Page 15 - CareerView_Construction_Sample_Pages

INTRODUCTION

The app enables students to easily navigate through 3. Present the vocabulary: Say each word and have
the audio program, follow a transcript as they listen, the class repeat it chorally. (You can also play the
practice at their own pace, and use the speed control word list on the Audio Program.)
function to adjust playback without losing sound quality. 4. Practice the vocabulary: Have students practice
For listening practice in the classroom, language lab, the vocabulary as a class, in pairs, or in small groups,
or other setting, audio mp3 files are also available for using one or both of the following activities:
purchase separately.
a. Have students just look at the scenes (not the
The CareerView ToolSite word lists). Say a word and have students tell the
correct number or letter. Or, give a number or
The CareerView ToolSite, at pearsoneltusa.com/ letter and have students say the word.
careerview, provides downloadable resources to help
with lesson planning and instruction. Reproducible b. Have students look at the scenes and word lists
materials include activity masters that provide additional and create descriptive sentences about the
lesson practice, scaffolding activities to support occupations, worksite locations, equipment,
comprehension of readings and academic lessons, and material. For example, sentences related to
career-contextualized grammar practice activities, and the construction scene on pages 16–17 might
vocabulary expansion activities that develop students’ include:
knowledge of word families. To access the ToolSite go There’s a roofer on the roof.
to pearsoneltusa.com/careerview and select ToolSite A construction laborer has an extension ladder.
Resources from the Components menu. The chimney is made of bricks.
5. Topics for discussion and writing: Use the
Vocabulary and Communication Teaching questions in the blue-shaded section at the
Strategies bottom of the page to encourage students to

We encourage you to use CareerView Construction, relate the workplace context to their own lives and
Building Trades, & Green Jobs in a manner that best experiences and to stimulate class discussion. You
meets the needs and goals of your students and enables may want to have students write responses to the
you to employ instructional strategies you find most questions at home, share their written work with
effective for developing learners’ vocabulary and other students, and then discuss in class.
communication skills and encouraging their active 6. Skills Check: After completing Lesson 1, students
participation. You may find it helpful to incorporate some can do the Occupations activities in the Skills Check
of the following strategies in your lesson planning and section of each unit. They can also do the Workplace
instruction using Lessons 1–6 of each unit in Part B. Locations activity in the Green Jobs unit. Or, since

these activities include vocabulary related to job
Lesson 1: responsibilities, they may prefer to wait until they
Occupations and Worksite Locations complete Lesson 2.
The first lesson in each unit features one or more
workplace scenes that depict a variety of occupations, Lesson 2:
worksite locations, equipment, and material. In the Job Responsibilities
scenes and the word lists below them, the occupations The second lesson in each unit provides numbered
are numbered, and the locations, equipment, and illustrations that depict tasks people do in their jobs.
material are indicated by letters.
1. Activate prior knowledge: Have students cover the
1. Activate prior knowledge: Have students cover the lists and just look at the illustrations. Ask them what
word lists and just look at the scenes. Ask them what job tasks they already know how to describe. You
words they already know. You may want to write the may want to write the tasks on the board or display
words on the board or display them on screen if you them on screen if you use a projection device.
use a projection device.
2. Present the vocabulary: Say each task as it appears
2. Explore the vocabulary: Have students look at the in the list, and have the class repeat it chorally.
scenes and word lists and describe what they see. (You can also play the list on the Audio Program.)

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