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ABSTRACT
DOCUMENT RESUME
CE 078 639
English as a Second Language: Improving Basic Skills.JobLink Winning at Work Instructor's Manual, Module 4.Coast Community Coll. District, Costa Mesa, CA.Office of Vocational and Adult Education (ED), Washington,DC. National Workplace Literacy Program.1996-00-00742p.; For "JobLink" final report and the ten relatedinstruction manuals, see CE 078 635-645.JobLink, c/o Coast Community College District, 1370 AdamsAvenue, Costa Mesa, CA 92626; e-mail: [email protected]($95).
Guides Classroom Teacher (052)MF04/PC30 Plus Postage.Adult Basic Education; Adult Literacy; *Basic Skills;Behavioral Objectives; Curriculum Guides; DemonstrationPrograms; *Education Work Relationship; *English (SecondLanguage); Functional Literacy; Learning Activities;Learning Modules; Lesson Plans; Limited English Speaking;*Literacy Education; Program Effectiveness; SkillDevelopment; Supervisory Training; Teaching Guides;*Workplace Literacy
This manual is a guide to an interactive training programdesigned to address key skills necessary in today's high performanceworkplace. This module is intended to meet the learning needs of productionworkers by focusing on improving basic skills in English as a secondlanguage. Throughout the module's 24 lessons, which can be used to create a36-hour training program, students are given many opportunities to practicenewly developed skills such as the following: finding the correctinformation; identifying how to communicate and cooperate effectively in agroup; reporting job-related information; locating the main idea in aparagraph; finding important facts and details; understanding sequence ofevents; understanding the importance of completely reading directions beforebeginning a task; understanding and properly using ordering words; accuratelyrecounting step-by-step directions; using expressions to help request, give,and clarify directions; using chronological order to write step-by-stepdirections; utilizing correct prepositions while following directions;filling out forms correctly; and measuring return on investment for training.The training manual includes an instructor's guide that contains activitiesfor each lesson, transparency masters and student handouts, informationsheets, teaching suggestions, and pre- and posttests; and a supervisor'sguide that contains two lessons on improving basic skills. (MN)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
rn
Joiti
nk
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Skill
s
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ayE
D C
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)T
his
docu
men
t has
bee
nre
prod
uced
as
rece
ived
from
the
pers
on o
rorg
aniz
atio
n
orig
inat
ing
it.
0 M
inor
cha
nges
hav
ebe
en m
ade
to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
stat
ed in
this
docu
men
t do
not n
eces
saril
yre
pres
ent
offic
ial O
ER
I pos
ition
or
polic
y.
EST
CO
PY M
IAM
I
Eng
lish
as a
Sec
ond
Lan
guag
e'W
Inst
ruct
or's
Man
ual-
To
Hel
p Y
ou o
n th
e Jo
b
Tab
le o
f C
onte
nts
jobL
ink
Les
son
1: G
ettin
g to
Kno
w E
ach
Oth
er..
OO
OO
5-17
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
and
Sm
all
Tal
k...
.
Les
son
3: E
SL a
t Wor
k7
Les
son
4: W
ord
Pow
er-K
eepi
ng th
e In
form
atio
n Y
ou N
eed
(Par
t I)
.....
'r L
esso
n 5:
Wor
d Po
wer
-Kee
ping
the
Info
rmat
ion
You
Nee
d (P
art 2
)...
......
.59-
69
Les
son6
: Wha
t's th
e Id
ea_"
......
71-9
1L
esso
n 7:
Giv
e M
e th
e M
ain
Idea
.--
1110
0001
1111
10O
OO
OO
OO
OO--
-93-
111
Les
son8
: Jus
t Giv
e M
e th
e Fa
cts
OO
OO
OO
OO
OO
OO11
3-13
17
Les
son
9: S
ortin
g T
hing
sO
OO
OO
OO
OO
133-
151
tv L
esso
n 10
: Let
's G
et I
t In
Ord
er...
......
......
......
......
..O
OO
OO
OO
OO
OO
OO15
3-16
9v
Les
son
11: K
eepi
ng T
hing
s In
Ord
erL
esso
n 12
: Wha
t's Y
our
V L
esso
n 13
: Its
All
In T
he W
ords
You
Use
.....
...7
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
toL
esso
n 15
: Usi
ng K
ey W
ords
To
Tak
e N
otes
Les
son
16: R
eque
stin
g, G
ivin
g, a
nd C
lari
fyin
gL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
nL
esso
n 18
: The
Ins
and
Out
s of
Pre
posi
tions
......
......
.L
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
a T
eam
Goa
l
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
VL
esso
n 22
: Fill
ing
Out
For
ms
--.OO
OO
NO
* O
OO
OO
O34
3-35
5V
Les
son
23: R
etur
n on
Inv
estm
ent
0.11
......
......
......
......
......
......
......
......
......
......
......
......
.357
-375
`,,*
. Les
son
24: W
rapp
ing
it U
p ...
......
. OO
OO
......
.... O
OO
OO
OO
OO...
......
......
......
......
......
......
......
......
.---
----
----
---3
77-3
89
Inst
ruct
oes
Man
ual
Cop
yrig
ht C
)199
6 by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Eng
lish
as a
Sec
ond
Lan
guag
e v
inst
ruct
or's
Man
ual-
To
Hel
p Y
ou o
n th
e Jo
b
1' A
n In
trod
uctio
n
Job
Unk
Eng
lish
as a
Sec
ond
Lang
uage
:
Impr
ovin
g B
asic
Ski
lls o
ffer
s a
wor
k-ce
nter
ed a
ppro
ach
to E
SL tr
aini
ng. T
he m
odul
e of
fers
man
y op
port
uniti
es
to p
ract
ice
such
new
ly d
evel
oped
ski
lls s
uch
as f
indi
ng th
e ri
ght
info
rmat
ion,
iden
tifyi
ng h
ow to
com
mun
icat
e
and
coop
erat
e ef
fect
ivel
y in
a g
roup
, rep
ortin
g jo
b-re
late
d in
form
atio
n, lo
catin
g th
e m
ain
idea
in a
para
grap
h,
find
ing
impo
rtan
t fac
ts a
nd d
etai
ls, u
nder
stan
ding
seq
uenc
e of
eve
nts,
und
erst
andi
ng th
e im
port
ance
of
com
plet
ely
read
ing
dire
ctio
ns b
efor
e be
ginn
ing
a ta
sk, u
nder
stan
ding
and
pro
perl
y us
ing
orde
ring
wor
ds,
accu
rate
ly r
ecou
ntin
g st
ep-b
y-st
ep d
irec
tions
, usi
ng e
xpre
ssio
ns to
hel
p re
ques
t, gi
ve a
nd c
lari
fy d
irec
tions
,
usin
g ch
rono
logi
cal o
rder
to w
rite
ste
p-by
-ste
p di
rect
ions
, util
izin
g co
rrec
t pre
posi
tions
whi
le f
ollo
win
g
dire
ctio
ns, f
illin
g ou
t for
ms
corr
ectly
, and
mea
suri
ng R
etur
n on
Inv
estm
ent f
or tr
aini
ng.
Eng
lish
as a
Sec
ond
Lang
uage
:
Impr
ovin
g B
asic
Ski
lls is
ful
ly c
usto
miz
able
. The
twen
ty f
our
less
ons
can
be u
sed
to c
reat
e a
36 h
our
trai
ning
prog
ram
, or
can
be m
ixed
and
mat
ched
to d
esig
n a
prog
ram
tailo
red
for
your
indi
vidu
al n
eeds
.
Inst
ruct
or's
Man
ual
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Eng
lish
as a
Sec
ond
Lan
guag
eIn
stru
ctor
's M
anua
l-T
o H
elp
You
on
the
Job
Mod
ule
4 M
ater
ials
Job
Lin
k
Mat
eria
lsLe
sson
#
Penc
ils.A
ll
Tra
nspa
renc
y pe
nsA
ll
Flip
cha
rt m
arke
rsA
ll
Boo
ks a
nd/o
r M
agaz
ines
(at
leas
t 1 p
er p
erso
n)A
ll
Bla
nk tr
ansp
aren
cies
3
Not
eboo
k Pa
per
.All
8.5
x 11
Car
d St
ock
Pape
r (1
per
per
son)
1
Pola
roid
Film
1
Bin
ders
Glu
eM
arke
r Pe
ns1
Dic
tiona
ries
(1
per
pers
on)
4
Smal
l Not
eboo
ks (
for
pers
onal
glo
ssar
ies)
4
Mas
king
Tap
e5
Juan
& L
ucy
(I s
et f
or th
e cl
assr
oom
)6,
Z8,
9,10
,11
(by
Tan
a R
eiff
, Fea
ron/
Janu
s, a
div
isio
n of
Sim
on &
Sch
uste
r Su
pple
men
tary
Edu
catio
n C
orp.
, 197
9C
athy
Car
ds(A
lta B
ook
Cen
ter
Publ
ishe
rs, S
an F
ranc
isco
, Ca.
Pho
ne: (
415)
692
-128
5; F
ax: (
415)
692
-465
4)7,
9
Dic
tatio
n Pa
irs
Car
ds8
Can
dy10
,11
Scis
sors
10,1
1
Play
ing
Car
ds17
Pict
ures
dem
onst
ratin
g pr
epos
ition
s18
Wan
deri
ng th
roug
h th
e W
orkp
lace
Gam
e18
Dic
e (o
ne p
er g
roup
)18
Can
dy in
bag
s of
six
pie
ces
each
19
Com
pany
For
ms
21,2
2
Equ
ipm
ent
Less
on#
Ove
rhea
d pr
ojec
tor
All
Flip
cha
rt/W
hite
boar
dA
ll
Pola
roid
Cam
era
1
Inst
ruct
or's
lika
l3
Cop
yrig
ht ©
1996
bar
Com
mun
ity C
olle
ge D
istr
ict
9
Job
Lin
k
Win
ning
At
Wor
k
4)
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
Get
ting
to K
now
Eac
hO
ther
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1:
Get
ting
to K
now
Eac
h O
ther
Les
son
Des
crip
tion
jobL
ink
Less
on P
urpo
se:
To
help
em
ploy
ees
feel
com
fort
able
in th
e cl
ass
and
get t
o kn
ow e
ach
othe
r an
d th
e in
stru
ctor
bette
r.
The
fir
st c
lass
will
con
sist
of
two
war
m u
p ex
erci
ses.
The
fir
st is
to g
et to
kno
w th
e ot
her
peop
le in
the
dass
bet
ter
and
begi
n sp
eaki
ng to
eac
h ot
her
in E
nglis
h. T
he s
econ
d is
to c
reat
e na
me
tent
s
and
begi
n us
ing
thei
r w
ritte
n sk
ills
as w
ell.
The
das
s w
ill a
lso
intr
oduc
e th
e on
-goi
ng a
ctiv
ity o
f
sust
aine
d si
lent
rea
ding
and
jour
nal w
ritin
g.
Les
son
1: G
ettin
g to
Kno
w E
ach
Oth
erC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
6
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1:
Get
ting
to K
now
Eac
h O
ther
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
,st
uden
ts w
illbe
abl
e to
:
1.R
ecog
nize
othe
r pe
ople
in th
eda
ss.
2.U
nder
stan
dw
hat t
he tr
aini
ng
prog
ram
is a
bout
.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.B
lank
tran
spar
enci
es, f
lip c
hart
, or
whi
tebo
ard
3.T
rans
pare
ncy
pens
or
flip
char
t mar
kers
4.Po
laro
id C
amer
a an
d fi
lm
5.Pe
ns
6.8
1/2
x 11
Car
d St
ock
pape
r (1
per
per
son)
7.G
lue
8.M
arke
r pe
ns9.
Pers
onal
jour
nals
fill
ed w
ith n
oteb
ook
pape
r
Tra
nspa
renc
ies
"Bin
go G
ame"
(T
rans
pare
ncy
1)
Tro
upen
mll
Han
dout
s11
1111
0014
"Bin
go G
ame"
(H
ando
ut 1
)
jobL
ink
.11i
r C
lass
room
Set
-up
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up
Firs
t Act
ivity
- L
arge
Gro
upSe
cond
Act
ivity
- In
divi
dual
Thi
rd A
ctiv
ity-
Indi
vidu
al
End
ing-
Lar
ge G
roup
10 m
in.
25 m
in.
25 m
in.
25 m
in.
5 m
in.
Key
Har
dwar
e
Les
son
1: G
ettin
g to
Kno
w L
ai h
)11,
rf
1 1
Tra
nspa
renc
ies
amm
o, e
mr
Han
dout
sL
arge
Gro
up
19
DV
,'
Smal
l Gro
ups
Dis
cuss
ion
Sign
-in
Shee
t
Cop
yrig
ht ©
1996
by C
oast
Com
mun
ity C
olle
ge D
istr
ict
1 5
Page
7
Eng
lish
as a
Seco
nd L
angu
age
Les
son
1:G
ettin
g to
Kno
w E
ach
Oth
er
Act
iviti
esO
peni
ng: 1
0 M
inut
es
Wel
com
e st
uden
ts a
nd I
ntro
duce
sel
f.
2.E
xpla
in w
hat t
he s
tude
nts
can
expe
ct o
fda
sses
ove
r th
e ne
xt c
oupl
e of
mon
ths.
Job
Lin
k
3.T
ell t
he s
tude
nts
how
luck
y th
ey a
re to
wor
k fo
r a
com
pany
like
(ins
ert c
ompa
ny n
ame)
that
sen
ds
them
to tr
aini
ng o
n co
mpa
ny ti
me!
Les
son
1: G
ettin
g to
Kno
wla
ctl O
ther
I7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
:Get
ting
to K
now
Eac
h O
ther
Jobl
ink
Bin
go G
ame
Fin
d so
meo
ne In
cla
ss w
ho...
Pla
ys S
occe
rH
as la
m to
Dis
neyl
and
Has
Gra
ndch
ildre
n
Has
a s
iste
rLi
kes
tom
atoe
sW
as b
orn
in C
alifo
rnia
Has
bee
n to
San
Fra
ncis
coW
orke
d at
you
r co
mpa
nym
om th
an 1
0 ye
ars
Like
s to
sin
g
Goe
s to
sch
ool
Has
chi
ldre
nIs
nor
mar
ried
Has
a d
ogH
as b
lue
eyes
Driv
es a
truc
k
Law
n I G
eein
g *a
Kno
wC
opry
s 01
50 b
y C
aw C
omas
., G
. Dom
eIll
aado
nt I
Han
dout
1, T
rans
pare
ncy
1
Les
son
1: G
ettin
g to
Kno
w E
ach
Oth
erC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
13B
ES
T C
OP
Y A
VA
LAB
LE
13
JobL
ink
Pag
e 10
2
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1:
Get
ting
to K
now
Eac
hO
ther
Act
iviti
esFi
rst A
ctiv
ity: 2
5 M
inut
es
04-1
.H
ando
utT
rans
oare
ncy
Jobb
?*
Exp
lain
that
they
are
goi
ng to
get
to k
now
eac
h ot
her
sinc
eth
ey w
ill b
e to
geth
er f
or th
e ne
xt
coup
le o
f m
onth
s.
2.D
istr
ibut
ean
dpr
ojec
t"B
ingo
Gam
e7
3.T
ell
the
stud
ents
that
they
are
goi
ng to
mov
e ar
ound
the
room
unt
il th
ey f
ind
som
eone
who
fits
the
desc
ript
ion
show
n in
one
of
the
boxe
s on
the
Bin
go G
ame
card
. The
n th
ey s
houl
d as
k th
atpe
rson
to s
ign
thei
r na
me
inth
e ap
prop
riat
e pl
ace
on th
e B
ingo
Gam
e ca
rd. T
hey
shou
ld
cont
inue
to d
o th
is u
ntil
they
hav
e al
l the
box
essi
gned
. Onl
y on
e pe
rson
can
sig
n pe
r bo
x pe
r
card
.
(For
exa
mpl
e: W
endi
can
sig
n th
e bo
x "B
een
to D
isne
ylan
d"fo
r Jo
rge.
Eve
n th
ough
she
has
2 c
hild
ren
she
cann
ot
sign
the
"Has
2 c
hild
ren"
box
for
Jor
ge b
ecau
se s
he h
asal
read
y si
gned
ano
ther
one
of
his
boxe
s. H
owev
er, s
he c
an
sign
the
box
"Has
2 c
hild
ren"
for
Mar
ia, i
f th
at is
the
only
box
she
has
sign
ed o
n M
aria
's c
ard.
)
4. M
ake
sure
the
stud
ents
und
erst
and
the
rule
sof
the
gam
e.
5.G
ive
the
stud
ents
app
roxi
mat
ely
10 m
inut
es to
fill
thei
r B
ingo
card
s.T
ellt
he s
tude
nts
to s
it do
wn
whe
n th
ey f
illed
thei
r B
ingo
car
d.
6.A
skth
e st
uden
ts, "
Who
pla
ys s
occe
r?"
"Who
has
bee
n to
Dis
neyl
and?
", e
tc.
7.E
xpla
inth
at n
ow th
at w
e kn
ow e
ach
othe
r a
little
bet
ter
ever
yone
sho
uld
feel
mor
e co
mfo
rtab
le
Les
son
1: G
ettin
g to
Kno
w E
ach
Oth
er21
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
1
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1:
Get
ting
to K
now
Eac
h O
ther
Act
iviti
esSe
cond
Act
ivity
: 25
Min
utes
Ten
t Mak
ing
1.H
ando
ut1
piec
e of
car
d st
ock
pape
r to
eac
hst
uden
t.
jobb
?*
2.E
xpla
inth
at th
ey w
ill b
e m
akin
g na
me
tent
s. (
Show
an
exam
ple)
Exp
lain
to th
e st
uden
ts th
at y
ou
will
be
taki
ng th
eir
pict
ure,
and
they
will
be g
luin
g it
to th
eir
nam
e te
nt.
3.E
xpla
inth
at e
ach
tent
sho
uld
have
on
the
fron
t:
Nam
e of
stu
dent
Stud
ents
pic
ture
On
the
back
:W
hat t
hey
wan
t to
lear
n in
cla
ss.
4. M
ake
sure
ther
e ar
e pe
ns a
ndgl
ue a
vaila
ble
to th
e st
uden
ts.
5.T
ake
pict
ures
of
stud
ents
. Hav
e th
e st
uden
tsgl
ue th
e pi
ctur
es to
the
fron
t of
thei
r na
me
tent
sw
ith
thei
r na
mes
.
Les
son
1: G
ettin
g to
Kno
w E
ach
Oth
erC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
13
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
:Get
ting
to K
now
Eac
h O
ther
Act
iviti
esT
hird
Act
ivity
: 25
Min
utes
2 1
Sus
tain
ed S
ilent
Rea
ding
and
Writ
ing
JobL
ink
1.E
xpla
into
the
stud
ents
that
they
will
be
spen
ding
10
min
utes
dur
ing
each
cla
ss r
eadi
ng a
nd 1
0
min
utes
wri
ting.
2.Po
int o
ut th
at is
400
min
utes
of
read
ing
and
wri
ting
just
dur
ing
the
dass
!
3.E
xpla
inth
at u
sual
ly th
ey w
ill r
ead
and
wri
te a
t the
beg
inni
ngof
the
clas
s.
4.S
how
the
stud
ents
the
libra
ry a
nd h
ando
ut p
erso
nal j
ourn
als.
Hav
e ea
ch s
tude
nt p
ick
one
thin
g
to r
ead.
5.G
ive
the
stud
ents
10
min
utes
to r
ead
and
10 m
inut
es to
wri
te.
6.E
xpla
inth
at th
is ti
me
we
will
be
colle
ctin
g th
e w
ritin
g sa
mpl
e fo
rla
ter
com
pari
son.
Exp
lain
that
you
will
be
mak
ing
a co
pyan
d gi
ving
them
bac
k th
eir
orig
inal
. No
one
at (
inse
rt c
ompa
nyna
me)
will
see
the
wri
ting
sam
ples
.
7.M
ake
copi
es o
f th
e w
ritin
g sa
mpl
es. G
ive
stud
ents
the
orig
inal
back
.
Les
son
1: G
ettin
g to
Kno
w E
ach
Oth
erC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
15
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1:
Get
ting
to K
now
Eac
h O
ther
Act
iviti
esE
ndin
g: 5
Min
utes
1.T
hank
the
stud
ents
and
wel
com
e th
em b
ack
for
the
next
clas
s.
2.Sa
y go
od-b
ye.
0 .. t.)
Les
son
1: G
ettin
g to
Kno
w E
ach
()11
1(1
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
17
Job
Lin
k
A
2 3
1E
nglis
h as
a S
econ
dLa
ngua
ge
Impr
ovin
g B
asic
Ski
lls
Less
on 2
Wha
t Mak
es E
ffect
ive
Gre
etin
gs a
ndS
mal
l Tal
k
2 3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2:
Wha
t Mak
es E
ffec
tive
Gre
etin
gs &
Sm
all T
alk
Les
son
Des
crip
tion
jobL
ink
Muc
h of
bei
ng s
ucce
ssfu
l in
conv
ersa
tion
is th
e ab
ility
to m
ake
smal
l tal
k. T
his
less
on c
over
s so
me
basi
c tip
s an
d te
chni
ques
in h
ow to
mak
e sm
all t
alk
with
som
eone
in E
nglis
h.
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
k
3 .3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
0
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2:
Wha
t Mak
es E
ffec
tive
Gre
etin
gs &
Sm
all
Tal
k
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illbe
abl
e to
:
1.G
reet
som
eone
they
do
not
know
and
talk
sm
all t
alk
with
that
per
son
in o
rder
to g
etac
quai
nted
.
2.Pa
rtic
ipat
e in
a s
mal
l tal
kdi
alog
ue a
nd g
ive
thei
r ow
nap
prop
riat
e re
spon
ses
to th
equ
estio
ns.
3.Pr
actic
e gr
eetin
g at
leas
t one
new
per
son
ever
y da
yfo
r a
wee
k.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.B
lank
Tra
nspa
renc
ies,
flip
cha
rt o
rw
hite
boar
d
3.T
rans
pare
ncy
pens
or
flip
cha
rtm
arke
rs
4.Pe
ns
5. N
ame
tent
s
Tra
nspa
renc
y"S
mal
l Tal
k" (
Tra
nspa
renc
y 2)
TT
0001
2111
111M
1
Han
dout
s"S
mal
l Tal
k" (
Han
dout
2)
jobl
ink
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge/P
airs
Thi
rd A
ctiv
ity-
Lar
ge G
roup
End
ing-
Lar
ge G
roup
20 m
in.
15 m
in.
40 m
in.
10 m
in.
5 m
in.
Key
Har
dwar
eT
rans
pare
ncie
sIT
11
111I
ISP.
/11.
4.
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
iPo
/-1.
111
1.1I
k
3 '
Han
dout
s01
.11
mar
dout
Lar
ge G
roup
Smal
l Gro
ups
Dis
cuss
ion
4)(0
Sign
-in
Shee
t
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
3 3
Page
21
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2:
Wha
t Mak
es E
ffec
tive
Gre
etin
gs &
Smal
l Tal
k
Act
iviti
esO
peni
ng: 2
0 M
inut
es
31
JobL
ink
.w
elco
me
stud
ents
as
they
wal
k in
. Hav
eea
ch s
tude
nt f
ind
thei
r na
me
tent
and
put
it in
fron
t of
them
.
2.H
ave
each
stu
dent
fin
d th
eir
note
book
s an
dch
oose
a b
ook
or m
agaz
ine
for
10 m
inut
esof
sust
aine
d si
lent
rea
ding
.
3.H
ave
each
stu
dent
rea
d to
them
selv
es f
or 1
0m
inut
es.
4.H
ave
each
stu
dent
wri
te f
or 1
0 m
inut
es in
thei
r jo
urna
l sec
tion
of th
eir
note
book
.
5.E
xpla
in th
at a
t the
beg
inni
ng o
f ea
ch c
lass
the
stud
ents
sho
uld
com
e in
and
get
thei
r no
tebo
oks
and
choo
se a
boo
k fo
r 10
min
utes
of
read
ing
and
10 m
inut
es o
f w
ritin
g.
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
kC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
23
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2:
Wha
t Mak
es E
ffec
tive
Gre
etin
gs &
Sm
all T
alk
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
k
1111
Lra
mer
Imol
tmel
d F
orm
osi.r
n r
fers
d
la=
54.,,
kat
inut
low
aw
akw
oA
Cou
lvN
omlo
i.
::
snirg
Sts
ked
gitt
Eal
/ni
the
Itens
t wI i
sisi
slih
re:E
tnin
i.in
steu
ctit
Ot p
Sol
si1S
islf
tlin
.6tic
tor.
brn
0,41
ink/
min
ion
isiti
vicl
id
OO
thei
1P
leni
c S
Otti
cg).
:.
CD
ue fO
nn 0
,Mia
tt4±
1.N
am,
t.A
dam
s:
I.M
ons
Num
ber:
II
forO
W ts
onty
Wrin
tom
I.P
40
S .
Wow
you
Dor
n In
Ow
UM
W W
EN
T0
Yes
0 N
o
7.W
m0
Mal
e0
Fat
ah
(Mat
t Ons
Soi
lW
hite
Mac
k U
dric
an M
onda
niA
sian
or
Pac
t& Is
land
erA
mno
n In
dian
or
Ala
skan
Nat
ive
MnP
attic
Oth
er (
Ple
ase
spec
ify):
Jobl
Ink
5.18
MO
M O
W M
oue,
011
1111
3001
1 lo
onof
ten
In y
ew h
ome/
0 Y
es0
No
10m
em W
NW
Of S
choo
l Moo
toll
com
oist
oeff
Of M
em h
ow m
arry
Os
Ow
Uhl
Os
Ony
otlw
r M
IRM
YT
11.
Aro
you
uni
on m
embe
r?O
Ms-
Wha
t Ls
the
nam
e of
you
r un
ion?
O N
o
12.
Pla
no r
am y
our
mar
t to
perf
ann
owls
Of
010
Pol
owno
l 011
3100
.
Mew
roo
d ow
rop
onst
for
nay
aran
ry)
Poo
r P
ah G
oal I
nzel
lont
Rod
Eng
lish
unde
rsta
nd E
nglis
h
SP
.kM
ite in
Eng
lish
Wor
k as
par
t of a
team
Use
mat
h
SoM
plo
nler
nsno
r Im
mo{
13.
00 M
u Ii.
I foi
stO
Yet
em
ploy
edO
WA
on
tam
pon"
?' la
yoffII*
Ell
O N
o. r
eine
dO
No
not e
mpl
oyed
6/01
*
Tha
r* y
ou. Y
ou h
am c
omol
sted
010
(M
U.
Mem
Mum
I to
YO
M In
tOul
tof.
lact
eisf
il La
min
a W
ogs
Cop
yrid
el 0
19.6
b1
con
Com
mit,
Cod
e, D
btrld
'NO
Y
Lint
on a
s a
Sao
ne O
ngua
geC
opyr
101
011%
by
Cas
t Con
onon
ny C
olle
ge lk
ytrk
l
Ink
Pos
e 2
For
m
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
AV
AIL
Aic
)
jobL
ink
Page
24
Eng
lish
as a
Sec
ond
Lang
uage
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
lT
alk
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
1.E
xpla
into
stu
dent
s th
at th
ere
are
som
e fo
rms
each
per
son
has
to f
ill o
ut.
2.D
istr
ibut
eth
e "L
earn
er E
nrol
lmen
t For
ms"
.
3.H
elp
the
stud
ents
fill
out
the
info
rmat
ion.
4.T
ellt
he s
tude
nts
to c
heck
that
the
info
rmat
ion
that
is f
illed
out
is c
orre
ct.
5.E
xpla
inth
at th
ey g
rey
box
at th
e to
p of
the
page
will
be
fille
d ou
tby
you.
6.H
elp
the
stud
ent f
ill o
ut th
e re
mai
nder
of
the
ques
tions
on
the
form
. The
ent
ire
form
sho
uld
befi
lled
out e
xcep
t for
the
grey
box
whi
ch w
ill b
e fi
lled
out
by th
e in
stru
ctor
aft
er c
lass
.
7.C
olle
ctth
e fo
rms.
INS
TR
UC
TO
RS
:Fo
rms
need
to b
e tu
rned
in to
you
r co
mpa
ny.
jobl
ink
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
kC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
25
Eng
lish
as a
Sec
ond
Lan
guag
e*I
"'
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
k
.
Ei b
ag M
h a.
a S
eco.
idM
eL
ale
en M
ute
teem
Con
eentM
ic2
k
Smal
l Tal
k
Hi.
Flow
are
you
'
Fine
How
are
you
'
Fine
than
k yo
u
Wha
t's y
our
nam
e
I'm Wha
t's y
ours
'
Fin
Wha
t's y
our
job
at th
is c
ompa
ny'
Wha
t do
you
dcP
How
long
hav
e yo
u w
orke
d he
re
Abo
ut
How
abo
ut y
ou'
Abo
ut
Do
you
like
your
job'
Yes
/no
Why
'B
ecau
se
Wel
l, I'v
e en
joye
d ta
lkin
g w
ith y
oo I
hop
e I
see
you
agai
n.
Me
too.
Goo
d-by
e
Bye
Lam
e 2
elm
s M
ake
Elk
elve
JobL
ink
roe*
* O
K%
by
Geo
Com
m.,
Car
e M
eeR
amel
oat 2
Han
dout
2, T
rans
pare
ncy
2
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
kC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
BE
ST C
OPY
MA
ILL
I
jobb
?*
4 J.
Page
26
Eng
lish
as a
Seco
nd L
angu
age
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
&Sm
all T
alk
Act
iviti
esSe
cond
Act
ivity
: 40
Min
utes
1.E
xpla
in to
stu
dent
s th
at th
e te
ache
rw
ill r
ead
and
mod
el a
dia
logu
e sh
owin
gho
w to
gre
et a
nd
mak
e sm
all t
alk
with
som
eone
new
.
2. A
ska
stud
ent t
o pa
rtic
ipat
ew
ith th
e te
ache
r in
ord
er to
mod
el th
esm
all t
alk
dial
ogue
.
3.H
ave
stud
ents
wor
k w
ith a
nei
ghbo
r to
pra
ctic
eth
e di
alog
ue, e
ach
part
ner
taki
ng f
irst
one
par
tan
d
then
the
othe
r pa
rt
4. H
ave
stud
ents
trad
e tw
o or
mor
etim
es a
nd p
ract
ice
with
two
or m
ore
new
par
tner
s ta
king
one
part
and
then
the
othe
r.
.H
ave
stud
ents
reg
roup
as
a da
ss a
nd d
iscu
ss h
ow th
eydi
d an
d as
k an
y qu
estio
ns th
ey m
ight
have
.
(H-2
, T-2
)H
ando
utT
rans
uaT
ency
jobl
ink
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
oSm
all T
alk
4 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
7
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2:
Wha
t Mak
es E
ffec
tive
Gre
etin
gs &
Smal
l Tal
k
Act
iviti
esT
hird
Act
ivity
: 10
Min
utes
4 1
jobL
ink
Han
d ou
t a p
oem
, we
reco
mm
end,
"W
hat's
in th
e Sa
ck?"
, by
Shel
Silv
erst
ein,
and
disc
uss
the
ques
tions
and
gre
etin
gs in
the
poem
and
the
poem
's m
eani
ng.
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
&Sm
all '
Falk
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
9
Eng
lish
as a
Seco
nd L
angu
age
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ings
& S
mal
l Tal
k
Act
iviti
esE
ndin
g: 5
Min
utes
JobL
ink
Ask
stu
dent
s to
pra
ctic
e a
gree
ting
and
perh
aps
som
esm
all t
alk
with
at l
east
one
per
son
a da
ydu
ring
the
next
wee
k. B
e pr
epar
ed to
rep
ort
to th
e cl
ass
abou
t thi
s ne
xt ti
me.
2. s
ay g
ood-
bye.
Les
son
2: W
hat M
akes
Eff
ectiv
e G
reet
ilw, H
lalk
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
1
Job
Lin
k
Win
ning
At
Wor
k 4 3
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 3
ES
L at
Wor
k
4 3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n3
:E
SLat
Wor
k
Les
son
Des
crip
tion
Les
son
3: E
SL a
t Wor
k
jobl
ink
Thi
s le
sson
fol
low
s up
on
the
"sm
all t
alk"
act
ivity
that
was
mod
eled
and
pra
ctic
ed in
pai
rs in
the
prev
ious
wor
ksho
p.
To
begi
n, th
e te
ache
r w
ill d
iscu
ss w
ith th
e st
uden
tsth
eir
hom
ewor
k as
sign
men
t fro
m th
e pr
evio
us
less
on. W
ho h
as g
reet
ed s
omeo
ne n
ew?
How
did
it g
o? D
idth
e pe
rson
res
pond
? D
id y
ou h
ave
a
conv
ersa
tion?
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
4
111
11)
_ra.
.
Eng
lish
as a
Sec
ond
Lan
guag
eLe
sson
3:
ES
L
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
,st
uden
ts w
illbe
abl
e to
:
1.Id
entif
y th
e ad
vant
ages
of
know
ing
how
to m
ake
smal
l tal
kw
ith o
ther
s.
2.Id
entif
y ho
w to
com
mun
icat
ean
d co
oper
ate
effe
ctiv
ely
in a
grou
p.
3.Id
entif
y ho
w to
cre
ate
a di
alog
uean
d us
e it
to m
ake
conv
ersa
tion
with
som
eone
new
.
atW
ork
lir M
ater
ials
Nee
ded
Har
dwar
e
Job
Lin
kC
lass
room
Set
-up
Tot
al T
ime:
90
min
utes
1.O
verh
ead
proj
ecto
rO
peni
ng-
Lar
ge G
roup
35 m
in.
2.Fl
ip c
hart
Firs
t Act
ivity
- Sm
all G
roup
s35
min
.
3.Pe
ns/P
enci
lsSe
cond
Act
ivity
- L
arge
Gro
up15
min
End
ing-
Lar
ge G
roup
5 m
in.
Form
s"R
OI
Surv
ey"(
See
Supe
rvis
or -
Les
son
2)
Tra
nspa
renc
ies
"Gro
up A
ctiv
ity o
n Sm
all T
alk"
(Tra
nspa
renc
y 3)
Tny
Han
dout
s"G
roup
Act
ivity
on
Smal
l Tal
k" (
Han
dout
3)
Key
Har
dwar
e
Less
on 3
: ES
L at
Wor
k5
2
Tra
nspa
renc
ies
,nne
rmer
enr.
Han
dout
s04
11se
x kV
<
Lar
ge G
roup
Smal
l Gro
ups
Dis
cuss
ion
00,
Sign
-in
Shee
t
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t5
3Pa
ge 3
5
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n3
:E
SLat
Wor
k
Act
hriti
esO
peni
ng: 3
5 M
inut
es
Hav
e st
uden
ts s
ign
in a
nd g
et n
ame
tags
.
jobL
ink
2.W
elco
me
stud
ents
. Tal
k ab
out h
ow w
ell t
heir
gre
etin
g ot
hers
at
wor
k/ne
ighb
orho
ods
is g
oing
. Are
they
hav
ing
succ
ess?
3.A
skst
uden
ts to
rea
d fo
r 10
min
utes
, and
then
wri
te in
thei
rjo
urna
ls f
or te
n m
inut
es.
4.D
istr
ibut
e"R
OI
Surv
ey"
to e
ach
stud
ent (
See
Supe
rvis
orM
odul
eL
esso
n 2
for
dire
ctio
ns o
n ho
w
to c
reat
e an
RO
I su
rvey
.).
Exp
lain
how
to f
ill o
ut f
orm
. Use
"R
OI
Surv
ey e
xam
ple
tran
spar
ency
if
nece
ssar
y.
5.C
olle
ct "
RO
I Su
rvey
" an
d re
turn
them
to y
our
com
pany
.
5 1
Les
son
3: E
SL a
t Wor
kC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
37
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n3
:E
SLat
Wor
k ---r
fJo
bunk
Cro
up A
ctiv
ity lb
Sm
all T
alk
I.E
ach
team
mem
ber
wil
wri
te d
own
two
ques
tions
he/
she
mig
ht a
ska
new
fri
end
or c
o-w
orke
r in
ord
er to
mak
e sm
all t
alk
2.E
ach
mem
ber
will
sha
re h
is/h
er q
uest
ions
with
the
grou
p.
3.lh
e gr
oup
will
cho
ose
from
thos
e qu
estio
ns a
nd w
rite
esm
all t
alk'
dial
ogue
.
Prac
tice
the
new
dia
logu
e w
ith a
t lea
st tw
o pa
rtne
rs f
rom
the
grou
p.B
e su
re e
ach
pers
on tr
ies
to ta
ke b
oth
part
s.
5.T
he g
roup
wit
choo
se tw
o m
embe
rs to
per
form
the
dial
ogue
for
the
who
le d
ass.
LiK
413
ESL
Wat
tC
yr*
MO
M b
y C
a* C
ombe
y C
do. D
AM
Wiw
i 3
Han
dout
3, T
rans
pare
ncy
3
Les
son
3: E
SL a
t Wor
kC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobL
ink
BE
ST C
OPY
AW
AK
E5
7
Page
38
Eng
lish
as a
Sec
ond
Lan
guag
e 'V
Les
son
3:
ESL
at W
ork
7' A
ctiv
ities
Firs
t Act
ivity
: 35
Min
utes
044.
T41
Mm
inda
dT
TIO
TT
P01
400/
jobL
ink
1.A
sktw
o st
uden
ts to
rea
d la
st m
eetin
g's
"Sm
all T
alk"
dia
logu
e in
fro
nt o
f th
e cl
ass
for
revi
ew.
2.E
xpla
into
the
stud
ents
that
they
will
par
ticip
ate
on a
team
, and
the
team
mem
bers
are
to f
orm
som
e qu
estio
ns th
at th
ey w
ould
like
to a
sk o
ther
s an
d th
enth
ey w
ill c
reat
e th
eir
own
smal
l tal
kdi
alog
ue u
sing
som
e of
thos
e qu
estio
ns.
3.P
roje
cttr
ansp
aren
cy a
nddi
strib
ute
"Gro
up A
ctiv
ity o
n Sm
all T
alk"
.
100.
c 4.
The
teac
her
and
clas
s w
illdi
scus
son
e or
two
ques
tions
one
mig
ht a
sk h
is/h
er c
o-w
orke
rs in
asm
all t
alk
conv
ersa
tion.
5.T
each
er w
ill f
orm
gro
ups
of 4
-6 s
tude
nts
and
hand
out
a p
iece
of
pape
r an
d pe
ncil
to e
ach.
6.E
ach
mem
ber
shou
ld w
rite
two
ques
tions
he/
she
wou
ld li
ke to
kno
w a
bout
a f
ello
w w
orke
r.
7.
Gro
up w
ill r
efor
m,
disc
uss
each
oth
er's
que
stio
ns, a
nd n
ow f
orm
thei
r ow
n sm
all t
alk
dial
ogue
.1°4
usin
g so
me
or a
ll of
thes
e qu
estio
ns.
8. M
embe
rs w
ill p
ract
ice
the
fini
shed
dia
logu
e in
pai
rs.
9.ch
oose
two
grou
p m
embe
rs to
per
form
the
dial
ogue
bef
ore
the
clas
s.
Les
son
3: E
SL a
t Wor
kC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
39
Eng
lish
as a
Sec
ond
Lan
guag
e'7
Les
son
3:
ESL
at W
ork
","
Act
iviti
esSe
cond
Act
ivity
: 15
Min
utes
1.H
ave
each
pai
r pe
rfor
m it
s di
alog
ue.
i1,0
0,1i
2.D
ISC
USS
how
eac
h w
ent
3. c
hoos
e a
favo
rite
dia
logu
e an
d di
scus
s w
hyth
e cl
ass
liked
it
GJ
jobL
ink
Ci
Les
son
3: E
SL a
t Wor
kC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
41
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n3
:E
SLat
Wor
k
lir A
ctiv
ities
End
ing:
5 M
inut
es
.A
skst
uden
ts, "
Do
you
know
how
to 'b
reak
the
ice'
with
som
eone
new
and
get
to k
now
him
/her
by m
akin
g sm
all t
alk?
"
2.A
sk d
ass
if th
ey f
eel t
hey
can
wor
k co
oper
ativ
ely
with
oth
ers
on a
team
?
3. R
emin
dcl
ass
to k
eep
on g
reet
ing
at le
ast o
ne n
ew p
erso
n a
day.
4. T
hank
the
clas
s an
d sa
y go
od-b
ye.
Les
son
3: E
SL a
t Wor
k
Jobt
ink
C2.
63C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
43
S
Job
Lin
k
Ar
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 4
Wor
d P
ower
- K
eepi
ng th
e In
form
atio
nY
ou N
eed
(Par
t 1)
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n4
:Wor
d Po
wer
(Pa
rt1
)
Les
son
Des
crip
tion
Les
son
4: W
ord
Pow
er (
Part
1)
jobL
ink
Less
on P
urpo
se:
To
help
em
ploy
ees
crea
te th
eir
own
pers
onal
glo
ssar
ies
and
use
thei
r gl
ossa
ries
(an
dth
eir
new
dict
iona
ries
) on
the
job.
Thi
s le
sson
em
phas
izes
the
need
for
em
ploy
ees
to c
olle
ct a
nd c
arry
val
uabl
e w
orkp
lace
info
rmat
ion.
One
key
sou
rce
of v
alua
ble
info
rmat
ion
will
be
the
new
glo
ssar
ies
empl
oyee
s w
ill
deve
lop.
Em
ploy
ees
will
be
enco
urag
ed to
dev
elop
thei
r ow
n gl
ossa
ries
and
to ta
ke n
otes
, a s
kill
ofte
n as
soci
ated
with
hig
her-
leve
l wor
kers
. Lea
ds a
nd s
uper
viso
rs w
ill b
e ur
ged
to ta
ke n
otes
, a
skill
oft
en a
ssoc
iate
d w
ith h
ighe
r-le
vel w
orke
rs. L
eads
and
sup
ervi
sors
will
be
urge
d to
enc
oura
ge
empl
oyee
s to
mai
ntai
n th
eir
pers
onal
glo
ssar
ies
and
thei
r di
ctio
nari
es o
n th
e jo
b.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
6
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n4
:Wor
d Po
wer
(Pa
rt1
)
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illbe
abl
e to
:
1.C
reat
ean
d us
e a
pers
onal
glos
sary
2.Id
entif
y, d
efin
e,an
dsp
ell
indu
stry
spe
cifi
c vo
cabu
lary
.
3.Id
entif
yth
e be
nefi
ts o
fm
aint
aini
ng a
nd u
sing
a gl
ossa
ry.
4.U
se a
poc
ket d
ictio
nary
to h
elp
them
defin
ean
d sp
ell w
ords
.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.B
lank
tran
spar
enci
es, f
lip c
hart
or
whi
tebo
ard
3.T
rans
pare
ncy
pens
or
flip
cha
rtm
arke
rs
4.D
ictio
nari
es (
one
for
each
stu
dent
)
5.N
oteb
ook
pape
r
6.Pe
rson
al g
loss
arie
s/sm
all n
oteb
ooks
7.N
ame
tent
s
Han
dout
s"W
ork
Wor
ds"
(Han
dout
4)
Jobb
?*C
lass
room
Set
-up
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
/Ind
ivid
ual
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge G
roup
End
ing-
Lar
ge G
roup
25 m
in.
20 m
in.
30 m
in.
15 m
in.
Les
son
4: W
ord
Pow
er (
Part
1)
6 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
76
3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 4:
Wor
d Po
wer
(Pa
rt1)
Act
iviti
esO
peni
ng: 2
5 M
inut
es
1.Su
stai
ned
Sile
nt R
eadi
ng f
or 1
0 m
inut
es.
2.Jo
urna
l wri
ting
for
10 m
inut
es.
3.A
sk, "
Wha
t wer
e so
me
gree
tings
you
use
d si
nce
the
last
dass
? W
hat w
ere
som
e gr
eetin
gs y
ouhe
ard
sinc
e th
e la
st c
lass
?"
4.A
sk, "
Wha
t sla
ng d
id y
ou h
ear?
Did
you
und
erst
and
any
of it
?"
Les
son
4: W
ord
Pow
er (
Part
I )
Jobl
ink
7 0
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t7
aPa
ge 4
9
Eng
lish
as a
Sec
ond
Lan
guag
eLe
sson
4 :W
ord
Pow
er (
Par
t1
)
Act
iviti
esFi
rst A
ctiv
ity: 2
0 M
inut
es
Lay
out
note
book
pap
er a
nd p
ens
on ta
bles
.
2.D
icta
teth
e fo
llow
ing
ques
tions
and
ask
stud
ents
to w
rite
onl
y th
e an
swer
s.
a."W
hat i
s th
e na
me
of y
our
com
pany
?"b.
"W
hat i
s th
e ad
dres
s of
you
r co
mpa
ny?"
c."W
hat i
s yo
ur p
ositi
on o
r jo
b tit
le?"
d."W
hat i
s yo
ur le
ad's
fir
st n
ame
and
last
nam
e?"
e."W
hat i
s yo
ur s
uper
viso
r's f
irst
nam
e an
d la
st n
ame?
"f.
"Wha
t is
your
pla
nt m
anag
er's
nam
e?"
g."W
hat i
s th
e na
me
of y
our
com
pany
's C
hief
Exe
cutiv
e O
ffic
er (
CE
O)
or P
resi
dent
?jobL
ink
Less
on 4
: Wor
d P
ower
(P
art 1
)C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
7 3
Page
51
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n4
:Wor
d Po
wer
(Pa
rt1
)
Act
iviti
esFi
rst A
ctiv
ity: (
cont
inue
d)
jobl
ink
3.A
sk s
tude
nts
to c
heck
with
a p
artn
er to
see
if th
ey a
gree
on
spel
lings
. Spo
t-ch
eck
stud
ent a
nsw
ers
and
quic
kly
revi
ew th
e an
swer
s w
ith th
e st
uden
ts. w
rite
cor
rect
ans
wer
s on
a tr
ansp
aren
cy o
rw
hite
boar
d.
4. A
sk s
tude
nts
the
follo
win
g qu
estio
ns a
nd th
en d
iscu
ss th
eir
answ
ers.
a. "
Why
do
you
thin
k I
aske
d yo
u th
ese
ques
tions
?"b.
"Is
this
info
rmat
ion
impo
rtan
t?"
c."I
s it
impo
rtan
t you
kno
w h
ow to
spe
ll th
ese
wor
ds?
Why
?"
7L
esso
n 4:
Wor
d Po
wer
(Pa
rt 1
)
Dis
trib
ute
smal
l not
eboo
ks. B
e su
re to
em
phas
ize
the
valu
e of
thei
r ne
w p
erso
nal g
loss
arie
s! (
To
wri
te d
own
new
wor
ds, t
o w
rite
info
rmat
ion
dow
n so
may
can
ask
que
stio
ns la
ter,
to w
rite
dow
n w
ords
that
they
use
ofte
n.)
The
y no
w h
ave
thei
r ow
n no
tebo
oks
in w
hich
they
can
wri
te d
own
impo
rtan
t job
info
rmat
ion.
7 :5
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n4
:Wor
d Po
wer
(Pa
rt1
Act
iviti
esSe
cond
Act
ivity
: 30
Min
utes
Dis
trib
ute
dict
iona
ries
.
2.A
ssig
nea
ch p
erso
n in
the
dass
at l
east
1 w
ord.
Tel
lthe
stu
dent
s th
at th
ey w
ill b
e re
spon
sibl
e fo
rfi
ndin
g th
e m
eani
ng o
f th
e w
ord.
(Ins
truc
tor
Not
e: I
f yo
u ha
ve a
cces
s to
com
pany
rel
ated
wor
ds th
is is
a g
ood
plac
e to
use
them
.)
3.T
ellt
he s
tude
nts
that
they
can
use
thei
r di
ctio
nari
es o
r th
ey c
an a
sk o
ther
stu
dent
s w
hat t
hew
ords
mea
n. W
hen
they
fin
d th
e de
fini
tion
have
them
writ
eit
dow
n in
thei
r no
tebo
ok.
4.H
ave
the
stud
ents
fin
d th
e de
fini
tions
of
the
wor
ds.
5. W
hen
all t
he s
tude
nts
have
fou
nd th
e de
fini
tion
of th
eir
wor
ds b
ring
the
grou
p ba
ck to
geth
er.
6.A
skfo
r th
e de
fini
tion
of e
ach
wor
d. D
iscu
ss th
e w
ords
and
def
initi
ons.
Hav
e ea
ch s
tude
nt w
rite
the
wor
ds a
nd th
eir
defi
nitio
ns in
thei
r no
tebo
ok.
Les
son
4: W
ord
Pow
er (
Part
1)
jobL
ink
7 7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
5
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n4
:Wor
d Po
wer
(Pa
rt1
)
Enl
ists
as
a S
econ
d La
nsaw
tess
Wrd
Tow
. Wor
t Wor
ds
Fin
d 5
wor
ds in
the
wor
kpla
ce th
at y
ou d
o no
t kno
w a
lread
y. W
rite
them
dow
n on
this
shee
t and
find
out
wha
t the
def
initi
ons
are.
War
d 11
Def
initi
on.
WO
W 4
2
Def
initi
on,
War
d 43
Def
initi
on:
War
d 04
Def
initi
on:
Wor
d IS
Def
initi
on:
U..
a W
t. P
am IP
. II
Cop
.& O
rm Il
f Coo
sC
raw
...v.
1y C
alk,C
..H
ando
ut 4
Han
dout
4
Les
son
4: W
ord
Pow
er (
Part
1)
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
'7 3
Jaya
*
7 3
*BE
STC
OPY
AV
AIL
AB
LE
Page
56
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n4
:Wor
d Po
wer
(Pa
rt1
Act
iviti
esE
ndin
g: 5
Min
utes
1.D
iscu
ss th
e im
port
ance
of
know
ing
wha
t the
wor
ds m
ean
that
you
see
and
hea
r ev
eryd
ayat
wor
k.
2.D
istr
ibut
e uW
ork
Wor
ds7
3.T
ellt
he s
tude
nts
that
thei
r jo
b th
is w
eek
to f
ind
5 w
ords
at w
ork
that
they
don
'tkn
ow.
Tel
lthe
stud
ents
to f
ind
out w
hat t
hose
wor
ds m
ean.
4.Sa
y go
od-b
ye.
014)
Han
dout
6 J
Les
son
4: W
ord
Pow
er (
Part
1)
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
7
Job
Lin
k
Win
ning
At
Wor
k 8 2
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 5
Wor
d P
ower
6 K
eepi
ng th
e In
form
atio
n Y
ouN
eed
(Par
t 2)
3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n5
:Wor
d Po
wer
(Pa
rt2
)
Les
son
Des
crip
tion
Les
son
5: W
ord
Pow
er (
Part
2)
jobL
ink
Less
on P
urpo
se:
To
help
em
ploy
ees
crea
te th
eir
own
pers
onal
glo
ssar
ies
and
use
thei
r gl
ossa
ries
(an
d th
eir
new
dict
iona
ries
) on
the
job.
Thi
s le
sson
em
phas
izes
the
need
for
em
ploy
ees
to c
olle
ct a
nd c
arry
val
uabl
e w
orkp
lace
info
rmat
ion.
One
key
sou
rce
of v
alua
ble
info
rmat
ion
will
be
the
new
glo
ssar
ies
empl
oyee
s w
ill
deve
lop.
Em
ploy
ees
will
be
enco
urag
ed to
dev
elop
thei
r ow
n gl
ossa
ries
and
to ta
ke n
otes
, a s
kill
ofte
n as
soci
ated
with
hig
her-
leve
l wor
kers
. Lea
ds a
nd s
uper
viso
rs w
ill b
e ur
ged
to ta
ke n
otes
, a
skill
oft
en a
ssoc
iate
d w
ith h
ighe
r-le
vel w
orke
rs. L
eads
and
sup
ervi
sors
will
be
urge
d to
enc
oura
ge
empl
oyee
s to
mai
ntai
n th
eir
pers
onal
glo
ssar
ies
and
thei
r di
ctio
nari
es o
n th
e jo
b.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
0
8 1
8 j
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n5
:Wor
d Po
wer
(Pa
rt2
)
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illbe
abl
e to
:
1.C
reat
ean
d us
e a
pers
onal
glos
sary
.
2.Id
entif
y, d
efin
e,an
dsp
ell
indu
stry
spe
cifi
c vo
cabu
lary
.
3.Id
entif
yth
e be
nefi
ts o
fm
aint
aini
ng a
nd u
sing
a gl
ossa
ry.
4.U
se a
poc
ket d
ictio
nary
to h
elp
them
defin
ean
d sp
ell w
ords
.
Mat
eria
ls N
eede
dH
ardw
are
jobL
ink
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
esI.
Ove
rhea
d pr
ojec
tor
and
scre
enO
peni
ng-
Lar
ge G
roup
20 m
in.
2.Fl
ip c
hart
Firs
t Act
ivity
- Sm
all G
roup
s25
mM
.
3.T
rans
pare
ncy
pens
or
flip
cha
rtSe
cond
Act
ivity
- Sm
all G
roup
s40
min
mar
kers
End
ing-
Lar
ge G
roup
5 m
in.
4.D
ictio
nari
es (
one
for
each
stu
dent
not
pres
ent i
n le
sson
4)
5.Fl
ip c
hart
pap
er a
nd p
ens
6.Pe
rson
al g
loss
arie
s/sm
all n
oteb
ooks
(one
for
eac
h st
uden
t not
pre
sent
in le
sson
4)
7.N
ame
tent
s
8.M
aski
ng ta
pe
Han
dout
sB
lue
Gro
up (
Han
dout
5a)
Pink
Gro
up (
Han
dout
5b)
Yel
low
Gro
up (
Han
dout
5c)
Gre
en G
roup
(H
ando
ut 5
d)
Usi
ng Y
our
Dic
tiona
ry H
ome
Gro
up(H
ando
ut 6
)
mar
dout
Key
Har
dwar
eT
rans
pare
ncie
s(T
l)T
rart
urni
ncy
Han
dout
s
1,4
1/1-
11
Itard
cast
Lar
ge G
roup
Smal
l Gro
ups
Dis
cuss
ion
1/I)
)(0
Sign
-in
Shee
t
Les
son
5: W
ord
Pow
er (
Part
2)
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
8Pa
ge 6
1
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n5
:Wor
d Po
wer
(Pa
rt2
)
Act
iviti
esO
peni
ng: 2
0 M
inut
es
Les
son
5: W
ord
Pow
er (
Part
2)
1.Su
stai
ned
Sile
nt R
eadi
ng f
or 1
0 m
inut
es.
2.Jo
urna
l wri
ting
for
10 m
inut
es.
83C
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobL
ink
83Pa
ge 6
3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n5
:Wor
d Po
wer
(Pa
rt2
)
Act
iviti
esFi
rst A
ctiv
ity: 2
5 M
inut
es
I.Pu
t the
cla
ss in
to g
roup
s of
3-5
.
2.H
ave
each
stu
dent
take
out
thei
r co
py o
f 'W
ork
Wor
ds"
from
the
last
cla
ss.
Les
son
5: W
ord
Pow
er (
Part
2)
Jobl
ink
3.E
xpla
in,
"Dur
ing
the
last
cla
ss I
ask
ed e
very
one
to c
ome
up w
ith 5
wor
ds th
ey d
idn'
t kno
w a
tw
ork
and
to f
ind
the
defi
nitio
ns o
f th
ose
wor
ds. I
n yo
ur g
roup
sI
wan
t you
to s
hare
you
r w
ords
and
defi
nitio
ns. C
ome
up w
ith a
list
of
wor
k w
ords
and
def
initi
ons
you
can
shar
e w
ith th
e cl
ass.
Put y
our
wor
ds in
alp
habe
tical
ord
er o
n a
piec
e of
flip
cha
rt p
aper
.'
4.H
ando
ut1
piec
e of
flip
cha
rt p
aper
per
gro
up a
nd a
mar
ker
pen.
5.W
alk
arou
ndan
d he
lp a
ny g
roup
s th
at a
re h
avin
g tr
oubl
e.
6.A
fter
the
grou
ps a
re f
inis
hed,
pos
t all
the
flip
cha
rt s
heet
s ar
ound
the
room
.
7.H
ave
each
gro
up s
hare
thei
r lis
t. Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
51
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 5:
Wor
d Po
wer
(Pa
rt 2
)
Eli
Eng
lish
asS
ense
d la
nrag
e
Blu
e G
roup
Jobl
ink
In y
our
dict
iona
ry, f
ind
ten
stat
es o
f the
Uni
ted
Sta
tes.
Writ
e do
wn
the
nam
esof
the
stat
es a
nd th
eir
capi
tals
.
stat
e
2. 3. 4. 5.
caot
tal
JobL
ink
Pln
k C
roup
ers
of y
our
grou
p to
find
the
info
rmat
ion
Mak
e su
re y
ouI e
xpla
in it
to y
our
hom
e gr
oup.
In y
our
dict
iona
ry. f
ind
abou
t mea
sure
men
t.
Wen
t mea
sure
tor
each
of t
he fo
llow
Inte
..9.
6I p
ound
0111
1(t5
inch
es7
I gra
m.,
ounc
es
pint
s8
I cen
timet
erw
inch
es
4I g
allo
nw
quar
ts9
I met
erw
_ W
M,
5I m
eter
win
ches
to I
kilo
poun
ds
Eng
lish
asS
econ
d la
nTag
e
Yel
low
Gro
up
In y
our
dict
iona
ry, f
ind
the
defin
ition
s of
the
follo
win
g w
ords
I. m
anuf
actu
ring
Jobl
ink
2 w
eldi
ng
Jabl
ink
Gre
en G
roup
the
defin
ition
s of
the
follo
win
g w
ords
:
Han
dout
5, 5
b, 5
c, 5
d
jobL
kk
Eaa
llsk
asS
econ
d La
less
en 5
Wre
leM
r:i
Usi
ng Y
our
Dic
tiona
ryH
ome
Gro
up
Whi
te W
oits
heet
I.W
rite
dow
n th
e na
mes
of t
hree
sta
tes
and
thei
r ca
pita
ls
scat
sca
pita
l
Jobl
i4
Wnt
e th
e eq
uiva
lent
mea
sure
for
each
of t
he fo
llow
ing
foot
inch
es
I met
er w
yard
s
I qua
rt w
pint
s
5.W
rite
the
defin
ition
s of
the
follo
win
g w
ords
:
haza
rdou
s
wel
ding
4. H
ow m
any
Pre
side
nts
of th
e U
nite
d S
tate
s w
ere
nam
ed 'J
ohn"
)
5. H
ow m
any
Pre
side
nts
has
the
Uni
ted
Sta
tes
had;
Less
on S
sib
rd P
ave
(Par
l 21
01,1
0. 0
1.{
LT C
.C
ons.
, Cat
. Die
roH
ando
ut 6
BE
ST C
OPY
AV
AIL
AB
LE
Han
dout
6
Les
son
5: W
ord
Pow
er (
Part
2)
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
66
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n5
:Wor
d Po
wer
(Pa
rt2
)
Act
iviti
esSe
cond
Act
ivity
: 40
Min
utes
01-5
1H
ando
ut
1144
)H
ando
ut
Col
ored
Han
dout
s
Dis
trib
ute
pock
et d
ictio
nari
es f
or e
ach
stud
ent t
o ke
ep.
Jobl
ink
1.D
ivid
est
uden
ts in
to 4
gro
ups.
Giv
e ea
ch g
roup
a d
iffe
rent
col
or h
ando
ut to
com
plet
e.A
skea
chgr
oup
to w
ork
toge
ther
to c
ompl
ete
the
hand
out I
f th
e ha
ndou
ts a
re to
o di
ffic
ult,
then
ask
them
toan
swer
onl
y a
coup
le o
f qu
estio
ns.
uUsi
ng Y
our
Dic
tiona
ry"
(Whi
te)
2. W
hen
each
gro
up h
as f
inis
hed,
do
one
of th
e fo
llow
ing:
a.B
ring
the
entir
e cl
ass
back
toge
ther
and
dist
ribut
eth
e "U
sing
You
r D
ictio
nary
" to
eac
hst
uden
t. H
ave
the
clas
s co
mpl
ete
the
hand
out.
Cal
l on
diff
eren
t stu
dent
s to
pro
vide
the
info
rmat
ion.
orb.
Form
new
gro
ups.
Thi
s tim
e ea
ch g
roup
sho
uld
have
a m
embe
r th
at h
as a
pin
k, b
lue,
yello
w, a
nd g
reen
pap
er. T
oget
her
each
gro
up c
ompl
etes
the
info
rmat
ion
need
ed f
or th
e"U
sing
You
r D
ictio
nary
" ha
ndou
t.
Les
son
5: W
ord
Pow
er (
Part
2)
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
7
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n5
:Wor
d Po
wer
(Pa
rt2
)
Act
iviti
esE
ndin
g: 5
Min
utes
.glo
Hol
i1.
Dis
cuss
the
impo
rtan
ce o
f le
arni
ng th
e w
ords
you
see
aro
und
you
atw
ork.
2.R
evie
w h
ow to
use
the
pers
onal
glo
ssar
ies.
jobL
ink
3.Fo
r th
e ne
xt c
lass
hav
e ea
ch s
tude
nt c
ome
prep
ared
with
one
new
wor
d an
d it'
s de
fini
tion.
(It d
oesn
't ha
ve to
be
a w
ork
wor
d.)
4.sa
y go
od-b
ye.
3L
esso
n 5:
Wor
d Po
wer
(Pa
rt 2
)C
opyf
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
69
eN
eft,.
