Workshop Manual - Settlement.Org · This quiz is inpart aneeds assessment that will givetheinstructor a ... F | Most ISPs charge about $100 a month for basic access. T | F

Ste

psto

Em

ploy

men

t

Computer

Workshop Manual Instructor Guide

InstructorGuide

Resources ..................................................................................4

Introduction..............................................................................10

1 The Computer Industry in Ontario ......................................15

2 The Computer Workplace in Ontario ..................................22

3 Computer Occupations........................................................28

4 Workplace Law .....................................................................34

5 Training and Upgrading .......................................................37

6 Hardware and Software .......................................................43

7 Internet ..................................................................................48

8 Communication ....................................................................54

9 Health and Safety .................................................................58

10 Where Will You Go from Here? .........................................61

Conclusion ...............................................................................65

C o m p u t e r W o r k s h o p

4 � I n s t r u c t o r G u i d e

��RESOURCES

USEFUL INTERNET SITES

Internet sites are always changing. If you can’t find these sites on your computer, use some of the words as keywords and look for the information on a Web browser, such as Yahoo or Webcrawler.

EMPLOYMENT

Human Resources Development Canada, Ontario Region — Ontario Job Futures:

http://www.on.hrdc-drhc.gc.ca/english/lmi/eaid/occ.info/ojf/jobf_e.html

0213 Information Systems and Data Processing Managers

1421 Computer Operators

2147 Computer Engineers

2162 Computer Systems Analysts

2163 Computer Programmers

2241 Electrical and Electronics Engineering Technologists and Technicians

2241 Electronic Service Technicians (Household and Business Equipment)

FOR EMPLOYMENT INFORMATION, SEE ALSO

Statistics Canada:

http://www.statcan.ca/start.html

NEWSPAPERS

We Compute:

http://www.we-compute.com/


I n s t r u c t o r G u i d e � 5

Toronto Star:

http://www.thestar.com/

Toronto Computes!

http://www.torontocomputes.com/

The Globe and Mail

http://www.globeandmail.com/

TERMINOLOGY

Computer Source — Terminology:

http://www.computersource.com/csbroch.htm

SJR Computer Consulting

http://www.sjrcomputer.com/

Writing for Multimedia: Terminology

http://home.earthlink.net/~atomic_rom/terms.htm

whatis.com

http://whatis.com/

Emory University: Internet Terminology:

http://www.cc.emory.edu/WHSCL/terminology.html

The Cook Report: Glossary by Subject:

http://cookreport.com/glossary.html

Glossary of PC & Internet Terminology

http://homepages.enterprise.net/jenko/Glossary/G.htm



LISTS OF ONLINE COMPUTER MAGAZINES

Handilinks to Magazines — Computer:

http://www.ahandyguide.com/cat1/m/m501.htm

Anup Barde’s Links to Online Magazines:

http://www.csh.rit.edu/~anup/magazines.html

COMPUTERS AND HEALTH

American Academy of Orthopaedic Surgeons:

http://www.aaos.org/wordhtml/pat_educ/exerci.htm

ComputerFit:

http://www.computerfit.com

Computer Related Repetitive Strain Injury:

http://engr-www.unl.edu/ee/eeshop/rsi.html

Ontario Ministry of Labour, Occupational Health and Safety Division:

http://www.gov.on.ca/LAB/ohs/ohse.htm

STARTING A BUSINESS

Starting a Small Business in Ontario:

http://www.cbsc.org/ontario/starting/main.html

GOVERNMENT OFFICES

Ontario Ministry of Labour:

http://www.gov.on.ca



Ontario Ministry of Labour, Occupational Health and Safety Division:

http://www.gov.on.ca/LAB/ohs/ohse.htm

Ontario Human Rights Commission:

http://www.ohrc.on.ca

Workplace Safety and Insurance Board:

http://www.wsib.on.ca



PRACTICAL RESOURCES

A good collection of real and relevant materials is essential to the success of this workshop. Here is a limited list of itemsthat the instructor should collect before the workshop. The instructor may find many more useful resources.

PUBLICATIONS

Computer magazines and newspapers, such as We Compute! and HTC.

Newspaper articles related to the computer industry.

A sample of a local computer company’s annual report (can also be acquired on the Internet.)

Advertising from local businesses offering computer services (pamphlets, fliers and newspapers.)

Collection of job ads from local newspapers.

Telephone books (Yellow pages.)

Continuing education calendars from the local board of education, community colleges, universities and privatevocational schools.

Pamphlets and fliers advertising ESL courses, job search programs, workshops on self-employment, etc.

Computer manuals.

Pamphlets, fliers and workbooks on workplace law from Community Legal Education Ontario (CLEO). Call for anorder form: CLEO – Community Legal Education Ontario, Tel: (416) 408-4420, Fax: (416) 408-4424. These pamphletsare useful for this workshop:

OHIP and Immigration Status Public Coverage in OntarioGetting Legal Help: Community Legal Clinics in …Settlement ServicesEducational EquivalencyYour Rights at WorkHow to Make a Claim

Flier: Academic Credentials Assessment from the Ministry of Citizenship, Culture and Recreation, Access to Professionsand Trades Unit. Contact Nadine Gilmour at (416) 326-9714, or by e-mail at [email protected]



SPEAKERS

Someone who works for an IT company, either a newcomer who has been able to find a good job, or someone whohires computer people.

A self-employed computer consultant.

A counsellor from a community legal clinic to answer questions about labour law.

FIELD TRIPS

A local computer job fair.

A local HRDC Employment Training Centre.

A local community college that offers training and upgrading courses.


