DOCUMENT RESUME

ED 384 258 FL 800 866

TITLE Project Work English Competency-Based Curriculum:

General VESL.
INSTITUTION Northwest Educational Cooperative, Des Plaines,
IL.
SPONS AGENCY Illinois State Dept. of Public Aid, Chicago. Refugee
Resettlement Services.
PUB DATE [85]
NOTE 184p.
PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052) Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC08 Plus Postage.

DESCRIPTORS *Competency Based Education; Curriculum Development;
Curriculum Guides; Interpersonal Competence; *Job
Skills; Refugees; Student Evaluation; *Vocational
English (Second Language)
IDENTIFIERS Illinois (Chicago Metropolitan Area)

ABSTRACT
This guide provides the curriculum materials used in
a program designed to provide English as a Second Language (ESL)
life-skills or vocational instruction for refugees in the Chicago
metropolitan area, concentrating on the general vocational ESL skills
to be taught. An overall introduction to the program is followed by a
section on work English competencies and enabling skills curriculum
content. Section 2 offers competencies arranged by topic and track by
curriculum sublevel. The section on instructional units gives actual
classroom examples that include topics such as interviewing, safety,
tasl, performance, and social skills. Task performance activities
outline potential job skills, materials, and procedures. Examples
include shipping clerk, housekeeper, and assembler. Student
evaluation and achievement tests are also included. (NAV) (Adjunct
ERIC Clearinghouse for ESL Literacy Education)

***********************************************************************
* *
Reproductions supplied by EDRS are the best that can be made
* from the original document.
***********************************************************************
 PROJECT WORK ENGLISH

O
Competency-Based Curriculum
a

1 GENERAL VESL

Rose Jones, Instructor

Linda Mrowicki, Director
Catherine Porter, Instructor

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2
BEST COPY AVAILABLE
 CONTENTS

INTRODUCTION i

Overview of the Instructional Program ii

Process of Curriculum Development v

Results of Employer and Employment Staff Needs Assessments vii

Content of the Work English Curriculum xv

Instructional Sequence xviii

Curriculum Adaptability xxi

Student Evaluation xxii

WORK ENGLISH COMPETENCIES and ENABLING SKILLS 1

COMPETENCIES LISTED BY TOPIC AND TRACK 5

INSTRUCTIONAL UNITS 13

TASK PERFORMANCE ACTIVITIES 117

STUDENT EVALUATION

Key Competency Checklists 127

Achievement Tests for Tracks A, B, and C 130

3
 ACKNOWLEDGEMENTS

Project Work English would like to acknowledge the contributions made by other refugee
programs in Chicago. These programs referred clients to us; provided information about the
cultural, language, and employment needs of the various refugee populations, and offered
valuable suggestions for the evaluation and revision of the curriculum:
Association of Hmong in Illinois
Cambodian Association of Illinois
Catholic Charities of Metropolitan Chicago
Chinese American Service League
Chinese Mutual Aid Association
Ethiopian Community Association
Illinois Conference of Churches
Jewish Family and Community Services
Jewish Vocational Service
Lao Service Center
Polish Welfare Association
Travelers and Immigrants Aid
Vietnamese Association of Illinois
World Relief

Work English expresses appreciation to the staff of Jewish Federation Refugee Social
Services Program for reviewing and evaluating Work English and making constructive
recommendations.

Especially important was the support and interest of Dr. Edwin Silverman, State
Coordinator, Refugee Resettlement Program, Office for Employment Social Services, Winois
Department of Public Aid. Dr. Silverman saw the need for General Vocational English
Language Training and established its role in the scope of comprehensive service provision.

4
INTRODUCTION
 INTRODUCTION

PROJECT WORK ENGLISH (W.E.) was funded in June 1984 by the Illinois Department of
Public Aid, Office of Refugee Resettlement Services, to provide instructional services to
refugees living in Chicago. The goal is to provide ESL instruction, which leads to the refugee
becoming economically self-sufficient as soon as possible.

Project W.E. serves 100-150 refugees at a given time. The student population comprises a
variety of refugee groups: Cambodian, Ethiopian, Romanian, Assyrian, and Lao, with some
Vietnamese, Hmong, Iranian, Polish, Russian, and Afghan. At any point in time,
non-Southeast Asians account for more than half the student population. All receive public
assistance or are at risk of receiving it. All clients are considered candidates for
employment. Two-thirds of the population have been in the U.S. longer than 6 months. Their
ages range from 16-62, with the majority falling between 25-40. Approximately 50% of the
population is male and 50% female. Education background varies: approximately 50% have
0-3 years of education in their own countries. Approximately 5% have attended high school
or college. Work experience ranges from farming/fishing to engineering. The majority have
experience in unskilled jobs.

Staffing includes six full-time instructors, one half-time administrator, and one full-time and
one half-time support staff. All professional staff have Masters degrees in ESL. The average
length of ESL teaching experience is seven years. Bilingual assistance is provided by other
agency staff as needed. Each teacher provides a total of 24 hours of instruction per week.
The remaining time is spent in recruiting new students, testing 'coming students, writing
curriculum, visiting work-sites, discussing individual students' goals and progress with case
managers and job developers, attending in-service training activities, planning lessons, and
record-keeping.

6
OVERVIEW OF THE INSTRUCTIONAL PROGRAM

Project Work English offers two levels of instruction: Level One Survival and Level Two
General VESL. Each of these levels has three tracks, dependent upon students' literacy
levels and learning rates. (see page iv for a complete description.) Occupation-Specific and
Cluster VESL classes have been offered in the following areas: Housekeeping/Janitorial,
Food Production/Service, Woodcraft, Auto Mechanics, Electronics and Pre-pricing.

Upon entering Project W.E., students are given the Basic English Skills Test, Core Section,
and the W.E. literacy screening test. Chart t contains the test scores and the MELT Student
Performance Levels for each W.E. level.

CHART I
PROJECT WORK ENGLISH PLACEMENT TESTING

W.E. LEVELS B.E.S.T. SCORE STUDENT ?ERFORMANCE LEVELS

I- C TRACK Core: 0-28 points 0, I, :I

24 weeks W.E. Literacy
Screening Test:
Part I: 0-25 points
Parts 0-2 points

I- B TRACK Core: 0-28 points

16 weeks W.E. Literacy
Screening Test:
Part I: 25-34 points
Parts 3-4 points

I- A TRACK Core: 0-28 points

16 weeks W.E. Literacy
Screening Test:
Part I: 0-25 points
Parts 0-2 points

II-C TRACK Core: 29-41 points III, :V

24 weeks Non-literate

B TRACK Core: 41-50 points IV

20 weeks Semi-literate

A TRACK Core: 41-57 points V

16 weeks Literate

ii 7
 A TRACK
E 3 hrs.day x 4 days x 16 weeks= 192 contact hours
V
E
B TRACK
3 hrs.day x 4 days x 20 weeks= 240 contact hours

C TRACK
3 hrs.day x 4 days x 24 weeks= 288 contact hours,

A TRACK Job
3 hrs.day x 4 days x 16 weeks = Workshop
Agency Referral: 192 contact hours
CC Intake/ V
ICC
CEP CMAA Assessment Job Job
PWA B TRACK
TIA Workshop Placement
3 hrs.day x 4 days x 20 weeks=
JVS
11 240 contact hours
WR
H.

h' C TRACK Job

3 hrs.day x 4 days x 24 weeks= Workshop
280 contact hours

V Housekeeping/Janitorial
E Food Service
3 hours x 4 days x 8 weeks = 96 contact hours Job
S
L
?Placement
Referral to Woodcraft & Electronics Assembly
Job workshop 3 hrs. x 2 days x 15 weeks= 90 contact hours
DESCRIPTION OF INSTRUCTIONAL TRACKING

The level 11 General VESL curriculum is designed to provide maximum flexibility for stuaents
with widely different backgrounds and learning styles. A three-track system of instruction
provides for differences in students' educational backgrounds, degrees of native and
English language literacy, and subsequent learning styles. Students are placed in one of
the following three tracks:

A Track: 16 Weeks

Students enrolled in this track have generally completed at least six years of formal
education in their native country. Therefore, they are literate in their native language and
have developed study skills which enable them to use the printed word to aid their learning
of English (for example, taking notes in class, writing down vocabulary and dialogues for
practice at hcme, etc.). These students can benefit from a formal introduction to and
practice with grammatical structures which are used to support communication practice.
Students can apply such knowledge to generate communication in new situations.

Also, the native language of these students is often one with a Roman alphabet. This match
increases the transfer of certain linguistic and literacy skills (such as cognate vocabulary
and the notion of alphabetical order), making Track A students' learning "fast".

B Track: 20 Weeks

Students enrolled in this track have generally completed some formai education in their
native country (although not as much as in Track A). Therefore, they are often somewhat
literate in their native language and have developed fairly good motor skills and limited
study skills. However, because their native language is usally one with a non-Roman
alphabet, these students are able to read and write English to a limited content only; the
written word and formal study of grammatical structure do not play a major role in the
students' learning. These students tend to "acquire" English by memory rather than "learn"
it by study of grammatical structure (cf. "GRAMMAR FOCUS" under "Explanation of
Curriculum Headings", p.xxiii).

Some B Track students have completed a year or more of ESL instruction either in overseas
refugee camps or in the United States, and many have successfully completed Level I in
the W.E. Project.

C Track: 24 weeks

Students enrolled in this track have generally had little or no education in their native
country or in the United States, are non-literate in their native language (or come from a
population whose native language has no written form), possess poor to fair motor skills,
and are usually unfamiliar with the Roman alphabet. Although many of these students have
successfully completed Level One in Project Work English, they need continued practice
and review of new language and of basic literacy skills i i Level II.

As in the B track, the written word and formal study of grammatical structure do not play
major soles in these students' acquisition of English.

iv 10
PROCESS OF CURRICULUM DEVELOPMENT

A curriculum is a defined outline for an instructional program. It is an essential component

of an ESL program because a) it serves as a guide to teachers in planning their lessons, b)
it explains to people outside the ESL program what the instruction offers clients, c) it
facilitates continuity of instruction among the various levels, and d) it provides the basis for
testing student achievement.

The W.E. curriculum is competency-based. This approach was chosen because it

emphasizes the teaching/learning of the English needed for performing specific life skills.
As the MELT Resource Package indicates, a competency-based ELT program offers the
following advantages: a) consistency with accepted curriculum competence, and adult
learning theory; b) a means for student evaluation; and c) a basis for program accountability.

The development of the Project Work English curriculum was an on- going activity. Listed
below is a description of the steps used in this development:

PHASE ONEDEVELOPMENT OF DRAFT

1. Reviewing existing curricula, resource materials, and textbooks.
This review provided the developers with different perspectives on students' needs
and on approaches to curriculum development. The examination of the curricula
developed in the Southeast Asian refugee camps provided information about
the skills the graduating students would have upon entry into our program. The
most valuable resource was the Mainstream English Language Training Project
Resource Package, which contains (1) suggestions for developing/adapting a
competency-based curriculum, and (2) a list of competencies in topics and
cross-topics for seven instructional levels.

2. Conducting a needs assessment.

Staff surveyed employers to identify (1)the criteria used in interviewing and selecting
limited English speaking workers and (2) the language needs for various entry-level
jobs.
Staff also met with job developers to determine (1) the types of jobs refugees were
obtaining, and (2) the language requirements of these jobs. (These survey results
can be found on page vii.)

3. Identifying topics and cross-topics for the General VESL curriculum

4. Identifying competencies for each of the topics and cross-topics

5. Grouping competencies into instructional units

6. Identifying situations and roles for the instructional units

11
 7. Identifying language forms for each instructional unit
The sequence was:
a. identifying the language forms used in oral interactions
b. identifying the language students would need to "read" and "write"
c. identifying the vocabulary use in the oral and written language forms
d. identifying the grammatical structures

8. Identifying strategies for adapting each instructional unit for different levels
of students

9. Writing culture notes

10. Citing possible instructional materials

11. Writing teaching notes as necessary

PHASE TWO FIELD - TESTING BY ALL STAFF

1. Reviewing teachers'comments and recommended changes based on
field-testing

2. Revising and producing curriculum in its present form

PHASE THREEFINAL VERSION

RESULTS OF EMPLOYER AND EMPLOYMENT STAFF NEEDS ASSESSMENTS
Conducting needs assessments is a vital part of competency-based approach. Project Work
English conducted both employer and job developer needs assessments which determined
the goals, focus, and content of the curriculum. This section contains an article published in
PASSAGE which describes the process and results of the employer needs assessment.

This section also contains a summary of the results of a meeting with ten job developers
and bilingual employment counselors in Chicago. The meeting participants identified
language.needs for getting and retaining an entry-level job and prioritized topics and
mmpetencies.

13
vii
An Employer Needs Assessment

Aliza Becker, Lis: Karimer, and Linda Mrowicki

Northwest Educational Cooperative, Arlington Heights, Illinois

English language training programs are effective an employer outreach and job development project,
when they meet the language needs of their student provided the names of additional employers.
population. For refugee Vocational English Lang- Of the 150 employers who agreed to complete the
uage Training (VELT) programs, the instruction questionnaire, 52 responded. The respondents
must be directed toward meeting refugees' employ- varied in terms of type of company, size, ethnic
ment needs. Such needs are best determined by an background of LEP workers, types of positions
employer needs assessment. filled by LEPs, and use of bilingual supervisors.
In 1984, the Project Work English (W.E.)* staff (See Table 1.)
conducted a needs assessment of those employers
with limited-English proficient (T EP) workers. The Table 1: Employer Profile
purposes of the study were to determine: 1) Em- (Number of Respondents: 52)
ployers' methods for obtaining job applicants; Type of Company
2) employers' criteria for selecting and hiring LEP
workers; and 3) communication problems on the Manufacturers 42%
Food service/production
job. We used the results of this survey to identify Hotets
251'.
19%
language competencies needed for obtaining and HOSOitalS OA%
other
retaining jobs, to select realistic work situations for 10%

contextualizing our instruction, and to focus on Size

areas of communication that are likely to cause more than100 employees
26-100 wonters
74%
20%
problems in the workplace. 11-25 workers 06%
other 12%

Ethnic Groups
Scope and Process of the Survey k% of companies with following ethnic groups)

Hisprnics 33%
Eastern Europeans 20%
W.E. identified employers for the needs assess- Indochinese 17%
ment in two ways. First, staff telephoned persons Middle Easterners 12%

listed in the local Society of Personnel Directors to Jobs

ask if they employed I.PP workers. If they answer- (Y. of companies with workers in following team annul

ed yes, we asked if they would complete a written janrtoranousekeeping 21%

questionnaire. (See page .) Project C.A.R.E., machine operation 17%
assembly 14%
food preparation 14%
Project W.E. in Chicago is a VELT program which provides shipping 13%
other 21%
refugees with the language skills to obtain and retain jobs. It
serves all refugees Cambodian, Lao, Ethiopian, Assyrian, and Supervisors
Romanian are its major student groups. Students can attend a
83% of the companies indicated that some supervisors
level-one survival class and/or a level-two or level-three pre- were bilingual. 01 those supervisors. 49% were Hispanic
employment class. Students study 10-12 hours per week (or and 19 Polish. The remaining 32% represented a vanity
from four to ten months). Because of its unique program d brquaqe groups.
structure and limited time for study, the program has to provide
English language skills as expeditiously as possible.
2,-inted in and reproduced from: PASSAGE, A Journal of Refudee EldLion,
:enter 'or Applied Linguistlos,
BEST COPY AVAILABLE
viii
 Becker, Karimer dc MrowickiiEmployer Needs Assessment

The results from this employer profile indicate that instruction, W.E. teaches students the English
our students are likely to be employed by large needed to walk into a company, request infor-
companies with a multi-ethnic and multi-lingual mation regarding current and future job open-
workforce, but where English is needed for ings, ask about the procedures for applying, and
successful work performance. Because of the filling out a job application.
variety of jobs held by LEP workers, W.E. Want-ads are not a vital source of information
incorporated many different examples of work about job openings, especially for entry-level
situations into its curriculum and daily language jobs using unskilled workers. For those stu-
instruction. dents with minimal literacy skills, time is better
spent teaching more useful job-seeking strategies
as indicated in Table 2 than teaching the extensive
Survey Results and Implications English skills needed to read a want add.