......
.,
Job
Link
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 6
Wha
t's th
e Id
ea
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 6:
Wha
t's th
e Id
ea
7 L
esso
n D
escr
iptio
n
Les
son
6: W
hat's
the
Idea
Jobb
/7k
Thi
s le
sson
foc
uses
on
find
ing
the
mos
t im
port
ant i
deas
whe
n re
adin
g. T
he d
ass
will
beg
in to
rea
d
a bo
ok to
geth
er. I
n th
is le
sson
, the
yw
ill b
e le
arni
ng a
bout
mai
n id
eas
as th
ey r
ead
the
book
and
do a
n ac
tivity
on
the
subj
ect.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
2
Eng
lish
as a
Sec
ond
Lan
guag
e V
'L
esso
n 6:
Wha
t's th
e Id
ea
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illw
ork
in te
ams
to:
1.U
nder
stan
dw
eekl
y vo
cabu
lary
wor
ds.
2.Le
arn
how
to f
ind
the
mos
tim
port
ant i
dea
whe
n re
adin
g.
3.U
nder
stan
dho
w to
fin
d th
em
ain
idea
whe
n re
adin
g.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.T
rans
pare
ncy
pens
3.W
hite
boar
d m
arke
rs4.
Tim
er to
kee
p yo
u on
trac
k5.
Tap
e re
cord
er w
ith ta
pe o
f so
ft m
usic
'V T
rans
pare
ncie
sW
ho C
an Y
ou F
ine
(Tra
nspa
renc
y 4)
°Rea
ding
/Wri
ting
War
m-U
p" (
Tra
nspa
renc
y 5)
"Voc
abul
ary
list (
Tra
nspa
renc
y 6)
"Mai
n Id
eas"
(T
rans
pare
ncy
7)
TIM
IPIM
ICT
Nr
Han
dout
s"W
ho C
an Y
ou F
ind?
" (H
ando
ut 7
)
"Rea
ding
/Wri
ting
War
m-U
p" (
Han
dout
8)
'Voc
abul
ary
Lis
t (H
ando
ut 9
)
"Mai
n Id
eas"
(H
ando
ut 1
0)
jobL
ink
T-7
Cla
ssro
om S
et-u
prf
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up10
min
.
Firs
t Act
ivity
- L
arge
Gro
up15
min
.
Seco
nd A
ctiv
ity-
Lar
ge G
roup
10 m
in.
Thi
rd A
ctiv
ity-
Part
ners
(2)
15 m
in.
Four
th A
ctiv
ity-
Lar
ge G
roup
20 m
in.
Fift
h A
ctiv
ity-
Lar
ge G
roup
10 m
in.
End
ing-
Lar
ge G
roup
10 m
in.
V. K
eyH
ardw
are
Tra
nspa
rend
esal
)T
nnur
aren
Cy
Han
dout
s
Lr-
Li I
Lar
ge G
roup
Smal
l Gro
ups
Dis
cuss
ion
Sign
-in
Shee
t
Les
son
6: W
hat's
the
Idea
102
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
3
Eng
lish
as a
Sec
ond
Lan
guag
e7
Les
son
6:W
hat's
the
Idea
Les
son
6: W
hat's
the
Idea
.s,e
7,7a
.Lre
.m:
JobU
nk
Who
Can
You
Fin
d?
mm
emva
m m
os d
am71
111*
I.ha
s w
orke
d at
you
r co
mpa
ny f
or m
ote
than
S w
ars
goes
to s
choo
l
3.le
ads
dire
ctio
ns o
r in
stru
ctio
ns a
t wes
t
4.hi
m to
at te
am m
eetin
gs
S.ha
sb
talk
on
the
phon
e at
wor
k
seam
s to
lear
n m
ole
Eng
lish
7W
ants
to b
ecom
e a
US.
citi
zen
mad
s sa
fety
sig
ns a
t wor
k
9.w
ent o
n a
trip
to M
exic
o du
ring
vac
atio
n
10ha
s an
idea
to te
ll ex
sup
ervi
sor
or b
ow
tanc
eV
otar
s I.
Mu
fArr
ys a
res
w c
..aca
s, C
ava
tar
Usa
imil
7
Han
dout
7, T
rans
pare
ncy
4
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
AV
AIL
AB
LE
JobL
ink
Page
74
Eng
lish
as a
Seco
nd L
angu
age
vL
esso
n6
:W
hat's
the
Idea
Act
iviti
es17
Ope
ning
: 10
Min
utes
Bef
ore
clas
s, m
ake
sure
the
room
is s
et u
p at
trac
tivel
y.H
ave
soft
mus
ic p
layi
ng.
1. W
elco
me
stud
ents
and
intr
oduc
e yo
urse
lf.
104.
71
I4:
4and
out
(11.
7. T
4)H
one
lout
Tra
nspa
renc
y
1001c
Les
son
6: W
hat's
the
Idea
4 r;
11J
jobL
ink
2.G
ive
each
stu
dent
a c
opy
of "
Who
Can
You
Fin
d?"
Exp
lain
that
they
are
tofi
nd a
dif
fere
nt c
lass
mem
ber
to s
ign
each
spa
ce.
3. A
llow
app
roxi
mat
ely
5 m
inut
esfo
r th
em to
fin
d a
diff
eren
t per
son
to s
ign
each
line.
4. W
hen
mos
t or
all o
f th
eda
ss m
embe
rs h
ave
com
plet
ed th
e pe
ople
sea
rch,
use
"Who
Can
You
Find
?" to
wri
te d
own
som
e of
thei
r re
spon
ses.
5.D
iSC
LIS
S th
e re
spon
ses
and
stud
ents
' var
ying
res
pons
es, e
sped
ally
thos
e re
gard
ing
idea
s or
sugg
estio
ns.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tC
Page
75
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
6: W
hat's
the
Idea
11.!
"1"-
-r7.
7a.u
,Waf
i.:Jo
b U
nk
Rea
ding
/Writ
ing
Wan
n-up
Ree
ding
(iO
, min
utes
)
Titl
e
Aut
hor
Tod
ay I
read
pag
es-
Thi
s bo
ok w
as a
bout
New
Wor
ds:
WrI
ting
(10+
min
utes
)
1bpi
c:
You
r th
ough
ts:
Cow
les
OW
N IN
Coe
Ote
arre
, Cap
IMA
MM
illS
aMt
Han
dout
8, T
rans
pare
ncy
5
Les
son
6: W
hat's
the
Idea
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobl
ink
1C 3
Page
76
4103
BE
ST C
OPY
AV
AIL
AB
LE
Eng
lish
as a
Sec
ond
Lan
guag
e 1.
7L
esso
n6
:W
hat's
the
Idea
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
044.
T-S
4ta
ndem
rren
wer
eirf
Sus
tain
ed S
ilent
Rea
ding
Joiti
nk
1.If
stu
dent
s ar
e no
t fam
iliar
with
the
conc
ept I
ntro
duce
them
toth
e fa
ct th
at a
ppro
xim
atel
y 15
min
utes
of
each
cla
ss p
erio
d w
ill b
e sp
ent r
eadi
ng. T
hey
may
choo
se b
ooks
fro
m y
our
com
pany
libra
ry, o
r br
ing
book
s, m
agaz
ines
, art
icle
s, e
tc.,
of th
eir
choi
ce to
cla
ss to
read
. In
orde
r to
emph
asiz
e th
e im
port
ance
of
this
act
ivity
, the
inst
ruct
or s
houl
d al
sore
ad d
urin
g th
is ti
me.
2.Sp
end
a fe
w m
omen
ts s
hari
ng/d
iscu
ssin
g w
hat y
ou/th
ey r
ead.
3.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up,
"de
mon
stra
tean
d ha
ve s
tude
nts
fill
in th
e ap
prop
riat
ein
form
atio
n fo
r th
e re
adin
g se
ctio
n of
the
hand
out.
1L
esso
n 6:
Wha
t's th
e Id
eaj
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tI
..i.
Page
77
Eng
lish
as a
Sec
ond
Lan
guag
e T
:fL
esso
n6
:W
hat's
the
Idea
MIF
oglia
asle
ased
tam
per
6. W
IN.C
e IF
.4
Rea
clin
g/W
rIdn
g W
arm
-up
Ree
ding
(10
+ m
inut
es)
Titl
e
Aut
hor
Tod
ay I
read
pag
es
JobU
nk
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Win
ing
(10.
min
utes
)
Top
ic:
You
r th
ough
ts:
Imam
YM
Irs
du I
dsC
apri
. 011
,14
tryC
oe G
oom
mey
Cal
ve C
OM
.111
1111
10.0
Han
dout
8, T
rans
pare
ncy
5
Les
son
6: W
hat's
the
Idea
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
EiE
ST C
OPY
AV
AL
AB
LE
113jo
bLin
k
Page
78
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
6:
Wha
t's th
e Id
ea
Act
iviti
esSe
cond
Act
ivity
: 10
Min
utes
Jour
nal W
ritin
g
044,
144
Han
dout
tran
sdor
anet
Les
son
6: W
hat's
the
Idea
JobL
ink
Use
the
jour
nal t
opic
s fo
r ea
ch w
eek,
topi
cs o
f yo
urch
oice
, or
topi
cs w
hich
wer
e ge
nera
ted
from
disc
ussi
on f
ollo
win
g th
e op
enin
g ac
tivity
or
from
Sust
aine
d Si
lent
Rea
ding
. Stu
dent
s m
ay s
hare
jour
nal e
ntri
es if
they
wis
h.
2.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up,
" ha
ve s
tude
nts
use
the
wri
ting
sect
ion
of th
e ha
ndou
t for
jour
nal e
ntri
es.
11 i
1 1
5C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
79
Eng
lish
as a
Sec
ond
Lan
guag
eIv
Les
son
6:
Wha
t's th
e Id
ea
Han
dout
9, T
rans
pare
ncy
6
Les
son
6: W
hat's
the
Idea
Cop
yrig
ht C
I996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
AV
AIL
AB
LE
jobL
ink
Page
80
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n6:
Wha
t's th
e Id
ea
Act
iviti
esT
hird
Act
ivity
: 15
Min
utes
044.
1,0
1111
1110
0Itt
Tra
nspa
renc
y
Voc
abul
ary
Web
jobL
ink
1.In
trod
uce
the
follo
win
g w
ords
usi
ng "
Voc
abul
ary
Lis
r, a
ndas
kst
uden
ts if
they
kno
w w
hat t
hese
wor
ds m
ean.
(In
stru
ctor
: you
nul
l, us
e an
y w
ords
that
are
app
ropr
iate
for
you
r cl
ass.
)co
ntam
inat
est
erile
solu
tion
filte
rco
ntai
ner
2. A
Sk
if th
ey k
now
oth
er w
ords
whi
ch m
ean
abou
t the
sam
e an
d w
rite
thei
r re
spon
ses
on th
ebo
ard
or o
n a
tran
spar
ency
. Off
er p
rom
pts
to a
ssis
t the
m.
3.A
Sk
if th
ere
are
wor
ds th
at th
ey u
se in
thei
r co
mpa
ny th
at m
ight
hav
e si
mila
r m
eani
ngs,
or
are
rela
ted.
Writ
eth
ese
wor
ds o
n th
e bo
ard.
4.D
eter
min
e if
they
kno
w th
e de
fini
tions
of
thes
e w
eeld
y vo
cabu
lary
wor
ds, a
nd h
ow th
ey r
elat
e to
the
com
pany
. Say
, let
's s
ee if
we
can
wri
te s
ome
sent
ence
s th
at w
ould
expl
ain
wha
t the
se w
ords
mea
n if
we
wer
e ta
lkin
g to
som
eone
who
doe
sn't
wor
k fo
r yo
ur c
ompa
ny'
Les
son
6: W
hat's
the
Idea
113
113
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
81
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n6
:W
hat's
the
Idea
Act
iviti
esT
hird
Act
ivity
: (co
ntin
ued)
1745
Tlin
tren
wic
v
JobL
ink
5.w
rite
thes
e se
nten
ces
on th
e bo
ard
or 'V
ocab
ular
y L
ist°
tran
spar
ency
and
hav
est
uden
ts c
opy
them
on
the
'Voc
abul
ary
Lis
t' ha
ndou
t.
6.E
ach
stud
ent s
houl
d ge
t a p
artn
er a
nd r
ead
the
sent
ence
s to
the
part
ner.
Ask
eac
h st
uden
t to
brin
g a
flye
r, m
emo,
wor
k or
der,
etc
., w
hich
may
hav
e so
me
new
voca
bula
ryw
ords
to th
e ne
xt d
ass.
Use
one
of
thes
e au
then
tic c
ompa
ny w
ritin
gs to
gat
her
voca
bula
ry f
orea
ch s
ubse
quen
t cla
ss.
1 2
3L
esso
n 6:
Wha
t's th
e Id
eaC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
83
Eng
lish
as a
Sec
ond
Lan
guag
e 7.
Les
son
6:
Wha
t's th
e Id
ea
Act
iviti
esV
Fou
rth
Act
ivity
: 20
Min
utes
Mai
n Id
ea
1.D
istr
ibut
e a
copy
of J
uan
and
Lucy
to e
ach
stud
ent.
2.D
irect
them
to fo
llow
alo
ng s
ilent
ly a
s yo
u re
ad C
hapt
er 1
alou
d to
them
.
3.A
fter
read
ing
Cha
pter
1,
ask,
Les
son
6: W
hat's
the
Idea
jobL
ink
'Wha
t was
the
mos
t im
port
ant i
dea
in th
at c
hapt
er?
Is it
abo
ut a
guy
nam
ed J
uan?
Wha
t's th
e m
ost i
mpo
rtan
t thi
ng w
e fo
und
out a
bout
Jua
n?"
Lead
stu
dent
s to
the
corr
ect a
nsw
er a
nd r
epea
t the
mai
n id
ea. B
riefly
exp
lain
the
impo
rtan
ceof
look
ing
for
the
mai
n id
ea w
hen
we
read
. Writ
e so
me
of th
eir
answ
ers
abou
t the
impo
rtan
tid
eas
on th
e bo
ard.
4.T
ell s
tude
nts
that
you
are
goi
ng to
rea
d C
hapt
er 2
alo
ud, a
nd r
emin
d th
em to
look
for
or th
ink
abou
t the
mos
t im
port
ant i
dea/
mai
n id
ea o
f the
cha
pter
. Rea
d C
hapt
er 2
alo
ud, w
hile
stu
dent
sfo
llow
alo
ng s
ilent
ly.
-39
)I 2
3C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Pag
e 85
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n6
:W
hat's
the
Idea
Act
iviti
esFo
urth
Act
ivity
: (co
ntin
ued)
jobL
ink
5. A
Sk s
tude
nts,
'Wha
t is
Cha
pter
2ab
out?
Is
it ab
out J
uan?
Wha
t do
we
know
abo
ut L
ucy?
" A
fter
they
res
pond
, rei
nfor
ce th
e co
rrec
t ans
wer
. wri
te s
ome
ofth
ese
impo
rtan
t fac
ts o
n th
e bo
ard.
6.D
irec
t the
stu
dent
s to
rea
d C
hapt
er 3
. Thi
s ca
n be
don
ein
divi
dual
ly, i
n pa
irs,
or
volu
ntee
rs m
ay
read
alo
ud.
7.W
hen
they
fin
ish
read
ing
Cha
pter
3, a
sk s
tude
nts
to te
llth
e m
ain
idea
. DIS
CU
SS w
hat h
appe
ned
in C
hapt
er 3
. Exp
lain
that
fin
ding
impo
rtan
t ide
as o
rfac
ts is
one
of
man
y re
adin
g sk
ills
they
will
be w
orki
ng o
n in
this
cla
ss.
8.C
olle
ct c
opie
s of
Jua
n an
d L
ucy,
whi
ch a
re to
be
retu
rned
to y
our
com
pany
. Exp
lain
that
you
will
con
tinue
rea
ding
the
stor
y at
the
next
das
s m
eetin
g.
124
Les
son
6: W
hat's
the
Idea
1s.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 8
7
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n6
:W
hat's
the
Idea
1111
!-0-
L.
Jobl
ink
Mal
n Id
eas
The
fol
low
ing
wor
ds c
an b
e pu
t int
o gr
oups
. The
mai
n id
ea o
f ea
ch g
roup
is li
sted
Try
to p
utth
e w
ords
with
the
corr
ect m
ain
idea
Vat
sC
olor
s
Clo
thin
gT
hole
ham
mer
pant
sor
ange
trac
kba
seba
llso
ccer
mot
lam
asc
rew
driv
erch
isel
turq
uois
esh
ovel
tenn
isbr
own
vest
saw
swim
min
gsn
itM
Pta
all
IntO
on 6
Wha
m th
e Id
aC
m,*
Olf
mn
by C
ole
Com
mun
ity C
ame
Cte
rmlia
mlo
st I
S
Han
dout
10,
Tra
nspa
renc
y 7
Les
son
6: W
hat's
the
Idea
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
123
BE
STC
OPY
AV
AIL
AB
LE
Jobl
ink
Page
88
Eng
lish
as a
Sec
ond
Lan
guag
e ,)
,-L
esso
n6
:W
hat's
the
Idea
Act
iviti
esFi
fth
Act
ivity
: 10
Min
utes
Mai
n Id
eas
1.P
ass
out
"Mai
n Id
eas"
.
ar.7
)T
rans
pare
nt",
Les
son
6: W
hat's
the
Idea
jobL
ink
2.H
ave
stud
ents
drd
e an
y un
fam
iliar
wor
dsan
d di
scus
s th
e m
eani
ngs
(with
out u
sing
the
cate
gory
, suc
h
as c
olor
, spo
rt, e
tc.,
in th
e de
scri
ptio
n or
defi
nitio
n).
3.Pr
onou
nce
each
wor
d an
d ha
ve s
tude
nts
repe
at th
ew
ords
.
4. A
skst
uden
ts to
wor
k w
ith a
par
tner
to d
eter
min
e w
hich
wor
dsfi
t und
er e
ach
cate
gory
or
mai
nid
ea.
5.A
skfo
r st
uden
ts to
vol
unte
er to
com
e up
to p
ut th
e an
swer
sfo
r ea
ch c
ateg
ory
on th
etr
ansp
aren
cy o
r on
the
boar
d.
6.H
ave
stud
ents
che
ck th
eir
pape
rs f
or c
ompr
ehen
sion
.
123
123
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
89
Eng
lish
as a
Sec
ond
Lan
guag
e17
Les
son
6: W
hat's
the
Idea
Act
iviti
ess
End
ing:
10
Min
utes
JobL
ink
Rem
ind
stud
ents
to b
ring
a f
lyer
, mem
o, w
ork
orde
r, e
tc.,
to b
eus
ed f
or v
ocab
ular
y bu
ildin
gdu
ring
the
next
cla
ss.
2. W
ish
them
wel
l and
say
goo
d-by
e!
rs,1
Les
son
6: W
hat's
the
Idea
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t0
Page
91
13
3
Job
Lin
k
A
1E
nglis
h as
aS
econ
d La
ngua
ge
Impr
ovin
g B
asic
Ski
lls
Less
on 7
Giv
e M
e th
e M
ain
Idea
132
133
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
7 :
Giv
e M
e th
e M
ain
Idea
Les
son
Des
crip
tion
Les
son
7: G
ive
Me
the
Mai
n Id
ea
JobL
ink
Thi
s le
sson
con
tinue
s to
foc
us o
n fi
ndin
g th
e m
ain
idea
whe
n re
adin
g. S
tude
nts
will
con
tinue
to
read
the
book
they
beg
an in
less
on 6
, and
do
som
e m
ore
exer
cise
s to
pra
ctic
e fi
ndin
g th
e m
ain
idea
in a
par
agra
ph.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
4
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 7
:G
ive
Me
the
Mai
n Id
ea
sr O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
wor
k in
team
s to
:
1.U
nder
stan
dw
eeld
y vo
cabu
lary
wor
ds.
2.U
nder
stan
dth
e im
port
ance
of
look
ing
for
the
mai
n id
ea w
hen
read
ing.
V"
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.T
rans
pare
ncy
pens
3.W
hite
boar
d m
arke
rs4.
Tim
er to
kee
p yo
u on
trac
k5.
Tap
e re
cord
er w
ith ta
pe o
f so
ft m
usic
'V T
rans
pare
ncie
s"R
eadi
ng/W
ritin
g W
arm
-Up"
(T
rans
pare
ncy
5)
"Mai
n Id
ea H
unt"
(T
rans
pare
ncy
8)
Han
dout
s"R
eadi
ng/W
ritin
g W
arm
-Up"
(H
ando
ut 8
)
"Mai
n Id
ea H
unt"
(H
ando
ut 1
1)
141d
elt
jobL
ink
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up10
min
.
Firs
t Act
ivity
- L
arge
Gro
up15
min
.
Seco
nd A
ctiv
ity-
Lar
ge G
roup
10 m
in.
Thi
rd A
ctiv
ity-
Part
ners
(2)
15 m
in.
Four
th A
ctiv
ity-
Lar
ge G
roup
20 m
in.
Fift
h A
ctiv
ity-
Part
ners
(2)
10 m
in.
End
ing-
Lar
ge G
roup
10 m
in.
Les
son
7: G
ive
Me
the
Mai
n Id
ea
14 3
3C
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
95
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n7
:G
ive
Me
the
Mai
n Id
ea
Act
iviti
esO
peni
ng: 1
0 M
inut
es
Bef
ore
clas
s, m
ake
sure
the
room
is s
et u
pat
trac
tivel
y. H
ave
soft
mus
ic p
layi
ng.
"Cat
hy's
Car
ds°
1.w
elco
me
stud
ents
.
at,
133
jobL
ink
2. H
ave
a st
ack
of "
Cat
hy's
Car
ds"
on a
tabl
e.A
skea
ch s
tude
nt to
cho
ose
a ca
rd. B
e su
re th
eyun
ders
tand
wha
t the
car
d sa
ys.
3.A
sk e
ach
stud
ent t
o th
ink
abou
t wha
t the
car
d sa
ys,
and
then
to s
hare
thei
r th
ough
ts w
ith a
part
ner.
4. A
sk f
or v
olun
teer
s to
sha
re th
eir
com
men
tsw
ith th
e en
tire
dass
. Oth
ers
may
wan
t to
add
thei
row
n ex
peri
ence
s, e
tc.
5.C
olle
ctth
e ca
rds.
Les
son
7: G
ive
Me
the
Mai
n Id
ea
13)
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
7
Eng
lish
as a
Sec
ond
Lan
guag
e'y
Les
son
7:
Giv
e M
e th
e M
ain
Idea
togi
blh
as S
eem
ed la
ripa
rth
o FA
"
Rea
dIng
/Wrt
Ung
War
m-u
p
Rac
ing
(1O
. min
utes
)
Titl
e
Aut
hor
lbda
y I
read
pag
es
Jobi
lnk
Thi
s bo
ok w
as a
bout
New
Wor
ds:
WM
Ing
(10.
min
utes
)
Top
ic:
You
r th
ough
ts:
!Man
i sitl
e3 e
lam
Cpl
e. O
tIM
IC
ar C
owm
en C
dIve
Dal
eIt
iMam
e
Han
dout
8, T
rans
pare
ncy
5
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
410
143
BE
ST C
OPY
MA
LA
BL
E
jobl
ink
141
Page
98
Eng
lish
as a
Sec
ond
Lan
guag
e 7
Les
son
7 :
Giv
e M
e th
e M
ain
Idea
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
014,
T4)
Wm
) ou
tT
rans
pare
ncy
14 2
Sus
tain
ed S
ilent
Rea
ding
Jobl
ink
1.If
stu
dent
s ar
e no
t fam
iliar
with
the
conc
ept
intr
oduc
e th
em to
the
fact
that
app
roxi
mat
ely
15
min
utes
of
each
cla
ss p
erio
d w
illbe
spe
nt r
eadi
ng. T
hey
may
cho
ose
book
sfr
om y
our
com
pany
libra
ry, o
r br
ing
book
s, m
agaz
ines
, art
icle
s, e
tc.,
of th
eir
choi
ce to
das
s to
rea
d. I
n or
der
toem
phas
ize
the
impo
rtan
ce o
f th
is a
ctiv
ity,t
he in
stru
ctor
sho
uld
also
rea
d du
ring
this
tim
e.
2.Sp
end
a fe
w m
omen
ts s
hari
ng/d
iscu
ssin
gw
hat y
ou/th
ey r
ead.
3.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up"
, hav
est
uden
ts f
ill in
the
appr
opri
ate
info
rmat
ion
for
the
read
ing
sect
ion
of th
e ha
ndou
t.
Les
son
7: G
ive
Me
the
Mai
n Id
ea
143
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
9
Eng
lish
as a
Sec
ond
Lan
guag
e 7
Les
son
7 :
Giv
e M
e th
e M
ain
Idea
MN
Ya
JobU
t*
Rea
ding
/Writ
ing
War
m-u
p
Rea
ding
(10
+ M
nutis
)
Tal
e
Aut
hor
Tod
ayre
ad p
ages
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Wrn
g (1
0. m
inut
es)
Top
ic.
You
r th
ough
ts:
Ups
onIM
Mr,
a. P
oC
oneW
t OW
N b
, Coo
Cal
ms*
Cd.
p. W
NW
nam
inot
Han
dout
8, T
rans
pare
ncy
5
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
4110
BE
ST C
OPY
AV
AIL
AE
-7
joiti
nk
Page
100
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
7 :
Giv
e M
e th
e M
ain
Idea
A ti
rjfi
esSe
cond
Act
ivity
: 10
Min
utes
Jour
nal W
ritin
g
CH
4. T
4)H
entio
utT
rom
PIT
SIC
T
13
JobL
ink
Use
the
jour
nal t
opic
s fo
r ea
ch w
eek,
topi
csof
you
r ch
oice
, or
topi
cs w
hich
wer
e ge
nera
ted
from
disc
ussi
on f
ollo
win
g th
e op
enin
g ac
tivity
or
from
Sust
aine
d Si
lent
Rea
ding
. Stu
dent
s m
ay s
hare
jour
nal e
ntri
es if
they
wis
h.
2.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up'
, hav
e st
uden
ts u
seth
e w
ritin
g se
ctio
n of
the
hand
out f
orjo
urna
l ent
ries
.
Les
son
7: G
ive
Me
the
Mai
n Id
ea
147
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
01
Eng
lish
as a
Sec
ond
Lan
guag
e Ir
Les
son
7 :
Giv
e M
e th
e M
ain
Idea
111.
7ess
nirW
hat's
trar
:
1.co
ntrn
inat
e
2.st
erile
3.so
lutio
n
4.fi
tter
5.co
ntai
ner
IA=
4W
on O
w li
n
Voc
abul
ary
List
JAW
*
eqftl
y 44
1441
44 C
ar C
44.4
44,4
C41
414
04S
14.4
11..1
BE
ST C
OPY
AV
AL
AB
LE
Han
dout
9
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobl
ink
Page
102
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 7
:G
ive
Me
the
Mai
n Id
ea
Act
iviti
esT
hird
Act
ivity
: 15
Min
utes
044)
Han
dout
Voc
abul
ary
jobL
ink
1.U
sing
the
auth
entic
com
pany
wri
tings
stu
dent
s w
ere
aske
d to
bri
ng, d
irec
tth
em to
drd
e an
yw
ords
on
the
wri
tings
whi
ch th
ey d
o no
t und
erst
and.
2.co
llect
the
auth
entic
com
pany
wri
tings
(m
emos
, wor
k or
ders
, fly
ers,
etc
.) th
at s
tude
nts
wer
eas
ked
tobr
ing.
Sho
w th
em to
stu
dent
s an
d as
k w
hich
they
wou
ld li
ke to
use
for
toda
y's
clas
s. I
f m
ore
than
one
stu
dent
bro
ught
the
sam
e pi
ece
of w
ritin
g, th
at m
ay b
e a
good
pla
ce to
sta
rt. W
ords
from
the
Voc
abul
ary
Lis
t may
be
used
if th
ere
is n
o au
then
tic m
ater
ial.
3.C
hoos
efi
ve w
ords
fro
m o
ne o
f th
e w
ritin
gs a
s th
e vo
cabu
lary
to b
e st
udie
d du
ring
this
cla
ss.
4.D
eter
min
e if
they
kno
w th
e de
fini
tions
of
thes
e w
eekl
y vo
cabu
lary
wor
ds, a
nd h
ow th
ey r
elat
e to
the
com
pany
.S
ay,"L
et's
see
if w
e ca
n w
rite
som
e se
nten
ces
that
wou
ld e
xpla
in w
hat t
hese
wor
dsm
ean
if w
e w
ere
talk
ing
to s
omeo
ne w
hodo
esn'
t wor
k fo
r yo
ur c
ompa
ny'
5.W
rite
thes
e se
nten
ces
on th
e bo
ard
and
have
stu
dent
s co
py th
em o
n th
e vo
cabu
lary
han
dout
6.E
ach
stud
ent s
houl
d ge
t a p
artn
er a
nd r
ead
the
sent
ence
s to
the
part
ner.
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
103
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n7
:G
ive
Me
the
Mai
n Id
ea
Act
iviti
esFo
urth
Act
ivity
: 20
Min
utes
Mai
n Id
ea
LD
istr
ibut
ea
copy
of
Juan
and
Luc
y to
each
stu
dent
.
2.D
irect
them
to f
ollo
w a
long
sile
ntly
as
you
read
Cha
pter
4 a
loud
toth
em.
3.A
fter
rea
ding
Cha
pter
4, a
sk,
"Wha
t was
the
mos
t im
port
ant i
dea
in th
at c
hapt
er?
Wha
t did
Jua
ndo
that
bot
here
d L
ucy?
"
Lea
d st
uden
ts to
the
corr
ect a
nsw
er a
nd r
epea
t the
mai
n id
ea. B
rief
lyex
plai
nth
e im
port
ance
of lo
okin
g fo
r th
e m
ain
idea
whe
n w
e re
ad.
4.D
irect
the
stud
ents
to r
ead
Cha
pter
5. T
his
can
be d
one
indi
vidu
ally
, in
pair
s, o
rvo
lunt
eers
may
read
alo
ud.
jobL
ink
Les
son
7: G
ive
Me
the
Mai
n Id
ea
lu3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
05
Eng
lish
as a
Seco
nd L
angu
age
v.L
esso
n 7
:G
ive
Me
the
Mai
n Id
ea
Act
iviti
esFo
urth
Act
ivity
: (co
ntin
ued)
I I
jobL
ink
5. W
hen
they
fin
ish
read
ing
Cha
pter
5,
ask
stud
ents
to te
ll th
e m
ain
idea
. Ask
,"W
hat d
id J
uan
thin
k
abou
t mot
hers
?' S
ee if
they
can
pre
dict
wha
twill
hap
pen
next
in th
e st
ory.
Exp
lain
that
pred
ictin
g is
ano
ther
impo
rtan
t rea
ding
skill
.
6.C
ontin
ue w
ith C
hapt
er 6
, ask
ing
for
the
mos
t im
port
ant
idea
whe
n st
uden
ts f
inis
h re
adin
g.
7.C
olle
ct c
opie
s of
Jua
n an
d L
ucy,
whi
ch a
re to
be r
etur
ned
to y
our
com
pany
. Exp
lain
that
you
will
con
tinue
rea
ding
the
stor
y at
the
next
cla
ss m
eetin
g.
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
CI9
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
107
Eng
lish
as a
Sec
ond
Lan
guag
e 'w
Les
son
7: G
ive
Me
the
Mai
n Id
ea
Ups
& a
rsSe
cond
lam
inar
vGive We eh., Main 11
Mai
n Id
ea H
unt
JoA
tilit
At o
ur c
ompa
ny w
e m
ate
man
y pr
oduc
ts. P
ICs
or M
astic
Irr
igat
ion
Con
tzin
ers
are
anim
port
ant p
rodu
ct A
bout
I**
of
ow c
ompa
ny's
rot
es c
ome
tom
PIC
ri T
hee
ane
man
y st
eps
to f
ollo
w w
hen
PIC
, art
mad
e. P
ICA
com
e in
man
y su
m
The
mos
t im
port
ant i
dea
is:
a O
ur m
mpa
ny m
at=
onl
y PI
CK
It P
Cs
am a
n im
port
ant p
mdu
ct a
t our
com
pany
c O
ur c
ornp
any
mak
es s
uppl
ies
for
eye
&do
lt
nark
hig
atio
n C
onta
iner
s co
me
in f
our
dm S
ome
PIC
s m
e ha
lf li
ter
and
som
e w
e on
e Ir
trt.
PC. a
te a
lso
two
liter
and
fou
r lia
r T
he c
rew
can
han
dle
the
smal
ler
cont
aine
rs f
aste
r th
an th
ela
rger
con
tain
ert E
very
siz
e PI
C m
ust L
e ha
ndle
d w
ith o
we
The
mos
t im
port
ant i
dea
laa
All
PIC
s am
the
ume
size
b. T
he a
tnv
only
han
dles
fou
r lit
a PI
Ca
c PI
Cs
are
not a
il th
e sa
me
size
.
Cop
y th
e 'e
nten
te tr
om th
e pa
ragr
aph
that
stlb
the
answ
er.
Our
com
pany
man
ufar
ture
s al
l the
thin
gs th
at a
re n
eede
d fo
r IV
ther
apie
s A
t our
com
pany
we
mar
ls I
V s
ohei
ons
and
the
sets
that
con
rect
the
patie
nt to
the
eolu
tion
V*
also
man
ufac
ture
and
dist
ribu
te th
e co
mpu
teri
zed
pim
ps th
at to
rero
' the
fic
av, t
he f
ilter
s ar
d th
e po
les
lhe
mos
t im
port
ant i
dea
a O
w c
ompa
ny m
akes
com
pute
rize
d pi
mps
.b
Ow
com
pany
mal
es e
very
thin
g th
at I
. nee
ded
for
IV th
erap
yc
Ow
com
pany
mak
s IV
sob
sior
Und
erlin
e th
e se
nten
ce in
the
para
grap
h th
at te
lls th
e an
swer
Lem
7. G
I. M
e to
Min
Ida
C,,t
o.Sl
oaa,
Cm
a G
omm
, CO
. DM
111.
a.do
m f
t
Han
dout
11,
Wan
spar
ency
8
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
BE
ST C
OPY
AV
M A
R!!
1
jobL
ink
Page
108
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 7
:G
ive
Me
the
Mai
n Id
ea
Act
iviti
esFi
fth
Act
ivity
: 10
Min
utes
Mai
n Id
eas
1.P
ass
out
and
proj
ect"
Mai
n Id
ea H
uff'.
T-1
0N
endo
utT
rinsp
aren
cy
153
jobf
rik
2. A
skst
uden
ts to
wor
k w
ith a
par
tner
, rea
ding
the
para
grap
hs a
nd a
nsw
erin
gth
e qu
estio
ns. A
ssis
t
them
with
par
agra
phs
2 an
d 3,
whe
re th
ey m
ust c
opy
orun
derl
ine
the
corr
ect s
ente
nce
from
the
para
grap
h.
3.A
skst
uden
ts to
vol
unte
er a
nsw
ers.
Che
ck f
or c
ompr
ehen
sion
.
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
109
Eng
lish
as a
Seco
nd L
angu
age
.7L
esso
n 7
:G
ive
Me
the
Mai
n Id
ea
Act
iviti
esE
ndin
g: 1
0M
inut
es
11)
JobL
ink
If s
tude
nts
have
for
gotte
n to
bri
ng f
lyer
s, m
emos
, etc
.,re
min
d th
em to
bri
ng th
ese
for
voca
bula
rybu
ildin
g fo
r th
e ne
xtda
ss.
2.W
ish
them
wel
l and
say
goo
d-by
e!
Les
son
7: G
ive
Me
the
Mai
n Id
eaC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
111
oe
JobL
ink
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 8
Just
Giv
e M
e th
e F
acts
Eng
lish
as a
Sec
ond
Lan
guag
e 's
tirL
esso
n 8
:Ju
st G
ive
Me
the
Fact
s
IF L
esso
n D
escr
iptio
n
Les
son
8: J
ust G
ive
Me
the
Fact
s
()at
ilt*
Thi
s le
sson
em
phas
izes
fin
ding
det
ails
and
info
rmat
ion
whe
n re
adin
g.T
he s
tude
nts
will
con
tinue
to
read
the
book
they
beg
an in
less
on 6
, and
do
an a
ctiv
ity o
n fi
ndin
gth
e m
ost i
mpo
rtan
t
info
rmat
ion
in a
par
agra
ph.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
14
1C 3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 8
:Ju
st G
ive
Me
the
Fact
s
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illw
ork
in te
ams
to:
1.U
nder
stan
dw
eekl
y vo
cabu
lary
wor
ds.
2.U
nder
stan
dho
w to
fin
d de
tails
or in
form
atio
n w
hen
read
ing.
3.P
redi
ctw
hat w
ill h
appe
n in
ast
ory.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.T
rans
pare
ncy
pens
3.W
hite
boar
d m
arke
rs4.
Tim
er to
kee
p yo
u on
trac
k5.
Tap
e re
cord
er w
ith ta
pe o
f so
ft m
usic
Tra
nspa
renc
ies
"Dic
tatio
n Pa
irs
Car
ds"
(Tra
nspa
renc
y 9,
10)
"Rea
ding
/Wri
ting
War
m-U
p" (
Tra
nspa
renc
y 6)
"Let
's F
ind
Fact
s" (
Tra
nspa
renc
y 11
)
V H
ando
uts
"Rea
ding
/Wri
ting
War
m-U
p" (
Han
dout
8)
"Dic
tatio
n Pa
irs
Car
ds"
(Han
dout
12,
13)
"Let
's F
ind
Fact
s" (
Han
dout
14)
JobL
ink
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge G
roup
Thi
rd A
ctiv
ity-
Part
ners
(2)
Four
th A
ctiv
ity-
Lar
ge G
roup
Fift
h A
ctiv
ity-
Part
ners
(2)
End
ing-
Lar
ge G
roup
10 m
in.
15 m
in.
10 m
in.
15 m
in.
20 m
in.
10 m
in.
10 m
in.
Key
Har
dwar
e
Les
son
8: J
ust G
ive
Me
the
Fac
ts
Tra
nspa
renc
ies
.17
fran
soon
net
Han
dout
s01
.11
Han
dout
Lar
ge G
roup
Smal
l Gro
ups
Dis
cuss
ion
1/0)
(0c
Sign
-in
Shee
t
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
15
Eng
lish
as a
Sec
ond
Lan
guag
eV
Les
son
8 :
Just
Giv
e M
e th
e Fa
cts
r'.gt
he1"
.6iv
.cl
..4!7
rrt:
$675
$3.4
0
$1.9
8
$t 1
9
$10.
00
$2.9
0
$5.Z
$830
Dic
tatio
n P
airs
- S
tude
nt A
JobL
ink
MIIn
stil&
as
Ser
ane4
laaw
mire
YL
Ile
st G
Ie Y
. lb.
G..
$4.7
5
$1.9
8
$4.1
9
$10
00
1290
1575
$830
Dic
tatio
n P
airs
- S
tude
nt A
Joba
*
Loon
I M
I GM
MO
. F.
Cep
pift
OM
," G
. Col
ogef
t Cap
CM
Os
EM
E4N
e
Han
dout
12,
Tra
nspa
renc
y 9
Les
son
8: J
ust G
ive
Me
the
Fact
s
16 3
jobl
ink
MO
Bae
naas
a S
eam
edla
sn 13.1
8
17.1
6
$290
$940
$155
$4.1
5
$820
14.1
7
Dic
tatio
n P
airs
- S
tude
nt B
Jobl
ink
1111
1C
I
$3.1
8
$7.1
6
$940
$155
$4.1
5
$820
$6.1
7
Dic
tatio
n P
airs
- S
tude
nt B
Jail*
Was
I. M
C...
Mew
hes
undo
. 404
4 4,
4.4
cos
eer
Caw
Wit
Eld
IAN
N
Han
dout
13.
Tra
nspa
renc
y 10
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
AV
AL
AB
LE
1C
3
Page
116
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 8
:Ju
st G
ive
Me
the
Fact
s
Act
iviti
esO
peni
ng: 1
0 M
inut
es
Bef
ore
clas
s, m
ake
sure
the
room
is s
et u
pat
tTac
tivel
y. H
ave
soft
mus
ic p
layi
ng.
Dic
tatio
n P
airs
.w
elco
me
stud
ents
.
(P4-
12. H
IS)
Han
dout
(T-t
, 7.1
0)T
rans
umen
cy
JobL
ink
2.H
ave
stud
ents
wor
k w
ith a
par
tner
.Par
tner
A is
giv
en a
list
of
pric
es o
npi
nk p
aper
. Par
tner
B is
give
n a
diff
eren
t lis
t of
pric
es o
n gr
een
pape
r.D
irec
t stu
dent
s no
t to
show
thei
r lis
ts to
thei
r
part
ners
.
3.Pa
rtne
r A
rea
ds w
hat i
s on
her
car
d. P
artn
erB
wri
tes
it on
his
pap
er. T
hey
com
pare
.T
hen,
Par
tner
B r
eads
his
car
d an
d Pa
rtne
r B
wri
tes
it on
her
pape
r. A
gain
, the
y co
mpa
re. I
f tim
e pe
rmits
,pu
t
answ
ers
on o
verh
ead
tran
spar
ency
.
1. 7
JL
esso
n 8:
Jus
t Giv
e M
e th
e Fa
cts
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
17
Eng
lish
as a
Sec
ond
Lan
guag
esT
Les
son
8 :
Just
Giv
e M
e th
e Fa
cts
,firr
.
Rea
ding
/Writ
ing
War
m-u
p
Rea
ding
(10
. min
utes
)
Titl
e
Aut
hor
Tod
ay I
rea
d pa
ges
Jail*
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Wnt
ing
(10.
nim
itss)
Top
ic:
You
r th
ough
ts:
WK
. 41
PRIM
the
14o
Cdp
plet
OM
lip
Cam
Cam
mes
t, C
ap L
YN
Han
dout
8, T
rans
pare
ncy
5
Les
son
8: J
ust G
ive
Me
the
Fact
sC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
)B
EST
CO
PY A
VA
ILA
BL
E
jobl
ink
Page
118
f I1E
nglis
h as
a S
econ
d L
angu
age
T.
Les
son
8: J
ust G
ive
Me
the
Fact
s
111"
" A
ctiv
ities
Firs
t Act
ivity
: 15
Min
utes
014,
14)
Han
dout
Tra
nspa
renc
y
Sus
tain
ed S
ilent
Rea
ding
Les
son
8: J
ust G
ive
Me
the
Fact
s
JobL
ink
1.If
stu
dent
s ar
e no
t fam
iliar
with
the
conc
ept
intr
oduc
e th
em to
the
fact
that
app
roxi
mat
ely
15m
inut
es o
f ea
ch c
lass
per
iod
will
be
spen
tre
adin
g. T
hey
may
cho
ose
book
s fr
om th
e Jo
bLin
klib
rary
, or
brin
g bo
oks,
mag
azin
es, a
rtid
es, e
tc.,
of th
eir
choi
ce to
das
s to
rea
d. I
n or
der
toem
phas
ize
the
impo
rtan
ce o
f th
is a
ctiv
ity, t
he in
stru
ctor
shou
ld a
lso
read
dur
ing
this
tim
e.
2. S
pend
a f
ew m
omen
ts s
hari
ng/d
iscu
ssin
gw
hat y
ou/th
ey r
ead.
3.U
sing
"R
eadi
ng/W
ritin
g W
arm
--up
", h
ave
stud
ents
fill
in th
e ap
prop
riat
e in
form
atio
n fo
r th
ere
adin
g se
ctio
n of
the
hand
out.
p
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
19
Eng
lish
as a
Seco
nd L
angu
age
Les
son
8 :
Just
Giv
e M
e th
e Fa
cts
"gi"
We:
71.1
171T
JobU
nk
Rea
ding
/WM
:Mg
War
m-u
p
Rea
ding
(10
. min
utes
)
Tid
e
Aut
hor
Tod
ay I
mad
pag
es-
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Wet
ting
(10.
min
utes
)
Top
ic:
You
r th
ough
ts:
Leen
4 %
tuft
tt. k
inC
,.N C
.. C
.0 li
pIl
law
lwee
Han
dout
8, T
rans
pare
ncy
5
Les
son
8: J
ust G
ive
Me
the
Fact
sC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
17 3
jobl
ink
BE
ST C
OPY
AV
AIL
AB
LF
177
Page
120
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
8 :
Just
Giv
e M
e th
e Fa
cts
Act
iviti
esSe
cond
Act
ivity
: 10
Min
utes
014
T41
Han
dout
Tra
nspe
renc
y
1.73
Jour
nal W
ritin
g
Job
Lin
k
L U
se th
e jo
urna
l top
ics
for
each
wee
k, to
pics
of y
our
choi
ce, o
r to
pics
whi
ch w
ere
gene
rate
d fr
omdi
scus
sion
fol
low
ing
the
open
ing
activ
ity o
r fr
om S
UST
AIN
ED
SIL
EN
TR
EA
DIN
G. S
tude
nts
may
shar
e jo
urna
l ent
ries
if th
ey w
ish.
2.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up"
,ha
ve s
tude
nts
use
the
wri
ting
sect
ion
of th
e ha
ndou
t for
jour
nal e
ntri
es.
Les
son
8: J
ust G
ive
Me
the
Fact
s
173
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
21
Eng
lish
as a
Sec
ond
Lan
guag
eV
Les
son
8 :
Just
Giv
e M
e th
e Fa
cts
MI
nW
hI.
.117
1one
e Y
a
1.co
ntam
inat
e
2.st
erile
3.so
lutio
n
4.fi
lter
5.co
ntai
ner
law
n S
VS
d, ft
Ids
Voc
abul
ary
List
JobU
nk
Gon
g. C
ON
11,
Cr.
Caw
..? fi
r P
ols
lkod
Irm
ai
Han
dout
9
Les
son
8: J
ust G
ive
Me
the
Fact
sC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
BE
ST C
OPY
AV
AIL
AB
LE
JobL
ink
Page
122
1.S
i
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 8
:Ju
st G
ive
Me
the
Fact
s
IF A
ctiv
ities
4 Q
)_L
Thi
rd A
ctiv
ity: 1
5 M
inut
es
Voc
abul
ary
Ran
d°"u
t
Les
son
8: J
ust G
ive
Me
the
Fact
s
JobL
ink
Usi
ng th
e au
then
tic c
ompa
ny w
ritin
gsst
uden
ts w
ere
aske
d to
bri
ng, d
irec
tthe
m to
cir
cle
any
wor
ds o
n th
e w
ritin
gs w
hich
they
do
not
unde
rsta
nd.
2.C
011e
Ct t
he a
uthe
ntic
com
pany
wri
tings
(m
emos
, wor
k or
ders
, fly
ers,
etc
.)th
at s
tude
nts
wer
e as
ked
to
brin
g. S
how
them
to s
tude
nts
and
ask
whi
ch th
ey w
ould
like
to u
se f
or to
day'
scl
ass.
If
mor
e
than
one
stu
dent
bro
ught
the
sam
e pi
ece
of w
ritin
g, th
at m
ay b
e a
good
pla
ce to
sta
rt
3. C
hoos
e fi
ve w
ords
from
one
of
the
wri
tings
as
the
voca
bula
ry to
be s
tudi
ed d
urin
g th
is d
ass
or
use
wor
ds f
rom
the
Voc
abul
ary
Lis
t.
4.D
eter
min
e if
they
kno
w th
ede
fini
tions
of
thes
e w
eekl
y vo
cabu
lary
wor
ds,
and
how
they
rel
ate
to
the
com
pany
. Say
, "L
et's
see
if w
e ca
nw
rite
som
e se
nten
ces
that
wou
ldex
plai
n w
hat t
hese
wor
ds
mea
n if
we
wer
eta
lkin
g to
som
eone
who
doe
sn't
wor
k fo
r yo
urco
mpa
ny'
5.w
rite
thes
e se
nten
ces
on th
ebo
ard
and
have
stu
dent
s co
py th
em.
6.E
ach
stud
ent s
houl
d ge
t a p
artn
eran
d re
ad th
e se
nten
ces
to th
e pa
rtne
r.
(9 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
23
Eng
lish
as a
Seco
nd L
angu
age
Les
son
8: J
ust G
ive
Me
the
Fact
s
Act
iviti
esFo
urth
Act
ivity
: 20
Min
utes
Impo
rtan
t Fac
ts o
r D
etai
ls
1.D
istr
ibut
e a
copy
of
Juan
and
Luc
y to
each
stu
dent
2.D
irec
t the
m to
fol
low
alo
ng s
ilent
ly a
s yo
ure
ad C
hapt
er 7
alo
ud to
them
.
3.A
fter
rea
ding
Cha
pter
7, a
sk,
"Wha
t was
the
mos
t im
port
ant i
dea
inth
at c
hapt
er?"
184
Les
son
8: J
ust G
ive
Me
the
Fact
s
Lea
d st
uden
ts to
the
corr
ect a
nsw
eran
d re
peat
the
mai
n id
ea. B
rief
ly e
xpla
inth
e im
port
ance
of
look
ing
for
the
mai
nid
ea w
hen
we
read
. Exp
lain
that
this
wee
k's
focu
s w
ill b
e on
fin
ding
deta
ils o
r in
form
atio
n.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
25
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 8
:Ju
st G
ive
Me
the
Fact
s
111"
' Act
iviti
es
Four
th A
ctiv
ity: (
cont
inue
d)
4. A
sk th
e st
uden
ts th
e fo
llow
ing
ques
tions
: Tru
e or
Fal
seW
hat d
id L
ucy
plan
to d
o Fr
iday
nig
ht?
Who
did
she
cal
l?W
here
did
they
go?
Who
did
they
see
?H
ow d
id L
ucy
feel
?
Jobl
ink
5.D
irec
t the
stu
dent
s to
rea
d C
hapt
er 8
.T
his
can
be d
one
indi
vidu
ally
, in
pair
s, o
rvo
lunt
eers
may
read
alo
ud.
Les
son
8: J
ust G
ive
Me
the
Fact
s6. W
hen
they
fin
ish
read
ing
Cha
pter
8, a
sk s
tude
nts
to te
ll th
ree
thin
gs th
atoc
curr
ed. S
ee if
they
can
pred
ict w
hat
will
hap
pen
next
in th
e st
ory.
Exp
lain
that
pre
dict
ing
is a
noth
er im
port
ant
read
ing
skill
.
7.C
ontin
ue w
ith C
hapt
er 9
, ask
ing
stud
ents
to te
llth
ree
thin
gs J
uan
and
Luc
y di
d to
geth
er w
hen
they
wen
t on
date
s.
8.C
olle
ct c
opie
s of
Jua
n an
d L
ucy,
whi
ch a
re to
be
retu
rned
to y
our
com
pany
. Exp
lain
that
you
will
con
tinue
rea
ding
the
stor
y at
the
next
cla
ss m
eetin
g.
1 8
7
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
27
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 8
:Ju
st G
ive
Me
the
Fact
s
FME
wa
ffee
annl L
et's
Fin
d Fa
cts
JobL
Ink
A g
ood
attit
ude
s w
ork
on h
elp
you
get a
head
. You
can
sho
w a
goo
d at
titud
e on
you
r jo
b. B
eon
tim
e ev
ery
day
and
do y
our
wor
k w
ell H
elp
the
othe
r m
embe
rs o
f yo
u. s
ant D
ont t
ell
them
'Mar
i not
my
jobI
At w
ork
you
shou
ldco
me
late
b. b
e an
gry
with
you
r or
wor
kem
.c
help
you
r co
-wor
kers
.
Mig
uel h
ad a
pro
blem
at w
ork
The
sam
e m
acki
ne b
roke
aga
in. I
t had
bro
lan
twic
e la
st w
eek
Mig
uel c
all t
he r
epai
rman
to f
ix it
The
man
did
not
com
e fo
r tw
o ho
un M
igue
l got
am
y an
dye
lled
at th
e w
paim
aan.
The
net
t day
the
repa
irm
an c
elle
d M
igue
l% s
uper
viso
r
Mig
uel w
as a
ngry
bec
ame
a th
e m
achi
ne w
orke
d w
ell
h th
e re
pain
t= d
id n
ot c
ome
for
a lo
ng ti
me
e he
was
tire
d
Mea
t of
us w
ork
ever
y da
y w
ith m
any
diff
eren
t peo
ple
Itk
talk
with
co-
wor
kers
and
with
our
boss
es S
omet
imes
we
wor
k w
ith c
usto
mer
s. I
t S im
port
ant t
o ge
t alo
ng w
ith th
em %
%A
irs
wel
l with
oth
ers
and
havi
rg a
goo
d at
titud
e sa
w th
e co
mpa
ny m
oney
bec
ause
pro
duct
ion
offe
n go
es u
p
Get
tirg
alcn
g w
ith o
ther
sa
is im
port
ant
b. m
akes
oth
er p
eopl
e m
ad.
Cit
very
eas
y
ff e
mpl
oyee
s w
ork
wel
l tog
ethe
ra
the
com
pany
loss
mon
eyb.
prod
uctio
n ri
set
c cu
stom
ers
call
to c
ompl
ain
L,r
or.S
fun
Gin
1.4
. Ow
Pat
oC
wt..
Sra
uay
Gat
Wm
., W
hip
MIM
I11
1.44
4.4
14
Han
dout
14,
Tra
nspa
renc
y 11
BE
ST C
OPY
MA
LA
BL
E
Les
son
8: J
ust G
ive
Me
the
Fact
sC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
183
Joiti
nk
BE
ST C
OPY
AV
AH
AB
LE Pa
ge 1
28
183
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n8
:Ju
st G
ive
Me
the
Fact
s
"
Act
iviti
es'V
Fif
th A
ctiv
ity: 1
0 M
inut
es
Let
'sF
ind
Fac
ts
1.P
ass
out
and
proj
ectl
et's
Fin
d Fa
cts"
.
2. A
skst
uden
ts to
wor
k w
ith a
par
tner
, rea
ding
the
para
grap
hs a
nd a
nsw
erin
gth
e qu
estio
ns.
3.A
skst
uden
ts to
vol
unte
er a
nsw
ers.
Che
ck f
or c
ompr
ehen
sion
.
01-1
4.fe
rcbu
tT
ram
men
ell
jobL
ink
193
Les
son
8: J
ust G
ive
Me
the
Fact
s
1 2
i
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
129
Eng
lish
as a
Sec
ond
Lan
guag
e T
.L
esso
n 8
:Ju
st G
iVe
Me
the
Fact
s
11, A
ctiv
ities
End
ing:
10
Min
utes
19 2
Job
Lin
k
If s
tude
nts
have
for
gotte
n to
bri
ng f
lyer
s, m
emos
, etc
.,re
min
d th
em to
bri
ng th
ese
for
voca
bula
rybu
ildin
g fo
r th
e ne
xt c
lass
.
2. W
ish
them
wel
l and
say
goo
d-by
e!
Les
son
8: J
ust G
ive
Me
the
Fact
s
IC3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
31
JobL
ink
Win
ning
At
Wor
k IC I
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 9
Sor
ting
Thi
ngs
Out
ICJ
Eng
lish
as a
Sec
ond
Lan
guag
eL
ess
on9:
Sor
ting
Thi
ngs
Out
Les
son
Des
crip
tion
Les
son
9: S
ortin
g T
hing
s O
ut
jobL
ink
Thi
s le
sson
em
phas
izes
how
to s
ort
thro
ugh
deta
ils a
nd in
form
atio
n w
hen
read
ing.
lbe
stud
ents
will
con
tinue
to r
ead
the
book
they
beg
an in
less
on 6
, and
do
an a
ctiv
ity o
n so
rtin
g ou
t
info
rmat
ion.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
34
Eng
lish
as a
Seco
nd L
angu
age
Les
son
9:
Sort
ing
Thi
ngs
Out
V O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
wor
k in
team
s to
:
1.un
ders
tand
wee
kly
voca
bula
ryw
ords
.
2.Pr
actic
e so
rtin
g ou
t inf
orm
atio
n.
Mat
eria
ls N
eede
dV
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
and
scre
en2.
Tra
nspa
renc
y pe
ns3.
Whi
tebo
ard
mar
kers
4.T
imer
to k
eep
you
on tr
ack
5.T
ape
reco
rder
with
tape
of
soft
mus
ic
v T
rans
pare
ncie
s"R
eadi
ng/W
ritin
g W
arm
-Up"
(T
rans
pare
ncy
5)
"Sor
ting
Thi
ngs
Out
" (T
rans
pare
ncy
12)
1111
1111
1./1
/101
1
Han
dout
s"R
eadi
ng/W
ritin
g W
arm
-Up"
(Han
dout
8)
"Sor
ting
Thi
ngs
Out
"(H
ando
ut 1
5)
jobL
ink
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up10
min
.
Firs
t Act
ivity
- L
arge
Gro
up15
min
.
Seco
nd A
ctiv
ity-
Lar
ge G
roup
10 m
in.
Thi
rd A
ctiv
ity-
Part
ners
(2)
15 m
in.
Four
th A
ctiv
ity-
Lar
ge G
roup
15 m
in.
Fift
h A
ctiv
ity-
Part
ners
(2)
15 m
in.
End
ing-
Lar
ge G
roup
10 m
in.
.1SJ
Les
son
9: S
ortin
g T
hing
s O
utC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
Page
135
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
9:
Sort
ing
Thi
ngs
Out
Act
iviti
esO
peni
ng: 1
0 M
inut
es
Bef
ore
clas
s, m
ake
sure
the
room
is s
et u
pat
trad
ivel
y. H
ave
soft
mus
ic p
layi
ng.
-Cat
hy's
Car
ds"
1. W
elco
me
stud
ents
.
Les
son
9: S
ortin
g T
hing
s O
ut
JobL
ink
2. H
ave
a st
ack
of "
Cat
hy's
Car
ds"
on a
tabl
e. A
sk e
ach
stud
ent t
och
oose
a c
ard.
Be
sure
they
unde
rsta
nd w
hat t
he c
ard
says
.
3. A
sk e
ach
stud
ent t
oth
ink
abou
t wha
t the
car
d sa
ys, a
nd th
en to
shar
e th
eir
thou
ghts
with
a
part
ner.
4. A
sk f
or v
olun
teer
s to
sha
reth
eir
com
men
ts w
ith th
e en
tire
dass
. Oth
ers
may
wan
tto
add
thei
r
own
expe
rien
ces,
etc
.
5.C
olle
ct th
e ca
rds.
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
37
Eng
lish
as a
Seco
nd L
angu
age
vL
esso
n9
:So
rtin
g T
hing
s O
ut
Les
son
9: S
ortin
g T
hing
s O
ut
Rea
ding
/Wri
ting
War
m-u
p
Rea
ding
(O
. nim
ites)
The Aut
hor
Tod
ay I
rea
d pa
ges
-
Thi
s bo
ok w
as a
bout
New
Nbr
ds:
Writ
ing
(IO
. min
utes
)
Top
ic:
You
r th
ough
ts:
Law
n10
,01
the
Ide
Cpe
y W
PM
to C
ad C
am. a
q C
A..
Moe
stH
ando
ut 8
, Tra
nspa
renc
y 5
BE
ST C
OPY
AM
IAB
LE
202
jobL
ink
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
38
2C3
2C.1
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n9
:So
rtin
g T
hing
s O
ut
Act
hriti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
0441
, T-5
311
1110
0itt
rlins
pere
ncy
Les
son
9: S
ortin
g T
hing
s O
ut
Sus
tain
ed S
ilent
Rea
ding
jobL
ink
L "
Has
any
one
read
any
thin
g du
ring
the
past
wee
k, b
esid
es w
hat y
ou r
ead
in c
lass
?"Sp
end
the
next
15 m
inut
es r
eadi
ng q
uiet
ly.
2.Sp
end
a fe
w m
omen
ts s
hari
ng/d
iscu
ssin
gw
hat y
ou/th
ey r
ead.
3.U
sing
"R
eadi
ng/W
ritin
g W
arm
-ur,
hav
est
uden
ts f
ill in
the
appr
opri
ate
info
rmat
ion
for
the
read
ing
sect
ion
of th
e ha
ndou
t.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
39
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n9
:So
rtin
g T
hing
s O
ut
1111
111
reel
& m
e.Se
abed
lass
aave
4W
hat's
tk. 1
16
Rea
dIng
/Writ
tng
War
m-u
p
Rea
ding
(10
, min
utes
)
Titl
e
Aut
hor
Tod
ay I
read
pag
es
elob
/Jnk
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Wdd
ng (
10. m
inut
es)
Top
k:
You
r th
ough
ts:
Lim
an 4
Mir
5.15
.C
rr1,
Cr
Cor
r C
arr
Dr
Wiw
i II
Han
dout
8, T
rans
pare
ncy
5
Les
son
9: S
ortin
g T
hing
s O
utC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobl
ink
2 C
5B
EST
CO
PYA
VA
ILA
BL
E2
C 7
Page
140
Eng
lish
as a
Sec
ond
Lan
guag
e Ir
Les
son
9 :
Sort
ing
Thi
ngs
Out
Act
iviti
esSe
cond
Act
ivity
: 10
Min
utes
Jour
nal W
ritin
g
014.
142n
6OU
t
Vul
va/li
mey
203
Les
son
9: S
ortin
g T
hing
s O
ut
Job
Unk
Use
the
jour
nal t
opic
s fo
r ea
chw
eek,
topi
cs o
f yo
ur c
hoic
e, o
r to
pics
whi
ch w
ere
gene
rate
d fr
om
disc
ussi
on f
ollo
win
g th
e op
enin
g ac
tivity
or
from
SU
STA
INE
D S
ILE
NT
RE
AD
ING
.St
uden
ts m
ay
shar
e jo
urna
l ent
ries
if th
ey w
ish.