1 0 � I n s t r u c t o r G u i d e

��INTRODUCTION

PERFORMANCE TASKS FOR THIS WORKSHOP

SPEAKING/LISTENING

1. Describe howand why the computer industry is growing in Ontario.

2. Practise howto ask for assistance, report a problem, get specific information related to your occupation, talk tocolleagues at work and describe a problem.

3. Describe basic health and safety precautions while working on a computer.

4. Ask and answer basic questions about the laws that protect workers in Ontario.

5. Expand vocabulary with words related to computers.

READING

6. Get information about wages, duties, working conditions, future and training in the computer industry from writtensources.

7. Understand job titles, duties and responsibilities of different jobs in the computer industry.

WRITING

8. Spell technical terms.

9. Describe job duties, responsibilities, interests and abilities.

SOCIO-CULTURAL

�� Ask and answer questions about wages, duties, working conditions, future and training in the computer industry.

�� Understand computer employers and howthey hire.

�� Identify health and safety issues in computer use.

�� Understand basic rights workers have and the recourse that they can take.

�� Understand where to go to get help and more information on each topic.


I n s t r u c t o r G u i d e � 1 1

Introduction

Materials�� Copy of workbooks for all participants

�� Copies of learner interviews

�� Copies of the introduction quiz

Warm Up�� Instructor introduces him/herself.

�� Before you begin, try to get some ideas from the learners about what the different steps to employment in Ontarioare. Talk about what steps they have already taken, and what results they have achieved. Refer to the Steps toE mployment inOntariopage in learner’s manual. These are the steps that this workshop will address.

�� Go over What youwill learninthis workshop. These are the objectives of the workshop. Emphasise that this isessentially a language-training workshop with an employment focus. The activities are designed to help learnersexpand their vocabulary and improve their communicative competence (their ability to effectively communicatewhat they mean.)

�� Go over the table of contents. This is the outline of the workshop. The goal is to cover a unit each day.

Learning Tasks1. Learners interviewone another using the interviewsheet.

2. Introductions: This can be done either having learners introduce one another or introduce themselves.

3. Introduction Quiz: What doyouAlreadyKnow? This quiz is in part a needs assessment that will give the instructor agood idea of the general knowledge base of the participants.

4. Correct quizzes. Answer key can be found in this manual.



STEPS TO EMPLOYMENT WORKSHOPINTRODUCTION INTERVIEW

Interview your partner.

Ask him or her the following questions. Write down their answers in complete sentences. Be prepared to tell the restof the class about your partner.

What is your name?

Where are you from?

How long have you been in Canada?

What is your education?

What is your occupation?

What do you know about the computer industry inOntario?

Why are you taking this workshop?

What are your hopes for this workshop?



INTRODUCTION QUIZ

What do you already know?

Decide if the following statements are true (T) or false (F).

T | F | The biggest job gains in Canada are among groups with relatively high wages.

T | F | People with Oracle knowledge are in great demand.

T | F | About 10% of computer operators in Ontario are women.

T | F | Novell is dedicated to the promotion of the multimedia industry in Canada.

T | F | The law requires that companies give workers a fifteen-minute break every two hours.

T | F | Victoria Day is a public holiday.

T | F | Workers are entitled to a week's vacation after working for a year.

T | F | Any sole proprietorship must be registered with the federal government.

T | F | ATM uses fibre optics.

T | F | The scanner is a PC introduced by Intel in 1993.

T | F | Cookies are small pictures displayed on the screen.

T | F | Most ISPs charge about $100 a month for basic access.

T | F | Hotmail is faster than ordinary e-mail.

T | F | The carpal tunnel syndrome is a link to a particular Web page.

T | F | The grapevine is useful for finding jobs.

T | F | You can study Visual Basic in a LINC class.

T | F | The COBCC has information on self-employment.

T | F | A domain name is the most common type of image file.

T | F | Netscape Navigator is the most popular ISP.

T | F | A glitch transfers information between computers.



INTRODUCTION QUIZ

ANSWERS

What do you already know?

Decide if the following statements are true (T) or false (F).

T | F | The biggest job gains in Canada are among groups with relatively high wages. TRUE

T | F | People with Oracle knowledge are in great demand. TRUE

T | F | About 10% of computer operators in Ontario are women. FALSE

T | F | Novell is dedicated to the promotion of the multimedia industry in Canada. FALSE

T | F | The law requires that companies give workers a fifteen-minute break every two hours.

FALSE

T | F | Victoria Day is a public holiday. TRUE

T | F | Workers are entitled to a week's vacation after working for a year. FALSE

T | F | Any sole proprietorship must be registered with the federal government. FALSE

T | F | ATM uses fibre optics. TRUE

T | F | The scanner is a PC introduced by Intel in 1993. FALSE

T | F | Cookies are small pictures displayed on the screen. FALSE

T | F | Most ISPs charge about $100 a month for basic access. FALSE

T | F | Hotmail is faster than ordinary e-mail. FALSE

T | F | The carpal tunnel syndrome is a link to a particular Web page. FALSE

T | F | The grapevine is useful for finding jobs. TRUE

T | F | You can study Visual Basic in a LINC class. FALSE

T | F | The COBCC has information on self-employment. TRUE

T | F | A domain name is the most common type of image file. FALSE

T | F | Netscape Navigator is the most popular ISP. FALSE

T | F | A glitch transfers information between computers. FALSE



THE COMPUTER INDUSTRY IN ONTARIO

This section gives an overview to the learners of the size of the computer industry in Ontario.

PERFORMANCE TASKS FOR THIS UNIT

Describe the computer sector in Ontario

�� overview

�� recent trends (what’s happening in the computer job world)

Name different computer jobs and state

�� what the wages are

�� what the future will be



Overview

Materials�� Workbooks

�� Local newspaper with recent articles on Ontario’s computer industry.