The employers' criteria for the recruitment and 2. What criteria do employers use in selecting their
selection of the LEP worker, the types of communi- LEP workers?
cation problems encountered on the job, and the
implications for our curriculum and classroom are We asked employers to identify the importance of
summarized below. the following: the interview, personal recommenda-
tions from current employees, job applications,
I. What are the most important methods for finding previous work experience in the U.S., and previous
job applicants? work experience in the native country.
Table 3 indicates the importance of the various
Responses to this question are summarized in criteria to specific job areas.
Table 2. On a follow-up questionnaire, 36% of the
respondents ranked previous U.S. work experience
Table 2: Methods for Finding Job as the single most important criterion. The job
Applicants interview was identified by 28% as the second most
(Number of Respondents: 51) important.
Sources
Implications
Walk -ins 27%

Personal A VELT program should provide students ,.vith

iecornmendations supervised work experiences, since many
from current start 25%
refugees lack any work experience in the U.S.
Social Simms Such an activity can demonstrate to an employer
agency reterrats 21%
that the refugee has the skills to succeed on the
Want ace 21% job. Supervised work experience is especially
School lob costing, 02%
important when the job involves the operation of
machines, since this work varies from country
Union pool 01% to country.
Other 03% Students should be aware that some employers
may not consider lengthy work experience in
their native country important. Gaining work
experience through an entry-level job in the
Twenty-one employers responded when asked to U.S. is given more weight than past experience
identify the single most important method for because it demonstrates the ability to function in
finding job applicants; the two most important the U.S. workplace.
sources were referrals and recommendations from Project W.E. emphasizes those competencies
current employees (28%) and walk-ins (16%). that result in a successful interview, such as the
ability to state skills and work experience
Implications and questions regarding pay, schedules, and
benefits.
W.E. encourages its students to ask friends, The importance of the job application varies
sponsors, and family to tell them about job from employer to employer. Some employers
openings and provide recommendations on
their behalf to potential employers. In its ESL 1 t1 consider it important and use it as an assessment
of the applicant's level of English; other
ix
 Becker. Karimer & NirowickiiEmployer Needs Assessment

Table 3: Criteria for Employee Selection by Job Area

(Number ot Respondents: 52)
Personal Previous Previous Work Expe-
flecommen- ,;ob U.S. Work rience Native
Interview dation Application Experience Country Other

Assemory 38% 00% 05% 33% 05% 19%

2. Packing 33% 10% 05% 29% 00% 33%

3. Shipping 31% 00% 00% 31% 00V. 38%

Janet:mad
3. Housekeeping 37% 00% 03% 37% 07% 18%

Machine
5. Operation 24% 00% 04% 52% 08% 12%

Food
5. Preparation 50% 00% 00% 30% 10% '0%

employers allow applicants to take the applica- tasks which W.E. has incorporated into instruc-
tion home or to get assistance from another tion are: measuring and sorting nails, addres-
person in filling it out. In our program,we sing and stuffing envelopes, and measuring
consider it important for more literate students to liquids in calibrated containers.
learn to complete the application form inde- Asking for Clarification: A teacher can develop
pendently. Less literate students should learn to specific listening exercises in which one or
complete the application by copying pertinent several key words are unknown to the students
information from a model application that is who must then ask for clarification. Situations
already completed. which require clarification can also be built into
tasks in which students must clarify multiple
3. What communication problems occur on the job? directions.
Reporting absenteeism or tardiness: Dialogues
A variety of communication problems can occur on and role-plays are useful in teaching this
:he job. We asked employers to identify the impor- competency. (Project W.E. has a policy that
tance of seven potential problem areas. Table 4 students, even those at 1.1e beginning level,
summarizes their responses (see page j. must call in if they will be late or absent.)
The responses indicate that there are problems. Obeying safety regulations: This requires both
sough to varying degrees. "Following directions.' an understanding of the importance of safety in
,,nci "Failure to ask when something is not under- our culture and an ability to use language
stood," are the most often cited problem areas. related to safety. Examples are, reading safety
These are followed in importance by "Absenteeism/ signs, following regulations for proper dress.
tardiness without notification," "Obeying safety requesting safety clothing, and reporting
regulations," and "Inability to report problems on hazards, accidents, and injuries.
the job." "Understanding company policy" and Reporting problems on the job: This requires
"Relations with other employees" are important, but some production and fluency on the part of
to a lesser degree. students: competencies are introduced in simple
terms at the lowest level but practiced exten-
implications sively by higher-level students who are likely
to obtain jobs which require greater English
ESL instruction should address the above points. fluency and increased responsibility. Compe-
For each problem area, some selected student tencies are typically practiced in the context of a
competencies and class activities are note.! below. task which requires students to report supply
Following Directions: An important teaching/ shortages in order to complete the task.
learning activity is one in which students follow Relations with other employees: Peer relations
directions in order to complete a task. Sample are enhanced by the teaching of such social
1,6
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 Becker, Karimer & Mrowicki/Employer Needs Assessment 4

Table 4: Communication Problems

(Number of Respondents: 48)
Not Somewhat Very
Important Important Important Important

a) Followingoirections 09% 37Y. 39% 151/.

b) Obeying safety regulations 18% 37% 41% 04%

c) Understanding comsny policy 07% 28% 50% 15%

d) Relations wrth Other ertiplOyCli 30% 57% 11% 02%

e) Reporting proolems on the ph 07% 30% 50% 13%

f) Absenteeism/tardiness without notelcaton 28% 28% 26% 18% .

g) Failure to ask if something is not understood 10% 12% 38% 407.

:anguage as greetings/farewells, making invita- students' success after program completion will
tions, and carrying on a variety of small talk. assist us in refining our curriculum, thereby
Understanding the appropriate use of such enabling us to meet our students' needs effectively.
language is as important as learning the actual
language.
Understanding company policy: Company
policies include benefits, scheduling, unions,
paycheck deductions, and workers' rights and
responsibilities. Much of the information is best Lisa Karimer is the VESL
conveyed and discussed in the student's native Curriculum coordinator for
language. Language competencies can include Project OSCAER at Northwest
requesting information and reporting problems. Educational Cooperative.
The results from our survey have been vital in Previously, she worked at
developing a greater awareness of the language Project Work English as a
needs of workers in a variety of jobs and in VESL instructor and curriculum
identifying and selecting competencies and priorities designer. She has conducted
numerous teacher training
in our curriculum and instruction. Additional workshops on the develop-
employer contact and follow-up studies of our ment of VESL classroom
activities. She holds a master's degree in Applied Linguis-
tics from Northeastern Illinois University.

Mize Becker taught ESL at

Project Work English from Linda Sfrowicki is the
1984 to 1985. Currently. she director of Project Work
is Job Workshop Specialist English and program manager
for the Women's Employment of the MELT-TAP Project at
Resource Center (WERC) of Northwest Educational Coope-
Travelers' and Immigrants' rative. She has conducted a
Aid. She leads workshops and variety of workshops in the
writes curriculum for low- areas of employment- focussed
income and battered women ESL instruction and workplace
from a variety of backgrounds. literacy.

x117
BEST COPY AVAILABLE
 Becker. Karimer & Nirowicki/Employer Needs Assessment 5

QUESTIONNAIRE

EMPLOYMENT OF THE LIMITED ENGLISH SPEAKING

Name of Company:

Please circle the most appropriate response(s):

I. BACKGROUND INFORMATION

1. Type of Industry

a. Manufacturing
b. Hotel
c. Food production
d. Hospital
e. Other

2. Number of Staff Employed

a. 1 25
b. 16 100
c. over 100

3. What Ethnic Groups are employed by your Company?

a. Indochinese
b. Hispanic
c. Middle Eastern
d. Eastern European
e. Other

4. In which area(s) do your immigrant/refugee employees work?

a. Assembly
b. Packing
c. Shipping
d. Janitorial/Housekeeping
e. Machine operation
f. Food preparation
g. Other

5. Do you have bilingual supervisors? If so, for which group(s)?

a. Hispanic
b. Chinese
c. Polish
d. Indochinese
e. Other

xii
 Becker. Karimer & MrowickiiEmployer Needs Assessment 6

QUESTIONNAIRE (CONT.)
II. SELECTION PROCESS

6. Where do you find your applicants?

a. Personal recommendations of present staff.

b. Responses to want ads
c. Social agency referrals
d. Walk-ins
e. Other

Please rate Question 7 on a four-point scale. Circle the extent to which you feel the
statement expresses a problem (0 = Not important; 3 = Very important).

7. What value do you place on the following criteria for employment in an Entry Level
Position?
a. Interview 0 1 2 4
b. Personal recommendations 0 1 2 4
c. Accuracy and neatness of job application 0 1 2 4
d. Previous work experience in the U.S. 0 1 2 4
e. Previous work experience in the
native country 0 1 2 4
f. Other 0 1 2 4

8. Of the criteria in Question 7, which is the most important? a b c d e f

9. Are your job applications filled out on site? Yes No

III. RESULTS

Circle the extent to which you feel the following expresses a problem with immigranVrefugee
empbyees (0 = No problem; 3 = Extremely troublesome)
10. a. Following directions 0 1 2 4
b. Obeying safety regulations 0 1 2 4
c. Ability to understand company policy 0 1 2 4
d. Relations with other employees 0 1 2 4
e. Ability to report problems on the job 0 1 2 4
f. Absenteeism/Tardiness without
notification 0 1 2 4
g. Failure to ask when something is not
understood 0 1 2 4

The results of this survey will be used to improve the quality of pre-employment training given
to refugees. We hope this will ultimately benefit you.
THANK YOU!

Please return to: Project Work English, Northwest Educational Cooperative,

500 S. Dwyer Ave., Arlington Heights, IL 60005
SUMMARY OF EMPLOYMENT STAFF NEEDS ASSESSMENT

Assumptions About Getting A Job

The employment staff stated the assumptions listed below. This information was used to
establish different language content for Tracks A, B, and C, and criteria for successful
completion of these tracks.

1. Application Forms
Lterate students should be able to fill out a nonsimplified job application without
assistance.
Nonliterate students should be able to fill out a basic job application by copying vital
information from a model application.

2. Want Ads
Literate students are not likely to use them in job search but it would be beneficial to
expose them to want ads if time is available.
Non literate students will not use want ads to find jobs.

3. Job Search
Literate students should have enough English skills to conduct independent job search.
Non literate students will get a job through the assistance of a job developer, neighbor or
relative.

4. Job Interview
Literate students should be able to respond to typical interview questions and ask
common questions about a job.
Nonliterate students should be able to minimally answer typical interview questions.

Language Topics
The employment staff identified the topics which they feel are the most important. This
information was used in identifying instructional units and in determining how much time
should be allocated to each topic.

Absence
Priority Topics
Clarification/Verification
Following Directions
Problems
Second Priority Topics
Safety
Telephone
Third Priority Topics Work Schedules and Time Cards
Forms
Transartation
Social Language
Task Performance
Topics of Less Importance Location
Identification
Measurement
Reporting for an interview
xiv2o
CONTENT OF THE WORK ENGLISH GENERAL VESL CURRICULUM

Topics and Cross-Topics

The content of the curriculum fails into two categories: job obtaining and job retaining.
These categories reflect the goals of the programteaching the English needed to get a
job and to retain it. The General VESL language competencies are further divided into topic
and cross-topic areas. A topic refers to the context in which language is used. For example,
the competency "State job desired or applied for" is found in the topic JOB INTERVIEW. A
cross-topic is a topic which can occur in other topic areas. For example, the competency
"Ask someone to speak more slowly or to repeat something" from the cross-topic
CLARIFICATIONNERIFICATION can be taught in conjuction with competencies from the
topics of TASK PERFORMANCE, JOB INTERVIEW, and SAFETY, among others.

There is a total of eight topics and cross-topics in the General VESL curriculum:

TOPICS CROSS-TOPIC
Task Performance Clarification/Verification
Safety
General Work-Related
Work Schedules, Time Sheets, Paychecks
Social Language
Job Application
Job Interview

It is important to note that upon occasion a teacher may need to review or incorporate
competencies from the Survival Curriculum topics and cross-topics. The following are likely
to be spiralled in an employment context in the General VESL class:
1. Emergencies (related to safety)

2. Health (related to accidents/injuries or obtaining regular employee check-ups)

3. Transportation (getting to a job interview or workplace)

4. Money (related to paychecks)

5. Personal Identification (related to job applications and interviews)

6. Telephone (related to calling in sick or late)

7. Time and Dates (related to work schedules, time sheets, and paychecks)

8. Basic Literacy Skills (review for Track C students)

21
xv
EXPLANATION OF CURRICULUM HEADINGS

Each instructional unit contains nine sections. Each heading is described below:

1. CompetenciesThe target competencies for the instructional units are listed. Often two
or more are combined and are taught together.

2. Enabling SkillsThese are conceptual skills which students must have acquired in
order for the targeted language to be learned. Students with a strong educational
background may already possess these skills; other students, however, may have to be
taught these skills at some point during the course.

3. Sample Situations One or two situations provide the context for the instruction. These
descriptions represent typical workplace situations for entry-level jobs in the Chicago area.

4. Culture NotesThese notes focus on some of the difficulties students may experience
in adapting to the American workplace. They have been suggested by case managers and
job developers who provide employment counseling and services. Teachers may find it
difficult to provide all the information contained in the notes to a Track C class without the
help of a bilingual aide, but these notes have been listed so that teachers can be aware of
some potential cutural conflicts.

5. Possible MaterialsThe materials listed are only suggestions. Teachers should decide
for themselves what is relevant for their particular students. Although a variety of materials
contain some General VESL activities, Work English primarily uses four texts. Each
instructional unit contains references to appropriate pages from these texts:
English That Works, Books 1 and 2. K. Lynn Savage, et al. Glenview, IL: Scott-Foresman,
1982.
Let's Work Safely. Linda Mrowicki. Palatine, IL: Linmore Publishing, 1984.
Speaking Up At Work. Catherine Robinson and Jenise Rowecamp. New York: Oxford
University Press, 1985.
Your First Job. D. W. Prince and Julia Gage. Englewood Cliffs, NJ: Prentice-Hall, 1986.

6. Sample Oral LanguageSample oral interchanges have been provided. As a general

rule, the interchanges represent the minimum amount of language that students need in
order to be able to function successfully in various situations. The teacher can vary the
interchanges according to students' abilities and needs. Occasionally, interchanges
containing more complex language have been listed for Tracks A and B.

7. Sample Written LanguageSample forms, charts, signs and other appropriate

workplace literacy materials are given.

8. VocabularyWhenever possible, general categories of vocabulary have been listed

rather than individual items, and are indicated by an initial upper case letter. The teacher
can select individual items based on a particular class's needs and ability. Indiviuual
vocabulary items not belonging to a general category appear in the lower case (for example,
"pay period").

22
xvi
9. Grammar FocusThe major ciammatical structures found in the interchanges are
identified. Where possible, the grammatical structure terminology is the same as that used
in the MELT Resource Package. Examoles of structures are included in parentheses where
the grammatical nomenclature may be vague. In a competency-based curriculum, grammar
is a means to the end of developing communicative competence and is never an end in
itself. This does not mean, however, that grammatical structure plays no role in the students'
acquisition of English. Focus on grammatical structure varies with the students'
backgrounds and learning styles as follows:

TRACK A
Because of their educational background (6 years +), students in Track A will probably
expect some form of grammatical structure explanation and focus, since they may have
experience with a grammatical approach to learning languages. While Track A students can
thus benefit by some grammatical structure practice, instructors should keep in mind that
the goal of the Work English curriculum is the development of communicative competence.
Whenever possible, written grammatical structure exercises should relate to the
competencies being taught, both in terms of vocabulary and context.

TRACKS B AND C

Most of the structures in the GRAMMAR FOCUS column are learned as "formula" by Track
B and C students. Because of their limited formal education, these students terfd to
"acquire" English by memory rather than "learn" it by conscious focus on grammatical
structure. Instructors may find it necessary to practice important structures often, using
traditional structural drills. (This is especially true for Track C students.) Whenever possible,
practice should relate to the competency being taught as well as the reality of students'
lives.

23
xvii
 INSTRUCTIONAL SEQUENCE

The competencies are organized into instructional units. Teachers sequence these units in
order of importance to students' lives, ease of contextualization, and difficulty of learning.
Listed below are examples of a Teacher's Calendar for A, B, and C Track classes.

SEQUENCE OF INSTRUCTIONAL UNITS - TRACK A

j WEEKS TOP I INSTRUCTIONAL ENABLING COMMENTS

UNITS SKILLS

1-4 Social Language 1, 2, 3, 4, 5

General Work Related 1 ES-1
Task Performance 1 ES-2, 3
2, 3, 7

Clarification 1

Work Schedules 3, 6 ES-12, 15

Job Application 1

Job Interview 2 Competency JI-2 only

5-8 j General Work Related 2

Task Performance 1 ES-3,4,5,6 Assign more complex
tasks than in weeks
4, 5, 8, 9 1-4
10 ES-13
12
Work Schedules 1, 2 ES-5
5 ES-14
Clarification 2
Safety 1, 2, 3

9-12 General Work Related 3-7

Task Performance 1 ES-7, 8, 9 Assign more complex
tasks than in previous
weeks
6, 11 ES-10, 13
13

Work Schedules 4, 7
Safety 1, 2, 3 Spiral, using
additional items.
4, 5, 6, 7
Job Application 1, 2, 3
Job Interview 2 Competency JI-2
only
3,4
13-16 Task Performance Assign more complex,
multi-step tasks.

Safety 1-4 Use additional material

5-7 Use additional
8
Job Application
Job Interview
4
3, 4, 5
24
xviii
 SEQUENCE OF INSTRUCTIONAL JNITS - TRACK B

1 wEEKS I TOPIC INSTRUCTIONAL ENABLIAG COMMENTS

UNITS SKILLS

1-5 Social Language 1, 2, 3

General WorK Related 1 ES-1
Task Performance 1 ES-2, 3 ES-3: Use short codes.
2, 3. 7

Clarification
Work Schedules 3, 6 ES-12, 15
Job Application 1
Job Interview 2 Competency JI-2 only.

6-10 General Work Related 2

Task Performance 1 ES-3 Assign more complex
tasks than in weeks

ES-4, 5, 11 Use longer coaes.

4, 5, 8, 9
10 ES -13
WorK Schedules 1, 2 ES-5
5 ES-14
Clarification 2
Safety 1, 2, 3

11-15 General Work Related 3, 4, 5, 6

Task Performance 1 ES-7, 8, 9 Assign more complex
tasks than in previous
weeks.
11-15 6 ES-13

Work Schedules 4, 7
Safety 1, 2, 3 Spiral, using
additional items.
4, 5, 6, 7
Job Application 1, 2 Instructional Unit 2:
Cover half the material

Job Interview 2 Competency JI-2

3, 4

16-20 Task Performance 1 Assign more complex

tasks than in previous
weeks.

Safety 1-4 Use additional material

5, 6, 7 Use additional material

Job Application 1, 2, 3 Finish material from

Instructional Unit 2.
Job Interview 3, 4

xix 25
 SEQUENCE OF INSTRUCTIONAL UNITS -TRACK C

TOPIC INSTRUMENTAL ENABLING COMMENTS

1 wEEKS
UNITS SKILLS

1-6 Social Language 1, 2

General Work Relatea 1 ES-1
Task Performance 1 ES-2, 3 ES-3: use s pie sort-
ing criteria and short
codes
2, 3, 7
Clarification 1

Work Scnedules 3 ES-12

Job Application 1 Use a simple form, not
a job application, at
this stage.
Job Interview 2 Competency JI-2 only.

7-12 General Work Related 2

Task Performance ES-3, 4, 5 Assign more complex
tasks than in weeks 1-6i
ES3: use more complex
sorting criteria ana
longer codes.
4, 5, 8, 9
Work Schedules 1, 2 ES-5
Safety 1, 2, 3

13-18 General Work Related 3

Task Performance 1 ES-7, 8, 9 Assign more complex
tasks than in previous
weeks.
6
Work Schedules 4
Safety 1, 2, 3, 4 Spiral Units, 1, 2, 3
using additional items.

Job Application 1, 2 Instructional Unit 2:

cover half the material
Job Interview 2 Competency JI -2 only
3, 4

19-24 Task Performance 1 Assign more complex

tasks than in previous
weeks.

Safety 1-4 Use additional material

Job Application 1, 2 Finish material from
Instructional Unit 2.
Job Interview 3
CURRICULUM ADAPTABL,

The W.E. curriculum is designed to meet the needs of a variety of students. While th6 key
competencies have been identified as necessary for obtaining and retaining entry-level jobs
and am, therefore, important to all tracks, the curriculum can be adapted by teachers to
meet the special needs of their classes. Some strategies for adapting include the following:

1. For Track C students: the language practiced should reflect the competency-related role
it will have outside of class. For example, for the competency "State previous occupations,
job skills, and education in simple terms" Track C students learn to give minimal answers to
the questions in simple English: they do not learn to produce the questions a personnel
director wow( 'Ask dur'ng an interview. Track A or B students, on the other hand, may
practice the production of such interview questions, perhaps as part of a role-play activity.

2. The selection of language forms should differ in complexity for the various tracks. For
the competency "Give oral warnings about safety", Track C students learn "Don't wear any
jewelry," while Track A students learn an additional form, "You shouldn't wear any jewelry. It
could get caught in the machine".

3. For the Track A students, the grammatical structures listed for each competency can bo
introduced and focussed upon. This grammar practice can aid Track A students in learning
English while it would neither be appropriate nor possible with Tracks B or C.