2.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up"
,ha
ve s
tude
nts
use
the
wri
ting
sect
ion
of th
eha
ndou
t for
jour
nal e
ntri
es.
2C]
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
41
Eng
lish
as a
Sec
ond
Lan
guag
e.7
Les
son
9 :
Sort
ing
Thi
ngs
Out
IIII
II r
adii
asSe
amed
Las
snei
rW
htf
i nee
1.co
ntam
inat
e
2.st
erile
3.so
lutio
n
4.fi
lter
5.co
ntai
ner
Low
e %
bah
ewIM
Voc
abul
ary
Ust
C d
p e
e l
d O
WN
by
CC
C d
dy O
ohs
Waw
a IP
Han
dout
9
Les
son
9: S
ortin
g T
hing
s O
utC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
210
BE
ST C
OPY
AW
AK
E
jobL
ink
21 i
Page
142
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
9 :
Sort
ing
Thi
ngs
Out
Act
iviti
esT
hird
Act
ivity
: 15
Min
utes
1
212
Les
son
9: S
ortin
g T
hing
s O
ut
Voc
abul
ary
jobL
ink
1.U
sing
the
auth
entic
com
pany
wri
tings
stu
dent
s w
ere
aske
d to
bri
ng d
irec
t the
m to
drd
e an
yw
ords
on
the
wri
tings
whi
ch th
ey d
o no
t und
erst
and.
2.co
llect
the
auth
entic
com
pany
wri
tings
(m
emos
,w
ork
orde
rs,f
lyas
, etc
.) th
at s
tude
nts
wer
e as
ked
tobr
ing.
Sho
w th
em to
stu
dent
s an
d as
k w
hich
they
wou
ldlik
e to
use
for
toda
y's
dass
. If
mor
eth
an o
ne s
tude
nt b
roug
ht th
e sa
me
piec
e of
wri
ting
that
may
be
a go
od p
lace
to s
tart
.
3.C
hoos
efi
ve w
ords
fro
m o
ne o
f th
e w
ritin
gs a
s th
e vo
cabu
lary
to b
est
udie
d du
ring
this
cla
ss o
r
use
wor
ds f
rom
the
Voc
abul
ary
Lis
t.
4.D
eter
min
e if
they
kno
w th
e de
fini
tions
of
thes
e w
eekl
yvo
cabu
lary
wor
ds, a
nd h
ow th
ey r
elat
e to
the
com
pany
.S
ay,
lets
see
if w
e ca
n w
rite
som
e se
nten
ces
that
wou
ld e
xpla
in w
hatt
hese
wor
dsm
ean
if w
e w
ere
talk
ing
to s
omeo
new
ho d
oesn
't w
ork
for
JobL
inle
5.w
rite
thes
e se
nten
ces
on th
e bo
ard
and
have
stu
dent
s co
py th
em.
6.E
ach
stud
ent s
houl
d ge
t a p
artn
er a
nd r
ead
the
sent
ence
s to
the
part
ner.
2 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
43
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
9:
Sort
ing
Thi
ngs
Out
Act
iviti
es*V
Fou
rth
Act
ivity
: 15
Min
utes
Impo
rtan
t Fac
ts o
r D
etai
ls
1.D
istr
ibut
e a
copy
of
Juan
and
Luc
y to
eac
h st
uden
t.
2.D
irec
t the
m to
fol
low
alo
ng s
ilent
ly a
s yo
u re
ad C
hapt
er 1
0al
oud
to th
em.
3.A
fter
rea
ding
Cha
pter
10,
ask
,
"Wha
t was
the
mos
t im
port
ant i
dea
in th
at c
hapt
er?"
21
Les
son
9: S
ortin
g T
hing
s O
ut
jobL
ink
Lea
d st
uden
ts to
the
corr
ect a
nsw
er a
nd r
epea
t the
mai
n id
ea. B
rief
ly e
xpla
inth
e im
port
ance
of
look
ing
for
the
mai
n id
ea w
hen
we
read
. Exp
lain
that
this
wee
k's
focu
s w
ill a
gain
be
on f
indi
ngde
tails
or
info
rmat
ion.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
45
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n9
:So
rtin
g T
hing
s O
ut
Act
iviti
esFo
urth
Act
ivity
: (co
ntin
ued)
213
Les
son
9: S
ortin
g T
hing
s O
ut
4. A
sk th
e st
uden
ts th
e fo
llow
ing
ques
tions
:T
rue
or F
alse
Why
was
Luc
y's
mot
her
happ
y?W
ho w
as g
ettin
g m
arri
ed?
Wha
t did
Luc
y w
ant?
Whe
n di
d sh
e w
ant i
t?
jobL
ink
5.D
irec
t the
stu
dent
s to
rea
d C
hapt
er 1
1. T
his
can
be d
one
indi
vidu
ally
, in
pair
s, o
r vo
lunt
eers
may
read
alo
ud.
6. W
hen
they
fin
ish
read
ing
Cha
pter
11,
ask
stud
ents
to te
ll th
ree
thin
gs th
at o
ccur
red.
See
if th
eyca
n pr
edic
t wha
t will
hap
pen
next
in th
e st
ory.
Exp
lain
that
pre
dict
ing
is a
noth
er im
port
ant
read
ing
skill
.
7.C
ontin
ue w
ith C
hapt
er 1
2, a
skin
g th
e fo
llow
ing
ques
tions
whe
n st
uden
ts f
inis
h re
adin
g.W
hat a
re s
ome
thin
gs L
ucy
and
Juan
did
?W
hat d
id L
ucy
wan
t?W
ho d
id n
ot c
ome
hom
e on
e ni
ght?
Wha
t hap
pene
d?
8.C
olle
ct c
opie
s of
Jua
n an
d L
ucy,
whi
ch a
re to
be
retu
rned
to y
our
com
pany
.E
xpla
in th
at y
ouw
ill c
ontin
ue r
eadi
ng th
e st
ory
at th
e ne
xt c
lass
mee
ting.
217
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
47
Eng
lish
as a
Sec
ond
Lan
guag
e7
Les
son
9:
Sort
ing
Thi
ngs
Out
Milt
or
rI
n", T
1",
7471
111r
:1
Sort
ing
Thi
ngs
Out
Wor
king
with
you
r gr
oup,
nm
ne f
our
thin
gs w
hich
fit
in e
ach
cate
gory
Ari
mab
Thi
lw T
hat F
ly
Jail*
Thi
ngs
You
Can
Dri
nk%
wet
Thi
ry
Lam
Sat
re M
iro
ON
C.0
. OtO
kt I
" C
oats
/raf
t Caw
ISa
lIl
owle
rl 1
3
Han
dout
15,
Tra
nspa
renc
y 12
Les
son
9: S
ortin
g T
hing
s O
utC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
JobL
ink
Page
148
213
BE
ST C
OPY
MA
KA
BL
E21
3
2
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n9
:So
rtin
g T
hing
s O
ut
Act
iviti
esFi
fth
Act
ivity
: 15
Min
utes
CN
-15,
7.1
2)M
1111
00U
t
Les
son
9: S
ortin
g T
hing
s O
ut
"Sor
ting
Thi
ngs
Our
Jobt
ink
1.Pa
ss o
ut a
nd p
roje
ct "
Sort
ing
Thi
ngs
Our
.
2. A
sk s
tude
nts
to w
ork
in g
roup
s of
thre
e or
fou
r. O
nea
ch h
ando
ut a
re f
our
cate
gori
es. I
n th
eir
grou
ps, t
he s
tude
nts
mus
t nam
e at
leas
t fou
r th
ings
that
fit
in th
at c
ateg
ory.
For
inst
ance
, if
the
cate
gory
is "
Spor
ts,"
the
stud
ents
mig
ht a
nsw
er: s
occe
r, te
nnis
,ba
sket
ball,
and
bas
ebal
l. A
var
iety
of a
nsw
ers
mig
ht b
e co
rrec
t.
3. A
sk s
tude
nts
to v
olun
teer
ans
wer
s. C
heck
for
com
preh
ensi
on.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
49
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n9
:So
rtin
g T
hing
s O
ut
Act
iviti
esE
ndin
g: 1
0 M
inut
es
2
Les
son
9: S
ortin
g T
hing
s O
ut
jobL
ink
If s
tude
nts
have
for
gotte
n to
bri
ng f
lyer
s, m
emos
, etc
., re
min
d th
em to
bri
ng th
ese
for
voca
bula
rybu
ildin
g fo
r th
e ne
xt d
ass.
2.W
ish
them
wel
l and
say
goo
d-by
e!
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
51
Job
Lin
k
2 2
1
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
0Le
t's G
et It
In O
rder
2 .2
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Les
son
Des
crip
tion
Les
son
10: L
et's
Get
It I
n O
rder
jobl
ink
Thi
s le
sson
foc
uses
on
how
to p
ut in
form
atio
n in
chr
onol
ogic
alor
der.
The
stu
dent
s co
ntin
ue to
read
the
book
they
beg
an in
less
on 6
, and
are
ask
ed to
rep
eat
back
det
ails
of
the
stor
y in
chro
nolo
gica
l ord
er. T
he s
tude
nts
then
do
an a
ctiv
ity to
pra
ctic
eth
eir
new
ski
lls o
f pu
tting
eve
nts
into
the
corr
ect o
rder
.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
54
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illw
ork
in te
ams
to:
1.U
nder
stan
dse
quen
ce o
f eve
nts.
2.E
xpla
ina
stor
y in
chr
onol
ogic
alor
der.
3.U
nder
stan
dtim
e re
late
dpr
epos
ition
s (b
efor
e, a
fter
, etc
.).
Mat
eria
ls N
eede
dH
ardw
are
Job
Lin
kC
lass
room
Set
-up
Tot
al T
ime:
90
min
utes
1.O
verh
ead
proj
ecto
r an
d sc
reen
Ope
ning
- L
arge
Gro
up10
min
.
2.T
rans
pare
ncy
pens
Firs
t Act
ivity
- L
arge
Gro
up15
min
.
3.W
hite
boar
d m
arke
rsSe
cond
Act
ivity
- L
arge
Gro
up10
min
.
4.T
imer
to k
eep
you
on tr
ack
Thi
rd A
ctiv
ity-
Part
ners
(2)
20 m
in.
5.T
ape
reco
rder
with
tape
of
soft
mus
icFo
urth
Act
ivity
- L
arge
Gro
up20
min
6.Se
vera
l pai
rs o
f sc
isso
rsE
ndin
g- L
arge
Gro
up15
min
.7.
Som
e ca
ndy
or o
ther
trea
ts/p
rize
s
Tra
nspa
renc
ies
'Who
Can
You
Fin
d- #
2" (
Tra
nspa
renc
y 13
)
"Rea
ding
/Wri
ting
War
m-U
p" (
Tra
nspa
renc
y 5)
"Ord
er, O
rder
, Ord
er"
(Tra
nspa
renc
y 14
)
Han
dout
s'W
ho C
an Y
ou F
ind-
#2"
(H
ando
ut 1
6)
"Rea
ding
/Wri
ting
War
m-U
p" (
Han
dout
8)
"Ord
er, O
rder
, Ord
er"
(Han
dout
17)
LH
Les
son
10: L
et's
Get
It I
n O
rder
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t22
3Pa
ge 1
55
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
reaE
nglis
h as
Sec
ond
Lam
irage
vLe
Ison
10
Let
4e,
In O
rtie
r
Who
Can
You
FIn
d-#2
?
Fin
d so
meo
ne in
this
cla
ss w
ho:
Job
Lb*
can
ten
you
who
to c
an fo
r a
med
ical
em
erge
ncy.
2.w
ean
heal
ing
prot
ectio
n in
his
or
her
depa
rtm
ent.
3kn
ows
wha
t 'ev
acua
tion
mea
ns.
4.lik
es to
list
to b
ooks
on
tape
.
5.w
ean
safe
ty g
lass
es o
n th
e jo
b.
6ca
n gi
ve y
ou d
irect
ions
to th
e ca
fetn
ia
7ca
n ex
plai
n th
e w
ord
hoer
8w
orks
in a
dea
nroo
m.
9.us
es a
wel
d sh
ield
at w
ork
10ha
s a
new
idea
to te
il th
e su
perv
isor
or
boss
.
Lora
n la
kr.
Get
NI,
On*
Cop
y..
1000
by
Cow
Cow
ww
Crie
r, O
wn
Iland
oul 1
6
Han
dout
16
Les
son
10: L
et's
Get
It I
n O
rder
jobL
ink
1111
...se
n "0
Cet
Ulo
TO
S::
Who
Can
You
FIn
d-#2
?
Fin
d sO
meo
ne In
this
das
s w
ho:
JobL
frik
can
tell
you
who
to c
all f
or a
med
ical
em
erge
ncy.
2.w
ears
hea
ring
prot
ectio
n in
his
OT
her
dep
artm
ent
3,kn
ows
wha
t 'ev
acua
tion'
mea
n&
4.lik
es to
list
to b
ooks
on
tape
.
5.w
ears
saf
ety
glas
ses
on th
e jo
b.
6.ca
n gv
e yo
u di
rect
ions
to th
e ca
fete
ria
7.ca
n ex
plai
n th
e w
ord
litte
r
a.w
orks
in a
cle
anro
ont
9.us
es a
wel
d sh
ield
at w
ork
113.
has
a ne
w id
ea to
tell
the
supe
rvis
or o
r bo
ss
Us.
10
lers
C.0
1111
11 C
s4n
cwsv
el, 0
1. 1
, Cam
Coo
.. C
al. D
000
Tre
aspa
renr
y 11
Tra
nspa
renc
y 13
Cop
yrig
ht ©
1996
hy
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
4W
ilEA
Fe'L
EIs
0,, -.
,4.
JL
Page
156
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
t In
Ord
er
Act
iviti
esO
peni
ng: 1
0 M
inut
es
Bef
ore
clas
s, m
ake
sure
the
room
is s
et u
p at
trac
tivel
y. H
ave
soft
mus
ic p
layi
ng.
"Who
Can
You
Fin
d- #
2?"
Wel
com
est
uden
ts a
nd a
sk h
ow th
eir
wee
k ha
s be
en.
Is,
,01
151
Han
dout
(T.1
3)tta
nspa
renc
y
jobL
ink
2.G
ive
each
stu
dent
a c
opy
of "
Who
Can
You
Fin
d- #
2?"
Exp
lain
that
they
are
to f
ind
a di
ffer
ent
dass
mem
ber
to s
ign
each
spa
ce.
3.A
llow
appr
oxim
atel
y 5
min
utes
for
them
to fi
nd a
diff
eren
t per
son
to s
ign
each
line
.
4. W
hen
mos
t or
all o
f th
e cl
ass
mem
bers
hav
e co
mpl
eted
the
peop
lese
arch
, use
tran
spar
ency
tow
rite
dow
n so
me
of th
eir
resp
onse
s.
0)(0
5.D
iscu
ss th
e re
spon
ses
and
stud
ents
' var
ying
res
pons
es, e
spec
ially
thos
e re
gard
ing
idea
s or
sugg
estio
ns.
232
Les
son
10: L
et's
Get
It I
n O
rder
3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
57
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
jobl
ink
Rea
ding
/Writ
ing
War
m-u
p
Rea
ding
(10
+ m
inut
es)
Tal
e
Aut
hor
Tod
ay I
read
pag
es
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Writ
ing
(10+
min
utes
)
Top
ic:
You
r th
ough
ts:
Lam
6 W
iles
the
Idea
Com
, hi O
OP
by
Com
o C
ow, C
olle
y W
anH
debd
Han
dout
8, T
rans
pare
ncy
5
Les
son
10: L
ets
Get
It I
n O
rder
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Joh
4J
Page
158
43
BE
ST C
OPY
AV
AIL
AR
10
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
OS
A T
.S1
Han
dout
Tra
nspa
renc
y
233
Les
son
10: L
et's
Get
It I
n O
rder
Sus
tain
ed S
ilent
Rea
ding
Job
Lin
k
1.A
sk s
tude
nts
if th
ey a
re e
njoy
ing
wha
t the
y ar
e re
adin
g. H
ave
they
lear
ned
anyt
hing
new
, bee
nen
tert
aine
d, o
r m
aybe
eve
n bo
red
(alth
ough
we
hope
not
)?H
ave
they
talk
ed to
one
ano
ther
, the
ir
fam
ilies
, fri
ends
abo
ut s
omet
hing
they
may
hav
ere
ad?
2.Sp
end
a fe
w m
omen
ts s
hari
ng/d
iscu
ssin
gw
hat y
ou/th
ey h
ave
read
dur
ing
the
past
4 w
eeks
.
3.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up,
"de
mon
stra
te a
nd h
ave
stud
ents
fill
in th
e ap
prop
riat
ein
form
atio
n fo
r th
e re
adin
g se
ctio
n of
the
hand
out.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
59
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 10
: Let
's G
et I
tIn
Ord
er
t"il'
h "
5"*.
.7d.
L17
.°77
..Jo
lla*
Rea
ding
/Writ
ing
War
m-u
p
Rea
ding
(1O
+ m
inut
es)
Titl
e
Aut
hor
Tod
ay I
read
pag
es
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Wri
ting
(10+
min
utes
)
Top
ic:
You
r th
ough
ts:
lam
Mun
i the
Met
Cap
p*. O
M{
b C
ar [a
nnum
" C
ame
Pon
d11
Han
dout
8, T
rans
pare
ncy
5
Les
son
10: L
et's
Get
It I
n O
rder
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
rk r
7i 3
4L
i
JobL
ink
BE
ST C
OPY
AV
AL
AB
LE
43
Page
160
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Act
iviti
esSe
cond
Act
ivity
: 10
Min
utes
(1.1
4,H
ando
uttr
ansp
aren
cy
2 4
3
Les
son
10: L
et's
Get
It I
n O
rder
Jour
nal W
ritin
g
jobl
ink
1.U
se th
e jo
urna
l top
ics
for
each
wee
k, to
pics
of
your
cho
ice,
or
topi
csw
hich
wer
e ge
nera
ted
from
disc
ussi
on f
ollo
win
g th
e op
enin
g ac
tivity
or
from
Sus
tain
ed S
ilent
Rea
ding
.St
uden
ts m
ay s
hare
jour
nal e
ntri
es if
they
wis
h.
2.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up,
" ha
ve s
tude
nts
use
the
wri
ting
sect
ion
of th
e ha
ndou
t for
jour
nal e
ntri
es.
3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
61
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Act
iviti
esT
hird
Act
ivity
: 20
Min
utes
The
Ord
er o
r S
eque
nce
of E
vent
s
Dis
trib
ute
a co
py o
f Ju
an a
nd L
ucy
toea
ch s
tude
nt.
2.D
irect
them
to f
ollo
w a
long
sile
ntly
as
you
read
Cha
pter
10
alou
d to
them
.
2 4
2
Les
son
10: L
et's
Get
It I
n O
rder
Jobt
ink
3.A
fter
rea
ding
Cha
pter
13,
ask,
"Wha
t was
the
firs
t thi
ng th
at h
appe
ned
in th
is w
hole
sto
ry?"
Try
to e
stab
lish
the
chro
nolo
gy o
f th
e st
ory,
usi
ng th
e m
ain
idea
s of
the
chap
ters
, alo
ng w
ith a
nyim
port
ant d
etai
ls.
Exp
lain
that
this
wee
k's
focu
s w
ill b
e on
dec
idin
g th
e or
der
of e
vent
s in
a s
tory
.
ti 3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
63
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Act
iviti
esT
hird
Act
ivity
: (co
ntin
ued)
4.A
sk th
e st
uden
ts th
e fo
llow
ing
ques
tions
: Tru
e or
Fal
seT
hey
had
a re
al w
eddi
ng b
efor
e th
ey to
ld th
e tr
uth.
Luc
y w
ent t
o se
e a
doct
or b
efor
e Ju
an w
ent t
o se
e th
e do
ctor
.T
hey
had
thre
e ch
ildre
n an
d th
en a
dopt
ed a
bab
y.
Jobb
?*
5.D
irec
t the
stu
dent
s to
rea
d C
hapt
er 1
4. T
his
can
be d
one
indi
vidu
ally
, in
pair
s, o
r vo
lunt
eers
may
read
alo
ud.
6. W
hen
they
fin
ish
read
ing
Cha
pter
14,
ask
stu
dent
s to
tell
thre
e th
ings
that
occ
urre
d. S
eeif
they
can
use
prep
ositi
ons
such
as
"bef
ore"
and
"af
ter"
.If
tim
e pe
rmits
, che
ck s
tude
nts'
abi
lity
to p
ut th
eev
ents
of
the
entir
e st
ory
in c
hron
olog
ical
ord
er.
7.C
olle
ct c
opie
s of
Jua
n an
d L
ucy.
2 4
1
Les
son
10: L
et's
Get
It I
n O
rder
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
65
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
NilE
nglis
h as
a S
econ
d La
ngua
ge'
jobl
ink
L tt
tttLe
t s C
I II
rn 6
rder
Ord
er, O
rder
, Ord
er!
The
f M
ovin
g ts
the
sequ
ence
for
mak
ing.
flin
g. s
ealin
g an
d Im
pedi
ng P
IO.
The
bot
tles
are
mad
e in
Blo
w M
oldi
ng
The
sol
utio
n is
put
in in
the
filli
ng li
ne
The
bot
tles
and
clos
ures
are
sea
led
toge
iher
The
y ar
e se
aled
with
a s
olut
ion
mad
e in
Mix
ing
The
fill
ed c
onta
iner
is 'c
ooke
d un
til it
is a
ssur
ed th
at th
e pr
oduc
t is
ster
ile.
The
y ar
e dr
ied
on th
e pa
ctin
g lin
e.
The
insp
ecto
r gi
ves
them
a to
uch
test
.
Put t
hese
sta
tem
ents
In
the
prop
er o
rder
.
The
fill
ed c
onta
iner
is 'c
ooke
d* u
ntil
it is
as
ured
that
the
prod
uct i
s st
erile
The
sol
utio
n is
put
in in
the
filli
ng li
ne.
The
insp
ecto
r gi
ves
them
a to
uch
test
The
bon
les
are
mad
e in
Blo
w M
oldi
ngT
hey
are
seal
ed w
ith a
sol
utio
n m
ade
in M
iidng
The
y ar
e dr
ied
on th
e pa
ckin
g lin
e.
The
bot
tles
and
dosu
res
are
stal
ed to
geth
er.
Leon
e 10
Les
CA
11
In O
rd,,
Cop
pilt
101,
4 by
Com
Cca
nnun
eyD
..R
e,.d
owt 1
7
Han
dout
17,
Tra
nspa
renc
y 14
Les
son
10: L
et's
Get
It I
n O
rder
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobL
ink
BE
ST C
OPY
AV
AL
AB
LE
241
ytc
Page
166
243
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
0 :
Let
's G
et I
tIn
Ord
er
Act
iviti
esFo
urth
Act
ivity
: 20
Min
utes
Ord
er, O
rder
, Ord
er!
1.R
emin
dst
uden
ts o
f th
e id
ea o
f jo
bs h
avin
g a
cert
ain
orde
r.
007,
T-1
CH
ando
utT
rans
para
ncv
Les
son
10: L
et's
Get
It I
n O
rder
Job
Lin
k
For
inst
ance
, if
we'
re g
oing
to e
at a
pea
nut b
utte
r an
d je
lly s
andw
ich,
we
don'
t beg
in w
ith th
eea
ting.
Fir
st, w
e ha
ve to
get
out
the
brea
d, p
eanu
t but
ter,
and
jelly
. Nex
t, w
e ha
ve to
spr
ead
the
pean
ut b
utte
r an
d je
lly o
n th
e br
ead.
The
n, w
e pu
t ano
ther
slic
e of
bre
ad o
n to
p of
the
pean
utbu
tter
and
jelly
. Bef
ore
we
eat t
he s
andw
ich,
we
mig
ht c
ut it
and
put
it o
n a
plat
e. F
inal
ly, w
e ge
tto
eat
! R
elat
e th
is to
thei
r jo
bs, w
hich
hav
e se
quen
ce o
r or
der.
2.D
ivid
est
uden
ts in
to g
roup
s of
fou
r.
Eac
h gr
oup
shou
ld g
et o
ne "
Ord
er, O
rder
, Ord
er"
hand
out a
nd a
pai
r of
sci
ssor
s. E
ach
pers
on in
the
grou
p sh
ould
cut
two
sent
ence
str
ips
from
the
page
. Aft
er a
ll th
e st
rips
are
cut
the
stud
ents
,hpu
ld ta
ke tu
rns
read
ing
thei
r st
rips
and
then
pla
cing
them
in th
e co
rrec
t ord
er. T
he g
roup
Itai
ch f
inis
hes
firs
t, an
d ha
s al
l the
ste
ps c
orre
ct, r
ecei
ves
a pr
ize
(can
dy tr
eats
, pen
cils
, etc
.) H
ave
grou
ps c
ompa
re th
eir
answ
ers
to d
eter
min
e th
e w
inne
rs. B
e su
re to
poi
nt o
ut th
e im
port
ance
of
wor
ds li
ke "
firs
t, ne
xt, t
hen,
bef
ore,
and
fin
ally
'
24
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
67
Eng
lish
as a
Seco
nd L
angu
age
Les
son
1 0
:L
et's
Get
It
In O
rder
Act
iviti
esE
ndin
g: 1
5 M
inut
es
25d
Les
son
10: L
et's
Get
It I
n O
rder
Jobl
ink
Rem
ind
stud
ents
to tr
y to
use
som
e of
the
skill
s th
ey a
re le
arni
ngin
cla
ss in
oth
er a
reas
of
thei
r
lives
(i.e
., on
the
job,
at h
ome,
whi
le w
atch
ing
TV
, etc
.)
2.R
emin
dth
em th
at th
e ne
xt c
lass
will
be
the
last
in th
is s
erie
s.R
emin
dth
em to
bri
ng a
ny m
emos
,
wor
k or
ders
, etc
., th
at h
ave
conf
usin
g vo
cabu
lary
.
3.Sa
y go
od-b
ye!
25i.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
69
Job
Lin
k
A
I
252
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
1K
eepi
ng T
hing
s In
Ord
er
253
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
1:
Kee
ping
Thi
ngs
In O
rder
Les
son
Des
crip
tion
jobL
ink
Thi
s le
sson
con
tinue
s to
foc
us o
n ch
rono
logi
cal o
rder
. The
stu
dent
s w
ill p
ract
ice
telli
ng a
sto
ry in
chro
nolo
gica
l ord
er a
nd d
o m
ore
exer
cise
s pr
actic
ing
putti
ng in
form
atio
n in
the
corr
ect o
rder
.
Fina
lly, e
ach
stud
ent e
valu
ates
thei
r ow
n pr
ogre
ss in
the
clas
s.
Les
son
11: K
eepi
ng T
hing
s In
Ord
erC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
172
251
410
251i
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
1: K
eepi
ng T
hing
s In
Ord
er
\r- t
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
,st
uden
ts w
illw
ork
in te
ams
to:
1.E
xpla
ina
stor
y in
chro
nolo
gica
lor
der
2.E
xpla
inth
e im
port
ance
of
unde
rsta
ndin
g th
e m
ain
idea
,fi
ndin
g th
e m
ost i
mpo
rtan
t fac
tsan
d in
form
atio
n, a
nd b
eing
abl
eto
put
all
the
fact
s in
chro
nolo
gica
l ord
er.
Mat
eria
ls N
eede
d'w
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
and
scre
en
2.T
rans
pare
ncy
pens
3.W
hite
boar
d m
arke
rs4.
Tim
er to
kee
p yo
u on
trac
k
5.T
ape
reco
rder
with
tape
of
soft
mus
ic
6.Se
vera
l pai
rs o
f sc
isso
rs
7.So
me
cand
y or
oth
er tr
eats
/pri
zes
Tra
nspa
renc
ies
"Let
's M
ake
a H
ouse
Or
A B
oat"
(Tra
nspa
renc
y 15
)"R
eadi
ng/W
ritin
g W
arm
-Up"
(T
rans
pare
ncy
5)
"How
Are
We
Doi
ng?"
(T
rans
pare
ncy
16)
"A B
usy
Day
" (T
rans
pare
ncy
17)
ne1.
17.1
.0
jobl
ink
V M
ater
ials
Nee
ded
Han
dout
s"L
et's
Mak
e a
Hou
se O
r A
Boa
t" (
Han
dout
18)
"Rea
dirg
/Wri
ting
War
m-U
p" (
Han
dout
8)
"How
Are
We
Doi
ng?"
(H
ando
ut 1
9)
"A B
usy
Day
" (H
ando
ut 2
0)
Cla
ssro
om S
et-u
pv
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up10
min
.
Firs
t Act
ivity
- L
arge
Gro
up15
min
.
Seco
nd A
ctiv
ity-
Lar
ge G
roup
10 m
in.
Thi
rd A
ctiv
ity-
Part
ners
(2)
10 m
in.
Four
th A
ctiv
ity-
Lar
ge G
roup
30 m
in.
Fift
h A
ctiv
ity-
Smal
l Gro
ups
15 m
in.
End
ing-
Lar
ge G
roup
5 m
in.
Les
son
11: K
eepi
ng T
hing
s In
Ord
ero
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tiict
1"..
,^.
Page
173
Eng
lish
as a
Sec
ond
Lan
guag
e'w
Les
son
1 1:
Kee
ping
Thi
ngs
In O
rder
IIII !
Del
iS
eabe
d la
wye
r ,
lesa
rs 1
1ga
spin
g T
hini
s In
Ord
r
Let's
Mak
e a
Hou
se o
r a
Boa
t
Cut
out
the
shap
es b
elow
. The
m w
ork
with
a p
artn
er to
see
if y
ou o
n jo
in th
e pe
as to
mik
eth
e ho
use,
and
then
the
boat
b is
not
as
easy
to p
ut th
e pl
eas
toge
ther
as
it lo
oks!
You
rte
ache
r ha
s th
e an
swer
s.
imam
ti s
ww
Oid
erC
apyr
yle
NM
se
ewe
crw
ria a
aw P
arM
M11
1011
14 1
111
Han
dout
18,
Tra
nspa
renc
y 15
Les
son
11: K
eepi
ng T
hing
s In
Ord
erC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobL
ink
Page
174
253
BE
ST C
OPY
AV
AIL
AB
LE
25 J
Eng
lish
as a
Sec
ond
Lan
guag
e 7
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
1, A
ctiv
ities
v O
peni
ng: 1
0 M
inut
es
Bef
ore
dass
, mak
e su
re th
e ro
om is
set
up
attr
activ
ely.
Hav
e so
ft m
usic
pla
ying
.
"Let
's M
ake
a H
ouse
or
a B
oar
wel
com
est
uden
ts a
nd a
sk h
ow th
eir
wee
k ha
sbe
en.
2.G
ive
each
stu
dent
a c
opy
of "
Let
'sM
ake
a H
ouse
or
a B
oar
3.A
llow
app
roxi
mat
ely
5 m
inut
es f
orth
em to
cut
out
the
shap
es a
nd f
it th
emto
geth
er in
to th
e sh
ape
of a
hou
se o
r a
boat
..
(I04
413
Men
dota
MIS
Tra
rtop
eren
ey
23
Job
Lin
k
4. W
hen
mos
t or
all o
f th
ecl
ass
mem
bers
hav
e fi
nish
ed c
reat
ing
a ho
use
or a
boat
, use
tran
spar
ency
to h
ave
stud
ents
dem
onst
rate
.Ask
them
to te
ll th
e da
ss w
hat t
hey
did.
If
poss
ible
, mod
el th
eir
dire
ctio
ns w
ith s
eque
nce
wor
ds s
uch
as, "
Firs
t,pl
ace.
.. N
ext p
ut...
"
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
2Ci
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
75
Eng
lish
as a
Sec
ond
Lan
guag
e T
Les
son
11
:K
eepi
ng T
hing
s In
Ord
er
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
nw
.141
.117
77r.
Y.
Rea
ding
/Wri
ting
War
m-u
p
Ree
ding
(IO
. min
utes
)
Tel
e
Aut
hor
Tod
ay I
read
pag
es-
Jaya
*
Thi
s bo
ok w
as a
bout
New
Mid
s.
Writ
ing
(10.
min
utes
)
Top
ic:
You
r th
ough
ts:
Leon
Intu
rs O
u Id
aC
apdi
lpi M
OM
Ig C
asa
Cip
DO
MM
MIM
OW
CII
Han
dout
8, T
rans
pare
ncy
5
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
JobL
ink
Page
176
262
BE
ST C
OPY
AV
AIL
AB
LE
263
2 C
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
1:
Kee
ping
Thi
ngs
In O
rder
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
044.
141
14an
eout
Trim
pste
ney
Sus
tain
ed S
ilent
Rea
ding
Jobb
/1k
1. A
skst
uden
ts if
they
are
enj
oyin
g w
hat t
hey
are
read
ing.
Hav
e th
ey le
arne
d an
ythi
ng n
ew, b
een
ente
rtai
ned,
or
may
be e
ven
bore
d (a
lthou
gh w
eho
pe n
ot)?
Hav
e th
ey ta
lked
to o
ne a
noth
er,
thei
r
fam
ilies
, fri
ends
abo
ut s
omet
hing
they
may
have
rea
d?
2.Sp
end
a fe
w m
omen
ts s
hari
ng/d
iscu
ssin
gw
hat y
ou/th
ey h
ave
read
dur
ing
the
past
5w
eeks
.
3.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up,
"de
mon
stra
te a
nd h
ave
stud
ents
fill
in th
e ap
prop
riat
ein
form
atio
n fo
r th
e re
adin
g se
ctio
n of
the
hand
out.
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
2 C
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
77
Eng
lish
as a
Sec
ond
Lan
guag
e T
Les
son
11
:K
eepi
ng T
hing
s In
Ord
er
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
asS
econ
d la
ngsy
.,:00
000
Wht
's tc
s n.
.
Rea
ding
/Writ
ing
War
m-u
p
Rea
dlng
110
+ m
lnut
m0
Titl
e
Aut
hor
Tod
ay I
read
pag
es
Thi
s bo
ok w
as a
bout
New
Wor
ds:
Writ
ing
(10.
min
utes
)
Top
ic:
You
r th
ou,g
hts:
Lam
m W
an e
ft bb
oC
.,104
*N
M b
p C
ot C
amm
olt,
CA
, Ild
ele
11W
M44
1411
Han
dout
8, T
rans
pare
ncy
5
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
178
BE
ST C
OPY
AV
AIL
AB
LE
2 G
2C3E
nglis
h as
aSe
cond
Lan
guag
eLe
sson
11
:K
eepi
ng T
hing
s In
Ord
er
Act
iviti
esSe
cond
Act
ivity
: 10
Min
utes
Jour
nal W
ritin
g
014.
T.%
itend
out
wan
sper
ency
jobL
ink
Use
the
jour
nal t
opic
s fo
r ea
ch w
eek,
topi
csof
you
r ch
oice
, or
topi
cs w
hich
wer
e ge
nera
ted
from
disc
ussi
on f
ollo
win
g th
e op
enin
g ac
tivity
or
from
Sus
tain
ed S
ilent
Rea
ding
. Stu
dent
s m
aysh
are
jour
nal e
ntri
es if
they
wis
h.
2.U
sing
"R
eadi
ng/W
ritin
g W
arm
-up,
"ha
ve s
tude
nts
use
the
wri
ting
sect
ion
of th
e ha
ndou
t for
jour
nal e
ntri
es.
Less
on 1
1: K
eepi
ng T
hing
s In
Ord
er
263
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
79
Eng
lish
as a
Sec
ond
Lan
guag
e '7
Les
son
11
:K
eepi
ng T
hing
s In
Ord
er
r"fi
t nr.
?gr
raal
.:Me
How
Are
We
Doi
ng?
Plea
se C
PO*
the
answ
er w
hids
mod
nea
dy m
atth
es y
our
opin
ion
l am
leam
ing
noth
ing
a lit
tle b
itsl
ot
My
mad
ing
is im
prov
ing
not a
t all
a lit
tle b
ita
lot
Eng
lish
isal
way
s dn
a*so
mdi
mm
ditt
o.*
My
I bk
e m
y w
ork
not a
t au
a lit
tle b
ita
lot
The
bes
t thi
ng a
bout
this
das
s is
!wou
ld O
M th
is d
am m
ore
if
Imor
t II.
Dor
e M
t. n
Old
aC
a~01
1ef
by c
ue 4
.7nl
y C
olor
Mrs
Ibro
dbff
lia 1
0
Han
dout
19,
Tra
nspa
renc
y 16
Les
son
11: K
eepi
ng T
hing
s In
Ord
erC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
BE
ST C
OPY
AV
AIL
AB
LE
jobL
ink
t'_ 4
4 1
Page
180
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
1: K
eepi
ng T
hing
sIn
Ord
er
Act
iviti
es
272
Thi
rd A
ctiv
ity: 1
0 M
inut
es
40S
elf E
valu
atio
n
1.11
1)
lam
icta
utT
rans
pora
ncy
JobL
ink
I.U
sing
"H
ow a
re W
e D
oing
", a
skst
uden
ts to
eva
luat
e th
emse
lves
and
the
clas
s.E
xpla
inth
at th
ey
shou
ld c
ircl
e th
e an
swer
whi
chne
arly
mat
ches
thei
r op
inio
n.
NA
2.
If s
tude
nts
wis
h, d
iscu
ss th
eir
answ
ers.
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
273
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
81
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
1: K
eepi
ng T
hing
sIn
Ord
er
Act
iviti
es1?
Fou
rth
Act
ivity
:30
Min
utes
The
Ord
er o
r S
eque
nce
ofE
vent
s
1.D
istr
ibut
e a
stor
y/ar
ticle
toea
ch s
tude
nt.
2.D
irec
t the
m to
fol
low
alo
ngsi
lent
ly a
s yo
u re
ad a
loud
toth
em.
3.A
fter
rea
ding
the
stor
y as
k,"W
hat w
as th
e fi
rst t
hing
that
happ
ened
in th
is w
hole
sto
ry?"
271
jobL
ink
Try
to e
stab
lish
the
chro
nolo
gy o
f th
e st
ory,
usi
ng th
e m
ain
idea
s of
the
chap
ters
, alo
ng w
ith a
ny
impo
rtan
t det
ails
. Exp
lain
that
this
wee
k's
focu
s w
ill b
e on
dedd
ing
the
orde
r of
eve
nts
in a
sto
ry.
4.T
alk
abou
t the
sto
ry th
e m
ain
idea
, im
port
ant d
etai
ls a
ndas
kst
uden
ts to
tell
the
orde
r of
eve
nts
in th
e st
ory.
Wri
te th
e ev
ents
in o
rder
on
the
boar
d.
5.D
irec
t the
stu
dent
s to
cho
ose
apa
rtne
r an
d te
ll th
e st
ory
inth
eir
own
wor
ds.
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
275
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
83
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
1: K
eepi
ng T
hing
s In
Ord
er
MIF
ain&
as S
econ
d Id
erdi
dY
tessoniFIE.tpini/ThingsloOri.
A B
usy
Day
Ann
a an
d M
afia
had
a b
usy
day
Put t
he s
ente
nces
in th
e to
ned
orde
r b
tell
wha
t the
y di
d.
a. A
lter
dinn
er, A
nna
was
hes
the
dish
es a
nd d
oes
her
hom
ewor
k
b. A
nna
goes
to b
ed a
t 100
0.
c A
nna
gets
up
at 6
00.
d A
nna
and
Mar
ia e
at d
inre
r at
630
.
e A
t 700
in th
e m
orni
ng M
aria
uke
s A
nna
to s
choo
l
Ann
a fi
nish
es s
choo
l d 3
00.
g M
wia
pid
o A
nna
tas
afte
r sd
loo/
h M
ina
mak
es b
reak
fast
for
Ann
a
i. M
aria
mak
es d
emo
and
Ann
a se
ts d
e ta
ble.
Imo
II T
apir
s A
lm I
n 00
4CappVil 01,14 by C wl Goommeer WI.Po
ls30
Han
dout
20,
Tra
nipa
renc
y 17
Les
son
11: K
eepi
ng T
hing
s In
Ord
erC
opyr
igit
0199
6 by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobl
ink
Page
184
21 6
BE
ST C
OPY
AV
AIL
AB
LE
27
273E
nglis
h as
aSe
cond
Lan
guag
e v
Les
son
11
:K
eepi
ng T
hing
s In
Ord
er
,A
ctiv
ities
Fift
h A
ctiv
ity: 1
5 M
inut
es
0440
. T-1
71tio
ntio
utT
rans
pare
ncy
A B
usy
Day
?
jobl
ink
1.D
istr
ibut
e an
d pr
ojec
t "A
Bus
y D
ay!"
. Dir
ect
stud
ents
to p
ut th
e ev
ents
of
the
day
in th
e co
rrec
t
orde
r, n
umbe
ring
fro
m 1
-9.
2.U
sing
the
tran
spar
ency
to c
orre
ct th
e st
uden
ts' r
espo
nses
.
Les
son
11: K
eepi
ng T
hing
s In
Ord
er
273
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
85
Eng
lish
as a
Seco
nd L
angu
age
vL
esso
n1
1: K
eepi
ng T
hing
s In
Ord
er
Act
iviti
esE
ndin
g: 5
Min
utes
Hm
ndO
Ut
I
2
jobL
ink
Rem
ind
stud
ents
to tr
y to
use
som
eof
the
skill
s th
ey a
re le
arni
ng in
cla
ss in
othe
r ar
eas
of th
eir
lives
(i.e
., on
the
job,
at h
ome,
whi
le w
atch
ing
TV
,et
c.)
2. S
ay g
ood-
bye!
Ans
wer
to "
Let
's M
ake
a H
ouse
or
Boa
t
Les
son
11: K
eepi
ng T
hing
s In
()v
ier
2 S
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
87
Job
Lin
k
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
2W
hat's
You
r S
tyle
Eng
lish
as a
Sec
ond
Lan
guag
e'1
r
Less
on1
2: W
hat's
You
r S
tyle
-;' L
esso
n D
escr
iptio
n
Less
on 1
2- W
hat's
You
r S
tyle
?
Job
Lin
k
The
fir
st le
sson
in th
e in
trod
ucto
ry m
odul
e bu
ilds
rapp
ortw
ith th
e st
uden
ts. S
tude
nts
will
hav
e an
oppo
rtun
ity to
iden
tify
thei
r ow
npe
rson
al le
arni
ng s
tyle
s.St
uden
ts w
ill b
e in
trod
uced
to th
e co
ncep
t of
visu
al, a
udito
ry, a
nd ta
ctile
lear
ning
.
The
inst
ruct
or w
ill p
rese
nt in
form
atio
n ab
out a
ll th
ree
styl
esan
d ex
plai
n ho
w o
ne's
sty
le c
an a
ffec
t
lear
ning
. Stu
dent
s w
ill ta
ke a
Lea
rnin
g St
yles
Inv
ento
ry a
nd th
endi
scus
s ho
w to
take
adv
anta
ge o
f on
e's
pers
onal
sty
le to
lear
n m
ore
quic
kly.
Fina
lly, i
f tim
e pe
rmits
, stu
dent
s w
ill d
ivid
e in
to s
mal
l gro
ups
to u
seth
e le
arni
ng s
tyle
s in
form
atio
n to
solv
e di
ffer
ent w
orkp
lace
dile
mm
as. (
Thi
s le
sson
req
uire
s th
at th
e in
stru
ctor
thor
ough
ly u
nder
stan
d th
e in
form
atio
n an
d
have
a g
ood
sens
e of
tim
ing.
) Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
90
28 1
28:i
Eng
lish
as a
Sec
ond
Lan
guag
e V
Les
son
12
:W
hat's
You
r St
yle
7 O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be
able
to:
1.Id
entif
yth
e pu
rpos
es o
f th
efi
rst w
orks
ite m
odul
e.
2.D
efin
ese
vera
l tra
its o
f vis
ual,
audi
tory
, and
tact
ile le
arne
rs.
3.D
emon
stra
teef
fect
ive
lear
ning
str
ateg
ies
for
diff
eren
tle
arni
ng s
tyle
s.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r an
d sc
reen
2.T
rans
pare
ncy
pens
3.C
alcu
lato
rs
4.Pe
ncils
and
pap
er
5.In
dex
card
s (3
x5)
6. W
hite
boar
d m
arke
r7.
Tim
er to
kee
p yo
u on
trac
k
v T
rans
pare
ncie
s"G
ettin
g to
Kno
w Y
ou"
(Tra
nspa
renc
y 18
)
"Lea
rnin
g St
yles
" (T
rans
pare
ncy
19)
"Lea
rnin
g St
yles
Inv
ento
ry"
(Tra
ns. 2
0)
"Inv
ento
ry S
cori
ng"
(Tra
nspa
renc
y 21
)
"tea
min
g St
yles
Sug
gest
ions
" (T
ram
pare
icy
22)
TM
VP
Inne
r
JobL
ink
-7 M
ater
ials
(co
nt'd
)H
ando
uts
"Get
ting
to K
now
You
" (H
ando
ut 2
1)
"Lea
rnin
g St
yles
" (H
ando
ut 2
2)
"Lea
rnin
g St
yles
Inv
ento
ry"
(Han
dout
23)
"Inv
ento
ry S
cori
ng"
(Han
dout
24)
"Lea
rnin
g St
yles
Sug
gest
ions
" (H
ando
ut25
)
tiass
room
Setu
pT
otal
Tim
e: 1
10 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge G
roup
Thi
rd A
ctiv
ity-
Lar
ge G
roup
End
ing-
Lar
ge G
roup
20 m
in.
15 m
in.
55 m
in.
10 m
in.
10 m
in.
oL
esso
n 12
- W
hat's
You
r St
yle?
4 0
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
91
Eng
lish
as a
Seco
nd L
angu
age
VL
esso
n1
2:
Wha
t's Y
our
Styl
e
Act
iviti
esO
peni
ng: 2
0m
inut
es
1.B
rief
intr
oduc
tion
of th
e in
stru
ctor
toth
e st
uden
ts.
2E
xpla
natio
n of
why
they
are
in th
ecl
ass
and
wha
t the
y ho
pe to
gai
n.
283
Les
son
12 W
hat's
You
r St
yle?
28]jo
blin
k
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
93
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2 :
Wha
t's Y
our
Styl
e "...
.. 12
Whr
e Y
ou. f
.yle
JobL
Ink
Get
ting
to K
now
You
Fin
d so
meo
ne In
cla
ss w
ho:
Has
to r
ead
wor
k or
ders
at w
ork
Had
to le
arn
som
ethi
ng n
ew o
nth
e jo
b in
the
last
6 m
onth
s.
Has
to w
rite
note
s at
wor
k
Has
to u
se th
e co
mpu
ter
at w
ork
Is o
n a
team
at w
ork
Goe
s to
sch
ool.
Wan
ts to
lear
n a
new
job
at w
ork
Had
to m
ake
a pr
esen
tatio
n at
wor
k.
Has
cha
nged
jobs
in th
e la
st y
ear.
less
on 1
1 M
uni Y
our
Sty
kC
opyr
Ift O
K. b
y C
ow G
ypw
aray
caw
w. P
amH
ando
W 2
1
Han
dout
21,
Tra
nspa
renc
y 18
Les
son
12 W
hat's
You
r St
yle?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
2° 3
JobL
ink
Page
194
BE
ST C
OM
/MA
L-0
U29
1
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2:
Wha
t's Y
our
Styl
e
Act
iviti
esFi
rst A
ctiv
ity: 1
5 m
inut
es
114-
71. T
-110
Han
dout
Tra
nspa
renc
y
2 2
Les
son
12-
Wha
t's Y
our
Styl
e?
1.D
istr
ibut
e "G
ettin
g to
Kno
w Y
ou"
to e
ach
stud
ent.
Jobl
ink
2.R
ead
stat
emen
ts. S
tude
nts
have
5 m
inut
es to
fin
d so
meo
ne f
or e
ach
stat
emen
t and
to w
rite
that
pers
on's
nam
e in
the
spac
e ne
xt to
the
stat
emen
t. O
nce
stud
ents
hav
e us
ed s
omeo
ne's
nam
e,th
eyca
nnot
use
the
sam
e na
me
agai
n.
3. W
hen
the
time
is u
p, g
o th
roug
h th
e ha
ndou
t to
find
one
stu
dent
who
has
exp
erie
nced
the
situ
atio
n ou
tline
d in
eac
h st
atem
ent.
4.E
xpla
inho
w th
e w
orkp
lace
is c
hang
ing.
The
exe
rcis
e sh
ows
how
eac
h of
us
is a
ffec
ted
by th
ech
ange
s ta
king
pla
ce in
the
wor
kpla
ce.
5.H
ave
stud
ents
put
a s
tar
next
to th
e st
atem
ents
on
the
"Get
ting
to K
now
You
" ha
ndou
t tha
t aff
ects
them
.E
xpla
inth
at a
ll of
us
need
to le
arn
how
to le
arn
in o
rder
to b
e ab
le to
dea
l eff
ectiv
ely
with
thes
e ch
ange
s. T
ell s
tude
nts
to th
ink
abou
t how
the
info
rmat
ion
in th
is le
sson
will
hel
p th
em a
tw
ork
and
at h
ome.
Tel
l the
m to
hol
d on
to th
is s
heet
. The
y w
ill b
e us
ing
it at
the
end
of c
lass
.
c'3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
95
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2:
Wha
t's Y
our
Styl
e
1 A
ctiv
ities
Seco
nd A
ctiv
ity: 5
5 m
inut
es
Hav
e pa
per
in th
e m
iddl
e of
eac
h ta
ble,
and
ask
stu
dent
s to
do th
e fo
llow
ing:
1."U
sing
the
pape
r on
you
r ta
ble,
take
a m
inut
e an
d w
rite
you
rsi
gnat
ure'
(Thi
s co
uld
also
be
done
on
a w
hite
boar
d or
ove
rhea
d fo
r al
l to
see.
)
jobL
ink
2."L
ook
at th
e si
gnat
ures
of
the
peop
le a
roun
d yo
u. D
o th
ey a
lllo
ok th
e sa
me?
You
r si
gnat
ure
isun
ique
! W
hat e
lse
is u
niqu
e ab
out y
ou?"
Enc
oura
gest
uden
ts to
dis
cuss
uni
quen
ess:
fin
gerp
rint
s,D
NA
, tee
th...
21L
esso
n 12
Wha
t's Y
our
Styl
e?
3."D
id y
ou k
now
that
you
als
o ha
ve a
uni
que
lear
ning
sty
le?
Wha
tdo
you
thin
k th
at m
eans
?"
4."I
like
to th
ink
of a
lear
ning
sty
le li
ke th
is:
alf
you
aske
d m
e to
com
e ov
er to
you
r ho
use
and
visi
t you
, I w
ould
nee
ddi
rect
ions
. I w
ould
like
you
to te
ll m
e ho
w to
get
to y
our
hous
e. I
f yo
u as
ked
my
husb
and/
wif
e to
com
e to
you
r ho
use,
he/s
he w
ould
like
you
to w
rite
dow
n th
e di
rect
ions
. And
if y
ou a
sked
my
son,
to c
ome
to y
our
hous
e, h
e w
ould
like
you
to d
raw
him
a m
ap a
nd d
escr
ibe
how
to g
et th
ere
by u
sing
han
d an
dbo
dy m
ovem
ents
7(D
emon
stra
te th
is o
ne.)
"W
e al
l wan
t to
com
e to
you
r ho
use,
but
we
all w
ould
wan
t you
to e
xpla
in th
e di
rect
ions
in a
dif
fere
nt w
ay.
"Whi
ch o
ne o
f us
ask
ed f
or th
e ri
ght w
ay?
You
are
abs
olut
ely
righ
t-th
ere
is n
o ri
ght w
ay.
"We
each
hav
e a
diff
eren
t lea
rnin
g st
yle,
and
that
is w
hat w
e ar
e go
ing
tobe
talk
ing
abou
t tod
ay
293
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
97
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2:
Wha
t's Y
our
Styl
e
11.1
See
m."
lges
ge ,
t ....
.Il
wha
t'. I
ler
no
Lea
rnin
g St
yles
A le
arni
ng g
er m
eans
the
way
an
indi
vidu
al li
ltes
to le
ant A
per
son'
s le
arni
ngst
yle
is in
fluen
ced
by n
atur
e an
d en
viro
nmen
t. llu
ee le
arni
ng s
tyle
s w
hich
we
will
dis
om to
day
ale:
I. V
isua
l Lea
rner
s
2. A
udito
ry L
earn
ers
3. T
actil
e Le
arne
rs
Lam
11
Vita
l law
serr
Cp,
1010
1M to
rCa.
Om
ni*
Caw
MO
MW
iwi 2
2
Han
dout
22,
Tra
nspa
renc
y 19
Les
son
12-
Wha
t's Y
our
Styl
e?C
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
BE
ST C
OPY
AM
AM
I
jobl
ink
Page
198
2 9
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2:
Wha
t's Y
our
Styl
e
Alc
tiviti
esSe
cond
Act
ivity
(co
ntin
ued)
(H2,
T-1
9)H
ando
uttr
amp:
Hen
ce
223
Les
son
12 W
hat's
You
r St
yle?
Dis
trib
ute
°Lea
rnin
g S
tyle
s"
JobL
ink
Def
initi
on:
Giv
e th
e fo
llow
ing
info
rmat
ion
to s
tude
nts:
A le
arni
ng s
tyle
ref
ers
to a
n in
divi
dual
's n
atur
al,
habi
tual
, and
pre
ferr
ed w
ay o
f le
arni
ng n
ewin
form
atio
n an
d sk
ills.
Eve
ryon
e ha
s a
lear
ning
sty
le, a
nd it
is a
uniq
ue s
tyle
. A p
erso
n's
styl
e is
infl
uenc
ed b
y na
ture
and
by
envi
ronm
ent.
Tod
ay w
e ar
e go
ing
todi
scus
s th
ree
kind
s of
lear
ning
styl
es:
Vis
ual
Aud
itory
Tac
tile
(Lea
rn b
y se
eing
)(L
earn
by
hear
ing
and
disc
ussi
on)
(Lea
rn b
y do
ing)
Say: 'A
vis
ual l
earn
er is
one
who
lear
ns b
est w
hen
he o
r sh
e se
es th
ein
form
atio
n. V
isua
l lea
rner
s us
e th
eir
eyes
to le
arn.
"An
audi
tory
lear
ner
is o
ne w
ho li
kes
to h
ear
the
info
rmat
ion.
An
audi
tory
lear
ner
pref
ers
to le
arn
bylis
teni
ng to
info
rmat
ion.
The
se le
arne
rs u
se th
eir
ears
to le
arn.
'A ta
ctile
lear
ner
lear
ns b
est b
y do
ing
or m
ovin
g or
by
hand
s-on
exp
erie
nces
.The
se le
arne
rs d
o no
t lik
eto
get
info
rmat
ion
by r
eadi
ng o
r he
arin
g!'
2S3
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
99
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2:
Wha
t's Y
our
Styl
e
111.
fnen
ItW
h.ea
s iru
r711
71:
Adu
lt Le
arni
ng S
tyle
Pro
file
JoW
nk
DIr
ocno
nis
Rea
d ea
ch s
tate
men
t Pla
ce a
1. 3
, or
5 in
the
bet a
t the
end
of t
he s
tate
men
t
IIn
dica
tes
leas
t lik
e yo
u
3In
dica
tes
som
ewha
t lik
e yo
u
5In
dica
tes
a lo
t Ike
you
Wor
k qu
ickl
y- d
o no
t sit
and
pond
er T
im w
e IV
O r
ight
Or
wrO
ng a
nliw
art
frn
good
at o
rrem
berlr
g th
ings
I he
ar o
r th
at p
eopl
e te
ll rn
e
Hik
e to
rea
d an
d us
ually
rea
dlo
t
_3.
I not
ice
that
I of
ten
bear
dow
n oc
trar
ely
hard
with
pet
or
pend
l whe
n w
ritin
g
__4.
I ofte
n fe
d di
agra
m%
glo
b, a
nd c
hart
s di
fficu
lt to
und
eabr
d
_5.
I do
beta
at f
ollo
win
g di
rect
ions
If I
read
then
not
just
hea
r th
em
_6.
I enj
oy d
oing
wor
khew
irg o
r w
oodw
orld
ng o
r w
orki
ng o
n m
achl
res
_7 H
ike
grou
p-ty
pe p
roje
cts
whi
ch a
llow
for
lob
of d
iscu
ssio
n ar
d ac
hang
e of
kie
as.
_a G
raph
& c
hart
s. a
nd d
iagr
ams
help
me
to u
ndet
sbnd
the
subj
ectip
tese
ntat
ion
1 no
tice
that
I of
ten
hand
le o
blea
s su
ch a
s co
in%
key
s, o
r pe
ncils
whi
le s
tudy
lrg
read
irg li
sten
ing
or ta
lkin
g_l
aI u
nder
stan
d *c
aden
t sub
ject
s be
tter
whe
n lis
teni
ng to
lect
ure
or ta
pes
1 'c
rofte
r be
st b
y ta
king
not
e in
cla
ms/
mee
tings
; met
re li
ts o
f thi
np to
do
_- 1
2.1
notic
e th
at I
like
to h
ave
woc
ks o
r dr
kdo
avai
labl
e or
che
w g
um o
r sm
oke
whi
le
stud
ying
or
wor
king
.
_13.
I fin
d th
at I
can
spel
l diff
icul
t wor
io tf
I 's
ound
them
our
_14.
fm g
ood
at u
sing
map
s to
fird
;lac
es
15.
Hik
e cl
assr
oom
or
wok
pro
ject
; whe
re I
can
aeat
e/m
ake
thin
gs o
r bu
ild m
odel
s
1 en
ty a
ttend
ing
and
liste
rag
to a
goo
d le
ctur
e/sp
eech
pla
y or
dra
ma.
_11
1 en
loy
spen
ding
tim
e re
adirg
or
look
ing
thro
ugh
mag
azin
e. b
ooks
and
new
spap
er%
_IQ
I mee
t reg
ular
ly b
y do
irg a
erob
ics,
logg
ing
wal
ldng
or
part
icip
ial;
in s
poris
activ
ities
.
_19.
lb s
otve
a p
robl
em/d
lffic
utt s
ituat
ion
I ree
d/lik
e to
tat i
t ove
r/di
scus
s it
with
oth
ers.
Law
II W
IN/1
'10W
srs
reyy
bey
s,w
aa, G
m. C
ymba
l., W
ar P
ala
Illks
dea
l ZS
Les
son
12-
Wha
t's Y
our
Styl
e?
jobl
ink
111.
&sn
ob s
oal
esom
a La
min
art s
ssss
It: W
het
Var
Adu
lt le
arni
ng S
tyle
Pro
file
(con
tinue
d)
(Oa*
It be
ts r
re to
spe
ll di
fficu
lt w
ords
If I
writ
e th
em d
own
or s
ee th
em In
prin
t
I fee
l com
fort
able
to p
hysi
cal o
3nta
ct o
f tou
chin
g ot
herk
hug
ging
, and
han
dsha
kkg
I'm g
ood
at r
emem
berin
g an
d A
llow
ing
oral
&ab
ort
I am
goo
d at
wor
king
and
sol
ving
Mew
par
ks a
nd m
aza
!enj
oy s
ight
-see
ing
ard
dalti
ng n
ew p
lace
s1
enjo
y m
usk:
sin
ging
list
enin
g go
ing
to m
usic
ab o
r co
ncer
ts
I'm g
ood
at r
esea
rchl
rg to
pics
art
icle
or
stor
ks a
nd/c
e w
ritin
g re
port
s
dcod
le d
urin
g m
air
s. le
ctur
es o
r w
hile
list
enin
g on
the
phon
eI r
ead
alou
d/w
hisp
er to
met
: whe
n tr
ying
to u
rden
tand
rew
or
diffi
cult
mat
eial
rm g
ood
at d
oing
layo
ut a
nd d
eign
wor
t for
mat
s dr
awirg
ske
thirg
and
col
orin
g.I l
ike
wor
kkg
with
com
pute
rs o
r ot
her
etct
ronk
treh
rolo
gy fo
r le
arrir
g/w
orld
rs
1.al
an r
wts
You
SS
*
Fen
rinfo
n 'm
eld
by I
fi P
a. D
rank
411
Iant
a
owl.s
sou
tri o
wl C
omr*
/co
wM
aeda
.* 2
111.
Han
dout
23,
Tra
nspa
renc
y 20
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
AV
AIL
AB
LE
301
Page
200
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 12
: Wha
t's Y
our
Styl
e
Act
iviti
esSe
cond
Act
ivity
(co
ntin
ued)
01-2
3.H
ando
uttr
ansp
aren
cy
Les
son
12-
Wha
t's Y
our
Sty
Ir
Ask
stu
dent
s:
jobb
?*
"If
you
had
to g
uess
rig
ht n
ow, w
hat k
ind
of le
arni
ng s
tyle
do
you
thin
k yo
u ha
ve?
Nex
t to
your
sign
atur
e,w
rite
dow
n yo
ur g
uess
, and
then
we'
ll tr
y to
find
out
if y
ou g
uess
ed c
orre
ctly
"
5. T
wo
thin
gs to
kee
p in
min
d:
One
sty
le is
not
"be
tter"
than
ano
ther
.
You
use
all
thre
e st
yles
, but
you
pro
babl
ypr
efer
one
and
use
one
mor
e fr
eque
ntly
.