Warm UpDuring the introduction learners will have stated what they already knowabout the computer industry in Ontario. Makenotes on the board. Make sure that you have a list of:

�� computer companies they knowabout or have seen;

�� general impressions of the computer industry here compared to their country of origin;

�� major occupations in the computer industry;

�� wages for these occupations in Ontario (in their home country?); and

�� patterns of growth or decline in employment.

Learning Tasks1. Read: Overview

2. Compare information with that solicited before the reading.

3. Read: StrongE conomy

4. Use discussion questions for reading comprehension. Discuss hownewspaper and magazine articles are a goodsource of labour market information. Discuss what newspapers they read, and if they access the newspapers on theInternet.

Assessment�� Reading comprehension (finding specific information in text)



What’s Happening in the Computer Job-world


Warm Up�� Discuss the meaning of trends and elicit some trends in the computer industry. Are these trends global?

Learning Tasks1. List the occupations that are from the reading passage on the board. In pairs or small groups learners choose two

occupations and decide: a) what the main duties of this occupation are; b) if there is a demand for this kind ofworker today; c) what general training and education is required for this occupation; and d) what the recent trendsare for that group of IT specialists.

2. Read: What’s Happening in the Computer Job-world.

3. Compare the information for the workbook with what the learners wrote during the first learning task.

4. Answer the questions in writing.

Assessment�� Copying short text



Language FOCUSWHAT'S HAPPENING IN THE COMPUTER-JOB WORLD

ANSWERS

Writing

1) In the description of "what's happening in the computer-job world," what jobs usually require an engineeringdegree? COMPUTER ENGINEER, INFORMATION-SYSTEMS MGR., DATA-PROCESSING MGR.

2) What are four other names for "Internet specialist"? WEB MASTER, TECHNICAL DESIGNER, INTERNETTECHNICIAN, CREATIVE DIRECTOR

3) What is the name of a technology that uses fibre optics? ASYNCHRONOUS TRANSFER MODE

4) Which job is mainly concerned with computer security? NETWORK SECURITY EXPERT

5) Is there a big demand for systems analysts? YES

6) What training does a person need to be a technical support specialist? A GOOD COMPUTER BACKGROUNDAND GOOD PROBLEM-SOLVING SKILLS

7) Which three jobs often involve working with databases? SYSTEMS ANALYST, DATABASE ADMINISTRATOR,NETWORK SECURITY EXPERT



The Main Occupations in Computers


�� Computers with Internet access

�� Copies of FindSomeoneWho… interviews (see next page)

Warm Up�� Pre-reading quiz

Learning Tasks1. After the pre-reading quiz, learners read individually and check their answers.

2. Interviews using FindSomeoneWho… First, as a group, create questions for each phrase listed on the interviewsheet(Have you…? Can you…? Do you knowhowto …?) Then, learners circulate asking one another questions andwriting down people’s names until their lists are full or until the instructor calls an end to the activity.

3. Visit the following Web sites:

a) The Web site for the Ontario pages of Human Resources Development Canada

http//www.on.hrdc-drhc.gc.ca/english/ lmi/

b) Web sites for computer newspapers

www.canadacomputes.com (Canada Computes!)

www.we-compute.com (We Compute)

www.tcp.ca (The Computer Paper)

4. Questions to answer during web search:

What information can you find about your own occupation?

Is there a big demand for people in your occupation?

Is the information at HRDC useful for finding a job?

Which newspaper is easiest to read? Which one is hardest?

Do these newspapers give information about finding jobs?

What do you think is the most interesting parts of these newspapers? Why?

5. Finish the unit with the questions on the computer industry in Ontario. These reading comprehension and writingquestions can be done in class or as homework.



Language FOCUSTHE MAIN OCCUPATIONS

Pre-reading Quiz

ANSWERS

True or False

T | F | About half of all computer engineers in Ontario are women. FALSE

T | F | Most information-systems managers are young people. FALSE

T | F | Most computer-programming jobs are part-time. FALSE

T | F | About a third of computer programmers are women. TRUE

T | F | The demand for computer operators is increasing rapidly FALSE

T | F | Most computer technicians and technologists work full-time. TRUE

T | F | The need for computer-systems analysts has increased greatly in the last few years. TRUE



INTERVIEW

Computer Talk

What kinds of computer work have the students in your class done? Find out, and make a list.

Find someone in the class who... Student’s Name

1. can use a mainframe computer __________________________________________

2. can teach Java _______________________________________________________

3. knows how to use a database program ____________________________________

4. knows how to program in COBOL ________________________________________

5. has experience as a supervisor ___________________________________________

6. has experience as a technician ___________________________________________

7. knows a lot about robots ________________________________________________

8. worked in a government job _____________________________________________

9. worked in a family business ______________________________________________

10. worked as a programmer ______________________________________________

11. worked as a manager __________________________________________________

12. is able to repair a computer _____________________________________________

13. is familiar with printers ________________________________________________

14. has experience running a business ________________________________________

��

��

�



THE COMPUTER WORKPLACE IN ONTARIO


Describe

�� computer employers, howthey hire and what they are looking for in employees

�� working conditions for computer jobs

�� computer clients



Employers



�� Annual report from an IT company (hard copy or on the Internet)

�� Telephone books

�� Newspapers

Warm Up�� Discuss:

Who hires computer people?

Howdo they hire?

Where can you get information about computer employers?

Learning Tasks1. After discussing the questions in the warm up, read the passages in the workbooks.