4. For the Tracks A and B, additional competencies have been included. These
competencies are important for the types of jobs likely to be obtained by students with
higher English proficiency.

5. For the Track A students, reading and writing activities (such as those provided in the
four VESL texts listed under POSSIBLE MATERIALS) can be successfully incorporated into
the curriculum. These activities reinforce the language forms practiced orally.

27
x xi
STUDENT EVALUATION

Work English evaluation of students takes place in two ways: (1) on an ongoing basis using
Key Competency Checklists, and (2) at the end of class using a Final Achievement Test.

1. Ongoing Assessment: Key Competency Checklists

Because all W.E. classes are open entry/open exit. ongoing assessment is needed to keep
track of student achievement of specific key competencies covered during the course.
Based on input from employers and job developers (cf. Needs Assessment Results. p. vii + ),
W.E. staff have identified those competencies which are considered essential for students to
master if they are to successfully obtain and retain entry-level jobs. These "key"
competencies form the basis of the evaluation process. (Refer to p. 127 + for the Key
Competency Lists.)

The Key Competency Lists have been designed for use as a progress report on each
student. The format enables the teacher to make an informal assessment of student
progress throughout the course. The columns on the right hand side of the page provide
space for rating students on each competency using a scale of 0 - 1 - 2. As each
competency is taught, the teacher enters the date that a particular level of mastery was
achieved. At any point during the course, the instructor, case manager, or job developer can
view the progress of an individual student.

2. End of Class Achievement Test

The test used by Project Work English at the end of the Level II course appears on pages
130-148. It is based on the Key Competency List and include, most key competencies. This
test is used as a tool to assess achievement at the end of the Level II course and as an exit
criterion from the W.E. program. Two forms of the test are available: one for Track C and a
second for Tracks A and B. The achievement test is designed to test the key points of the
curriculum. It is divided into seven parts:

Part I: Job Application

Part II: Interview
Part III: Roleplaycalling in sick
Part IV: Safety
Part V: Task Performance
Part VI: Directions
Part VII: Reading a Work Schedule

A passing grade for all tracks is considered to be 700/0. Students who do not achieve this
score will either repeat segments of the course or are referred directly to their employment
agencies if it is determined that direct job placement is a more immediate need than
repeating the course.

Specific instructions regarding the test administration and scoring are found on pages
130-148.

xxii
28
WORK ENGLISH
COMPETENCIES
AND

ENABLING SKILLS
 WORK ENGLISH VESL COMPETENCIES

RETAINING A JOB

Task Performance

TP-1. Follow instructions to carry out a simple task.

TP-2. Respond appropriately to supervisor's comments about quality of work on the job,
including mistakes, working too slowly, and incomplete work.
TP-3. Request supervisor to check work.
TP-4. Report completion of task to supervisor.
TP-5. Request supplies.
TP-6. Ask where object is located; follow oral directions to locate an object.
TP-7. Follow simple oral directions to locate a place.
TP-8. Read charts, labels, forms or written instructions to perform a task.
TP-9. State a problem and ask for help if necessary.
TP-10. Respond to inquiry as to nature or progress of current task; state amount and type
of work already completed.
TP-11. Respond appropriately to work interruption or modification.
TP-12. Record tally or quantity on inventory, production, or supply reqt-3st form.
TP-13. Follow instructions to carry out a multi-step task.
TP-14. Give simple oral directions to locate an object or place.
TP-15. Give an explanation for poor quality work.

Clarification/Verification

CV-1. Clearly state when something has not been/has been understood.
CV-2. Ask someone to speak more slowly or to repeat something.
CV-3. Repeat to verify that information has been understood.

Work Schedules/Time Sheets/Paychecks

WS-1. Respond to requests to work a particular shift or schedule.

WS-2. Read work schedules and identify days and shifts to be worked.
WS-3. Read and fill out time sheets.
WS-4. Read gross and net pay on paychecks.
WS-5. Report errors on a paycheck.
WS-6. Read work schedules and verify duties to be performed.
WS-7. Fill out total hours on time sheets.
WS-8. Read common deductions on paychecks.
WS-9. Read and fill of it W-4 forms.

30
General Work Related

GWR-1. Give appropriate reason for absence or tardiness for self or family member in
person or on telephone.
GWR-2. Request permission to take time off, or to leave early, or to otherwise modify one's
work schedule.
GWR-3. Request appropriate person and state own name and nature of appointment,
errand, or problem.
GWR-4. Take and deliver message given in person to the appropriate person.
GWR-5. Read name and department on employee name tags.
GWR-6. Read common departmental and directional signs.
GWR-7. Take and deliver a simple phone message.

Safety

S-1. Read basic safety signs.

Give and respond to oral warnings or basic commands about safety.
S-3. Identify safe and unsafe work procedures and situations.
S-4. Report accidents and injuries in simple terms.
S-5. Explain cause of accident in simple terms.
S-6. Ask about proper usage of unfamiliar substances or objects.
S-7. Identify and ask for appropriate safety equipment.
S-8. Fill out an accident report form.

Social Language

SL-1. Initiate and respond to greetings and farewells.

SL-2. Introduce self and others.
SL-3. Ask and answer simple questions about personal background and family.
SL-4. Respond appropriately when a conversation ends.
SL-5. Ask and answer simple questions about daily activities, weekly routines, and
weekend activities.
SL-6. Initiate and respond to greetings and farewells using appropriate register.
SL-7. Ask and respond to questions about common conversational topicsweekend
plans, recent experiences, weather, traffic, etc.
SL-8. Talk about personal interests, recreation or hobbies.

31
2
 OBTAINING A JOB

Job Application

JA-1. Copy details of personal information in appropriate place on form or job

application; sign and date form.
JA-2. Read main headings on job application form; recognize most common variations
of headings.
JA-3. Copy details of education, work experience and references in appropriate place
on job application.
JA-4. Copy training, citizenship, and health information (including emergency contact)
in appropriate place on job application.
JA-5. Complete standard job application without assistance by copying information from
model.

Job Interview

J1-1. State job desired or applied for.

JI-2. State name, address, telephone number, social security number and citizenship
status upon request.
JI-3. State previous occupations, job skills, and education in simple terms.
JI-4. Respond to specific questions about previous work experience using short
phrases, including occupation(s), length, and dates of employment.
JI-5. State shift preference and starting date.
JI-6. State how employer can contact the person being interviewed.
JI-7. State reasons for wanting the job applied for.
JI-8. State whether relatives are employed at firm applied to.
JI-9. State means of transportation to worksite.
JI-10. Describe previous work experience, job skills, qualifications, and training,
including degrees of ability.
 ENABLINC SKILLS

Used in SOCIAL LANGUAGE and GENERAL WORK RELATED

ES-1. Use public or private dial or push-button phone. (i.e., hold phone correctly, dial
correctly, recognize busy signal and dial tone, etc.)

Used in TASK PERFORMANCE/FOLLOWING DIRECTIONS

ES-2. Count (for example, items produced).

ES-3. Sort by item type, color, shape, condition, size, or according to alpha, numeric, or
alpha-numeric code.
ES-4. Use serial order to sort or locate items.
ES-5. Use alphabetical order to locate name on work schedule or in a phone book or
file, or to locate an object stored by alpha or alpha-numeric code.
ES-6. Use alphabetical order to sort items.
ES-7. Measure items.
ES-8. Weigh items.
ES-9. Understand the most frequently used fractions (1/4, 1/3, 1/2, 2/3, 3/4)
ES-10. Understand fraction and decimal systems.
ES-11. Use lists or charts to identify coded items.

Used in WORK SCHEDULES, TIME SHEETS, FORMS, PAYCHECKS

ES-12. Distinguish between rows and columns on forms.

ES-13. Distinguish between "item" and "quantity" on forms.
ES-14. Distinguish between discrete times and continuous times (Monday and Friday vs.
Monday through Friday) and locations (Rooms 101 and 109 vs. Rooms 101-109).
ES-15. Compute hours worked on time sheet (greater accuracy is expected from A and B
track students).

33
4
COMPETENCIES LISTED BY
TOPIC AND TRACK

34
 RETAINING A JOB

TOPIC: TASK PERFORMANCE

TP-1. Follow instructions to carry out a simple task.

TP-2. Respond appropriately to supervisor's comments abdut quality of work
on the job, including mistakes, working too slowly, and incomplete work.
TP-3. Request supervisor to check work.
c TP-4. Report completion of task to supervisor.
0 TP-5. Request supplies.
R TP-6. Ask where object is located; follow oral directions to locate an object.
E TP-7. Follow simple oral directions to locate a place.
TP-8. Read charts, labels, forms or written instructions to perform a task.
TP-9. State a problem and ask for help if necessary.
TP-10. Respond to inquiry as to nature or progress of current task;
state amount and type of work already completed.
TP-11. Respond appropriately to work interruption or modification.

B TP-12. Record tally or quantity on inventory, production, or supply request form.

TP-13. Follow instructions to carry out a multi-step task.

TP-14. Give simple oral directions to locate an object or place.
A
TP-15. Give an explanation for poor quality work.

35

5
 TOPIC: CLARIFICATION/VERIFICATION

C
0 CV-1. Clearly state when something has not been/has been understood.
R CV-2. Ask someone to speak more slowly or to repeat something.
E

B CV-3. Repeat to verify that information has been understood.

36
g
 TOPIC: WORK SCHEDULES /TIME SHEETS/PAYCHECKS

WS -1. Respond to requests to work a particular shift or schedule.

WS-2. Read work schedules and identify days and shifts to be worked.
0 Read and fill out time sheets.
R
WS-3.
E WS-4. Read gross and net pay on paychecks.
WS-5. Report errors on a paycheck.

WS-6. Read work schedules and verify duties to be performed.

B WS-7. Fill out total hours on time sheets.
WS-8. Read common deductions on paychecks.

A WS-9. Read and fill out W4 forms.

37
7
 TOPIC: GENERAL WORK RELATED

GWR-1. Give appropriate reason for absence or Lardiness for self or family
C
member in person or on telephone.
GWR-2. Request permission to take time off, or to leave early, or to otherwise
R
E
modify one's work schedule.
GWR-3. Request appropriate person and state own name and nature of
appointment, errand, or problem.

GWR-4. Take and deliver a message given in person to the appropriate person.
B GWR-5. Read name and department on employee name tags.
GWR-6. Read common departmental and directional signs.

A GWR-7. Take and deliver a simple phone message.

38
8
 TOPIC: SAFETY

C S-1. Read basic safety signs.

0 S-2. Give and respond to oral warnings or basic commands about safety.
R S-3. Identify safe and unsafe work procedures and situations.
E S-4. Report accidents and injuries in simple terms.

S-5. Explain cause of accident in simple terms.

8 S-6. Ask about proper usage of unfamiliar substances or objects.
S-7. Identify and ask for appropriate safety equipment.

A S-8. Fill out an accident report form.

39
Q
 TOPIC: SOCIAL LANGUAGE

C SL-1. Initiate and respond to greetings and farewells.

0 SL-2. Introduce self and others.
R SL-3. Ask and answer simple questions about personal background and family.
E SL-4. Respond appropriately when a conversation ends.

g SL-5. Ask and answer simple questions about daily activities, weekly routines,
and weekend activities.

SL-6. Initiate and respond to greetings and farewells using appropria:.:, register.
A SL-7. Ask and respond to questions about common conversational topics
weekend plans, recent experiences, weather, traffic, etc.
SL-8. Talk about personal interests, recreation or hobbies.

40
 TOPIC: JOB APPLICATION

JA-1. Copy details of personal information in appropriate place on form or job

C application; sign and date form.
°R JA-2. Read main headings on job application form; recognize most common
variations of headings.
E
JA-3. Copy details of education, work experience and references
in appropriate place on job application.

B JA-4. Copy training, citizenship, and health information (including emergency

contact) in appropriate place on job application.

A JA-5. Complete standard job application without assistance by copying

information from model.

41
 TOPIC: JOB INTERVIEW

J1-1. Slate job desired or applied for.

JI-2. State name, address, telephone number, social security number and
C citizenship status upon reauest.
0 JI-3. State previous occupations, job skills, and education in simple terms.
R JI-4. Respond to specific questions about previous work experience using
E short phrases, including occupation(s), length, and dates of
employment.
JI-5. State shift preference and starting date.
JI-6. State how employer can contact the person being interviewed.

JI-7. State reasons for wanting the job applied for.

B JI-8. State whether relatives are employed at firm applied to.
JI-9. State means of transportation to worksite.

A JI-10. Describe previous work experience, job skills, qualifications, and

training, including degrees of ability.

42
19
 NORTHWEST EDUCATIONAL COOPERATIVE

PROJECT WORK ENGLISH

Competency-Based Curriculum

GENERAL VESL

Linda Mrowicki, Director

Rose Jonas, Instructor
Catherine Porter, Instructor

Funded by Refugee Resettlement Program, Office for Employment and Social Services,
Illinois Department of Public Aid

43
INSTRUCTIONAL UNITS

44
TOPIC Task Performance
INSTRUCTIONAL UNIT 1
TRACK CORE

COMPETENCIES:
TP-1. Follow instructions to carry out a simple task.
CV-1. Clearly state when something has been/has not been understood.
TP-2. Respond appropriately to supervisor's comments about quality of work.

ENABLING SKILLS:
ES-2. Count.
ES-3. Sort by item type, color, shape, condition, size, or according to alpha,
numeric, or alpha-numeric code.
ES-4. Use serial order to sort or locate items.
ES-5. Use alphabetical order to locate name on work schedule or in a phone
book or file or to locate an object stored by alpha or alpha-numeric
code.
ES-6. Use alphabetical order to sort items.
ES-7. Measure items.
ES-8. Weight items.
ES -9. Understand the most frequently used fractions.
ES-10.Understand fraction and decimal systems.
ES-11.Use lists or charts to identify coded items.

SAMPLE SITUATIONS:
1. A supervisor gives instructions to a worker about packing barbeque
grills. He later returns to provide feedback.
2. A lead worker gives instructions about sorting ,crews and nuts according
to size. She later gives feedback.
3. A co-worker gives instructions about the preparation of a shipping label
and provides feedback.

CULTURE NOTES:

POSSIBLE MA TERIALS:

Refer to Section - which contains descriptions of the task performance

activities. Materials are available in the W.E. storeroom.

Speaking Up At Work - pp. 83-86

Your First Job - pp. 52-60

1345
5
TOPIC: Task Performance INSTRUCTIONAL UNIT 1
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Supervisor: Put the black Smokey Joe grills in Vocabulary depends on
these boxes, task.
Worker: OK, I understand, Black Smokey Joe.
(later) Task activities - put,
Supervisor: That's right. Good job. rotate, sort, stalk,
Worker: OK. take, tighten, loosen.
2)
Lead Worker: Put the 1/2" screws in this bin, right/wrong
Worker: 1/2". OK.
(later)
Lead Worker: You have some 1/3" screws here.
Worker: Sorry. I'll do it again.

3)
Co-Worker: Put the shipping label in the middle
of the top flap on the box.
Worker: In the middle. Like this?
Co-Worker: Yes, that's right.
Worker: Thanks for the help.
GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Simple imperative,
positive and
negative

Prepositional phrases
(place)

Adverbs of place and

time

1446
TOPIC: Task Performance
INSTRUCTIONAL UNIT 2
TRACK CORE

C OMPETENCIES:
TP-3. Request supervisor to check work.
TP-4. Report completion of task to supervisor.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker asks a supervisor to check the salads which have just been made.
2. A worker completes the inventory on parts and gives the form to the
supervisor.
3. A housekeeper tells her supervisor she has finished cleaning the
assigned rooms.
/

CULTURE NOTES:

POSSIBLE MATERIALS:
See Instructional Unit 1

47

15
TOPIC: Task Performance INSTRUCTIONAL UNIT 2
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: Mr. Smith, can you check the salads? finished

Supervisor: Just a minute. done
Worker: Thanks. check
right/wrong
2) Worker: I'm finished. Here's the inventory.
Please check it.
Supervisor: Thank you.

3) Worker: Anna, I'm finished. I cleaned

8 rooms.
Supervisor: I'll check them. If they're
OK, you can leave.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Past tense

Modal verbs: can,

could (requesT7

1648
TOPIC: Task Performance
INSTRUCTIONAL UNIT 3
TRACK CORE

COMPETENCIES:
TP-5. Request supplies.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker needs some masking tape to finish packing a box.
2. A worker needs a Phillips screwdriver to finish a project.

CULTURE NOTES .
In the American work force, workers are expected to take the initiative and
speak up if they have run out of supplies. Students from some cultures tend to
simply sit and wait for someone to "come to their rescue" rather than speaking
up.

POSSIBLE MATERIALS:
See Instructional Unit 1
Speaking Up At Work - pp. 47-49; pp. 97-103

49
17
TOPIC: Task Performance INSTRUCTIONAL UNIT 3
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: Excuse me, do you have some masking Supplies - tools,

tape? parts, fluids, etc.
Co-Worker: Yes, here it is.
Worker: Thanks. ran out of

2) Worker: Can I borrow a Phil lips screwdriver?

Co-Worker: Ok, but I need it back in 5
minutes.
Worker: Thanks.

GRAMMAR ?
SAMPLE MRITTENV LANGUAGE * FOCUS
Indefinite articles:
a, an

PARTS REQUEST Indefinite adjective:

NO. 436, some
RUSH TIME RECEIVED 9:00
Modal verb: can
DEPT. lit TIME FILLED (permission)
PN A43/5 -6, QTY /0
__lczcmd:ke__ (57/11-
REQUESTED BY DATE

FILLED BY DATE NO. SENT

* Tracks A & B only; from Your First Job - p. 27

18
50
TOPIC-: Task Performance INSTRUCTIONAL UNIT 4
TRACK CORE

COMPETENCIES:
TP-6. Ask where object is located; follow oral directions to locate an object.

ENABLING SKILLS:
ES-5. Use alphabetical order to locate an object stored by alpha or alpha-
numeric code.
ES-11. Use list or chart to identify coded items.

SAMPLE SITUATIONS:
1. A worker asks a supervisor where the cleaning fluid is.
2. A worker asks a co-worker where to find a packing box.

CULTURE NOTES:

POSSIBLE MA TERIALS:
Speaking Up At Work - p. 21; pp. 27-30

51
19
TOPIC: Task Performance INSTRUCTIONAL UNIT 4
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: Excuse me, I need some cleaning Top, middle, bottom

fluid. Where is it?
Supervisor: Go to the storeroom. It's on the Second/third/fourth
top shelf. etc. from the right/
Worker: Top shelf. OK, thank you. left, top/bottom
Supervisor: You're welcome.