Dis
trib
ute
"Lea
rnin
g S
tyle
s In
vent
ory"
Exp
lain
to s
tude
nts:
6. "
Now
we
are
goin
g to
do
this
exe
rcis
eto
geth
er. W
e ar
e go
ing
to r
ead
the
ques
tions
toge
ther
,an
d
you
are
goin
g to
mar
kth
e an
swer
that
is r
ight
for
you
. Is
ther
e a
righ
t ans
wer
?"
NO
! N
O!
NO
!
"We
will
go
thro
ugh
this
exe
rcis
e qu
ickl
y. D
on't
thin
k ab
out e
ach
answ
er to
o lo
ng-
I w
ill r
ead
and
expl
ain
the
mea
ning
and
cho
ose
seld
om, s
omet
imes
or
ofte
n7
Rea
d1,
2, a
nd 5
and
mak
e su
re s
tude
nts
unde
rsta
nd h
ow to
sco
re e
ach
ques
tion.
Cop
yrig
ht (
0199
6 by
Coa
st C
omm
unity
Col
lege
Dis
tric
t3C
3Pa
ge 2
01
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2 :
Wha
t's Y
our
Styl
e
11/1
111
Ea
trel
lsh .
asS
econ
d La
sgro
age
I ....
12W
hat,
Yue
Siy
leJo
bLki
k
Inve
ntor
y S
corin
g
I.P
ut th
e po
int v
alue
num
ber
II, 3
, 51
on th
r lin
e ne
xt to
its
corr
espo
ndin
g ite
m n
umbe
r
2. A
dd e
ach
colu
mn
to g
el y
our
tota
l sco
re u
nder
eac
h he
adin
g.
1 po
int
=se
mom
3 po
ints
=so
met
imes
5 po
ints
=of
ten
AU
DIT
OR
YV
ISU
AL
TA
CT
ILE
No.
of P
til.
No.
Of P
IS.
NO
. Of R
b.
12
5
45
6
78
9
1011
12
1314
15
1617
18
1920
21
72n
24
2526
27
ze29
30
TO
WT
otal
Tot
ai
Less
on 1
3 M
alt V
ow S
lyit
few
rists
0 Ie
. by
Caw
Cee
ttnee
nsy
Car
y N
owH
ando
ut 2
4.
Sco
ring
led)
nes
Mow
:
Sec
ond
Low
est
yle
Pro
file
Lean
, 12
Wile
s vo
w s
ty!,
Jobl
ink
Com
*/ 0
222.
by
Cow
com
ma,
Cok
, Dow
,H
ando
ut 2
46
jobl
ink
Exi
lish
asS
ecoe
wl L
ausm
age
L ...
.. 12
WItt
's V
ase
Sty
le
Lear
ning
Sty
les
Sug
gest
ions
Jobl
Ink
If yo
u ea
e a
WW
I M(f
lNO
Sea
m b
y se
eing
):
I.W
rite
thirk
gs d
own
beau
se y
ou r
emem
ber
them
bet
ter
that
way
.2
Look
at a
per
son
whe
n he
or
she
is ta
lkin
g3.
It is
bet
ter
for
you
to w
ork
in a
qui
et p
lact
and
usu
ally
by
your
self
4.U
se c
olor
hig
hlig
hter
s to
mar
k im
potta
nt in
form
atio
n.5.
Writ
e vo
mbu
lary
wor
ds o
n in
dex
mrd
s in
col
oc a
nd s
tudy
the
info
rmat
ion
If yo
ur s
uper
viso
r gi
ves
you
oral
dire
ctio
ns th
at y
ou d
o no
t com
plet
ely
unde
rstm
dco
nsid
er a
skin
g hi
m/h
er to
writ
e th
e di
rect
ions
dow
n fo
r yo
u. Y
ou m
ight
say
: 1 d
idn'
tur
vier
stan
d ev
eryt
hing
you
sai
d C
ould
you
writ
e it
dow
n fo
r m
er
If yo
u ar
e an
aud
itory
lear
ner
(lear
n by
hea
ring
and
disc
ussi
ng):
I.T
ry w
orki
ng w
ith a
frie
nd s
o yo
u ta
n ta
lk o
ver
info
nnat
ion
2 M
ake
tape
cas
sette
s of
info
rmat
ion
and
liste
n to
them
.3.
Rea
d in
form
atic
o al
oud
to y
ours
elf
t Writ
e vo
cabu
lary
or
othe
r in
form
atio
n on
inde
x au
ds in
col
or, a
nd r
ead
alou
dS
Rec
ite a
loud
the
thin
gs y
ou w
ant t
o re
mem
ber
If yo
ur s
upov
isor
giv
en y
ou W
itten
dire
ctio
ns a
nd a
fter
read
ing
them
you
stil
l do
not
unde
rsta
nd y
ou c
ould
ask
him
or
her
to d
iscu
ss th
e in
form
atio
n w
ith y
ou. Y
ou m
ight
say
:1
read
the
info
mot
ion.
but
1 d
on't
clea
rly u
nder
stan
d th
ese
dire
ctio
ns. C
ould
you
tell
me
wha
t you
wan
e'
If yo
u ar
e a
teal
s w
arne
r (le
am b
y do
ing)
:I.
Whe
n tr
ying
to le
arn
som
ethi
ng w
alk
arou
nd w
Inle
say
ing
the
info
rmat
ion
to y
ours
elf.
2 W
hen
tryi
ng to
mem
mire
info
rmat
ions
try
clos
ing
your
eye
s an
d w
ritin
g th
e in
form
atio
nin
the
air.
S. W
hen
you
get j
ob in
form
atio
n in
writ
ing
look
at t
he p
iC21
2225
and
the
sect
ion
head
ings
befo
re r
eadi
ng th
e w
hole
thin
gt W
hen
you
are
in a
mee
ting
aoss
you
r le
gs o
r jig
gle
your
foot
You
may
eve
n w
ant t
osq
ueez
e a
tenn
is b
all o
r ne
rf b
all w
hen
liste
ning
to s
omeo
ne s
peak
.5
You
pro
babl
y lik
e to
hav
e qu
iet m
usic
pla
ying
whe
n yo
u ar
e w
orki
ng
If yo
ur s
uper
viso
r gi
ves
you
dire
ctio
ns o
rally
or
in w
ritin
g an
d yo
u do
not
dea
rlyun
ders
tand
you
cou
ld a
sk h
im o
r he
r to
sho
w y
ou w
hat t
he d
irect
ions
mea
n Y
ou m
ight
Law
n 12
Wha
22 Y
oty
kyle
c.m
,ci.,
ci.a
,co.
,wH
ando
ut 2
5
Han
dout
24,
Tra
nspa
renc
y 21
Han
dout
25,
Tra
nspa
renc
y 22
Les
son
12 W
hat's
You
r St
yle?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
3 C
BE
ST C
OPY
AV
AIL
AB
LE
Page
202
Eng
lish
as a
Sec
ond
Lan
guag
eLe
sson
1 2
:W
hat's
You
r S
tyle
Act
iviti
esSe
cond
Act
ivity
(co
ntin
ued)
"Lea
rnin
g S
tyle
s In
vent
ory"
(co
nt'd
)
7.C
ompl
ete
the
exer
cise
as
a gr
oup
activ
ity. T
ake
the
time
need
ed to
expl
ain
the
voca
bula
ry.
Dis
trib
ute
"Inv
ento
ry S
corin
g S
heet
"01
-24.
1,2
11H
ando
utT
rans
pare
ncy
(1-2
S, T
-22)
Han
dout
Tra
nspa
renc
y
3C 3
Job
Lk*
Hav
e st
uden
ts u
se c
alcu
lato
rs.
8.H
ave
stud
ents
use
the
scor
ing
shee
t to
ente
r th
eir
scor
es.
Do
it to
geth
er. A
t thi
s po
int t
ake
a su
rvey
on le
arne
rs, s
tyle
s an
dsh
ow"I
nven
tory
Sco
ring
She
et".
How
man
y vi
sual
lear
ners
?au
dito
ry?
tact
ile?
9.D
ivid
e st
uden
ts in
to th
ree
grou
ps b
y ty
pe o
f le
arne
r. P
ass
out p
aper
toal
l gro
ups.
Hav
e st
uden
tsbr
ains
torm
in g
roup
s w
hat t
hey
coul
d sa
y to
a s
uper
viso
r if
they
did
n't u
nder
stan
d tr
aini
ng. H
ave
grou
ps s
hare
info
rmat
ion
with
entir
e cl
ass.
Dis
trib
ute
"Lea
rnin
g S
tyle
s S
ugge
stio
ns"
10. H
and
out a
she
et e
xpla
inin
g 3
lear
ning
tips
for
each
lear
ning
sty
le.
Rev
iew
with
stu
dent
s di
ffer
ent w
ays
they
can
take
adv
anta
ge o
f th
ein
form
atio
n th
ey le
arne
dto
day.
Sho
w e
xam
ples
of
how
they
can
impl
emen
t eac
h su
gges
tion.
How
can
they
go
back
to th
eir
jobs
and
use
this
info
rmat
ion?
Ask
them
to th
ink
abou
t the
ir s
tyle
s du
ring
the
wee
k an
d to
foc
uson
how
kno
win
g th
eir
styl
es c
ould
hel
p th
em in
the
wor
kpla
ce.
Less
on 1
2- W
hat's
You
r S
tyle
?C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
IPa
ge 2
03
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
2:
Wha
t's Y
our
Styl
e
1111
1111
I. "s
onW
h.C
s IY
17.1
111
7I:
Get
ting
to IC
no#
You
Rnd
som
eone
In c
lass
whc
s
Has
to m
ad w
ork
orde
rs a
t wor
k
Had
to le
arn
som
ethi
ng n
ew o
nth
e jo
b in
the
last
6 m
onth
s.
Has
to w
rite
not
es a
t wor
k.
Has
to u
se th
e co
mpu
te a
t wor
k
Is o
n a
team
at w
ork.
Goe
s to
sch
ool.
Wan
ts to
lear
n a
new
job
at w
ork
Had
to m
ake
a pr
esen
tatio
n at
wor
k
Has
cha
nged
jobs
in th
e la
st y
ear
Lam
e Lt
Vs
law
SIT
YC
qopp
l 111
010
V, C
ad C
omm
* C
.ap
UA
W
Han
dout
21
Les
son
12 W
hat's
You
r St
yle?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
3r, 3
jobL
ink
3EST
CO
PYA
VA
ILA
BL
E
Page
204
- 0 3
313E
nglis
h as
a S
econ
d L
angu
age
'7
Les
son
1 2
:W
hat's
You
r St
yle
Act
iviti
esT
hird
Act
ivity
: 10
min
utes
Les
son
12-
Wha
t's Y
our
Styl
e?
1.A
sk s
tude
nts
to lo
ok a
t "G
ettin
g to
Kno
w Y
ou"
agai
n.
joiti
nk
Wou
ld k
now
ing
how
to le
arn
help
them
with
any
of
the
item
s on
this
she
et?
Whi
ch o
f th
e ite
ms
are
pers
onal
? W
hich
are
wor
k-re
late
d?
2. R
emin
d th
em th
at y
ou a
sked
them
toth
ink
abou
t how
the
info
rmat
ion
they
lear
ned
in th
is le
sson
wou
ld h
elp
them
at h
ome
and
at w
ork.
311
Cop
yrie
lt 01
996
by C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
205
Eng
lish
as a
Seco
nd L
angu
age
Less
on1
2:
Wha
t's Y
our
Sty
le
Act
hriti
esE
ndin
g: 1
0m
inut
es
312
Less
on 1
2- W
hat's
You
r S
tyle
?
Job
Lin
k
Han
d ou
t 3x5
car
ds.
On
one
side
ask
stu
dent
s to
ans
wer
the
ques
tion:
'Wha
t did
you
like
bes
t abo
utth
e cl
ass
toda
y?"
On
the
othe
r si
de a
nsw
er th
is q
uest
ion:
"How
cou
ld to
day'
s da
ss b
e im
prov
ed?"
2.N
ext s
essi
on w
e w
ill b
e re
adin
g.
3. S
ay y
our
good
-bye
s!
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
07
dobL
ink
Win
ning
At
Wor
k 3 1,
1
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
3Its
All
In T
he W
ords
You
Use
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
3: I
ts A
ll In
The
Wor
ds Y
ou U
se
Les
son
Des
crip
tion
Jobl
ink
Thi
s le
sson
cov
ers
basi
c w
orkp
lace
voc
abul
ary
and
the
use
of th
at v
ocab
ular
y. S
tude
nts
are
intr
oduc
ed to
gen
eric
wor
kpla
ce v
ocab
ular
y w
ords
and
thro
ugh
the
vari
ous
exer
cise
s be
com
e
fam
iliar
with
the
use
of th
ose
wor
ds. T
he le
sson
s en
dsw
ith th
e st
uden
ts le
arni
ng a
bout
wor
kpla
ce
idio
ms.
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
seC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
4-1 .1
;
1 e
Page
210
Eng
lish
as a
Seco
nd L
angu
age
Les
son
1 3:
Its
All
In T
heW
ords
You
Use
lr O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
1.Id
entif
y 15
com
mon
wor
kpla
cew
ords
.
2. U
se a
ll 15
wor
ds in
sen
tenc
es.
3.E
xpla
in th
e m
eani
ngof
3co
mm
on id
iom
s.
Mat
eria
ls N
eede
d
"M-
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.Fl
ip c
hart
Tra
nspa
renc
ies
"15
Wor
kpla
ce W
ords
" (T
rans
pare
ncy
23)
'The
Mat
chin
g G
ame"
(T
rans
pare
ncy
24)
"Usi
ng th
eW
ords
" (T
rans
pare
ncy
25)
"Wor
kpla
ce I
diom
s" (
Tra
nspa
renc
y26
)
111.
1011
117/
Han
dout
s"T
he M
atch
ing
Gam
e" (
Han
dout
26)
"Usi
ng th
e W
ords
"(H
ando
ut 2
7)
"Wor
kpla
ce I
diom
s" (
Han
dout
28)
"Mor
e W
orkp
lace
Wor
ds"
(Han
dout
29)
JobL
ink
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
90
min
utes
Ope
ning
- In
divi
dual
ly20
min
.
Firs
t Act
ivity
- Sm
all G
roup
s25
min
.
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
15 m
in.
Thi
rd A
ctiv
ity-
Lar
ge G
roup
20 m
in.
End
ing-
Lar
ge G
roup
10 m
in.
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
se 313
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
313
Page
211
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
3: I
ts A
ll In
The
Wor
ds Y
ou U
se
Act
iviti
esO
peni
ng: 2
0 M
inut
es
.w
elco
me
stud
ents
.
2H
elp
stud
ents
pic
k re
adin
gm
ater
ial f
or 1
0 m
inut
es o
f re
adin
g.
3. H
ave
stud
ents
wri
tein
thei
r jo
urna
ls f
or 1
0 m
inut
es.
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ouU
se
3 ')
jobt
nk
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
133
Eng
lish
as a
Seco
nd L
angu
age
Les
son
1 3:
Its
All
In T
he W
ords
You
Use
bur
Tir.
euI.
IttiM
it'e
Sup
robe
e
Gra
mm
,
Man
iac
Ippo
n
Por
ous
116
Por
rrod
on
She Mew
l*N
ods:
Tam
Med
ias
Men
a
Saw
y
lend
%
15 W
ortp
lace
Wor
ds
JobL
IE
...in
roe
wew
lea
twaw
e ra
w w
owee
wor
wra
own7
n
Tra
nspa
renc
y23
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
se
3.)
1.11
It.(
11tt:
ntT
he M
atch
ing
gam
e
Wad
i rat
aor
dII.
em
al *
al r
To
prt w
erat
as e
ceph
er
To
rare
r C
lap
beer
A w
arn
or p
rinte
d no
m:w
awa
A g
aup
capa
ble
reho
wor
t or
pay
brew
The
orw
k ha
ws
The
per
son
I. dw
ebe
or d
epw
aran
t
The
pen
ce w
e m
ix a
u pr
oard
a s
ervi
ce fe
r
To
set r
6 el
A p
iece
ohm
& u
rt b
be
done
A s
ollw
arb
w m
arbl
yA
pro
wl F
Mum
kr
wed
.
The
=M
od to
ado
pro
duct
A k
nee
V40
00 y
ou a
Va
rt w
hat y
ou o
ak 0
ow
ow)
thaw
ace,
bea
us p
erk
do)
A d
ee In
noi
r a
pead
os w
&te
amm
ate
Jobi
kk
Spe
rebo
rP
row
adoo
Mem
o
(Lam
aS
AN
Saa
ri
Dea
ns!
Moa
rbk
Ilend
as
Wpm
Nar
aU
Pbo
ars
Tar
n24
a66
Lam
V. a
10.
604
190
010
1826
Han
dout
26,
Tra
nspa
renc
y 24
jobt
. ink
Usi
ng th
e W
ords
One
day
he
F e
rry
depo
rtne
at e
we
bad%
to G
oo o
f as
ulw
o lo
W h
im C
a w
e na
da! S
o W
ixom
ow
Our
aro
wle
or Id
etil
s w
oe o
at s
obs
F b
e en
wry
earl
he p
at *
yaw
of a
rpoy
eee
born
au
aepa
rrea
t
end
alla
lla
us
to s
et b
rim o
n F
ekby
On
6226
.
we
thad
War
t 6p0
001.
g w
hat e
re d
o by
sane
*M
e
mer
e ay
Iow
a In
6e
we
Ms
plur
e W
are
ea p
a to
rthe
r
6e p
ate/
Alla
be
mea
ts a
n w
pow
boe
are
art
F le
t
way
orre
Imm
o w
hat w
e be
d de
ckle
d W
e F
aded
oo I.
Dow
so e
very
one
at b
oth
wou
ld W
aa r
etra
to d
o T
he a
apad
on
two
nude
low
vay
Kum
la W
e al
pr
W M
ee In
am
The
cow
pony
ma
so h
ew tr
ey a
ided
Wow
26,
eo
Srp
ereb
arA
likM
aw
Cus
lom
aA
war
e*W
ary
Man
tleN
otic
eIle
ne%
bew
are
Tam
Tek
Pro
cne
Mea
ngP
rcen
alon
1. S
Ws
0111
1.1
1:17
.110
an
Han
dout
27,
Tra
nspa
renc
y 25
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
14
BE
ST C
OPY
AV
AIL
AB
LE
3 fl
3
3
Eng
lish
as a
Sec
ond
Lan
guag
eLe
sson
13:
Its
All
In T
heW
ords
You
Use
Act
iviti
esFi
rst A
ctiv
ity: 2
5 M
inut
es
1.In
trod
uce
the
15 W
orkp
lace
Wor
ds".
2.P
utst
uden
ts in
to s
mal
l gro
ups.
Dis
trib
ute
"The
Mat
chin
g G
ame"
and
"U
sing
the
Wor
ds".
Tro
nspa
renc
y
01.2
11. T
-311
)
Tni
nspl
atin
ey
04.2
7. IS
)H
ands
:wit
tran
spar
ency
Jobl
ink
3.T
ells
tude
nts
they
nee
d to
mat
ch u
pth
e de
fini
tion
to th
e w
ords
on
The
Mat
chin
g G
ame.
Tel
lthe
stud
ents
they
can
use
thei
rdi
ctio
nari
es if
they
hav
e th
em a
vaila
ble.
Exp
lain
that
whe
n th
ey a
re
fini
shed
mat
chin
g th
e w
ords
to th
ede
fini
tions
they
sho
uld
try
to p
ut th
e co
rrec
tw
ords
in th
e
blan
ks in
the
"Usi
ng th
e W
ords
"ha
ndou
t
4.H
ave
the
grou
ps f
ill o
ut th
eha
ndou
ts. I
f on
e gr
oup
fini
shes
muc
hfa
ster
than
ano
ther
you
can
have
the
grou
p th
at is
fin
ishe
dal
phab
etiz
e th
e vo
cabu
lary
wor
ds.
5.P
lace
the
tran
spar
ency
on
the
over
head
proj
ecto
r. G
o ov
er th
e co
rrec
t ans
wer
s.M
ake
sure
ever
yone
und
erst
ands
the
wor
ds a
nd u
ses
them
pro
perl
y.
Less
on 1
3: It
s A
ll In
The
Wor
ds Y
oo t
3 2
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
15
Eng
lish
as a
Sec
ond
Lan
guag
e T
Les
son
1 3:
Its
All
In T
he W
ords
You
Use
Act
iviti
esSe
cond
Act
ivity
: 15
Min
utes
3 r2
1.Pu
t the
cla
ss in
to th
ree
grou
ps. G
ive
each
gro
up 5
wor
ds.
2. T
N e
ach
grou
p to
wri
te a
sen
tenc
eus
ing
each
wor
d.
3.H
ave
each
gro
up s
hare
thei
r se
nten
ces.
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
se
Q 0
"7
JobL
ink
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
17
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n1
3: I
ts A
ll In
The
Wor
ds Y
ou U
se
1111
11!-
-t-T
hlt7
pJo
lla*
Wor
kpla
ce I
diom
s
I.C
ream
of t
he a
op.
2%
fork
ble
a d
og
3M
y fe
et a
re k
illin
g m
e.
t!h
ead
win
ner
S.
Top
ban
ana
6.B
ite o
ff m
ore
than
I ca
n dw
w
7M
oonl
ight
Law
n 13
31
AI
in D
r ft
rds
ltu 1
.16.
Cap
pelp
WW
1, C
41or
r0 ly
Cir
PO
N11
10.IM
A 2
111
Han
dout
28,
Tra
nspa
renc
y 26
BE
ST
CO
PY
AV
AIL
AB
LE
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
se
jobt
frik
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
18
323
Eng
lish
as a
Sec
ond
Lang
uage
Les
son
I 3:
Its
All
In T
he W
ords
You
Use
Act
iviti
esT
hird
Act
ivity
: 20
Min
utes
1144
1. T
-26I
Nat
tela
ttT
rwnp
aren
cy
33,3
1.D
istr
ibut
ean
dpr
ojec
t'W
orkp
lace
Idi
oms"
.
jobl
ink
2.E
xpla
inth
at a
n id
iom
is a
n ex
pres
sion
that
ism
ade
of w
ords
that
whe
n pu
t tog
ethe
r m
ean
som
ethi
ng d
iffe
rent
than
the
wor
ds d
ose
para
tely
.E
xpla
inth
at s
omet
imes
kno
win
g th
e m
eani
ng
of th
e w
ord
does
n't s
eem
to h
elp
whe
n th
ew
ord
is u
sed
in a
n id
iom
.
3.G
o ov
er th
e id
iom
s.E
xpla
inw
hat e
ach
idio
m m
eans
.
4.A
skth
e st
uden
ts, D
o yo
u ha
ve a
ny id
iom
s in
you
rla
ngua
ge?
Ask
for
exam
ples
.
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
seC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
219
Eng
lish
as a
Sec
ond
Lan
guag
eV
Les
son
1 3:
Its
All
In T
he W
ords
You
Use
11.1
1F.te
nrn
TT
: Wea
r:n:
a
Mor
e W
ork
WO
rds
Wor
d1:
Def
initi
ree
Wor
d ft
Def
initi
on:
Won
i *3:
Def
initi
on:
law
n 13
Ws
AI M
T. M
oth
b..
Cap
yr10
113
bp C
om C
omae
, UV
nom
Ilani
dlon
e 21
1
BE
ST C
OPY
AM
IAB
LE
Han
dout
29
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
seC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
QtJ
LJ-
-
JobL
ink
Page
220
Eng
lish
as a
Sec
ond
Lan
guag
eq)
.
Les
son
1 3:
Its
All
In T
he W
ords
You
Use
Act
iviti
esE
ndin
g: 1
0 M
inut
es
3 3
1
jobL
ink
1.A
Sk th
e st
uden
ts to
look
for
3 n
eww
ords
at w
ork
this
wee
k. D
istr
ibut
e "M
ore
Wor
k W
ords
". T
ell
the
stud
ents
to f
ill it
out
by
the
next
clas
s.
2. T
hank
the
clas
s an
d sa
ygo
od-b
ye.
Les
son
13: I
ts A
ll In
The
Wor
ds Y
ou U
seC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
221
dobL
ink
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
4I T
houg
ht I
Kne
w W
hat I
Was
Sup
pose
d to
Do
33
Eng
lish
as a
Sec
ond
Lan
guag
e '7
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
Les
son
Des
crip
tion
jobL
ink
Thi
s le
sson
foc
uses
on
the
impo
rtan
ce o
f re
adin
g an
d un
ders
tand
ing
dire
ctio
ns b
efor
e be
ginn
ing
a
task
and
on
wri
ting
clea
r, s
tep-
by-s
tep
dire
ctio
ns.
Em
ploy
ees
are
aske
d to
fill
out
the
"Pre
-Mod
ule
Info
rmat
ion
Surv
ey".
The
y ar
eas
ked
to r
ead
and
follo
w th
e di
rect
ions
on
the
surv
ey. T
he f
irst
ent
ry in
stru
cts
them
to r
ead
all o
f th
e di
rect
ions
befo
re b
egin
ning
. If
they
cor
rect
ly r
ead
all o
f th
e di
rect
ions
fir
st,t
hey
will
rea
d th
e la
st e
ntry
bef
ore
begi
nnin
g w
hich
tells
them
that
they
don
't ha
ve to
fill
out
the
surv
ey a
fter
all.
Em
ploy
ees
disc
uss
the
impo
rtan
ce o
f ca
refu
lly r
eadi
ng a
nd f
ollo
win
g di
rect
ions
.
Em
ploy
ees
are
intr
oduc
ed to
ord
erin
g w
ords
that
are
use
d in
dir
ectio
ns.
Em
ploy
ees
wri
te th
eir
own
step
-by-
step
dir
ectio
ns.
Les
son
14: 1
Tho
ught
1 K
new
Wha
t I W
as S
uppo
sed
to D
o
333
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
24
333
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 14
: I T
houg
ht I
Kne
w W
hat I
Was
Sup
pose
d to
Do
V O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
1.U
nder
stan
dth
e im
port
ance
of
com
plet
ely
read
ing
dire
ctio
nsbe
fore
beg
inni
ng a
task
.
2.U
nder
stan
dan
d us
e vo
cabu
lary
foun
d in
dir
ectio
ns.
3.U
nder
stan
dan
d us
e or
deri
ngw
ords
.
4.W
rite
step
-by-
step
dir
ectio
ns.
3
; Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boa
rd m
arke
rs
V T
rans
pare
ncie
s"C
hron
olog
ical
Ord
er"
(Tra
nspa
renc
y 27
)
"Org
aniz
ing
and
Wri
ting
Step
-by-
Step
Dir
ectio
ns"
(Tra
nspa
renc
y 28
)
171m
Innn
er
r H
ando
uts
"Pre
-Mod
ule
Info
rmat
ion
Surv
ey"
(Han
dout
30)
"Chr
onol
ogic
al O
rder
" (H
ando
ut 3
1)
"Org
aniz
ing
and
Wri
ting
Step
-by-
Step
Dir
ectio
ns"
(Han
dout
32)
Jobl
ink
Cla
ssro
om S
et-u
p7.
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Pair
s
Thi
rd A
ctiv
ity-
Indi
vidu
al
End
ing-
Lar
ge G
roup
3 /I
25 m
in.
10 m
in.
15 m
in.
35 m
in.
5 m
in.
Les
son
14: 1
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
oC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
225
Eng
lish
as a
Seco
nd L
angu
age
vL
esso
n 14
: I T
houg
ht 1
Kne
w W
hat I
Was
Sup
pose
d to
Do
Act
iviti
esO
peni
ng: 2
5M
inut
es
.w
elco
me.
2.Su
stai
ned
Sile
nt R
eadi
ng,"
See
3rd
activ
ity in
Les
son
1fo
r fu
rthe
rex
plan
atio
n4
3.Jo
urna
l Wri
ting
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
toD
o
jobl
ink
3 /1
3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
27
Eng
lish
as a
Sec
ond
Lan
guag
e 7
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
1111
11 M
agna
Seem
ed L
aagu
sge
less
enW
rihni
ftep
-by-
ftip
ttttt
Pre
-Mod
ule
Info
rmat
ion
Sur
vey
I.R
ead
all o
f th
e di
rect
ions
bel
ow b
efor
e an
swer
ing
any
of th
e qu
estio
ns o
n th
is p
age
2Pr
int y
our
last
nam
e
Prin
t you
r fi
rst n
ame
4.Pr
int t
he n
ame
of r
ur c
ompa
ny.
S.H
ow m
any
year
s ha
ve y
ou w
orke
d fo
r th
is c
ompa
n
6W
hat i
s yo
ur f
ob M
k?
7W
hat t
oob
or e
quip
mm
t do
you
use
on th
e O
bi.
laH
aw m
any
empl
oyee
s ar
e In
you
r de
part
men
t?
9.H
ow m
any
empl
oyee
s ar
e In
you
r da
ss?
10H
ow m
any
laqu
ages
do
ru s
puta
II.
How
man
y m
embe
n of
you
r ba
ndy
spea
k m
ore
then
one
lang
uage
?
12W
hat p
erce
ntag
e of
the
time
do y
ou ti
e E
nglis
h on
the
job?
13.
Wha
t per
cent
age
of th
e tim
e do
you
hav
e to
mite
Eng
lish
on th
e jo
b?O
k
14.
Do
you
use
a co
mpu
ter
on th
e ita
b?_
IS.
Do
you
use
a co
mpu
ter
at h
ome?
laPu
t a c
heck
in th
e bm
t in
fron
t of
the
Eng
lish
lang
uage
dal
that
you
thin
k is
you
rla
nthg
ast s
kilk
0 R
eadi
rg0
Wri
ting
'0
Spea
king
17.
Put a
che
ck in
the
box
in f
iort
of
the
Eng
lish
lari
guag
e sk
ill th
at y
ou th
nk is
you
ras
thitt
et s
lall
0 R
eadi
ng0
Wri
ting
0 Sp
eaki
ng
IRD
o no
t ans
wer
any
of
the
ques
tions
abo
ve T
his
is ju
st a
test
to s
ee h
ow w
ell y
ou r
ead
dire
ctio
ns.
Lem
II
Wet
ly f
lop4
/41,
C.p
ryft
*m
a by
Goa
Col
aully
City
Mae
llood
oof
SO
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
341
Han
dout
30
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST
CO
PY
AV
AIL
AB
LE
JobL
ink
Page
228
3 /L
i
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 14
: 1 T
houg
ht I
Kne
w W
hat I
Was
Sup
pose
d to
Do
Act
hriti
es7
Firs
t Act
ivity
: 10
Min
utes
3 1
3
JobL
ink
1. H
and
out "
Pre-
Mod
ule
Info
rmat
ion
Surv
ey".
(T
his
is n
ot r
eally
a s
urve
y.It
is a
n ex
erci
se a
bout
rea
ding
dire
ctio
ns b
dbre
beg
inni
ng a
task
. The
empl
oyee
s w
ho r
ead
the
dire
ctio
ns f
irst
will
not
ice
that
#18
info
rms
them
not
to a
nsw
er a
ny o
f th
e qu
estio
ns.
If th
ey d
on't
read
all
of th
e di
rect
ions
as
aske
d, th
ey w
ill n
ot k
now
that
they
don
't
have
to f
ill o
ut th
e su
rvey
)
2.T
ell t
he e
mpl
oyee
s th
e fo
llow
ing:
"Fill
out
the
surv
ey y
ours
elve
s.Pl
ease
do
not t
alk
to y
our
clas
smat
es!
"Rea
d th
e di
rect
ions
bef
ore
filli
ng o
utth
e su
rvey
'"T
he d
irec
tions
will
tell
you
how
tofi
ll ou
t the
sur
vey'
"Whe
n yo
u ar
e fi
nish
ed, p
ut y
our
pape
rup
side
-dow
n in
fro
nt o
f yo
u!
3.A
fter
5 m
inut
es, m
ost o
f th
e em
ploy
ees
will
stil
l be
wor
king
on
the
surv
ey. I
nter
rupt
them
and
ask
them
to r
ead
ques
tion
#1an
d th
en q
uest
ion
#18.
4.Po
int o
ut th
e im
port
ance
of
read
ing
inst
ruct
ions
bef
ore
begi
nnin
g a
task
.
5. A
sk th
e em
ploy
ees
for
exam
ples
of
times
they
mad
em
ista
kes
beca
use
they
did
n't r
ead
dire
ctio
ns.
Les
son
14: 1
Tho
ught
I K
new
1V
hat
I %
VA
% c
1,1,
crd
t Do
3 7
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
29
Eng
lish
as a
Sec
ond
Lan
guag
e 7.
Les
son
14: 1
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
NIF
amili
a as
a S
eem
ed L
aara
geIn
a., I
SW
ntin
g Pe
p-by
-Ste
pD
eed.
:
Chr
onol
ogic
al O
rder
Ord
er W
m W
ords
me
follo
win
g w
ords
may
be
used
to h
elp
orde
r th
e st
eps
of a
pro
cess
:
firs
tos
cand
(th
ird,
fou
rth.
etc
)M
alne
xt
Mal
y
Put t
he k
illow
irt s
teps
in o
rder
by
wri
ting
the
num
ber
tn f
ront
of
each
ste
p th
atsh
ows
whi
ch n
umbe
r it
is in
the
proc
ess.
Use
the
orde
rirt
wor
ds in
bol
d to
hel
pyo
u:
Mer
that
I p
ut o
n gu
ile g
low
s.
'Whe
n I
*siv
e in
the
lock
er r
oom
I w
ash
my
hand
s.
1E
very
day
. I a
rriv
e se
wor
k at
7a0
arn
'
The
n, I
put
on
a ae
rile
gow
n an
d m
ask
_ T
he f
irst
thin
g do
is d
ock
in.
I am
fin
ally
rea
dy to
go
to m
y w
ork
area
Seas
rdty
, I w
alk
to th
e !o
der
room
Lem
14
wet
s Ile
ey-S
eeC
qWC
..4C
C.,
Del
aM
eado
w, S
I
Han
dout
31,
Tra
nspa
renc
y 27
Les
son
14: 1
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
oC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
343
Jobl
ink
Page
230
RE
ST
CO
PY
AV
AIL
AB
LE34
3
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
Act
iviti
esSe
cond
Act
ivity
: 15
Min
utes
1.E
xpla
in "
Chr
onol
ogic
al O
rder
".
2. W
ork
in p
airs
on
"Chr
onol
ogic
al O
rder
".
3. W
rite
the
answ
ers
on
(H41
. T47
)
Tra
mpe
nvnc
y
353
Les
son
14: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
the
tran
spar
ency
.
jobL
ink
3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
31
Eng
lish
as a
Sec
ond
Lan
guag
e 7.
Less
on 1
4: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
1111
. Ugl
is d
rS
eedb
ed ir
rage
YLe
sson
11
Wnt
ary
Ste
p-by
- S
ego
D ..
lion
s
Org
aniz
ing
and
Writ
ing
Ste
p-by
-Ste
p D
irect
ions
YO
UR
NA
ME
arts
oF
osi
oucn
owo
tent
* do
wn
ii of
th le
an In
volv
ed:
1. 2. 5. 4. 5. 6. 7. 8. 9. 10.
Uno
n 14
Wan
1/4
0-44
1, .
Cap
pl..
OD
% I.
Cow
C.4
1, C
dlop
BM
Wla
rikel
St
Han
dout
32,
Tra
nspa
renc
y 28
Less
on 1
4: I
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
oC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
JobL
ink
BE
ST C
OPY
AV
AIL
ASL
E3
Page
232
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 14
: I T
houg
ht I
Kne
w W
hat I
Was
Sup
pose
d to
Do
Act
hriti
esT
hird
Act
ivity
: 35
Min
utes
(P2B
)in
nsix
wen
cy
L111
421
Iia
ndou
t
jobl
ink
1.E
mpl
oyee
s w
ork
indi
vidu
ally
.
2.P
roje
ctth
e tr
ansp
aren
cy "
Org
aniz
ing
and
Wri
ting
Step
-by-
Step
Dir
ectio
ns"
and
patte
rn a
nex
ampl
e of
a ta
sk th
at r
equi
res
man
y st
eps
tobe
don
e in
ord
er. (
Sugg
estio
ns: c
alib
ratin
g a
mac
hine
,
gow
ning
up,
pre
pari
ng th
e w
ork
stat
ion
for
the
day'
sw
ork,
ste
ps u
sed
to m
anuf
actu
re a
pro
duct
). I
nclu
de th
e
orde
ring
wor
ds in
trod
uced
in th
is le
sson
.
3.H
and
out"
Org
aniz
ing
and
Wri
ting
Step
-by-
Step
Dir
ectio
ns".
4.E
xpla
inth
at e
mpl
oyee
s w
ill e
ach
be w
ritin
g st
ep-b
y-st
epdi
rect
ions
. Exp
lain
that
they
will
be
pass
ing
thei
r di
rect
ions
to a
noth
er e
mpl
oyee
inth
e ne
xt le
sson
, so
thei
r di
rect
ions
mus
t be
clea
rly
wri
tten
and
easy
to r
ead
and
unde
rsta
nd.
5.H
elp
empl
oyee
s ch
oose
thei
r tit
le a
nd in
stru
ct th
em to
wri
te it
on
thei
r ha
ndou
t
6.R
emin
dem
ploy
ees
to u
se o
rder
ing
wor
ds.
7.E
mpl
oyee
s w
rite
thei
r st
ep-b
y-st
ep d
irec
tions
on
the
hand
out
8.A
ssis
t with
voc
abul
ary,
spe
lling
and
edi
ting.
Les
son
14: 1
Tho
ught
I K
new
Wha
t I W
as S
uppo
sed
to D
o
3 5
Cop
yrig
)-it
0199
6 tr
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
213
Eng
lish
as a
Seco
nd L
angu
age
"rL
esso
n 14
: I T
houg
ht 1
Kne
w W
hat I
Was
Sup
pose
d to
Do
s' A
ctiv
ities
if E
ndin
g: 5
Min
utes
1.sa
ve w
ritte
n di
rect
ions
in n
oteb
ooks
for
pres
enta
tion
in th
e ne
xt le
sson
.
2. s
ay g
ood-
bye.
Les
son
14: 1
Tho
ught
1 K
new
Wha
t I W
as S
uppo
sed
to D
o
Jobt
ink
i
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
35
Job
Unk
Win
ning
At
Wor
k 3 5
3
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
5U
sing
Key
Wor
ds T
o T
ake
Not
es
3 5
3
Eng
lish
as a
Sec
ond
Lan
guag
e v.
Les
son
1 5:
Usi
ng K
ey W
ords
To
Tak
e N
otes
V"
Les
son
Des
crip
tion
Thi
s le
sson
foc
uses
on
taki
ng n
otes
with
key
wor
ds a
nd o
n us
ing
key
wor
ds to
hel
p
unde
rsta
nd d
irec
tions
.
jobL
ink
Em
ploy
ees
are
read
an
exam
ple
of s
tep-
by-s
tep
dire
ctio
ns b
y th
e in
stru
ctor
. As
they
list
en,
they
wri
te d
own
key
wor
ds to
hel
p th
em r
emem
ber
the
orde
r of
the
dire
ctio
ns a
nd im
port
ant
info
rmat
ion.
The
y th
en r
ead
the
sam
e se
lect
ion
to th
emse
lves
, fin
ding
and
und
erlin
ing
the
key
wor
ds th
at th
ey w
rote
whi
le li
sten
ing.
Em
ploy
ees
brea
k in
to g
roup
s of
thre
e or
fou
r. O
ne-b
y-on
e, th
e di
rect
ions
they
wro
te in
the
prev
ious
less
on a
re p
asse
d ar
ound
and
rea
d by
the
othe
r m
embe
rs o
f th
e gr
oup.
Eac
h
empl
oyee
wri
tes
dow
n ke
y w
ords
for
eac
h se
t of
dire
ctio
ns. E
mpl
oyee
s co
mpa
re th
e ke
y
wor
ds th
ey c
hose
for
eac
h se
t of
dire
ctio
ns w
ith th
ose
chos
en b
y th
e ot
her
mem
bers
of
the
grou
p.
Eac
h em
ploy
ee r
etel
ls o
ne s
et o
f di
rect
ions
to th
e gr
oup.
Acc
urac
y is
eva
luat
ed b
y th
e
orig
inal
wri
ter.
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
38
3r10
361
Eng
lish
as a
Seco
nd L
angu
age
.7L
esso
n1
5: U
sing
Key
Wor
ds T
oT
ake
Not
es
17 O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
L D
emon
stra
teth
e ab
ility
to u
seke
y w
ords
tota
ke n
otes
.
2.D
emon
stra
te c
ompr
ehen
sion
of
wri
tten
step
-by-
step
dir
ectio
ns.
3.A
ccur
atel
y re
coun
t ste
p-by
-ste
pdi
rect
ions
.
30 2
Mat
eria
ls N
eede
d
V
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boa
rd m
arke
rs
Han
dout
s"O
rgan
izin
g an
d W
ritin
g St
ep-b
y-St
epD
irec
tions
" (H
ando
ut 3
2 fr
om p
revi
ous
less
on)
"Usi
ng K
ey W
ords
toT
ake
Not
es"
(Han
dout
33)
"Wha
t Key
Wor
ds D
id Y
ou U
se?"
(Han
dout
34)
"Eva
luat
ion"
(H
ando
ut 3
5)
joiti
nkr
Cla
ssro
om S
et-u
pv
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up25
min
.
Firs
t Act
ivity
- In
divi
dual
10 m
in.
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
30 m
in.
Thi
rd A
ctiv
ity-
Smal
l Gro
ups
20 m
in.
End
ing-
Lar
ge G
roup
5 m
in.
3C3
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
39
Eng
lish
as a
Seco
nd L
angu
age
vL
esso
n1
5: U
sing
Key
Wor
ds T
oT
ake
Not
es
Act
iviti
es'T
Ope
ning
: 25
Min
utes
.w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. "
See
3rd
activ
ity in
Les
son
1 fo
r fu
rthe
r ex
plan
atio
n:1
3.Jo
urna
l Wri
ting
3 C
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
3 C
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
41
Eng
lish
as a
Seco
nd L
angu
age
Les
son
1 5:
Usi
ng K
ey W
ords
To
Tak
e N
otes
Eag
tiaas
!m
ewl
less
on IL
11.
AI K
eyw
orai
salla
rtro
us
Usi
ng K
ey W
ords
to T
ake
Not
es
key
wor
th a
m th
e w
ards
in w
ritte
n an
d sp
oken
mat
eria
l tha
t any
the
mos
tin
form
atio
n
Wri
ting
dow
n ke
y w
ords
whe
n w
e ro
ta%
or
unde
rlin
ing
key
wor
ds w
htm
we
read
hel
ps
us r
emem
ber
impo
rtan
t inf
orm
atio
n
You
haw
pm
fin
ishe
d lis
teri
rg to
you
r in
stru
ctor
rea
d th
e w
thai
on b
elow
Whi
le y
oulis
tene
d yo
u w
rote
dow
n a
fete
kry
wor
d, to
hel
p yo
u re
mem
ber
the
impo
rtan
t pan
te
In th
e se
lect
ion
belo
w, w
elsi
no a
ll of
the
key
wor
ds th
at y
ou w
rote
dow
n as
you
liste
ned:
inst
ruct
ions
for
usin
ri H
P:ir
Inn
Pro
tpct
ion
Hea
ring
pro
tect
ion
is r
espi
red
in n
oisy
wor
k at
eat T
hem
art
sig
ns
post
ed in
all
area
wha
e ea
r pl
ugs
are
requ
ired
&fo
re a
dmir
e a
port
ed
arta
, thi
s a
pair
of
ear
plug
s fr
om th
e ba
t at t
he d
oot F
M u
nwra
p th
e
ear
plug
. The
n in
sert
us
ear
plug
into
eac
h ea
r B
e su
m th
e ea
r pl
ugs
are
in w
arm
ly T
hrow
the
plas
tic p
acka
ging
into
the
was
te r
eapt
ode
Atte
r
met
ing
the
port
ed A
M. d
rew
de
ear
plie
s aw
ay in
the
was
te r
ecep
tacl
e
Seam
IS
Vag
Ref
Koh
..[g
rip
4104
6or
e C
a:w
et C
ohla
blol
Illu
adem
eS
S
Han
dout
33
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
4110
3 6
3
jobL
ink
BE
ST
CO
PY
AV
SLA
BL
E36
7
Page
242
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1
5: U
sing
Key
Wor
ds T
oT
ake
Not
es
Act
iviti
esFi
rst A
ctiv
ity: 1
0 M
inut
es
01.3
74H
ando
ut
4)0
ed'
363
Not
e T
akin
g
jobl
ink
1.E
xpla
in th
e te
chni
que
of n
ote-
taki
ng. E
xpla
inth
at it
is n
ot p
hysi
cally
pos
sibl
e to
wri
te d
own
ever
y w
ord
that
asp
eake
r sa
ys. E
mph
asiz
e th
at n
ote-
taki
ngis
not
dic
tatio
n. E
mpl
oyee
s sh
ould
only
wri
te d
own
key
wor
ds -
only
the
wor
ds th
at c
onta
in im
port
ant i
nfor
mat
ion.
2.E
xpla
in th
at y
ou w
ill r
ead
a sh
ort s
elec
tion,
one
tim
eon
ly. D
o th
is b
efor
e pa
ssin
g ou
t the
hand
out.
3.R
ead
alou
d, o
ne ti
me
only
, Ins
truc
tions
for
Usi
ng H
eari
ng P
rote
ctio
n fo
und
in th
e bo
x of
"U
sing
Key
Wor
ds to
Tak
e N
otes
".
4. W
hile
list
enin
g, e
mpl
oyee
s w
rite
the
key
wor
ds o
n a
piec
e of
pap
er.
5. H
and
out "
Usi
ng K
eyW
ords
to T
ake
Not
es".
Ask
eac
h em
ploy
ee to
rea
d In
stru
ctio
nsfo
r U
sing
Hea
ring
Pro
tect
ion
and
to u
nder
line
the
key
wor
ds th
at th
ey w
rote
dow
n w
hile
list
enin
g.
6. W
rite
the
empl
oyee
s' w
ords
on
the
tran
spar
ency
. Dis
cuss
why
the
empl
oyee
s ch
ose
cert
ain
wor
ds a
nd b
ring
to th
eir
atte
ntio
n an
y ke
y w
ords
that
they
may
hav
e m
isse
d.
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
-3C
3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
43
Eng
lish
as a
Sec
ond
Lan
guag
eV
Les
son
1 5:
Usi
ng K
ey W
ords
To
Tak
e N
otes
.111
Is (
Ili a
s a
Sco
wl1
[men
14
Wrin
ni S
tep-
11.::
rtas
Org
aniz
ing
and
Writ
ing
Ste
p-by
-Ste
p D
irect
ions
YO
UR
NA
ME
Jotil
nk
TO
SE
OF
INS
TR
UC
TIO
N&
7 8. 9 10
WM
14 W
INS
144
41,4
4,C
4,44
.4 4
1141
1114
4 G
ag C
omm
* G
ap 4
114,
14is
e 32
Han
dout
32
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
373
JobL
ink
Han
dout
34
BE
ST C
OPY
AV
AIL
AB
LE
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
371
Page
244
Eng
lish
as a
Sec
ond
Lan
guag
e 7
Les
son
I 5:
Usi
ng K
ey W
ords
To
Tak
e N
otes
Act
iviti
esSe
cond
Act
ivity
: 30
Min
utes
Und
erst
andi
ng D
irect
ions
JobL
ink
1.B
reak
into
sm
all g
roup
s of
3-4
em
ploy
ees.
2.H
and
out"
Wha
t Key
Wor
ds D
id Y
ou U
ser.
Em
ploy
ees
wri
te th
eir
nam
e at
the
top
of th
e pa
ge.
The
y ke
ep th
eir
own
hand
out t
hrou
ghou
tth
e re
mai
nder
of
this
act
ivity
.
3.E
mpl
oyee
spa
ssth
e "O
rgan
izin
g an
d W
ritin
g St
ep-b
y-St
epD
irec
tions
" th
at th
ey w
rote
in th
e
prev
ious
less
on (
Les
son
14)
to a
noth
erm
embe
r of
thei
r gr
oup.
4.E
mpl
oyee
s w
rtte
the
title
and
aut
hor
of th
edi
rect
ions
they
rec
eive
in B
ox #
1 of
"W
hat K
eyW
ords
Did
You
Use
?" (
H-2
).
5.E
ach
empl
oyee
sile
ntly
read
sth
e "O
rgan
izin
g an
d W
ritin
g St
ep-b
y-St
ep D
irec
tions
"th
at th
ey w
ere
give
n.
6.E
mpl
oyee
s lo
ok f
or k
ey w
ords
and
ord
erin
g w
ords
inth
e di
rect
ions
and
wri
te th
em in
Box
#1.
7.E
mpl
oyee
s ke
ep th
eir
hand
out a
ndpa
ssth
e "O
rgan
izin
g an
d W
ritin
g St
ep-b
y-St
ep D
irec
tions
" to
anot
her
mem
ber
of th
e gr
oup.
The
y fo
llow
the
sam
epr
oced
ure
with
thei
r ne
w s
et o
f di
rect
ions
in
Box
#2,
and
so
on, u
ntil
all m
embe
rs o
fthe
gro
up h
ave
read
eac
h se
t of
dire
ctio
ns a
ndfi
lled
out a
box
for
each
one
.
372
373
Les
son
15: U
sing
Key
Wor
ds to
Tak
eN
otrs
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
45
Eng
lish
as a
Sec
ond
Lan
guag
eV
Les
son
1 5:
Usi
ng K
ey W
ords
To
Tak
e N
otes
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
Jobl
ink
1.sm
onR
.7W
.111
7. a
rff:
:::
Eva
luat
ion
I.C
h000
e on
e se
t et d
irec
tions
bor
n yo
u. s
toup
.
Tid
eB
r
2 lis
t the
Ing
wad
e th
at w
ere
used
try
emy
rap
mew
as
the
dire
ctio
ns w
ee p
asse
d al
ong
The
se a
re o
iled
key
wor
ds in
OX
IU11
011:
3.L
ist t
he b
y w
ads
the
wer
e on
ly u
sed
by s
ome
mem
bers
of
the
grou
p:
4. W
hat o
rder
ing
war
ds d
id g
roup
mem
bers
use
?
5. H
ow d
id th
ese
orde
rire
wor
ds h
elp
othe
rs tr
eers
tari
d th
e st
ep-b
y-st
ep d
irec
tions
?
Law
n IS
Wry
1.4
War
ble
..C
amp
NM
V, t
wo
co...
or W
ee D
IAN
11..1
1ma
TS
Han
dout
35
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
46
311
BE
ST C
OPY
WA
VY
3j
Eng
lish
as a
Sec
ond
Lan
guag
e T
YL
esso
n 15
: Usi
ng K
ey W
ords
To
Tak
eN
otes
/A
ctiv
ities
lir T
hird
Act
ivity
: 20
Min
utes
Eva
luat
ion
1. H
and
out"
Eva
luat
ion"
.
373
JobL
ink
2. A
s a
grou
p, e
mpl
oyee
s de
cide
on
one
set
of d
irec
tionS
to e
valu
ate.
3.E
mpl
oyee
s w
ork
toge
ther
to c
ompa
re th
e ke
y w
ords
and
orde
ring
wor
ds th
at e
ach
grou
pm
embe
r w
rote
dow
n fo
r th
e se
t of
dire
ctio
ns.
4. T
he e
valu
atio
n in
clud
es li
stin
g al
l ofk
ey w
ords
that
they
cho
se in
com
mon
and
list
ing
the
key
wor
ds th
at o
nly
som
e of
them
use
d.
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
47
Eng
lish
as a
Seco
nd L
angu
age
YL
esso
n1
5: U
sing
Key
Wor
ds T
oT
ake
Not
es
,A
ctiv
ities
End
ing:
5M
inut
es
373
1.su
mm
ariz
e th
e pu
rpos
e of
toda
y's
less
on.
2. S
ay g
ood-
bye.
Les
son
15: U
sing
Key
Wor
ds to
Tak
e N
otes
JobL
ink
37j
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
49
JobL
ink
Win
ning
At
Wor
k 33
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
6R
eque
stin
g, G
ivin
g, a
nd C
larif
ying
Dire
ctio
ns
3 S
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
Les
son
Des
crip
tion
jobL
ink
The
stu
dent
s ar
e in
trod
uced
to u
sefu
l exp
ress
ions
tohe
lp th
em b
egin
con
vers
atio
ns. T
he s
teps
in
givi
ng d
irec
tions
are
exp
lain
ed a
nd s
tude
nts
are
give
n th
e op
port
unity
to p
ract
ice
by g
ivin
g
som
eone
els
e di
rect
ions
todo
thei
r jo
b.
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
gD
irec
tions
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
52
3
Eng
lish
as a
Sec
ond
Lan
guag
e -:
7Le
sson
16:
Req
uest
ing,
Giv
ing,
and
Cla
rifyi
ng D
irect
ions
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
,st
uden
ts w
illbe
abl
e to
:
1.U
se m
any
expr
essi
ons
to h
elp
them
req
uest
, giv
e, a
nd c
lari
fydi
rect
ions
.
2.U
se c
hron
olog
ical
ord
er to
wri
test
ep-b
y-st
ep w
orkp
lace
dire
ctio
ns.
381
Mat
eria
ls N
eede
dT
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
te b
oard
with
mar
kers
T T
rans
pare
ncie
s"D
ialo
gue"
(T
rans
pare
ncy
29)
"Use
ful E
xpre
ssio
ns"
(Tra
nspa
renc
y 30
)
"Mak
ing
Dir
ectio
ns E
asy
to U
nder
stan
d"(T
rans
pare
ncy
31)
Han
dout
s"D
ialo
gue"
(H
ando
ut 3
6)
"Use
ful E
xpre
ssio
ns"
(Han
dout
37)
"Mak
ing
Dir
ectio
ns E
asy
to U
nder
stan
d"(H
ando
ut 3
8)
"Dir
ectio
ns f
or th
e N
ew E
mpl
oyee
"(H
ando
ut 3
9)
vLH
Jobi
lnk
T C
lass
room
Set
-up
1r T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Indi
vidu
al
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge G
roup
Thi
rd A
ctiv
ity-
Lar
ge G
roup
Four
th A
ctiv
ity-
Pair
s/In
d.
End
ing-
Lar
ge G
roup
25 m
in.
10 m
in.
10 m
in.
20 m
in.
20 m
in.
5 m
in.
Less
on 1
6: R
eque
stin
g G
ivin
g an
d C
larif
ying
Dire
ctio
nsC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
253
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
16: R
eque
stin
g, G
ivin
g, a
nd C
lari
fyin
g D
irec
tions
Act
iviti
es1F
. Ope
ning
: 25
Min
utes
.w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. "
See
3rd
activ
ity in
Les
son
1 fo
rfu
rthe
r ex
plan
atio
n7
3.Jo
urna
l Wri
ting
38 G
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
g D
irec
tions
38
jobL
itik
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
55
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
Les
son
16: R
eque
stin
g, G
ivin
g, a
nd C
lari
fyin
g D
irec
tions
1111
1 E
s ek
e as
Seos
o4bq
uelm
s G
omm
Ang
Gri
mita
"M:
Dia
logu
e
Jose
it a
nee
em
ploy
ee C
arm
elo
is h
i, ne
w le
ad T
heY
are
talk
ing
in C
arm
ela'
s of
fice
Car
tnel
a is
giv
ing
dire
ctio
n to
Jos
e Sh
e is
telli
ng h
im th
e st
eps
he w
ill n
eed
to d
o hi
s jo
b.W
ink
with
a p
artn
er R
ead
tin f
ollo
win
g di
alog
ue to
we
how
Jos
e as
ks f
or th
e in
tona
tion
he n
eeds
:
CA
RM
EIA
Jose
, you
will
be
in c
haig
e of
kee
ping
our
par
e bi
ro s
uppl
ied
with
par
tsW
hen
you
we
that
we
need
par
e yo
u w
ill f
ill o
uts
requ
isiti
on C
onn
and
take
it to
inve
ntor
y. T
hey
will
giv
e m
u th
e pa
rts
and
you
will
bri
ng th
emba
de to
ow
dep
artm
ent
JOSE
:W
aal w
oo m
ind
if I
ode
d yo
u so
me
ques
tions
?
CA
RM
EL
,: Sw
e, g
e ah
ead
JOSE
'W
hat r
equi
sitio
n fo
rte
do I
nee
d?C
AR
ME
IA Y
ou r
eed
Rep
/aeo
n Fo
rm 6
210.
The
for
ms
am k
ept i
n th
e fo
lder
nec
t to
the
com
pute
:JO
SE:
Do
you
MO
M th
e re
d fo
lder
bet
wee
n th
e co
mpu
ter
and
the
prin
ter?
CA
RM
EL
,: Y
e, th
at's
the
or*
JOSE
:O
.W
ho f
ills
out t
he f
on?
CA
RM
EL
,: Y
ou r
eed
to c
ompl
ete
the
form
JOSE
:C
OM
MI
plan
moa
t how
I f
ill o
ut th
e fo
rm?
CA
IOA
EL
A: S
ure
Just
fill
in th
e da
te. t
he p
art r
embe
e, a
rid
the
quan
tity.
JOSE
:rm
mir
y. I
for
got w
hen
rm s
uppo
sed
to p
ick
ay th
e pa
rts
CA
RM
EIA
Tha
t's a
ll lig
to Y
ou p
ick
up th
e pa
rts
in I
nven
tory
.
10SE
:W
here
is I
nven
tory
?
CA
RM
EIA
tr, i
n th
e w
areh
owe
JOSE
:W
ho d
o I
give
the
form
to?
CA
RM
EIA
Giv
e it
to th
e pe
rson
* th
e de
sk W
ait f
or th
em to
bri
ng y
ou th
e pe
tsT
hen
brin
g th
e pa
re b
ack
here
and
put
them
In
die
cone
bin
JOSE
:I
unde
rsta
nd n
ow I
llank
you
Wac
o It
IR
MO
*G
irap
it,
taw
C..*
Gip
DA
MR
EM
ISN
I Sl
i
Han
dout
36,
Tra
nspa
renc
y 29
jobl
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
56
BE
ST C
OPY
AN
TM
LA
BL
E38
3
3
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
16: R
eque
stin
g, G
ivin
g, a
nd C
lari
fyin
g D
irec
tions
s
Act
iviti
esFi
rst A
ctiv
ity: 1
0 M
inut
es
1.D
istr
ibut
ean
dpr
ojec
t "D
ialo
gue"
.M
I ID
ilent
icut
Tra
nspa
renc
y
2.A
s a
dass
, rea
d th
e in
trod
uctio
n to
the
dial
ogue
and
def
ine
any
diffi
cult
voca
bula
ry.
Ask
the
stud
ents
to r
ead
the
dial
ogue
indi
vidu
ally
to th
emse
lves
. DIS
CU
SS
any
com
preh
ensi
onqu
estio
ns w
hich
aris
e.
JobL
ink
4. H
ave
two
volu
ntee
rs r
ead
the
dial
ogue
to th
e da
ss.
5. T
hen
in p
airs
, hav
e st
uden
ts r
ead
the
dial
ogue
alo
ud.
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
g D
irec
tions
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
57
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
tose
ll.tto
men
sta
ws
a ge
rprq
Seem
ed ta
agrc
rae
Use
ful E
xpre
ssio
ns
Mite
Mtp
reeo
lons
To
Voo
Whe
n O
lvIn
o w
o0 R
ocel
ilno
[Im
am
Cou
ld y
ou p
leas
e...?
Exc
use
me.
.Pl
ease
.
Wou
ld y
ou p
leas
e...?
I'm s
orry
..W
ould
you
min
d..?
Mat
To
fay
Whe
n Y
ou D
on't
Unt
lory
tind
I do
n't u
nder
stan
d. C
ould
you
ple
ase
expl
ain
that
aga
in?
I do
n't u
nder
stan
d. C
ould
you
ple
ase
show
me
Wha
t do
you
man
?
Do
you
mea
n."
Did
you
say
.,
rrn
no s
ure
I un
ders
tand
. Cou
ld y
ou p
leas
eve
rne
an
exam
ple
WI
Wag
Gif
ts..
Cm
ulea
OtP
N W
Com
Cal
or D
ewW
aist
S7
Han
dout
37,
Tra
nspa
renc
y 30
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
g D
irec
tions
Cop
yrig
ht C
l 996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobL
ink
BE
STC
OPY
AV
AIL
AB
LE
3 .;
3
Page
258
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
k: A
ctiv
ities
-v S
econ
d A
ctiv
ity: 1
0 M
inut
es
1114
7. T
4C0
ilend
out
Tre
nspo
renc
y
3 S
Job
Lin
k
1. H
and
outa
ndpr
ojec
t"U
sefu
l Exp
ress
ions
".
2.R
ead
expr
essi
ons
as a
cla
ss.
3.L
ook
at "
Dia
logu
e" f
rom
pre
viou
s ac
tivity
. Und
erlin
e th
e ex
pres
sion
sfr
om th
e "U
sefu
l Exp
ress
ions
"ha
ndou
t whi
ch a
re u
sed
in th
e di
alog
ue.
4. A
ssig
n th
e ex
pres
sion
s w
hich
wer
e no
t use
d in
the
dial
ogue
, one
per
stu
dent
to u
se in
a s
ente
nce.
You
can
do
this
ver
bally
or
in w
ritte
n fo
rm.