2. Scan the YellowPages for Web sites of computer companies in your area.

3. Language Focus: Web search

4. Learners share their findings with the others.

5. Read the article AnOntarioSuccess Story. Discuss questions.

6. For some practice on question formation, ask learners to write five questions about the text.

Assessment�� Ask and answer questions using present past and future markers.



Job Conditions


�� Copies of Job Conditions Interview

�� Copies of Job Conditions Discussionworksheet (optional)

Warm Up�� In partners: Job Conditions Interview

Learning Tasks1. Read from workbook.

2. Group work: A GoodComputer Job

3. Invite a speaker who works in the computer to come in and talk about working conditions and answer questions.

4. With a partner: What doyouprefer?

5. Optional exercise: Job Conditions Discussion

Assessment�� Describe work situations



JOB CONDITIONSINTERVIEW

Ask your partner the following questions:

1. What kind of work did you do before coming to Canada?

2. What was your job title?

3. What kind of company did you work for?

4. Howmany weeks of holiday did you receive?

5. Did you have medical and dental coverage through your benefits at work?

6. What other benefits did you get?



JOB CONDITIONSDISCUSSION

What would you do?

With other learners in your class, discuss your answers to the questions below.

1. Imagine that you have the perfect job. The salary is more than you expected, the responsibilities are challengingand the job will give you an opportunity to use your skills and talent. The only problem is that the job requires thatyou move to a small town on the other side of Ontario. You will be far away from your family and friends and won’tbe able to do many of your favourite activities. Would you take the job?

Yes __________ No __________

Why (or why not)?

______________________________________________________________________________________________________

________________________________________________________________

2. You have been offered a job in an important company. The question of salary comes up. The interviewer offersyou $29,000, but you tell her that you cannot accept anything below $33,000. Her offer would mean a cut in salary foryou (on your last job you earned $30,000). The interviewer explains that for an entry-level position, company rulesare that the salary be $29,000. You feel that you are worth more and try to explain this. The interviewer says, “I can’tchange company rules. Take it or leave it.” You want the job. To go back on your demands would make you feelweak and cowardly. What would you do?

______________________________________________________________________________________________________

________________________________________________________________

What is a good co-worker?

What are the characteristics of a good co-worker? List the five most important and the five least important for you inthe blanks below. In small groups, compare your lists with the lists of others in your group.

A good co-worker —

Most important Least important

1. ______________________________ 1. ______________________________

2. ______________________________ 2. ______________________________

3. ______________________________ 3. ______________________________

4. ______________________________ 4. ______________________________

5. ______________________________ 5. ______________________________



Professional orStandards Associations



Warm Up�� What are professional or standards associations? Discuss and give examples.

�� Do you belong to a professional standards association?

Learning Tasks1. Read: Professional or Standards Associations in the workbook

2. Visit the Web sites listed

3. Finish the unit with the writing practice exercise

Assessment�� Writing short sentences



COMPUTER OCCUPATIONS

This section describes several computer occupations and presents a description of the computer industry in terms of jobduties, wage, employment statistics and trends.

Useful terms for the learners may be the nouns and verbs used to describe what workers in these different occupationsdo. It may be a learning goal for learners to be able to use some of this language to describe their own skills.

PERFORMANCE OBJECTIVES FOR THIS UNIT

Describe

�� different jobs in computers

�� duties and responsibilities of computer workers

Practise

�� getting specific information related to your occupation from written sources or orally



Duties and Responsibilities at Work


�� Newspaper classified section (with lots of job ads for IT workers)

Warm Up�� Define duties, responsibilities, skills, personal qualities, qualifications

Learning Tasks1. Read: Duties andResponsibilities in the workbook.

2. Use the local newspaper for the Newspaper Hunt activity from workbooks.

3. Write a job ad for each of the occupations discussed in the reading.

Assessment�� Describe a computer (IT) job

�� Write a short text



Entry-level Qualifications


Warm Up�� Activity: Qualities, Skills andKnowledge(see instructions next page)

Learning Tasks1. Read: E ntry-level Qualifications from Workbook.

2. Fill in the E ntry-level Qualifications Chart with information from the reading and personal information. Emphasise theneed for examples and help learners use their own experiences as a way to describe their skills, knowledge andexperience.

Assessment�� Filling in a form

�� Describing qualifications and relating a story about personal work experience



QUALITIES, SKILLS AND KNOWLEDGEACTIVITY

Instructions for the facilitator:

1. Elicit vocabulary from learners for qualities, skills, and knowledge.

2. Make lists on the board under each category.

3. Have learners individually fill in the chart with their personal information.

4. When they are done, place them in groups and have them compare their lists with the lists of other people in thegroup. Ask them to generate a list that they all agree on.

5. Take up the various answers.

INDIVIDUAL ANSWERS GROUP ANSWERS

Personal characteristics Personal characteristics

1. ____________________ 1. ____________________

2. ____________________ 2. ____________________

3. ____________________ 3. ____________________

4. ____________________ 4. ____________________

5. ____________________ 5. ____________________

Job-specific skills Job-specific skills

1. ____________________ 1. ____________________

2. ____________________ 2. ____________________

3. ____________________ 3. ____________________

4. ____________________ 4. ____________________

5. ____________________ 5. ____________________

Interests Interests

1. ____________________ 1. ____________________

2. ____________________ 2. ___________________

3. ____________________ 3. ____________________

4. ____________________ 4. ____________________

5. ____________________ 5. ____________________



Personal Qualities


�� Blackboard, overhead or chart paper

Warm Up�� Elicit a list of personal qualities that are important for computer workers.

�� Discuss what personal qualities employers are looking for these days.

Learning Tasks1. Read: Personal Qualities from workbook

2. Language Focus: Fill in the blanks

3. Writing Practice: To help learners practise describing their personal qualities, fill in the blanks with a personal qualityand complete the sentence with an example. Work on a fewexamples as a group before learners do this exerciseindividually.