2) Worker: Maua, where is a packing box? Shelf, cabinet,

Co-worker: In the corner, next to the desk. cupboard, locker,
Worker: Thanks, desk, drawer, closet

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Prepositional phrase
(place)

Ordinal numbers

Wh- questions (where)

2052
TOPIC: Task Performance INSTRUCTIONAL UNIT 5
TRACK CORE

COMPETENCIES:
TP-7. Follow simple oral directions to locate a place.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker asks a co-worker how to get to the cafeteria.
2. A worker asks a co-worker how to get to the Personnel Office.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 20-26

21
TOPIC: Task Performance INSTRUCTIONAL UNIT 5

TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: Excuse me, where is the cafeteria? Where

Co-Worker: Go down the hall and turn right.
It's the second door on the left. Left, right, straight
Worker: Thank you. ahead
Co-Worker: You're welcome.
the first, second,
2) Worker: Can you help me? Where is the third, etc.
personnel office?
Co-Worker: Turn right and go to the last Names of common
door. departments-personnel,
Worker: Thanks. shipping, etc.
Co-Worker: That's OK.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Simple imperative

Wh-questions (where)

Ordinal numbers

2254
TOPIC; Task Performance
INSTRUCTIONAL UNIT 6
TRACK CORE

COMPETENCIES:
TP-8. Read charts, labels, forms or written instructions to perform a task.

ENABLING SKILLS:
ES-11. Use lists or charts to identify coded items.
ES-12. Distinguish between rows and columns on forms.
ES-13. Distinguish between "item" and "quantity" on forms.
ES-14. Distinguish between discrete times and continuous times and locations.

SAMPLE SITUATIONS
1. A housekeeper reads her daily form which indicates the rooms to be
cleanA.
2. A worker reads the order form to identify which products should be
labeled and packed,

CULTURE NOTES:

POSSIBLE MA TERIALS:
See Instructional Unit 1

Teaching Note: Clarification/Verification-Instructional Unit 1 can be included

in this instructional unit. Students then practice reading the forms and orally
clarify/verify before performing the task.

55
23
TOPIC: Task Performance
INSTRUCTIONAL UNIT 6

TRACK CORE

.;AMPLE ORAL LANGUAGE

VOCABULARY

Item
Quantity
Times

Oates written with

abbreviations and
numerically

Symbols - #, $

Alpha, numeric, and

alpha-numeric codes

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS

SUPPLY REQUEST

IS -%G.
LAST hAmE HONTA DAY YEAR
FIRST hAmE

I 0

255 3 tout 4

2.15 0 us -2 ha

415 a. ID 7
0 IS Z0INC 0
INITIALS SUPERVISOR'S INITIALS

See Task Performance (pages .:I26 for additional forms an

activities.

56
24
TOPIC: Task Performance INSTRUCTIONAL UNIT 7
TRACK CORE
COMPETENCIES:
TP-9. State a problem and ask for help if necessary.

ENABLING SKILLS:

SAMPLE SITUATIONS
1. A worker's soldering tool is broken.
2. A worker notices that some barbecue grills have broken handles.
He notifies the supervisor.
3. The cutting machine is malfunctioning. A worker asks his supervisor
for help.

11:7111?1: NOTES
CULTURE .

Workers are expected to take the initiative and report

rather than wait for a supervisor to "rescue" them.
problems as they come up,

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 43-46; 101-103
TOPIC: Task Performance INSTRUCTIONAL UNIT 7
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: Please help me. This tool doesn't Broken, damaged,

work, chipped, cracked,
Supervisor: Let me see. I'll get you bent, doesn't work
another one.
Worker: Thank you. can't find

2) Worker: There's a problem. Three barbecue missing, short

grills don't have handles.
Supervisor: I'll look at them.

3) Worker: The cutting machine doesn't work.

Supervisor: What's wrong?
Worker: It starts and then it stops.
Can you look at it?
Supervisor: I'll be there in a minute.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Be + adject.ive
(It's broken)

Modal verb: can

(request)

5 826
TOPIC: Task Performance INSTRUCTIONAL UNIT 8
TPACK CORE
COMPETENCIES:
TP-10. Respond to inquiry as to nature or progress of current task:
state amount and type of work already completed.

ENABLING SKILLS:
ES-2. Count.

SAMPLE SITUATIONS:
1. A supervisor inquiries about the number of rooms a housekeeper has
cleaned.
2. A lead worker asks how many items have been assembled.
3. A superv, Jr asks an electronics assembly worker if there are any problems.

CULTURE NOTES:

POSSIBLE MATERIALS:

59

27
TOPIC: Task Performance INSTRUCTIONAL UNIT 8
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Supervisor: Thuy, how many rooms have you Cardinal numbers

cleaned?
Worker: I Finished eight this morning, finished, done

2) Lead Worker: How many lights have you to be

assembled? to have leftj(remaining)
Worker: Fifty.
Lead Worker: How many more are left?
Worker: Twenty-five.

3) Supervisor: How's it going?

Worker: Fine.
Supervisor: Any problems with the circuit
boards?
Worker: No, no problems.
Supervisor: Good.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Present perfect tense
(listening only)

Past tense

60
28
TOP/C: Task Performance
INSTRUCTIONAL UNIT 9
TRACK CORE

COMPETENCIES:
TP-11.Respond appropriately to work interruption or modification.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A supervisor asks a worker to interrupt a task and undertake another.
2. A kitchen supervisor asks a salad maker to change the ingredients in
a salad for a special order.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 125-132

61
29
TOPIC: Task Performance INSTRUCTIONAL UNIT 9
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Supervisor: Thuy, please stop your work and change
come here.
Worker: Just a minute. instead of
Supervisor: I need another person in packing.
Can you work there today? Time expressions -
Worker: In packing? OK. before, after, then

2)
Supervisor: Anna, please change this salad.
Put on cucumber instead of
tomatoes.
Worker: No tomatoes?
Supervisor: No, no tomatoes. Cucumbers
instead.
Worker: Ok, cucumbers.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FO GUS_
Adverbs of time

Imperatives
TOPIC: Task Performance INSTRUCTIONAL UNIT 10
TRACK B
COMPETENCIES:
TP-12. Record tally or quantity on inventory, production, or supply request
form.

ENABLING SKILLS:
ES-2. Count.
ES-3. Sort by item type, color, shape, condition, size, or according to
alpha-numeric code.
ES-4. Use serial order to sort or locate items.
ES-12. Distinguish betweem rows and columns on forms.
ES-13. Distinguish between "item" and "quantity" on forms.

SAMPLE SITUATIONS:
1. A machine operator counts and writes the number of items produced during
her shift.
2. A food service worker tallies the number of salads made.

CULTURE NOTES:

POSSIBLE MATERIALS:
Refer to.pp. 117-126 which contain descriptions of task performance activities.
Materials are available in the W.E. storeroom.
TOPIC: Task Performance INSTRUCTIONAL UNIT 10
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

Item
Quantity
Colors
Sizes

Number, no., #

Pounds, Ounces,
Dozen

Alpha, numeric, and

alpha-numeric codes

GRAMMAR
SAMPLE WRITTEN LANGUAGE Fa MIS

10.RLYPRCEUCT104

ITEM QTY 1M THY

255 0
215 215-2

415 112

63 2=
Myker Cote

SLOWitICC Tine
TOP/C: Task Performance INSTRUCTIONAL UNIT 11
TRACK A
COMPETENCIES:
TP-13. Follow instructions to carry out a multi-step task.
CV-3. Repeat to verify that information has been understood.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A supervisor explains to a new worker how to operate a machine.
2. A worker explains to a newly-hired co-worker how to mix some cleaning
fluids.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 127-132
TOPIC: Task Performance INSTRUCTIONAL UNIT ii
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Supervisor: First, push the "On" switch and Depends on task at
wait until the green light goes hand.
on. Then push the "Ready" switch.
Worker: First the "On" switch. Then the Time expressions:
"Ready" switch. I understand. first, second, next,
then, last, etc.
2)
Worker: Go to the storeroom and get some
cleaning fluid from the top shelf.
Then mix one part cleaning fluid and
one part water in the bucket. Be sure
to wear gloves.
New Co-Worker: Top shelf in the storeroom.
Half solution and half water?
Worker: That's right. And don't forget
your gloves.
New Co-Worker: I won't.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Prepositional phrases
(place)

Subordinate clauses
of time (before,
after, when, until,
while)

Imperatives, positive
and negative

Ordinal numbers

66
34
TOPIC: Task Performance INSTRUCTIONAL UNIT 12
TRACK A
COMPETENCIES:
TP-14. Give simple oral directions to locate an object or place.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker asks a co-worker where the toolbox is.
2. A worker asks a co-worker where the Copy Room is.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 20-30
Your First Job - p. 69
TOPIC: Task Performance INSTRUCTIONAL UNIT 12
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: Tran, where's the toolbox? I can't See Instructional
find it. Unit 4,
Co-Worker: Go to the cabinet in the corner
and look in the middle drawer.
Worker: Middle drawer of the cabinet. Thanks.

2)
Worker: Excuse me. I'm looking for the Copy
Room. Can you tell me where it is?
Co-Worker: Go down the hall and turn left.
It's the second door on the right.
Worker: Down the hall, turn left, second
door on the right. Thanks a lot.

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS
Wh-questions (where)

FLOOR PLAN OF AHMEDS FAZTORY Embedded questions

SECOND FLOOR

Imperatives
, 1
ELEVATOR
f---
isjpEsvisowsl
Prepositional phrases
I OFFICE I

SUPPLY (place)
ROOM .90
413
LOUNGE
WI I

I iNsPEC7:ON
mENTNO;..EN I
FIRST AID AREA r-
MST ROOM, MI REST A001A1
I ELF,ATOR

* from Speaking Up At Work - p. 26

TOPIC: Task Performance INSTRUCTIONAL UNIT 13
TRACK A
COMPETENCIES:
TP-15. Give an explanation for poor quality work.

ENABLING SKILLS:

SAMPLE Silr11411n1CMS:
1. A supervisor asks a food service worker why the cookies are slightly
burned.
2. A supervisor asks a machine operator why too few items are being
produced.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speakin Up At Work - pp. 83-86
Your First Jo - pp. 52-60

69

37
TOPIC: Task Performance INSTRUCTIONAL UNIT 13
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Supervisor: These cookies are burned. What Depends on task.
happened?
Worker: The oven was too hot. I'll change See Instructional
the temperature. Unit 1.
Supervisor: Good idea.

2)
Supervisor: Your quota is 25 an hour, but
you're only making 15 an hour.
What's wrong?
Worker: The machine keeps stopping.
Something is wrong.
Supervisor: You should report it to the
mechanic right away! It has to
get fixed.
Worker: OK. I'll do it now.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Adverbial Intensifiers:
very, too, enough, so

Be + adjective
to

Simple past tense

Future tense

;80
TOPIC: Clarification/Verification
INSTRUCTIONAL UNIT 1

TRACK CORE

COMPETENCIES:
CV-1. Clearly state when something has been/has not been understood.
CV-2. Ask someone to speak more slowly or to repeat something.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A new worker is receiving on-the-job training from his supervisor the
first day on the job. The worker doesn't understand everything the
supervisor says.
A supervisor asks a worker to work late, but the supervisor speaks so
quickly that the worker doesn't understand.

CULTURE NOTES:
Students from many cultures (especially Southeast Asia) are very hesitant to
admit that they don't understand something that is said to them.
Students must be made aware that in the American work force it is not shameful
to ask for clarification. That is, employers much prefer that a woT.7Rir speak up
and say "I don't understand" rather than say "Yes, I understand" when in fact
s/he does not.

POSSIBLE MA 11: MA I. :

Speaking Up At Work - pp. 2,4,6-10

Your First Job - pp. 15-16

Teaching Notes:This topic can occur within any of the other topics in the
curriculum. It is absolutely essential to review and integrate competencies CV-1
and CV-2 as often as possible. Lessons covering competencies in the topic TASK
PERFORMANCE/FOLLOWING DIRECTIONS provide especially good opportunities for
practicing clarification/verification skills.
IQ
71
TOPIC: Clarification /Verification INSTRUCTIONAL UNIT 1
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Supervisor: Do you understand?/Do you get it? get it, got it

Worker: Yes, I understand./I get it.
repeat
Supervisor: Get it? slowly
Worker: I'm sorry, I don't understand.
(Please repeat that.)

Worker: (doesn't understand something)

Could you repeat that, please?
Could you speak more slowly, please?

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Modal verb: could
(polite reqiieTir

Imperatives
TOPIC: Clarification/Verification INSTRUCTIONAL UNIT 2
TRACK B
COMPETENCIES:
CV-3. Repeat to verify that information has been understood.

ENABLING SKILLS:

SAMPLE 4;1 irtm TIONS:

1. A supervisor gives instructions to a worker. The worker repeats the
instructions to indicate comprehension.
2. The personnel director informs a newly-hired worker when to start work.
The worker verifies the starting date and time by repeating.

CULTURE NOTES:

POSSIBLE MA TERN% I: S:
Speaking Up At Work - p. 8; p. 130
Your First Job - pp. 16-17

Teaching Note: See Clarification/Verification Instructional Unit 1,

73
41
TOPIC: Clarification /Verification INSTRUCTIONAL UNIT 2
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Supervisor: Sort these paint brushes by size. Depends on the
The large paint brushes go in this information being
box, and the smaller ones go over verified.
there.
Worker: Large paint brushes in this box. Small
brushes there. Yes, I understand.

2)
Personnel Director: You can start work next
Monday, the 25th, at 9:00 am.
Worker: Next Monday at 9:00. OK.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

42
4
TOPIC: Work Schedules/Time Sheets/Paychec MSTRUCTIONAL UNIT 1
TRACK CORE

COMPETENCIES:
WS-1. Respond to requests to work a particular shift or schedule.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A supervisor asks a worker to put in overtime.
2. Personnel notifies a worker to change a shift.

CULTURE NOTES:
It is important for workers to be flexible about shifts and work schedules.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 112-117

Your First Job - pp. 39-43

7 r-

43
TOPIC: Work Schedules/Time Sheet/Paycheck4NSTRUCTIONAL UNIT 1
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

.

1) Supervisor: Moua, can you work overtime on Days of the week

Saturday?
Worker: What time? Shifts - day, evening,
Supervisor: From 8-1. night, swing, graveyard
Worker: 8-1. Yes.
full-time, part-time,
2) Personnel: Kompha, we are changing you from overtime
night shift to day shift starting Monday.
Worker: What time is the shift? Time expressions
Personnel: From 7:00 to 3:00. Is that OK? (from to
Worker: Yes, that's fine, for hours ai)

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Wh-questions (when,
what)

Modal verb: can,

could (request)
 TOPIC: Work Schedules / Time Sheets / Pay NSTRUCTIONAL UNIT 2
TRACK CORE

COMPETENCIES:
WS-2. Read work schedules and identify days and shifts to be worked.
CV-1. Clearly state when something has not been/has been understood.

ENABLING SKILLS:
ES-12. Distinguish between rows and columns on forms.
2S-14. Distinguish between discrete time and continuous timesand locations.

SAMPLE SITUATIONS°
1. A worker sees the work schedule posted on the bulletin board for the
upcoming week. She clarifies the schedule with her boss.

CULTURE NOTES:
Work schedules can and do change frequently, and often the last minute. It is
the worker's responsibility to check the work schedule regularly, clarifying or
verifying any changes with the supervisor as necessary.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 11-14
English That Works - pp. 144-166

45
TOP /C: Work Schedules/Time Sheets/Paychec s
INSTRUCTIONAL UN a 2
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Worker: Excuse me, do I work 2 hours overtime Days of the week

on Monday?
Supervisor: Yes, from 5:00 - 7:00. Shifts - day, evening,
Worker: OK. No problem. swing, night,
graveyard
AM, PM

full-time, part -time,

overtime

24 hr. time system

Time expressions
(from to for
hours/da3-0-

GRAMMAR
SAMPLE WRITTEN LANGUAGE* FOCUS
Yes-no questions

Adverbs of time
!
A-1 Welding Work Schedule
FOR FF-1 4.-22,148C. I

aGarz .S4hpl f Int Swing Shift Graveyard Shift

4 p.m.-12 mid. I 12 mid. -8 a.m.

Su I

M AM y I I SCM
T I JEFF AMY I
S'Oevr

W ' AMY I 'JEFF sco.,

Th ,
JEFF I AMY SOM
F AMY 'JEFF i soA,7
Sa

*from Speaking Up At Work - p. 12

78
46
TOPIC: Work Schedules/Time Sheets! INSTRUCTIONAL UNIT 3
Paychecks
TRACK CORE
COMPETENCIES:
WS-3. Read and fill out time sheets.

ENABLING SKILLS:
ES-1. Distinguish between rows and columns on forms.
ES-15. Compute hours worked on time sheet

SAMPLE Sin/AT/CMS:
1. A worker reads his time card to check the times punched on it from the
time clock, signs it, writes the date, and submits it for payment.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 33-37
English That Works I - pp. 135-143
Your First Job - pp. 45-47

Teaching Notes: Most workplaces use time clocks. Filling out the time
sheets has
been included for instructional purposes: it reinforces the learning of time and
it encourages student punctuality to class.

79
47
 Sheets/PaychecksINSTRUCTIONAL UNIT 3
TOPIC gork Schedules/Time
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Time

Days of the week-

full form and
abbreviations

Name

Signature

Dates

pay period, payday

Time expressions - once

a month/every month;
twice a month! ...very
2 weeks; once a week/
every week; everyday
GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS
House Cleaners, Inc.

TIME SHEET
Lzr, ce.:na
:,..., ,a i ac
Empdoyee i Name Pay Perna Ercartg

AM Lusts , Lash PM
ow
T."
Doi.
b. Cks I I. i
. ma.e.

Sunday I ; I I

Monday 800 .1. CO I 100 I 500 g

Tuesday i i 100 3 00 4
Wednesday e 00 i la co . 1 00 500 8
Thursday . I I 00 5 CC 4-

Fncizy : 8 00 j is oo 1 00 5 00 8
Saila dLlY I

ilp2344-------
Erre:owes Sgreorure
1,
Total Hours

* from Speaking Up At Work - p. 35

48 0
TOPIC: Work Schedules/Time Sheets/Pal NSTRUCTIONAL UNIT 4
TRACK CORE
COMPETENCIES:
WS-4 Read gross and net pay on paychecks.
WS-5 Report errors on paychecks.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker reads her paycheck to determine her take-home pay.

2. A part-time worker receives his paycheck, but thinks there is a mistake

in the number of hours he has been paid for. He asks the personnel
officer about it.

CULTURE NOTES:
The concept of gross vs. net pay is very important and may be unfamiliar to many
students (especially Southeast Asians). Bilingual assistance may be necessary in
the classroom to explain the concepts of taxes and deductions.

