Page 12 - CareerView_Construction_Sample_Pages

INTRODUCTION

An inventory in each unit provides a useful overview to relate the workplace context to their own lives and
of all the employment sector vocabulary, and a multi- experiences, to share opinions, and to engage in critical
page Skills Check provides comprehensive practice to thinking.
support the occupational vocabulary and workplace In Lessons 4 and 6, each workplace communication and
communication lessons. Following the Skills Check, job performance conversation has an accompanying
each unit provides a cloze activity, a career research activity at the bottom of the page. These are designed to
assignment, a reading, an academic lesson, and a promote general communication skills for employability
listening activity. through contextualized practice with common situations
Part C (My Career Journey) helps learners synthesize that occur in the employment sector.
their self-exploration of interests, characteristics, and • Role-play scenarios prompt students to work with
work styles/values in Part A and their explorations of the a partner to create and present new interactions
employment sectors in Part B. They learn about career based on the functional communication skills
ladders and lattices, the different forms of education and featured in the lesson conversations. These
training available including apprenticeships, the ways scenarios include communication between co-
to approach a job search, how to use social media, and workers, between employees and supervisors, and
suggestions for creating resumes. As they work through between workers and customers.
the Part C lessons, students create a career lattice, a • Questions about workplace values and expectations
personal career pathway, an education plan, an elevator get students talking about important employability
speech that briefly describes their skills and goals, a concepts such as taking initiative, giving and
resume, and a LinkedIn profile. They develop their digital responding to feedback, coping with difficult
technology skills as they use online open career resources situations, and other aspects of work attitudes and
such as the careeronestop.org website and use search behavior.
engines to explore job listings, check their reputations • Brainstorming activities encourage students to use
on the Internet, and find videos about preparing for job lesson conversations as springboards to think of
interviews. In a final set of lessons, students learn tips other situations that may occur at the workplace.
for successful job interviews, they create and rehearse
answers to the most common interview questions, and • Personalization questions invite students to share
they practice mock interviews in class. about their own experiences with situations
depicted in the conversations.
Structure of the Part B Units • Critical thinking “What would you do . . .?“ questions
Each unit begins with eight numbered lessons and prompt students to think about problem situations
sections. Three lessons focus on employment sector that are posed in some conversations and to share
vocabulary presented in a picture dictionary format, their solutions.
followed by three lessons that offer communication After the Skills Check, each unit provides the following
practice in the sector’s workplace contexts, a unit activities:
inventory section with lists of key vocabulary and • A Career Vocabulary cloze activity synthesizes
expressions, and a skills check section with review the occupation names, worksite locations, job
activities. responsibilities, and equipment, tools, and objects
Lesson 1: Occupations and worksite locations that are introduced in the first three lessons of
Lesson 2: Job responsibilities the unit. Students review key vocabulary as they
Lesson 3: Equipment, tools, and objects complete a narrative description of the unit’s
Lesson 4: Workplace communication opening scenes.
Lesson 5: On-the-job instructions • A Career Research lesson offers a framework
Lesson 6: Job performance for students to research an occupation featured
Section 7: Unit inventory in the unit. The positions are listed by job zone
Section 8: Skills check so that students can choose an occupation that
At the bottom of pages in Lessons 1–3, there are matches their current level of preparation or a
vocabulary practice instructions and questions for higher level that they aspire to. Using the O*NET
students to discuss in class and, if desired, to respond Career Exploration Tools as a resource, students
to in writing. These questions encourage students write a description of the job they select: what a

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