Les
son
16: R
eque
stin
g G
ivin
g, a
nd C
lanf
yirI
g D
irrt
tions
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
259
Eng
lish
as a
Sec
ond
Lan
guag
e T
.L
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
tattl
is a
s S
ewed
Lam
iluag
ello
ques
.rs
tod
Ger
m/D
raw
.
Mak
ing
Dir
ectio
ns E
asy
to U
nder
stan
d
Car
rnel
al d
irect
ions
did
not
hav
e en
ough
info
rmat
ion
She
did
not
incl
ude
all d
e ny
idea
s lo
se h
ad to
ask
man
y qu
estio
n to
und
erst
and
his
new
job.
Car
rnda
cou
ld h
ave
hdpe
dlo
se if
the
had
wed
ond
enng
wor
ds to
tell
hOn
the
step
s in
volv
ed in
his
new
job
Use
the
info
rmat
ion
from
the
dial
ogue
to w
rite
dow
n al
l of t
he s
teps
lore
nee
ds fo
r hi
sne
w jo
b. B
e su
m to
put
the
step
s in
diro
nolo
gica
l ord
er a
nd in
dude
all
of th
e de
tails
for
each
Dire
ctio
ns fa
ir /O
HM
Jel
phg
the
in S
uppl
ed W
ith P
arts
7 taw
loto
palte
g. G
M' .
C.F
les
ON
Is,
Cau
sl C
omul
t,ca
w n
emE
ardl
est S
S
Han
dout
38,
Tra
nspa
renc
y 31
Les
son
16: R
eque
stin
g, G
ivin
g an
d C
lari
fyin
g D
irec
tions
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
'BE
ST C
OPY
AV
AIL
AB
LE
jobl
ink
Pag
e 26
0
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
Act
iviti
esT
hird
Act
ivity
: 20
Min
utes
1.H
and
out "
Mak
ing
Dir
ectio
ns E
asy
to U
nder
stan
d"(H
-3, 1
-3).
2.T
his
exer
cise
can
be
done
as
a da
ss, i
n sm
all g
roup
s, o
rin
divi
dual
ly (
base
d on
the
need
s of
you
r cl
ass)
.
3. R
ead
the
inst
ruct
ions
for
the
hand
outa
nd w
rite
the
dire
ctio
ns f
or J
ose'
s jo
b.
4. W
hen
com
plet
e, h
ave
stud
ents
com
pare
ans
wer
sw
ith e
ach
othe
r an
d en
cour
age
them
to c
ome
to c
onse
nsus
and
mod
ify
thei
r an
swer
s as
nec
essa
ry.
of-s
a,t4
1)H
ando
utyr
ompa
rene
r
3C 3
jobl
ink
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
g D
irec
tions
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
61
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
g D
irec
tions
1111
1Ettl
==
.1:7
=
Dir
ectio
ns f
or th
e N
ei E
mpl
oyee
W,ik
str
p-by
-drp
inst
ruct
ion*
rot
job.
&m
onk
r to
use
rzt
leas
t ono
rab
(ut
ton
wor
d) in
each
Asp
. Irm
onbe
r to
use
ord
oing
wor
ds.
My
job
is
Cau
tions
ter
doin
g m
y O
M
2
Law
n It
fps.
.. G
YM
/C
m.1
0 01
04C
ry G
oes*
Gar
DIA
MS
tSjS
Han
dout
39
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
62
400
BE
ST C
OPY
AV
AIL
AB
LE
C I
.
Eng
lish
as a
Sec
ond
Lan
guag
e -7
Les
son
16: R
eque
stin
g, G
ivin
g, a
nd C
lari
fyin
g D
irec
tions
Act
iviti
esFo
urth
Act
ivity
: 20
Min
utes
04-1
110
Han
dout
jobL
ink
L A
sk th
e st
uden
ts to
thin
k of
thei
r jo
bsan
d im
agin
e th
at th
ey a
re te
achi
ng a
new
em
ploy
ee h
ow to
do th
eir
job.
2. H
and
out "
Dir
ectio
ns f
or th
e N
ew E
mpl
oyee
".A
sk th
e st
uden
ts to
wri
te d
irec
tions
for
the
new
empl
oyee
to f
ollo
w.
3. D
emon
stra
te w
ith a
das
s ex
ampl
e fi
rst S
ome
idea
s fo
r ex
ampl
es a
re: h
ow to
get
gas
at a
sel
f-se
rve
pum
p; h
ow to
be
a go
alie
on
a so
ccer
team
;ho
w to
pre
pare
a p
icni
c; o
r ho
w to
get
lunc
h at
the
com
pany
caf
eter
ia.
4.Po
int o
ut th
at e
ach
step
in th
e di
rect
ions
mus
t hav
e at
leas
t one
act
ion
wor
d (v
erb)
.
5. R
emin
d th
e st
uden
ts to
use
Ord
erin
g W
ords
tohe
lp th
e ne
w e
mpl
oyee
to b
ette
r un
ders
tand
the
dire
ctio
ns.
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
g D
irec
tions
403
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
63
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 16
: Req
uest
ing,
Giv
ing,
and
Cla
rify
ing
Dir
ectio
ns
End
ing:
5 M
inut
es
Rem
ind
the
stud
ents
of
the
obje
ctiv
esfo
r th
is le
sson
.
2.D
ISC
USS
whe
ther
they
wou
ld f
eel
com
fort
able
ask
ing
for,
giv
ing
and
clar
ifyi
ngdi
rect
ions
.
3. s
ay g
ood-
bye.
JobL
ink
Les
son
16: R
eque
stin
g G
ivin
g an
d C
lari
fyin
gD
irec
tions
4Ci
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
65
JobL
ink
A
I
403
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
7U
sing
Lea
rnin
g S
tyle
sto
Rem
embe
r In
form
atio
n
40;
Eng
lish
as a
Sec
ond
Lan
guag
e V
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
Les
son
Des
crip
tion
Stud
ents
are
sho
wn
the
impo
rtan
ce o
f gi
ving
dir
ectio
ns in
dif
fere
nt w
ays
thro
ugh
a ca
rd
gam
e ac
tivity
.
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
jobL
ink
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
68
403
4C3
Eng
lish
as a
Seco
nd L
angu
age
vL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
n
Obj
ectiv
esM
ater
ials
Nee
ded
By
com
plet
ing
this
less
on, s
tude
nts
will
T H
ardw
are
be a
ble
to:
1.D
efin
e an
d id
entif
y no
uns,
ver
bs,
and
adje
ctiv
es.
2.id
entif
y ke
y id
eas
tore
mem
ber
whe
n be
ing
give
n di
rect
ions
.
3.E
xpla
in h
ow to
do
thei
r jo
bsus
ing
visu
al, a
udito
ry,
and
tact
ilecu
es.
1.O
verh
ead
proj
ecto
r2.
Tra
nspa
renc
ym
arke
rs
3.Fl
ip c
hart
or
whi
tebo
ard
with
mar
kers
4.Pl
ayin
g ca
rds
(one
deck
)
IF T
rans
pare
ncie
s"W
ord
Pow
er"
(Tra
nspa
renc
y 32
)
"Lea
rnin
g St
yles
Gro
ups"
(T
rans
pare
ncy
33)
"How
to P
lay
War
" (T
rans
pare
ncy
34)
"Tea
chin
g M
y Jo
b T
oO
ther
s"
(Tra
nspa
renc
y 35
)
t,-. H
ando
uts
"Wor
d Po
wer
(H
ando
ut 4
0)
"Lea
rnin
g St
yles
Gro
ups"
(Han
dout
41)
"How
to P
lay
War
" (H
ando
ut 4
2)
'Tea
chin
g M
y Jo
b T
oO
ther
s" (
Han
dout
43)
LH
jobL
ink
V C
lass
room
Set
-ap
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
25 m
in.
Firs
t Act
ivity
- Sm
all G
roup
s30
min
.
Seco
nd A
ctiv
ity-
Indi
vidu
al30
min
.
End
ing-
Lar
ge G
roup
5 m
in.
Les
son
17: U
sing
Le
rrnS
tyle
sto
Rem
embe
r In
form
atio
nC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
411
Page
269
Eng
lish
as a
Sec
ond
Lan
guag
e V
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
Act
iviti
esO
peni
ng: 2
5 M
inut
es
1. w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. "
See
3rd
activ
ity in
Les
son
1 fo
r fu
rthe
r ex
plan
atio
n"
3. J
ourn
al W
ritin
g
Les
son
17: U
sing
Lea
rnin
& S
tyle
s to
Rem
embe
rIn
form
atio
n
41,2
jobL
ink
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
71
413
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
n
Eno
Its
h as
Seco
nd L
awn=
I.s.
sl/a
ng le
rrs.
Wes
m
Car
d G
ame
Voc
abul
ary
Wor
d P
ower
Moa
ns (
peop
lc p
)ace
s. o
r th
ings
):
Play
erst
ep
deck
half
stac
kto
p
pair
botto
m
Win
s (a
ctio
n w
ords
)
divi
de
colle
ct
coun
t
Adj
ectiv
es (
desc
ribe
nou
ns):
face
up
face
dow
n
Ord
erin
g W
ords
(R
onnn
ba th
ese
from
Les
son
)471
firs
t (se
cond
, thi
rd, f
ourt
h, f
ifth
etc
.)
then
next
afte
r
fina
lly
lean
0 U
we
Lea
rnm
g St
yle
Jobl
ink
Caz
pree
l Otto
by
Cow
Cam
ay C
., D
ewH
ando
ut 4
0
Han
dout
40,
Tra
nspa
renc
y 32
jobL
ink
Lon
na a
sSe
cond
La
Sqin
bMel
lett
Lear
ning
Sty
les
Gro
ups
Jobl
ink
Gro
up fl
amat
ory
lear
ning
gm
up. T
he v
olun
teer
fro
m th
is g
roup
will
list
en to
dir
ectio
nsth
en r
esta
te th
em to
the
grou
p. T
he v
olun
teer
isno
tper
mitt
ed to
look
at t
hedi
rect
ions
or
have
car
ds to
pla
y w
ith.
Gro
up 0
2vi
sual
lear
ning
gro
up T
he v
olun
teer
fro
m th
is jp
oup
will
rea
d a
set o
f di
tect
ions
then
res
tate
them
to th
e gr
oup
The
vol
unte
er d
oes
neit
rece
ive
any
verb
alex
plan
atio
n of
car
ds to
pla
y w
ith
Gro
upO
Sta
clfi
e le
arni
ng g
roup
. The
vol
unte
er f
rom
this
gro
up w
ill b
e sh
own
by o
rr o
rtw
o of
the
grou
p m
embo
s ho
w to
pla
y th
e ga
me
usin
g ca
rds
as p
rops
. The
gro
upis
not
allo
wed
to e
xpla
in th
e di
rect
ions
ver
bally
or
show
the
mitt
en d
irec
tions
toth
e vo
lunt
eer
Wac
o 17
Usl
ry le
aten
g St
yle
Cee
yeth
i Ort
Nt.,
Coe
Gam
ut.,
Cab
e D
omna
udoo
n 41
Han
dout
41,
Tra
nspa
renc
y 33
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
4 I
BE
ST C
OPY
AV
AP
4E6
F
Pag
e 27
2
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
Act
iviti
esFi
rst A
ctiv
ity: 3
0 M
inut
es
jobL
ink
Exp
lain
that
this
act
ivity
will
com
pare
the
leve
l of
diff
icul
ty in
rem
embe
ring
dir
ectio
ns th
roug
hhe
arin
g th
em, r
eadi
ng th
em, a
nd b
eing
sho
wn
how
to d
o th
em.
2. H
and
out "
Wor
d Po
wer
" an
ddi
scus
s de
fini
tions
for
the
card
gam
evo
cabu
lary
. If
the
stud
ents
are
not f
amili
ar w
ithth
e gr
amm
atic
al e
xpre
ssio
ns "
noun
/ver
b/ad
ject
ive"
then
spe
nd s
ome
time
defi
ning
thes
e te
rms
and
cate
gori
ze a
dditi
onal
wor
ds a
s "n
oun/
verb
/adj
ectiv
e" a
s ex
tra
prac
tice.
3.D
ivid
e th
e da
ss in
to th
ree
grou
ps. A
skfo
r on
e vo
lunt
eer
from
eac
h gr
oup
to p
artid
pate
inth
eac
tivity
and
ano
ther
per
son
from
eac
h gr
oup
to a
ct a
sre
cord
er. T
he o
ther
gro
up m
embe
rs w
ill b
e
obse
rver
s.
4. G
ive
each
gro
up th
eir
assi
gnm
ent
and
nand
out
"L
earn
ing
Styl
es G
roup
s".
Gro
up #
1 =
aud
itory
lear
ning
gro
up. T
hevo
lunt
eer
from
this
gro
up w
ill li
sten
to d
irec
tions
then
res
tate
them
to th
e gr
oup.
The
vol
unte
er is
not
perm
itted
to lo
ok a
t the
dir
ectio
ns o
r ha
veca
rds
to p
lay
with
.G
roup
#2=
visu
al le
arni
ng g
roup
. The
vol
unte
er f
rom
this
gro
upw
ill r
ead
a se
t of
dire
ctio
nsth
en r
esta
te th
em to
the
grou
p. T
he v
olun
teer
doe
s no
t rec
eive
any
verb
al e
xpla
natio
n of
car
ds to
play
with
.C
roup
#3
= ta
ctile
lear
ning
gro
up. T
hevo
lunt
eer
from
this
gro
up w
ill b
e sh
own
by o
ne o
r tw
oof
the
grou
p m
embe
rs h
ow to
pla
y th
e ga
me
usin
gca
rds
as p
rops
. The
gro
up is
not
allo
wed
toex
plai
n th
e di
rect
ions
ver
bally
or
show
the
wri
tten
dire
ctio
ns to
the
volu
ntee
r.
Les
son
17: U
sing
Lea
min
,5 S
,q/le
s tr
) R
emem
ber
Infr
.rm
At..
.
410
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
73
4 1
7
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
nJo
b L
ink
1111
1 E
issl
ish
as s
Sec
ond
L.is
o
How
to P
lay
War
JobL
ink
War
is a
pop
ular
car
d ga
me
in th
e U
nite
d St
ates
It i
s pl
ayed
mos
tly b
y ch
ildre
n an
dte
enag
ers
War
req
uim
two
play
ers
To
play
I.D
ivid
e a
deck
of
card
s in
hal
f G
ive
one
half
tit P
laye
rI
and
the
othe
r ha
lf to
Play
er 1
12.
2E
ach
play
er p
lace
s hi
s ca
rds
in a
sta
ck. H
e pu
ts th
e st
ack
face
dow
n in
fro
nt o
f hi
m.
S.N
ext,
each
pla
yer
take
s th
e to
p ca
rd f
rom
his
sta
ck a
nd p
lace
s it
face
up
in th
e ce
nter
of th
e ta
ble.
The
pla
yer
with
the
high
est c
ard
win
s. T
he w
inne
r ta
kes
the
two
card
sfr
om th
e ce
nter
of
the
tabl
e an
d pu
ts th
em f
ace
up n
ext t
o hi
s st
ack
of a
nds.
4.R
epea
t ste
pun
til a
ll ca
rds
in th
e fa
ce d
own
stac
k ha
w b
een
play
ed o
r un
til th
eca
rds
in th
e ce
nter
are
a p
air
(hav
e th
e sa
me
'num
ber
or f
ace)
.
5.If
the
card
s in
the
cent
er a
re a
pai
r ea
ds p
laye
r pl
aces
one
car
d fa
ce d
own
next
to h
isca
rd in
the
rent
er T
hen
each
pla
yer
plac
es a
noth
er a
nd 4
3ce
up in
the
cent
er o
f th
eta
ble.
The
hig
hest
car
d w
ins,
and
the
win
ner
colle
cts
all s
ix c
ards
fro
m th
e ce
nter
6.W
hen
both
pla
yers
hav
e pl
ayed
all
the
card
s in
thei
r st
acks
they
cou
nt th
e ca
rds
face
up in
fro
nt o
f th
em T
he p
laye
r w
ith th
e m
ost c
ards
is th
e w
inne
r of
the
gam
e.
Les
son
0 th
ing
Lea
ning
Sty
lecs
tw.s
onyc
sipn
om11
dost
42
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
1 3
Han
dout
42,
Tra
nspa
renc
y 34
BE
ST C
OPY
VA
LM
LE
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
1
Page
274
Eng
lish
as a
Sec
ond
Lan
guag
e ".
F.L
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
rIn
form
atio
n
Act
iviti
esFi
rst A
ctiv
ity: (
cont
inue
d)
ditts
104
1
421
Han
dout
Jobb
/7k
5. A
sk th
e th
ree
volu
ntee
rs to
leav
e th
e ro
om f
or a
few
min
utes
whi
le th
eot
her
stud
ents
are
giv
en
the
dire
ctio
ns a
nd a
cha
nce
to b
rief
ly d
iscu
ssth
em.
6.D
istr
ibut
e ha
ndou
t "H
ow to
Pla
y W
ar"
toal
l stu
dent
s in
the
clas
sroo
m, i
nclu
ding
two
copi
esof
the
hand
out t
o ea
ch r
ecor
der.
The
rec
orde
rsw
ill u
se th
e se
cond
cop
y to
trac
k w
hich
key
phra
ses/
idea
s th
e vo
lunt
eers
use
in r
esta
ting
the
dire
ctio
ns.
7.D
irec
t the
stu
dent
s in
the
dass
room
toun
derl
ine
the
key
phra
ses/
idea
s w
hich
they
wou
ld n
eed
tore
mem
ber
if th
ey w
ere
to a
ccur
atel
y re
stat
e th
edi
rect
ions
. Qui
ddy
com
pare
whi
ch w
ords
wer
eun
derl
ined
and
hav
e ea
ch g
roup
rea
ch c
onse
nsus
abou
t whi
ch id
eas
are
key
or n
eces
sary
toun
ders
tand
ing
how
to p
lay
the
gam
e.
8.In
vite
the
volu
ntee
rs to
re-
ente
r th
e ro
om a
nd r
etur
n to
thei
r or
igin
al g
roup
s.
9. T
he th
ree
grou
ps s
imul
tane
ousl
y pr
esen
tth
e di
rect
ions
on
how
to p
lay
the
card
gam
e w
ar to
the
volu
ntee
rs. R
emem
ber
that
eac
h gr
oup
is u
sing
onl
y on
ele
arni
ng s
tyle
to tr
ansm
it th
e in
form
atio
n
as d
escr
ibed
abo
ve in
Step
#3.
Vol
unte
ers
may
not
take
not
es d
urin
g th
is a
ctiv
ity.
Not
e: T
his
activ
ity w
orks
bes
t whe
n th
e gr
oups
are
loca
ted
as f
ar f
rom
eac
h ot
her
as p
ossi
ble
soth
at th
ey a
re n
ot d
istr
acte
d by
the
activ
ities
in th
e ot
her
grou
ps.
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
75
Eng
lish
as a
Sec
ond
Lan
guag
e 7.
Les
son
17: U
sing
Lea
rnin
g St
yles
toR
emem
ber
Info
rmat
ion
Act
hriti
esFi
rst A
ctiv
ity:
(con
tinue
d)
422
JobL
ink
10. A
s ea
ch v
olun
teer
res
tate
sth
e di
rect
ions
to h
is o
r he
r gr
oup,
the
reco
rder
sho
uld
be n
otin
gw
hich
key
idea
s th
e vo
lunt
eer
uses
inre
stat
ing
the
dire
ctio
ns a
ndw
hich
are
exd
uded
.
11. B
ring
the
clas
s to
geth
er a
s on
egr
oup
once
all
the
volu
ntee
rs h
ave
fini
shed
res
tatin
gth
e di
rect
ions
.
12. T
he r
ecor
der
from
each
gro
up s
tate
s to
the
dass
the
key
idea
s w
hich
wer
eex
dude
d by
the
volu
ntee
r w
hen
rest
atin
g th
edi
rect
ions
. Ask
the
stud
ents
to c
ompa
reho
w m
uch
info
rmat
ion
was
reta
ined
by
the
volu
ntee
rs a
nd to
disc
uss
why
the
diff
eren
ces
occu
rred
.
13. L
ead
the
stud
ents
toun
ders
tand
that
the
best
way
tole
arn
is w
hen
the
info
rmat
ion
is g
iven
in a
ll
thre
e fo
rmat
s (a
udito
ry, v
isua
l,an
d ta
ctile
). H
ave
the
stud
ents
desc
ribe
how
they
hav
e be
enta
ught
to
play
car
d ga
mes
by
othe
rs. W
ere
all t
hree
lear
ning
for
mat
s ut
ilize
d?E
xplo
re th
e id
ea th
at te
achi
ng
to a
ll th
ree
lear
ning
styl
es is
the
optim
al a
ppro
ach.
Les
son
17: U
sing
Lea
rnin
g St
yles
toR
emem
ber
Info
rmat
ion
1 t'
3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
77
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
n
Eng
lish
asS
econ
d La
ngua
geIn
man
17
On,
tram
elp
Sly
6la
new
lanl
elar
en
Tea
chin
g M
y Jo
hTo
Oth
ers
deba
rk
Dir
ectio
ns:
Des
crib
e ho
w y
ou w
ould
teac
h an
othe
r em
ploy
ee to
do
your
job.
Use
cue
s th
at a
rt
I.au
dito
ry (
give
ver
bal d
irect
ions
)1
ritua
l tgi
ve w
ritte
n in
form
atio
n)3.
whi
r (p
hysi
nsl(y
dem
onst
rate
wha
t you
do)
Aud
itory
Cue
s (W
hat w
ould
you
say
to th
e ne
w e
m)lo
yee'
)
MU
SS
Cue
s ()
Mut
writ
ten
info
rmat
ion
wou
ld y
ou g
ive
to th
e ne
w e
mpl
oyee
?)
Tac
tile
cum
(W
hat w
ould
you
ask
the
new
em
ploy
ee to
do
to le
arn
your
job?
)
teno
n 17
thin
s tr
arnb
v S
lyks
Ces
ar..
05-
by C
ow C
orm
, cal
. Don
nB
audo
nt IS
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
Han
dout
43, T
rans
pare
ncy
35
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
--F
3T C
O?1
, AV
ALA
BLE
jobl
ink
Page
278
423
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
n
Act
iviti
esSe
cond
Act
ivity
: 30
Min
utes
Jobl
ink
01.
Ask
the
stud
ents
whi
ch o
f th
e fo
rmat
s th
ey w
ould
use
inte
achi
ng s
omeo
ne h
ow to
do
thei
r jo
b?T
heir
ans
wer
sho
uld
be "
all t
hree
".
lq01
431
Han
dout
2. H
and
out
"Tea
chin
g M
y Jo
b to
Oth
ers"
.
3.R
ead
the
dire
ctio
ns a
s a
dass
and
rec
omm
end
that
they
be
asde
taile
d as
pos
sibl
e in
ans
wer
ing
each
sec
tion
of th
e ha
ndou
t.
4.E
ncou
rage
stud
ents
to s
hare
thei
r an
swer
s w
ith e
ach
othe
r an
das
kfo
r fe
edba
ck.
5.T
he in
stru
ctor
sho
uld
chec
k w
ith s
tude
nts
indi
vidu
ally
to b
e su
reth
ey a
re o
n tr
ack
and
beav
aila
ble
for
ques
tions
.
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
r.)
;
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
79
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 17
: Usi
ng L
earn
ing
Styl
es to
Rem
embe
r In
form
atio
n
Act
iviti
esE
ndin
g: 5
Min
utes
4(3
Rem
ind
the
stud
ents
of
the
obje
ctiv
es f
or th
is le
sson
and
how
eac
h ac
tivity
wor
ked
toac
com
plis
h at
leas
t one
of
thes
e ob
ject
ives
.
jobl
ink
2. A
sk f
or th
e de
fini
tions
of
"nou
n/ve
rb/a
djec
tive"
, the
n w
rite
thre
e w
ords
on
the
boar
d an
d as
kth
e st
uden
ts w
hich
type
of
wor
d ea
ch is
.
3. S
ay g
ood-
bye.
Les
son
17: U
sing
Lea
rnin
g St
yles
to R
emem
ber
Info
rmat
ion
423
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
81
JobL
ink
Win
ning
At
Wor
k
430
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
8T
he In
s an
d O
uts
of P
repo
sitio
ns
431
Eng
lish
as a
Sec
ond
Lan
guag
e'7
Les
son
1 8:
The
Ins
and
Out
s of
Prep
ositi
ons
' Les
son
Des
crip
tion
jobL
ink
Thi
s le
sson
con
sist
s of
a g
ame
desi
gned
tore
info
rce
follo
win
g-di
rect
ion
skill
s fr
om th
e pr
evio
us
less
ons.
Wor
kpla
ce v
ocab
ular
y pe
rtai
ning
tofo
llow
ing
dire
ctio
ns is
rei
nfor
ced
and
prep
ositi
ons
are
intr
oduc
ed w
ithin
the
fram
ewor
k of
fol
low
ing
dire
ctio
ns.
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
ns
3 2
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
84
1' 3
Eng
lish
as a
Sec
ond
Lan
guag
e T
.L
esso
n1
8: T
he I
ns a
nd O
uts
ofPr
epos
ition
s
17 O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
1.us
e w
orkp
lace
voc
abul
ary
whi
lefo
llow
ing
dire
ctio
ns.
2.us
e co
rrec
t pre
posi
tions
whi
lefo
llow
ing
dire
ctio
ns.
3. c
omm
unic
ate
with
each
oth
erin
a te
am s
ettin
g.
Mat
eria
ls N
eede
dH
ardw
are
jobL
ink
TT
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
es1.
Ove
rhea
d pr
ojec
tor
Ope
ning
- L
arge
Gro
up25
min
.
2.T
rans
pare
ncy
mar
kers
Firs
t Act
ivity
- L
arge
Gro
up20
min
.
3.Fl
ip c
hart
or
whi
tebo
ard
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
40 m
in.
4.W
hite
boa
rd m
arke
rsE
ndin
g- L
arge
Gro
up5
min
.
5.Pi
ctur
es d
emon
stra
ting
prep
ositi
ons
6.O
ne d
ie f
or e
ach
grou
p
7.W
ande
ring
Thr
ough
the
Wor
kpla
ceG
ame
Piec
es (
incl
uded
)
IF T
rans
pare
ncie
s"W
ord
Pow
er"
(Tra
nspa
renc
y 36
)
°Wan
deri
ng T
hrou
gh T
he W
orkp
lace
Gam
e" (
Tra
nspa
renc
y 37
)
TT
ION
MIte
nVI
V H
ando
uts
'Wor
d Po
wer
' (H
ando
ut 4
4)
"How
to P
lay"
(H
ando
ut 4
5)
LH
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
4s3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t4
jPa
ge 2
85
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
1 8:
The
Ins
and
Out
s of
Pre
posi
tions
Act
iviti
esO
peni
ng: 2
5M
inut
es
1. w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. "
See
3rd
activ
ity in
Les
son
1fo
r fu
rthe
r ex
plan
atio
n!'
3.Jo
urna
l Wri
ting
4 3
G
Les
son
18: T
he I
ns a
nd O
uts
of P
rerm
itim
n
"
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tiict
Page
287
Eng
lish
as a
Sec
ond
Lan
guag
e V
Les
son
1 8:
The
Ins
and
Out
s of
Pre
posi
tions
Esi
lle s
oSe
cond
Lam
iram
ele
asen
II
The
Ina
sod
Out
s of
fra
ises
o.ns
Wor
d P
ower
Prev
iew
the
follo
win
g vo
cabu
lary
wor
ds b
efor
e pl
ayin
g th
e le
tand
aing
Thr
ough
The
Wor
t:pla
ce G
ame'
Mad
blif
fIV
IRI
fOT
WIl
lti
W I
WI
Obe
yM
EO
W
dOol
tWitO
onun
aree
drel
sero
wan
anna
rle
awn
wan
ds,
Ice
Can
na M
e la
ngua
rlO
W
Pre
post
tbns
Prev
iew
the
mea
ning
of
the
follo
win
g pr
epos
ition
s be
fore
pla
ying
the
War
den:
1 T
ivou
ghT
he W
orkp
lare
Gam
e:
MO
WIn
bat
h O
fou
t
aIn
Ira
n O
fM
ama
belo
wIn
taa
behi
ndfl
Okt
tOun
ser
W W
IO
fC
OI
NW
WIt
hlo
0111
0
law
n It
We
tre
..+1
O.
[cry
. NM
Caw
am
idIl
eade
al 4
4
Han
dout
44,
Tra
nspa
renc
y 36
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
ns
433
jobL
ink
NM
&gn
i as
%co
ed to
nnag
ele
sson
II.
The
Ins
Out
s el
Ire
p.sl
ihon
o
How
to P
lay
JobL
Ink
Play
iq th
e ga
me
requ
ires
wri
ng u
p th
e ca
rds
in n
wne
rica
l ord
er o
n a
tabl
e or
flo
orT
hey
may
be
swar
d or
cur
ved
arou
nd to
res
embl
e 'O
aths
and
Lad
ders
'. O
ne d
ie is
need
ed.
Thr
ee to
fou
r pl
ayed
dl i
n a
drde
with
the
gam
e ca
rds
set u
p in
ruz
neri
cal o
rder
betw
een
them
Eac
h pr
ayer
cho
ose
a m
arke
r an
d pl
aces
it in
the
"ace
mar
ked
'Sar
t'. E
ath
play
erne
eds
a di
ffer
ent m
arke
r M
u m
arke
r:na
y te
a a
ka p
iper
dip
, or
any
othe
r sm
all o
bjel
.)
Play
ers
mis
t dec
ide
who
will
be
firs
t Fin
d ou
t who
in th
e gr
oup
arri
ved
at w
ork
firs
tto
day
Tha
t per
son
will
take
the
firr
t tur
n R
e w
and
play
er b
the
play
er n
aing
to th
ele
ft o
f th
e fi
rd p
laye
r T
ale
turn
s cl
ockw
ise
arou
nd tb
e ci
rcle
Eac
h pl
ayer
mO
r th
e di
e an
d =
we
the
num
ber
of s
pace
thow
n on
the
die
The
pla
yer
reds
the
inst
ruct
ions
on
the
spac
e ot
a lo
ud a
nd f
ame
the
inst
ruct
ions
.
7te
win
ner
is th
e fi
rst p
laye
r to
rea
ch th
e fi
nish
lire
Ism
It 1
1. tr
. NW
Oak
..ta
. sea
m, C
asok
Cam
s., C
ame
0111
Ilas
imat
113
Han
dout
45
BE
ST C
opy
AV
AIL
AB
LE
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
88
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 1
8: T
he I
ns a
nd O
uts
of P
repo
sitio
ns
`-' A
ctiv
ities
Firs
t Act
ivity
: 30
Min
utes
0441
. MS)
men
caut
Tra
ngie
rarc
y
0145
1I
lienc
lout
440
1.P
revi
ewth
e "W
ord
Pow
er v
ocab
ular
y us
ed in
this
less
on.
jobL
ink
2.In
trod
uce
the
prep
ositi
ons
on th
e ha
ndou
t. U
se th
e pi
ctur
es p
rovi
ded
or r
eal o
bjec
ts to
poi
nt o
utsu
btle
dif
fere
nces
in m
eani
ngs.
Giv
e lo
ts o
f ex
ampl
es. P
repo
sitio
ns a
redi
ffic
ult f
or E
nglis
h as
aSe
cond
Lan
guag
e st
uden
ts f
or m
any
reas
ons.
One
pre
posi
tion
in a
stu
dent
's n
ativ
ela
ngua
ge m
aytr
ansl
ate
into
thre
e di
ffer
ent p
repo
sitio
ns in
Eng
lish.
Als
o, th
e us
e of
som
e pr
epos
ition
sw
ithce
rtai
n ve
rbs
is id
iom
atic
. It i
s di
ffic
ult t
o ex
plai
n, f
or e
xam
ple,
why
we
get o
n a
bus
but g
et in
aca
r. P
hras
al v
erbs
, or
two-
wor
dve
rbs
("fi
ll in
", °
fill
up°,
'fill
our
), a
lso
pres
ent p
robl
ems
3.R
evie
w"H
ow to
Pla
y°. P
oint
out
the
loca
tion
of p
repo
sitio
ns in
the
inst
ruct
ions
expl
ain
the
dire
ctio
ns v
erba
lly o
r sh
ow th
e w
ritte
n di
rect
ions
to th
e vo
lunt
eer.
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
ns
441
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
89
Eng
lish
as a
Sec
ond
Lan
guag
e-7
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
ns
1111
Em
ilia
esS
eem
edy
Less
en It
Th.
Ins
and
Out
s of
/rep
eon
ens
Jobl
Ink
The
Wan
derin
g T
hrou
gh T
he W
orkp
lace
Gam
e
One
en
of g
ame
pim
a is
nad
ed fo
r ea
ch s
toup
of P
arra
Pla
ce th
e ca
rds
in n
u:re
gal o
rder
in a
lie
or in
a m
ate
conf
igur
atio
n P
iece
s m
ay b
e en
lars
ed a
nd/o
r pi
ned
onto
inde
t peg
but
eac
h or
d m
utt
lel h
ave
tte c
onec
t num
ber
on it
Loon
It It
o In
t lor
d C
mb.
..C
o,m
0110
10ee
t, C
osa
Com
mas
*, fo
llapC
IMas
Ten
mpo
onen
it 37
Tra
nspa
renc
y37
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
nsC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobL
ink
MST
CO
RY
AV
AIL
AB
LE
442
443
Page
290
Eng
lish
as a
Sec
ond
Lan
guag
e "
Les
son
1 8:
The
Ins
and
Out
s of
Pre
posi
tions
1' A
ctiv
ities
Seco
nd A
ctiv
ity: 4
0 M
inut
es
(T47
1T
1111
1111
,111
4111
1CV
1.P
lay
the
"Wan
deri
ng T
hrou
gh T
he W
orkp
lace
Gam
e".
Inst
ruct
or D
irect
ion
S:
Jobt
rik
Bef
ore
clas
s th
e "W
ande
ring
thro
ugh
the
Wor
kpla
ce G
ame"
need
s to
be
set u
p. P
layi
ng th
e ga
me
requ
ires
set
ting
up th
e ca
rds
in n
umer
ical
ord
er o
n a
tabl
e or
flo
or. I
f th
e cl
ass
will
be
taug
ht m
ore
than
onc
e, a
gam
e bo
ard
may
be
cons
truc
ted.
An
exam
ple
of th
e se
t up
is a
s fo
llow
s:
Wan
derin
g T
hrou
gh th
e W
orkp
lace
The
re s
houl
d be
one
gam
e bo
ard
or s
et o
f ca
rds
for
ever
y 3-
4pl
ayer
s. Y
ou w
ill a
lso
need
a d
ie f
or
444
each
gro
up o
f pl
ayer
s.4
4 3
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sitio
nsC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
291
Eng
lish
as a
Sec
ond
Lan
guag
e'w
Les
son
1 8:
The
Ins
and
Out
s of
Pre
posi
tions
Act
iviti
esE
ndin
g: 5
Min
utes
1.D
iscu
ss a
nd e
valu
ate
toda
y's
less
on.
2. S
ay g
ood-
bye.
4G
Les
son
18: T
he I
ns a
nd O
uts
of P
repo
sItio
nc
4
JobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
93
Job
Lin
k
A
443
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 1
9F
ollo
win
g D
irect
ions
to A
chie
ve a
Tea
mG
oal
44)
Eng
lish
as a
Sec
ond
Lan
guag
e s'
q.L
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
a T
eam
Goa
l
Les
son
Des
crip
tion
jobl
ink
Thi
s le
sson
is a
wra
p-up
of
the
rece
nt le
sson
s on
follo
win
g di
rect
ions
(L
esso
ns 1
4-19
). T
he s
tude
nts
are
aske
d to
dec
ode
a se
cret
mes
sage
by f
ollo
win
g w
ritte
n di
rect
ions
and
by
usin
gde
codi
ng
info
rmat
ion
from
eac
h m
embe
r of
the
grou
p.W
ithou
t the
par
ticip
atio
n of
eac
h gr
oup
mem
ber,
it is
impo
ssib
le to
dec
ode
the
mes
sage
. The
stu
dent
sth
en p
ract
ice
the
voca
bula
ry th
ey h
ave
lear
ned
in
this
set
of
six
less
ons
by h
avin
g a
min
i wri
ting
cont
est
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
m G
oal
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
296
4
Eng
lish
as a
Sec
ond
Lan
guag
e "r
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
mG
oal
V O
bjec
tives
The
obj
ectiv
es f
or th
is le
sson
are
bas
edon
mee
ting
the
need
s of
you
r co
mpa
nyas
exp
ress
ed o
n th
e R
OI
Surv
ey (
item
s#1
-3).
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
1.B
e ab
le to
ass
ess
how
wel
l the
yfo
llow
wri
tten
dire
ctio
ns a
ndw
ork
in a
team
.
2.Pr
actic
e us
ing
wor
kpla
cevo
cabu
lary
and
pre
posi
tions
inth
eir
corr
ect c
onte
xts.
Mat
eria
ls N
eede
dV
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
te b
oard
with
mar
kers
4. C
andy
in b
ags
of s
ix p
iece
sea
ch
Tra
nspa
renc
ies
"Wor
ds f
or M
eetin
gs"
(Tra
nspa
renc
y 38
)
Han
dout
sI
"Wor
ds f
or M
eetin
gs"
(Han
dout
46)
"Ins
truc
tions
for
Dec
odin
g th
e M
yste
ryM
essa
ge: G
roup
1"
(Han
dout
47)
"Ins
truc
tions
for
Dec
odin
g th
e M
yste
ryM
essa
ge: G
roup
2"
(Han
dout
48)
"Ins
truc
tions
for
Dec
odin
g th
e M
yste
ryM
essa
ge: G
roup
3"
(Han
dout
49)
"Ins
truc
tions
for
Dec
odin
g th
e M
yste
ryM
essa
ge: G
roup
4"
(Han
dout
50)
jobL
ink
(M
ater
ials
Nee
ded
V H
ando
uts
(con
tinue
d)"K
ey 1
" (H
ando
ut 5
1)
"Key
2"
(Han
dout
52)
"Key
3"
(Han
dout
53)
sT C
lass
room
Set
-up
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Indi
vidu
alFi
rst A
ctiv
ity-
Lar
ge G
roup
Seco
nd A
ctiv
ity-
Lar
ge G
roup
End
ing-
Lar
ge G
roup
25 m
in.
30 m
in.
30 m
in.
5 m
in.
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
mG
oal 4 "
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
453
Page
297
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
aT
eam
Goa
l
Act
iviti
es'V
Ope
ning
: 25
Min
utes
1. w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. '
See
3rd
activ
ity in
Les
son
1fo
r fu
rthe
r ex
plan
atio
n7
3.Jo
urna
l Wri
ting
4. O
verv
iew
of
Tod
ay's
Cla
ssO
bjec
tives
Les
son
19: F
ollo
win
g D
ire
44us
tp A
chie
ve a
Tea
mG
oal
4 3
jobL
frik
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
99L
5 j.
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
a T
eam
Goa
l
F.,.
4411
. as
Sec
ond
Larr
mir
,La
ren
10 F
ollo
w.,
Pre
o io
ns to
Adv
ert &
Tea
m C
sal
note
book
pen
penc
ilth
ree-
hole
pun
ch
whi
te b
oard
dry
eras
e m
arke
rser
aser
Wor
ds fo
r M
eetin
gs
over
head
pro
ject
ortr
ansp
aren
cytr
ansp
aren
cy m
arke
rs
flip
char
tpe
rman
ent m
arke
rs
podi
umde
sk
cabi
net
book
shel
fta
ble
Law
n 10
rol
low
tno
Dire
ctio
n,
Jobl
ink
Cop
p*. O
M. 4
. Cc.
Com
mas
, GA
, Wan
Han
dout
46
Han
dout
46, T
rans
pare
ncy
38
BE
ST C
OPY
AV
AIL
AB
LE
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
m G
oal
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
4
jobl
ink
Page
300
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
a T
eam
Goa
l
Act
iviti
esFi
rst A
ctiv
ity: 3
0 M
inut
es
(Wee
, T-3
1)H
ando
utT
rans
pare
ncy
JobL
ink
Impo
rtan
t not
e to
inst
ruct
ors:
Bef
ore
clas
s be
gins
, be
sure
that
the
bags
of
cand
y us
ed in
this
activ
ity h
ave
been
hid
den
in a
s m
any
plac
es a
s ne
eded
for
the
num
ber
of s
tude
nts
in y
our
dass
.
Eac
h ba
g sh
ould
con
tain
six
can
dies
. Ple
ase
only
hid
e on
e ba
g at
eac
h lo
catio
n so
that
ther
e ar
e
enou
gh b
ags
for
all t
he d
asse
s to
do
this
exe
rcis
eco
rrec
tly.
1.D
istr
ibut
eha
ndou
t "W
ords
for
Mee
tings
:'
2.A
skst
uden
ts to
iden
tify
each
voc
abul
ary
wor
d on
the
hand
out b
y po
intin
g to
it in
the
room
.
/. 3.
5-0)
(01
Dis
cuss
how
kno
win
g th
ese
mee
ting
wor
ds c
anhe
lp th
e st
uden
ts w
hen
they
atte
nd m
eetin
gs. (
e.g.
unde
rsta
nd w
hen
the
spea
ker
says
to lo
ok a
t the
tran
spar
ency
on
the
over
head
or
asks
the
stud
ent t
o w
rite
som
ethi
ng
on th
e w
hite
boa
rd; p
reve
ntem
barr
assi
ng m
ista
kes
like
usin
g a
perm
anen
t mar
ker
to w
rite
on
the
whi
te b
oard
or
not
know
ing
wha
t a c
abin
et is
whe
n as
ked
to g
et s
ome
supp
lies)
3.F
orew
arn
the
stud
ents
that
som
e of
thes
e m
eetin
g w
ords
will
be
used
inth
e ne
xt a
ctiv
ity in
whi
ch th
ey w
ill b
e de
codi
ng a
sec
ret m
essa
ge a
s te
ams.
4.D
ivid
eth
e cl
ass
into
gro
ups
of th
ree
peop
le. I
f th
e cl
ass
does
not
divi
de e
venl
y by
thre
e th
en
use
som
e gr
oups
of
four
and,
in s
tep
#6, h
ave
one
of th
e lo
wer
ski
ll le
vel s
tude
nts
rece
ive
the
sam
e ke
y as
ano
ther
stu
dent
.
Les
son
19: F
ollo
win
g D
irec
tions
to A
, h.r
% r
A tr
amG
sal
4 5
3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
01
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
a T
eam
Goa
l
FR
I Eng
lish
asS
econ
d la
ngua
geLe
ss9
FsO
.te N
ona.
to M
une
T. o
n G
odJo
blin
k
Inst
ruct
ions
for
Dec
odin
g th
e M
yste
ry M
essa
geC
roup
1
The
fol
low
ing
is a
sec
ret m
essa
ge T
o(E
ffer
ent k
eys
Eac
h pe
rson
in th
e gr
oup
has
been
gbu
t you
nee
d al
l thr
ee k
eys
to d
ecod
t
Key
I d
ecod
es th
e fi
rst p
art o
f th
e m
and
key
2 de
code
s th
e th
ird
part
of
t
Hyp
hens
sep
arat
e al
l let
ters
of
the
sa:
EnE
ast 1
.1. a
nS
eors
ol ta
g
faith
& a
sS
teel
ed I.
.,
lnen
1.bo
JobU
nk
Inst
ruct
ions
for
Dec
odin
g th
e M
yste
ry M
essa
geM
OU
S 2
The
foD
owin
g is
secr
et m
enag
e T
o de
code
the
men
age
your
gcu
p w
ilt n
eed
dnee
diffe
rent
key
s
Eac
h pe
rson
in th
e po
op h
as b
een
peen
one
Itey
Eac
h ke
y de
code
s pa
n of
the
mes
sage
,ea
st y
ou n
eed
all d
ye k
eys
to d
ecod
e ttn
who
le m
essa
ge
Key
I de
code
s th
e E
nt p
an o
f the
mes
sage
_ K
eys
deco
des
the
seco
nd p
an o
f the
mes
sage
and
key
2 d
ecod
es th
e th
ird p
an o
f the
mes
sage
Hyp
hens
sep
arat
e af
t kne
rs o
f the
tam
e w
ord
Spa
ces
sepa
rate
wor
th h
orn
each
oth
er
Inst
ruct
ions
for
Dec
odin
g th
e M
yste
ry m
essa
geC
roup
3
The
{00
0107
1181
301e
ll14
mes
sage
To
&co
de th
e m
essa
ge p
ur c
oup
will
nee
d th
ree
Men
a ke
ys
Eac
h pe
rson
in th
e pa
p he
bee
nsa
bot s
ou n
eed
all t
hree
key
s to
dee
m
gey
deco
des
the
Ant
par
t al t
te n
mes
as, a
nd k
ey 2
dec
ode
the
thir
Hyp
tens
sep
arat
e al
l lea
n of
*B
E 1
.1
SO
N
EqU
als
amS
eced
la
inst
ruct
ions
for
Dec
odin
g th
e M
yste
ry M
essa
gecr
oup
4
Ilse
follo
win
g is
secr
et m
essa
ge T
o de
code
the
mes
sage
yen
gro
up n
il ne
ed th
ee&
Ten
n ke
ys
Eac
h pe
rson
in th
e gr
oup
has
been
giV
Ell
one
key
fads
bey
dec
odes
pan
of t
he m
enag
ebu
t you
nee
d A
l due
key
s to
dec
ode
the
who
le m
essa
ge
Key
I de
code
the
first
pan
of t
he m
essa
ge K
eyS
dec
ode
the
seco
nd p
an o
f the
mes
sage
and
Soy
1 de
code
s th
e th
ird p
an o
f the
mes
sage
Hyp
hens
sep
arat
e aD
Inte
rs a
l the
min
e w
ord
Spa
ces
sepa
rate
wor
ds (
ran
each
oth
er
Sec
ret M
essa
ge
jobl
ink
NE
IEng
lish
asS
econ
d La
ains
gela
ce 0
folk
entu
Ihno
wee
sta
rter
s. a
Tee
ntC
oel
KE
Y 1
Jobl
ink
Eng
llsh
as a
Sec
osul
Las
agna
keIo
wan
le /.
30.3
1, 0
166.
w.
Ter
n 00
.1
KE
Y 2
dobL
ink
E11
11 E
sagl
Ist a
Sec
om
KE
Y 3
JobL
ink
UP
I tem
follo
win
g no
r to
can
ons
the
seco
nd p
art o
r to
. ane
nt m
essa
ge.
I2
100
19 ..
X
2 W
I IV
20LI
3 ae
T12
ea
521
R
4Q
13 .w
P22
05
wt N
11M
23I.
6K
151
241
7 at
. H16
ae
G25
F
8E
17 ta
D26
C
9 at
. 818
A
Han
dout
47,
48,
49,
50
Han
dout
51,
52,
53
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
m G
oal
40
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
02
BE
ST C
OPY
AV
M P
LE
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
a T
eam
Goa
l
Act
iviti
esFi
rst A
ctiv
ity: (
cont
inue
d)
1
40.
49. 5
0)H
ando
ut
1(H
-51.
52,
53)
Han
dout
JobL
ink
5.D
istr
ibut
eth
e ha
ndou
t "In
stru
ctio
ns fo
r D
ecod
ing
the
Mys
tery
Mes
sage
:G
roup
1"
to th
e fi
rst
grou
p an
d th
e G
roup
2 in
stru
ctio
ns to
the
seco
nd g
roup
and
so
on u
ntil
each
gro
up o
f th
ree
has
adi
ffer
ent s
et o
f in
stru
ctio
ns.
6.D
istr
ibut
eth
e ha
ndou
t "K
ey 1
" to
one
mem
ber
of e
ach
grou
p, th
en"K
ey 2
" to
one
mem
ber
ofea
ch g
roup
, and
"K
ey 3
" to
one
mem
ber
of e
ach
grou
p.
7.R
eque
st th
at e
ach
grou
p fo
llow
s th
e di
rect
ions
on
thei
r gr
oup
wor
kshe
et to
dec
ode
the
secr
et
mes
sage
.R
emin
dth
e st
uden
ts to
rea
d th
e di
rect
ions
car
eful
ly. [
In th
e 3r
d pa
ragr
aph
of e
ach
grou
p's
inst
ruct
ions
, the
stu
dent
s ne
ed to
rea
d ca
rd-u
lly o
r th
ey m
ay tr
y to
use
the
wro
ngke
y to
dec
ode
each
line
of
the
mes
sage
.) I
f th
e st
uden
ts h
ave
trou
ble
deco
ding
the
mes
sage
, see
ifth
ey a
re u
sing
the
wro
ng k
ey. I
fso
, rem
ind
them
that
they
need
to r
ead
the
dire
ctio
ns v
ery
care
fully
.
The
sec
ret m
essa
ges
for
each
gro
up a
re a
s fo
llow
s:
Gro
up 1
:T
here
is a
bag
of
cand
y in
this
roo
m.
It is
und
er th
e de
sk in
a b
ox.
Find
the
bag
and
divi
de it
s co
nten
ts a
mon
g th
e m
embe
rs o
f yo
ur g
roup
.
Gro
up 2
:T
here
is a
bag
of
cand
y in
this
roo
m.
It is
beh
ind
the
flip
cha
rt.
Find
the
bag
and
divi
de it
s co
nten
ts a
mon
g th
e m
embe
rs o
f yo
ur g
roup
.
Les
son
19: F
ollo
win
g D
irec
tions
to A
( lio
rye.
It.,i
m
4C3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
03
Eng
lish
as a
Seco
nd L
angu
age
7L
esso
n 19
: Fol
low
ing
Dir
ectio
ns to
Ach
ieve
aT
eam
Goa
l
"A
ctiv
ities
Firs
t Act
ivity
: (co
ntin
ued)
4C1
jobL
ink
Gro
up 3
:T
here
is a
bag
of
cand
y in
this
roo
m.
It is
on
the
tabl
e be
hind
the
over
head
pro
ject
or.
Find
the
bag
and
divi
de it
s co
nten
ts a
mon
gth
e m
embe
rs o
f yo
ur g
roup
.
Gro
up 4
:T
here
is a
bag
of
cand
y in
this
roo
m.
It is
in a
big
box
nex
t to
the
blac
kca
bine
ts.
Find
the
bag
and
divi
de it
s co
nten
ts a
mon
gth
e m
embe
rs o
f yo
ur g
roup
.
8. O
nce
all t
he g
roup
s ha
ve s
ucce
ssfu
llyde
code
d th
eir
mes
sage
s an
d fo
und
thei
r ca
ndy,
bri
ngth
e
clas
s to
geth
er a
s on
e la
rge
grou
p. A
sk if
eve
ryon
ere
ad th
e in
stru
ctio
ns th
orou
ghly
of
if s
ome
grou
pstr
ied
to d
ecod
e th
e w
rong
line
. Dis
cuss
the
cons
eque
nces
of o
ne p
erso
n no
t par
tidpa
ting
in th
e gr
oup
activ
ity (
e.g.
wou
ld n
ot h
ave
been
abl
e to
dec
ode
the
full
mes
sage
).
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
mG
oal
4C5
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
05
Eng
lish
as a
Sec
ond
Lan
guag
eV
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
mG
oal
ElE
no 1
1.1.
at
Sea
med
lani
mag
e o
tem
. It T
h. In
s an
t Out
s et
119
. b m
u
Wor
d P
ower
Jew
*
Pre
view
the
fi:ill
owin
g vo
cabu
lary
wor
ds b
efor
e pl
ayin
g th
e 'W
ande
ring
Thr
ough
The
%%
rip la
ce G
ame'
Mea
dbl
ICIO
VIN
dftt
liord
WW
Iat
mpu
nctu
al
clac
trol
ooca
unto
tIodr
wle
ara
tatto
n
thitt
klM
OM
SM
OW
MO
Mitt
50; o
lo le
Mot
or)
war
Pre
posi
tions
Pm
New
the
mea
ning
of t
he fo
llow
ing
plep
csiti
ora
befo
re p
layi
ng th
e W
ande
ring
Thr
ough
The
Nbr
kpla
ce G
ame:
IOW
AIn
boo
t at
out
atIn
tren
t Of
WO
RM
WO
WW
OtO
Win
dnu
n to
twee
bole
sat
on
for
atel
tIn
onto
Itsta
t II l
tin In
And
OW
-C
appl
p M
ON
trt C
om C
annv
ey O
ar O
we
114.
44em
44
Han
dout
44
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
m G
oal
jobU
nk
Jobl
ink
Wor
ds fo
r M
eetin
gs
note
book
Pen pe
ndth
ree-
hole
pun
ch
whi
te b
oard
dry
eras
e m
arke
rser
aser
over
head
pro
ject
or
tran
spar
ency
tran
spar
ency
rra
rMrs
flip
char
tpe
rman
ent m
arke
rs
podi
umde
skca
bine
tbo
oksh
elf'
tabl
e
Won
I. fa
min
e U
MW
..C
antIn
ttC
sat C
srlIt
Cav
e a
4.id
116
Han
dout
46
Cop
yrif
tit ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
r, U.;
Page
306
BE
ST C
OPY
AV
AIL
AR
LE
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
m G
oal
IF A
ctiv
ities
Seco
nd A
ctiv
ity: 3
0 M
inut
es
463
Job
Lin
k
1. A
sk th
e st
uden
ts to
take
out
the
"Wor
d Po
wer
" ha
ndou
t fro
m L
esso
n 18
and
the
"Wor
ds f
or
Mee
tings
" ha
ndou
t fro
m th
is le
sson
.
2.U
sing
the
sam
e gr
oups
of
thre
e or
four
peo
ple,
tell
the
stud
ents
to c
hoos
e a
reco
rder
and
a
spok
espe
rson
.
3.T
ell t
he d
ass
that
the
goal
of
this
act
ivity
is to
wri
te a
s m
any
sent
ence
s as
they
can
abo
utth
e
obje
cts
in th
e tr
aini
ng r
oom
; how
ever
, eac
h se
nten
cem
ust c
onta
in o
ne w
ord
from
the
prep
ositi
onlis
t and
one
mee
ting
wor
d. T
he r
ecor
der
isre
spon
sibl
e fo
r w
iltin
g th
e se
nten
ces
as th
e gr
oup
mem
bers
thin
k of
them
. The
das
s w
ill h
ave
15 m
inut
es to
do th
e ac
tivity
, and
eac
h te
am w
ill
rece
ive
one
poin
t for
eac
h pr
epos
ition
and
each
mee
ting
wor
d w
hich
is u
sed
corr
ectly
.
4.A
fter
15
min
utes
, sto
p th
e ac
tivity
and
hav
e th
eda
ss c
ome
toge
ther
as
a gr
oup
agai
n.
5.H
ave
a sp
okes
pers
on f
or e
ach
grou
p re
adhi
s or
her
gro
up's
ans
wer
s. F
or e
ach
corr
ect u
se o
fpr
epos
ition
s or
mee
ting
wor
ds, t
he in
stru
ctor
mar
ks a
poi
nt f
or th
at te
am o
n th
e bo
ard.
6.D
ecla
re th
e te
am w
ith th
e m
ost p
oint
s to
be
the
win
ner.
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
mG
oal
4 G
3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
07
Eng
lish
as a
Seco
nd L
angu
age
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
m G
oal
Act
iviti
esE
ndin
g: 5
Min
utes
4'7
jobL
ink
LR
emin
dth
e st
uden
ts o
f th
e ob
ject
ives
for
this
less
on.
2.D
ISC
US
Sw
heth
er th
e fi
rst a
ctiv
ity a
chie
ved
Obj
ectiv
e#L
Ask
the
stud
ents
if th
ey h
ave
seen
impr
ovem
ent i
nth
eir
abili
ty to
fol
low
dir
ectio
ns s
ince
the
firs
t les
son
in w
hich
they
took
the
Tre
-Mod
ule
Info
rmat
ion
Surv
ey!'
3.D
ISC
US
Sw
heth
er th
e se
cond
act
ivity
ach
ieve
d O
bjec
tive
#2.
4. S
ay g
ood-
bye.
Les
son
19: F
ollo
win
g D
irec
tions
to A
chie
ve a
Tea
mG
oal
tj r7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
309
JobL
ink
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 2
0T
he P
roce
ss o
f Elim
inat
ion
473
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
2 0:
The
Pro
cess
of
Elim
inat
ion
Les
son
Des
crip
tion
Thi
s le
sson re
info
rces
wha
t em
ploy
ees
have
lear
ned
abou
t fol
low
ing
dire
ctio
ns
jobt
ink
intr
oduc
es th
e pr
oble
m-s
olvi
ng a
ndte
st-t
akin
g sk
ill o
f us
ing
the
proc
ess
of e
limin
atio
n to
mak
e an
edu
cate
d gu
ess
fam
iliar
izes
em
ploy
ees
with
use
of
the
Mat
eria
l Saf
ety
Dat
a Sh
eet (
MSD
S) a
nd r
elev
ant
voca
bula
ry
teac
hes
empl
oyee
s to
dis
tingu
ish
whe
n it
isap
prop
riat
e to
gue
ss a
nd w
hen
accu
rate
resp
onse
s ar
e ne
cess
ary.
Les
son
20: T
he P
roce
ss o
f E
limin
atio
nC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
312
Eng
lish
as a
Seco
nd L
angu
age
v.L
esso
n 2
0: T
he P
roce
ss o
fE
limin
atio
n
V O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
1.R
einf
orce
thro
ugh
prac
tice
step
-by-
step
dir
ectio
nsco
vere
d in
prev
ious
less
ons.
2.U
se th
e pr
oces
sof
elim
inat
ion
to h
elp
answ
er q
uest
ions
whe
nth
ey a
re n
ot s
ure
of a
ll of
the
answ
ers
and
whe
n"e
duca
ted
gues
sing
" is
suita
ble.
3.U
sevo
cabu
lary
rel
ated
toha
zard
ous
mat
eria
ls.
4.R
ead
and
unde
rsta
nda
Mat
eria
lSa
fety
Dat
a Sh
eet
(MSD
S).
5.Id
entif
ysi
tuat
ions
that
req
uire
an a
ccur
ate
resp
onse
.
6.T
ake
appr
opria
te a
ctio
nsto
rem
edy
criti
cal s
ituat
ion.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r2.
Tra
nspa
renc
y m
arke
rs
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boa
rd m
arke
rs
Tra
nspa
renc
ies
"Pro
cess
of
Elim
inat
ion"
(T
rans
pare
ncy
39)
°Wor
d Po
wer
" (T
rans
pare
ncy
40)
"Mat
eria
l Saf
ety
Dat
a Sh
eet (
MSD
SY'
(Tra
nspa
renc
y 41
)"Q
uest
ions
Abo
ut H
azar
dous
Mat
eria
l"
(Tra
nspa
renc
y 42
)"E
duca
ted
Gue
ss o
r A
ccur
ate
Res
pons
e?"
(Tra
nspa
renc
y 43
)
1111
1110
MM
jobL
ink
7-7
Mat
eria
ls N
eede
dV
Han
dout
s"P
roce
ss o
f E
limin
atio
n" (
Han
dout
54)
"Wor
d Po
wer
" (H
ando
ut 5
5)
"Mat
eria
l Saf
ety
Dat
a Sh
eet (
MSD
S)"
(Han
dout
56)
"Que
stio
ns A
bout
Haz
ardo
usM
ater
ial"
(Han
dout
57)
"Edu
cate
d G
uess
or
Acc
urat
e R
espo
nse?
"(H
ando
ut 5
8)1"6"
tig"
I
17 C
lass
room
Set
-up
'V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
25 m
in.
Firs
t Act
ivity
- L
arge
Gro
up10
min
.
Seco
nd A
ctiv
ity-
Lar
ge G
roup
15 m
in.
Thi
rd A
ctiv
ity-
Pair
s15
min
.
Four
th A
ctiv
ity-
Pair
s20
min
.
End
ing-
Lar
ge G
roup
5 m
in.
Les
son
20: T
he P
roce
ss o
f E
limin
atio
nC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
477
Page
313
Eng
lish
as a
Seco
nd L
angu
age
7L
esso
n 2
0: T
he P
roce
ssof
Elim
inat
ion
7 A
ctiv
ities
Ope
ning
: 25
Min
utes
1. w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. "
See
3rd
activ
ityin
Les
son
1 fo
r fu
rthe
r ex
plan
atio
n7
3.Jo
urna
l Wri
ting
473
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
JobL
ink
4 7
J
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
15
Eng
lish
as a
Seco
nd L
angu
age
Les
son
2 0:
The
Pro
cess
of
Elim
inat
ion
MI E
mili
a as
s S
econ
d La
mra
nie
Y25
Th
ssss
ss
Pro
cess
of E
limin
atio
n
JoitI
nk
Ree
d dr
ess
dire
ctio
ns e
nd b
e su
re T
au W
ande
rer
then
bef
ore
fling
In th
e am
mo%
FM
Yr
the
blar
es b
elow
with
an
answ
er fr
om th
e be
e. E
ach
answ
er w
ill o
nly
be u
sed
once
CT
OP
OU
t eac
h w
ord
in th
e bo
x as
you
use
it
rat d
ont b
ow th
e an
swer
10
a fte
flall,
NO
the
gla1
011
sad
moo
oft
la M
atdu
mat
prem
.A
lter
you
have
ans
wer
ed a
ll of
the
ques
tions
you
blo
w a
nd h
ave
met
ed o
ut th
ean
swer
s to
oth
er q
uest
ions
, MU
M to
the
ques
tions
you
ski
pped
and
mak
e an
'edu
cate
d gu
ess
usin
g th
e w
ads
that
am
let
Whe
n yo
u do
n't '
now
the
mea
ning
of a
wor
d, s
ee if
it lo
oks
like
a w
ord
you
know
or w
e if
you
can
mop
*. it
r lo
ot
hew
ing
haw
Wan
tOC
OI
IMM
O
I.T
ouch
, hea
ring
sigh
t tas
te, a
nd s
mel
l are
ow
Rye
2W
hen
we
see
pem
fect
ly. w
e ha
ve 2
0120
3.O
ur e
ars
are
used
for
If so
met
hing
is a
udib
le it
mea
ns s
ee c
anIt
5.A
per
son
who
lear
ns b
est b
y to
uchi
ng o
r 'h
ands
on*
is a
lam
er
lam
1)1
10 P
rom
s.
