or pencils)or put groups of marks or shapes on the boardto assist in the counting process. As stu-dents repeat the numbers, write them up onthe board to help in the counting process.Ask students questions relating to numbers,for example, how old they are, what their ad-dresses and telephone numbers are, and so on.

2) Have students work on visual discriminationexercises. Review previous work before goingon to ANS-L1, pp. 7-8 and PESL, pp. 14-15.The PESL exercises focus specifically on thedistinction between lower case and capitalletters.

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131;

3) Going back to numbers, turn to the exercisesin ANS-L1, pp. 18-19. Have students work onthese pages using their transparencies andmarking pens. Go over the counting exerciseon p. 20, having the class count the numberof dots in each group out loud. Have stu-dents work on ?p. 2-4 of PESL, circling thecoLzect answers and practicing their writingof nuabers. ANS-L1, pp. 21-22 provide stu-dents an opportunity to read, trace and copythe numbers 1-10, while p. 23 has an addi-tional counting exercise for reinforcement.

4) Turr to p. 22 of SE for a dialog concerningasking for and giving certain information,such as addresses and telephone numbers.Have students repeat and practice the dialogbefore turning to the model on p. 23. Havethem work with a partner and take turns ask-ing for and giving the desired information.For additional address writing practice, turnto BEAC, pp. 5-6 and 9-10. Telephone and so-cial security number writing exercises can befound on pp. 26-28 of ANS-Ll.

5) To begin facilitating recognition of basicsight words found on forms, turn to p. 13 ofANS-Ll. Have students read, trace and copythe word name, then circle it and finallyread it in form format so that they can writeout their names. Repeat the procedure withfirst, last and middle on pp. 14-16. Havestudents finish by filling out the sampleforms on p 17.

INSTRUCTIONAL MATERIALS: A New Start-Literacy Workbook 1,pp. 7-8, 13-23, 26-28;Passage to ESL Literacy, pp. 2-4,14-15;Basic English for Adult Competen-cy, pp. 5-6, 9-10;Survival English, pp. 22-23.

EVALUATION: J.) oral production of correct address and tele-phone;

2) visual discrimination of capital and lowercase letters and basic sight words:a) in PESL, p. 14: 8 out of 10 correct;b) in ANS-L1, pp. 18-19: 7 out of 9 correct;c) in ANS-L1, pp. 13-16: 4 out of 5 and 2

out of 3, where applicable.

P12

i 3 7

3) counting and matching exercises:a) in ANS-L1, p. 23: 8 out of 9 correct;b) in PESL, p. 2: 7 out of 9 correct;c) in PESL, p. 4: 7 out of 8 correct.

4) written production:a) in ANS-L1, pp. 21-22 and PESL, p. 3:

numbers;b) in ANS-L1, pp. 26-28: telephone and

social security numbers;c) in ANS-L1, p. 17: correct filling in of

first, middle and last names.

PIA1S


LESSON PLAN (4)


TOPIC FOR THIS LESSON: Family and Calendar Time

INSTRUCTIONAL OBJECTIVE: 1) to read by sight words requir-ing numbers as responses onforms;

2) to identify family relation-ships;

3) to identify the months of theyear and the days of the week;

4) to count by tens up to onehundred;

5) to write dates upon request.

CONTENT: 1) words on forms requiring numbers as responses:telephone number house numberapartment number zip codesocial security number age

2) family members:mother sisterfather brotherson auntdaughter uncle

grandfathergrandmothergrandsongranddaughter

child/-rengrandchild/-rencousinhusband/wife

Are you married? single?Do you have children?How old are they?I'm married/single/divorced/widowed.

3) numbers: 11-19, 20, 30, 40, 50, 60, 70, 80, 90,

100

4) days of thetodaytomorrowyesterdaylast weeknext week

week:MondayTuesdayWednesdayThursdayFriday

5) months of the year:January MayFebruary JuneMarch JulyApril August

P14

SaturdaySunday

SeptemberOctoberNovemberDecember

139

When is your birthday?When were you born?

PROCEDURE: 1) Personal information is put together in asimple form on p. 54 of ANS-Ll. Studentsshould be able to fill it out with their ownpersonal information. The following pagesgive additional items, such as city andstate, so that students can write a completeaddress. Have them work on pp. 55-59 topractice visual discrimination, copying andwriting.

2) Introduce the subject of family members byasking students personal questions aboutmarital status and children. Show a p.Lctureof the family (BEAC, p. 20 can be copied ontoa transparency) and see if students can iden-tify the members. Turn to p. 31 of SE andread the dialog aloud once or twice, thenline by line with students repeating. Writethe words married and widowed on the boardand 'wife students spell them out. Turn tothe next page and repeat the procedure, thistime writing single and divorced on theboard. Have them ask each other questionsabout their families: Who lives in yourhouse? Who lives with you? Briefly go overregular plurals with -s and the irregular-ren.

3) Ask if students know what day it is. Go overthe days of week, and also introduce today,tomorrow and yesterday. Have them repeateach day several times. Once they are fami-liar with the vocabular:. Ask them questions:

What's today? tomorrow?What was yesterday?What days do we have class? etc.

More samples of these can be found on p. 48of SE. Turn to p. 42-45 in ANS-Ll. Have stu-dents read, trace and copy the days of theweek and their abbreviations. The matchingand visual discrimination exercises on thesepages should be done as well. Once they havepracticed writing all the abbreviations, theyshould go back to p. 41 and fill in the topof the calendar and do the matching exerciseon p. 46.

