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INTRODUCTION

the illustration details for additional preparatory central to the mission of the course. The class
practice. For example, on page 22, dialog 1, you time you devote to these activities will be an
might ask students what they see that tells them important factor in learners’ success achieving
the scene is a hospital room, or hypothetical the employability goals. (Scenario activities
questions, such as why they think the patient is in for expanded role-playing practice with these
the hospital. situations are available online as free reproducibles
2. Model the conversation: Present each line of the at the CareerView ToolSite.)
conversation, have two students perform it, or
play the Audio Program. Lesson 5:
On-the-Job Instructions
3. Practice the conversation: Have students
practice each line of the conversation chorally, in The fifth lesson in each unit features four sets of
small groups, or in pairs. multistep activities that are common in the health
employment sector, such as instructions for following
4. Practice new conversations: Have students work a procedure or examining a patient. The steps are
in pairs and practice new conversations based on numbered, depicted in a series of illustrations, and
the original but with some changes in the situation written as a list of imperative statements. Through
or context. For example, here are some changes this practice, students will become familiar with the
students might apply to the conversations on way workers might learn such instructions through
page 22.
demonstration by a co-worker or supervisor, via
Dialog 1: The patient’s bedpan isn’t in the instructional videos, or through computer-based
bathroom. The CNA will have to find another one. training. Here are some suggestions for practice with
Dialog 2: The doctor is asking about the patient’s each set of instructions.
temperature.
1. Set the scene and context: Have students look at
Dialog 3: The patient is nervous about using the the title and the illustrations. Have them describe
spirometer. The respiratory therapist needs to who they see in the illustration, what the person’s
reassure her. occupation is, what the person is doing, and
Dialog 4: The physical therapist assistant is new. It’s where the activity is taking place. Students will
his first day working there. He doesn’t know where be able to discuss this based on what they have
supplies are located. learned in the previous lessons. For example, on

5. More conversation practice and topics for page 24, On-the-Job Instructions part A, students
discussion and writing: Each dialog in the lesson will be able to express that a CNA is taking a
has an accompanying activity in the blue-shaded patient’s blood pressure. You can also exploit the
section at the bottom of the page. It might be illustration for additional lesson review by asking
an instruction to create a role-play with a specific about equipment, tools, and objects that are
context, a brainstorming activity that encourages shown, such as:
students to think of situations that might occur at What equipment is the CNA using?
work, a question that encourages students to share (A blood pressure cuff)
experiences or opinions, or a critical thinking “What In picture 10, where is the CNA writing information?
would you do . . . ?” question that prompts students (On the patient’s chart)
to think about problems and solutions. These
activities and questions can stimulate discussions 2. Model the instructions: Say each instruction and
about workplace values and expectations. Their have the class repeat it chorally. (You can also play
purpose is to get students talking about concepts the instructions on the Audio Program.)
that are important for employability and promotion 3. Practice the instructions: Have students practice
on the job, including taking initiative, being helpful, the instructions in small groups or in pairs.
coping with difficult situations, and other aspects of 4. Model communication strategies: Have
work attitudes and behavior. students practice a dialog based on the

Please don’t skip these activities! They may not instructions. The dialog should use the
occupy much space on the page, but they are communication strategies that occur when people

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