Page 14 - CareerView_Construction_Sample_Pages

INTRODUCTION

activities in Parts A and C of the course and the Tech them in a slide show, or they might video-record their
Tasks for each unit in Part B. The Tech Tasks create a demonstration on a smartphone and play the video.
seminar environment in the classroom as students
research, prepare, and present information to each Tech Task 3:
other. These activities are described in the Appendix If workplace locations in your area are willing to
on pages 120–121. While it is preferable for students participate, you can assign students an interview task to
to complete the tasks using computers, they should be visit a workplace related to the unit, interview a worker
able to accomplish most of them using smartphones. there about the person’s job, and report back to the class.
If students have permission from the workplace and the
Tech Task 1: worker, they might use a smartphone to video-record
After students have learned some basic vocabulary of some or all of the interview and present it to the class.
the employment sector in the unit’s first three lessons, (If students record interviews, encourage them to stand
they are tasked with researching and organizing close to the interviewee for better video and audio
information about an occupation in the unit in order to quality, hold the smartphone horizontally instead of
answer these questions: vertically in order to fill the screen, and hold it steady

• Where does a person with this job work? to avoid shaking or distortion. They should also record
• What does this person do? the video so that they can keep it or transfer it to a
• What tools and equipment does this person use? computer, rather than using one of the Stories apps in
• What technology does this person use? which videos disappear after 24 hours. Some students
• What skills and abilities are important to do this may have video-editing skills through their use of social
job well? media. Encourage them to use their skills and the
• What education is required? simple video-editing apps available for smartphones
• What is the salary and the job outlook? or computers to create their presentations, and to help

The Career Research lesson in each unit includes an other students as well.)
information chart showing the job zone education and
skill requirements of each occupation. Students can use Tech Task 4:
the O*Net Career Exploration Tools as their information As students are completing the unit’s Skills Check or later
source and record their information on the lesson page. activities, have them do an online search to find a sector-
Then they prepare and give a short presentation to the related news story, prepare a summary, and present it
class about the occupation. If classroom resources to the class. Motivating topics can include an unusual
permit, it is strongly recommended that students use occupation or workplace, a current safety issue, working
presentation software to create a slide show for the class. conditions, employee rights, and occupational outlooks.
The website resources often include short videos about
jobs produced by One-Stop Career Centers. These can Tech Task 5:
be useful and motivating for students to include in their As part of the lesson in Part C (page 114) about the
presentations. Alternatively, students can write a report importance of managing social media reputations,
about the occupation and give an oral presentation to students carefully prepare and deploy their own
the class. LinkedIn profiles.

Tech Task 2: The Audio Program App
The fifth lesson in each unit features four sets of
multistep activities that are common in the employment The CareerView Construction, Building Trades,
sector, such as instructions for operating equipment & Green Jobs audio program offers listening and
and procedures for doing construction tasks. After speaking practice with all vocabulary and dialogs in
students have completed the lesson, they can use Lessons 1–6 of each unit and audio for the listening
YouTube, WikiHow, or another online source to search comprehension activities on each unit’s final page. For
for a demonstration of how to do a procedure related students’ personal listening practice, the audio program
to the unit. Students write out the instructions and, if is delivered via the Pearson Practice English mobile
resources permit, they prepare a media presentation. app (iOS and Android), which students can access on
They might make screenshots of the steps and include a smartphone, tablet, or listening device with Wi-Fi.

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