4) Practice the numbers 11-19. Write the

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numerals on the board for recognition.Have students repeat. Quiz them by point-ing to a number and having them identify it.Repeat this for the tens digits. Show themflashcards of the numbers for identification.Have them write out rows of the numbersstudied in their notebooks. Show students howto combine 1-9 with the tens digits they justlearned to come up with the rest of thenumbers. This may have to be reviewedseveral times in subsequent classes. Highernumbers may be practiced by asking studentshow old they are. Have them practice tracingand copying the numbers on pp. 29-30 of ANS-Ll. More number writing practice can befound on p. 46 of SE.

5) Turn to the conversation on p. 30 of SE andread, line by line, with students repeating.Write Bob's date of birth on the board. Askdifferent students for their birth dates andwrite these up as well. Go over the monthsof the year orally and then have studentscopy them in order. Practice spelling themas well. Turn to pp. 47-53 in ANS-L1 forpractice in tracing and copying the abbrevia-tions for the months, and have students dothe visual discrimination and matching exer-cises on these pages. Do the abbreviationsexercise on p. 13 of ANS-SB. Go over writingdates (long and short forms) emphasize M-D-Ycrder. Give a short (five or six dates) dic-tation to assure mastery of these forms.

INSTRUCTIONAL MATERIALS: Basic English for Adult Competen-cy, pp. 12-13, 19-20;Survival English, pp. 30-32, 34,47-49;A New Start-Literacy Workbook 1,pp. 41-60;A New Start-Student's Book, pp.13-14.

EVALUATION: 1) oral production: days of the week;months of the year.

2) visual discrimination:a) in ANS-L1, pp. 44-45: correct under-

lining and circling of appropriate items;b) in ANS-L1, pp. 49-51: correct under-

lining and circling of appropriate items;c.) in ANS-L1, pp. 55-56, 58: correct under-

P16

lining and circling of appropriate items.

3) matching exercises:a) in ANS-L1,b) in ANS-L1,c) in ANS-L1,d) in ANS-L1,

p. 46: 7 out 7 correct;p. 49: 5 out of 5 correct;p. 51: 4 out of 4 correct;p. 53: 3 out of 3 correct.

4) written production:a) in ANS-L1, pp. 57-60: basic personal

information;b) days of the week;c) months of the year;d) date dictation.

14 0P 1 7


LESSON PLAN (5)

LEVEL: P

UNIT TOPIC: Employment

TOPIC FOR THIS LESSON: Filling Out Forms

INSTRUCTIONAL OBJECTIVES: 1) to identify basic componentsof a simple form;

2) to read by sight words usedon forms;

3) to read and mark appropriate-ly on a form: male/female,M/F, Mr./Mrs./Ms./Miss;

4) to write personal informationupon request;

5) to complete a simple form withcorrect personal information.

CONTENT: 1) parts of a form:first name telephone numberlast name date of birthaddress zip codecity datestate

social security number

2) male/female M/F,Mr., Mrs., Ms., Miss.

3) filling out a simple form.

PROCEDURE: 1) Review the questions on p. 24 of SE orally.Have students work in pairs to practice theseitems aloud. The person who is asking thequestions should write the information givenon a piece of paper, as if it were a type ofdictation. He/she should ask for repetitionand/or clarification when necessary. Rolesshould be reversed so that each student has anopportunity to dictate as well as receivedictated information. When they finish, havethem fill out the form on p. 25 and fill inthe sentences on the bottom of the page.

2) Turn to pp. 30-31 of ANS-L2. Have studentsreview dates by reading, tracing and copyingdate, month and year in the appropriate

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spaces. Dictate some dates to be written inthe available spaces on p. 31. On p. 32, havestudents place their transparencies over thepage so they can tra-, the word birthdate andpractice writing it a few times. Ask themquestions regarding their birthdays. Havethem write out the dates in both long andshort forms (e.g., Jan. 25, 1961 and 1/25/61)on the bottom of the page. Students should beable to fill out the forms on pp. 14 and 16 ofBEAC and do the corresponding matching exer-cises on each page.

3) ANS-SB, p. 15, contains a sample of a formthat is already filled out. Review the basicinformation found on the form, making surethat students know the items that correspondto each line. Have them fill out the blanksample on the bottom of the page. Turn to p.33 of ANS-L2 and have students work on theexercises dealing with sex (M/F). Then goover the exercises that deal with titles (Mr.,Mrs., Ms., Miss) on pp. 34-37. Do the exer-cise on p. 35 as a class or small group acti-vity. Use students as their own examples.

4) Review married, divorced, widowed and sepa-rated. Writing and visual-aria-iminationpractice for these are available on pp. 38-39of ANS-L2. On p. 40 students can circle theirchoice and discuss why they think the figurein the drawing has that status. Have themfill in their own marital status in the sam-ples given on p. 41. Turn to p. 17 in BEACfor additional practice doing this and havethem fill out the form on p. 18.

rNSTRUCTIONAL MATERIALS: Survival English, pp. 24-26;A New Start-Literacy Workzook 2,pp. 30-41;A New Start-Student's Book, p. 15;Basic English for Adult Competen-cy, pp. 14, 16-18.

EVALUATION: 1) oral production: requesting and giving per-sonal information;

2) visual discrimination:a) in ANS-L2, p. 32: correct underlining and

circling of appropriate items;b) in ANS-L2, p. 34: correct underlining,

circling and marking (with "Xn) of appro-

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priate items.

3) matching exercises:&I in SE, p. 26: 9 out of 9 correct;b) in ANS-L2, p. 33: 6 out of 6 correct;c) in ANS-L2, p. 35: 8 out of 9 correct.

