Page 14 - CareerView_Health_Occupations_sample_pages_Neat

INTRODUCTION

display them on screen if you use a projection the lists). Say an item and have students tell the
device. correct number. Or, give a number and have
2. Present the vocabulary: Say each task as it students say the item.
appears in the list, and have the class repeat it 4. Apply the vocabulary: Have students do the
chorally. (You can also play the list on the Audio activity suggested in the blue-shaded section at
Program.) Or, say each task as a full sentence that the bottom of the page. They should look at the
describes what is happening in the illustration. scenes in Lesson 1 and the tasks illustrated in
For example, sentences related to the first three Lesson 2 and describe the equipment, tools, and
tasks on page 18 could be as follows: objects they see. For example, sentences about

She’s taking blood pressure. how the items on page 20 appear on pages 16–19
could include the following:
He’s sanitizing a bathroom.
He’s administering medication. There’s an IV pole in a hospital room.
3. Practice the vocabulary: Have students practice There are surgical instruments in the surgical suite.
the vocabulary as a class, in pairs, or in small You should also encourage students to create
groups. Have students just look at the illustrations lengthier descriptions that combine vocabulary
(not the lists). Say a sentence about a task (e.g., from Lessons 1, 2, and 3, including the verbs
She’s taking blood pressure.) and have students describing job responsibilities. For example:
tell the correct number. Or, give a number and A dietetic technician is delivering a patient’s low-
have students say a sentence about the task. sodium meal in a hospital room.
4. Apply the vocabulary: Have students do the A visiting nurse is using a stethoscope to check a
activity suggested in the blue-shaded section at the client’s vital signs in his home.
bottom of the page. They should look at the scenes You may want to have students write a descriptive
in Lesson 1 and describe what the people are doing, paragraph about the scene, using as much
using full sentences that contain the tasks listed in vocabulary as they can, and then share their
Lesson 2. You may want to have students write a written work with other students.
description of what people are doing in the scenes 5. Skills Check: After completing Lesson 3, students
as preparation for discussing this in class.
can do the Equipment, Tools, & Objects activity in
5. Skills Check: If students haven’t already done the the Skills Check section.
Occupations and Workplace Locations activities in
the Skills Check section, a good time to do them is Tech Task 1: After completing Lessons 1–3,
students are ready to do Tech Task 1. (See page 74.)
after they have completed Lesson 2.

Lesson 4:
Lesson 3:
Equipment, Tools, And Objects Workplace Communication
The fourth lesson in each unit focuses on workplace
The third lesson displays equipment, tools, and objects communication soft skills—functional employability
that are common at worksites depicted in the unit.
skills that help students use language proficiently
1. Activate prior knowledge: Have students cover for successful interpersonal communication in
the lists and just look at the illustrations. Ask them the workplace. The dialogs in the lesson are in
what words they already know. You may want to the situational contexts of the health employment
write the words on the board or display them on sector, but the soft skills they include are universal
screen if you use a projection device. and portable—they apply across the full range
2. Present the vocabulary: Say each item and have of work settings. Here are some suggestions for
the class repeat it chorally. (You can also play the communication practice with each dialog.
list on the Audio Program.) 1. Set the scene and context: Have students look

3. Practice the vocabulary: Have students practice at the dialog title, illustration, and caption. Have
the items as a class, in pairs, or in small groups. them discuss who the speakers are and where
They should just look at the illustrations (not the conversation is taking place. You can exploit

xii

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