POSSIBLE MA TERIALS:
Speaking Up At Work - pp. 50-56

49
TOPIC; -k Schedules/Time Sheets/Paychecks
INSTRUCTIONAL UNIT 4
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Worker: Excuse me. i think there is a gross pay

mistake on my paycheck. net pay, take-home pay
Personnel Officer: What's the problem?
Worker: It's not enough. I worked 20 hours pay period
last week. regular/overtime
Personnel Officer: Let me check it. I'll
talk to you tomorrow. taxes-federal, social
Worker: Tomorrow? Thank you. security, state, city

mistake, error
not enough/too much

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

Adverbs of time

...I
OM. 00 K 4.0014 Madsa,Zow.
yt 03. Pro. 4.20% 10. won"! am.s.
rkci....,.,_:.,...........
MARTIVIZA
arc. Nct:05.1,E6
PIL4=1.0.6

4 7.21 . 73 123.4

/WY *MIS

111

f104 'I.', tc* 'ts.r. ILAN 7.s.

43.27

1011,00. L1W
.'0,7,4=ift44"."314=F".7411wo i$0.3?

50 82
TOPIC: Work Schedules/Time Sheets/palyNSTRUCTIONAL UNIT 5
TRACK B
COMPETENCIES:
WS-6. Read work schedules and verify duties to be performed.

ENABLING SKILLS:
ES-12. Distinguish between rows and columns on forms.
ES-14. Distinguish between discrete times and continuous times (Monday and
Friday vs. Monday through Friday) and locations(Rooms 101 and 109 vs.
Rooms 101-109).

SAMPLE SITUATIONS:
1. A worker reads the work schedule posted and confirms the duties with
the
supervisor.

CULTURE NOTES:

POSSIEtE MA TERIALS:
Speaking Up At Work - p. 13
TOPICWork Schedules/Time Sheets/Paychecks/NSTRUCT/ONAL UNIT 5
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

Worker: (reads the schedule) Days of the week

Worker: Do I vacuum only the offices on the Times

first floor?
Supervisor: Yes, but only on Monday. Duties - sort, pack,
Worker: On Monday. OK, I understand. ship, clean, etc.

Room Numbers

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS
Yes/No questions
JOIENSON'S JANITORIAL SERVICE
Wh-questions (when,
Work Schedule
how many, where)
FE& 7,- 7 1986 5-11 PT 400 PM -12 00 Me

NAME I

ten.
,1
0 n71
V®, @ I

SHOUA ACKIG °6C1C45

ow, ----9 101 2:055
CI QS lat -105 I

max ...a x
IONIRUSSO fiwrs .-----'
as
Clccrs
22°Har
-----) floors
loth
1sr f0or

COMI, Mnr7.31 vAMICM6

LI Z eao" af4'(45
1

' Zcimr,
__---m. 20 :A.5 --).
20 - las' ; 201 - zos
I

wcar, cyan Cktar

tiM LONG C'ccrs
Z
i 1

! f-tcors,. felvcces .

* from Speaking Up At Work - p. 13

34
52
TOPIC: Work Schedules/Time Sheets/Pay INSTRUCTIONAL UNIT 6
TRACK B
COMPETENCIES:
WS-7. Fill out total hours on time sheets.

ENABLING SKILLS:
ES-12. Distinguish between rows and columns on forms.
ES-15. Compute hours worked on time sheet.

SAMPLE Sin/AT/CMS:
1. A worker computes and writes the total number of hours on her time sheet.

CULTURE NOTES:

POSSIBLE MA TERIALS:
Speaking Up At Work- pp. 33-37
English That Works 1- pp. 135-143
Your First Job - pp. 45-47

Teaching Note: See Instructional Unit 3,

85
53
TOPIC: Work Schedules/Time Sheets/PaycheciNSTRUCT/ONAL UNIT 6

TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

Times and dates

Signature

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS

House Cleaners, Inc_

TIME SHEET
1_,, c., r.5 2 Jo / qc
Ernpayee s Name Pay Pen= Enaolg

AM Lunch taws M Tow

Dwlv
In Ow In Ow
u..,
Sunday
Monday 800 0.00 ICO 503 e
Tuesday 100 8 00 4
Wednesday too 1300 100 500 8

Thursday 1 00 5 CC 4-

Friday 800 la CO I CO 500 8

Saturday -- -- __

Errpo!ApesSernatum TomHoun

* adapted from Speaking Up At Work - p. 35

54 86
TOPIC:work Schedules/Time Sheets/PayCheck
INSTRUCTIONAL UNIT 7
TRACK P
COMPETENCIES:
WS-8. Read common deductions on paychecks.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker reads her paycheck to determine what her take-home pay is and
how much money was deducted.

CULTURE NOTES:
See Instructional Unit 4.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 50-56; Track A: 162-163 (W-2 Forms)

87
55
 Sheets/PaychecksINSTRUCTIONAL
UNIT 7
TOPIC/iork Schedules/Time
.TRACK B

SAMPLE ORAL LANGUAGE V 0 CA-filtLA RY

Hours: regular,
overtime

earnings

gross/net/takehome pay

Deductions: federal
withholding, FICA,
State withholding,
local withholding

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

................ mAl....0...;
...
1.41.4
,....
ITIARTPLAZ
........mmm..... .... .... .......m,
IIPPO01.......1L41....
Ne.. 0516_6
.1.111.
,.:...lii.gniir
4.73 123.4

[3' 6.610

******
ICA '13.76 11./WM 1.39 .11:14"nwww.

43.77

I 17S.43,110
yf ...14111 PAT..
T: FICA 1 13 .76 WM I 3.59

56 88
TOPIC: Work Schedules/Time Sheets/PayChIASTRUCTIONAL UNIT 8
TRACK A
COMPETENCIES:
WS-9. Read and fill out W-4 forms.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A newly-hired worker fills outa W-4 form in the Personnel Office.

CULTURE NOTES:
The concepts of taxes, allowances, and exemptions are unfamiliar to many
students. Bilingual assistance in the classroom may prove very helpful in
explaining these concepts.

POSSIBLE MA TERIALS:
Speaking Up At Work - pp. 104-107; 162-164 (W-2 Forms)
 8
TOP/C.1ork Schedules/Time Sheets /PaychecksINSTRUCTIONAL. UNIT
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

Allowance

Marital Status

Exempt

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

..----....-.--.... Amon* b...

-. W.4
.041. 4S.
,,

' Employee's Withholding Allowance Cittlficate WI So i 1.0110

I I OM 1. 0..... VOW h. Nn.. 1 . 14.1. SIKO no.?

M. OWNS 1 none MC so sot natal to,,,, Sgra ..... «WW1

3 40.. :..-. h4ne Oa ix 0q0 ing two
:111.. wait evZIPo 346 am .1 no mom mow*, um.
non no no Some Ow
f mo non... O. w./<n MN,. CVO."' Won r. f 0 rn .....y., r No, 21
5 000on yr... Sow ION oM IMOMMO OW. MOM Me S

5 i , * ...........MOWN MOMMOISM-wwmm <n t toms ..41 I

3 ..., . -- -'
. 0 e NO 8.0 MIMS +cone us 8.8 NO nit. 10 ONO 'MOM at AU. Km. ts ...nom AND
0 ,., ntio . a. NO MMM . Osi tow Nor. 4. is. MOM MI woe a .gym wow! ,....1 fo
Au. 'Mr. IM f.. 11 IMO8 Mt 111 a,/ At antv ma re& SOWN* MS I-1E UPI- 944
..
. row r.reo t I t MOT ln me 60 you 0... 1 %%gore Yes _0
<
............. .. .. ... a n m.o. ...no. o «nom. , ...ow n 44. V ........0, - no... no on so
C -e.,.. ,
on, r
ra..... ". 1
t - Op.caton ...1**
7 I - po I ..,.. c ode, ts 41. C i & am 00.0 .N MS) C" .c
tale
TOPIC: General Work Related INSTRUCTIONAL UNIT 1
TRACK CORE
COMPETENCIES:
GWR-1. Give appropriate reason for absence or tardiness for self or family
member in person or on telephone.

SL-4. Respond appropriately when a conversation ends.

ENABLING SKILLS:
ES-1. Use public or private dial or push-button phone.

SAMPLE SITUATIONS:
1. A worker wakes up with the flu and calls her supervisor a half
hour before his shift begins.
2. A worker has to wait 45 minutes for a bus and get to work almost one
hour late. He explains the situation to the supervisor immediately
upon arriving at work.

CULTURE Al C) TES:
Students from many cultures may not be aware of the importance of punctuality
and regular attendance on the job. Students must realize that it is their
personal responsibility to be punctual and to show up every day, and that they
must phone in if they will be late or absent. It is important to discuss
appropriate and inappropriate reasons for absence or tardiness in the U.S.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 15-19; pp. 91-96

91
59
TOPIC: General Work Related
INSTRUCTIONAL UNIT 1
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1 )

Worker: This is Ia Xiong. Can I speak to Mr. Illnesses

Furnelli, please?
Secretary: I'm sorry, he's busy. Can I take a Vocabulary varies with
message? students' reasons for
Worker: I can't come to work today. I'm sick. being late ("The bus
Secretary: Will you be in tomorrow? was late", "I missed
Worker: I hope so. the bus", "My car
Secretary: I'll give Mr. Furnelli the message won't start", etc)
Thanks for calling.

2 )

Worker: I'm sorry I'm late. The bus was late.

Supervisor: Please call next time if you're
going to be late.
Worker: OK. I'm sorry.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Simple past tense

Modal Verb: can

(ability)

Pc?
TOPIC: General Work Related INSTRUCTIONAL UNIT 2
TRACK CORE
COMPETENCIES:
GWR-2. Request permission to take time off, to leave early, or to otherwise
modify one's work schedule.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. .A worker asks his supervisor for permission to leave work early
to
go to an emergency dental appointment.
2. A worker asks her supervisor 2 weeks in advance for permission
to
take off a Saturday to attend a grandchild's wedding.

CULTURE NOTES:
Except in case of emergency, it is necessary to give advance
notice if you need
time off. It is important to discuss appropriate and inappropriate
requesting time off. reasons for

POSSIBLE MA TERIALS:
Speaking Up At Work - p. 19 ; pp. 142-145

93

61
TOPIC: General Work Relat ' INSTRUCTIONAL UNIT 2

TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: Excuse me. Can I leave at 1:00 today? take (time) off
Supervisor: What's the problem?
Worker: I have to go to the dentist. It's an appointment
emergency.
Supervisor: OK. Remember to punch out. emergency

2)
Worker: Excuse' me. Can I take off Saturday, funeral/death in
May 24? the family
Supervisor: Saturday, May 24? Why?
Worker: It's my granddaughter's wedding, wedding
Supervisor: That should be no problem.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

Modal verbs:
have to, can/may
(permii.si5171
TOPIC: General Work Related
INSTRUCTIONAL UNIT 3
TRACK CORE

COMPETENCIES:
GWR-3. Request appropriate person and state own name and nature of
appointment, errand, or problem.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A refugee arrives at the Personnel Office of a large hotel. He is there
to be interviewed by Mrs. Thompson, director of personnel.
2. A supervisor has asked a seamstress to deliver some fabric to Mr. Johnson,
downstairs in shipping.

CULTURE NOTES:
Students from some cultures tend to "stvd around looking lost" when they are on
an errand or have a task to perform. These students need to be taught
self-assertion, i.e., to speak up and state their name, "le person they are
looking for (if applicable), and the nature of their business.

POSSIBLE MATERIALS:

Teaching Note: This competency can best be taught as part of simulation or a

task performance activity.

95
63
TOPIC: General Work Related
INSTRUCTIONAL UNIT 3
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Secretary: can I help you? Depends on nature of
Interviewee: Good morning. My name is Pov Loy. appointment, errand,
I want to see Mrs. Thompson. or problem.
I'm here for a job interview.
Secretary: Have a seat. She'll be with you in
a few minutes.

2
Worker: I'm Helena Gabor. I work upstairs.
I have something for Mr. Johnson.
Shipper: He's over there, next to those boxes.
Worker: Thanks a lot.

GRAMMAR
SAMPLE WU 77rEN LANGUAGE FOCUS
want to + verb

Simple present tense

TOPIC: General Work Related
INSTRUCTIONAL UNIT 4
TRACK
COMPETENCIES:
GWR-4. Take and deliver a message given- in person to the appropriate person.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A supervisor asks a worker to find another worker and tell him to go to
the supply room.
2. The foreman asks a worker to tell the lead worker that he needs the
production schedule right away.

CULTURE NOTES:

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 155-158
TOPIC: General Work Related INSTRUCTIONAL UNIT 4
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Supervisor: Maria, can you tell Thuy to go Depends on the
to the supply room for some more message.
soap?
Maria: Yes, I'll find her. "told me to tell yo:"
(later) (learn as formula fu.
Maria: Thuy, the supervisor wants you to go Track B; as Reported
to the supply room for more soap. Speech for Track A)
Thuy: OK, thanks.

2)
Supervisor: Moua, please tell Mrs. Nguyen
that I need the production
schedule now.
Moua: Sure. No problem.
(later)
Moua: Mrs. Nguyen, the supervisor told me to
tell you that he needs the production
schedule now.
Mrs. Nguyen: OK. Thanks for the message.
Moua: You're welcome. GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Relative clauses: that

Reported speech -
statements, questions
and imperatives

Adverbs of time
TOPIC: General Work Related INSTRUCTIONAL UNIT
TRACK
COMPETENCIES:
GWR-5. Read name and department on employee name tags.

ENABLING SKILLS:

SAMPLE VTL/ATIONS:
1. A worker reads a co-worker's name tag during lunch in the cafeteria in
order to learn his name.
2. A housekeeper reads name tags to identify the person she is to meet.

CULTURE NOTES:
Students with limited educational backgrounds are not used to using the printed
word to gain information; therefore, these students tend not to notice printed
information located around them. For this reason it is necessary to bring their
attention to such information giving media as name tags, departmental signs, and
directional signs. (cf. Instructional Unit 6).

POSSIBLE MA TERIALS:
Your First Job - pp. 64-67

99
67
TOPIC: General Work Related
INSTRUCTIONAL UNIT 5
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

Common n Imes

Titles - supervisor,
lead worker,
personnel director,
etc.

Departments - Shipping,
Personnel, Packing,
etc.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

ABC COMPANY

NAME: Bi I 1 'Smith

Dept: Shipping

100
68
TOPIC: General Work Related
INSTRUCTIONAL UNIT 6
TRACK B
COMPETENCIES:
GWR-6. Read common departmental and directional signs.

ENABLING SKILLS:
ES-14. Distinguish between discrete and continuous locations.

SAMPLE SITUATIONS:
1. A worker finds her way to the Personnel Office by reading signs.
2. A janitor finds the rooms he has been assigned to clean that night by
following signs indicating room number.

CULTURE NOTES:
See Instructional Unit 5.

POSSIBLE MATERIALS:
Your First Job - pp. 64-67

101
69
TOPIC: General Work Related INSTRUCTIONAL UNIT 6
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

Names of common
departments and
locations in factories
and office buildings.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

LUNCH ROOM

ROOMS
MEN'S 4....1 mosio
LOCKER 100-105 106-110
ROOM
--------11,

Room 110

LOADING AREA

102
70
TOPIC: General Work Related
INSTRUCTIONAL UNIT 7
TRACK A
COMPETENCIES:
GWR-7. Take deliver a simple phone message.
CV-3. Repeat to verify that information has been understood.

ENABLING SKILLS:
ES-1. Use public or private dial or push-button phone.

SAMPLE SITUATIONS:
1. A worker's supervisor is busy training some new housekeepers, so the
worker is answering the phone for her supervisor.

CULTURE NOTES:
When taking phone messages, it is very important to verify the information by
repeating it back to the caller. It is also important to ask for clarification
if the message is not clear and/or to ask callers to spell their names if
necessary.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 159-161

103

71
TOPIC: General Work Related INSTRUCTIONAL UNIT 7
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: Hello, Housekeeping. message
Caller: Is Janet there, please?
Worker: I'm sorry. She's busy. Can I take a busy/out
message?
Caller: Yes. Please ask her to call Ms. Smith Types of messages -
at 784-6821. Telephoned, Please
Work_r: Ms. Smith. 7-8-4-6-8-2-1. Call, Will Call
Caller: That's right. Thank you. Good-bye. Again, etc.
Worker: Good-bye.

(later)

Worker: Janet, I have a phone message for you.

Janet: Thanks a lot.
Worker: You're welcome.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
IMPORTANT MESSAGE Yes/No questions
FOR
&M.
DATE TIME P.M. I Wh-questions (where,
when, who)
WHILE YOU WERE OUT
M Modal verbs: can,
OF could (requestY
PHONE NO.
Truman= nun Chu
CAttED TO six YOU WILL CALL AGAIN

WANTS TO SEE YOU RUM

I
IRETURNED YOUR GALLI '14..'..
MESSAGE

SIGNED

1794
TOPIC: Safety INSTRUCTIONAL UNIT 1

TRACK CORE

COMPETENCIES:
S-1. Read basic safety signs.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker sees safety signs related to his/her specific job in the work
area.
2. A worker sees general safety posters in the cafeteria and reception
area of the work-site.

CULTURE NOTES
In the U.S., the worker has a responsibility for his or her own safety and the
safety of others. Students must be made aware of accident prevention and
protection from injury. Signs warn a worker about a potential hazard or danger.
A posfiFis a reminder about safety.

POSSIBLE MATERIALS:
Let's Work Safely - pp. 48-54
A New Start - pp. 138 and 139
Speaking Up At Work - pp. 73-74

105
73
TOPIC: Safety INSTRUCTIONAL. UNIT 1
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Danger
_ Warning
Caution
Keep Out
Poi sonous
Flammable
Combustible
No Smoking

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS

L t BITE {CAUTION

I(EEP
OUT

* from A New Start - pp. 138-139

106
74
TOPIC: Safety INSTRUCTIONAL UNIT 2
TRACK CORE

COMPETENCIES:
S-2. Give and respond to oral warnings or basic commands about safety.

ENABLING SKILLS:

SAMPLE S/n/ATIONS:
1. A supervisor gives a newly-hired worker instructions about proper dress,
safety clothing, and procedures.
2. A worker warns another worker about a potential danger such as a falling
box or not wearing safety gloves when operating a cutting machine.

CULTURE NOTES
Workers should obey safety instructions; failure to do so may result in injury
or even job termination in certain situations. Workers should also be concerned
with the safety of co-workers, customers, patients, and others and warn or
caution them as appropriate.

POSSIBLE MATERIALS:
Let's Work Safely - pp. 12-24, 36-61, 72-89

107

75
TOPIC: safety INSTRUCTIONAL UNIT 2
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Supervisor: Don't wear any jewelry. No Safety clothing -

necklaces, bracelets, rings, or watches. hard hat, goggles, etc.
They could get caught in the machine and
you could get hurt.
Worker: OK. No jewelry. I understand.

Worker: Look out! A box is falling. Look out! Duck! Move!

2)

*3) Co-worker: excuse me, you shouldn't smoke Fire! Explosion!

here. There are flammable materials. Emergency!
Co-worker: OK.