4) written production:a) in SE, p. 25: correct filling out of form

and sentences;b) in ANS-L2, p. 33: circling of appropriate

sex in last exercise;c) in ANS-L2, p. 37: circling of appropriate

title with written name;d) ir BOAC, pp. 14, 16, 18: correct filling

out of sample forms.

p20 145


LESSON PLAN (6)

LEVEL: P

UNIT TOPIC: Employment

TOPIC FOR THIS LESSON: Types of Jobs

INSTRUCTIONAL OBJECTIVE: 1) to name common occupations;2) to identify general duties

associated with common occupa-tions;

3) to describe the type of workdone in the past (native coun-try or United States);

4) to interpret and completejob application forms (simple).

CONTENT: 1) jobs and occupations;2) components of a job application form.

PROCEDURE: 1) Go around the room, asking students if theywork or if they worked in their nativecountry. Have them give a short explanationor description of what they do/did. Turn topp. 68-69 in BEAC. Go over the occupationsfound in the pictures by asking questions ofthe class and then by having students work inpairs asking each other questions about whatis being done in the pictures.

2) Turn to p. 99 in PESL. Read the question andanswer series in the first box. Have stu-dents repeat the questions as well as theanswers. Ask the question in the second box,addressing it to the whole class. Have themgive the answer as a group and discuss thenew vocabulary word (e.g., busboy). Go overthe items in the rest of the boxes. To giveeach student a chance to read, use the chainmethod to review. Pick one student and askhim/her the question in #1. Once the studentgives the response, he/she should turn to aperson nearby and ask the next question. Thepattern should be continued (repeating thequestions several times, if necessary) untileveryone has had a chance to practice. Thelast student should pose the question to theteacher.

3) Turn to p. 100 of PESL and have studentspractice answering the questions. Ask themand have them ask each other the same ques-tions using "you" and "I". Have studentsread the questions on p. 101 and write outthe answers on their own paper. Repeat thisfor pp. 102-103. Go over the short conversa-tions in each box. Have students repeat andpractice. Have them write out the answers tothe questions on pp. 104-105. Go over thequestions on p. 106. Discuss the answers asa class activity.

4) Turn to p. 42 in ANS-L2 and have studentscontinue working with the different itemsfound on a form. Ask them questions aboutthe vocabulary as it relates to them on apersonal level and have them practice theirwriting as much as possible. Continue work-ing through p. 44.

7) Give students a copy of the sample formcontaining all the information covered (p. 70of ANS-SB) and have them fill it out indivi-dually.

INSTRUCTIONAL MATERIALS: Basic English for Adult Competen-cy, pp. 68-69;Passage to ESL Literacy, pp.99-106;A New Start-Literacy Workbook 2,pp. 42-44;A New Start-Student's Book, p. 70.

EVALUATION: 1) identification of at least five commonoccupations;

2) correct filling out of sample forms, p. 70,ANS-SB.

P22 i 4 7


LESSON PLAN (7)

LEVEL: P


TOPIC FOR THIS LESSON: Telling Time

INSTRUCTIONAL OBJECTIVES: 1) to identify and read time froma face clock;

2) to read time from a digitalclock;

4) to read and understand storehours on a sign.

CONTENT: 1) numbers (1-60);

2) what time is it?

3) hours on a sign.

o'clockthirtyfifteenforty-five

PROCEDURE: 1) Start the lesson by asking what time theclass begins and ends. Then ask what timeit is at that particular moment. Some stu-dents may already know how to tell time inEnglish, but many will not. Draw a clock onthe board. Fill in the numbers, but do notdraw hands or indicate a particular time.Starting at midnight (12:00), point to eachhour and have students repeat (e.g., oneo'clock, two o'clock,...) until noon isreached. The hours between midni4a and noonare indicated by "a.m." and those betweennoon and midnight by "p.m." Go back to the12 and have students count out the minutes byfives. Go over the tens (20, 30, etc.) ifthey do t already know them.

2) Turn to p. 23 of BEAC and point to the firstclock. Ask different students what time isindicated there. Repeat for the next fiveexamples. Have students do the matchingexercise on the bottom of the page. Go overthe same procedure for pp. 24 and 41-42.

P23 1 4 Ci

3) Review numbers by writing a series of themon tne board and having different studentsidertify them. Have students go up to theboard in small groups and dictate three orfour numbers for them to write down. Havestudents look at p. 20 of ANS-L2. (o overthe times in the left-hand column. Havestudents repeat (e.g. one o'clock, one-thirty, seven forty-five, etc.) Have themcircle the matching time and then practicesaying the other choices aloud. Work on pp.23-29 of ANS-L2 for additional practice.

4) Draw a circle clock on the board. Ask stu-dents when they do certain activities (e.g.,eat meals, go to work or school, etc.) andhave them go up to the board and fill in thetime. They can ask each other these and si-milar questions to practice asking for andgiving information. At different intervalsin the class, ask what time it is and havedifferent students respond.

5) Turn to p. 225 of SE. Read the conversationaloud with students repeating. Divide theclass in two; have one half take the part of(A) and the other read (B). Then have dif-ferent pairs of students take turns. Goover the bank hours sign and have studentsanswer the questions on the bottom of thepage. Go over the hours on the sign on p. 66of ANS-SB. Have students complete the bottomof the page by drawing the times on theclocks.

6) Play Telling Time Bingo. Hand each student acard and several chips. Shuffle the cardsthat have the time written on them and placethem face down. Pick one card. Call out thetime. Students who have a match should put achip on their card. The first student tocover all the clocks wins. The winner shoulddraw his/her card's clocks on the board andidentify the time indicated by each. A smallprize (e.g. a free Coke at break time, or acandy bar the next class) can be given if theinstructor so desires. The game can beplayed again if the students need more prac-tice with telling time.

INSTRUCTIONAL MATERIALS: A New Start-Student Book, p. 66;A New Start-Literacy Workbook 2,pp. 20, 23-29;

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Basic E.glish for Adult Competen-cy, pp. 23-24, 41-42;Survival English, p. 225;Telling Time Bingo.