Assessment�� Writing short sentences



Language FOCUSPERSONAL QUALITIES

What Are Your Personal Skills?

ANSWERS

Write each one in the correct blank.

respected

self-reliant

conscientious

well-liked

level-headed

punctual

resourceful

determined

1) I'm PUNCTUAL. I have never been late for work.

2) I believe that I'm a RESOURCEFUL person. I was a computer technician in China. Often, weneeded new equipment, and I went out and bought it myself.

3) I'd say I'm a LEVEL-HEADED person. I don't get frustrated when things are not going well.

4) People say I am SELF-RELIANT. I am able to work without supervision.

5) I'm very DETERMINED. I don't give up easily.

6) My supervisors have said I'm CONSCIENTIOUS. I pay attention to details, and I alwayscomplete my work.

7) I was the best consultant in the company. That's why I was always RESPECTED and WELL-LIKED by the clients.



WORKPLACE LAW

This section deals with four Acts the Employment Standards Act, Ontario Human Rights Code, Occupational Healthand Safety Act and the Worker’s Compensation Act.

To warm up for this section, get learners to compare their experiences in their country of origin to the situation theyperceive here. Get them to tell you what they observe here and find out what their impressions are.

To get some interaction going, ask them about their country of origin. Ask about

�� salary, overtime, vacations, maternity benefits, termination and equal pay

�� discrimination against a person because of race, colour, religion or sex

�� protection of the health and safety of workers in the workplace

�� help for workers who are injured at work or get sick from their work

Do they have these things in their country of origin? What are they? Does everybody get these things? What does thegovernment do?


Name four laws that protect workers in Ontario

Describe each lawby stating two issues that each lawregulates



Workplace Law


�� Chart paper

�� CLEO Fact Sheets (optional)


�� A real pay slip

Warm Up�� Ask learners to keep their books closed. Ask them the questions on the first page of unit 4. Write the answers down.

Then, learners check in the workbook for the correct answers.

Learning Tasks1. Before reading the definition of each lawgive small groups a piece of chart paper with the name of each lawwritten

across the top. Ask each group to read about their law in the workbook and write down the five most importantpoints in the law.

2. Employment Standards Activities:

�� Define “standards”.

�� Take up any newvocabulary.

�� Learners interviewone another using the table “Workplace Lawaround the World.” Take it up as a wholegroup.

�� Read E mployment Standards. Do language exercises.

�� For specific questions see the fact sheets on the Ministry of Labour Web site.

3. Human Rights

�� Discuss vocabulary. Define discrimination and harassment.

�� Listen and decide if each case is harassment or discrimination.(Instructor reads out loud)

�� Match the type of harassment or discrimination. (learners read from their workbooks)


4. Occupational Health and Safety

�� Discuss the meaning of occupational health and safety, why it’s important.

�� Explain that Ontario has a law that governs occupational health and safety.

�� Brainstorm some health and safety issues for computer jobs.

�� Practice exercises for computer workers.(See unit 9)

�� Share ideas about other ways to keep healthy as a computer worker.

�� See Web site www.computerfit.com




5. Workers’ Compensation

�� What is worker’s compensation? What kind of accidents do you think that this compensation covers? Whatwould be an example in computers? What would worker’s compensation pay for?


Assessment�� Describe harassment and discrimination.

�� List five ways in which you cannot be discriminated against according to the law.

�� Describe a possible injury for computer workers.

�� Giving advice using “should”, “must”. Complete the sentences…(Copy some sentences from the workbooks andleave half to be filled in. For example, If the equipment is unsafe, workers must…. )

�� Describe what Worker’s Compensation is.

�� Re-do quiz.

Language FOCUSOvertime

ANSWERS

1. NO

2. NO

3. YES, 16 hours overtime. If the regular wage is $11.00, then the overtime pay would be 11.00 + 5.50 = 15.50. Theregular full-time pay for this worker is $440.00. Overtime pay would be $264.00 (16 hours @ 16.50).

Language FOCUSHuman Rights

ANSWERS — Match the Situation

1. d (discrimination)

2. c (harassment)

3. b (discrimination)

4. e (harassment)

5. f (discrimination)

6. a (harassment)



TRAINING AND UPGRADING


Describe

�� training and upgrading in Ontario

�� your skills and knowledge

�� your training and experience

Do a self-assessment about your training and experience



ComputerTraining in Ontario


�� A list of HRDC Employment Resource Centres in your community.

�� Computer training and upgrading articles in local computer newspapers. Bring in newspapers.

Warm Up�� Read: Computer TraininginOntario.

�� Discuss where you might get this information (in the computer newspapers and magazines), and more informationon training and upgrading for computer workers.

�� Use the lists of local HRDC Employment Resource Centres as an example of where one can go to get moreinformation.

�� Also talk about where to find other resources available in the community (settlement counsellors, free Internetaccess, etc.)

Learning Tasks1. Web search: Each learner chooses a program listed which is of interest to him or her. On the Internet, go to the

Web site of an educational institution of your choice. Search for the entry-level criteria for the program that you areinterested in.

2. Once the Web search is done, each reports to the class.

3. Discuss: a) is it possible for these learners to attend these courses; b) if not, what do they need before they can entera program; c) is this feasible; and d) what other options are there?

Assessment�� Describe the entry-level criteria for training programs



Recognition of Foreign-trained Workers


�� Access to Professions and Trades Flier AcademicCredentials Assessment


Warm Up�� Read and discuss Qi’s Story. Emphasise that not all computer employers will ask for translation and evaluation of

diplomas. In many cases, they have a test during the interviewprocess, and usually the employer trusts theinformation on the resume.