(*3 = Track A)

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Imperatives -
positive and negative

Modals verbs: should,

must, can

103
76
TOPIC: Safety
INSTRUCTIONAL UNIT 3
TRACK CORE

COMPETENCIES:
5-3. Identify safe and unsafe work procedures and situations.

ENABLING SKILLS:

SAMPLE SITLIATIONS:
1. A worker reports an unsafe working condition (such as a frayed electrical
cord on a machine) to a supervisor.
2. A worker reports a potentially dangerous situation (such as a blocked
fire exit) to the union shop steward.

CULTURE NOTES
Workers have responsibility for reporting unsafe procedures, equipment, or
situations to their superivisors. In some work places, workers report to the
unions, especially if the supervisor does not:or is not able to eliminate the
hazard.

POSSIBLE MATERIALS:
Let's Work Safely pp. 30-35, 62-89
Speaking Up At Work - pp. 87-89
English That Works 2 - pp. 100-109

lOj

77
TOPIC: Safety INSTRUCTIONAL UNIT 3
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: The electrical cord is broken. Conditions -

Can you fix it? ventilation, machine
Supervisor: OK, give it to me. guard, electrical
cord, lighting, heat,
storage of hazardous
*2) Worker: The fire exit is blocked, materials, noise
These boxes should be moved.
Union Steward: I'll talk to the supervisor Hazards - broken,
about it. frayed, blocked, wet,
icy

(*2 = Tracks A and B)

GRAMMAR
SAMPLE WRITTEN LANGUAGE ** FOCUS
There is/are
NAME DATE
Be + adjective
Describe the unsafe working condition:

Conditional (if----,
it would )

Modal verb: should

Suggestions:

SIGNATURE:

* * Track A only; from Let's Work Safely

- p. /5

78 110
TOPIC: Safety INSTRUCTIONAL UNIT 4
TRACK CORE

COMPETENCIES:
S-4. Report accidents in simple terms.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker reports a minor injury to a supervisor.
2. A worker reports an accident/injury to personnel who fills out an
accident report form.

CULTURE NOTES
Accidents and injuries must be reported immediately! A minor injury such as a
cut from a piece of metal may become infected and require extensive medical care
if left untreated! If an injury is not immediately reported, a worker's benefits
from the Worker's Compensation Act may be jeopardized.

POSSIBLE MATERIALS:
Let's Work Safely - pp. 30-35, 62-89

79
TOPIC: Safety
INSTRUCTIONAL UNIT 4
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

U Worker: I hurt my leg. Injuries - cuts,

Supervisor: What happened? bruises, breaks
Worker: I fell.
Accidents - fell, cut,
2) Worker: I cut my finger. hit
Personnel worker: When?
Worker: At ten o'clock.
Personnel worker: Take this form and go Body Parts - arm,
to First Aid. hand, leg, etc.
Worker: First Aid? Ok. Thank you.

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS

ACCIDENT REPORT FORM

NAME Simple past tense
DATE OF INJURY TIME
TYPE OF INJURY DOOY PART INJURED Wh-questions (what,
bruise _ankle _ear where, how)
_bum _arm _eye
cut __back _Ieg
fracture chest toe
_Poisoning _finger
shock toot
scram hand
_strain _head
0 IHER: OTHER:

HOW DID THE ACCIDENT HAPPEN?

SIGNATURE
DATE

* Track A only; from Let's Work Safely - p. 98

80
112
TOPIC: Safety
INSTRUCTIONAL UNIT 5
TRACK g
COMPETENCIES:
S-5. Explain cause of accident in simple terms.

ENABLING SKILLS:

SIMPLE SITUATIONS:
1. A worker cut his hand on a sharp metal edge. He explains to his supervisor
how the accident happened.
2. A worker fell and hurt her back. She explains the cause of the accident to
a worker in personnel who fills out an accident report form.

CULTURE NOTES:
See Instructional Unit #4.

POSSIBLE MATERIALS:
Let's Work Safely - pp. 90-108

113
8 ?.
TOPIC: safety
INSTRUCTIONAL UNIT 5
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
I cut my hand. Types of injuries -
Worker:
Supervisor: How did it happen? cuts, bruises, burns,
etc.
Worker: I picked up a piece of metal. I cut
my hand.
Supervisor: Go see the nurse in First Aid. Hazards - oil spills,
broken handrails,
broken machinery, etc.
2)
'Worker:I hurt my back. I fell in the
Accidents - cut, fell,
cafeteria.
Personnel: What happened? broke, hurt, etc.
Worker: The floor was wet. I slipped and fell.
Body Parts - eye,
finger, back, etc.

GRAMMAR
SAMPLE WRITTEN LANGUAGE* FOCUS
Simple past tense
ACCIDENT REPORT FORM
NAME Wh-questions (what,
DATE OF INJURY Time where, how)
TYPE OF INJURY 800Y PART INJURED

_bruise _ankle ear Subordinate clause of

_bum __arm elm
_leg cause (because)
_cut _back
_fracture _chest toe
__poisoning _finger
shock
sprain
foot
_hand
strain _head
OTHER: OTHER:

HOW DID THE ACCIDENT HAPPEN?

SIGNATURE
DATE

* from Let's Work Safely - p. 98

82 114
TOPIC: Safety INSTRUCTIONAL UNIT 6
TRACK B
COMPETENCIES:
S-6. Ask about proper usage of unfamiliar substances or objects.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker asks a co-worker about the proper use of a chemical.

CULTURE NOTES:

POSSIBLE MATERIALS:
Let's Work Safely - pp. 46-54
English That Works 2 - pp. 110-114
TOPIC:safety INSTRUCTIONAL UNIT 6
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: What's this, Johanis?
.

Flammable, poisonous,
Co-Worker: It's paint remover. Be careful combustible
with it.
Worker: Why? What could happen?
Co-Worker: It's flammable. Don't breathe the Breathe, drink,
fumes and don't get it on your touch, etc.
skin.

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS
Imperatives - positive
WARNING!!!
Contains combustible solvent. and negative
Keep away from heat. tire. sparks. etc.
Wh-questions (what,
how, why)

CAUTION Modal verb: could

USE ONLY WITH ADEQUATE
VENTILATION (possibility)
Avad breathing vapor and spray mist.

DANGER
Contents are COMBUSTIBLE. Keeo away
from heat and open flame.
VAPOR HARMFUL. Use only with adeauate
ventilation Avoid prolonged contact with
skin. Wash hands alter using.
Harmful if swallowed.
KEEP OUT OF REACH OF CHILDREN

* Track A only; from Let's Work Safely - p. 53

TOPIC: Safety INSTRUCTIONAL UNIT 7
TRACK B
COMPETENCIES:
S-7. Identify and ask for appropriate safety equipment.

ENABLING SKILLS:

SAMPLE
1. A worker forgot his safety glasses. He borrows a pair from a co-worker.
2. A worker needs a hard hat. She requests one from her supervisor.

CULTURE NOTES:
See Instructional Unit 3.

POSSIBLE MATERIALS:
Let's Work Safely - pp. 18-35
Speaking Up At Work - pp. 61-67; 70-73
English That Works 2 - pp. 85-99

117
85
TOPIC: Safety INSTRUCTIONAL UNIT 7
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: Can I borrow a pair of safety glasses? Safety equipment -
Co-Worker: Yes, I have an extra pair. Here goggles, face mask,
you ;Are. gloves, etc.
Worker: Thanks a lot.
a pair of
2)
Worker: I need a hard hat.
Supervisor: Here's one.
Worker: Thank you.

GRAMMAR
SAMPLE WRITTEN LANGUAGE * FOCUS
Nouns - singular and
plural
CAUTION
Indefinite article
[HARD HAT AREA (a, an)

RESPIRATOR AREA Indefinite adjective

(some)
WHEN USING
Wear Goggles MIS TOOL

CAUTION
WEAR EYE PROIELMON
WHILE OPERATING

* from Let's Work Safely - pp. 21 & 27

86 118
TOPIC: Safety
1111:.:TRUC'TIONAL UNIT 8
TRACK A
COMPETENCIES:
S-8. Fill out an accident report form.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker burned her arm. She is filling out an accident report form for
her supervisor.
2. A worker is in the first aid room. He is filling out an accident report
form to report that he broke his toe.

CULTURE NOTES:
See Instructional Unit 4.

POSSIBLE MATERIALS:
Let's Work Safely - pp. 94-108
TOPIC: Safety INSTRUCTIONAL UNIT 8
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

See Instructional
Unit 5.

GRAMMAR
SAMPLE WRITTEN LANGUAGE* FOCUS
Simple present tense
ACCIDENT REPORT FORM
Simple past tense
NAME.
DATE OF ACCIDENT: TIME. Past continuous tense
SIGNATURE: DATE:
Subordinate clause of
TYPE OF INJURY: cause (because)

HOW DID THE ACCIDENT HAPPEN?

* from Let's Work Safely - p. 106

See also SAMPLE WRITTEN LANGUAGE from Instructional Unit 5,

88

1 "0
TOPIC: Socia.1 Language
INSTRUCTIONAL UNIT 1

TRACK CORE
COMPETENCIES:
SL-1. Initiate and respond to greetings and farewells.
SL-2. Introduce self and others.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker meets his supervisor as he enters the workplace.
2. A worker meets a co-worker at the beginning of a shift.
3. A worker introduces a new worker to another co-worker at break-time
in the cafeteria.

CULTURE NOTES:
It is important to discuss the use of titles and names in social and working
situations. That is, titles (Mr., Mrs., Miss, or Ms.) are used with the last
name only, and usually in formal situations. Most entry-level worksites use
first names, both co-worker-to-co-worker and co-worker-to-supervisor.

POSSIBLE MA TERIALS:
Speaking Up At Work - pp. 1-5.

121
89
TOPIC: Social Language
INSTRUCTIONAL UNIT 1
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Worker: Good morning Mr. Jones. Greetings - Hello, Hi,

1)
Supervisor: Morning Moua. How are you? Good morning, etc.
Worker: Fine thanks.

Worker: Hi, Thuy. How are you? Farewells - Good-bye,

2)
Co-worker: Fine. And you? Bye, See you, etc.
Worker: Good! See you later.

Titles - Mr., Mrs.,

Miss, Ms.
3) Worker: Hi, Johannis. This is Jacob.
Co-worker(shakes Jacob's hand): Hi, I'm
Johannis. Nice to meet you.
Jacob: Nice to meet you to.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Wh-questions (how)

1°22
TOPIC: Social Language
INSTRUCTIONAL UNIT 2
TRACK CORE

COMPETENCIES:
SL-3. Ask and answer simple questions about personal background and family.
SL-4. Respond appropriately when a conversation ends.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A worker is talking to a co-worker during their break.

CULTURE NOTES .
It is important to discuss appropriate conversational topics (weather, family,
etc.) vs. inappropriate topics (age, income, etc.) in the U.S.

POSSIBLE MA TERIALS:
Speaking Up At Work - pp. 38-42

123
91
TOPIC: Social Language INSTRUCTIONAL UNIT 2
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

1) Worker: Are you married? Family members - son,

Co-worker: Yes, and you? daughter, husband,
Worker: Yes. Do you have any children? I have wife, etc.
a girl.
Co-worker: I have two boys.
Worker: When did you come to Chicago? Countries - Laos, Iraq,
Co-worker: My husband came 1 yr. ago. My etc.
children and I cam 6 months ago.
Time to go. Talk to you later. Occupations - packer,
Worker: Ok! See you at lunch, assembler, etc.

Time expressions -
last year, 2 years
'ago, etc.

GRAMMAR
, a : , ! ._
F.O.CILS
Yes/No questions

Wh-questions (who,
what, when, where)

Present tense

Past tense

Time adverbs

124
92
TOPIC Social Language
INSTRUCTIONAL UNIT 3
TRACK B
COMPETENCIES:
SL-5. Ask and answer simple questions about daily activities, weekly routines,
and weekend activities.

ENABLING SKILLS:

SAMPLE 4;171/AlriONS:
1. Two workers have a social conversation during break-time in the
cafeteria.
2. A worker and a supervisor have a brief social conversation before the
shift begins.

CULTURE NOTES
At worksites employing small numbers of Limited English Proficient workers, the
LEP workers tend to stick to themselves and are sometimes considerer
"unfriendly" by other workers. VESL classes should encourage students to
initiate and respond to simple conversational topics, such as weekend
activities. In addition, LEP workers should be taught that break-time is a time
for social interaction - not a time for work.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 120-124
Your First Job - pp. 48-49

125
93
TOPIC: Social Language
INSTRUCTIONAL UNIT 3
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: Maria, what are you going to do Activites - watch TV,
this weekend? play soccer, go
Co-Worker: I'm going to the Bears game. shopping, etc.
Worker: You're lucky! I have to watch it
on TV.

2)
Supervisor: How was your day off, Tran?
Worker: Nice. I went shopping with my
daughter.
Supervisor: Sounds good.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Simple present and
past tenses

Future tense: going to

Wh-questions (when,
where, how, what)

94126
TOPIC Social Language
INSTRUCTIONAL UNIT 4
TRACK A
COMPETENCIES:
SL-6. Initiate and respond to greetings and farewells using appropriate
register.

ENABLING SKILLS:

SAMPLE SITUATIONS@
1. Two co-workers have a social conversation in the cafeteria during their
lunch break.
2. A worker initiates a brief social conversation with his boss in the
parking lot before work.

CULTURE NOTES:
In terms of formal vs. informal language on the job, it is important to help students
understand that all workplaces will be different. At one work site, workers will
address their supervisors using titles and forMal expressions, and in others first
names and informal expressions will be used. Students should also relaize that when
people first meet, they may use titles, but after they know each other a while, first
names are used. Listening carefully to other workers is the best way to learn how to
greet and address people at work.

POSSIBLE MATERIALS:
Speaking Up At Work - pp. 1-3

127

95
TOPIC: Social Language INSTRUCTIONAL UNIT 4
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: Hi, Stephen. How're you doing? Formal greetings and
Co-Worker: Not bad. How's the work going? farewells
Worker: Pretty good. I'm working in packing (How are you, Good
now, morning, Goodbye,
Co-Worker: Sounds good. See you later. Have a nice day, etc.)
Worker: OK, see you at lunch.

2)
Informal g eetings
Worker: Good morning, Mr. Smith. and farewells (How're
Boss: Hello, Iran. How are you today? ya doing, Morning,
Worker: Fine, thank you. And you? See you, Bye, etc.)
Boss: Fine. Have a good day, Tran.
Worker: You too, Mr. Smith. Goodbye.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Wh-questions (how)

123
96
TOPIC: Social Language INSTRUCTIONAL UNIT 5
TRACK A

COMPETENCIES:
SL-7. Ask and respond to questions about common conversational topics -
weekend plans, recent experiences, weather, traffic, etc.
SL-8. Talk about personal interests, recreation, or hobbies.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. Two hotel housekeepers have a social conversation in the Women's
Locker room before their shift begins.
2. Two co-workers have a social conversation while waiting for the same bus
after getting off work.

CULTURE NO TES:
See Instructional Unit 3 .

POSSIBLE MA TERIALS:
Speaking Up At Work - pp. 57-60; 75-79; 108-111; 165-168.

129

97
7C)13/(:: Social Language
INSTRUCTIONAL UNIT 5
TRACK A

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Worker: I like your blouse. Did you make it?
Sports - baseball,
Co-Worker: Yes, I like to sew. Do you sew? football, soccer, etc.
Worker: I like to sew, but I don't have
enough time. Hobbies - sewing,
needlework,
gardening, etc.

2)
Worker: Do you play soccer, Julio?
Co-Worker: Yes, I play every Saturday
morning with my friends.
Worker: How's your team? Are you pretty good?
Co-Worker: Yes, we're winning this year!

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Simple present tense

Conjunction: but

Yes/No questions

Wh-questions (how,
what, where, when)
TOPIC: Job Application
INSTRUCTIONAL UNIT 1
TRACK CORE

COMPETENCIES:
JA-1. Copy details of personal information in appropriate place on form or job
application; sign and date form.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A refugee arrives at a factory for a job interview and fills out a job
application form before the interview takes place.
2. A job developer takes a refugee to an interview and assists him
in filling out a job application before the interview.

CULTURE NOTES:
In nearly all cases it is permissible for an interviewee to copy relevant job
application information from a personal copy of an application to the form
provided by the employer. In addition, interviewees may receive outside
assistance (for example, from a job developer or relative) in filling out a job
application about 50% of the time.

POSSIBLE MATERIALS:
English That Works 1-pp. 3-32

131
99
TOPIC: Job Application
INSTRUCTIONAL UNIT 1
TRACK CORE

VOCABULARY
SAMPLE ORAL LANGUAGE

Application
Personal
Personal Information
Name (Last, First
Middle)
Address (Number, Street,
City, State, Zip)
Telephone
Social Security Number
U.S. Citizen
Citizenship
Signature
.

Date (Month-Day-Year)

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

AltICATION tot DieLOTMEKT

Moue Print)

PERSONAL

Noe
Lest first Miele

tames
*Moe Street

City Stitt Zip

Tel woo* ( I

Social Security Nuelier

Are yew a U.S. CittienT III NA

Ar yipl ever IS peers St age? Us Ne

Signatory Site

BEST COPY AVAILABLE

TOPIC: Job Application
INSTRUCTIONAL UNIT 2
TRACK CORE
COMPETENCIES:
JA-2. Read main headings on job application form and recognize the most common
variations of headings.
JA-3. Copy details of education, work experience and references in appropriate
place on the job application.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A refugee arrives at a factory for a job interview and fills out a job
application form before the interview takes place.
2. A job developer takes a refugee to an interview and assists him/her
in filling out a job application before the interview.

CULTURE NOTES:
In nearly all cases it is permissible for an interviewee to copy relevant job
application information from a personal copy of an application to the form
provided by the employer. In addition, interviewees may receive outside
assistance (for example, from a job developer or relative) in filling out a job
application about 50% of the time.

Any work experience in the refugee camps should be included. List location as
"refugee camp".
POSSIBLE MA TERIALS:

133
101
TOPIC: INSTRUCTIONAL UNIT 2
Job Application
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Personal Information
(Name, address, etc.)

Education
Educational Background

Experience
Work Experience
Work History
Former Employers

References

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
SISSICATION KM Lam
Seam Omen

Sen...........-jelltel Annnd fen

?mem&
Ilekee 2.14.4.
U1111 Fe IMOD

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Mom AY.. 00111014011 I Ydlers Ks..

Amino(411yenree

1o2134
TOPIC: Job Application
INSTRUCTIONAL UNIT 3
TRACK
COMPETENCIES:
JA-4. Copy training, citizenship, and health information (including emergency
contact) in appropriate place on job application.

ENABLING SKILLS:

SAMPLE SITUATIONS:
See Instructional Units 1 and 2.