EVALUATION: 1) oral production: give the correct time uponreopest;

2) written production:a) write the correct times for the clocks

on p. 29 of ANS-L2;b) draw the corresponding store hours on

the clocks provided, ANS-SB, p. 66.

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LESSON PLAN (8)

LEVEL: P


TOPIC FOR THIS LESSON: Counting Money and Making Change

INSTRUCTIONAL OBJECTIVE: 1) to identify coins and bills byname;

2) to count out bills and coins;3) to recognize different ways of

writing monetary values;4) to make change with currency;5) to use different combinations

of currency to make up adollar, a1so different combina-tions of bills to make up dif-ferent values;

6) to practice addition and sub-traction skills required inmaking change.

CONTENT: 1) money vocabulary:penny nickeldime quarter

(a) one (a) five(a) ten (a) twenty

half-dollar

2) making change: Do you have change for adollar?Do you have change for aquarter?

3) paying and receiving change;4) adding and subtracting from a dollar.

PROCEDURE: 1) Review the numbers from one to a hundredaloud, either as a group or by havingStudent #1 say 1-10, Student #2 say 11-23,etc., up to 100. This should be done withtheir books and notebooks closed to see howmuch they remember. Then repeat the pro-cedure with the different students sayingthe numbers while someone writes what is be-ing said on the board. Give each student a

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a short list of numbers and divide them intopairs. Have each student give his/herpartner a "number dictation".

2) Turn to pp. 30-31 in BEAC to introduce money.It may be helpful to have some real coins andbills to use as examples. Have studentsreview the values using the numbers they havejust learned. Go over the names of the coinson p. 30 and the equivalencies on p. 31.Have students practice making change by ask-ing them questions like: "How many nickelsmake a dime?" "How many quarters are in adollar?" etc. They can also ask each otherif they have change according to how muchmoney they are actually carrying at themoment. Have students do the Count and Writeon pp. 31-32 at their seats. Go over theresponses orally.

3) Go over the first dialog on p. 11 (ANS-SB)about getting change for a bus fare. Havestudents repeat several times. Oral prac-tice should be reinforced as much aspossible. Students can role play dialogs infront of the class using real or play mcley.Use the boxes to the left of the picture onp. 11 to help explain how much money shouldbe paid, how much was actually given and howmuch change was received.

4) Have students do the counting exercise: onpp. 31-32 of ANS-Ll. They should write thecorrect amount on the line. Also have themdo the matching exercise on p. 33.

5) Go over p. 35 (ANS-L1) having students countaloud, first how many coins there are andthen by their values (e.g., they see fivenickels: first count the five and then theyfigure out their value by counting by fives).Have the review the names of the coins whilethey do this. Have them do the exercises onp. 36 and then review orally.

6) Review counting bills. Have students work onpp. 37-38 orally and in writing. Read thedialog on the bottom of p. 11 (ANS-SB) aloudwith students listening before having themrepeat several times. Have volunteers readaloud in pairs. (Make sure ':tveryone gets aturn.)

7) Give students pieces of paper with different

P27

amounts written on them (real or play moneycan also be used). Have students work inpairs and role play asking for change basedon the "money" that they have been given.

INSTRUCTIONAL MATERIALS: A New Start-Student Book, pp. 7-11;A New Start-Literacy Workbook 1,pp. 29-33, 35-38;Basic English for Adult Competen-cy, pp. 30-32.

EVALUATION: 1) correct identification of coins and billsand their corresponding values;

2) number writing exercise3) correct writing of dictated aumbers;4) written exercises (ANS-L1, pp. 37-38);5) role play: making change.

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LESSON PLAN (9)

LEVEL: P


TOPIC FOR THIS LESSON: Street and Traffic Signs

INSTRUCTIONAL OBJECTIVE: 1) to identify common means oftransportation;

2) to recognize common signsfound in the street;

3) to follow simple directions.

CONTENT: 1) getting around: walk airplanedrive a car boatride a bicycle vantake the bus trucktake the trainride the Metrorail

2) common signs: NO LEFT TURNNO RIGHT TURNWALKDON'T WALKSTOPBUS STOP

3) directions: stopgo

turn leftturn right

PROCEDURE: 1) Ask students how they get to school. Do theywalk, drive or take the bus? Show studentspictures of different means of transportationand identify each. Have students practicesaying the vocabulary. Write the words up onthe board and have students copy them downand practice their writing.

2) Act out basic directions (stop, go, left,right) . Have students get up and follow aseries of directions given by the teacher orby other students. Review the directionsagain, this time writing the words on theboard. Have different students volunteer tospell out the words. Have them all read andrepeat.

P291 e-

ANL

3) As a listening comprehension/following direc-tions activity, have students sit in a cir-cle. Give each an index card (or some otherconcrete object) . The teacher will givecommands starting with a direction (left/right) and then go/stop. Students are topass the cards to their neighbors (on theleft or right, depending on the command).The teacher should not change commands toorapidly. This activity should last aboutfive to ten minutes.

4) To practice their writing skills, havestudents work on the handouts from ANS-L1(pp. 77-84) . These exercises involvetracing and copying words, circling andunderlining words for visual discrimination,matching, and writing words that begin withthe same letter. Students can recopy thevocabulary on their own paper for additionalpractice.

INSTUCTIONAL MATERIALS: A New Start-Literacy Workbook 1,pp. 77-84;Basic English for Adult Competen-cy, pp. 49-50, 52-53;large (8 1/2 x 11) flashcards ofsigns;pictures of cars, bicycles, andtrains.

EVALUATION: 1) identification of the four most commonmeans of transportation.

2) listening comprehension activity.3) completion of p. 78 on the handouts

involving visual discrimination andteading comprehension.