Car
at O
af 1
, Cat
Cam
ara
Car
Pad
Ifeeb
eoe
54
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
Han
dout
54
r)0
Jolt'
s,*
1.=
re:
Proc
ess
of E
limin
atio
n
600*
Ree
d M
oe *
sode
n M
I be
sure
you
une
witi
nd M
OT
War
e fil
ing
In th
e am
ens
1111
1In
the
blan
lo b
elow
witi
in a
nsw
er fr
om th
e bo
x E
ach
answ
er w
ill o
nly
be w
ed01
1CX
Cro
n ou
t eac
h w
ord
in th
e bo
x as
you
we
itIf
foe
&el
low
the
own
to a
quo
ta.,
NO
the
porn
o cu
d ne
w o
n si
mar
e du
ow
ques
ta'.
Afte
r yo
u ha
ve A
rmon
d al
l of t
he q
uest
ions
you
kno
w m
id h
aw c
row
ed o
ut th
ean
swer
s to
oth
er q
uest
ions
. ret
urn
m d
e qu
estio
ns y
ou s
bipp
ed a
wl m
ake
an'W
owed
gue
ss' u
sing
tte
woi
ds th
at a
le le
ftW
ho. y
ou d
on't
know
the
mea
ning
of a
wor
d, m
e if
it lo
oks
like
a w
ord
you
know
or s
ee if
you
can
re:
open
dr
loot
Man
gbu
rw
him
Mee
sens
ed
Tou
ch h
errin
g si
ght t
aste
, and
sm
ell a
m o
ur O
w
2W
hen
vie
see
perf
ectly
, we
have
20/
20
Our
ear
s ar
e w
ed fo
r.
4.If
som
ethi
ng is
aud
ible
it m
eans
we
can
it
S.
A p
awn
who
lear
ns b
est b
y to
uchi
ng o
r 'h
ands
on'
is a
lear
ner
Imo,
20
A, P
leas
a..
Cep
a) N
M b
y C
at C
galu
ar C
ap P
ala
Tte
rrrn
omay
311
.
Tra
nspa
renc
y 39
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
MA
PA
P,4
Page
316
4 a
1
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
0: T
he P
roce
ss o
fE
limin
atio
n
Act
iviti
esFi
rst A
ctiv
ity: 1
0 M
inut
es
Han
d ou
t "Pr
oces
s of
Elim
inat
ion"
.(A
nsw
ers
at e
nd o
f le
sson
pla
n.)
2.E
xpla
in th
at th
e w
ord
"elim
inat
e" m
eans
toex
dude
, or
get r
id o
f. (
Exa
mpl
es: e
limin
atin
g w
aste
and
elim
inat
ing
erro
rs.)
jobL
ink
3.E
xpla
in th
at, e
spec
ially
whe
n te
st-t
akin
g, a
gue
ssis
oft
en b
ette
r th
an n
o an
swer
at
all.
Whe
neve
r
gues
sing
is a
ppro
pria
te, w
e ca
n us
est
rate
gies
to h
elp
us m
ake
the
best
gue
sspo
ssib
le. T
his
is c
alle
d
an "
educ
ated
gue
ss".
An
educ
ated
gue
ss r
ules
out
ans
wer
sth
at w
e kn
ow a
re in
corr
ect s
o th
at th
e
choi
ce w
e m
ake
has
a be
tter
chan
ce o
fbe
ing
corr
ect W
e ca
n cr
oss
out i
nfor
mat
ion
that
we
know
is in
corr
ect o
r th
at h
as b
een
used
to a
nsw
eran
othe
r qu
estio
n th
at w
e ar
e su
re o
f.
4.A
ssis
t the
em
ploy
ees
to c
ompl
ete
"Pro
cess
of E
limin
atio
n" o
n th
e ov
erhe
ad.
5. E
mph
asiz
e th
at th
ere
are
situ
atio
ns w
here
gue
ssin
g is
not
saf
e.T
he p
roce
ss o
f el
imin
atio
n
is n
ot u
sed
in c
ritic
al s
ituat
ions
,w
hen
a co
rrec
t ans
wer
or
resp
onse
is n
eces
sary
Whe
nha
ndlin
gha
zard
ous
mat
eria
ls, i
t is
abso
lute
lyes
sent
ial t
o fo
llow
the
proc
edur
es o
utlin
ed o
nth
eM
ater
ial S
afet
y D
ata
Shee
t (M
SDS)
.
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
17
Eng
lish
as a
Sec
ond
Lan
guag
eT
Les
son
2 0:
The
Pro
cess
of
Elim
inat
ion
11.1
Est
iglo
be
Seem
ed L
egge
ggo
teas
., 30
: Too
000
00 s
. of
112.
01na
rtn
Wor
d P
ower
Jabl
Ink
I.W
ork
with
a p
artn
er2
Mat
ch th
e w
ord
or p
hras
e w
ith it
s de
firi
tion
by p
uttin
g th
e le
tter
of th
e m
rrec
tde
fini
tion
in f
ront
of
the
wor
d or
phr
ase
it de
fine
s3.
Use
the
'pro
ws
of e
limin
atio
n'. O
ted
offc
od d
petti
on a
s r
a an
a.
Iap
pear
ance
a)in
form
atio
n2
appr
opri
ate
10us
ing
wha
t you
kno
w to
mak
e a
good
gue
ss_
3=
tact
dda
rgem
us4
dam
age
itto
uch
Sda
tae.
1sm
ell
4.ed
ucat
ed g
uess
0ho
w s
omet
hing
look
s_7
. haz
ardo
us0
rulin
g ou
t wha
t is
defi
nite
ly in
cone
ct8
inge
stio
nA
)hu
rt h
arm
; or
inju
ry9.
odor
0co
rrec
t for
that
situ
atio
n
=10
. phy
sica
l dab
Pa
Die
m o
f Pa
lxT
II.
proc
ess
of e
limin
atio
n1r
3a
cove
ing
to iz
ep y
ou s
de_1
2.pr
otec
tion
Dth
e na
me
that
a p
rodu
d is
sol
d ur
der
_13
shee
tm
lin
form
atio
n ab
out h
ow a
mat
eria
l loo
ks a
nd s
mel
ls_1
0 tr
ade
nam
en)
swal
low
ing
drin
king
Not
ice
the
diff
eren
ce b
etw
een
Inge
stio
n' a
nd I
nbet
ion'
. The
y am
two
difk
rert
wor
ds w
ithtw
O d
iffe
rent
mea
ning
s
1000
n 20
tw k
ens
atC
orm
h 00
04 0
, Cas
e to
mm
ay C
a. 1
310.
10al
ialk
=1,
3
Han
dout
55,
Tra
nspa
renc
y 40
Les
son
20: T
he P
roce
ss o
f E
limin
atio
nC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
JobL
ink
Page
318
484
BE
ST
CO
P4
8 5
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
0 :
The
Pro
cess
of
Elim
inat
ion
Act
iviti
esSe
cond
Act
ivity
: 15
Min
utes
0144
. TJ1
10)
1411
1001
1t
rrim
pren
ey
4
Jobl
ink
1. H
and
out
'Wor
d Po
wer
". (
Ans
wer
s at
end
of le
sson
pla
n.).
Exp
lain
that
this
voc
abul
ary
cove
rsw
ords
used
with
haz
ardo
us m
ater
ials
and
wor
ds th
at th
ey w
illfi
nd o
n a
Mat
eria
l Saf
ety
Dat
aSh
eet
(MSD
S).
2.A
ssis
t the
em
ploy
ees
toco
mpl
ete
"Wor
d Po
wer
".
Les
son
20: T
he P
roce
ss o
f E
limin
atio
nC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
Page
319
Eng
lish
as a
Seco
nd L
angu
age
VL
esso
n 2
0: T
he P
roce
ss o
f E
limin
atio
n
Ese
llob
lem
ma
Lanw
age
20 7
5.0
Nria
lnat
ie
Mat
eria
l Saf
ety
Dat
a S
heet
DA
SD
S)Jo
bUt*
PR
OD
UC
T T
WO
S N
AN
DPe
ter
exta
nt
Plas
ma
Doh
App
eara
rce
Gre
en L
ida
Odo
rno
ne
RE
AM
HA
ZA
RD
Mk
EY
"S
tinIn
gest
ion
Con
tact
with
eye
s an
one
bum
and
eye
dam
age.
Con
tact
with
din
can
cau
se b
ritat
ion
Can
res
ult i
n bu
rrs
of th
e di
gest
ive
trac
t
PE
RS
ON
AL
PR
OM
ISO
R:
Eye
Pro
tect
ion
Shi
n P
rote
ctio
nG
olIP
A"
Glo
ves
lam
2)
To
Pra
m e
tcm
too
com
ma,
Car
AIM
Ilase
llem
t SE
Han
dout
56,
Tra
nspa
renc
y 41
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
483
jobL
ink
Ese
llisk
r S
leer
dLt
sn 2
0: 7
5. P
PP
PP
PP
of I
hoin
olie
Jobi
lnk
Que
stio
ns A
bout
Haz
ardo
us M
ater
lab
Use
the
PA
SD
S to
row
the
follo
win
g qu
estio
ns:
I.W
hat b
the
trad
e na
me
of e
is p
rodu
ct?
2W
hat c
olor
is th
is p
rods
°
&D
oes
this
pro
dud
have
a w
adi?
4.W
hat w
ill h
appe
n if
you
set t
his
prod
uct I
n yo
ur e
yed
S.
Wha
t will
hap
pen
if yo
u ge
t thi
s pr
oduc
t on
your
rid
AW
hat m
ay h
appe
n if
you
swal
low
this
pro
duct
?
7M
ist p
rote
ctio
n do
you
nee
d M
en u
sing
this
pro
d's,
"
and
teat
33.
11e
boa=
et..
brew
sew
le to
e be
enal
ly b
ar o
wss
ardi
re 1
7
Han
dout
57,
Tra
nspa
renc
y 42
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
320
BE
ST C
OPY
MM
LA
BL
E4
830
Eng
lish
as a
Sec
ond
Lan
guag
e
4Les
son
2 0:
The
Pro
cess
of
Elim
inat
ion
Act
iviti
esT
hird
Act
ivity
: 20
Min
utes
1. H
and
out t
he "
Mat
eria
lSa
fety
Dat
a Sh
eet (
MSD
9" a
nd
"Que
stio
ns A
bout
Haz
ardo
us M
ater
ial"
.(A
nsw
ers
at e
nd o
f le
sson
pla
n.).
2.U
se th
e M
SDS
and
wor
k in
pai
rs to
ans
wer
the
ques
tions
.
3.A
ssis
t the
em
ploy
ees
with
the
ques
tions
whe
n ne
cess
ary.
tH41
1. T
411)
Han
dout
Tos
napa
ranc
y
0147
, T42
1H
ando
utT
rana
ponm
ea
Les
son
20: T
he P
roce
ss o
f E
hrni
nabo
n
jobL
ink
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
21
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
2 0:
The
Pro
cess
of
Elim
inat
ion
Smea
r r
!ear
l Lai
ngua
gelo
s*.
r. ..
... s
o et
lam
inat
ion
Edu
cate
d G
uess
or
Acc
urat
e R
espo
nse?
Rea
d ea
ch s
ituat
ion
belo
wM
ite th
e w
ords
'edu
cate
d gu
ms'
in th
e bl
ank
afte
r th
at s
tate
men
t if
you
thin
k th
at f
t la
all r
ight
to ta
ke a
gue
ss in
that
situ
atio
nW
rite
the
wor
ds 'a
ccur
ate
resp
onse
' if
you
thin
k th
at tt
is a
ftic
al to
tesp
ond
to th
at s
ituat
ion
corr
ectly
:
I.Y
our
supe
rvis
or s
ob w
hen
you
thin
k yo
urw
dl b
e fi
rish
ei
2Y
ou a
m n
ot r
ue o
f th
e co
ned
answ
er o
n a
test
S.Y
ou a
rt d
ecid
ing
wha
t par
ts n
eed
to b
e re
ject
ed
AA
co-
wor
ker
ado
you
if y
ou th
ink
youl
l wor
k ow
nim
e th
is w
eek.
S.T
he m
achi
ne o
pera
tor
asks
you
if h
er m
adin
e is
turn
ed o
ff b
efor
e sh
e re
ader
s in
to
repa
ir it
d.Y
our
fam
ily a
sb y
ou a
bout
wha
t tim
e yo
u di
rt y
ou'll
be
hom
e to
nigh
t
7Y
ou n
eed
to w
rite
dow
n th
e na
mes
of
the
chem
ical
s in
a m
ixtu
re.
Law
n 20
111
. Ram
cf..
Cry
iark
/war
mer
ca.
010.
1ear
t SS
Han
dout
58,
Tra
nspa
renc
y 43
Les
son
20: T
he P
roce
ss o
f E
limin
atio
nC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
4 ci
2B
EST
CO
PY A
VM
IA
.EPL
E
jobl
ink
4 (,
.] 3
Page
322
Eng
lish
as a
Sec
ond
Lan
guag
e v
Les
son
2 0:
The
Pro
cess
of E
limin
atio
n
Act
iviti
esFo
urth
Act
ivity
: 20
Min
utes
0448
. T43
)H
ando
utIn
mut
ranc
Y1.
Han
d ou
t "E
duca
ted
Gue
ss o
rA
ccur
ate
Res
pons
e?"
(Ans
wer
s at
end
of le
sson
pla
n.).
jobL
ink
2. W
ork
in p
airs
to d
ecid
ew
hich
situ
atio
ns r
equi
re a
n ac
cura
te r
espo
nse
and
whi
ch c
an b
e ha
ndle
d
with
an
educ
ated
gue
ss.
3.Po
int o
ut th
at w
hen
an a
ccur
ate
resp
onse
is n
eces
sary
and
an
empl
oyee
does
n't k
now
the
answ
er, h
e/sh
e m
ust u
seth
e qu
estio
ning
and
dar
ifyi
ngsk
ills
that
wer
e le
arne
d in
the
prev
ious
less
ons
and
shou
ld g
et h
is/h
erle
ad o
r su
perv
isor
whe
n in
any
doub
t.
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
4 0
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
23
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
0: T
he P
roce
ss o
fE
limin
atio
n
11"
Act
iviti
es1r
End
ing:
5 M
inut
es
1.R
evie
w th
e po
ints
cov
ered
in th
is le
sson
.
2. S
ay g
ood-
bye.
0144
140
1H
oldo
utT
rans
pare
ncy
Ans
wer
s to
"Pr
oces
s of
Elim
inat
ion"
:1)
sen
ses
2) v
isio
n3)
hea
ring
4) h
ear
5) ta
ctile
Ans
wer
s to
"W
ord
Pow
er":
1) f
2) i
3) d
10)
m11
) g
12)
k4)
h13
) j
5) a
14)
1
6) b
7) c
8) n
9) e
0441
, T40
1ra
snel
out
Tra
nspe
ninc
y
jobL
ink
Ans
wer
s to
"Q
uest
ions
Abo
ut H
azar
dous
Mat
eria
l":
1) P
arke
r C
oola
nt2)
gre
en3)
no
5) ir
rita
tion
6) b
ums
of th
e di
gest
ive
trac
t4)
bum
and
eye
dam
age
7) g
love
s; g
oggl
es
0447
, 441
)la
ndou
tIli
nspa
ninr
y
43
Ans
wer
s to
'Edu
cate
d G
uess
or
Acc
urat
eR
espo
nse?
":
1) e
duca
ted
gues
s2)
edu
cate
d gu
ess
3) a
ccur
ate
resp
onse
4) e
duca
ted
gues
s
5) a
ccur
ate
resp
onse
6) e
duca
ted
gues
s7)
acc
urat
e re
spon
se
Les
son
20: T
he P
roce
ss o
f E
limin
atio
n
4'7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
25
Job
Lin
k
Win
ning
At
Wor
k
10 3
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 2
1F
inin
g O
ut F
orm
s: T
he H
owT
o
4S3
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s: T
he H
ow T
o
\- L
esso
n D
escr
iptio
n
Jobb
?*
Thi
s le
sson
giv
es th
e st
uden
t som
e ea
sy to
fol
low
fip
s on
how
to f
ill o
ut f
orm
s.T
he s
tude
nt h
as
the
oppo
rtun
ity to
pra
ctic
e on
sev
eral
for
ms
duri
ng th
e le
sson
. Eac
h st
uden
t is
then
enc
oura
ged
to
goba
ck to
the
job
and
find
com
pany
for
ms
they
can
bri
ng b
ack
to th
e cl
ass.
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
oC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
328
1110
4110
Eng
lish
as a
Sec
ond
Lan
guag
e vi
Les
son
2 1:
Fill
ing
Out
Form
s: T
he H
ow T
o
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
,st
uden
ts w
ill
be a
ble
to:
1.U
nder
stan
d ho
w to
fill
out
afo
rm.
2.FH
I ou
t a f
orm
on
thei
r ow
n.
Mat
eria
ls N
eede
d1r
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boa
rd m
arke
rs
V T
rans
pare
ncie
s"F
illin
g O
ut F
orm
s" (
Tra
nspa
renc
y44
)
"Gro
up A
ctiv
ity: F
ill in
the
Bla
nks"
(Tra
nspa
renc
y 45
)
'Tip
s on
Fill
ing
Out
For
ms"
(Tra
ns. 4
6)
TM
ION
VV
I
r H
ando
uts
iqm
"'",
1
"Fill
ing
Out
For
ms"
(H
ando
ut 5
9)
"Gro
up A
ctiv
ity: F
ill in
the
Bla
nks"
(Han
dout
60)
"Tip
s on
Fill
ing
Out
For
ms"
(H
ando
ut61
)
jobL
ink
V M
ater
ials
Nee
ded
Han
dout
s (c
ontin
ued)
"Wri
ting
Act
ivity
: Fill
ing
Out
a V
oter
Reg
istr
atio
n Fo
rm"
(Han
dout
62)
or "
Filli
ng O
ut A
nA
pplic
atio
n fo
r a
Dri
ver's
Lic
ense
' (H
ando
ut 6
2b)
"Ind
ivid
ual A
ctiv
ity: F
illin
g O
ut a
Surv
ey"
(Han
dout
63)
Ir C
lass
room
Set
-up
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge G
roup
Thi
rd A
ctiv
ity-
Pair
s
Four
th A
ctiv
ity-
Indi
vidu
al
End
ing-
Lar
ge G
roup
20 m
in.
10 m
in.
15 m
in.
25 m
in.
15 m
in
5 m
in.
Les
son
21: F
illin
g O
ut F
orm
s: 1
1wH
ow T
oC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
C 3
Page
329
Eng
lish
as a
Seco
nd L
angu
age
`s:.-
Les
son
2 1:
Fill
ing
Out
For
ms:
The
How
To
Act
iviti
esO
peni
ng: 2
0M
inut
es
.w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. "
See
3rd
activ
ity in
Les
son
1 fo
r fu
rthe
r ex
plan
atio
n7
3.Jo
urna
l Wri
ting
5C.1
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
o
5C5
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
31
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s: T
he H
ow T
o
L.s
e71
1.I
Oui
"7=
7
Fill
ing
Out
For
ms
on th
e bt
u* M
t WU
DM
lette
r of
the
C01
1111
Ct a
nsw
er.
_ I.
Whe
n yo
u fi
ll ou
t a f
orm
you
ous
ta
Use
a p
aled
bA
lway
s ty
peo
Uw
a p
en
_ 2
Whe
n fi
lling
out
a f
orm
you
sho
uld
aPn
ro d
earl
yb
Wow
fas
tc
Use
cur
gve
wri
nng
_ 3
N/A
mea
nsN
o an
swer
bD
ots
nal a
pply
cN
ot a
pply
irg
_ 4
Abb
revi
atio
ns m
ust
abe
in a
n ca
pita
l let
ters
bbe
kill
owed
by
a pe
riod
cbe
wnt
tm in
low
er c
ase
SN
ames
of
peop
lst c
ompa
nies
. she
ets
Mie
s. a
nd s
tate
s sh
ould
abe
gn w
oh a
cap
ita/ l
ette
rb
be te
rillm
in c
ursi
ve w
ritin
go
be w
ritte
n in
at l
ower
cas
e le
tters
_ 6
On
an a
pplic
atio
n or
for
m y
our
nam
ea
will
alw
ays
be w
ritte
n w
ith y
our
firs
t nam
e fi
rst
bw
ill a
lway
s be
wri
tten
sgth
you
r la
st m
ow f
int
cm
ay h
ave
ethe
r yo
ur f
int m
ese
or y
our
last
nam
e fi
rsi
7lb
w s
igna
ture
sho
uld
be. p
linte
db
in c
ursi
ve w
ritin
gc
min
en b
y so
meo
ne e
lse
_ I
An
affi
davi
ta
is a
sta
tem
ent t
hat t
he in
form
atio
n co
ntai
ned
in a
for
m is
cor
tect
bis
not
an
impo
rtan
t pan
of
a D
onc
mus
t not
be
sign
ed
9W
hen
filli
ng o
ut a
for
rn it
is v
ery
impo
rtan
t to
ask
ip s
ome
answ
ers
bfi
n in
all
blan
ks d
ut a
pply
om
ake
up in
form
abon
that
you
don
't kn
ow
10If
som
eone
can
s yo
ur h
ouse
or
com
es to
the
door
and
ask
s yo
u to
lake
a s
urve
yyo
u m
ug a
nsw
er a
ll of
the
qual
sons
byo
u ar
e no
t obl
igat
ed to
gve
out
any
info
rmat
ion
cit
is p
roba
bly
a go
vern
men
t sur
vey
less
ont D
INg
OsO
fon
nsC
ombs
. Ow
. by
Com
valr
yry
Co#
DO
OM
JobL
kik
Han
dout
59
Han
dout
59,
Tra
nspa
renc
y 44
jobb
?*
BE
ST C
OPY
AV
AIL
AB
LE
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
oC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
332
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s: T
he H
ow T
o
Act
iviti
esFi
rst A
ctiv
ity: 1
0 M
inut
es
04-S
9. T
AD
Han
dout
Tra
nspa
renc
y
5 C
-3
jobL
ink
L D
istr
ibut
e "F
illin
g O
ut F
orm
s". E
xpla
in to
the
stud
ents
that
this
is a
sho
rt q
uiz
to s
ee h
ow m
uch
they
kno
w a
bout
fill
ing
out f
orm
s.
2. W
hen
the
stud
ents
fin
ish
"Fill
ing
Out
Form
s" h
ave
the
clas
s co
rrec
t the
ir o
wn
pape
rs.
(Ans
wer
s ar
e
at th
e en
d of
the
less
on p
lan.
)
3.A
sk th
e cl
ass,
"H
ow m
any
of y
ou h
ave
to f
ill o
utfo
rms
at w
ork?
" "H
ow m
any
of y
ou h
ave
to f
ill
out f
orm
s ou
tsid
e of
wor
k?"
4.A
sk, "
Wha
t kin
ds o
f fo
rms
do y
ou f
ill o
ut?"
Wri
teth
eir
answ
ers
on a
flip
cha
rt o
r w
hite
boar
d.
5.E
xpla
in, "
Filli
ng o
ut f
orm
s is
a p
art o
f lif
e! I
n th
is c
lass
and
the
next
cla
ss w
e ar
e go
ing
to g
ive
you
som
e tip
s on
how
tofi
ll ou
t for
ms
corr
ectly
!'
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
o
J 3
r
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
33
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s: T
he H
ow T
o
as !e
ased
1.)1
Fill
ing
Out
rjtLg
rlira
ZT
o
Cro
up A
ctN
Ity: F
NI I
n T
he B
lank
s
Cire
cton
t Eac
h of
the
fob:
wei
rs a
nsw
ers
belo
ng in
a b
lank
in th
e su
rvey
bel
ow W
art a
sgr
oup.
Writ
e ea
ch a
nsw
er in
the
cone
d bl
ank
It w
iU h
elp
if yo
u ac
es o
ut e
ach
argu
er r
e yo
u to
e it
(714
) 55
5-55
55
(714
) 55
5-55
54
7553
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C W
idge
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Rob
ert
John
ton
swer
viso
r
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Mun
e
I
1I
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rene
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eram
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omm
it A
ddre
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et
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Me
Pul
l or
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tens
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tem
porm
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Yew
s et
Met
Pos
ition
Ing
you
Inee
neel
d In
Min
ing
tor
wad
erpo
e/do
ne
Whe
t sod
den
wou
kl y
ou b
eIn
ewee
ted
Me
Yew
day
s w
ould
you
be
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e ex
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e el
l ele
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eon
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gP
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ntln
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t II
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y G
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dIll
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dout
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Tra
nspa
renc
y 45
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
oC
opyr
ight
(01
996
by C
oast
Com
mun
ity C
olle
ge D
istr
ict
jobL
ink
51 3
BE
ST C
OPY
AV
AIL
AB
LE
5-11
Page
334
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s:T
he H
ow T
o
Act
iviti
esSe
cond
Act
ivity
: 15
Min
utes
0440
. T.1
15t
Hen
0out
niin
gare
ncv
jobL
ink
1.D
istr
ibut
e "G
roup
Act
ivity
: Fill
inth
e B
lank
s" a
nd p
ut it
on
the
over
head
pro
ject
or. R
ead
the
dire
ctio
ns o
ut lo
ud a
nd d
o th
e ac
tivity
.Mak
e su
re th
e cl
ass
fills
in th
efo
rm in
fro
nt o
f th
em a
s th
e
clas
s is
fill
ing
out t
he f
orm
on
the
over
head
tran
spar
ency
.
2.E
xpla
in, "
Eac
h of
thes
e bo
xes
isas
king
for
a d
iffe
rent
pie
ce o
fin
form
atio
n:1
3.A
sk, "
Wha
t inf
orm
atio
n do
esth
is f
orm
ask
for
? W
hat o
ther
info
rmat
ion
mig
ht a
for
m a
sk f
or?"
Les
son
21: F
illin
g O
ut F
orm
s: T
heH
ow T
o
513
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
35
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s: T
he H
ow T
o
Eas
iteta
Ina
Seem
ed L
umpu
r.lo
os.2
1 F
illay
Out
Tom
sfR
e ro
w T
o
lips
on F
illin
g O
ut F
orm
s
1.L
ook
at th
e w
hole
for
mW
hich
of
the
ques
tions
do
you
alm
ady
know
the
answ
ers
to?
2M
ower
the
ques
tions
that
you
kno
w th
e an
swen
toFo
r no
w, s
kip
the
ques
tions
you
do
not k
now
the
araw
ers
to.
3.lo
ok a
t the
que
stio
ns y
ou le
ft b
lank
Wha
t inf
orm
atio
n do
you
nee
d to
ans
wer
thos
e qu
estio
ns?
4.0
ther
e is
a q
uest
ion
that
don
not
app
ly to
you
.W
iite
N/A
in tt
e sp
ace.
(tor
am
ply
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e qs
stio
o as
hddu
not
e 4
tour
dta
dren
: tan
ma
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ur h
ave
(Agi
ng, j
oum
aid
wile
NM
in d
u sp
a)
S.W
hat e
lse
can
you
do if
you
don
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ow th
e ro
wer
?a
Mk
if y
ou c
an h
aw s
ome
orbs
tim
e to
fa
out t
he s
urve
y or
for
m.
b.M
k so
meo
ne w
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e an
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cL
ook
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e an
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boo
k, d
ktio
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ual,
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Lem
31
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rum
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t Cea
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otlo
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dout
61,
Tra
nspa
renc
y 46
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
o
jobt
11. E
asna
so
Seem
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n31
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Out
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ink
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oter
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orm
Rev
iew
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ts y
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clud
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ake
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he d
ictio
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ill o
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o vo
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.
Han
dout
62,
62b
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BB
E
r I
J
Page
336
Eng
lish
as a
Sec
ond
Lan
guag
eT
.
Les
son
2 1:
Fill
ing
Out
For
ms:
The
How
To
Act
iviti
esT
hird
Act
ivity
: 25
Min
utes
1.A
sk, "
How
do
you
fill
out a
form
?"
0441
.141
11H
oulo
utT
ninv
eren
cy
t.)
jobL
ink
2.E
xpla
in, "
The
re a
re s
ome
tips
I ca
n gi
ve y
oufo
r fi
lling
out
for
ms.
Let
's ta
lk a
bout
them
7
3.Pu
t 'T
ips
on F
illin
g O
ut F
orm
s" o
nov
erhe
ad p
roje
ctor
. Dis
cuss
the
hand
out.
4. H
ave
stud
ents
get
into
pai
rs.
0441
1)I
mnd
out
For
mor
e ad
vanc
ed s
tude
nts:
Dis
trib
ute
"Wri
ting
Act
ivity
: Fill
ing
Out
a V
oter
Reg
istr
atio
n Fo
rm".
For
begi
nnin
g st
uden
ts:
Dis
trib
ute
"Fill
ing
out F
orm
sD
rive
r's L
icen
se".
5. H
ave
the
stud
ents
wor
k in
pai
rs to
fill
out
the
form
. Rem
ind
the
stud
ents
to u
se th
e tip
s th
ey ju
st
lear
ned
and
to h
elp
each
oth
er.
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
o
r-
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
37
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
1: F
illin
g O
ut F
orm
s: T
heH
ow T
o
1111
11 E
men
d' m
a Se
emed
Lem
rsai
reto
tson
31:
illI
sng
Out
for
ms
-n-w
Jobl
ink
IndM
dual
Act
Mty
: Mug
Out
A S
urve
y
Clo
tary
et M
ut
I.A
bbro
leel
lem
Wtw
or
lette
rs th
at s
tand
(or
knew
Im
re&
Abb
revi
atio
ns a
lway
s en
d w
itha
peri
od C
omm
on a
bbre
viet
kra
arc
Stre
et (
St),
hnn
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e or
MI
Bou
leva
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11/v
d).
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alf
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A),
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nsg
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nty
MO
2 A
ndal
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me
of th
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non
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nitio
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WIN
N th
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nt le
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rit o
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iddl
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me
Bec
ause
Min
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Han
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63
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
oC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
JobL
ink
Page
338
Eah
7 el
nny
Ano
i P`N
rf
5111
10
Eng
lish
as a
Seco
nd L
angu
age
Les
son
2 1:
Fill
ing
Out
For
ms:
The
How
To
Act
iviti
esFo
urth
Act
ivity
: 15
Min
utes
iglk
Int1
4436
out)
I
J
JobL
ink
1.E
xpla
in, "
Now
that
you
hav
e pr
actic
edfi
lling
out
for
ms
inth
e la
rge
grou
p an
d yo
u ha
ve f
illed
out f
orm
s w
ith a
par
tner
,le
t's tr
y to
do
it on
our
ow
n!'
2.D
istr
ibut
e"I
ndiv
idua
l Act
ivity
: Fill
ing
Out
a S
urve
y'.
3.H
ave
the
stud
ents
fill
out
the
car
pool
sur
vey
on th
eir
own.
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
owT
oC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
Page
339
Enc
rlis
h as
a S
econ
d L
anPe
n, u
affe
en,
Les
son
21: F
illin
g O
ut F
orm
s: T
heH
ow T
o
Act
iviti
es1
End
ing:
5 M
inut
es
Rem
ind
stud
ents
of
the
tips
for
filli
ng o
ut f
orm
s.
2.A
skth
e st
uden
ts to
bri
ng 1
exa
mpl
e of
afo
rm th
ey h
ave
to f
ill o
ut a
t wor
k to
the
next
dass
.
3. s
ay g
ood-
bye.
jobL
ink
Ans
wer
s to
"Fi
lling
Out
For
ms"
1.b
6. c
2.a
7. b
3.b
8. a
4.b
9. b
5.a
10. b
Les
son
21: F
illin
g O
ut F
orm
s: T
he H
ow T
oC
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
341
JobL
ink
Win
ning
At
Wor
k 524
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
gB
asic
Ski
lls
Less
on 2
2F
illin
g O
ut T
heF
orm
s: B
ringi
ngIt
Bac
k T
o W
ork
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n2
2:
Filli
ng O
ut F
orm
s
Les
son
Des
crip
tion
Les
son
22: F
illin
g O
ut F
orm
s
jobL
ink
Thi
s is
a c
ompa
nion
less
on to
Les
son
21. S
tude
nts
have
mor
e op
port
uniti
es to
fill
out
mor
e
com
plex
for
ms
and
to a
lso
prac
tice
on a
form
he/
she
uses
bac
k at
wor
k.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
44
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n2
2:
Filli
ng O
ut F
orm
s
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
s w
illbe
abl
e to
:
1.D
efin
ew
ords
use
d on
com
mon
form
s as
wel
l as
on y
our
com
pany
for
ms.
2.Fi
ll O
ut a
for
m o
n th
eir
own.
Mat
eria
ls N
eede
dH
ardw
are
1.O
verh
ead
proj
ecto
r
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boa
rd m
arke
rs
Tra
nspa
renc
ies
"Com
mon
For
ms"
(T
rans
pare
ncy
47)
Hos
pita
l For
m(2
) A
pplic
atio
n fo
r E
mpl
oym
ent F
orm
sE
mpl
oyee
's W
ithho
ldin
g A
llow
ance
Cer
tific
ate
Ir H
ando
uts
"Pai
red
Act
ivit
I O
ral Q
uest
ionn
aire
"(H
ando
ut 6
4a a
nd 6
4b)
"Com
mon
For
ms"
Soci
al S
ecur
ity A
pplic
atio
nH
ospi
tal F
orm
App
licat
ion
for
Em
ploy
men
t For
ms
Em
ploy
ee's
With
hold
ing
Allo
wan
ceC
ertif
icat
e
TrN
IMM
I17.
11
JobL
ink
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- Pa
irs
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
Thi
rd A
ctiv
ity-
Indi
vidu
al
End
ing-
Lar
ge G
roup
20 m
in.
25 m
in.
30 m
in.
10 m
in.
5 m
in.
Les
son
22: F
illin
g O
ut F
orm
s52
3C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
523
Page
345
Eng
lish
as a
Seco
nd L
angu
age
v`L
esso
n2
2:
Filli
ng O
ut F
orm
s
Act
iviti
esO
peni
ng: 2
0M
inut
es
1. w
elco
me
2.Su
stai
ned
Sile
nt R
eadi
ng. '
See
3rd
activ
ityin
Les
son
1 fo
r fu
rthe
r ex
plan
atio
n!'
3.Jo
urna
l Wri
ting
Les
son
22: F
illin
g O
ut F
orm
s
jobL
ink
Cop
yrig
lit ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
47
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n2
2:
Filli
ng O
ut F
orm
s
INN
Eng
lish
,L
t.:on
11
Me.
Oto
tree
, LA
Wor
kJo
bLki
k
Pai
red
Act
ivity
: An
Ora
l Que
stio
nnai
re
Rea
d al
l of t
he d
irect
ions
bel
ow b
efor
e be
ginn
ing
fhb
aulg
nine
nt
IY
ou a
re g
oing
to b
e M
ing
out a
que
stio
rmai
re f
or y
our
part
ner
by r
eadi
ng th
e qu
estio
ns o
n a
fonn
alo
ud to
you
r pa
rtne
r an
d w
ritin
g do
wn
hisr
her
answ
ers.
2Y
our
part
ner
will
not
see
his
/her
for
m u
ntil
you
haw
com
plet
ed it
3If
you
do
not k
now
how
to s
pell
a w
ont a
sk y
our
part
ner
to s
pell
it fo
r so
u. I
f ne
ither
of
you
know
the
corr
ect s
pelli
ng u
w th
e di
ctio
nary
.
4Pe
rt a
ll an
swer
s in
blu
e or
bla
ck in
k
5B
egin
at l
ite a
rrow
and
rna
ke s
ure
that
you
fill
in e
ach
box
If a
que
stio
n do
es n
ot a
pply
to
your
par
tner
fill
in th
e bo
x w
ith 1
,1/K
(m
eani
ng 'd
oes
not a
pply
l
6A
fter
you
com
pkte
you
r pa
rtne
r's f
oree
t hav
e yo
ur p
artn
er d
o th
e sa
me
for
yrxr
with
you
r
forr
n
7W
hen
both
for
ms
are
com
plet
ni 0
400f
Ind
the
form
dut
you
r pa
rtne
r fi
lled
out t
o be
sum
all a
nsw
ers
are
corr
ect W
hen
you
are
sure
that
all
answ
ers
are
sonn
et y
ou m
ay s
ign
your
own
loan
Lem
on a
t C01
11/ O
tO F
orm
Ow
** 0
00 b
y C
oe C
arni
m C
abe
Der
elit
iado
ot 6
4a
Les
son
22: F
illin
g O
ut F
orm
s
jobL
ink
MIR
emin
d a.
Sew
edle
gson
31
Felh
es O
tt Fe
m. T
he N
ow T
oJo
blIn
k
Fili
ng O
ut A
n a
Vot
er R
egis
trat
ion
For
m
AM
MO
N W
AM
PUM
socu
mer
rau
.S
eal.
Seem
. 0
Sm. 41
...1.
.11
10m
on .. ...Nowa Moo
.
twa-
oaf.
NN
W
101.
Ir=
e224
.c4
4.4
Suer
nu. a
r or
n,A
PPL
ICaa
tPD
X..
wee
I-O
mm
10
Arx
r
waw
a a
M1.
Sssl
eio
MO
MID
OO
LL11
1,"O
a .0
1. a
n. b
. Plo
i04
0ft
wom
Ma
0555
.IA
.o
61. *
NM
O 1
do
ma
Moo
...w
et *
Wee
Oe.
Ole
rem
osso
hmai
meo
ni*C
leo
wee
r.. n
a
111.
eh. w
e le
mw
eem
Rel
e 1.
we
NM
1 *
ewe
ON
ne
we.
... to
.=
cam
& k
rin
O.
Iaw
l. N
. sm
... we*, le
moo
seoe
e,"
Wen
21
Fang
04
Fenn
Cap
pg 0
11na
b,
Car
Cau
nano
r C
ob, M
OW
Rea
dout
641
.
Han
dout
64a
and
64b
BE
ST C
OPY
AV
AL
ASL
E
5 3
2
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
48
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n2
2:
Filli
ng O
ut F
orm
s
Act
iviti
esFi
rst A
ctiv
ity: 2
5 M
inut
es
1.E
xpla
in, '
We
will
be
wor
king
on
filli
ng o
utfo
rms
agai
n to
day7
2.H
ave
stud
ents
get
into
pai
rs.
3.D
istr
ibut
e "P
aire
d A
ctiv
ity: A
n O
ral Q
uest
ionn
aire
".R
emin
d st
uden
ts o
f th
e T
ips
on F
illin
g O
utFo
rms
from
the
last
less
on.
4.E
xpla
in th
e di
rect
ions
for
the
activ
ity a
ndha
ve th
e st
uden
ts c
ompl
ete
the
activ
ity.
19(H4e
la 1
1146
4bl
Han
dout
Les
son
22: F
illin
g O
ut F
orm
s
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
49
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n2
2:
Filli
ng O
ut F
orm
s
Act
iviti
esSe
cond
Act
ivity
: 30
Min
utes
jobL
ink
I.H
ave
stud
ents
take
out
the
form
s th
ey b
roug
htfr
om w
ork.
If
none
of
the
stud
ents
bro
ught
in a
nyfo
rms,
use
the
com
mon
for
ms
prov
ided
.
2.H
ave
the
stud
ents
get
into
gro
ups
of 3
-4 a
nd r
evie
wth
e fo
rms.
Ask
the
stud
ents
to m
ake
a lis
t of
wor
ds th
ey d
o no
t und
erst
and.
3.H
ave
the
grou
ps s
hare
thei
r lis
ts. w
rite
the
wor
ds o
nth
e w
hite
boar
d or
flip
cha
rt
4.A
ssig
n w
ords
to th
e gr
oups
and
hav
e th
emfi
nd th
e de
fini
tions
of
the
wor
ds in
the
dict
iona
ry.
5. H
ave
the
grou
ps s
hare
thei
r de
fini
tions
with
the
rest
of
the
dass
.
r ,)'0
Les
son
22: F
illin
g O
ut F
orm
s
rs.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
51
Eng
lish
as a
Sec
ond
Lan
guag
e7:
Les
son
2 2
:Fi
lling
Out
For
ms
Act
iviti
esT
hird
Act
ivity
: 10
Min
utes
jobL
ink
1.A
sk "
Wha
t els
e do
you
nee
d to
kno
w to
fill
out
thes
efo
rms?
" A
nsw
er a
ny q
uest
ions
.
2.H
ave
each
stu
dent
fill
out
the
form
he/
she
brou
ght t
oda
ss. I
f th
e st
uden
ts d
id n
ot b
ring
a f
orm
to c
lass
, hav
e hi
m/h
er f
ill o
ut o
ne o
f th
efo
rms
prov
ided
with
this
less
on.
5 3
3
Les
son
22: F
illin
g O
ut F
orm
s
Jr-
3 3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
53
Eng
lish
as a
Seco
nd L
angu
age
Les
son
2 2
:Fi
lling
Out
For
ms
-7A
ctiv
ities
'1E
ndin
g: 5
Min
utes
1.R
emin
d st
uden
ts o
f tip
s on
how
tofi
ll ou
t for
ms.
2. S
ay g
ood-
bye.
540
Les
son
22: F
illin
g O
ut F
orm
s
JobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
35
Job
Unk I
54
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 2
3R
etur
n on
Inve
stm
ent
513
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
3 :
Ret
urn
on I
nves
tmen
t
Les
son
Des
crip
tion
Les
son
23: R
etur
n on
Inv
estm
ent
Purp
ose
of th
is le
sson
:St
uden
ts a
nd te
ache
rs w
ill d
o an
eva
luat
ion
ofst
uden
t goa
ls a
nd p
rogr
ess.
jobL
ink
Mov
e st
uden
t und
erst
andi
ng o
f R
OI
as a
mea
sure
of p
erso
nal r
etur
n to
und
erst
andi
ng th
e
appl
icat
ion
of R
OI
to th
e in
divi
dual
's jo
b.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
58
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
3 :
Ret
urn
on I
nves
tmen
t
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, stu
dent
sw
ill
be a
ble
to:
1.R
evis
itR
OI
surv
ey a
nd r
ank
thei
r cu
rren
t sta
tus.
2.D
ISC
USS
the
appl
icat
ion
of R
OI
tojo
bs.
3. C
ompl
ete
a w
ritin
g sa
mpl
ean
dco
mpa
re w
ith e
arlie
rw
ork.
4.D
iscu
ssth
eir
goal
s an
d m
ake
sugg
estio
ns f
or w
orki
ng to
war
dsth
ose
goal
s.
Mat
eria
ls N
eede
dV
Har
dwar
e
jobl
ink
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
es1.
Ove
rhea
d pr
ojec
tor
Ope
ning
- In
divi
dual
30 m
in.
2.T
rans
pare
ncy
mar
kers
Firs
t Act
ivity
- L
arge
Gro
up20
min
.
3.Fl
ip c
hart
or
whi
tebo
ard
Seco
nd A
ctiv
ity-
Indi
vidu
al20
min
.
4.W
hite
boa
rd m
arke
rsE
ndin
g- L
arge
Gro
up20
min
.
F 'I'R
oOrn
iIS
urv
cane
-7"
Les
son
23: R
etur
n on
Inv
estm
ent
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
59
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
3 :
Ret
urn
on I
nves
tmen
t
Act
iviti
esO
peni
ng: 3
0 M
inut
es
5 4
3
jobL
kik
Say,
"I
know
that
all
of y
ou a
re e
ager
tom
ake
good
pro
gres
s in
this
cla
ss. S
ome
of y
ou h
ave
said
you
are
won
deri
ng h
ow y
ou a
redo
ing.
Som
e of
you
fee
l you
are
mak
ing
good
pro
gres
san
d
othe
rs f
eel t
hat y
ou a
re n
ot m
akin
g an
y pr
ogre
ss.
Tod
ay, w
e'll
take
a lo
ok a
t whe
re w
e ar
e no
w.
Firs
t we'
ll fo
cus
on y
our
feel
ings
abo
ut y
our
prog
ress
and
then
we'
ll do
a c
oupl
e of
act
iviti
es to
mea
sure
how
muc
h yo
u've
lear
ned
sinc
e th
e da
sses
beg
an!'
2.Sa
y. "
I am
ret
urni
ng to
you
the
RO
I su
rvey
you
com
plet
ed o
ver
a m
onth
ago
. Tod
ay w
e'll
fill
this
in a
gain
and
you
can
indi
cate
the
area
s w
here
you
feel
you
are
impr
ovin
g.
3.D
istr
ibut
e "R
OI"
to s
tude
nts.
(Se
e no
te b
elow
)
(Ins
truc
tors
, ret
urn
RO
I su
rvey
s to
stu
dent
s an
d su
pply
new
sur
veys
toth
ose
who
hav
en't
com
plet
ed a
sur
vey
earl
ier,
(se
e L
esso
n 3)
. We
sugg
est u
sing
an
over
head
of
the
firs
t que
stio
n on
the
surv
ey. W
rite
in a
res
pons
e on
the
firs
t lin
e, ju
st a
s th
e st
uden
ts d
id w
hen
they
fill
ed in
the
surv
eybd
.ore
. The
n sh
ow th
em h
ow th
ere
is a
sec
ond
line
for
the
resp
onse
this
tim
e. T
ell t
hem
to f
ill th
e da
te in
on
this
line
and
wal
k ar
ound
the
clas
s to
mak
e su
re e
very
one
unde
rsta
nds.
Tal
k th
e cl
ass
thro
ugh
thef
irst
que
stio
n.)
4.A
fter
, the
stu
dent
s ha
ve c
ompl
eted
the
surv
eys
you
can
use
them
as
a di
scus
sion
sta
rter
, ask
ing
stud
ents
whi
ch o
f th
ese
area
s ar
e im
port
ant t
o th
em o
nth
eir
jobs
and
whi
ch o
nes
are
impo
rtan
tto
thei
r su
perv
isor
s or
lead
s, b
ut n
ot to
them
. Enc
oura
ge h
ones
ty d
urin
g th
e di
scus
sion
.
Les
son
23: R
etur
n on
Inv
estm
ent
5 4
3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
61
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
3 :
Ret
urn
on I
nves
tmen
t
lir A
ctiv
ities
Firs
t Act
ivity
: 20
Min
utes
5j-0
'
Con
nect
ing
the
RO
I sur
vey
to R
OI o
nth
e jo
b
JobL
ink
1.Sa
y, "
We'
ve ta
lked
a li
ttle
bit a
bout
Ret
urn
onIn
vest
men
t Wha
t do
you
thin
k it
mea
ns?'
Rec
ord
all r
espo
nses
on
flip
cha
rt a
nd n
ote
that
all
are
corr
ect d
efin
ition
s of
RO
I.
2.A
sk, "
In th
e w
orld
of
busi
ness
,w
hat i
s an
inve
stm
ent?
' Aga
in, e
ncou
rage
brai
nsto
rmin
g bu
t do
not r
ecor
d re
spon
ses
on th
e fl
ipch
art I
f st
uden
ts h
ave
trou
ble
iden
tifyi
ngw
hat a
n in
vest
men
t
mig
ht b
e, o
ffer
this
exp
lana
tion:
3.Sa
y, "
Peop
le in
vest
thei
r m
oney
in m
any
way
s.T
he p
urpo
se o
f an
inve
stm
ent i
s to
use
you
r
mon
ey to
mak
e m
ore
mon
ey!
Som
etim
es p
eopl
e m
ake
anin
vest
men
t by
buyi
ng a
hou
se. T
hey
hope
that
som
eday
they
will
be
able
tose
ll th
e ho
use
for
mor
e m
oney
than
they
paid
whe
n th
ey
boug
ht it
. Thi
s w
ould
be
a go
od in
vest
men
t.So
me
peop
le in
vest
thei
r m
oney
in a
bus
ines
s,ei
ther
thei
r ow
n bu
sine
ss o
r so
meo
ne e
lse'
sbu
sine
ss. I
f a
pers
on w
ante
d to
sta
rt a
n au
to r
epai
rbu
sine
ss, h
e or
she
wou
ld h
ave
to in
vest
mon
eyin
buy
ing
tool
s an
d re
ntin
g a
plac
e to
run
the
busi
ness
. Wha
t oth
erin
vest
men
tsw
ould
the
pers
on h
ave
to m
ake?
" (S
tude
nts
may
sug
gest
adve
rtis
ing,
sup
plie
s lik
e oi
l, or
any
num
ber
ofot
her
set-
up c
osts
.) G
o ov
er a
ny im
port
ant f
indi
ngs.
4.sa
y, "
Let
's s
ay th
e pe
rson
has
spe
nt$1
0,00
0 to
set
up
the
busi
ness
. If
this
was
his
or
her
own
mon
ey, t
his
wou
ldbe
the
owne
esIn
vest
men
tin
the
busi
ness
. Let
's s
ay th
at a
fter
two
year
s,th
e
busi
ness
is d
osed
dow
n. A
fter
eve
ryth
ing
isso
ld, t
he o
wne
r is
left
with
$15
,000
. Was
this
a g
ood
inve
stm
ent?
We
call
this
$15
,000
the
Ret
urn
onIn
vest
men
t...th
is w
as a
goo
d re
turn
on
inve
stm
ent':
Les
son
23: R
etur
n on
Inv
estm
ent
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t55
1Pa
ge 3
63
Eng
lish
as a
Sec
ond
Lan
guag
e V
Les
son
2 3
:R
etur
n on
Inv
estm
ent
Act
iviti
esFi
rst A
ctiv
ity: (
cont
inue
d)
jobl
ink
5.sa
y, 'W
hat d
oes
this
hav
e to
do
with
you
r co
mpa
nyan
d yo
ur jo
bs?"
(A
fter
stu
dent
s ha
ve a
d a
chan
ce
to o
ffer
idea
s, s
ugge
st th
e fo
llow
ing)
say,
"Y
our
com
pany
wou
ld li
ke a
goo
d R
etur
n on
Inve
stm
ent f
or th
ese
dass
es. T
hat m
eans
, the
yw
ould
like
to s
ee th
at th
e th
ings
you
are
lear
ning
will
mak
e it
poss
ible
for
you
to d
o yo
ur jo
bbe
tter.
How
mig
ht th
is w
ork?
" (A
gain
, rec
ord
resp
onse
s on
flip
char
t. If
it d
oesn
't co
me
out d
urin
g st
uden
t
disc
ussi
ons,
sug
gest
the
follo
win
g) °
Will
any
thin
g yo
u ar
ele
arni
ng m
ake
it po
ssib
le f
or y
ou to
do
your
job
fast
er?"
(If
the
answ
er is
yes
, ask
for
exa
mpl
es a
nd r
ecor
dth
ese)
. "Is
it p
ossi
ble
that
you
mig
ht b
e ab
leto
cat
ch m
ore
mis
take
s or
avo
id m
ista
kes
as a
resu
lt of
som
e th
ings
you
are
lear
ning
?' (
Aga
in,
reco
rd a
nd d
iscu
ss r
espo
nses
.)
6.A
Sk, "
Do
you
thin
k yo
ur le
ad o
r su
perv
isor
mig
ht s
ave
som
etim
e as
a r
esul
t of
you
bein
g ab
le to
wor
k w
ith le
ss h
elp
from
him
or
her?
" (A
gain
, rec
ord
and
disc
uss.
)
r2",
Cf.
Les
son
23: R
etur
n on
Inv
estm
ent
Cop
yrig
M 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
65
Eng
lish
as a
Sec
ond
Lan
guag
e 1r
Less
on 2
3 :
Ret
urn
on In
vest
men
t
Act
iviti
esFi
rst A
ctiv
ity: (
cont
inue
d)
jobL
ink
7.E
mph
asiz
e, "
All
of th
ese
are
item
s th
atco
uld
save
mon
ey f
or y
our
com
pany
or
help
you
rco
mpa
ny m
ake
mor
e m
oney
.If
this
hap
pene
d, th
ey w
ould
say
that
they
got
a g
ood
Ret
urn
on
Inve
stm
ent f
or th
is tr
aini
ng. D
o yo
ukn
ow y
our
hour
ly w
age?
Can
you
fig
ure
outh
ow m
uch
it
cost
s yo
ur c
ompa
ny to
sen
d yo
u to
clas
s ea
ch w
eek?
" (3
hou
rs x
hou
rly
wag
e).
(Hel
p st
uden
ts m
ake
this
cal
cula
tion)
AS
k,"I
f yo
u co
uld
mak
e a
chan
ge in
you
rjo
b to
sav
e th
is m
uch
each
wee
k, y
our
com
pany
wou
ld h
ave
a go
od R
etur
n on
Inv
estm
ent!
"
(Enc
oura
ge d
iscu
ssio
n of
this
con
cept
and
rec
ord
for
us a
ny o
ther
idea
s th
at s
uifa
ce in
you
r cl
ass.
In
thei
r no
tebo
oks,
stud
ents
may
wan
t to
reco
rd a
n id
ea o
r id
eas
for
how
they
mig
ht b
e ab
le to
mak
e a
job
impr
ovem
ent o
rch
ange
. You
can
also
tell
the
B le
vel
clas
ses
that
they
will
be
begi
nnin
g a
less
on n
ext c
lass
mee
ting
that
will
hel
p th
em d
evel
op
idea
s fo
r w
ays
to im
prov
e w
hat t
hey
do o
n th
ejo
b. A
lso,
enc
oura
ge th
em to
sha
re id
eas
duri
ng a
nycl
ass
and
let
them
kno
w th
at th
ese
idea
s w
ill b
e di
scus
sed
agai
n at
the
end
of th
e cl
asse
s in
Sep
tem
ber.
)
8.A
t the
end
of
the
disc
ussi
on, c
olle
ctth
e su
rvey
s an
d ex
plai
n th
at th
e st
uden
t will
have
a c
hanc
e
to r
ank
them
selv
es a
gain
at
the
end
of th
e cl
ass
in S
epte
mbe
r. R
OI
surv
eys
and
othe
r id
eas
that
have
com
e up
dur
ing
the
disc
ussi
on s
houl
dbe
put
in th
e de
sign
ated
pla
ce in
the
inst
ruct
ors'
cabi
net.
5 5
Less
on 2
3: R
etur
n on
Inve
stm
ent
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
367
Eng
lish
as a
Sec
ond
Lan
guag
e1.
?'
Les
son
2 3
:R
etur
n on
Inv
estm
ent
Act
iviti
esSe
cond
Act
ivity
: 20
Min
utes
Job
Lin
k
Am
I Im
prov
ing?
Wri
ting
Sam
ple
Com
pari
son
1.Sa
y, 'T
here
are
man
y w
ays
to s
ee th
e im
prov
emen
ts y
ou a
re m
akin
g.Y
ou m
ay n
ot n
otic
e th
embe
caus
e yo
u m
ake
impr
ovem
ents
one
sm
all s
tep
at a
tim
e. D
urin
g th
e fi
rst o
r se
cond
cla
ss, y
ouw
rote
som
ethi
ng a
bout
you
rsel
f. T
oday
, I w
ill g
ive
you
som
etim
e to
wri
te o
nce,
aga
in.
then
I w
ill
help
you
see
if y
our
wri
ting
is im
prov
ing.
Thi
s is
impo
rtan
t, be
caus
e w
e kn
ow th
at if
you
r
wri
ting
is im
prov
ing,
you
r sp
eaki
ngan
d re
adin
g ar
e al
so im
prov
ing.
You
kno
w th
at y
our
read
ing
is p
art o
f th
e te
st y
ou to
ok b
efor
e th
e cl
asse
s, s
o I
know
that
you
are
eag
er to
see
ifyo
u ar
ebe
com
ing
bette
r re
ader
s. A
fter
you
hav
efi
nish
ed w
ritin
g, w
e'll
also
talk
abo
ut y
our
read
ing!
'
r J 0
tr,
Les
son
23: R
etur
n on
Inv
estm
ent
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
69
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
3 :
Ret
urn
on I
nves
tmen
t
Act
iviti
esSe
cond
Act
ivity
: (co
ntin
ued)
Jobb
/7k
2.A
Sk s
tude
nts
to w
rite
a d
escr
iptio
nof
thei
r jo
b. I
f yo
u ha
d th
em w
rite
abo
utso
met
hing
in s
peci
fic
in th
e fi
rst w
ritin
g as
sign
men
t hav
eth
em w
rite
abo
ut th
e sa
me
topi
c W
hen
stud
ents
hav
e
fini
shed
wri
ting,
ask
them
to f
ind
the
firs
tjou
rnal
ent
ry in
thei
r no
tebo
oks
and
begi
n w
ith a
gene
ral d
iscu
ssio
n ab
out t
he d
iffe
renc
esth
ey s
ee. T
hen
lead
them
thro
ugh
the
follo
win
g se
lf
anal
yses
item
s:
1.C
ount
the
num
ber
of w
ords
in e
ach
sam
ple,
You
wer
e gi
ven
the
sam
e am
ount
of
time
for
both
wri
ting
sam
ples
. You
r ab
ility
to w
rite
mor
ew
ords
in th
e sa
me
amou
nt o
f tim
e
is o
ne o
f th
e fi
rst i
ndic
ator
s th
at y
our
wri
ting
is im
prov
ing.
2. N
ew w
ords
- Fi
nd a
ndci
rcle
wor
ds in
you
r se
cond
sam
ple
that
you
did
not k
now
how
to w
rite
or
wou
ld n
ot h
ave
used
whe
n yo
u w
rote
you
r fi
rst s
ampl
e.
3. A
re y
our
sent
ence
s ge
tting
long
er?
Thi
s is
ano
ther
indi
cato
r th
at y
ou a
re w
ritin
gbe
tter.
3.In
stru
ctor
say
, "If
you
will
giv
e m
ebo
th o
f yo
ur w
ritin
g sa
mpl
es, I
will
rev
iew
them
and
ret
urn
them
to y
ou. B
efor
e gi
ving
them
to m
e, w
rite
you
r na
me
onea
ch o
ne. I
f yo
u w
ant m
e to
mar
ksp
ellin
g an
d gr
amm
ar e
rror
s, p
ut a
n "S
" be
low
you
r na
me.
If y
ou d
o no
t put
an
"S"
on y
our
pape
rs, I
will
wri
te y
ou s
ome
com
men
ts a
bout
you
r w
ritin
g, b
ut I
will
not
mar
k th
ese
erro
rs. I
n
addi
tion
to th
e th
ings
you
just
look
ed a
t, I
will
als
o lo
ok f
or o
ther
sig
ns th
at y
ou a
re im
prov
ing
and
I w
ill te
ll yo
u ab
out t
hese
thin
gs. I
will
als
o gi
ve y
ou id
eas
for
thin
gs to
wor
k on
. Whe
n I
retu
rn y
our
sam
ples
nex
t wee
k, w
e ca
nta
lk a
bout
all
thes
e th
ings
!'
rn J
Les
son
23: R
etur
n on
Inv
estm
ent
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
71
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n 2
3:
Ret
urn
on I
nves
tmen
t
Act
iviti
esE
ndin
g: 2
0 M
inut
es
Set
ting
Goa
ls F
or Im
prov
emen
t
JobL
ink
1.Sa
y, "
In a
dditi
on to
impr
ovin
g yo
ur w
ritin
g,w
hat a
re s
ome
of th
e ot
her
goal
s yo
u ha
ve f
oryo
urse
lf in
thes
e cl
asse
s?' (
Lis
t the
se o
n th
e fl
ip c
hart
and
disc
uss
them
alo
ng w
ith d
iscu
ssin
g ho
w th
e cl
ass
is
help
ing
in e
ach
area
and
wha
t stu
dmts
can
do
onth
eir
own
to f
urth
er im
prov
e th
ese
area
s an
d sk
ills.
)
2.A
Sk, "
Wha
t can
you
do
to r
each
thes
ego
als?
" So
me
exam
ples
mig
ht b
e:
Rea
d at
leas
t 10
min
utes
a d
ay.
Do
sim
ple
mat
h pr
oble
ms
Rea
d m
ore
and
ask
your
self
wha
t you
hav
e re
adaf
terw
ards
Ask
you
rsel
f th
e 5
W q
uest
ions
.
Get
a b
ook
of s
impl
e m
ath
prob
lem
s an
d pr
actic
eth
ose
you
don'
t kno
w
Use
you
r m
emo
book
to w
rite
dow
nw
ords
you
wan
t to
lear
n an
d br
ing
thos
e w
ords
to d
ass
with
you
Whe
n yo
u do
n't u
nder
stan
d, a
sk q
uest
ions
!B
e a
stud
ent e
very
day.
Be
prou
d th
at y
ou a
rele
arni
ng.
Les
son
23: R
etur
n on
Inv
estm
ent
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
73
Eng
lish
as a
Sec
ond
Lan
guag
ev
Les
son
2 3
:R
etur
n on
Inv
estm
ent
Act
iviti
esE
ndin
g: (
cont
inue
d)
jobl
ink
3. Y
ou m
ay w
ant t
ohe
lp s
tude
nts
form
ulat
e so
me
spec
ific
goa
ls f
or th
emse
lves
and
wri
te th
ese
dow
n in
thei
r no
tebo
oks.