CULTURE NOTES:
It is a good idea to teach students to write in either their 1-94 number or
their alien number next to questions about citzenship status. Many employers are
afraid of hiring illegal aliens and may screen out applications indicating the
applicant is not a citizen - especially if the applicant is not a referral from
a job developer.

POSSIBLE MATERIALS:

135
103
TOPIC "Job INSTRUCTIONAL UNIT 3
Application
TRA

SAMPLE ORAL LANGUAGE VOCABULARY

Training
Special Training

Citizen(ship)
Country

Health
Physical
Medical

Emergency Contact

N/A (not applicable)

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

See Instructional Unit 4.

.-

136
104
TOPIC: Job Application
INSTRUCTIONAL UNIT 4
TRACK A
COMPETENCIES:
JA-5. Complete standard job application without assistance by copying
information from model.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A job developer has helped a woman arrange for a job interview at a large
factory. She is asked to fill out an application form before the
interview.

CULTURE NO TES:
The sample application on the facing page is a widely-used, standardized form.
However, many companies have their own forms which are often very complicated.
Students can be advised to fill out a sample form with all their background
information and to keep it to copy from when required to fill out other forms.
Employers do not mind if a person uses a sample form to copy from. Sometimes a
form can be taken home and filled out, then brought back to the company.

POSSIBLE MATERIALS:

11,

137

105
 TOPIC Job Ap INSTRUCTIONAL UNIT 4
p 1 i cat i on
TRACK A

VOCABULARY
SAMPLE ORAL LANGUAGE

See Instructional
Units I, 2, 3.

SAMPLE WRITTEN LANGUAGE

summumnam PMN EMMAPIOUNT
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138 BEST COPY WU
TOPIC Job Interview INSTRUCTIONAL UNIT 1
TRACK CORE
COMPETENCIES:
JI-1. State job desired or applied for.
JI-2. State name, address, telephone number, social security number, and
citizenship status upon request.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A refugee is taken to a job interview by a job developer and is
interviewed by the personnel director.

2. A refugee is being interviewed by a plant supervisor.

CULTURE NOTES:
Interviewing etiquette (including appropriate dress, punctuality, handshaking,
eye contact, and posture) is extremely important to a successful interview and
may be unfamiliar to many students.

POSSIBLE MATERIALS:

139

107
 INSTRUCTIONAL UNIT 1
TC/P/C: Job Interview
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Interviewer: What job are you applying for? Entry-level jobs -

housekeeper, janitor,
I want to be a housekeeper. assembler, busboy,
Interviewee:
etc.

Personal information -
name, address, phone
number, etc.

Interviewer: Do you have a green card? citizen, green card

.
Interviewee: No, but I have an 1-94 and a
social security card.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Simple present tense:
want to

Conjunctions: but

IWO
TOPIC Job Interview INSTRUCTIONAL UNIT 2
TRACK CORE
COMPETENCIES:
JI-3. State previous occupations, job skills, and education in simple terms.
JI-4. Respond to specific questions about previous work experience using short
phrases, including occupation(s), length, and dates of employment.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A refugee is taken to a job interview by a job developer and is
interviewed by the personnel director.

2. A refugee is being interviewed by a plant supervisor.

CULTURE NOTES:
Interviewing etiquette (including appropriate dress, punctuality, handshaking,
eye contact, and posture) is extremely important to a successful interview and
may be unfamiliar to many students.

POSSIBLE MA TERIALS:
English That Works 1 - pp. 33-65
English That Works 2 - pp. 2-41

141

109
TOPIC: INSTRUCTIONAL UNIT 2
Job Interview
TRACK CORE

SAMPLE ORAL LANGUAGE VOCABULARY

Interviewer: Tell me about your work experience.

Interviewee: In Laos, I was a seamstress. experience
Interviewer: How long?
Interviewee: Five years. education
Interviewer: What did you do?
Interviewee: I made clothes. I used a sewing Kinds of jobs (depends
machine. on students' previous
experience) - farmer,
Interviewer: How much education do you have? seamstress, soldier,
Interviewee: Six years. housewife, mechanic,
etc.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
BE: simple past
(was)

Simple past tense

(went, worked, fixed,
etc.)

Modal verb: can

(ability)

Time expressions

11,42
TOPIC Job Interview
INSTRUCTIONAL UNIT 3
TRACK CORE
COMPETENCIES:
JI-5. State shift preference and starting date.
JI-6. State how employer can contact the person being interviewed.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. A refugee is taken to a job interview by a job developer and is
interviewed by the personnel director.

2. A refugee is being interviewed by a plant supervisor.

CULTURE NOTES:
It is important for workers to be flexible about shifts and work schedules.

POSSIBLE MATERIALS:

143

111
TOPIC' Job INSTRUCTIONAL UNIT 3
Interview
TRACK CORE

SkMPLE ORAL LANGUAGE VOCABULARY

Interviewer: What shift can you work? Shifts - day, swing,

Interviewee: Any shift. evening, night,
graveyard
Interviewer: Can you work nights?
Interviewee: Yes. No problem.
Interviewer: When can you start?
Interviewee: Tomorrow, contact
get hold of
Interviewer: How can we contact you?
.
Interviewee: My phone no. is .

(My friend's phone number is .)

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
_
Modal verb: can
(ability)

144
112
TOPIC Job Interview
INSTRUCTIONAL UNIT' 4
TRACK 8
COMPETENCIES:
JI-7. State reasons for wanting the job applied for.
JI-8. State whether relatives are employed at firm applied to.
JI-9. State means of transportation to worksite.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. Personnel is interviewing a person for a machine operation position.

CULTURE NOTES:
When stating reasons for wanting the job, it is important to be as positive as
possible. Non-verbal cues (eye contact, smiles, enthusiasm) are as important as
oral communication and can be practiced in role-play or simulation exercises.

POSSIBLE MATERIALS:

Teaching Note: Videotaping mock interviews for review and discussion in class is
an effective way to teach important non-verbal skills (cf. CULTURE NOTES,
above). In a multi-level class, more advanced students can take the role of the
interviewer.

145
113
TOPI (:. INSTRUCTIONAL UNIT 4
Job Interview
TRACK B

SAMPLE ORAL LANGUAGE VOCABULARY

1)
Personnel: Why do you want this job? Transportation - car,
bus, train, el
Interviewee: I like to work with machines,
and I have a lot of experience
with this machine. get to work/get here
Personnel: Do you know anyone who works here?
Interviewee: Yes, my brother works here. He relatives
likes his job very much. .

Personnel: How will you get here?

Interviewee: My brother drives here. If I
work a different time, I can
take the bus.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS
Wh-questions (why, how)

like to + verb

conjunctions: and

Modal verb: can

(ability)

Conditional: if

146
114
 r

TOPIC Job Interview INSTRUCTIONAL UNIT 5

TRACK A
COMPETENCIES:
JI-10. Describe previous work experience, job skills, qualifications, and
training, including degrees of ability.

ENABLING SKILLS:

SAMPLE SITUATIONS:
1. Personnel is interviewing a candidate for an electronics assembler
position.

CULTURE NOTES:
Students at this level can be taught to answer open-ended interview questions
such as "Tell me about your experience", or "Tell me about your education" in
addition to answering direct questions. Employers often ask such open-ended
questions to see how much English a candidate knows, as well as for the
information they provide. For this reason, students should be encouraged to
produce several ideas when asked an open-ended question.

POSSIBLE MATERIALS:

147
115
TOPIC: Job Interview INSTRUCTIONAL UNIT 5

TRACK A

VO CA BUL-A-R-Y
SAMPLE ORAL LANGUAGE
1)
Personnel: Tell me about your education. education
in job training skills
Interviewee: I went to school eight years
Cambodia. In Chicago, I studied
electronics assembly at Jewish experience
Vocational Service. I finished
this class last month, and I laid off
finished Level two English class.
Time expressions -
Personnel: What work experience do you have? for two months, last
year, etc.
Interviewee: I was an assembler at Chicago
Electronics Company for 2
months. This was a part-time
job. I was laid off because there
was not enough work. Now I want
a full-time job.

GRAMMAR
SAMPLE WRITTEN LANGUAGE FOCUS

Simple past tense

Be: past tense

Modal verb: can

(ability)

Conjunctions: and

Subordinate clauses:
because

148
116
TASK PERFORMANCE
ACTIVITIES
 TASK PERFORMANCE #1

JOB: Clerk, Shipper, Packer

TASK: Making File Folder Labels

PREREQUISITE
SKILLS: Read Names and Initials
Write Names and Initials
Alphabetize

MATERIALS: File Folders

File Folder Labels
Pencils

PROCEDURE: Instructions:

1. Open the folder on your desk.

2. There's a piece of paper inside.

Find the name on the top of the paper.

3. Copy the name on to file folder label.

Be sure to write the last name before the first
name.

4. Look at the first initial of the last name.

5. If the last name starts with a letter from A-K,

put the folder in the first drawer.

6. If the last name starts with a letter from L-Z,

put the folder in the second drawer.

ADDITIONAL
ACTIVITIES: A. Alphabetize class set of folders in alphabetical
order by first name and then by last name.

B. Use color coding label to designate agency,

sex or nationality.

C. File according to U.S. arrival date.

11150
 TASK PERFORMANCE #2

JOB: Mailroom Clerk, Shipping, Packing

TASK: Sorting Mail by Zip Code

PREREQUISITE
SKILLS: Read Numbers

MATERIALS: Envelopes
Colored Markers
Rubber bands

PROCEDURE: Teacher hands small groups of students stacks of

envelopes with zip codes written on each one.

Instructions:

1. Find the envelopes with the same zip code.

2. Put them in a pile.

3. Put a rubber band around each pile.

ADDITIONAL
ACTIVITIES: A. Weigh envelopes, look at postal scale to determine
ounces and amount of stamp.

B. Sort mail by city or state.

151

118
 TASK PERFORMANCE #3

JOB: Housekeeper, Janitor

TASK: Measuring Cleaning Solutions

PREREQUISITE
SKILLS: Read Measurements
Read Labels

MATERIALS: Different Sized, Clear Bottles

Food Coloring
Labels
Colored Markers
Measuring Cups
Bucket of Water
Empty Bucket

PROCEDURE: Teacher displays 3 bottles on a table.

The bottles are labeled:

EZ Cleaner (yellow)
Liquid Soap (blue)
Detergent (red)

1. Mix 1 part EZ Cleaner to 2 parts water.

2. Mix 1 capful Liquid Soap to 1 bucket water.

ADDITIONAL
ACTIVITIES: A. Teacher passes out written instructions
for mixing solutions to groups.

152
119
 TASK PERFORMANCE #4

JOB: Assembler

TASK: Measure Items to Fill Orders

PREREQUISITE
SKILLS: Read Written Measurements (inches)

MATERIALS: Envelopes
Colored Wires of Varying Lengths
Scissors
Rulers
1 Big Box

PROCEDURE: Teacher passes out boxes of wires and envelopes

to individual students.

Instructions:

1. Measure the red wires.

2. If they're 6 inches or longer, put them in

the box on the right.

3. If they're shorter than 6 inches put them in

the box on the left.

Teacher passes out envelopes which say:

A. 16 red wires/6"

B. 8 red wires/5"

Instructions:

Fill the orders (in the envelope)

ADDITIONAL
ACTIVITIES: A. Use different colored wires for each envelope.

B. Use multiple instructions on each envelope.

C. Have other students check to see if order was

filled correctly. Tell them to sign their initials
or fill out a completion form to indicate work is
completed.

153
120
 TASK PERFORMANCE #5

JOB: Assembler

TASK:
Assemble Circuit Boards

PREREQUISITE
SKILLS: Read Alpha-Numeric Codes

MATERIALS:
Different Colored Wires of Varying Lengths/Boxes
Scotch Tape
Tape Dispenser/Scissors
Construction Paper
Index Cards
Different Colored Magic Markers
White Paper with 3 Columns of Typed Numbers:
A- 1 -A14, Bl-B14, Cl-C14 (See next page.)

PROCEDURE:
Teacher passes out boxes of wires to small groups
of students.

Instructions:

1. Connect a red wire between Al on the left and C3

on the right.

2. Connect a blue wire between A6 on the left and C8

on the right.

3. Connect a yellow wire between A10 on the left and

C13 on the right.

4. Connect an orange wire between A13 on the left and

C10 on the right.

5. Connect a black wire between A14 on the left and

C11 on the right.

ADDITIONAL
ACTIVITIES: A. Type 6 columns of numbers on each board. Include
"on the top", "on the bottom" with directions.

B. Have individual students act as supervisors and

read directions off index cards. Have students check
their work in pairs by reading cards.

C. Tfll students to go to supply room and get colored

stickers. Give them a red sticker after they
assemble and a green sticker after they have had
the board checked.

121 154
Sample "Circuit Board" for Task Performance #5

B1 Cl
Al
B2 C2
A2
B3 C3
A3
B4 C4
A4
B5 C5
A5
86 .C6
A6
B7 C7
A7
B8 C8
A8
B9 C9
A9
810 C10
A10
811 C11
All
B12 C12
Al2
B13 C13
A13
B14 C14
A14

B1 Cl
Al
82 C2
A2
83 C3
A3
B4 C4
A4
B5 C5
A5
B6 C6
A6
87 C7
A7
B8 C8
A8
B9 C9
A9
BIO C10
A10
B11 C11
A11
B12 C12
Al2
B13 C13
A13
B14 C14
A14

156
/5
 TASK PERFORMANCE #6

JOB: Electronics Assembler

TASK: Sorting by Color and Code

PREREQUISITE
SKILLS: Read Alpha-Numeric and Multi-Colored Codes

MATERIALS: Wall Chart of "Sample Resistors"

Sample Charts of Resistors Used for Group Work
Storage Bins
Labels or Index Cards Used for Categorizing Resistors

PROCEDURE: Teacher explains how resistors are stored in big

factories. Teacher shows "sample" resistors. Color
Coding Chart is displayed.

Instructions:

1. Count the bands on the resistor.

2. Say the name of the color of the first band.

3. Find the same color on the wall chart.

4. Look at the number next to the color.

5. Write down the number.

6. Say the name of the color of the second band.

7. Find the same color on the wall chart.

8. Look at the number next to it.

9. Write down the number.

10. Say the name of the color on the third band.

11. Find the same color on the wall chart.

12. Look at the number next to the color.

13. The third band tells you how many zeroes there are.

14. Write down how many zeroes the color shows.

ADDITIONAL
ACTIVITIES: A. Divide class into 2 groups. Give each group a bag
of assorted resistors and tell them to make a list
of the Corresponding numbers.

B. Give each group a stack of storage labels with

numerical codes written on them and a bag of
assorted resistors. Instruct them to store
resistors in the proper place.

123
157
 TASK PERFORMANCE #7

General Factory, Food Preparer, Housekeeper

Requesting Supplies
Filling Requests

Read Columns and Rows

Read Numbers and Alpha-Numeric Codes
Write Dates
Distinguish between "Quantity" and "Item"

Forms (See next page.)

Pieces of Paper with a Code Written on Each
Envelopes, each Containing the Pieces of Paper
with a Designated Code
Supplies - Parts, Cleaning Materials, Food Containers

1. Select a student to be in charge of supplies.

2. Each student fill out a supply request form.

3. The student hands the form to the person in

charge of supplies, who finds the appropriate
envelope and removes the correct quantity of
coded pieces of paper.

4. The person in charge of supplies takes an

inventory at the end of the activity.

1. Tell students the quantity of supplies needed and

have students complete the forms individually.

2. Divide students into pairs.

Student A orally lists the quantity needed for
each coded item and Student B completes the form
and fills the order. (This simulates giving orders
by phone.)

3. Prepare boxes of small parts (screws, bolts, nails,

nuts, etc.). Each box contains a type of part or a
special sized part. Label the boxes according to a
code (A-6xwt, A-3-B-6, etc.) Conduct the same
activity above but use the parts instead of the
coded pieces of paper.

3. Adapt the form to list cleaning materials (soap,

mops, disinfectant, etc.) or find items (ketchup,
salt, etc.).

124 158
SAMPLE FORMS FOR TASK PERFORMANCE #7 *

SUPPLY REQUEST

FIRST NAME LAST NAME MONTH DAY YEAR

# #

255 20XX8

215 215-2

415 ID

63 20XXC

INITIALS SUPERVISOR'S INITIALS

INVENTORY FORM

Date:

Time:

Part Quantity Part Quantity

255 20XX8

215 215-2

415 ID

63 20XXC

SIGNATURE SUPERVISOR'S INITIALS

* forms are reduced

125
159
 SAMPLE FORMS FOR TASK PEFORMANCE #7 *

Employee number

SUPPLY REQUEST

QUANTITY. ITEM NAME PART # SIZE

DATE SIGNATURE

ORDER FORM

Company Name

Address

Placed by (name) Phone

Date of order

Part # Quantity Part # Quantity

63 215-2

66 255

77 256

20XXB 315

20XXC 415

215 XD

Signature of person Lading order

Date of order

* These are more complex forms than those on the previous

page.
Forms are reduced.
126
1 G0
 PROJECT WORK ENGLISH

KEY COMPETENCIES FOR LEVEL II-TRACK A

Evaluate progress by writing the date of assessment in the correct column below:

0 = Student :jives no response or responds unintelligibly or inappropriately.

1 = Student communicates appropriately but pronunciation and/or grammatical errors
inhibit effectiveness.
2 = Student communicates appropriately and effectively.
0 12

1. Introduce self and others.

2. Respond to and ask questions about common conversational topics;
respond appropriately when conversations end.
3. Give appropriate reason for absence or tardiness for self or family
member in person or on telephone.
4. Request permission to take time off, to leave early, or to otherwise
modify one's work schedule_
5. Take and deliver a phone message, or message given in person,
to the appropriate person.
6. Follow oral or written instructions to carry out a multi-step task.
7. Respond appropriately to suoervisor's comments or questions
about work in progress.
8, Request supervisor to check work.
9. Report com letion of task to supervisor.
10. Ask where a place or o iect is located; give and follow simple oral
directions to locate a place or obiect.
11. Clearly state when something has/has not been understood; repeat
to ven that information h, .::., Ili:. ...
12. Ask someone to speak more slowly or to repeat something.
13. Read work schedules and identify days and shifts to be worked
and duties to be performad.
14. Read gross and net pay and common deductions on paychecks;
report errors on paychecks.
15. Read basic safety signs. d
16. Give and respond to oral warnings or basic commands about safe .

17. Report accidents or injuries orally or in writing; explain causea

accident or injury.
18. Complete standard job application without assistance by copying
information from model.
19. Respond to specific and open-ended questions about job desired,
work history, skills, qualifications, training, education, means
of transportation, etc.
4.11r,
Name
127
 PROJECT WORK ENGLISH

KEY COMPETENCIES FOR LEVEL II- TRACK B

Evaluate progress by writing the date of assessment in the correct column below:

0 = Student gives no response or responds unintelligibly or inappropriately.