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EMPLOABILITY DEMONSTRATION COMPONENT

LESSON PLAN (10)

LEVEL: P

UNIT TOPIC: Community Resources

TOPIC FOR THIS LESSON: Location/Signs

INSTRUCTIONAL OBJECTIVES: I) to recognize and read signsfound in stores and on thestreet;

2) to request information aboutlocation.

CONTENT: 1) signs found in stores: UP/DOWNPUSH/PULLELEVATORSTAIRS

2) signs found on the street: IN/OUTENTRANCEIEXIT

PROCEDURE: 1) Show students pictures of different signs tosee how many they recognize. Where havethey seen these signs before?

2) Read the dialog on p. 30 of ANS-SB aloud.Have students repeat several times untilthey become familiar with it. Break up theconversation into question and answer: theteacher asks the question (e.g., Excuse me,can you help me?) and the stuents gives theresponse (yes), and so on until theconversation is finished. Have stuentspractice in pairs.

3) Turn to p. 95 in ANS-Ll. Explain up anddown by pointing and using arrows. Havestudents do the exercises for writingpractice. Have students also work on pp.96-100.

4) Have students with a partner to make up ashort conversation requesting informationabout location which tney will present tothe other students.

151;P31

INSTRUCTIONAL MATERIALS: A New Start-Literacy Workbook 1,pp. 95-100;A New Start-Student Book, p. 30.

EVALUATION: 1) correct reading of signs found in stores.2) demonstrating knowledge of how to ask for

location information in a store.

ADDITIONAL ACTIVITIES: 1) Ask students to write downdifferent signs they see ontheir way to work or school andbring them to class.

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1 5 7


LESSON PLAN (11)

LEVEL: P

UNIT TOPIC: Community Resources

TOPIC FOR THIS LESSON: Restroom Signs

INSTRUCTIONAL OBJECTIVE: 1) to identify men's and women'srestroom signs;

2) to differentiate between hotand cold water taps.

CONTENT: 1) male/female restroom signs: pictures of men andwomen;

2) hot and cold (H/C).

PROCEDURE: 1) Teacher ahould start out by identifying menand women, for example:

I am a woman.You are a man.She is a woman.He is a man. (etc.)

Stick figure drawings on the board or pic-tures may be helpful. Teacher should go overthe plurals (men/women), explaining thatthese are irregular and don't take an S.Have students do the circling exercise inANS-L1, p. 63.

2) Go back to pp. 61-62 (ANS-L1) . Have studentspractice writing and saying restrooms,men and women. Ask someone where the rest-rooms are on the particular floor where theclassroom is located. Have them do thevisual discrimination exercises (circling andunderlining) and ask each other for direc-tions to the restroom.

3) Go over cold and hot. Have studentspractice writing on p. 64 (ANS-L1). Studentscan put the whole lesson together by puttingthe correct words on the corresponding pic-tures on p. 16 of ANS-SB.

P33 I 5;

INSTRUCTIONAL MATERIALS: A New Start-Student Book, p. 16;

A New Start-Literacy Workbook 1,pp. 61-64

EVALUATION: 1) correct identification of m/F restroom signs;2) correct identification of hot and cold water

taps.

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LESSON PLAN (12)

LEVEL: P

UNIT TOPIC: Health

TOPIC FOR THIS LESSON: Parts of the Body and Common Pains

INSTRUCTIONAL OBJECTIVES: 1) to identify the basic parts ofthe body;

2) to identify common aches andpains.

CONTENT: 1) parts of the body;2) common aches and pains.

PROCEDURE: 1) To see how much body vocabulary studentsalready have, point to different parts andask "what's this?" or ask them to show their

(e.g. show me your arm, tell mewhere your nose is, etc.) Go over differentparts of the body. Write them on the board.Have students repeat and copy. Review untilstudents are familiar with the vocabulary.The visual on p. 38 of BEACI may be helpful.

2) Play "Teacher says." This is a modifiedversion of the children's game "Simon Says."All the students stand up. The teacher willissue a series of commands some of thempreceded by "Teacher Says" (teacher's namecan be substituted) . Students are to actupon the commands only when the teacher"says" to do so. If they point to the wrongpart they are "out." For example:

Teacher says touch your nose.Teacher says touch your hair.Touch your knee.

The students who touch their knees are "out"and must sit down. The game continues untilonly one person is left standing and isdeclared the winner. Ctudents may notunderstand what they are supposed to do atfirst, but once they catch on, it may bedifficult to declare a winner. To make itmore challenging, the teacher can speed upthe pace of the commands.

160P35

3) Review ways of asking people how they feel(e.g. What's wrong? What's the matter? Wheredoes it hurt?) and then go over common achesand pains (e.g. headache, stomachache,backache, sore throat, etc) . Once studentsare familiar with these, tell them that theyare all sick and that they have to identifywhat is wrong or where it hurts. Forexample, the teacher asks "What's thematter?" The studeut then replies "I havea backache" or "my back hurts." Go over thepictures on pp. 39-40 of BEAC. Have stu-dents identify what the problem is in eachone.

INSTRUCTIONAL MATERIALS: Basic English for Adult Competen-cy, pp. 38-40

EVALUATION: 1) correct identification of at least tenparts of the body (can be done through the"Teacher Says" activity);

2) correct identification of four commonmaladies.

l G 1

COUNSELING COMPONENT

162


COUNSELING SESSION (1)

OBJECTIVES: 1) introduce the counselIng part of theprogram;

2) assess students' needs/interests in terms ofemployability;

3) begin to identify future trends in the jobmarket as they relate tc) immigrants andHispanics.