4.If
ther
e is
tim
e le
ft, s
tude
nts
mig
ht w
ant t
o di
scus
s or
pro
mot
e so
me
of th
e bo
oks
they
hav
e
been
rea
ding
dur
ing
Sust
aine
dSi
lent
Rea
ding
or
from
the
your
com
pany
libra
ry. E
ncou
rage
them
to te
ll ot
hers
abo
ut th
ebo
oks
they
are
rea
ding
.
5 C
.
Les
son
23: R
etur
n on
Inv
estm
ent
C 3
Cop
yrig
ht t©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
75
JobL
ink
Win
ning
At
Wor
k
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Less
on 2
4W
rapp
ing
it U
p
jU-r-r
- J
Eng
lish
as a
Sec
ond
Lan
guag
eL
esso
n2
4:
Wra
ppin
g it
Up
Les
son
Des
crip
tion
Job
Lin
k
Ibis
is a
wra
p up
cla
ss. T
he w
ritin
g sa
mpl
esw
ill b
e re
turn
ed a
nd th
e st
uden
ts w
ill f
ill o
ut
eval
uatio
ns o
f th
e pr
ogra
m. S
tude
nts
will
rec
eive
cert
ific
ates
. Con
tinui
ng le
arni
ng o
ppor
tuni
ties
will
be d
iscu
ssed
.
Les
son
24: W
rapp
ing
it U
pC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
378
Eng
lish
as a
Seco
nd L
angu
age
'VL
esso
n2
4:
Wra
ppin
git
Up
V O
bjec
tives
By
com
plet
ing
this
less
on, s
tude
nts
will
be a
ble
to:
1.E
valu
ate
the
mod
ule.
2.G
etfe
edba
ck o
n th
eir
wri
ting.
563
Mat
eria
ls N
eede
dH
ardw
are
jobL
ink
V C
lass
room
Set
-up
Tot
al T
ime:
90
min
utes
1.O
verh
ead
proj
ecto
rO
peni
ng-
Lar
ge G
roup
20 m
in.
2.T
rans
pare
ncy
mar
kers
Firs
t Act
ivity
- L
arge
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81
English as a Second Language VLesson 1: Getting to Know Each Other
Bingo Game
Find someone in class who...
Job Link
Plays Soccer Has been to Disneyland Has Grandchildren
Has a sister Likes tomatoes Was born in California
_
Has been toSan Francisco
Worked at your companymore than 10 years
Likes to sing
Goes to school Has children Is not married
Has a dog Has blue eyes Drives a tuck
Lesson 1: Getting to Know...
58,-)Copyright 01996 by Coast Community College District Handout 1
English as a Second Language W.Lesson 2: What Makes Effective Greetings and Small Talk
Small Talk
Hi. How are you?
Fine. How are you?
Fine, thank you.
What's your name?
I'm
What's yours?
I'm
What's your job at this company?
I'm
What do you do?
How long have you worked here?
About
How about you?
About
Do you like your job?
Yes/no
Why?
Because
Well, I've enjoyed talking with you. I hope I see you again.
Me too. Good-bye
Bye.
Lesson 2: What Makes Effective...
Job Link
583Copyright ©1996 by Coast Community College District Handout 2
English as a Second LanguageLesson 3 ESL at Work
Group Activity To Small Talk
Job Link
1. Each team member will write down two questions he/she might aska new friend or co-worker in order to make small talk.
2. Each member will share his/her questions with the group.
3. The group will choose from those questions and write a "small talk"
dialogue.
4. Practice the new dialogue with at least two partners from the group.Be sure each person tries to take both parts.
5. The group will choose two members to perform the dialogue for the
whole dass.
Lesson 3: ESL at Work
58
Copyright 01996 by Coast Community College District Handout 3
English as a Second Language VLesson 4: Word Power (Part 1 )
Work Words
Job Link
Find 5 words in the workplace that you do not know already. Write them down on thissheet and find out what the definitions are.
Word #1
Definition:
Word #2
Definition:
Word #3
Definition:
Word #4
Definition:
Word #5
Definition:
Lesson 4: Word Power (Part 1)
585Copyright ©1996 by Coast Community College District Handout 4
English as a Second Language 'TLesson 5: Word Power (Part 2)
Blue Group
doblink
In your dictionary, find ten states of the United States. Write down the namesof the states and their capitals.
State Capital
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
On which pages in your dictionary did you find the names of the states?
Write down the page numbers. page to page
Lesson 5: Word Power (Part 2)
58G
Copyright 01996 by Coast Community College District Handout 5a
s
English as a Second Language VLesson 5 : Word Power (Part 2 )
Pink Group
dobtink
Work with the members of your group to find the information. Make sure youunderstand it and can explain it to your home group. In your dictionary, find
the section which tells about measurement.
Write down the equivalent measure for each of the following:
1. 1 pint = cups 6. 1 pound = ounces
2. 1 foot = inches 7. 1 gram = ounces
3. 1 quart . pints 8. 1 centimeter . inches
4. 1 gallon = quarts 9. 1 meter = yards
5. 1 meter = inches 10. 1 kilo = pounds
On which pages in your dictionary did you find the measurements?
Write down the page numbers. page to page
Lesson 5: Word Power (Part 2)
587
Copyright 01996 by Coast Community College District Handout 5b
English as a Second Language irLesson 5 : Word Power (Part 2 )
Yellow Group
In your dictionary, find the definitions of the following words:
1. manufacturing
Job Link
2. welding
3. soldering
4. assembling
Lesson 5: Word Power (Part 2)
583
Copyright 01996 by Coast Community College District Handout 5c
English as a Second Language VLesson 5: Word Power (Part 2)
Green Group
In your dictionary, find the definitions of the following words:
1. hazardous
Joblink
2. waste
3. flammable
4. caution
Lesson 5: Word Power (Part 2)
58 ,1
Copyright ©1996 by Coast Community College District Handout 5d
English as a Second Language VLesson 5 : Word Power (Part 2)
Using Your DictionaryHome Group
White Worksheet
1. Write down the names of three states and their capitals.
state capital
Joblink
2. Write the equivalent measure for each of the following:
1 foot = inches
1 meter = yards
1 quart = pints
3. Write the definitions of the following words:
hazardous
welding
4. How many Presidents of the United States were named "John"?
5. How many Presidents has the United States had?
Lesson 5: Word Power (Part 2)
r; CIt.1 k.f
Copyright ©1996 by Coast Community College District Handout 6
fbEnglish as a Second LanguageLesson 6: What's the Idea
Who Can You Find?
Find someone in this class who:
dobLink
1. has worked at your company for more than 5 years.
2. goes to school.
3. reads directions or instructions at work.
4. likes to talk at team meetings.
5. has to talk on the phone at work.
6. wants to learn more English.
7. wants to become a U.S. citizen.
8. reads safety signs at work.
9. went on a trip to Mexico during vacation.
10. has an idea to tell the supervisor or boss.
591
Lesson 6: What's the Idea Copyright ©1996 by Coast Community College District Handout 7
English as a Second Language W.Lesson 6: What's the Idea
Reading/Writing Warm-up
Reading (10+ minutes)
Title
AuthorToday I read pages
Job Link
This book was about
New Words:
Writing (10+ minutes)
Topic:
Your thoughts:
Lesson 6: What's the Idea Copyright 01996 by Coast Community College District Handout 8
English as a Second LanguageLesson 6: What's the Idea
1. contaminate
2. sterile
3. solution
4. filter
5. container
Lesson 6: What's the Idea
Vocabulary List
5 3
Job Link
Copyright ©1996 by Coast Community College District Handout 9
English as a Second Language ".Lesson 6 : What's the Idea
Main Ideas
Job Link
The following words can be put into groups. The main idea of each group is listed. Try to put
the words with the correct main idea.
Sports Colors
Clothing Tools
hammer pants orange track
baseball soccer shirt jacket
screwdriver chisel turquoise shovel
tennis brown vest saw
swimming skirt beige gray
Lesson 6: What's the Idea
r- nJ
Copyright 01996 by Coast Community College District Handout 10
English as a Second LanguageLesson 7: Give Me the Main Idea
Main Idea Hunt
JobLink
At our company we make many products. PICs or Plastic Irrigation Containers are animportant product About 14% of our company's profits come from PICs. There are many steps
to follow when PICs are made. PICs come in many sizes.
The most important idea is:a. Our company makes only PICs.b. PICs are an important product at our company.c. Our company makes supplies for eye doctors.
Plastic Irrigation Containers come in four sizes. Some PICs are half liter and some are one liter.
PICs are also two liter and four liter. The crew can handle the smaller containers faster than the
larger containers. Every size PIC must be handled with care.
The most important idea is:a. All PICs are the same size.b. The crew only handles four liter PICs.c. PICs are not all the same size.
Copy the sentence from the paragraph that tells the answer.
Our company manufactures all the things that are needed for IV therapies. At our company we
make IV solutions and the sets that connect the patient to the solution. We also manufacture
and distribute the computerized pumps that control the flow, the filters and the poles.
The most important idea is:a. Our company makes computerized pumps.b. Our company makes everything that is needed for IV therapy.
c. Our company makes IV solutions.
Underline the sentence in the paragraph that tells the answer.
Lesson 7: Give Me the Main Idea
QJ JCopyright ©1996 by Coast Community College District Handout 11
English as a Second Language V.Lesson 8: Just Give Me the Facts
$6.25
$3.40
$1.98
$4.19
$10.00
$2.90
$5.75
$830
Dictation Pairs - Student A
Job Link
English as a Second LanguageLesson 8: Just Give Me the Facts
$6.25
$3.40
$1.98
$4.19
$10.00
$2.90
$5.75
$830
Lesson 8: Just Give Me the Facts
Dictation Pairs - Student A
Job Link
59GCopyright ©1996 by Coast Community College District Handout 12
English as a Second Language VrLesson 8: Just Give Me the Facts
$3.18
$7.16
$2.80
$9.60
$1.55
$4.15
$820
$6.17
Dictation Pairs - Student B
Joblink
English as a Second Language TLesson 8 : Just Give Me the Facts
$3.18
$7.16
$2.80
$9.60
$1.55
$4.15
$820
$6.17
Lesson 8: Just Give Me the Facts
Dictation Pairs - Student B
JobLink
597Copyright 01996 by Coast Community College District Handout 13
English as a Second LanguageLesson 8: Just Give Me the Facts
Let's Find Facts
Job Link
A good attitude at work can help you get ahead. You can show a good attitude on your job. Be
on time every day and do your work well. Help the other members of your team. Don't tell
them, "That's not my job7
At work, you shoulda. come late.b. be angry with your co-workers.c. help your co-workers.
Miguel had a problem at work. The same machine broke again. It had broken twice last week.
Miguel call the repairman to fix it The man did not come for two hours.-Miguel got angry and
yelled at the repairman. The next day the repairman called Miguel's supervisor.
Miguel was angry becausea. the machine worked well.b. the repairman did not come for a long time.
c. he was tired.
Most of us work every day with many different people. We talk with co-workers and with our
bosses. Sometimes we work with customers. It is important to get along with them. Working
well with others and having a good attitude save the company money because production
often goes up.
Getting along with othersa. is importantb. makes other people mad.c. is very easy.
If employees work well togethera. the company loses money.b. production rises.c. customers call to complain.
Lesson 8: Just Give Me the Facts
593Copyright 01996 by Coast Community College District Handout 14
English as a Second Language VLesson 9 : Sorting Things Out
Sorting Things Out
Working with your group, name four things which fit in each category.
Animals Things That Fly
Jobtink
Things You Can Drink Sweet Things
Lesson 9: Sorting Things Out
5S3
Copyright 01996 by Coast Community College District Handout 15
English as a Second Language VLesson 10: Let's Get It In Order
Who Can You Find-#2?
Find someone in this class who:
Job Link
1. can tell you who to call for a medical emergency.
2. wears hearing protection in his or her department.
3. knows what "evacuation" means.
4. likes to list to books on tape.
5. wears safety glasses on the job.
6. can give you directions to the cafeteria.
7. can explain the word litter.
8. works in a deanroom.
9. uses a weld shield at work.
10. has a new idea to tell the supervisor or boss.
Lesson 10: Let's Get It In Order
GCJ
Copyright 01996 by Coast Community College District Handout 16
English as a Second LanguageLesson 1 0: Let's Get It In Order
Order, Order, Order!
JobLink
The following is the sequence for making, filling, sealing and inspecting PICs.
The bottles are made in Blow Molding.The solution is put in in the filling line.
The bottles and closures are sealed together.They are sealed with a solution made in Mixing.
The filled container is "cooked" until it is assured that the product is sterile.
They are dried on the packing line.The inspector gives them a touch test.
Put these statements in the proper order.
The filled container is "cooked" until it is assured that the product is sterile.
The solution is put in in the filling line.The inspector gives them a touch testThe bottles are made in Blow Molding.They are sealed with a solution made in Mixing.
They are dried on the packing line.The bottles and closures are sealed together.
Lesson 10: Let's Get It In Order Copyright 01996 by Coast Community College District Handout 17
English as a Second LanguageLesson 11: Keeping Things In Order
Let's Make a House or a Boat
joblink
Cut out the shapes below. Then, work with a partner to see if you can join the pieces to makethe house, and then the boat It is not as easy to put the pieces together as it looks! Your
teacher has the answers.
602
Lesson 11: Keeping Things In Order Copyright C1996 by Coast Community College Distrkt Handout 18
English as a Second Language irLesson 1 1: Keeping Things In Order
How Are We Doing?
Please circle the answer which most nearly matches your opinion.
Joblink
I am learning nothing a little bit a lot
My reading is improving not at all a little bit a lot
English is always difficult sometimes difficult easy
I like my work not at all a little bit a lot
The best thing about this class is
gI would like this class more if
Lesson 11: Keeping Things In Order
6C3
Copyright 01996 by Coast Community College District Handout 19
English as a Second Language VLesson 1 1 : Keeping Things In Order
A Busy Day
Joblink
Anna and Maria had a busy day. Put the sentences in the correct order to tell what they did.
a. After dinner, Anna washes the dishes and does her homework.
b. Anna goes to bed at 10:00.
c. Anna gets up at 6:00.
d. Anna and Maria eat dinner at 630.
e. At 7:00 in the morning Maria takes Anna to school.
f. Anna finishes school at 3:00.
g. Maria picks Anna up after school.
h. Maria makes breakfast for Anna.
i. Maria makes dinner and Anna sets the table.
Lesson 11: Keeping Things In Order
GO 1
Copyright ©1996 by Coast Community Colleze District Handout 20
s
English as a Second LanguageLesson 1 2 : What's Your Style
Getting to Know You
Job Link
Find someone in class who:
Has to read work orders at work.
Had to learn something new onthe job in the last 6 months.
Has to write notes at work.
Has to use the computer at work.
Is on a team at work.
Goes to school.
Wants to learn a new job at work.
Had to make a presentation at work.
Has changed jobs in the last year.
Lesson 12: What's Your Style
GO5
Copyright C1996 by Coast Community College District Handout 21
English as a Second LanguageLesson 1 2 : What's Your Style
Learning Styles
JobLink
A learning style means the way an individual likes to learn. A person's learningstyle is influenced by nature and environment. Three learning styles which wewill discuss today are:
1. Visual Learners
2. Auditory Learners
3. Tactile Learners
Lesson 12: What's Your Style
G 0 G
Copyright ©1996 by Coast Community College District Handout 22
English as a Second LanguageLesson 1 2: What's Your Style
Adult Learning Style Profile
JobLink
Directions: Read each statement Place a 1, 3, or 5 in the box at the end of the statement:
1 Indicates least like you
3 Indicates somewhat like you
5 Indicates a lot like you
Work quiddy- do not sit and ponder. There are no right or wrong answers.
1. I'm good at remembering things I hear or that people tell me.
2. I like to read and usually read a lot
3. I notice that I often bear down extremely hard with pen or pencil when writing.
4. I often find diagrams, graphs, and charts difficult to understand.
5. I do better at following directions if I read them, not just hear them.
6. I enjoy doing work/sewing or woodworking or working on machines.
7. I like group-type projects which allow for lots of discussion and exchange of ideas.
8. Graphs, charts, and diagrams help me to understand the subject/presentation
9. I notice that I often handle objects such as coins, keys, or pencils while studying,reading, listening, or talking.
10. I understand academic subjects better when listening to lectures or tapes.
11. I remember best by taking notes in classes/meetings; making lists of things to do.
12. I notice that I like to have snacks or drinks available or chew gum or smoke whilestudying or working.
13. I find that I can spell difficult works if I "sound them out"
14. I'm good at using maps to find places.
15. I like dassroom or work projects where I can create/make things or build models.
16. I enjoy attending and listening to a good lecture/speech play or drama.
17. I enjoy spending time reading or looking through magazines, books and newspapers.
18. I exercise regularly by doing aerobics, jogging, walking or participating in sports
activities.
19. To solve a problem/difficult situation, I need/like to talk it over/discuss it with others.
Lesson 12: What's Your Style
GO?
Copyright 01996 by Coast Community College District Handout 23
English as a Second Language VLesson 1 2 : What's Your Style
Adult Learning Style Profile(continued)
Job Link
20. It helps me to spell difficult words if I write them down or see them in print
21. I feel comfortable in physical contact of touching others, hugging, and handshaking.
22. I'm good at remembering and following oral directions.
23. I am good at working and solving jigsaw puzzles and mazes.
24. I enjoy sight-seeing and visiting new places.
25. I enjoy music: singing, listening, going to musicals or concerts.
26. I'm good at researching topics articles or stories and/or writing reports.
27. I doodle during meetings, lectures, or while listening on the phone.
28. I read aloud/whisper to myself when tying to understand new or difficult material.
29. I'm good at doing layout and design work: formatting drawing, sketching and coloring.
30. I like working with computers or other electTonic technology for learning/working.
Lesson 12: What's Your Style
603Permission granted by S. E. Pues, Tarzana, California
Copyright C1996 by Coast Community College District Handout 23b
English as a Second LanguageLesson 1 2. What's Your Style
Inventory Scoring
Jobb?*
1. Put the point value number (1, 3, 5) on the line next to its corresponding item number.
2. Add each column to get your total score under each heading.
1 point = Seldom3 points = Sometimes5 points = Often
AUDITORY
NO.
VISUAL TACTILE
No. of PtS. Of PtS. No. of Pts.
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
13. 14. 15.
16. 17. 18.
19. 20. 21.
22. 23. 24.
25. 26. 27.
28. 29. 30.
Total
Lesson 12: What's Your Style
Total Total
603Copyright ©1996 by Coast Community College District Handout 24a
English as a Second LanguageLesson 1 2 : What's Your Style
Inventory Scoring(continued)
Copy your highest, second highest, and lowest scores below:
Scores:Highest Second Lowest
Your Learning Style Profile
"Style Letters":
Lesson 12: What's Your Style
Example:
38 - 34 - 28V T A
Job Unk
Copyright C1996 by Coast Community College District Handout 24b
English as a Second Language VrLesson 12: What's Your Style
Learning Styles Suggestions
Job Link
If you are a visual learner (learn by seeing):
1. Write things down because you remember them better that way.2. Look at a person when he or she is talking.3. It is better for you to work in a quiet place, and usually by yourself.4. Use color highlighters to mark important information.5. Write vocabulary words on index cards in color, and study the information.
If your supervisor gives you oral directions that you do not completely understand,consider asking him/her to write the directions down for you. You might say: "I didn'tunderstand everything you said. Could you write it down for me?"
If you are an auditory learner (learn by hearing and discussing):
1. Try working with a friend so you can talk over information.2. Make tape cassettes of information and listen to them.3. Read information aloud to yourself.4. Write vocabulary or other information on index cards in color, and read aloud.
5. Recite aloud the things you want to remember.
If your supervisor gives you written directions and after reading them you still do notunderstand, you could ask him or her to discuss the information with you. You might say:"I read the information, but I don't dearly understand these directions. Could you tell mewhat you want?"
If you are a tactile learner (learn by doing):
1. When trying to learn something walk around while saying the information to yourself.2. When trying to memorize information, try dosing your eyes and writing the information
in the air.3. When you get job information in writing, look at the pictures and the section headings
before reading the whole thing.4. When you are in a meeting, cross your legs or jiggle your foot. You may even want to
squeeze a tennis ball or nerf ball when listening to someone speak.5. You probably like to have quiet music playing when you are working.
If your supervisor gives you directions orally or in writing and you do not dearlyunderstand, you could ask him or her to show you what the directions mean. You might
Lesson 12: What's Your Style
611Copyright C1996 by Coast Community College District Handout 25
English as a Second Language VLesson 1 3: Its All In The Words You Use
The Matching Game
Match each word to its correct dnition:
To put something together
To make things better
A written or printed announcement
A group of people who work or play together
The work hours
The person in charge of a department
The person we make our product or service for
To get rid of
A piece of work set to be done
A gathering, an assembly
A payment in return for work
The method to make a product
A letter
What you might get when you work at acompany (insurance bonus plan, etc.)
A rise in rank or position, an advancement
dobLink
Supervisor Promotion Memo
Customer Shift Salary
Eliminate Assemble Benefits
Improve Notice Task
Process Team Meeting
61 :2Lesson 13: It's All In The Words You Use Copyright ©1996 by Coast Community College District Handout 26
English as a Second Language 'VLesson 1 3: Its All In The Words You Use
Using the Words
JobLink
One day the in my department was talking to one of our
who told him that we needed to improve our
Our supervisor felt that this was not going to be an easy
and he put together a of employees from our department
and called a for us to get together on Friday. On Friday,
we talked about improving what we do by some of the
waste we have in the area (the place where we put together
the parts). After the meeting our supervisor sent out a to let
everyone know what we had decided. We posted a on the floor
so everyone on both would know what to do. The suggestion our
team made was very successful. We all got a and a raise in our
The company was so happy they added a bonus plan to our program.
Supervisor Shift Memo
Customer Assembly Salary
Eliminate Notice Benefits
Improve Team Task
Process Meeting Promotion
613Lesson 13: It's All In The Words You Use Copyright C1996 by Coast Community College District Handout 27
English as a Second Language VLesson I 3: Its All In The Words You Use
Workplace Idioms
1. Cream of the crop.
2. Work like a dog.
3. My feet are killing me.
4. Bread winner
5. Top banana
6. Bite off more than I can chew
7. Moonlight
61
JobLink
Lesson 13: It's All In The Words You Use Copyright 01996 by Coast Community College District Handout 28
English as a Second LanguageLesson 1 3: Its All In The Words You Use
More Work Words
Word #1:
Joblink
Definition:
Word #2:
Definition:
Word #3:
Definition:
615Lesson 13: Ifs All In The Words You Use Copyright 01996 by Coast Community College District Handout 29
English as a Second Language VLesson 1 4: Writing Step-by-Step Directions
Pre-Module Information Survey
Joblink
1. Read all of the directions below before answering any of the questions on this page.
2. Print your last name:
3. Print your first name:
4. Print the name of your company:
5. How many years have you worked for this company?
6. What is your job title?
7. What tools or equipment do you use on the job?
8. How many employees are in your department?
9. How many employees are in your dass?
10. How many languages do you speak?
11. How many members of your family speak more than one language?
12. What percentage of the time do you use English on the job? wo
13. What percentage of the time do you have to write English on the job? wo
14. Do you use a computer on the job?
15. Do you use a computer at home?
16. Put a check in the box in front of the English language skill that you think is yourstrongest skill: ID Reading 0 Writing 0 Speaking
17. Put a check in the box in front of the English language skill that you think is yourweakest skill. 0 Reading 0 Writing 0 Speaking
18. Do not answer any of the questions above. This is just a test to see how well you readdirections.
Lesson 14: Writing Step-by-Step...
616Copyright C1996 by Coast Community College District Handout 30
English as a Second Language V
Lesson 1 4: Writing Step-by-Step Directions
Chronological Order
JobLink
Ordering WordsThe following words may be used to help order the steps of a process:
firstsecond (third, fourth, etc.)
then
next
afterfinally
Put the following steps in order by writing the number in front of each step thatshows which number it is in the process. Use the ordering words in bold to help
you:
After that I put on sterile gloves.
When I arrive in the locker room, I wash my hands.
Every day, I arrive at work at 7:00 a.m.
Then, I put on a sterile gown and mask.
The first thing I do is dock in.
I am finally ready to go to my work area.
Secondly, I walk to the locker room
Lesson 14: Writing Step-by-Step...
617Copyright 01996 by Coast Community College District Handout 31
English as a Second Language VLesson 1 4: Writing Step-by-Step Directions
Organizing and WritingStep-by-Step Directions
YOUR NAME:
Joblink
TITLE OF INSTRUCTIONS:
Write down all of the steps involved:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
6 3Lesson 14: Writing Step-by-Step...
Copyright ©1996 by Coast Community College District Handout 32
English as a Second Language VLesson 1 5: Using Key Words to Take Notes
Using Key Wordsto Take Notes
JobLink
Key words are the words in written and spoken material that carry the mostinformation.
Writing down key words when we listen, or underlining key words when we read helpsus remember important information.
You have just finished listening to your instructor read the selection below. While youlistened, you wrote down a few key words to help you remember the important points.
In the selection below, underline all of the key words that you wrote down as youlistened:
Instructions for Using Hearing Protection
Hearing protection is required in noisy work areas. There are signs
posted in all areas where ear plugs are required. Before entering a posted
area, take a pair of ear plugs from the box at the door. First unwrap the
ear plugs. Then, insert an ear plug into each ear. Be sure the ear plugs are
in securely. Throw the plastic packaging into the waste receptade. After
exiting the posted area, throw the ear plugs away in the waste receptade.
Lesson 15: Using Key Words to...
619
Copyright ©1996 by Coast Community College District Handout 33
English as a Second Language ,7Lesson 1 5: Using Key Words to Take Notes
What Key Words Did You Use?
Your Name
Joblink
Title: By:
Key Words
Ordering Words
#2Title: By:
Key Words
Ordering Words
#3Title: By:
Key Words
Ordering Words
Lesson 15: Using Key Words to... Copyright ©1996 by Coast Community College District Handout 34
English as a Second Language V.Lesson I 5: Using Key Words to Take Notes
Evaluation
Joblink
I. Choose one set of directions from your group.
Title: By:
2. List the key words that were used by every group member as the directions were passed along.
These are called key words in common:
3. List the key words that were only used by some members of the group:
4. What ordering words did group members use?
5. How did these ordering words help others understand the step-by-step directions?
Lesson 15: Using Key Words to...
6 21Copyright ©1996 by Coast Community College District Handout 35
English as a Second Language xifLesson 16: Requesting Giving and Clarifying Directions
Dialogue
Job Link
Jose is a new employee. Carmela is his new lead. They are talking in Carmela's office.Carmela is giving directions to Jose. She is telling him the steps he will need to do his job.
Work with a partner Read the following dialogue to see how Jose asks for the informationhe needs:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
Jose, you will be in charge of keeping our parts bins supplied with parts.When you see that we need parts, you will fill out a requisition form andtake it to inventory. They will give you the parts and you will bring themback to our department.Would you mind if I asked you some questions?
Sure, go ahead.
What requisition form do I need?
You need Requisition Form #210. The forms are kept in the folder next tothe computer.
Do you mean the red folder between the computer and the printer?
Yes, that's the one.
O.K. Who fills out the form?
You need to complete the form.
Could you please explain how I fill out the form?
Sure. Just fill in the date, the part number, and the quantity.
I'm sOrry. I forgot where I'm supposed to pick up the parts.
That's all right You pick up the parts in Inventory.
Where is Inventory?
It's in the warehouse.
Who do I give the form to?Give it to the person at the desk. Wait for them to bring you the parts.Men, bring the parts back here and put them in the correct bin.
I understand now. Thank you.
Lesson 16: Requesting Giving...
62?Copyright C1996 by Coast Community College District Handout 36
English as a Second Language VLesson 16: Requesting, Giving and Clarifying Directions
Useful Expressions
Polite Expressions To Use When Giving and Receiving Directions:
Could you please...?
Would you please...?
Excuse me... Please...
Job Link
I'm sorry... Would you mind...?
What To Say When You Don't Understhnd:
I don't understand. Could you please explain that again?
I don't understand. Could you please show me?
What do you mean?
Do you mean...?
Did you say...?
I'm no sure I understand. Could you please give me an example?
Lesson 16: Requesting, Giving...
623
Copyright ©1996 by Coast Community College District Handout 37
English as a Second Language V
Lesson 16: Requesting Giving and Clarifying Directions Job Link
Making Directions Easy to Understand
Carmela's directions did not have enough information. She did not include all the key
ideas. Jose had to ask many questions to understand his new job. Carmela could have helped
Jose if she had used ordering words to tell him the steps involved in his new job.
Use the information from the dialogue to write down all of the steps Jose needs for his
new job. Be sure to put the steps in chronological order and include all of the details for each
step:
1.
Directions for Jose's Job: Keeping the Bins Supplied With Parts
2.
3.
4.
5.
6.
7.
Lesson 16: Requesting Giving...
62 4Copyright 01996 by Coast Community College District Handout 38
English as a Second Language wLesson 16: Requesting Giving and Clarifying Directions
Directions for the New Employee
Joblink
Write step-by-step instructions for your job. Remember to use at least one verb (action word) in
each step. Remember to use ordering words.
My job is
Directions for doing my job:
1.
2.
3.
4.
5.
6.
7.
8.
Lesson 16: Requesting Giving...
625Copyright 01996 by Coast Community College District Handout 39
English as a Second LanguageLesson 17: Using Learning Styles to Remember Information
Card Game Vocabulary
Word Power
Nouns (people, places, or things):
player step
deck half
stack top
pair bottom
Verbs (action words):
divide
collect
count
Adjectives (describe nouns):
face up
face down
Ordering Words (Remember these from Lesson 14?)
first (second, third, fourth, fifth, etc)
then
next
after
Lesson 17: Using Learning Styles...
6
Joblink
Copyright 01996 by Coast Community College District Handout 40
English as a Second Language VLesson 17: Using Learning Styles to Remember Information
Learning Styles Groups
Job Link
Group #1 = auditory learning group. The volunteer from this group will listen to directions
then restate them to the group. The volunteer is not permitted to look at the
directions or have cards to play with.
Group #2 = visual learning group. The volunteer from this group will read a set of directions
then restate them to the group. The volunteer does not receive any verbal
explanation of cards to play with.
Group #3 = tactile learning group. The volunteer from this group will be shown by one or
two of the group members how to play the game using cards as props. The group
is not allowed to explain the directions verbally or show the written directions to
the volunteer.
Lesson 17: Using Learning Styles...
6 (27
Copyright 01996 by Coast Community College District Handout 41
English as a Second Language V.Lesson 17: Using Learning Styles to Remember Information
How to Play War
Job Link
War is a popular card game in the United States. It is played mostly by children and
teenagers. War requires two players. To play:
1. Divide a deck of cards in half. Give one half to Player #1 and the other half to
Player #2.
2. Each player places his cards in a stack. He puts the stack face down in front of him.
3. Next, each player takes the top card from his stack and places it face up in the centerof the table. The player with the highest card wins. The winner takes the two cardsfrom the center of the table and puts them face up next to his stack of cards.
4. Repeat step #3 until all cards in the face down stack have been played or until thecards in the center are a pair (have the same number or face).
5. If the cards in the center are a pair, each player places one card face down next to his
card in the center. Then each player places another card face up in the center of thetable. The highest card wins, and the winner collects all six cards from the center.
6. When both players have played all the cards in their stacks, they count the cards face
up in front of them. The player with the most cards is the winner of the game.
Lesson 17: Using Learning Styles...
623
Copyright 01996 by Coast Community College District Handout 42
English as a Second Language wLesson 17: Using Learning Styles to Remember Information
Teaching My Job To Others
JobLink
Directions: Describe how you would teach another employee to do your job.
Use cues that are:L auditory (give verbal directions)2. visual (give written information)3. tactile (physically demonstrate what you do)
Auditory Cues (What would you say to the new employee?)
Visual Cues (What written information would you give to the new employee?)
Tactile Cues (What would you ask the new employee to do to learn your job?)
Lesson 17: Using Learning Styles...
1329
Copyright 01996 by Coast Community College District Handout 43
English as a Second Language VLesson 18: The Ins and Outs of Prepositions
Word Power
Job Link
Preview the following vocabulary words before playing the "Wandering Through The
Workplace Game"
ahead backward forward
bonus obey punctual
clockwise counterclockwise rotation
schedule deserve wander
dice (plural); die (singular) error
Prepositions
Preview the meaning of the following prepositions before playing the Wandering Through
The Workplace Game:
above in back of out
at in front of through
below into to
behind next to under
beside of on
for with in
onto
Lesson 18: The Ins and Outs...
630Copyright ©1996 by Coast Community College District Handout 44
English as a Second Language VLesson 18: The Ins and Outs of Prepositions
How to Play
Job Link
Playing the game requires setting up the cards in numerical order on a table or floor.They may be snaked or curved around to resemble "Chutes and Ladders". One die is
needed.
Three to four players sit in a drde with the game cards set up in numerical order
between them.
Each player chooses a marker and places it in the space marked "Start". Each playerneeds a different marker. (The marker may be a coin, a paper clip, or any other small object.)
Players must decide who will be first. Find out who in the group arrived at work firsttoday. That person will take the first turn. The second player is the player sitdng to the
left of the first player. Take turns dodcwise around the cirde.
Each player rolls the die and moves the number of spaces shown on the die.
The player reads the instructions on the space out loud and follows the instructions.
The winner is the first player to reach the finish line.
Lesson 18: The Ins and Outs...
631
Copyright ©1996 by Coast Community College District Handout 45
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal
notebookpenpencilthree-hole punch
white boarddry erase markerseraser
Words for Meetings
overhead projectortransparencytransparency markers
flip chartpermanent markers
podiumdeskcabinetbookshelftable
Lesson 19: Following Directions...
632
doblink
Copyright C1996 by Coast Community College District Handout 46
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal Joblink
Instructions for Decoding the Mystery MessageGroup 1
The following is a secret message. To decode the message, your group will need threedifferent keys.
Each person in the group has been given one key. Each key decodes part of the message,but you need all three keys to decode the whole message.
Key 1 decodes the first part of the message. Key 3 decodes the second part of the message,and key 2 decodes the third part of the message.
Hyphens separate all letters of the same word. Spaces separate words from each other.
Secret Message
Part One
16-12-11-24-11 21-7 1 10-1-3 23-20 19-1-14-2-9 21-1416-12-21-7 24-23-23-5.
Part TWo
24-3 24-12 20-5-17-8-21 3-7-8 17-8-12-6 24-518 9-22-19.
Part Three
11-17-2-7 14-15-9 3-1-13 1-2-7 7-17-18-17-7-9 17-14-12
5-4-2-14-9-2-14-12 1-25-4-2-13 14-15-9 25-9-25-3-9-10-124-11 24-4-16-10 13-10-4-16-6.
Lesson 19: Following Directions...
6:33Copyright ©1996 by Coast Community College District Handout 47
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal Job Link
Instructions for Decoding the Mystery MessageGroup 2
The following is a secret message. To decode the message, your group will need three
different keys.
Each person in the group has been given one key. Each key decodes part of the message,but you need all three keys to decode the whole message.
Key 1 decodes the first part of the message. Key 3 decodes the second part of themessage, and key 2 decodes the third part of the message.
Hyphens separate all letters of the same word. Spaces separate words from each other.
Secret Message
Part One
16-12-11-24-11 21-7 1 10-1-3 23-20 19-1-14-2-921-14 16-12-21-7 24-23-23-5.
Part TWo
24-3 24-12 9-8-7-24-5-17 3-7-8 25-23-24-1326-7-18-21-3.
Part Three
11-17-2-7 14-15-9 3-1-13 1-2-7 7-17-18-17-7-9 17-14-12
5-4-2-14-9-2-14-12 1-25-4-2-13 14-15-9 25-9-25-3-9-10-124-11 24-4-16-10 13-10-4-16-6.
Lesson 19: Following Directions...
6 3Copyright 01996 by Coast Community College District Handout 48
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal Job Link
Instructions for Decoding the Mystery MessageGroup 3
The following is a secret message. To decode the message, your group will need three
different keys.
Each person in the group has been given one key. Each key decodes part of the message,but you need all three keys to decode the whole message.
Key 1 decodes the first part of the message. Key 3 decodes the second part of themessage, and key 2 decodes the third part of the message.
Hyphens separate all letters of the same word. Spaces separate words from each other.
Secret Message
Part One
16-12-11-24-11 21-7 1 10-113 23-20 19-1-14-2-921-14 16-12-21-7 24-23-23-5.
Part Two
24-3 24-12 22-5 3-7-8 3-18-9-23-8 9-8-7-24-5-17 3-7-8
22-11-8-21-7-8-18-17 13-21-22-15-8-26-3-22-21.
Part Three
11-17-2-7 14-15-9 3-1-13 1-2-7 7-17-18-17-7-9 17-14-12
5-4-2-14-9-2-14-12 1-25-4-2-13 14-15-9 25-9-25-3-9-10-124-11 24-4-16-10 13-10-4-16-6.
Lesson 19: Following Directions...
635Copyright ©1996 by Coast Community College District Handout 49
English as a Second LanguageLesson 19: Following Directions to Achieve a Team Goal Joblink
Instructions for Decoding the Mystery MessageGroup 4
The following is a secret message. To decode the message, your group will need threedifferent keys.
Each person in the group has been given one key. Each key decodes part of the message,but you need all three keys to decode the whole message.
Key 1 decodes the first part of the message. Key 3 decodes the second part of themessage, and key 2 decodes the third part of the message.
Hyphens separate all letters of the same word. Spaces separate words from each other.
Secret Message
Part One
16-12-11-24-11 21-7 1 10-1-3 23-20 19-1-14-2-921-14 16-12-21-7 24-23-23-5.
Part 'him
24-3 24-12 24-5 18 9-24-16 9-22-19 5-8-19-3 3-223-7-8 26-18-9-24-5-8-3-12.
Part Three
11-17-2-7 14-15-9 3-1-13 1-2-7 7-17-18-17-7-9 17-14-12
5-4-2-14-9-2-14-12 1-25-4-2-13 14-15-9 25-9-253-9-10-124-11 24-4-16-10 13-10-4-16-6.
Lesson 19: Following Directions...
635Copyright 01996 by Coast Community College District Handout 50
English as a Second LanguageLesson 19: Following Directions to Achieve a Team Goal
KEY 1
JobLink
Use the following key to decode the first part of the secret message.
1 = A 10 = B 19 = C
2 = D 11 = E 20 = F
3 = G 12 = H 21 = I
4 = J 13 = K 22 = L
5 = M 14 = N 23 = 0
6 = P 15 = Q 24 = R
7 = S 16 = T 25 = U
8 = V 17 = W 26 = X
9 = Y 18 = Z
Lesson 19: Following Directions... Copyright ©1996 by Coast Community College District Handout 51
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal
KEY 2
JobLink
Use the following key to decode the third part of the secret message.
1 =A 10 =R 19=J
2=N 11 =F 20 =W
3 =B 12 =S 21 =K
4=0 13 =G 22=X
5 =C 14 =T 23 =L
6 =P 15 =H 24 =Y
7 =D 16 =U 25 =M
8 =Q 17 =1 26 =Z
9 =E 18 =V
Lesson 19: Following Directions...
633Copyright 01996 by Coast Community College District Handout 52
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal
KEY 3
JobLink
Use the following key to decode the second part of the secret message.
1 =Z 10 =Y 19 =X
2=W 11 =V 20=U
3 =T 12 =S 21 =R
4 =Q 13 =P 22 =0
5 =N 14=M 23 =L
6 =K 15 =I 24 =I
7 =H 16 =G 25 =F
8 =E 17 =D 26 =C
9 =B 18 =A
Lesson 19: Following Directions...
G33Copyright ©1996 by Coast Community College District Handout 53
English as a Second Language 'VLesson 2 0 : The Process of Elimination
Process of Elimination
dobLink
Read these directions and be sure you understand them before filling in the answers:
Fill in the blanks below with an answer from the box. Each answer will only be usedonce.
Cross out each word in the box as you use itIf you don't know the answer to a question, skip the question and move on to answer the next
question.
After you have answered all of the questions you know and have crossed out theanswers to other questions, return to the questions you skipped and make an"educated guess" using the words that are leftWhen you don't know the meaning of a word, see if it looks like a word you knowor see if you can recognize its root.
hearing hear vision tactile senses
I. Touch, hearing, sight, taste, and smell are our five
2. When we see perfectly, we have 20/20
3. Our ears are used for
4. If something is audible it means we can it.
5. A person who learns best by touching or "hands on" is a
Lesson 20: The Process of...
640
learner.
Copyright ©1996 by Coast Community College District Handout 54
English as a Second Language kirLesson 2 0: The Process of Elimination
Word Power
JobLink
1. Work with a partner.2. Match the word or phrase with its definition by putting the letter of the correct
definition in front of the word or phrase it defines.3. Use the "process of elimination". Check off each definition as you use it.
1. appearance a)
2. appropriate3. contact4. damage d)5. data6. educated guess7. hazardous8. ingestion* h)9. odor i)
10. physical data11. process of elimination12. protection 1)
13. sheet m)14. trade name n)
informationusing what you know to make a good guessdangeroustouchsmellhow something looksruling out what is definitely incorrecthurt; harm; or injurycorrect for that situationa piece of papera covering to keep you safethe name that a product is sold underinformation about how a material looks and smellsswallowing; drinking
* Notice the difference between "ingestion" and "injection". They are two different words withtwo different meanings.
Lesson 20: The Process of...
641Copyright C1996 by Coast Community College District Handout 55
English as a Second Language VLesson 20: The Process of Elimination
Material Safety Data Sheet (MSDS)
Job Link
PRODUCT TRADE NAME Parker Coolant
PHYSICAL DATA:Appearance Green Liquid
Odor none
HEALTH HAZARD DATA:EyesSkinIngestion
Contact with eyes can cause bum and eye damage.Contact with skin can cause irritation.Can result in bums of the digestive tract.
PERSONAL PROTECTION:Eye ProtectionSkin Protection
GogglesGloves
Lesson 20: The Process of...
642Copyright 01996 by Coast Community College District Handout 56
English as a Second Language rLesson 20: The Process of Elimination Job Link
Questions About Hazardous Materials
Use the MSDS to answer the following questions:
1. What is the trade name of this product?
2. What color is this product?
3. Does this product have a smell?
4. What will happen if you get this product in your eyes?
5. What will happen if you get this product on your skin?
6. What may happen if you swallow this product?
7. What protection do you need when using this product?
and
Lesson 20: The Process of...
643Copyright ©1996 by Coast Community College District Handout 57
English as a Second LanguageLesson 20: The Process of Elimination Job Link
Educated Guess or Accurate Response?
Read each situation below.
Write the words "educated guess" in the blank after that statement if you think that it is all right
to take a guess in that situation.Write the words "accurate response" if you think that it is critical to respond to that situation
correctly:
1. Your supervisor asks when you think your paperwork will be finished.
2. You are not sure of the correct answer on a test.
3. You are deciding what parts need to be rejected.
4. A co-worker asks you if you think you'll work overtime this week.
5. The machine operator asks you if her machine is turned off before she reaches in to
repair it
6. Your family asks you about what time you think you'll be home tonight
7. You need to write down the names of the chemicals in a mixture.
Lesson 20: The Process of...
644Copyright 01996 by Coast Community College District Handout 58
English as a Second Language VLesson 2 1: Filling Out Forms: The How To
Filling Out Forms
On the blank line, write the letter of the correct answer.
1. When you fill out a form, you musta. Use a pencilb. Always typec. Use a pen
2. When filling out a form, you shoulda. Print dearlyb. Write fastc Use cursive writing
3. N/A meansa. No answerb. Does not applyc Not applying
4. Abbreviations musta. be in all capital lettersb. be followed by a periodc. be written in lower case
5. Names of people, companies, streets, cities, and states shoulda. begin with a capital letterb. be written in cursive writingc. be written in all lower case letters
6. On an application or form, your namea. will always be written with your first name firstb. will always be written with your last name first
c. may have either your first name or your last name first
7. Your signature should bea. printedb. in cursive writingc. written by someone else
8. An affidavita. is a statement that the information contained in a form is correctb. is not an important part of a formc must not be signed
9. When filling out a form, it is very important toa. skip some answersb. fill in all blanks that applyc make up information that you don't know
10. If someone calls your house or comes to the door and asks you to take a surveya. you must answer all of the questionsb. you are not obligated to give out any informationc it is probably a government survey 6 4 5
Lesson 21: Filling Out Forms...
JobLink
Copyright 01996 by Coast Community College District Handout 59
English as a Second Language TLesson 2 1: Filling Out Forms: The How To
Group Activity: Fill In The Blanks
dobLink
Directions: Each of the following answers belong in a blank in the survey below. Work as a group.
Write each answer in the correct blank. It will help if you cross out each answer as you use it:
(714) 555-5555
(714) 555-5556
2553
47
5 years92669ABC Widget Co.
Avenue
B.
California
East Chapman
electronic assembler
Johnson
Mon., Wed., Fri.
Orangepart timepermanentRobert
supervisoryes
Name M F
last first M.I. circle one age
Company Company Address
street ctty state zip
Job Title Full or Part Time? Permanent or Temporary?
Years at thatPosition
Are you interested intraining for anotherposition?
What position would you beinterested in?
What days would you be available for training?
Circle all available days:
Tues Wed Thurs Fri Sat Sun
Phone Numberdaytime: ( )
evenings: ( ) -
IMon
Lesson 21: Filling Out Forms... Copyright ©1996 by Coast Community College District Handout 60
English as a Second Language VLesson 2 I: Filling Out Forms: The How To
Tips on Filling Out Forms
1. Look at the whole form.Which of the questions do you already know the answers to?
2. Answer the questions that you know the answers to.
For now, skip the questions you do not know the answers to.
3. Look at the questions you left blank.What information do you need to answer those questions?
4. If there is a question that does not apply to you.Write N/A in the space.
JobLink
(For example: If the question asked "List the names of your children': but you do not have children, you
would write N/A in the space.)
5. What else can you do if you don't know the answer?
a. Ask if you can have some extra time to fill out the survey or form.
b. Ask someone who might know the answer.c. Look up the answer in a book, dictionary, manual, etc.
Lesson 21: Filling Out Forms...
647
Copyright ©1996 by Coast Community College District Handout 61
English as a Second Language '=irLesson 2 1: Filling Out Forms: The How To JobLink
Filling Out A Voter Registration Form
Review the information below. It contains an explanation of instructions for filling out a voterregistration form, definitions of terms, and the spelling of some words you may want to indude.You make look up more words in the dictionary.Directions: Fill out the voter registation form on the back of this page.
Glossary of Instructions, Definitions, andSpelling of Important Words
INSTRUCTIONS
1. WRITE ONLY IN INK: Use a black or blue pen. Do not use a pencil.2. PRINT CLEARLY: Be sure each letter can be easily read.3. THERE MAY BE A CHOICE OF TWO BLANKS TO FILL OUT. In this case, you only fill out the blank that applies to
you.4. DO NOT LEAVE BLANKS UNFILLED UNLESS IT IS APPROPRIATE.
DEFINITIONS1. N/A: This means "does not apply Use N/A when the information requested on the form does not apply to
you.2. enrollment: registering3. residence: your home address4. height: how tall you are in feet and inches (Example: five feet, eight inches is written 5'8".)5. length: how long something is (Example: Your length of time at your residence is how long you have lived
in your present home.)6. birthplace: the city where you were born. There is a separate blank to fill in if your birthplace is not in the
U.S.
7. previously: already been done8. present name: the name you legally use now9. party enrollment: you may register in one of five political parties but you may check another box if you do
not want to register in any particular party10. absentee ballot: a ballot you fill out and send in by mail. When you vote by absentee ballot, you do not
vote at a local polling place.11. affidavit: a sworn statement You are taking an oath that the information is correct.12. perjury: to lie under oath13. witness to mark: the name of a person that observed you, and only you, sign the application
SPELLING OF IMPORTANT WORDSauburn black blonde blue brown dark green hazel light red
Lesson 21: Filling Out Forms...
643Copyright 01996 by Coast Community College District Handout 62
English as a Second Language VLesson 2 1: Filling Out Forms: The How To JobLink
Filing Out An Application for a Driver's License
APPLICATION FOR DRIVER'S LICENSEPLEASE PRINT IN SPACES NEXT TO ARROWS .
1 ILast Name First Name Middle Initial
.
2Date of Birth
Month Day Year Sex
0 M 0 F
3
Number and Street (Mailing Address)
4
City or Town State ZIP Code
5
County of Residence
a
Legal Address if differentfrom Mailing Address
7
Has your address changed since yourlast license was issued?
Yes 0 No
8
Height Eye Color
4
Lesson 21: Filling Out Forms...
643Copyright 01996 by Coast Community College District Handout 62b
English as a Second LanguageLesson 2 1: Filling Out Forms: The How To JobLink
Individual Activity: Filling Out A Survey
Glossary of Terms
1. Abbreviation: a letter or letters that stand for a longer word. Abbreviations always end with
a period. Common abbreviations are: Street (St.), Avenue (Ave. or Av.), Boulevard (Blvd.), Road
(Rd.), number (no.), month (mo.), year (yr.), California (Calif. or CA.), Orange County (0.C.)
2. Applicant: the name of the person applying for a job or position
3. Initial: the first letter of a first or middle name. Because initials are abbreviations of names, they
are capitalized and followed by a period.4. Occupation: job5. Optional: voluntary; by choice; not necessary6. Print: block letters, not cursive writing7. Signature: a name signed by a person in cursive writing
8. SurVey: a form that asks you to fill out answers to questions. Most surveys are optional unless
they are part of an application. You are not obligated to provide personal information tocompanies you buy from or for people who come to your door or call you on the phone.
Directions: Fill out the following survey. Use a pen. Clearly print all of your answers. Look up any words
you are not sure of in the dictionary so that you will correctly spell all words. Be careful that you print
your name in the correct order because some surveys and applications ask for your last name first
Car Pool Survey
Name M F
last first Mi. circle one age
Company Address
street city state zip
Job Title Time Your Shift Begins
a.m. p.m.
Time Your Shift Ends
a.m. p.m.
Do You Car Pool?
YES NO
Would You Be Interested InJoining a Car Pool?
YES NO
Days (circle days)
S M Tu W Th F Sat
Daytime Phone Number: ( ) -
Lesson 21: Filling Out Forms...
65 0Copyright 01996 by Coast Community College District Handout 63
English as a Second Language v.Lesson 22: Fining Out Forms: Bringing It Back.to Work Job Link
Paired Activity: An Oral Questionnaire
Read all of the directions below before beginning this assignment:
1. You are going to be filling out a questionnaire for your partner by reading the questions on a
form aloud to your partner and writing down his/her answers.
2. Your partner will not see his/her form until you have completed it
3. If you do not know how to spell a word, ask your partner to spell it for you. If neither of you
know the correct spelling use the dictionary
4. Print all answers in blue or black ink.
5. Begin at the arrow and make sure that you fill in each box. If a question does not apply to
your partner, fill in the box with "N/A" (meaning: "does not apply").
6. After you complete your partner's form, have your partner do the same for you with your
form.
7. When both forms are completed, proofread the form that your partner filled out to be sure
all answers are correct. When you are sure that all answers are correct, you may sign your
own form.
Lesson 22: Filling Out Forms...
651Copyright ©1996 by Coast Community College District Handout 64
English as a Second Language VLesson 2 1: Filling Out Forms: The How To Joblink
Filing Out An a Voter Registration Form
mow so.mg. I"' APPUCATION FOR REGISTRATION AND ENROLLMENT BY MAIL
Section 1
LAM Mum Fire Name Initial Jr. or Sr.
Rasitestics Address No. Sawa et Road City, Town (Op Coes)II Asartment Owslisr or 1.00Nsr Sonman what
sada masts/Room No. Moor NO. Aoartmsm No.
Maslen Address if differentBorn
In U.S.A.
Yes 0 No 0Oats ofIhrth
leff
Son No.
Tn.
Rtag. Oat.
SC. V. Z.
Lamp of Tlmo at YawsRasidancs Months
Ons
lt you live in incorporated wawa& Om Whops name Tattoilentt Mumma' (11 fisted/
Sas Hawn Coto?Nag
.01ColorErn-
O mese Mad=
Section 2 EURTHPLACE(It Born in Ms Unne0 Stalest
elinidiLACeId do ewe al tn. unmet Swam
NAME AI' BIRTHIlt Ottleterel
Qty. Town Slats COunitY
Neve yOU peen orsirmuslY atvoistareell IN
u wwww name/ at alOW you overerse lanalr 1,W it not. WNW WOW (MISS did you regime
Old you Mon reams al raid II net. Otarn weldMead eddreast stledsm Old you
Pio.
Ms CI NO CI regime??
St. GlY. Tome (Zio Cods) County
Were you registered onmedisielyatom moving?
vas 0 No
Ill wnitt yam 010 youtall vote at a GamestEleClien in this State?
Nanht and Adorns ot Present Employer or Scnoot
FILL IN ONLY IF APPLICANT IS FOREIGN BORN
hisurNitatton Pamirs Oats est Paws and Stats
Canna ltsmors C alathaeta maubstacrsClther samananon ot CassnInto
'Coot INam. ot Parson te Meld
Pow tor rasS Lime ASV% if Mu wad* Au masamill SaLLOT asieLiCATION KAM OdiCX 11110W.
Section 3 O MI YEASTS PRIMARYMAIL APPUCATION TO:
0 THIS YEAR'S GENERAL. ELECTION.
Be sure to complete this secaoniPARTY ENROLLMENT
If you wish to enroll In a political party, Check theparty of your choice:
0 Diatomite C Rsotaistlean
0 Conservative CI Mom to UN C Ube's'a Transfer my present patty enrollment to my
new address. (See Instruction No. 7C).
13 I do not wish to enroll in arty political party.
a I am herewith changing my enrollment (SeeInstruction No. 8)
AFFWAVW
n affirm that the information provided herein Is true
and I understand that this snail:anon will beaccepted for all purposes as the equivalent of an
affidavit. and If it contains a material false state.
mem, shall subject me to the same penalties for
Witty as if I had been dui), sworn.'
katoSture al Mot OS AtItikare
Miriam to Mara
Lesson 21: Filling Out Forms...
652Copyright 01996 by Coast Community College District
BEST COPY MLA t-
Handout 64b
English as a Second LanguageLesson 22: Filling Out Forms: Bringing It Back to Work Joblink
Common Forms:Filling Out A Social Security Number Application
A SOCIAL SECURITY NUMBER APPLICATIONRUM type or prtnt. Don't use pencil. .
.4JAA4E To Fiffit .I Middle I Last
.v.es SHOWNI
. I
ON CARO 'I I
FULL NAME AT Firs* 1 Middle I Last
-BIRTH (IF OTHER..
I I
. ,PiAN ABOVE) t I -OTHER
.NAME(S)..-....OSE0.
.. .
**LING .. '.
ADDRESS.... zip
:.:OITY .. I STATE II .
I II. I.
i-O.I.TIZENSHIP (Check on only)
.i:0-.....: U.S. citizen
.:0 b. .Ligal alien allowed to workd c.- Legal alien not showed to work
'..o ti.r. Other
SEX
0 Female
DATE MONTH 1 DAY ; YEAR
OF I 'I
1 IPRESENT AGE
PLACE CITY ' STATE OR FOREIGN COUNTRY
OFI
. I
.
BIRTN 1
:MOTHER'S FirstI Middle Last (her Maiden nuns)
-NAME ATI I
:14ER WINI
S I
I I
FATHER'S RM.. 1 Middle Last
:NAME I.
ia. Have you or someone on Your helsall applied lot I social sew* number bMora? 0 No 0 Don't Know: . 0Yes
b. Enter socket security number
.
c. In What State did you sooty? I Whet year' .
II
1.4."EnOr the name Shown On Mir fflosi:recent sOciat security card
. . ....
MONTH I DAY.- - yEAR
:TIOPAY'S,-S
I. I:WS i 5 1 I
Teleuhane number . HOME I OTHER
where we can reach Iyou during the day 1
,, YOUR SIGNATURE
Lesson 22: Filling Out Forms...
BEV COPY MAKABLE
653Copyright 01996 by Coast Community College District Handout 65
CI C-11
C-:
English as a Second Language 17
Lesson 22: Filling Out Forms: Bringing It Back to Work
Common Forms: Hospital Form
JobLink
,
.
illi 5 6 4 ti al.
tit; 1st! III:
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1
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2 1.1 ei i i
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=e to =3 s I i. , 2 4.1 5. a 5 P F
El
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1 ..,
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tr--- 1..... ;is----
r--.? 7./..
g.--
I' v ri
111 ...,, a r P.
.... - Z c
41. a ft-
ft. o 1 a
ej . a a .7 a t
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a S
. ' 1 Pt rl ^-r-7"
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= 4.14.1 I I
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..... Lesson 22: Filling Out Forms... Copyright C)I996 by Coast Community College District
English as a Second Language ¶Lesson 22: Filling Out Forms: Bringing It Back to Work JobLink
Common Forms:Employee's Withholding Allowance Certificate
form 111-4.... October 1575)
Department ei the Treasuty..Internal Revenue Sermce
Employee's Withholding Allowance Certificate
Print goer full name fe.j Your social security number tw
Addreu (including ZIP code)0 Single 0 Married 0 Married, but withhold at higher Sincte rate :
Marital status:Hole: II mottled but legally seaetated. Or spouse rs a nonresident alien. check the single block.
1 Total number of allowances you are claiming. (from line F of the worksheet on page 2)
2 Additional amount. if any, you want deducted from each pay (if your employer agrees)
3 I claim of emotion front withholding because (see instructions and check boxes below that aCiDly):
0 Last year I did not owl any Federal income tam and had a risht to a lull rthind of ALL income tam withheld. AND
b 0 This year I do not motel to owe any Federal income tat and etpect to have a riVil to a full refund el ALL income lax withheld. If bath
a and 0 apply. enter -EXEMPT* heree If you entered -EXEMPT" on tine 3b. are you a full.time student?
/4 / ,
0 /es 0 Ns
turner tn personae et wpm,. I enily that I am entitled to the munber.01 mthhoteung attaxiances Claimed On Ms eerklieate, or If claiming exemption
Mani wittiltelding. that I am entitled Is claim the exempt status.
1=221,..._jesst nature M Date ane 19 .
emoisw, .ems and address (iotholing ZIP code) (FOX tamorrers lis( cots)[mosey.. IdlentItleatIon manstmtr
BEST COPY AVAILABLE
6 0 tj
Lesson 22: Filling Out Forms... Copyright 01996 by Coast Community College District
English as a Second LanguageLesson 22: Filling Out Forms: Bringing It Back to Work
Common Forms:Application for Employment
doblink
APPLICATION FOR EMPLOYMENTPERSONAL INFORMATION
riM
SOCIAL SECURITYDATE NuMEIN
AGE SEE
PRESENT OCIRCES
1.4T Int In 11.1001.11
DATE OF BIRTHCOLOR
HEIGHT WEIGHT 112, NAM
PHONE NO.
COLOROr ETES
EMPLOYMENT DESIRED
POSITIONDATE YOUCAN DESIRED
FORMER EMPLOYERS MIST SELOW LAST POUR EMPLOYEES. INO WITH LAST ONE root
DATEAHD TEAR
MANE AND Aoon Ess or gripixotwe ALARY POSITION REASON POE LEAVING
IRON
TO
PROM
TO
EDUCATION NAME APR LOCATION Or SCHOOL. ATTENDED 0111ADDAUTACTEDSUOJECTE STUDIED
RAMmAR SCHOOL
SION SCHOOL
REFER.ENCES: civic Tmg NAME, OP PERsoms NOT RELATED TO YOU.WHOM YOU HAVE KNOWN AT LEAST ONE YEAR.
NAME BUSINESSYEARS
ACQUAINTED
i
a
3
DATE SIGNATURE
Lesson 22: Filling Out Forms... Copyright ©1996 by Coast Community College District
657
BEST COPY AVAILABLE
English as a Second LanguageLesson 22: Filling Out Forms: Bringing It Back to Work
Common Forms:Application for Employment
Job Link
PERSONAL:
NAME SOC. SEC. NO.
ADDRESS PHONE
WORK EXPERIENCE:
NAME of company where you worked last
ADDRESS(number. Street b(Iy. Mere, ziP code)
WHEN you worked: Started Left (If still there, write present)(month year) (month & year)
JOB TITLE SUPERVISOR
DUTIES SALARY
WHY YOU LEFT (If still there, put a dash)
NAME of company where you worked before the one above
ADDRESS
WHEN you worked: Started Lett(month. year) (monm, year)
JOB TITLE SUPERVISOR
DUTIES . SALARY
WHY YOU LEFT
EDUCATION:
NAME of high school
YEARS ATTENDED
NAME of other school(business, vocational, college)
CITY & STATE
WHEN (did you, will you) GRADUATE
CITY & STATE
YEARS ATTENDED SPECIAL SUBJECTS studied
SPECIAL SKILLS: (Such skills as: Drive a car, type [what speed?), take steno, operate a Xerox machine,
speak a second language)
REFERENCES: (Think of 3 people, not relatives, who know you well)
NAME JOB TITLE
ADDRESS PHONE
NAME JOB TITLE
ADDRESS PHONE
NAMEJOB TITLE
ADDRESSPHONE
Lesson 22: Filling Out Forms...
