Page 16 - CareerView_Construction_Sample_Pages

INTRODUCTION

Or, say each task as a full sentence that describes describe the equipment, tools, and objects they see.
what is happening in the illustration. For example, For example, sentences about how the items on
sentences related to the first three tasks on page 19 page 22 appear on pages 16–21 could include the
could be as follows: following:
She’s mixing mortar. The carpenter has a carpenter’s square.
He’s cutting a cement block. The drywall plasterer is using a plasterer’s trowel.
He’s buttering a brick. You should also encourage students to create
3. Practice the vocabulary: Have students practice the lengthier descriptions that combine vocabulary
vocabulary as a class, in pairs, or in small groups. Have from Lessons 1, 2, and 3, including the verbs
students just look at the illustrations (not the lists). Say describing job responsibilities. For example:
a sentence about a task (e.g., She’s mixing mortar.) A carpet installer is using a carpet cutter to trim carpet.
and have students tell the correct number. Or, give A carpenter’s helper is using a hammer to shim a door
a number and have students say a sentence about frame.
the task.
You may want to have students write a descriptive
4. Apply the vocabulary: Have students do the paragraph about the scene, using as much
activity suggested in the blue-shaded section at the vocabulary as they can, and then share their written
bottom of the page. They should look at the scenes work with other students.
in Lesson 1 and describe what the people are doing, 5. Skills Check: After completing Lesson 3, students
using full sentences that contain the tasks listed in can do the Equipment, Tools, & Objects activity in the
Lesson 2. You may want to have students write a Skills Check section.
description of what people are doing in the scenes
as preparation for discussing this in class. Tech Task 1: After completing Lessons 1–3, students
are ready to do Tech Task 1. (See page 120.)
5. Skills Check: If students haven’t already done the
Occupations and Workplace Locations activities in the Lesson 4:
Skills Check section, a good time to do them is after
they have completed Lesson 2. Workplace Communication
The fourth lesson in each unit focuses on workplace
Lesson 3: communication soft skills—functional employability
Equipment, Tools, And Objects skills that help students use language proficiently
for successful interpersonal communication in the
The third lesson displays equipment, tools, and objects workplace. The dialogs in the lesson are in the
that are common at worksites depicted in the unit.
situational contexts of the unit’s employment sector, but
1. Activate prior knowledge: Have students cover the the soft skills they include are universal and portable—
lists and just look at the illustrations. Ask them what they apply across the full range of work settings. Here
words they already know. You may want to write the are some suggestions for communication practice with
words on the board or display them on screen if you each dialog.
use a projection device.
1. Set the scene and context: Have students look
2. Present the vocabulary: Say each item and have at the dialog title, illustration, and caption. Have
the class repeat it chorally. (You can also play the list them discuss who the speakers are and where
on the Audio Program.) the conversation is taking place. You can exploit
3. Practice the vocabulary: Have students practice the illustration details for additional preparatory
the items as a class, in pairs, or in small groups. They practice. For example, on page 24, dialog 1, you
should just look at the illustrations (not the lists). Say might ask students what they see that tells them
an item and have students tell the correct number. the scene is a construction context, or hypothetical
Or, give a number and have students say the item. questions, such as what kind of building the workers
are constructing.
4. Apply the vocabulary: Have students do the
activity suggested in the blue-shaded section at the 2. Model the conversation: Present each line of the
bottom of the page. They should look at the scenes conversation, have two students perform it, or play
in Lesson 1 and the tasks illustrated in Lesson 2 and the Audio Program.

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