1 = Student communicates appropriately but pronunciation and/or grammatical errors
inhibit effectiveness.
2 = Student communicates appropriately and effectively.
0 1 2

1. Introduce self and others. ..............

2. Ask and answer simple questions about personal background and
activities: respond appropriately when conversation ends.
3. Give appropriate reason for absence or tardiness for self or family
member in person or on telephone.
4. Request permission to take time off, to leave early, or to otherwise
modify one's work schedule.
5. Follow oral or written instructions to carry out a simple task.
6. Respond appropriately to supervisor's comments or questions
about work in ruzus.
7. Request supervisor to check work.
8. Report completion of task to supervisor.
9. Ask where a place or object is located; follow simple oral directions
to locate a,place or object.
10. Clearly state when something has/has not been understood; repeat
to verify that information has been understood.
omeone to sseak more slow/ . . z.z. 11: II .
12. Read work schedules and identify days and shifts to be worked
and duties to be performed.
13. Read gross and net pay and common deductions on paychecks;
areport errors on exchecks.
14. Read basic safety signs.
15. Give and respond to oral warnings or basic commands about safety.
16. Report accidents or injuries and explain cause in simple terms.
17. Copy details of personal information, education, work experience,
references, training, citizenship, and health on iob application.
18. State job desired or applied for, preferred shift and starting date.
19. Respond to specific questions about personal information. education,
previous work experience, means of transportation, skills,
and training.
. -

162
128
 PROJECT WORK ENGLISH
KEY COMPETENCIES FOR LEVEL II- TRACK C

Evaluate progress by writing the date of assessment in the correct column below:

0 = Student gives no response or responds unintelligibly or inappropriately.

1 = Student communicates appropriately but pronunciation and/or grammatical errors
inhibit effectiveness.
2 = Student communicates appropriately and effectively.

1. introduce self and others.

2. Give appropriate reason for absence or tardiness for self or family
member in person or on telephone.
3. Request permission to take time off, to leave early, or to otherwise
modify one's work schedule.
4. Follow instructions to carry out a simple task.
5. Respond appropriately to supervisor's comments or questions
about quality of work.
6. Request supervisor to check work.
7. Report completion of task to supervisor.
8. Request supplies.
9. Ask where a place or object is located; follow simple oral directions to
locate a place or object.
10. Clearly state when something has not been/has been understood; ask
someone to sneak more slowly or to repeat something.
11. Read work schedules and identify days and shifts to be worked.
12. Identity gross and net pay on paycnecE and report errors.
13. Read basic safety
14. Give and respond to warnings or basic commands about satety.
15. Report accidents and irfuries in sim le terms.
16. opy details of persona information, education, work experience and
references in appropriate place on job application.
17. State lob desired or lapelled for, preferred shift and starting date.
18. Respond to specific questions about personal intormation, education
or previous work experience.

Name

129
163
 L;

PROJECT WORK ENGLISH

LEVEL II-C FINAL EXAMINATION

NAME

DATE

TESTER

PART I: APPLICATION FOR EMPLOYMENT

PART II: GENERAL INTERVIEW QUESTIONS

1. Hi. My name is . (Tester shakes hands.) 0 1

(Student gives name.)

2. Nice to meet you. (Student responds appropriately.) 0 1

3. How are you today? (Student responds appropriately.) 0 1

4. Where are you from? 0 1

5. How long have you lived in Chicago? 0 1

6. Why did you come to the United States? 0 1 2

7. May I have your application please. 0 1

(Student hands application to tester.)

8. Do you have a green card? (2 points for student who has no 0 1 2

green card but says s/he has 1-94)

9. What job do you want? 0 1

10. Why? 0 1 2

11. Tell me about your work experience. 0 1 2

(2 points if student mentions all jobs on the application)

12. How much education do you have? (If student needs 0 1 2

clarification of "education" give only 1 point.)

13. What shift can you work? (Student can get 2 points 0 1 2
even if clarification is necessary.)

14. How will you get to work? 0 1 2

(If student needs clarification, give only 1 point.)

15. How can we contact you? 0 1

Tell student, "O.K. Thank you. That's the end of the interview."

SUBTOTAL: -27

13016 4
PART III: ROLE PLAY

"You are a worker at Megatron Company. You can't come to

work today because you are sick. Call yoi'r supervisor and
explain the problem. Her name is This is
.

the number." Hand student a written phone number.

(Tester answering telephone should say "Megatron," then

wait for student to identify self, ask for supervisor,
and deliver message. Ask student to spell name. Prompt
only if absolutely necessary.)

0 1 2 3

A. Dials correctly. 0 1
B. Asks to speak to supervisor by name. 0 1 2
C. Delivers message correctly. 0 1 2
D. Volunteers name (No point if tester must ask student's name.) 0 1
E. Spells name correctly when asked. 0 1 2

PART IV: SAFETY

1. Show picture B. Ask student, "What's the problem?" 0 1

(Student names one problem.)
2. Show 3 pictures one after the other. Student matches the 0 1 2 3
safety tools/equipment /clothes needed. Ask student,
"What does s/he need?" (Student gets one point for each
item matched)

PART V: TASK PERFORMANCE

1. Teacher has box of assorted wires.

Tell the student, "Count the red wires."
(If student asks for clarification , rephrase to "How many?")

Then say, "Count the azure wires".

(If student asks for clarification, rephrase to "blue".)

A. Counts the red wires. 0 1

B. Ask for clarification of the word "azure". 0 1 2

2. Teacher has ball of string and a pair of scissors.

Make sure no ruler is in sight.
Tell the students, "Please cut me a piece of string
6 inches long". (Student cuts string.) "Now cut a piece 8 1/2
inches long." (Student cuts string.)
A. Student requests something to measure with. 0 1 2
B. Student measures 6 inches correctly. 0 1
C. Student measures 8 1/2 inches correctly. 0 1

3. "TAKING INVENTORY" (Code Reading)

See folder for instructions. 0 1 2 3
4 5

SUBTOTAL: 2-4

131 165
PART VI: DIRECTIONS
0

1. Tester says to student, "Please bring me the yellow telephone".

0 1
A. Student asks "Where is it?"

Teacher: "It's in the office, in the secretary's desk,

in the bottom left-hand drawer."
0 1
B. Student brings telephone.

2. Tester says to student: Please put thic. (object) away for me.

A. Student asks "Where (does it go?") 0 1

Teacher: On the middle shelf across from the women's rest room."

B. Student puts the object in the correct place. 0 1

3. Tester asks student: "Excuse me, could you tell me where the
elevators are?"

Student describes location of elevators. 0

PART VII: READING A WORK SCHEDULE

Tester tells student "This is your work schedule."

What days do you work? 0 1

1.

2. What shift do you work? 0 1

What days are you off? 0 1

3.

4. What time do you get off work on Thursday? 0 1

(If student asks for clarification, rephrase to "What time

do you finish work on Thursday?")

5. Do you work full-time or part-time? 0 1

SUBTOTAL: IT

SCORING

Part I (Application): 7U ; 2 = TU points

Part II - VII: S7 points

Total points: 7
Percentage: %

132 166
PART I: TRACKS B & C
APPLICATION FOR EMPLOYMENT
(Please Print)

PERSONAL

Name
Last First Middle

Address
Number Street

City State Zip

Telephone ( )

Social Security Number

Are you a U.S. Citizen? Yes No

Are you over 18 years of age? Yes No

EDUCATION

Last School Attended

Name

Address

Circle Last Year Completed: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

A.

EXPERIENCE

List your employers, starting with the last one first,

Period Employed Name and Address Job Reason for leaving

From:

To:

From:

To:

From:

To: 167
133
REFERENCES
employers.
Do not list relatives or former

Years Known Occupation

Address
Name

Applicant's Signature
Date

DO NOT WRITE BELOW THIS LINE

168
134
PART I: TRACKS B & C: SCORE SHEET
APPLICATION FOR EMPLOYMENT
(Please Print)

PERSONAL

Name

Last (11 First (21 Middle

Address
Number Street
(31

City State Zip

Tel 14

Social Security Number (5)

Are you a U.S. Citizen? Yes No (6)

Are you over 18 years of age? Yes No (71

EDUCATION

Last School Attended

Name

Address

Circle Last Year Completed: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 (91

EXPERIENCE
Tisio point i4 6on nevetee
chncnoiogccai otden. 16 only
List your employers, starting with the last one first.(700ne
job, gcve one point.

Period Employed Name and Address Job Reason for leaving

From:
(111 (12) (13)
To: (14)

From

To:

From:

To:

16 mone than one A.4 completed, 4co'te beat one

SIDE 2 REFERENCES

Do not list relatives or former employers.

Name Address Years Known Occupation

(15) (16)
(77) (181

Date
Applicant's Signature

1201
DO NOT WRITE BELOW THIS LINE

169
PART IV: SAFETY PICTURES *

PICTURE A (Part IV, #1, Tracks A & B)

PICTURE B (Part IV,. #1, Track C;

Part IV, #2, Tracks A & B)

* Pictures are reduced from Let's Work Safely - pp. 70 & 78.

1167
0
 PART IV: SAFETY PICURES *

Pictures for Part IV,#2, Track C (matching exercise)

DIRECTIONS: Show pictures on the left one at a time.

s/he need?" Ask the student, "What does
The student chooses the appropriate item from the
right.
* Pictures are reduced. For use in the exam, they should be enlarged and mounted
individually on index cards.

171
137
PART V, 43: TRACKS A, B, C TAKING INVENTORY (Code Reading)

MATERIALS: 1) Index cards with codes written on them (see below)

2) Inventory Form (see next page)

Code written on card Quantity

JL205 2
234-Z 5
232-Z 6
BL201-P 1

XC298 1

JL2O1 3
XC278 3
K5980 8

DIRECTIONS: Hand the students a pile of index cards (well mixed up) and an inventory
form. Tell the student, "Sort these cards and write down how many of each
kind there are. Do you understand?"
Clarify instructions once if student asks.

One point for each correct item. (See Score Sheet below.)
SCORING:
Track C: 5 possible points
Tracks A & B: 6 possible points

SCORE SHEET

INVENTORY FORM

PART QUANTITY

3
1. JL201

0 (No point Ali Lett blank)

2. JL201-P

6
3. 232-Z

5
4. 234-Z

3
5. XC278

17 (Ttacka A 8 8 only)
TOTAL:

13172
 PART V, #3: INVENTORY FORMS

INVENTORY FORM

PART # gUANTITr

1. JL201

2. JL201-P
TRACKS
A & B
3. 232-Z

4. 234-Z

5. XC278

TOTAL:

INVENTORY FORM

PART # QUANTITY

1. JL201

2. JL201-P
TRACK C
3. 232-Z

4. 234-Z

5. XC278

139 173
 PART VII: TRACK C

MAURICE SPORTING GOODS

For April 4 - 10, 1986
WORK

11:30 p.m. - 7:30 a.m.

8:30 a.m. - 4:30 p.m. 4:30 p.m. - 11:30 p.m.

.
SUN

JUAN HERNANDEZ
MON KIM TRY

JUAN HERNANDEZ
TUES KIM TRY

JUAN HERNANDEZ
WED KIM TRY

JUAN HERNANDEZ
THUR KIM TRY

JUAN HERNANDEZ
FRI KIM TRY

SAT

N.B. Type the student's name in each empty box.

175
174
 TRACKS A & B
PROJECT WORK ENGLISH

LEVEL II-A and FINAL EXAMINATION

NAME

DATE

TESTER

PART I: APPLICATION FOR EMPLOYMENT

PART II: GENERAL INTERVIEW QUESTIONS

0 1 2 3

1. Hi. My name is . (Tester shakes hands.) 0 1

(Student gives name.)

2. Nice to meet you. (Student responds appropriately.) 0 1

3. How are you today? (Student responds appropriately.) 0 1

4. Where are you from? 0 1

5. How long have you lived in Chicago? 0 1

6. Why did you come to the United States? 0 1 2

7. May I have your application please. 0 1

(Student hands application to tester.)

8. Do you have a green card? (2 points for student who has no 0 1 2

green card but says s/he has 1-94)

9. What job do you want? 0 1

10. Why? (3 points if student gives TWO reasons for 0 1 2 3

wanting the job)

11. Tell me about your work experience. 0 1 2

(2 points if student mentions all jobs on the application)

12. How much education do you have? (If student needs 0 1 2

clarification of "education" give only 1 point.)

13. What shift can you work? (Student can get 2 points 0 1 2
even if clarification is necessary.)

14. How willyou get to work? 0 1 2

(If student needs clarification, give only 1 point.)

15. How can we contact you? 0 1

Tell student, "O.K. Thank you. That's the end of the interview."

SUBTOTAL: 23
141
176
PART III: ROLE PLAY

"You are a worker at Megatron Company. You can't come to

work today because you are sick. Call your supervisor and
explain the problem. Her name is . This is
the number." Hand student a written phone number.

(Tester answering telephone should say "Megatron1" then

wait for student to identify self, ask for supervisor,
and deliver message. Ask student to spell name. Prompt
only if absolutely necessary.)

0 1 2 3

A. Dials correctly. 0 1

B. Asks to speak to supervisor by name. 0 1 2

C. Delivers message correctly. 0 1 2
D. Volunteers name (No point if tester must ask student's name.) 0 1
E. Spells name correctly when asked. 0 1 2

PART IV: SAFETY

1. Show picture A. Point to man on right. Ask student, "What

is this man saying?" (Student responds with generic
warning e.g., "Be careful!") 0 1

2. Show picture B. Ask student, "Tell me 3 problems." 0 1 2 3

(Student gets one point for each problem mentioned.)

PART V: TASK PERFORMANCE

1. Teacher has box of assorted wires.

Tell the student, "Count the red wires."
(If student asks for clarification rephrase to "How many?")

Then say, "Count the azure wires".

(If student asks for clarification, rephrase to "blue".)

A. Counts the red wires. 0 1

B. Ask for clarification of the word "azure". 0 1 2

2. Teacher has ball of string and a pair of scissors.

Make sure no ruler is in sight.
Tell the students, "Please cut me a piece of string
6 1/2 inches long." (Student cuts string.) "Now cut a piece 11 1/4
inches long." (Tester should pronoulce 11 1/4 "eleven-and-
a-quarter.")
A. Student requests something to measure with. 0
B. Student measures 6 1/2 inches correctly. 0
C. Student measures 11 1/4 inches correctly. 0

3. "TAKING INVENTORY" (Code Reading)

See folder for instructions. 0 1 2 3
4 5 6

SUBTOTAL: 25

1 7Z
PART VI: DIRECTIONS

0 1 2 3

1. Tester says to student, "Please bring me the yellow telephone".

A. Student asks "Where is it?" 0 1

Teacher: "It's in the office, in the secretary's desk,

in the bottom left-hand drawer."

B. Student brings telephone. 0 1

2. Tester says to student: Please put this (object) away for me.

A. Student asks "Where (does it go)?" 0 1

Teacher: On the middle shelf across from the women's rest room."

B. Student puts the object in the correct place. 0 1

3. Tester asks student: "Excuse me, could you tell me where the
elevators are?"

Student describes location of elevators. 0 1 2 3

PART VII: READING A WORK SCHEDULE

Tester tells student "This is your work schedule."

1. What days do you work? 0 1

2. What shift do you work? 0 1

3. What days are you off? 0 1 .

4. What time do you get off work on Thursday? 0 1

(If student asks for clarification, rephrase to "What time
do you finish work on Thursday?")

5. Do you work full-time or part-time? 0 1

SUBTOTAL: 1-2

SCORING TRACK B TRACK A

Part I (Application): 20 i 2 = 10 points Part I (Application): 30 !; 2 = T points

Part II - VII: 60 points Part II - VII: .0 points

Total points: 7i7 Total points: 7

Percentage: % Percentage: %

143 I 78
PART I: TRACK A

APPLICATION FOR EMPLOYMENT

(Please Print)

Position Applied for:

Date

Date you can start Salary desired

PERSONAL
Telephone
Name
Last First Middle

Address Zip
Number Street City State

Are you over 18 years of age? Social Security Number

Are you a U.S. Citizen? Yes No

EDUCATION
Last School Attended
Name Address
8 9 10 11 12 13 14 15 16
Circle Last Year Completed: 1 2 3 4 5 6 7

Special Training Subject

Date Place

EXPERIENCE

List your employers, starting with the last one first.

Name and Address Job salary Reason for leavi ng

Tiiiiia Employed

From:
To:

From:
To:

From:
To:

HEALTH
perform the job
Do you have any physical condition that may limit your ability to
for which you are applying? if "Yes: explain:
144
179 (OVER)
In case of emergency, notify
Name

Address Telep one

REFERENCES
Do not list relatives or former employers.

Address Occupation Years Known

Name

ApplicantLs Signature

DO NOT WRITE BELOW THIS LINE

I 3o

145
PART I: TRACK A: SCORE SHEET

APPLICATION FOR EMPLOYMENT

(Please Print)

Date Position Applied for:

(1) (2)
Date you can start Salary desired
ti) (4)

PERSONAL
Name Telephone
Last First Middle
(7)
(5) (6)
Address
Number Street City State Zip
(8)
Are you over 18 years of age? Social Security Number
(9) (10)
Are you a U.S. Citizen? Yes No
(II)

EDUCATION
Last School Attended
Name Address
(12)
Circle Last Year Completed: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
(13)
Special Training
Date Place Subject
(14)

This point is OA Aevetse

EXPERIENCE chiconotegica4 ondeA. li °nit!
List your employers, starting with the last one first. one foto 44 ti.stea, give one
(151 point.
Period Employed Name and Address Job salary Reason for leaving

From:
(16) (17) (18) (19)
To:

From:
To:

From:
To:

(If more than one is completed, score best one out of 3)

HEALTH
Do you have any physical condition that may limit your ability to perform the job
for which you are applying? if Yes: explain:
(20)

SIDE 2 In case of emergency, notify

Name

Address Telephone
(21)

REFERENCES
Do not list relatives or former employers.

Ram Address Occupation Years Known

(22) (23) (24) (25)

(26) (27) (28) (29)

Aplicant's Signature
(30)

1481
NOTE: The application form and score sheet for Part I, Track B can be found on
pages 133-135.

The visuals and forms for Parts IV and V, Tracks A & B, can be found on
pages 136-139.
PART VII: TRACKS A & B

MAURICE SPORTING GOODS

For April 4 - 10, 1986
WORK SCHEDULE

11:30 p.m. - 7:30 a.m.

8:30 a.m. - 4:30 p.m. 4:30 p.m. - 11:30 p.m.

SUN
-
KIM TRY JUAN HERNANDEZ
MON

JUAN HERNANDEZ
TUES KIM TRY

JUAN HERNANDEZ
WED KIM TRY

JUAN HERNANDEZ
THUR KIM TRY

JUAN HERNANDEZ
FRI KIM TRY

SAT

N.B. Type the student's name in each empty box.

184
183