Learning Tasks1. Read: TranslationandE valuationof Documents / E SL .

2. Visit the Access to Professions and Trades Web site or hand out their flier for information on where to getdocuments translated and evaluated.

3. Have the learners look at Web sites for learning ESL:

www.lang.uiuc.edu/r-li5/esl (ESL Home Page)

www.eslcafe.com (Dave’s ESL Cafe)

N.B. Internet addresses become obsolete rapidly. If the above sites are not available, have the learners go towww.yahoo.com or www.webcrawler.com and type in the key word “ESL.”

Discuss: a) What site did you like the most? Why? and b) Are these Web sites good ways to learn English?

4. Emphasise the importance of being able to describe your skills, knowledge and experience. Go over examples andthen learners do exercise on Describeyour Skills andTraining.

5. Go over the example and learners write their own story.

Assessment�� Relate a story about personal work experience

�� Describe work situations and routines



Self-employment

Materials�� A collection of advertising fliers and pamphlets, describing self-employment support available in your community.

�� Lists of agencies that have self-employment help centres.

�� Publications on Starting a Small Business in Ontario.

Warm Up�� Read: TechnologyCanHelp Small Businesses. Followwith discussion questions.

Learning Tasks1. Group work: in small groups of three or four, learners discuss their skills and howthey could use them to form a

small company. Have some ads from small IT companies available for them to look at. Distribute chart paper andask learners to develop an ad for their small business.

2. Read: Self-employment.

3. Learners may want to visit the Web sites mentioned in the readings and browse through the materials that youbrought in.

4. Quiz: ShouldYouStart Your OwnBusiness?



Canadian Experience

Materials�� Fliers from local volunteer association

�� Newspaper with volunteer opportunities

�� Telephone books to look up temporary placement agencies

Learning Tasks1. Read: CanadianE xperience

2. Look in the YellowPages for temporary placement agencies

3. Discuss using settlement and employment agencies as a place to get more information on placement agencies, andperhaps even a referral.

4. Discuss volunteer work. Look in the newspaper (or even on the web!) for volunteer positions. If available, distributea flier from the local volunteer association. Volunteer Centre of Metropolitan Toronto a Web site:www3.sympatico.ca/volunteer.toronto/

5. Language Focus: Do exercises on volunteer work

Assessment�� Answer questions

�� Find specific information in published materials such as fliers, pamphlets, newspapers



Training and Upgrading Resources


�� A collection of calendars, advertising fliers, pamphlets, describing computer training and upgrading available in yourcommunity. (Board of education, community colleges, community agencies, universities, private vocational schools,etc.)

�� Lists of agencies that have self-employment help centres.

Learning TaskUsing the resources that you collected, showlearners howto find a course in a calendar using the table of contents. Alsodescribe a fewfliers. Elicit information from the learners on training that they knowabout. Help participants take noteson the chart. Make sure that each learner has found at least one program that really interests him or her.

Assessment�� Find specific information in published materials such as fliers, pamphlets, newspapers



HARDWARE AND SOFTWARE


�� Learn newvocabulary for hardware and software

�� Practise this vocabulary through conversations

TERMINOLOGY OVERVIEWHARDWARE AND SOFTWARE

There is a glossary of computer terms at the end of the workbook. Refer to it for this exercise.

1) What are some terms that refer to software?

2) What are some terms that refer to hardware?

3) How many of these types of software and hardware can you find on the computers in your classroom?



Hardware


�� A computer than can be opened up and the parts handled

Learning Tasks1. Find a computer that is not being used any longer, take the case off it and talk about the internal hardware. Ask

learners to name the various components and describe what they do.

2. Computer Terminology Quiz: Hardware

3. Language Focus: Writing practice.

4. Practise the dialogues in this unit using hardware terminology in the examples. Follow this procedure:

�� Read the dialogue out loud and ask learners to repeat.

�� Help with any pronunciation difficulties.

�� Practise the dialogue with a volunteer.

�� Practise the dialogue choosing learners at random to respond

�� Pair up learners and ask them to practise.

�� Ask different pairs to present their dialogues.

Assessment�� Describe hardware verbally and in writing, using short sentences

�� Ask for assistance



Language FOCUSCOMPUTER TERMINOLOGY QUIZ

Hardware

ANSWERS

Match the terms with the definitions.

Finish the quiz without looking at the vocabulary list in the glossary of the Workshop Manual.

1) MOUSE a device that allows the user to communicate with the computer without using the keyboard.

2) HARD DRIVE a computer device that reads and writes data from and to one or more magnetic disks.

3) NOTEBOOK a PC about the same size as an ordinary sheet of paper and about 5cm thick.

4) CHIP an integrated circuit commonly used for the microprocessor and memory of a microcomputer.

5) SCANNER an input device that is designed to recognise patterns of printed or drawn markings.

6) PERIPHERAL any device attaching to your computer that is not required for basic operation, e.g., a printer, anexternal drive, or a tape back-up.

7) MODEM takes a digital data from a computer and converts it into electrical pulses that can be sent over atelephone line.

8) KEYBOARD the main device used for entering data into a PC or giving it an instruction to do somethingspecific.

9) MOTHERBOARD the main circuit board containing the vital components of a PC such as the processor and theRAM.

10) CENTRAL PROCESSING UNIT the microprocessor and the memory of the PC.

11) PENTIUM the processor introduced by Intel in 1993.

12) 486 the microprocessor was introduced by Intel in 1989.

13) MONITOR used to display the images that are generated by a PC's video adapter.



Software


�� Sample software

Learning Tasks1. Bring in manuals for different software. Ask learners to name the different kinds of software and describe what they

do. Ask learners to bring information about software that they work with.