ACTIVITIES:

1) Introduce this segment of the program. Give a briefoverview of the various topics to be covered in sub-sequent sessions, relating this to what is done inthe ESL class. Give students the Student InterestAssessment. Go over each item and have them checkoff the ones that they feel are most important tothem. They should feel free to add to the list Inthe spice provided at the bottom of the page.(10-15 min.)

2) Have students introduce themselves and ask if theywo:k. Find out what types of jobs they have andcompare to the kind of work they had in their owncountries and the type of employment they would liketo obtain. Aside from the language barrier, whatother difficulties have they encountered in terms ofwork? (20-25 min.)

3) Before starting the discussion on future job trends,give students the Cuestionario sobre carreras andhave them fill it out as completely as possible. Goover the answers and incorporate them into a generaldiscussion of employment. Although the publicationdate for the manual from which the questionnaire wastaken is 1987, some of the information in the ques-tions may be dated. Discuss how things may or may nothave changed in the last ten years. (20-25 min.)

4) Use the previous handout to introduce the topic oflabor trends through the year 2000. Begin withgeneral information about national trends, and thel,narrow it down to general information at the countylevel. Use transparencies to show how the labor

163

force (job seekers) and employment (jobs available)have grown since the 1970s, what their status hasbeen during the 1980s and what the projections arefor the year 2000. Show how education level affectssalaries and how the Hispanic population is projectedto influence the labor force. (30-35 min.)

5) Have a brief question and answer period. (10 min.)

MATERIALS:

1) Handouts: EDC Student Interest Assessment(Spanish version)Cuestionario sobre carreras

2) Transparencies: The labor force: (p. 5)

Employment growth (p. 13)The Hispanic labor force (p. 12)

The growing need for education(p. 36)

3) Overhead projector/screen

REFERENCES:

The Changing Labor Force. (Fall 1987) Occupational OutlookQuarterly, pp. 5, 12-13, 36.

Life Skills/Job Seeking Techniques Workshop. (1987)Amarillo, TX, pp. 70-73.

Metro-Dade Planning Department. (August 1986) EmploymentProjections, Dade County, Florida 1983-2010. Miami, FL.

C2 1 C 4



OBJECTIVES: 1) identify the fastest-growing fieldsprojected through the year 2000;

2) describe factors that influence changes inthe labor market;

3) identify training/preparation necessary forjobs with the most growth projected;

4) identify current and future salary trends;

5) assess personal interests and strengths asapplied to different types of work.

ACTIVITIES:

1) Have a brief question and answer period to reviewmaterial discussed in the previous session. (10 min.)

2) Continue discussion of the job market. Explain thefactors, such as increased technological advances anddemographic considerations, that lead to changes inemployment availability. Briefly review how projec-tions are made. (20-25 min.)

3) Discuss the 1988-89 job outlook, highlighting thetypf,..i of jobs that will be most in demand and theki-d of training and/or preparation necessary fort .!se positions. Focus on the five fastest-growing_ategories. Show transparencies of the occupationsprojected to have the largest job availabilitythrough the year 2000. Give more specific informa-tion about these trends as they relate to DadeCounty, Florida. (35-40 min.)

4) Discuss occupational earnings for different types ofjobs (e.g., hourly rate, yearly salary, earnings fromself-employment vs. salaries) . Give the rankings forthese and discuss which types of jobs fall into them,using examples from each field. Weekly earnings forspecific jobs can be shown on transparencies. (25-30min.)

5) Have participants assess their persorai interests andstrengths by filling oat the Individual Traits Inven-

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tory and the What Are Your Preferences? handouts.Put these aside for che moment and discuss differentjob requirements/characteristics and the types ofjobs that are associated with each. Include workenvironments as well. Information for specific jobscan be given so that students can compare their per-sonal traits to the jobs they are interested in.They can gather into groups of four or five to shareinformation and discuss the matching of traits tojobs. (35-40 min.)

MATERIALS:

1) Handouts: Individual Traits InventoryWhat Are Your Work Preferences?

2) Transparencies: Uccupations with Largest Job GrowthFastest Growing Occupationsiastest Declining OccupationsChanging Employment in OccupationsKeep Your Eyes OpenNumerical Growth in OccupationsLas Carreras del FuturoEarnings by Occupation (selectedjobs)

Requirements for the World of Work


REFERENCES:

The 1988-89 Job Outlook in Brief. (Spring 1988) Occupa-tional Outlook Quarterly, pp. 10-16.

Hemphill, P.D. (1986) Business Communications with WritingImprovement Exercises, 3rd Edition. Englewood Cliffs,NJ: Prentice-Hall, Inc.

:ob Opportunity Index. Business Week Careers, pp. 16-17.

:latchir..7 Yourself with the World of Work. (Winter- 1982)Occupational Outlook QuarterlI, pp. 2-11.

Metro-Dade Planning Department. (August 1986) EmploymentProjections, Dade County, Florida 1983-2010. Miami, FL.

Napier, D. (1987) Work Attitudes and Human Relations inBusiness. Columbia, MO: University of Missouri-Columbia, Instructional Materials Laboratory.

Occupational Earnings from Top to Bo:tom. (Winter 1982)Occupational Outlook Quarterly, pp. 21-25.

4 I-, f,C4 1 9, A I,

Occupational Outlook Quarterly. (Fall 1987) Pp. 30, 31.

An Overview of the Year 2000. (Spring 1988) OccupationalOutlook Quarterly, pp. 3-9.

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OBJECTIVES: 1) identify effective strategies for obtaininga job;

2) ide_ify job sources and how to utilizethem;

3) describe the services offered by employmentagencies;

4) identify educational facilities and sourcesof training related to employment;

5) identify procedures for obtainingrevalidation of titles and/or certificates;

6) describe what a resume is and how it is usedby employers;

7) identify the type of information that goc,on a resume;

8) compare job hunting strategies in the U.S.with those of Latin American countries.

