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INTRODUCTION
via the Pearson Practice English mobile app (iOS want to write the words on the board or display
and Android), which students can access on a them on screen if you use a projection device.
smartphone, tablet, or listening device with Wi-Fi. 2. Explore the vocabulary: Have students look at the
The app enables students to easily navigate through scenes and word lists and describe what they see.
the audio program, follow a transcript as they listen,
practice at their own pace, and use the speed control 3. Present the vocabulary: Say each word and have
function to adjust playback without losing sound the class repeat it chorally. (You can also play the
quality. For listening practice in the classroom, word list on the Audio Program.)
language lab, or other setting, audio mp3 files are also 4. Practice the vocabulary: Have students practice
available for purchase separately. the vocabulary as a class, in pairs, or in small
groups, using one or both of the following activities:
The CareerView ToolSite a. Have students just look at the scenes (not the
The CareerView ToolSite, at pearsoneltusa.com/ word lists). Say a word and have students tell
careerview, provides downloadable resources to help the correct number or letter. Or, give a number
with lesson planning and instruction. Reproducible or letter and have students say the word.
materials include activity masters that provide b. Have students look at the scenes and word
additional lesson practice, scaffolding activities to lists and create descriptive sentences about
support comprehension of readings and academic the occupations, worksite locations, and
lessons, career-contextualized grammar practice equipment. For example, sentences related to
activities, and vocabulary expansion activities that the hospital scene on page 16 might include:
develop students’ knowledge of word families. There’s a CNA in a hospital room.
To access the ToolSite go to pearsoneltusa.com/
careerview and select ToolSite Resources from the There’s an orderly in a bathrooom.
Components menu. There’s an ambulance at the emergency room
entrance.
Vocabulary and Communication Teaching 5. Topics for discussion and writing: Use the
Strategies questions in the blue-shaded section at the
We encourage you to use CareerView Health bottom of the page to encourage students to
Occupations in a manner that best meets the needs relate the workplace context to their own lives and
and goals of your students and enables you to employ experiences and to stimulate class discussion. You
instructional strategies you find most effective for may want to have students write responses to the
developing learners’ vocabulary and communication questions at home, share their written work with
skills and encouraging their active participation. other students, and then discuss in class.
You may find it helpful to incorporate some of the 6. Skills Check: After completing Lesson 1, students
following strategies in your lesson planning and can do the Occupations and Workplace Locations
instruction using Lessons 1–6 of each unit in Part B. activities in the Skills Check section. 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, and equipment. In the scenes Job Responsibilities
and the word lists below them, the occupations are The second lesson in each unit provides numbered
numbered, and the locations and equipment are illustrations that depict tasks people do in their jobs.
indicated by letters. 1. Activate prior knowledge: Have students cover
1. Activate prior knowledge: Have students cover the lists and just look at the illustrations. Ask them
the word lists and just look at the scenes. Ask what job tasks they already know how to describe.
them what words they already know. You may You may want to write the tasks on the board or
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