2. Computer Terminology Quiz: Software and Programming.

3. Language Focus: Writing practice.

4. Practise the dialogues in this unit using hardware terminology in the examples. Follow this procedure:

�� Read the dialogue out loud and ask learners to repeat.

�� Help with any pronunciation difficulties.

�� Practise the dialogue with a volunteer.

�� Practise the dialogue choosing learners at random to respond

�� Pair up learners and ask them to practise.

�� Ask different pairs to present their dialogues.

Assessment�� Describe hardware verbally and in writing, using short sentences

�� Ask for assistance




Software and Programming

ANSWERS


Finish the quiz without looking at the vocabulary list in the glossary of the Workshop Manual.

Applet

Bit

Cookie

Firewall

GUI

Icon

Java

Perl

Virus

1) APPLET a small program written in the Java programming language.

2) GUI designed so that the user can perform tasks by using a mouse to point and click on an icon.

3) BIT the smallest element of information that programs can display or print.

4) PERL a programming language, mainly used on the World Wide Web, for files, texts, and reports.

5) COOKIE a file that is written to the hard disk after someone accesses certain Web pages.

6) JAVA a modern programming language used to bring Web pages to life.

7) FIREWALL a set of related programs that protects the resources of a private network from users from othernetworks.

8) ICON a small picture that is displayed on the screen.

9) VIRUS a small computer program designed to attach to a "legitimate" program, causing annoyance or damage tothe infected system.



INTERNET


�� Develop vocabulary to describe Internet and e-mail

�� Practise writing e-mail messages



Internet


�� Ads from local ISP’s

Learning Tasks1. Read article.

2. Discuss the reading using comprehension questions.

3. Internet Terminology Quiz.

4. Using the glossary, learners (either individually or in small groups) develop other sentences for an expandedterminology matching exercise. Put them all together for a newterminology matching exercise.

5. Use different ISP ads and practise comparative/superlative sentences by discussing which provider is the bestchoice.

6. Internet discussion questions

Assessment�� Identify main idea in a text

�� Find specific information in a text

�� Write short sentences




Internet

ANSWERS


Bookmark

Browser

Cyberspace

Domain name system

Downloading

GIF

JPEG

MPEG

1) BOOKMARK a link set up by the user to a particular Web page.

2) MPEG a standard used on the World Wide Web for video and audio files.

3) BROWSER a program that you use to navigate the World Wide Web.

4) CYBERSPACE the interaction of humans with computers.

5) DOWNLOADING the electronic transfer of information from one computer to another.

6) DOMAIN NAME SYSTEM the Internet naming scheme, which consists of a hierarchical sequence of names fromthe most specific to the most general (left to right), separated by dots.

7) GIF the most common type of image file, compressed so they take up the minimum amount of space and cantherefore be downloaded more quickly than other graphics files.

8) JPEG a type of image file used on the Internet



E-mail


Learning Tasks1. Discuss: Pre-readingDiscussion

2. Match vocabulary

3. Read: E -mail E tiquette

4. Language Focus Exercises:

�� Critique e-mail message

�� Write a message

�� Create a signature

5. Finish unit with reviewquestions

Assessment�� Followwritten and verbal instructions

�� Write a short text



PRE-READING EXERCISEE-mail

ANSWERS

2. Match these e-mail terms with their meaning:

1. Convention C A. A link between the original message and the response

2. Smiley H B. Be seeing you soon

3. Netiquette J C. General agreement about how to behave.

4. Flame mail L D. Words used to address the person that you are writing to.

5. Spam I E. For your information.

6. Salutation D F. Repeat in writing words previously written by another person.

7. Quote F G. Exclamation marks.

8. Thread A H. A simple string of characters used in e-mail text to show the writer's emotions

9. FYI E I. Unsolicited commercial e-mail messages.

10. Bangs G J. A set of conventions used in electronic communication.

11. BCNU B K. Having or showing good manners.

12. Courteous K L. Angry messages that insult or ridicule.



ABBREVIATIONS SMILEYS

This... Means This... This… Means this…

BCNU be seeing you :-) smiley face

BTW by the way ;-) wink (light sarcasm)

FWIW for what it's worth :-| indifference

FYI for your information :-> devilish grin (heavy sarcasm)

IMHO in my humble opinion 8-) eye-glasses

OBO or best offer :-D shock or surprise

ROTFL rolling on the floorlaughing

:-/ perplexed

RTFM read the funny manual :-( frown (anger or displeasure)

TNSTAAFL

there's no such thing asa free lunch

:-P wry smile

TTFN ta ta for now ;-} leer

TTYL talk to you later :-Q smoker

:-e disappointment

:-@ scream

:-O yell

:-* drunk

:-{} wears lipstick

:- male

>- female



COMMUNICATION

This section deals with common types of dialogues in work situations. It includes socio-cultural information such as howto give advice politely and howto address your supervisor.


Practise

�� making suggestions and giving advice

�� asking for permission

�� talking on the telephone

Learn about social conventions in communication



Making Suggestions and Giving Advice



Learning Tasks1. Discuss the importance of assessing if advice and suggestions are welcomed.

2. Practise the phrases in the workbooks.

3. Have learners repeat various sentences. Help with pronunciation.

4. Practise the phrases for giving advice by presenting a problem and eliciting advice from the learners.

5. Do the dialogue drill. First read the dialogues. Then ask learners to repeat. Thirdly, go though the dialogue with avolunteer. Finally, have learners practise the dialogue. Once they are comfortable with the dialogue, makesubstitutions.