ACTIVITIES:

1) Have a brief question/answer period to reviewmaterial discussed in the previous session.(10 min.)

2) Begin the new topic by asking participants how theywould go about obtaining a job. They should alreadyhave assessed their personal skills and have aspecific type of job in mind. Where would they go?Whom would they consult? How would they organizethemselves? Write their suggestions on the board.How does this compare to what they did in the nativecountry? Show the Job Sources transparency andcompare the two lists. Show students thetransparency of the documents usually needed inlooking for a job. (20-25 min.)

3) Focus on employment agencies. Discuss the servicesthey offer and how they can guide clients in the jobsearch. Compare state agencies to private ones.What are the advantages/disadvantages of each? Showthe transparency of guidelines to follow whenconsidering whether or not to use an employmentagency. Have students share experiences they may

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have had with employment agencies in the past andcompare these services with those that may or maynot exist in the native country. Make sure toprovide the addresses and telephone numbers of localoffices of the Job Service of Florida. (20-25 min.)

4) Ask participants if they are familiar with thevarious educational institutions and/or agenciesthat provide employment related training in thecommunity. Discuss the different possibilitiesavailable to them based on their interests andneeds. Revi..w different strategies for revalidatingand/or transferring titles, certificates andacademic credits. Provide specific agency names andtelephone numbers in the forms of transparencies andhandouts. (20-25 min.)

5) Have participants make a brief personal data sheetwith information that should go on a resume.Discuss what a resume is based on participants'knowledge. Review the components of a resume andshow the different formats that can be used. Usehandouts and/or transparencies to help writiig jobdescriptions/responsibilities in English. Haveparticipants put their information together in oneof the formats discussed. They should have a roughdraft of their resume by the end of the session.They can fill in more specific details at home andbring it to the next session to be checked.(30-45 min.)

MATERIALS:

1) Handouts: Job Services of FloridaTraining AgenciesPapeles OficialesResumen de Datos Personales

2) Transparencies: Job SourcesJob Services of FloridaTraining AgenciesCredential Evaluation ServiceResume FormatsResumen de Datos PersonalesVerbs that Describe Skills


REFERENCES:

Baxter, N. (1987) Resumes, application forms, coverletters, and interviews. Occupational Outlook

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Quarterly, Spring, pp. 17-23.

En busca de empleo. (1980) Tallahassee, FL: Departmentof Education, Division of Vocational Education.

Hemphill, P.D. (1986) Business communications withwriting improvement exercises. (3rd Ed.).Englewood Cliffs, NJ: Prentice Hall, Inc.

Solicitando empleo. (1979) Tallahassee, FL: Department ofEducation, Division of Vocational Education.

Starkey, C.M., E Penn, N.W. (1985) What you need to knowabout getting a job and filling out forms. Lincoln-wood, IL: National Textbook Co. pp. 1-7.

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OBJECTIVES: 1) recognize standards of behavior and dressfor job interviews;

2) identify types of questions frequently askedby interviewers and appropriate responses;

3) recognize types of questions that cannot beasked during an interview;

4) describe follow-up procedures after a jobinterview;

5) identify effective methods of time manage-ment;

6) identify attitudes toward work;

7) identify appropriate work habits;

8) recognize and differentiate between levelsof communication (verbal/nonverbal) on thejob;

9) identify cultural patterns that affect theworking environment.

ACTIV:TIES:

1) Have a brief question/answer period to reviewmaterial discussed in the previous session.C,.0 min.)

2) Discuss what is and is not appropriate aress andbehavior for an interview. Make a list of "Do's andDon'ts" and put them up on the board. (10-15 min.)

3) Have students share their exeriences of previousinterviews. Are interviews in tne United Statesdifferent from interviews in their native countries?Review different strategies and job interviewingtechniques. Ask students to volunteer informationabout the types of questions that are typicallyasked during an interview. Go over appropriateresponses and also tynes of questions that areconsidered "suspect" by the Equal Employment Oppor-tunity Commission. These include questions about

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marital status, age, and child care arrangements.(40-45 min.)

4) Explain the concept of "following up" after a jobinterview. Show a sample of a follow-up letter andgo over the different sections in it. Give studentsa few minutes to think of a hypothetical situationin which they would be required to contact a poten-tial employer after an interview. Have them write adraft of a letter and share it with the class. (20-25 min.)

5) Introduce the idea of time management and organi-zation. Using transparencies and general discus-sion, show how the day can be divided according toactivities. Ask students if they agree with thisdivision and how their day usually differs. Discussplanning ahead in reference to time distribution andhow this can improve the quality of time spent onactivities, especially making it work for one's ownbest interests. Give students the "Manejando sutiempo" handout and discuss. Show transparenciesrelated to time management techniques and show howeffective time use on the job can prove to be bene-ficial. (35-40 min.)

6) Discuss the reasons that obligate or motivate peopleto work and how these can affect attitudes on thejob. For example, someone who obtains a job to havesome extra pocket money will have a very differentperception about work from someone who works two orthree jobs just to make ends meet. Show the trans-parency on job attitudes, positive and necative.(15-20 min.)

7) Explain the different levels of communication, ver-bal and nonverbal, and how barriers to effectivecommunication can arise. Show how these barrierscan interfere with employment goals and affect thework environment. Emphasize nonverbal communica-tion, including physical distance and eye contact.Demonstrate appropriate distance and gestures forNorth Americans as opposed to Hispanics. Discussthe difference between being aggressive and asser-tive, and how assertiveness can be beneficial bothon the job and in one's personal life. (45-50 min.)