65 3Copyright ©1996 by Coast Community College District
BEST COPY AVALABLE
English as a Second LanguageLesson 1: Getting to Know Each Other
Bingo Game
Find someone in class who...
Job Link
Plays Soccer Has been to Disneyland Has Grandchildren
Has a sister Likes tomatoes Was born in California
Has been toSan Francisco
Worked at your companymore than 10 years
Likes to sing
Goes to school Has children Is not married
Has a dog Has blue eyes Drives a truck
Lesson 1: Getting to Know...
653Copyright C1996 by Coast Community College District Transparency 1
English as a Second Language V'
Lesson 2: What Makes Effective Greetings and Small Talk
Small Talk
Hi. How are you?
Fine. How are you?
Fine, thank you.
What's your name?
I'm
What's yours?
I'm
What's your job at this company?
I'm
What do you do?
How long have you worked here?
About
How about you?
About
Do you like your job?
Yes/no
Why?
Because
Well, I've enjoyed talking with you. I hope I see you again.
Me too. Good-bye
Bye.
Lesson 2: What Makes Effective...
660
Job Link
Copyright 01996 by Coast Community College Distfict Transparency 2
English as a Second Language VLesson 3 : ESL at Work
Group Activity To Small Talk
jobLink
1. Each team member will write down two questions he/she might aska new friend or co-worker in order to make small talk.
2. Each member will share his/her questions with the group.
3. The group will choose from those questions and write a "small talk"
dialogue.
4. Practice the new dialogue with at least two partners from the group.Be sure each person tries to take both parts.
5. The group will choose two members to perform the dialogue for thewhole dass.
Lesson 3: ESL at Work
661Copyright C1996 by Coast Community College District Transparency 3
English as a Second LanguageLesson 6: What's the Idea
Who Can You Find?
Find someone in this class who:
Job Link
1. has worked at your company for more than 5 years.
2. goes to school.
3. reads directions or instructions at work.
4. likes to talk at team meetings.
5. has to talk on the phone at work.
6. wants to learn more English.
7. wants to become a U.S. citizen.
8. reads safety signs at work.
9. went on a trip to Mexico during vacation.
10. has an idea to tell the supervisor or boss.
Lesson 6: What's the Idea
662Copyriglit 01996 by Coast Community College District Transparency 4
English as a Second Language V.Lesson 6 : What's the Idea
Reading/Writing Warm-up
Reading (10+ minutes)
Title
AuthorToday I read pages
Job Link
This book was about
alNew Words:
Writing (10+ minutes)
Topic:
Your thoughts:
Lesson 6: What's the Idea
663Copyright ©1996 by Coast Community College District Transparency 5
English as a Second Language '?Lesson 6 : What's the Idea
1. contaminate
2. sterile
3. solution
4. filter
5. container
Lesson 6: What's the Idea
Vocabulary List
664
dobLink
Copyright 01996 by Coast Community College District Transparency 6
English as a Second Language rLesson 6 : What's the Idea
Main Ideas
JobLink
The following words can be put into groups. The main idea of each group is listed. Try to put
the words with the correct main idea.
Sports Colors
Clothing TONS
hammer Pants orange track
baseball soccer shirt Jacket
screwdriver chisel turquoise shovel
tennis brown vest saw
swimming skirt beige gray
665Lesson 6: What's the Idea Copyrignt 01996 by Coast Community College District Transparency 7
English as a Second LanguageLesson 7 : Give Me the Main Idea
Main Idea Hunt
dobLink
At our company we make many products. PICs or Plastic Irrigation Containers are animportant product About 14% of our company's profits come from PICs. There are many stepsto follow when PICs are made. PICs come in many sizes.
The most important idea is:a. Our company makes only PICs.b. PICs are an important product at our company.c. Our company makes supplies for eye doctors.
Plastic Irrigation Containers come in four sizes. Some PICs are half liter and some are one liter.PICs are also two liter and four liter. The crew can handle the smaller containers faster than thelarger containers. Every size PIC must be handled with care.
The most important idea is:a. All PICs are the same size.b. The crew only handles four liter PICs.c. PICs are not all the same size.
Copy the sentence from the paragraph that tells the answer.
Our company manufactures all the things that are needed for IV therapies. At our company wemake IV solutions and the sets that connect the patient to the solution. We also manufactureand distribute the computerized pumps that control the flow, the filters and the poles.
The most important idea is:a. Our company makes computerized pumps.b. Our company makes everything that is needed for IV therapy.
c. Our company makes IV solutions.
Underline the sentence in the paragraph that tells the answer.
Lesson 7: Give Me the Main Idea
6C3Copyright 01996 by Coast Community College District Transparency 8
English as a Second Language VLesson 8: Just Give Me the Facts
$6.25
$3.40
$1.98
$4.19
$10.00
$2.90
$5.75
$830
Dictation Pairs - Student A
Job Link
English as a Second Language VLesson 8: Just Give Me the Facts
$6.25
$3.40
$1.98
$4.19
$10.00
$2.90
$5.75
$830
Lesson 8: Just Give Me the Facts
Dictation Parrs - Student A
Jobb/7k
667Copyright ©1996 by Coast Community College District Transparency 9
English as a Second Language V'Lesson 8: Just Give Me the Facts
$3.18
$7.16
$2.80
$9.60
$1.55
$4.15
$8.20
$6.17
Dictation Pairs - Student B
jobLink
English as a Second LanguageLesson 8: Just Give Me the Facts
$3.18
$7.16
$2.80
$9.60
$1.55
$4.15
$8.20
$6.17
Lesson 8: Just Give Me the Facts
Dictation Pairs - Student B
dobLink
663
Copyright C1996 by Coast Community College District Transparency 10
English as a Second LanguageLesson 8 : Just Give Me the Facts
Let's Find Facts
JobLink
A good attitude at work can help you get ahead. You can show a good attitude on your job. Beon time every day and do your work well. Help the other members of your team. Don't tellthem, "That's not my job7
At work, you shoulda. come late.b. be angry with your co-workers.c. help your co-workers.
Miguel had a problem at work. The same machine broke again. It had broken twice last week.Miguel call the repairman to fix it The man did not come for two hours. Miguel got angry andyelled at the repairman. The next day the repairman called Miguel's supervisor.
Miguel was angry becausea. the machine worked well.b. the repairman did not come for a long time.c he was tired.
Most of us work every day with many different people. We talk with co-workers and with ourbosses. Sometimes we work with customers. It is important to get along with them. Workingwell with others and having a good attitude save the company money because productionoften goes up.
Getting along with othersa. is importantb. makes other people mad.c. is very easy.
If employees work well togethera. the company loses money.b. production rises.c. customers call to complain.
Lesson 8: Just Give Me the Facts
669Copyright ©1996 by Coast Community College District Transparency 11
English as a Second Language VLesson 9 : Sorting Things Out
Sorting Things Out
Working with your group, name four things which fit in each category.
Animals Things That Fly
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Things You Can Drink Sweet Things
Lesson 9: Sorting Things Out
670Copyright ©1996 by Coast Community College District Transparency 12
English as a Second Language V
Lesson 1 0 : Let's Get It In Order
Who Can You Find-#2?
Find someone in this class who:
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1. can tell you who to call for a medical emergency.
2. wears hearing protectjon in his or her department.
3. knows what "evacuation" means.
4. likes to list to books on tape.
5. wears safety glasses on the job.
6. can give you directions to the cafeteria.
7. can explain the word litter.
8. works in a deanroom.
9. uses a weld shield at work.
10. has a new idea to tell the supervisor or boss.
Lesson 10: Let's Get It In Order
671
Copyright 01996 by Coast Community College Distict Transparency 13
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English as a Second Language vLesson 10: Let's Get It ln Order
Order, Order, Order!
Job Link
The following is the sequence for making, filling, sealing and inspecting PICs.
The bottles are made in Blow Molding.The solution is put in in the filling line.
The bottles and dosures are sealed together.They are sealed with a solution made in Mixing.The filled container is "cooked" until it is assured that the product is sterile.
They are dried on the packing line.The inspector gives them a touch test
Put these statements in the proper order.
The filled container is "cooked" until it is assured that the product is sterile.
The solution is put in in the filling line.The inspector gives them a touch test
The bottles are made in Blow Molding.
They are sealed with a solution made in Mixing.
They are dried on the packing line.The bottles and dosures are sealed together.
Lesson 10: Let's Get It In Order
672Copyright ©1996 by Coast Community College District Transparency 14
English as a Second Language vLesson 11: Keeping Things In Order
Let's Make a House or a Boat
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Cut out the shapes below. Then, work with a partner to see if you can join the pieces to make
the house, and then the boat It is not as easy to put the pieces together as it looks! Your
teacher has the answers.
673
Lesson 11: Keeping Things In Order Copyright 01996 by Coast Community College District Transparency 15
English as a Second Language vLesson 1 1: Keeping Things In Order
How Are We Doing?
Please circle the answer which most nearly matches your opinion.
JobLink
I am learning nothing a little bit a lot
My reading is improving not at all a little bit a lot
English is always difficult sometimes difficult easy
I like my work not at all a little bit a lot
The best thing about this class is
2 I would like this class more if
Lesson 11: Keeping Things In Order
674
Copyright 01996 by Coast Community College District Transparency 16
English as a Second Language vLesson II: Keeping Things In Order
A Busy Day
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Anna and Maria had a busy day. Put the sentences in the correct order to tell what they did.
a. After dinner, Anna washes the dishes and does her homework.
b. Anna goes to bed at 10:00.
c. Anna gets up at 6:00.
d. Anna and Maria eat dinner at 630.
e. At 7:00 in the morning Maria takes Anna to school.
f. Anna finishes school at 5:00.
g. Maria picks Anna up after school.
h. Maria makes breakfast for Anna.
i. Maria makes dinner and Anna sets the table.
Lesson 11: Keeping Things In Order
675
Copyright 01996 by Coast Community College District Transparency 17
English as a Second LanguageLesson 1 2 : What's Your Style
Getting to Know You
Find someone in class who:
Job Link
Has to read work orders at work.
Had to learn something new onthe job in the last 6 months.
Has to write notes at work.
Has to use the computer at work.
Is on a team at work.
Goes to school.
Wants to learn a new job at work.
Had to make a presentation at work.
Has changed jobs in the last year.
Lesson 12: What's Your Style
676
Copyright 01996 by Coast Community College District Transparency 18
English as a Second Language VLesson 1 2 : What's Your Style
Learning Styles
Joblink
A learning .style means the way an individual likes to learn. A person's learningstyle is influenced by nature and environment. Three learning styles which we
will discuss today are:
1. Visual Learners
2. Auditory Learners
3. Tactile Learners
Lesson 12: What's Your Style
67 7
Copyright ©1996 by Coast Community College District Transparency 19
English as a Second LanguageLesson 12: What's Your Style
Adult Learning Style Profile
Job Link
Directions: Read each statement Place a 1, 3, or 5 in the box at the end of the statement:
1 Indicates least like you
3 Indicates somewhat like you
5 Indicates a lot like you
Work quickly- do not sit and ponder. There are no right or wrong answers.1. I'm good at remembering things I hear or that people tell me.
2. I like to read and usually read a lot
3. I notice that I often bear down extremely hard with pen or pencil when writing.
4. I often find diagrams, graphs, and charts difficult to understand.
5. I do better at following directions if I read them, not just hear them.
6. I enjoy doing work/sewing or woodworking or working on machines.
7. I like group-type projects which allow for lots of discussion and exchange of ideas.
8. Graphs, charts, and diagrams help me to understand the subject/presentation.
9. I notice that I often handle objects such as coins, keys, or pencils while studying,reading, listening, or talking.
10. I understand academic subjects better when listening to lectures or tapes.
11. I remember best by taking notes in dasses/meetings; making lists of things to do.
12. I notice that I like to have snacks or drinks available or chew gum or smoke whilestudying or working.
13. I find that I can spell difficult works if I "sound them out"
14. I'm good at using maps to find places.
15. I like dassroom or work projects where I can create/make things or build models.
16. I enjoy attending and listening to a good lecture/speech play or drama.
17. I enjoy spending time reading or looking through magazines, books and newspapers.
18. I exercise regularly by doing aerobics, jogging, walking or participating in sportsactivities.
19. To solve a problem/difficult situation, I need/like to talk it over/discuss it with others.
673Lesson 12: What's Your Style Copyright C11996 by Coast Community College District Transparency 20
English as a Second LanguageLesson 1 2 : What's Your Style
Adult Learning Style Profile(continued)
20. It helps me to spell difficult words if I write them down or see them in print
21. I feel comfortable in physical contact of touching others, hugging, and handshaking.
22. I'm good at remembering and following oral directions.
23. I am good at working and solving jigsaw puzzles and mazes.
24. I enjoy sight-seeing and visiting new places.
25. I enjoy music: singing, listening, going to musicals or concerts.
26. I'm good at researching topics articles or stories and/or writing reports.
27. I doodle during meetings, lectures, or while listening on the phone.
28. I read aloud/whisper to myself when trying to understand new or difficult material.
29. I'm good at doing layout and design work: formatting drawing, sketching and coloring.
30. I like working with computers or other electronic technology for learning/working.
Lesson 12: What's Your Style
673Permission granted by S. E. Pues, Tarzana, California
Copyright C1996 by Coast Community College District Transparency 206
English as a Second Language VLesson 1 2 : What's Your Style Job Link
Inventory Scoring
1. Put the point value number (1, 3, 5) on the line next to its corresponding item number.
2. Add each column to get your total score under each heading.
1 point = Seldom3 points = Sometimes5 points = Often
AUDITORY VISUAL TACTILE
No. of Pts.
1.
No. of Pts.
2.
No. of Pts.
3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
13. 14. 15.
16. 17. 18.
19. 20. 21.
22. 23. 24.
25. 26. 27.
28. 29. 30.
Total Total Total
Lesson 12: What's Your Style
680Copyright C1996 by Coast Community College District Transparency 21
English as a Second LanguageLesson 1 2 : What's Your Style
Inventory Scoring(continued)
Copy your highest, second highest, and lowest scores below:
Scores:Highest Second Lowest
Your Learning Style Profile
"Style Letters":
Example:
38 - 34 - 28V T A
681
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Lesson 12: What's Your Style Copyright 01996 by Coast Community College District Transparency 21b
English as a Second LanguageLesson 12: What's Your Style
Learning Styles Suggestions
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If you are a visual learner (learn by seeing):
1. Write things down because you remember them better that way.2. Look at a person when he or she is talking.3. It is better for you to work in a quiet place, and usually by yourself.4. Use color highlighters to mark important information.5. Write vocabulary words on index cards in color, and study the information.
If your supervisor gives you oral directions that you do not completely understand,consider asking him/her to write the directions down for you. You might say: "I didn'tunderstand everything you said. Could you write it down for me?"
If you are an auditory learner (learn by hearing and discussing):
1. Try working with a friend so you can talk over information.2. Make tape cassettes of information and listen to them.3. Read information aloud to yourself.4. Write vocabulary or other information on index cards in color, and read aloud.5. Recite aloud the things you want to remember.
If your supervisor gives you written directions and after reading them you still do notunderstand, you could ask him or her to discuss the information with you. You might say:"I read the information, but I don't dearly understand these directions. Could you tell mewhat you want?"
If you are a tactile learner (learn by doing):
1. When trying to learn something, walk around while saying the information to yourself.2. When trying to memorize information, try dosing your eyes and writing the information
in the air.3. When you get job information in writing, look at the pictures and the section headings
before reading the whole thing.4. When you are in a meeting cross your legs or jiggle your foot. You may even want to
squeeze a tennis ball or nerf ball when listening to someone speak.5. You probably like to have quiet music playing when you are working.
If your supervisor gives you directions orally or in writing and you do not dearlyunderstand, you could ask him or her to show you what the directions mean. You might
682Lesson 12: What's Your Style Copyright 01996 by Coast Community College District Transparency 22
English as a Second Language ToLesson 1 3: Its All In The Words You Use
Supervisor
Customer
Eliminate
Improve
Process
Task
Promotion
Shift
Assembly
Notice
Team
Meeting
Memo
Salary
Benefits
15 Workplace Words
683
Jobb/7k
Lesson 13: It's All In The Words You Use Copyright ©1996 by Coast Community College District Transparency 23
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English as a Second LanguageLesson 1 3: Its All In The Words You Use
The Matching Game
Match each word to its correct dnition:
To put something together
To make things better
A written or printed announcement
A group of people who work or play together
The work hours
The person in charge of a department
The person we make our product or service for
To get rid of
A piece of work set to be done
A gathering, an assembly
A payment in return for work
The method to make a product
A letter
What you might get when you work at acompany (insurance, bonus plan, etc.)
A rise in rank or position, an advancement
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Supervisor Promotion Memo
Customer Shift Salary
Eliminate Assemble Benefits
Improve Notice Task
Process Team Meeting
Lesson 13: It's All In The Words You Use
684Copyright ©1996 by Coast Community College District Transparency 24
English as a Second Language VLesson 1 3: Its All In The Words You Use
Using the Words
JobLink
One day the in my department was talking to one of our
who told him that we needed to improve our
Our supervisor felt that this was not going to be an easy
and he put together a of employees from our department
and called a for us to get together on Friday. On Friday,
we talked about improving what we do by some of the
waste we have in the area (he place where we put together
the parts). After the meeting our supervisor sent out a to let
everyone know what we had decided. We posted a on the floor
so everyone on both would know what to do. The suggestion our
team made was very successful. We all got a and a raise in our
The company was so happy they added a bonus plan to our program.
Supervisor Shift Memo
Customer Assembly Salary
Eliminate Notice Benefits
Improve Team Task
Process Meeting Promotion
685
Lesson 13: It's All In The Words You Use Copyright 01996 by Coast Community College District Transparency 25
English as a Second Language VLesson 1 3: Its All In The Words You Use
Workplace Idioms
1. Cream of the crop.
2. Work like a dog.
3. My feet are killing me.
4. Bread winner
5. Top banana
6. Bite off more than I can chew
7. Moonlight
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Lesson 13: Ifs All In The Words You Use Copyright ©1996 by Coast Community College District Transparency 26
English as a Second Language VLesson 1 4: Writing Step-by-Step Directions
Chronological Order
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Ordering WordsThe following words may be used to help order the steps of a process:
firstsecond (third, fourth, etc.)
then
next
afterfinally
Put the following steps in order by writing the number in front of each step thatshows which number it is in the process. Use the ordering words in bold to help
you:
After that I put on sterile gloves.
When I arrive in the locker room, I wash my hands.
Every day, I arrive at work at 7:00 a.m.
Then, I put on a sterile gown and mask.
The first thing I do is dock in.
I am finally ready to go to my work area.
Secondly, I walk to the locker room
Lesson 14: Writing Step-by-Step...
687Copyright ©1996 by Coast Community College District Transparency 27
English as a Second Language V:Lesson 14: Writing Step-by-Step Directions
Organizing and WritingStep-by-Step Directions
YOUR NAME:
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TITLE OF INSTRUCTIONS:
Write down all of the steps involved:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
683Lesson 14: Writing Step-by-Step... Copyright ©1996 by Coast Community College District Transparency 28
English as a Second Language wLesson 16: Requesting Giving and Clarifying Directions
Dialogue
Job Link
Jose is a new employee. Carmela is his new lead. They are talking in Carmela's office.Carmela is giving directions to Jose. She is telling him the steps he will need to do his job.
Work with a partner Read the following dialogue to see how Jose asks for the informationhe needs:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
CARMELA:
JOSE:
Jose, you will be in charge of keeping our parts bins supplied with parts.When you see that we need parts, you will fill out a requisition form andtake it to inventory. They will give you the parts and you will bring themback to our department.
Would you mind if I asked you some questions?
Sure, go ahead.
What requisition form do I need?You need Requisition Form #210. The forms are kept in the folder next tothe computer.
DO you mean the red folder between the computer and the printer?
Yes, that's the one.
O.K. Who fills out the form?
You need to complete the form.
Could you please explain how I fill out the form?
Sure. Just fill in the date, the part number, and the quantity
rm sorry. I forgot where I'm supposed to pick up the parts.
That's all right You pick up the parts in Inventory.
Where is Inventory?
It's in the warehouse.
Who do I give the form to?Give it to the person at the desk. Wait for them to bring you the parts.Then, bring the parts back here and put them in the correct bin.
I understand now. Thank you.
689Lesson 16: Requesting Giving... Copyright ©1996 by Coast Community College District Transparency 29
English as a Second LanguageLesson 16: Requesting Giving and Clarifying Directions
Useful Expressions
Polite Expressions To Use When Giving and Receiving Directions:
Could you please...?
Would you please...?
Excuse me... Please...
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I'm sorry... Would you mind...?
What To Say When You Don't Understand:
I don't understand. Could you please explain that again?
I don't understand. Could you please show me?
What do you mean?
Do you mean...?
Did you say...?
I'm no sure I understand. Could you please give me an example?
690
Lesson 16: Requesting Giving... Copyright ©1996 by Coast Community College District Transparency 30
English as a Second LanguageLesson 16: Requesting Giving and Clarifying Directions Job Link
Making Directions Easy to Understand
Carmela's directions did not have enough information. She did not include all the key
ideas. Jose had to ask many questions to understand his new job. Carmela could have helped
Jose if she had used ordering words to tell him the steps involved in his new job.
Use the information from the dialogue to write down all of the steps Jose needs for his
new job. Be sure to put the steps in chronological order and include all of the details for each
step:
Directions for Jose's Job: Keeping the Bins Supplied With Parts
1.
2.
3.
4.
5.
6.
7.
691Lesson 16: Requesting Giving... Copyright 01996 by Coast Community College District Transparency 31
English as a Second Language sfLesson 17: Using Learning Styles to Remember Information
Card Game Vocabulary
Word Power
Nouns (people, places, or things):
player step
deck half
stack top
pair bottom
verbs (action words):
divide
collect
count
Adjectives (describe nouns):
face up
face down
Ordering Words (Remember these from Lesson 14?)
first (second, third, fourth, fifth, etc.)
then
next
after
finally
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Lesson 17: Using Learning Styles... Copyrigt ©1996 by Coast Community College District Transparency 32
English as a Second LanguageLesson 17: Using Learning Styles to Remember Information
Learning Styles Groups
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Group #1 = auditory learning group. The volunteer from this group will listen to directionsthen restate them to the group. The volunteer is not permitted to look at thedirections or have cards to play with.
Group #2 = visual learning group. The volunteer from this group will read a set of directionsthen restate them to the group. The volunteer does not receive any verbalexplanation of cards to play with.
Group #3 = tactile learning group. The volunteer from this group will be shown by one ortwo of the group members how to play the game using cards as props. The groupis not allowed to explain the directions verbally or show the written directions to
the volunteer.
Lesson 17: Using Learning Styles...
693Copyright C1996 by Coast Community College District Transparency 33
English as a Second LanguageLesson 17: Using Learning Styles to Remember Information
How to Play War
Jobtink
War is a popular card game in the United States. It is played mostly by children and
teenagers. War requires two players. To play:
I. Divide a deck of cards in half. Give one half to Player #1 and the other half to
Player #2.
2. Each player places his cards in a stack. He puts the stack face down in front of him.
3. Next, each player takes the top card from his stack and places it face up in the centerof the table. The player with the highest card wins. The winner takes the two cardsfrom the center of the table and puts them face up next to his stack of cards.
4. Repeat step #3 until all cards in the face down stack have been played or until thecards in the center are a pair (have the same number or face).
5. If the cards in the center are a pair, each player places one card face down next to hiscard in the center. Then each player places another card face up in the center of thetable. The highest card wins, and the winner collects all six cards from the center.
6. When both players have played all the cards in their stacks, they count the cards face
up in front of them. The player with the most cards is the winner of the game.
Lesson 17: Using Learning Styles...
694Copyright C11996 by Coast Community College District Transparency 34
English as a Second Language rLesson 17: Using Learning Styles to Remember Infomiation
Teaching My Job To Others
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Directions: Describe how you would teach another employee to do your job.Use cues that are:
1. auditory (give verbal directions)2. visual (give written information)3. tactile (physically demonstrate what you do)
AUditorY Cues (What would you say to the new employee?)
visual cues (What written information would you give to the new employee?)
Tactile cues (What would you ask the new employee to do to learn your job?)
Lesson 17: Using Learning Styles... Copyright 01996 by Coast Community College District Transparency 35
English as a Second Language VLesson 18: The Ins and Outs of Prepositions
Word Power
Job Link
Preview the following vocabulary words before playing the "Wandering Through The
Workplace Game
ahead backward forward
bonus obey punctual
clockwise counterclockwise rotation
schedule deserve wander
dice (plural); die (singular) error
Prepositions
Preview the meaning of the following prepositions before playing the Wandering Through
The Workplace Game:
above in back of out
at in front of through
below into to
behind next to under
beside of on
for
onto
with in
Lesson 18: The Ins and Outs...
6,9G
Copyright ©1996 by Coast Community College District Transparency 36
s
English as a Second LanguageLesson 18: The Ins and Outs of Prepositions Job Link
The Wandering Through The Workplace Game
One set of game pieces is needed for each group of players. Place the cards in numerical order in a line
or in a snake configuration. Pieces may be enlarged and/or printed onto index cards, but each card must
still have the correct number on it
Lesson 18: The Ins and Outs...
6
Copyright ©1996 by Coast Community College District Transparency 37
English as a Second Language VLesson 19: Following Directions to Achieve a Team Goal
notebookpenpendlthree-hole punch
white boarddry erase markerseraser
Words for Meetings
overhead projectortransparencytransparency markers
flip chartpermanent markers
podiumdeskcabinetbookshelftable
6 3
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Lesson 19: Following Directions... Copyright 01996 by Coast Community College District Transparency 38
English as a Second LanguageLesson 2 0: The Process of Elimination
Process of Elimination
JobLink
Read these directions and be sure you understand them before filling in the answers:
Fill in the blanks below with an answer from the box. Each answer will only be usedonce.
Cross out each word in the box as you use itIf you don't know the answer to a question, skip the question and move on to answer the next
question.
After you have answered all of the questions you know and have crossed out theanswers to other questions, return to the questions you skipped and make an"educated guess" using the words that are leftWhen you don't know the meaning of a word, see if it looks like a word you knowor see if you can recognize its root.
hearing hear vision tactile senses
1. Touch, hearing, sight, taste, and smell are our five
2. When we see perfectly, we have 20/20
3. Our ears are used for
4. If something is audible it means we can it.
5. A person who learns best by touching or "hands on" is a learner.
Lesson 20: The Process of...
6 S
Copyright 01996 by Coast Community College District Transparency 39
English as a Second LanguageLesson 20: The Process of Elimination
Word Power
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1. Work with a partner.2. Match the word or phrase with its definition by putting the letter of the correct
definition in front of the word or phrase it defines.3. Use the "process of elimination". Check off each definition as you use it.
1.
2.3.4.5.
6.
7.
8.9.
10.
11.
12.
13.
14.
appearanceappropriatecontactdamagedataeducated guesshazardousingestion*odorphysical dataprocess of eliminationprotectionsheettrade name
informationusing what you know to make a good guessdangeroustouchsmellhow something looksruling out what is definitely incorrecthurt; harm; or injurycorrect for that situationa piece of papera covering to keep you safethe name that a product is sold underinformation about how a material looks and smdlsswallowing; drinking
* Notice the difference between Ingestion° and "injection". They are two different words withtwo different meanings.
Lesson 20: The Process of...
70 0Copyright 01,996 by Coast Community College District Transparency 40
English as a Second Language 'TLesson 20: The Process of Elimination
Material Safety Data Sheet (MSDS)
Job Link
PRODUCT TRADE NAME Parker Coolant
PHYSICAL DATA:Appearance Green LiquidOdor none
HEALTH HAZARD DATA:EyesSkinIngestion
Contact with eyes can cause bum and eye damage.Contact with skin can cause irritation.Can result in burns of the digestive tract.
PERSONAL PROTECTION:Eye ProtectionSkin Protection
GogglesGloves
Lesson 20: The Process of...
701Copyright 01996 by Coast Community College District Transparency 41
English as a Second Language V.Lesson 2 0 : The Process of Elimination JobLink
Questions About Hazardous Materials
Use the MSDS to answer the following questions:
1. What is the trade name of this product?
2. What color is this product?
3. Does this product have a smell?
4. What will happen if you get this product in your eyes?
5. What will happen if you get this product on your skin?
6. What may happen if you swallow this product?
7. What protection do you need when using this product?
and
Lesson 20: The Process of...
702Copyright 01996 by Coast Community College District Transparency 42
English as a Second Language rLesson 2 0: The Process of Elimination JobLink
Educated Guess or Accurate Response?
Read each situation below.Write the words "educated guess" in the blank after that statement if you think that it is all rightto take a guess in that situation.Write the words "accurate response" if you think that it is critical to respond to that situationcorrectly:
I. Your supervisor asks when you think your paperwork will be finished.
2. You are not sure of the correct answer on a test.
3. You are deciding what parts need to be rejected.
4. A co-worker asks you if you think you'll work overtime this week.
5. The machine operator asks you if her machine is turned off before she reaches in to
repair it.
6. Your family asks you about what time you think you'll be home tonight
7. You need to write down the names of the chemicals in a mixture.
Lesson 20: The Process of...
703
Copyright 01996 by Coast Community College District Transparency 43
English as a Second LanguageLesson 2 1: Filling Out Forms: The How To
Filling Out Forms
On the blank line, write the letter of the correct answer.
I. When you fill out a form, you musta. Use a pencilb. Always typec. Use a pen
2. When filling out a form, you shoulda. Print dearlyb. Write fastc. Use cursive writing
3. N/A meansa. No answerb. Does not applyc Not applying
4. Abbreviations musta. be in all capital lettersb. be followed by a periodc. be written in lower case
5. Names of people companies, streets, cities, and states shoulda. begin with a capital letterb. be written in cursive writingc be written in all lower case letters
6. On an application or form, your namea. will always be written with your first name firstb. will always be written with your last name first
c may have either your first name or your last name first
7. Your signature should bea. printedb. in cursive writingc written by someone else
8. An affidavita. is a statement that the information contained in a form is correct
b. is not an important part of a formc must not be signed
9. When filling out a form, it is very important toa. skip some answersb. fill in all blanks that applyc. make up information that you don't know
10. If someone calls your house or comes to the door and asks you to take a survey.
a. you must answer all of the questionsb. you are not obligated to give out any inforiTt91c. it is probably a government survey
Lesson 21: Filling Out Forms...
dobLink
Copyright ©1996 by Coast Community College District Transparency 44
English as a Second Language VLesson 2 1: Filling Out Forms: The How To
Group Activity: Fill In The Blanks
JobLink
Directions: Each of the following answers belong in a blank in the survey below. Work as a group.Write each answer in the correct blank. It will help if you cross out each answer as you use it:
(714) 555-5555
(714) 555-5556
2553
47
5 years92669
ABC Widget Co.
Avenue
B.
California
East Chapman
electronic assembler
Johnson
Mon., Wed., Fri.
Orange
part timepermanentRobert
supervisoryes
Name M F
last first M.I. circle one age
Company Company Address
street city state zip
Job Title Full or Part Time? Permanent or Temporary?
Years at thatPosition
Are you interested intraining for anotherposition?
What position would you beinterested in?
What days would you be available for training?
Circle all available days:
mon Tues Wed Thurs Fri Sat Sun
Phone Numberdaytime: ( ) -
evenings: ( ) -
..
Lesson 21: Filling Out Forms...
705Copyright ©1996 by Coast Community College District Transparency 45
English as a Second Language VLesson 2 1: Filling Out Forms: The How To
Tips on Filling Out Forms
1. Look at the whole form.Which of the questions do you already know the answers to?
2. Answer the questions that you know the answers to.For now, skip the questions you do not know the answers to.
3. Look at the questions you left blank.What information do you need to answer those questions?
4. If there is a question that does not apply to you.Write N/A in the space.
Joblink
(For example: If the question asked 'List the names of your children", but you do not have children, you
would write N/A in the space.)
5. What else can you do if you don't know the answer?a. Ask if you can have some extra time to fill out the survey or form.b. Ask someone who might know the answer.c Look up the answer in a book, dictionary, manual, etc.
Lesson 21: Filling Out Forms...
7 C
Copyright C1996 by Coast Community College District Transparency 46
English as a Second Language VLesson 22: Filling Out Forms: Bringing It Back to Work Joblink
Common Forms:Filling Out A Social Security Number Application
,
.
A SOCIAL SECURITY NUMBER APPLICATIONtype or print. Don't us. pencil. .
T.NAli1E TO Find - Middle
i.
'BE SHOWNI 1
ONOARO 'I I
FkILL. NAME AT I Middle . i Last
IIIIRTH 41FOThER 11
.:111AN AilOVE) L I
OTHER.NAME(S).4ISED
..:MAIONG :
ADDRESS
i...pITY I STATE I ZIPI
1
I I
I .i
:.:CIYIZENSHIP (Check one orOy)
.ib.:s. U.S. citizen:0 b. Legal alien allowed to wont....u c.. Legal alien not allowed to wont
.0 si.' Other
SEX
: O 4"0 Female
OATE MONTH I DAY I YEAR
OF1 I
BIRTHI I
I I
PRESENT AGE
PLACE CITY ri
STATE OR FOREIGN COUNTRY
OF1
1
BOM4
: MOTHERs Met 1 Middle Last (her maiden naine)
'NAME AT1
1
:HER BIATH1
1
I 4._
YFATHER'S First I Middle Last
:NAME 1 ..
i. a. Have you or someone op your behalf applied for a social security nu*ber before? 0 No 0 Don't Know: C Yee
b. Enter social aseurity number c. In ithit Stets did you apply? li Whid year?
II
name Shown on your most:reap* sexist security card
. .
MONTH I OAY : I YEAR
TODAY'S.:'? P I IP::ATE :i t
Telephone number HOME I OTHER1
vAtere v* can reach Iyou during the day 1
.
: YOUR SIGNATURE .
REST COPY =LAW. 707
Lesson 22: Filling Out Forms... Copyright 01996 by Coast Community College District Transparency 47
,j C" U.)
C"'
English as a Second Language Lesson 22: Filling Out Forms: Bringing It Back to Work
Common Forms: Hospital Form
jobLink
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Lesson 22: Filling Out Forms... Copyright ©1996 by Coast Community College District
English as a Second Language k)Lesson 22: Filling Out Forms: Bringing It Back to Work JobLink
Common Forms:Employee's Withholding Allowance Certificate
Sem 111.4thew. October 111711)
Department et the TreaseryIrdrnal Revenue Service
Employee's Withholding Allowance Certificate.
. .Priet your hid name io. I sour social ucwity number O. .
Address (including ZIP code) Ito
MaritalSingle 0 Married 0 Married, but withhold at higher Sinc:e rata :
11 married, but legally Separated, Or Spouse Is a homsisient afien . cheek the single block.status:Note:
1 Total number of allowances you are claiming. (from line F of the worksheet on page 2)
2 Additional amount. if any, you want deducted from each pay (if your employer agrees)3 I claim exemption from withholding because (ue instructions and check boxes below that apply):
0 last year I did not owe any Federal isceme tax at14 had a tight to a full refund ol MI income lax withheld. AND
b 0 This year I de not sow to owe any Federal Muffle tat and expect to have a ri,:ht to a lull reload of ALL income lax withheld. If both
a sad b apoly, enter imArr hero /0e If you entered EXEMPT' on line 31), are you a full.time student?
:;7%;:.7.7/... / O'
0 I" 0 N.Imes. me ftnalhors of perisov. I senile that I am entitled lo Ilse number f wafteceibeg auewencee mooed on nes certificat, or it veering exemptionheft withheiding. that I am entitled to claim the name( Statue.
si nature lo Date 111.9 191..w.r.L.,__les
gmwerws xxsnie and address (including ZIP Cede) ON ilutortrS vSt Onim [mustier Identincimen number
THIVIIVANT MOD ISM
710Lesson 22: Filling Out Forms... Copyright 01996 by Coast Community College District
English as a Second Language V.Lesson 22: Filling Out Forms: Bringing It Back to Work
Common Forms:Application for Employment
Job Link
APPLICATION FOR EMPLOYMENTPERSONAL INFORMATION
'CAME
SOCIAL SECURITYDATE RUNNER
AOC SEX
LAST
PRESENT ADDRESS
MOUT N101111.6
NNONE'TAW
DATE OP IRIW
err
COLOR COLORHEIGHT WEIGHT Or HIR Or ETES
EMPLOYMENT DESIRED
PosITIOMDATE YOUCN START DESIRED
FORMER EMPLOYERS ILI!? !CLOW LAST roue ComeLoTERs. IND WITH LAST ONE PIRST.I
DATENNNNN AND YEAR
NAME AND A DDDDD S OP EMPLOYER SALARY POSITION REASON PO* LEAVINO
IRON
TO
PROM
TO,
EDUCATION INAME Amp LOCATION Or SCHOOL ATTENDED
DATEGRADUATED 1.111.111CTS STUDIED
SCHOOL
HIGH SCHOOL.
REFERENCES: orn THE NAMES Or PEREONE NOT RELATED TO TOO. WHOM YOU NAVE KNOWN AT LEAST ONE YEAR.
NAME ADDRESS DIMNESSTEARS
ACOUAIHTED
I
2
3
Dwelt SIGNATURE
711Lesson 22: Filling Out Forms... Copyright ©1996 by Coast Community College District
BEST COPY 4BLE
English as a Second LanguageLesson 22: Filling Out Forms: Bringing It Back to Work
Common Forms:Application for Employment
Jobb?*
PERSONAL:
NAME SOC SEC. NO.
ADDRESS PHONE
WORK EXPERIENCE:
NAME of company where you worked last
ADDRESS(number. Street. aly. state. iv code)
WHEN you worked: Started Left (If still there, write present)(month I year) (month at year)
JOB TITLE SUPERVISOR
DUTIES SALARY
WHY YOU LEFT (If still there, put a dash)
NAME of company where you worked before the one above
ADDRESS
WHEN you worked: Started. Left(month. yeas) (month. year)
JOB TITLE SUPERVISOR
DUTIES SALARY
WHY YOU LEFT
EDUCATION:
NAME of high school crra STATE
YEARS ATTENDED WHEN (did you, will you) GRADUATE
NAME of other school(business, vocational, college) CITY & STATE
YEARS ATTENDED SPECIAL SUBJECTS studied
SPECIAL SKILLS: (Such skills as: Drive a car, type [what speed?), take steno, operate a Xerox machine,
speak a second language)
REFERENCES: (Think of 3 people, not relatives, who know you well)
NAME JOB TITLE
ADDRESS PHONE
NAME JOB TITLE
ADDRESS PHONE
NAME JOB TITLE
ADDRESS PHONE
712Lesson 22: Filling Out Forms... Copyright el996 by Coast Community College District
BEST C PY Nar J,E
to.
Job
Link
AI
PP
!4
713
Eng
lish
as a
Sec
ond
Lang
uage
Sup
ervi
sorI
mpr
ovin
g B
asic
Ski
lls 714
Eng
lish
as a
Sec
ond
Lan
guag
eIn
stru
ctor
's M
anua
l-T
o H
elp
You
on
the
Job
V T
able
of
Con
tent
s
JobL
ink
V' S
uper
viso
r L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
or M
odul
e.3
-9
V S
uper
viso
r L
esso
n 2:
How
To
Wri
te a
n R
OI
(Ret
urn
on I
nves
tmen
t) S
urve
y11
-16
Inst
ruct
or's
Man
ual
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
hict
7 15
7 1
R
Jobh
hik
A
IE
nglis
h as
aS
econ
d La
ngua
ge
Impr
ovin
g B
asic
Ski
lls
Sup
ervi
sor
Less
on 1
Put
ting
Tog
ethe
r a
Sup
ervi
sor
Mod
ule
Eng
lish
as a
Sec
ond
Lan
guag
e 1r
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
or M
odul
e
V L
esso
n D
escr
iptio
n
Her
e ar
e so
me
guid
elin
es f
or p
uttin
g to
geth
er a
sup
ervi
sor
mod
ule:
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
or...
jobL
ink
Cop
yr*h
t ©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
4
4IP
7.13
723
do
Eng
lish
as a
Sec
ond
Lan
guag
e V
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
orM
odul
e
Act
iviti
esD
eter
min
e ho
w o
ften
the
supe
rvis
ors
need
to m
eet.
jobL
ink
We
usua
lly r
ecom
men
d m
eetin
g tw
o tim
es: o
nce
at th
e be
ginn
ing
of th
e tr
aini
ng o
rbe
fore
it
begi
ns, a
nd a
noth
er a
fter
the
trai
ning
end
s.In
the
case
whe
re th
e tr
aini
ngw
ill ta
ke p
lace
ove
r a
long
er p
erio
d of
tim
e (m
ore
than
6 -
8w
eeks
) yo
u m
ay w
ant t
o re
com
men
d m
eetin
g m
ore
ofte
n.
(For
exa
mpl
e an
add
ition
al m
eetin
g in
the
mid
dle
of th
e tr
aini
n& o
r m
eetin
g ev
ery
othe
r w
eek
or
ever
y m
onth
.) T
he s
uper
viso
rse
ssio
ns ty
pica
lly la
st 6
0 m
inut
es.
722
721
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
or...
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
Supe
rvis
or L
Eng
lish
as a
Sec
ond
Lan
guag
e Y
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
or M
odul
e
Act
hriti
esF
irst S
uper
viso
r M
eetin
g:
JobL
ink
The
fir
st m
eetin
g sh
ould
indu
de a
n in
trod
uctio
n to
the
mat
eria
l bei
ng c
over
ed in
the
trai
ning
. To
star
t you
can
cov
er th
e ob
ject
ives
of
the
trai
ning
and
pro
vide
an
over
view
of
wha
t is
cove
red
inea
ch le
sson
. We
also
rec
omm
end
you
do a
n ex
erci
se o
n R
etur
n on
Inv
estm
ent b
y tr
ying
to g
et th
esu
perv
isor
s to
det
erm
ine
the
bene
fits
of
the
trai
ning
up
fron
t. A
skin
g qu
estio
ns s
uch
as, "
How
will
thes
e sk
ills
help
you
r em
ploy
ee's
on
the
job?
" an
d "W
hat a
re th
e be
nefi
ts o
f yo
ur e
mpl
oyee
s ha
ving
thes
e sk
ills?
" ar
e go
od s
tart
ing
poin
ts. I
f yo
u de
cide
to u
se R
OI
surv
ey's
this
is a
goo
d tim
e to
dist
ribu
te th
e su
perv
isor
RO
I's. I
f it
is p
ract
ical
you
may
wan
t to
have
the
supe
rvis
or's
fill
the
surv
ey's
out
in th
e m
eetin
g an
d gi
ve th
em b
ack
to y
ou im
med
iate
ly. T
his
is a
lso
a go
od ti
me
tofi
nd o
ut w
hat t
he s
uper
viso
r's e
xpec
tatio
ns o
f th
e tr
aini
ng a
re. Y
ou m
ay w
ant t
o in
dude
a s
hort
activ
ity f
rom
the
trai
ning
pro
gram
that
you
fee
l bes
t rep
rese
nts
wha
t the
stu
dent
sw
ill b
eex
peri
enci
ng in
das
s. T
wo
reco
mm
ende
d ac
tiviti
es a
re: L
earn
ing
Styl
es e
xerc
ise
from
less
on 1
2,M
akin
g D
irec
tions
Eas
y to
Und
erst
and
from
less
on 1
6.
It is
als
o im
port
ant t
o pr
epar
e th
e su
perv
isor
s fo
r pa
rtic
ipat
ion
bydi
scus
sing
thei
r ro
le in
the
trai
ning
. (So
me
exam
ples
of
supe
rvis
or's
trai
ning
res
pons
ibili
ties
mig
ht in
clud
e: F
illin
g ou
t or
prov
idin
g fo
rms,
answ
erin
g or
ask
ing
ques
tions
, giv
ing
the
empl
oyee
s th
e op
port
unity
to u
seth
e ne
w s
kills
, etc
.). I
n ad
ditio
n, th
e
supe
rvis
ors
ofte
n ap
prec
iate
cop
ies
of a
ny h
ando
uts
the
stud
ents
may
rec
eive
in d
ass
so th
ey c
anpr
epar
e fo
r an
y qu
estio
ns th
ey m
ay r
ecei
vefr
om th
eir
empl
oyee
s.
723
: Put
ting
Tog
ethe
r a
Supe
rvis
or...
Cop
yrig
ht C
1996
by
Coa
sn
unity
Col
lege
Dis
tric
tO
724
age
6
Eng
lish
as a
Sec
ond
Lan
guag
e V
Supe
rvis
or L
esso
n 1:
Puf
fing
Tog
ethe
r a
Supe
rvis
or M
odul
e
V A
ctiv
ities
Sam
ple
agen
da o
f fi
rst s
uper
viso
r m
eetin
g:
Act
ivity
App
roxi
mat
e T
ime
Nee
ded
Intr
oduc
tion
5 m
inut
es
Ove
rvie
w o
f tr
aini
ng10
min
utes
Ret
urn
on I
nves
tmen
t15
min
utes
Act
ivity
fro
m tr
aini
ng15
min
utes
Rol
e of
sup
ervi
sor
in tr
aini
ng10
min
utes
Con
dusi
on5
min
utes
7
7 25
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
or...
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobL
ink
Page
7
Eng
lish
as a
Sec
ond
Lan
guag
e V
Supe
rvis
or L
esso
n 1:
Puf
fing
Tog
ethe
r a
Supe
rvis
or M
odul
e
V A
ctiv
ities
Fin
al S
uper
viso
r M
eetin
g:
jobL
ink
The
pur
pose
of
the
fina
l sup
ervi
sor
mee
ting
is to
get
fee
dbac
k ab
out t
he tr
aini
ng; i
nclu
ding
wha
tw
ent w
ell a
nd w
hat c
ould
be
done
dif
fere
ntly
the
next
tim
e. T
his
is a
goo
d tim
e to
see
if y
ou m
etth
eir
expe
ctat
ions
and
to g
et th
e su
perv
isor
s to
det
erm
ine
any
retu
rn o
n in
vest
men
t on
the
trai
ning
(H
ow w
ill th
e sk
ills
have
hel
ped
or w
ill h
elp
the
empl
oyee
s to
do
thei
r jo
b be
tter?
) Y
ouca
n al
so r
etur
n th
e su
perv
isor
RO
I's a
nd h
ave
them
fill
out
the
fina
l por
tion
at th
is ti
me.
In th
is m
eetin
g it
is a
lso
impo
rtan
t to
revi
ew w
ith th
e su
perv
isor
s th
e im
port
ance
of
thei
r ro
le in
supp
ortin
g th
e us
e of
the
skill
s ba
ck a
t the
wor
kpla
ce. T
his
can
indu
de a
n ac
tivity
on
wha
t the
supe
rvis
or c
an d
o to
enc
oura
ge th
e em
ploy
ees
to c
ontin
ue u
sing
the
skill
s le
arne
d in
das
s. I
f yo
uha
ve ti
me
you
can
indu
de a
n ac
tivity
fro
m th
e tr
aini
ng to
em
phas
ize
an im
port
ant p
oint
Sam
ple
agen
da o
f fi
rst s
uper
viso
r m
eetin
g:
Act
ivity
App
roxi
mat
e T
ime
Nee
ded
Intr
oduc
tion
5 m
inut
es
Feed
back
10 m
inut
es
Ret
urn
on I
nves
tmen
t of
trai
ning
15 m
inut
es
Act
ivity
fro
m tr
aini
ng15
min
utes
The
Sup
ervi
sor's
Con
tinui
ng R
ole
in T
rain
ing
15 m
inut
es
723
727
Supe
rvis
or: P
uttin
g T
oget
her
a Su
perv
isor
...11
01C
opyr
ight
019
96 b
y C
oas
unity
Col
lege
Dis
tric
t8
Eng
lish
as a
Sec
ond
Lan
guag
e'T
Supe
rvis
or L
esso
n 1:
Put
ting
Tog
ethe
r a
Supe
rvis
orM
odul
e
V A
ctiv
ities
723
Oth
er S
uper
viso
r M
eetin
gs:
jobL
ink
Ifyo
u m
eet m
ore
than
two
times
, you
may
ded
de to
div
ide
the
mat
eria
lco
vere
d be
twee
n th
e
mee
tings
. It i
s al
way
s he
lpfu
l to
get
feed
back
on
how
thin
gs a
re g
oing
and
wha
t the
sup
ervi
sors
wou
ld li
ke to
see
don
e di
ffer
ently
in th
e fu
ture
. You
may
also
cho
ose
an a
ctiv
ity f
rom
the
trai
ning
to le
t the
sup
ervi
sors
get
a f
eel o
f w
hat i
s ha
ppen
ing
in c
lass
.
Sup
ervi
sor
Less
on 1
: Put
ting
Tog
ethe
r a
Sup
ervi
sor.
..
730
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
e.
to
Job
Link
Ar
731
Eng
lish
as a
Sec
ond
Lang
uage
Impr
ovin
g B
asic
Ski
lls
Sup
ervi
sor
Less
on2
How
To
Writ
e an
RO
I(R
etur
n on
Inve
stm
ent)
Sur
vey
732
Eng
lish
as a
Sec
ond
Lan
guag
eSu
perv
isor
Les
son
2: H
ow T
o W
rite
an
RO
I (R
etur
n on
Inv
estm
ent)
Sur
vey
V L
esso
n D
escr
iptio
n
jobL
ink
An
RO
I or
Ret
urn
on I
nves
tmen
t sur
vey
is d
esig
ned
to s
him
impr
ovem
ent
on s
kills
lear
ned
in
trai
ning
. It i
s of
ten
diff
icul
t to
mea
sure
Ret
urn
On
Inve
stm
ent f
or "
soft
ski
lls"
such
as E
SL tr
aini
ng,
com
mun
icat
ions
and
inte
rper
sona
l ski
lls. T
he R
OI
surv
ey is
des
igne
d to
cap
ture
per
cept
ions
and
obse
rvat
ions
of
trai
ning
eff
ectiv
enes
s fr
om b
oth
the
empl
oyee
s pa
rtic
ipat
ing
in th
e tr
aini
ng a
nd th
eir
supe
rvis
or o
r le
ads.
Whe
neve
r po
ssib
le, t
hese
ski
lls ta
rget
ed o
n th
e R
OI
Surv
ey s
houl
d be
thos
e th
at
can
be la
ter
quan
tifie
d to
dem
onst
rate
a d
olla
r re
turn
for
the
trai
ning
.
Supe
rvis
or L
esso
n 2:
How
To
Wri
te a
n R
OI
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
073
3
Page
12
Eng
lish
as a
Sec
ond
Lan
guag
eSu
perv
isor
Les
son
2: H
ow T
o W
rite
an
RO
I (R
etur
n on
Inve
stm
ent)
Sur
vey
'V A
ctiv
ities
733
jobL
ink
1.T
he f
irst
ste
p in
wri
ting
a R
OI
surv
ey is
to ta
lk to
you
rcl
ient
and
fin
d ou
t wha
t ski
lls th
ey w
ant
thei
r em
ploy
ees
to le
arn
in tr
aini
ng. B
ased
on
the
obje
ctiv
es o
f th
e m
odul
e an
d th
e re
sults
of y
our
disc
ussi
ons
with
you
r cl
ient
you
can
wri
te q
uest
ions
that
will
det
erm
ine
if th
eem
ploy
ee/s
uper
viso
r/le
ad p
erce
ives
the
skill
s ha
vebe
en a
cqui
red.
A s
cale
fro
m 1
5 is
typi
cally
used
for
the
answ
ers
with
the
high
estn
umbe
r in
dica
ting
tota
l mas
tery
of
the
skill
. For
exa
mpl
e, a
n
empl
oyee
RO
I qu
estio
n m
ight
be:
I un
ders
tand
dir
ectio
ns th
e fi
rst t
ime
they
are
give
n to
me.
12
34
5
Stro
ngly
Dis
agre
eU
nded
ded
Agr
eeSt
rong
ly
Dis
agre
eA
gree
The
sup
ervi
sor
RO
I qu
estio
nw
ould
rea
d as
fol
low
s:
The
em
ploy
ee u
nder
stan
ds d
irec
tions
the
firs
t tim
e th
ey a
re g
iven
.
12
34
5
Stro
ngly
Dis
agre
eU
nded
ded
Agr
eeSt
rong
ly
Dis
agre
eA
gree
Supe
rvis
or L
esso
n 2:
How
To
Wri
te a
nR
OI
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
3
Eng
lish
asa
Seco
nd L
angu
age
VSu
perv
isor
Les
son
2: H
ow T
o W
rite
an R
OI
(Ret
urn
on I
nves
tmen
t) S
urve
y
Act
iviti
es
jobL
ink
2. T
he s
urve
y is
usu
ally
giv
en b
efor
eor
at t
he b
egin
ning
of
trai
ning
and
aga
in w
hen
the
trai
ning
has
been
com
plet
ed. I
t is
also
impo
rtan
t to
note
that
the
empl
oyee
sm
ay n
ot u
se th
e sk
ills
lear
ned
intr
aini
ng im
med
iate
ly. S
omet
imes
itta
kes
wee
ks o
r ev
en m
onth
s un
til th
esk
ills
are
used
. The
refo
re,
it m
ay b
e he
lpfu
l to
adm
inis
ter
a th
ird
surv
ey a
few
mon
ths
afte
r th
e tr
aini
ngis
com
plet
e.
3. T
he R
OI
surv
ey is
a to
ol th
atca
n he
lp y
ou s
how
the
retu
rn o
n in
vest
men
ton
spe
cifi
c be
havi
ors.
It
is im
port
ant t
o no
te th
at th
esc
ores
on
the
surv
eys
som
etim
es g
o do
wn
betw
een
the
firs
t sur
vey
and
the
last
The
rear
e se
vera
l rea
sons
for
this
:
a.T
he e
mpl
oyee
has
mor
e of
an
awar
enes
s of
the
skill
and
rea
lizes
that
they
don'
t do
it as
wel
las
they
pre
viou
sly
thou
ght
b. T
he e
mpl
oyee
is tr
ying
to r
elea
rn th
e sk
ill. (
For
exam
ple:
they
pei
form
ed th
e sk
ills
inco
rrec
tly b
Ore
,an
d th
ey a
re n
ow tr
ying
to c
hang
e th
eir
beha
vior
to p
erfo
rm th
e sk
ill c
orre
ctly
)
c.T
he e
mpl
oyee
did
not
und
erst
and
the
ques
tion
and
gues
sed
the
firs
t tim
e th
ey a
nsw
ered
.T
he s
econ
d tim
e th
ey to
ok th
esu
rvey
they
und
erst
ood
the
ques
tion
and
answ
ered
trut
hful
ly.
4. T
he R
OI
surv
ey is
an
effe
ctiv
e to
olto
mea
sure
per
ceiv
ed s
kill
acqu
isiti
on a
nd is
mor
e ef
fect
ive
whe
n co
mpa
red
with
obs
erva
tions
of a
sup
ervi
sor
and/
or le
ad. B
y ad
min
iste
ring
an R
OI
surv
eyw
ith e
ach
of th
e W
inni
ng a
t Wor
km
odul
es y
ou c
anm
easu
re th
e ef
fect
iven
ess
of y
our
trai
ning
prog
ram
and
iden
tify
its v
alue
to th
eco
mpa
ny.
73 7
Supe
rvis
orH
ow T
o W
rite
an
RO
IC
opyr
ight
©19
96 b
y C
oas
unity
Col
lege
Dis
tric
t
733
4110
ge 1
4
Eng
lish
as a
Sec
ond
Lan
guag
e *I
tSu
perv
isor
Les
son
2: H
ow T
o W
rite
an
RO
I (R
etur
n on
Inv
estm
ent)
Sur
vey
V A
ctiv
ities
73-)
Sam
ple
Em
ploy
ee R
Ol Q
uest
ions
1.I
can
ask
open
end
ed q
uest
ions
whe
n I
don'
t und
erst
and
wha
t som
eone
say
s.2.
I ca
n re
stat
e w
hat t
he s
peak
er s
ays
to m
ake
sure
I u
nder
stan
d.3.
I kn
ow h
ow to
be
spec
ific
whe
n I
give
fee
dbac
k to
avo
id m
isun
ders
tand
ings
.4.
I ca
n m
ake
sugg
estio
ns to
impr
ove
my
wor
k pr
oces
ses.
5.I
can
iden
tify
the
bene
fit w
hene
ver
I m
ake
sugg
estio
ns.
6.I
can
colle
ct a
nd v
erif
y im
port
ant i
nfor
mat
ion
befo
re m
akin
g a
sugg
estio
n.7.
I tr
y to
rea
ch a
win
-win
res
olut
ion
whe
n I'm
in a
con
flic
t.8.
I tr
y to
look
at t
he o
ther
per
son'
s po
int o
f vi
ew w
hen
I'm in
a c
onfl
ict.
9.I
resp
ect o
ther
s, e
ven
whe
n I
am a
ngry
.10
.I
can
unde
rsta
nd d
irec
tions
the
firs
t tim
e th
ey a
re g
iven
to m
e.11
.I
can
ask
ques
tions
for
cla
rifi
catio
n w
hen
I do
not
und
erst
and
the
dire
ctio
ns.
12.
I ca
n ac
cura
tely
exp
lain
dir
ectio
ns to
oth
ers.
13.
I vo
lunt
eer
to p
artic
ipat
e on
team
pro
ject
s.14
.I
com
mun
icat
e w
ith c
o-w
orke
rs.
15.
I ad
apt w
ell t
o un
expe
cted
cha
nges
.16
.I
iden
tify
prob
lem
s th
at n
eed
to b
e so
lved
.17
.I
need
thin
gs tr
ansl
ated
for
me.
18.
I kn
ow h
ow to
ask
que
stio
ns.
19.
I kn
ow w
here
to f
ind
info
rmat
ion
whe
n I
need
to.
20.
I fe
el c
omfo
rtab
le s
olvi
ng p
robl
ems
at w
ork.
21.
I kn
ow h
ow to
use
a p
robl
em s
olvi
ng p
roce
ss.
22.
I co
nsid
er e
very
one'
s id
eas
whe
n I'm
tryi
ng to
sol
ve a
prob
lem
.
Supe
rvis
or L
esso
n 2:
How
To
Wri
te a
n R
OI
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
JobL
ink
74)
Page
15
Eng
lish
as a
Sec
ond
Lan
guag
eSu
perv
isor
Les
son
2: H
ow T
o W
rite
an
RO
I (R
etur
non
Inv
estm
ent)
Sur
vey
Act
iviti
es
741.
Sam
ple
Sup
ervi
sor
RO
l Que
stio
ns
jobL
ink
1.E
mpl
oyee
can
ask
ope
n en
ded
ques
tions
whe
n he
/she
doe
s no
t und
erst
and
wha
tso
meo
ne s
ays.
2.E
mpl
oyee
can
res
tate
wha
t the
spe
aker
say
s to
mak
esu
re h
e/sh
e un
ders
tand
.3.
Em
ploy
ee k
now
s ho
w to
be
spec
ific
whe
n gi
ving
fee
dbac
k to
avo
id m
isun
ders
tand
ings
.4.
Em
ploy
ee c
an m
ake
sugg
estio
ns to
impr
ove
his/
her
wor
kpr
oces
ses.
5.E
mpl
oyee
can
iden
tify
the
bene
fit w
hene
ver
he/s
he m
akes
sug
gest
ions
.6.
Em
ploy
ee c
an c
olle
ct a
nd v
erif
y im
port
ant i
nfor
mat
ion
befo
re m
akin
ga
sugg
estio
n.7.
Em
ploy
ee tr
ies
to r
each
a w
in-w
in r
esol
utio
n w
hen
ina
conf
lict.
8.E
mpl
oyee
trie
s to
look
at t
he o
ther
per
son'
s po
int o
f vi
ew w
hen
ina
conf
lict
9.E
mpl
oyee
res
pect
s ot
hers
, eve
n w
hen
he/s
he is
ang
ry.
10.
Em
ploy
ee c
an u
nder
stan
d di
rect
ions
the
firs
t tim
e th
eyar
e gi
ven.
11.
Em
ploy
ee c
an a
sk q
uest
ions
for
cla
rifi
catio
n w
hen
he/s
he d
oes
not u
nder
stan
dth
e di
rect
ions
.12
.E
mpl
oyee
can
acc
urat
ely
expl
ain
dire
ctio
ns to
oth
ers.
13.
Em
ploy
ee v
olun
teer
s to
par
ticip
ate
on te
am p
roje
cts.
14.
Em
ploy
ee c
omm
unic
ates
with
co-
wor
kers
.15
.E
mpl
oyee
ada
pts
wel
l to
unex
pect
ed c
hang
es.
16.
Em
ploy
ee id
entif
ies
prob
lem
s th
at n
eed
to b
e so
lved
.17
.E
mpl
oyee
nee
ds th
ings
tran
slat
ed f
or h
im/h
er.
18.
Em
ploy
ee k
now
s ho
w to
ask
que
stio
ns.
19.
Em
ploy
ee k
now
s w
here
to f
ind
info
rmat
ion
whe
n he
/she
nee
dsto
.20
.E
mpl
oyee
fee
ls c
omfo
rtab
le s
olvi
ng p
robl
ems
at w
ork.
Supe
rvis
or L
ip: H
ow T
o W
rite
an
RO
I
0C
opyr
ight
©19
96 b
y C
oas
mun
ity C
olle
ge D
istr
ict
742 ip
.ge
16
U.S. Department of EducationOffice of Educational Research and Irnprovement (OERI)
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