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INTRODUCTION

give and receive instructions, such as asking for communication strategies, and present their
repetition, clarifying an instruction, repeating conversations to the class. (The ToolSite
something to verify understanding, asking for reproducible for the first Conversation Practice
more information, and saying you understand activity has students identify the communication
or don’t understand. For each unit’s Lesson 5, strategies in the dialog and then use these
a Conversation Practice activity that provides a strategies and others to create new conversations
dialog for the first set of instructions is available based on the other three sets of instructions in
online as a free reproducible at the CareerView the lesson. A separate Communication Strategies
ToolSite. For example, the dialog based on page reproducible is also available, which provides a
24, On-the-Job Instructions part A, simulates how comprehensive list of expressions students can use
the instructions may occur in the context of a as they create their conversations.)
lesson in a CNA occupational training class: 6. Play with the instructions: For motivating
A. Today, I’m going to demonstrate how to take a practice, you might consider doing one or both of
patient’s blood pressure. Position the patient’s the following activities using sentence strips, each
arm to be comfortable. Place the cuff on the containing one of the instructions:
arm with the artery marker at the brachial artery.
a. Give some students the sentence strips. Have
B. Where exactly should the cuff be placed? them circulate around the room, say the

A. Here’s a tip that isn’t in your course book. Follow instructions on their sentence strips, and put
a line on the arm from the patient’s pinky finger themselves in the correct sequence in front of
upward to just above the crease of the elbow. the class.
Wrap the cuff securely around the arm. Then put
the diaphragm of the stethoscope on the arm at b. Give some students the sentence strips.
the brachial artery. Are you with me so far? Have them pantomime their actions as other
students guess what they are doing and then
C. Could you repeat the last instruction?
tell them where to stand to be in the correct
A. Yes. Put the diaphragm of the stethoscope on sequence in front of the class.
the arm at the brachial artery. Then squeeze the
bulb to tighten the cuff until you no longer hear 7. Skills Check: After completing Lesson 5, students
a beat. Continue squeezing the cuff until the can do the Workplace Actions activity in the Skills
reading on the gauge is another 30 millimeters. Check section.
D. Did you say 30 millimeters? Tech Task 2: After completing Lesson 5, students

A. Yes. Then open the valve and deflate the cuff at are ready to do Tech Task 2. (See page 74.)
a rate of 2 millimeters per second. Stop when
you hear the first beat. That is the systolic Lesson 6:
pressure. Are you following me? Job Performance
E. Okay. Similar to Lesson 4, the sixth lesson in each unit
A. Continue to deflate the cuff until you hear no provides workplace communication practice to
beat. That is the diastolic pressure. develop students’ soft skills. However, the dialogs in

F. So, the diastolic pressure is the second reading. Lesson 6 have a special focus on job performance—the
Is that correct? ways that people give, receive, and react to feedback
on the job. You can use the Lesson 4 suggestions for
A. Correct. Finally, record the blood pressure
reading (systolic over diastolic pressure). Have communication practice with each dialog.
you got all that? 1. Set the scene and context.

G. Got it. 2. Model the conversation.
5. Practice conversations: Have students work 3. Practice the conversation.
in pairs and practice conversations based on 4. Practice new conversations.
the lesson’s multistep instructions, including

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