MATERIALS:

1) Transparencies: Appropriate/inappropriate behaviorfor interviewsQuestions asked by interviewersAppropriate responses

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Utiliza bien tu tiempoJerarquia de necesidades basicasComportamientoFollow-up letterLo que buscan los supervisores

2) Handouts: Manejando su tiempo


REFERENCES:

Baxter, N. (1987) Resumes, application forms, coverletters, and interviews. Occupational OutlookQuarterly, Spring, pp. 17-23.

Buen trabajo. (1981) Tallahassee, FL: Departmentof Education, Divisicn cf Vocational Education.

Cambios de empleo. (1980) Tallahassee, FL: Departmentof Education, Division of Vocational Education.

En busca de empleo. (1980) Tallahassee, FL: Departmentof Education, Division of Vocational Education.

Hemphill, P D. (1986) Business Communications with WritingImprovement ExeLcises, 3rd Edition. Englewood Cliffs,NJ: Prentice-Hall, Inc.

Life Skills/Job Seeking Techniques Works'rop. (1987)

Amarillo, TX, pp. 70-73.

Napier, D. (1987) Work Attitudes and Human Relations inBusiness. Columbia, MO: University of Missouri-Columbia, Instructional Materials Laboratory.

Solicitando empleo. (1979) Tallahassee, FL: Department ofEducation, Division of Vocational Education.

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REFERENCES

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Bright, J. P. et al. (1983) Adult Education Guide to ESLCurriculum: Beginning, Intermediate, and PreAdvanced.Chicago, IL: Chicago Urban Skills Institute. (ED

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Bright, J. et al. (1982) An ESL Literacy Resource Guide.Springfield, IL: Illinois State Board of Education.

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Burtoff, M., Crandall, J.A., Moore, A.L. & Woocock, S.(1983) From the Classroom to the Workplace: TeachingESL to Adults. Washington, D.C.: ERIC Clearinghouseon Languages and Linguistics, Center for AppliedLinguistics.

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Celce-Murcia, M. & McIntosh, L., eds. (1979) TeachingEngLish as a Second or Foreign Language. Rowley, MA:Newbury House Publishers, Inc.

Collins, M. (1983) A critical analysis of competency-based systems in adult education. American Educa-tional Quarterly. 33, 174-183.

Competency-Based Mainstream English Language TrainingProject (MELT) Resource Package. (1985) Washington,D.C.: Office of Refugee Resettlement, U.S. Departmentof Health and Human Services. (ED 264384).

Cordova, R. M. & Phelps, L. A. (1982) Identification andAssessment of Limited English Proficiency Students in

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Vocational Education Programs: A Handbook ofProcedures, Techniques and Resources. Champaign, IL:University of Illinois.

Crandall, J. A. (1979) Adult Vocational ESL. (Languagein Education: Theory and Practice 22) . Arlington, VA:Center for Applied Linguistics.

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Dixon, C.N. & Nessel, D. (1983) Language ExperienceApproach to Reading (and Writing) . Hayward, CA:Alemany Press.

Dresner, J. & Beck, K. (1980) It's Up To You. New York:Longman, Inc.

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Feuille-Le Chevalier, C. (1983) Tele-VESL BusinessTelephone Skills. Hayward, CA: Alemany Press.

Findley, C.A. & Nathan, L.A. (1980) Functional LanguageObjectives in a Competency Based ESL Curriculum.TESOL Quarterly 14(2), 221-231.

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Foley, B. & Pomann, H. (1982) Lifelines 1, 2, 3, 4.

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Friedenberg, J. & Bradley, C. (1986) Finding a Job inthe United States. Lincolnwood, IL: NationalTextbook Company.

Friedenberg, J. & Bradley, C. (1984) The Vocational ESLHandbook. Scranton, PA: Harper and Rowe Publishers.

Freeman, D. B. (1982) Speaking Of Survival. New York:Oxford University Press.

Goble, D.Y. (1985) How to Get a Job & Keep It. Austin,TX: Steck-Vaughn Company.

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Gold, N.C. (1985) Competency Testing for Limited-EnglishProficient Students, In English Language Development.Proceedings of a Conference on Issues in EnglishLanguacre Development for Minority Language Education.Arlington: VA, July 24. (ED 273151).

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Hepburn, Z. et al. (1981) Multi-Cultural Competency-BasedVocational Curricula VESL Guidelines Carbondale, IL:Southern Illinois University.

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Keitner, A., Howard, L. & Lee, F. (1981). Eng.l.ish for

Adult Competency (Book II) . Englewood Cliffs, NJ:Prentice-Hall, Inc.

Knoeller, C. (1988) Office Communication. EnglewoodCliffs, NJ: Prentice Hall Regents.

Krashen, S.D. (1986) Principles and Practice in SecondLanguage Acquisition. Oxford: Pergamon Press.

" 17f;

Krashen, S.D. & Terrell, T.D. (1983) The Natural Approach.Ayward, CA: Alemany Press.

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Longfield, Diane M. (1984) Teaching English as a SecondLanguage (ESL) to Adults: State-of-the-Art. PaperDelivered for the National Conference on AdultLiteracy, Washington, D.C., January 19-20.

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MacDonald, R. et al. (1982) Improving Techniques inTeaching English for the Job: A Handbook. Rosslyn,VA: InterAmerican Research Associates.

Maley, A. & Duff, A. (1984) Drama Techniques in LanguageLearning. Cambridge: Cambridge University Press.

Matthews, C. (1987) Business Interactions. -nglewoodCliffs, NJ: Prentice-Hall, Inc.

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Merriman, M.S. & Plimpton, J.H. ;1982) English Spoken

R4s... "I i i

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END

U.S. Dept. of Education

Office of EducationResearch and

Improvement (OERI)

ERIC

Date Filmed

March 21,1991

Appendix 16

title family english literacy network program ... · the class. recite the alphabet. identify...

Documents