6. Learners write and present their own dialogues.

Assessment�� Give suggestions and advice



Asking forPermission



Learning Tasks1. These exercises are substitution drills practising a function.

2. Put the dialogues on the board and have the learners randomly choose substitutions.

3. Get the class to make many variations of these dialogues from the class. Put these variations on the board.

Assessment�� Ask for permission



Telephone Skills



�� Tape recorder and tapes

Learning Tasks1. Practise the dialogues in the workbooks.

2. Have learners repeat various sentences. Help with pronunciation.

3. Dialogue Drill: First read the dialogues. Then ask learners to repeat. Thirdly, go though the dialogue with avolunteer. Finally, have learners practise the dialogue. Once they are comfortable with the dialogue, learners practisein pairs.

4. With workbooks closed, randomly select learner to complete a dialogue. Read the Receptionist’s lines and havelearners respond.

5. Help learners each write a message.

6. Tape the messages and have the learners critique one another’s message.

Assessment�� Requesting information



HEALTH AND SAFETY


�� Understand health and safety issues for workers who use a computer

�� Followverbal instructions



Wrist Injuries

MaterialsWorkbooks

Learning Tasks1. Read text

2. Discuss wrist injury questions

3. Learners follow instructions for physical exercise as instructor reads

4. Learners may have some exercise or stretching pointers, have them describe these exercises to the class

5. Match the pictures with the instructions

6. Practise giving advice using examples from the communications unit

Assessment�� Follow instructions

�� Give advice



ComputerVision Syndrome



Learning Tasks1. Discuss what computer vision syndrome may be

2. Follow instructions in the workbook, visit Web sites and get information

3. Discuss information gathered by each learner.

4. Practise giving suggestions and advice

Assessment�� Find specific information on a Web site



WHERE WILL YOU GO FROM HERE?


�� Do a self-assessment

�� Describe your abilities, skills, goals and interests

�� Develop a “to do” list for the near future



Self-Assessment


Learning Tasks1. Discuss goals, interests and preferences

2. Practise describing goals, interests and preferences

3. Do exercise: DescribeYourself

Assessment�� Describing personal preferences



A Personal Plan

The purpose of this section is to try to get learners to form some sort of plan for themselves, perhaps even by openingtheir own businesses.

Try to get the learners to

a) identify their skills in appropriate language;

b) be able to describe their experience in appropriate language;

c) decide if they need certification;

d) decide if they want to upgrade themselves from the skills and training that they already have;

e) decide what steps they need to take to upgrade; and

f) describe where they want to go from here.



Language FOCUSUsing the Internet to Find a Job

www.canadiancareers.comwww.canadajobs.comhttp://careers.theglobeandmail.comhttp://canada.careermosaic.comwww.digitaldirectory.comhttp://web.idirect.com/~klg/emp-can.htmlwww.jobcenter.comwww.jobdirect.comwww.jobweb.orgwww.multimediator.com/betavillewww.netjobs.comwww.occ.comwww.bisinc.com/pronetwww.technoskill.comwww.3Dsite.com

PART ONE - Search the " Internet employment resources" listed above. For each resource, answer thesequestions:

1. What kinds of jobs are listed? Are they only computer jobs?

2. What kinds of computer jobs are listed?

3. Is that "Internet employment resource" American or Canadian?

4. What geographical area is covered? The U.S.? Canada? Both? If the area is only Canadian, what part of Canada?(Ontario? Or other parts of Canada?)

PART TWO - Look at those " Internet employment resources" again. Answer these questions:

5. Which "Internet employment resource" is probably the best for you?

6. Howmany jobs of your type are listed at that "Internet employment resource"?

PART THREE - Use that " Internet employment resource" to find a company that you would like to apply to.Answer these questions:

7. What is the name of the company?

8. What does the company specialise in? (What do they do?)

9. Where is the company's head office located?

10. What is their Internet address?

11. Howmany job openings of your type are there at that company?

12. What is the salary range?

13. Which of those jobs would you like to apply for? Why?



��CONCLUSION

WHAT HAVE YOU LEARNED?

Final Quiz

1) What do the letters "I.T." stand for?

2) What computer occupations in Ontario usually require an engineering degree?

3) What was the 1995 average salary for a computer programmer in Ontario?

4) How often must an employer give a half-hour break to workers?

5) How many public holidays are there in Ontario?

6) If you are dismissed from your job, does your employer have to give you notice in writing?

7) What is the main source of information about incorporating a business in Canada?

8) What is the name of a simple computer language used for the text of Web pages?

9) What does "LINC" stand for?

10) What are some of the computer subjects you could study at Seneca College?

11) What percentage of computer operators in Ontario are women?

12) What is another name for "Internet Specialist"?

13) On what Web site can I get information about the future of computer jobs in Ontario?

14) What is the meaning of the term "SOHO"?

15) What is the name of the main professional association for multimedia workers?

16) Is it illegal for an interviewer to ask if you are married?

17) Where in Toronto could you take a course in artificial intelligence?

18) If you have a business under your own name, does it have to be registered?

19) What is a common name (from a novel by William Gibson) for the interaction of humans with computers?

20) How can drinking coffee cause injury to your wrist?



WHAT HAVE YOU LEARNED?

ANSWERS

Final Quiz

1) What do the letters "I.T." stand for? INFORMATION TECHNOLOGY

2) What computer occupations in Ontario usually require an engineering degree? COMPUTER ENGINEER,INFORMATION-SYSTEMS MANAGER, DATA-PROCESSING MANAGER, COMPUTER-SYSTEMS ANALYST

3) What was the 1995 average salary for a computer programmer in Ontario? $46,574

4) How often must an employer give a half-hour break to workers? EVERY FIVE HOURS

5) How many public holidays are there in Ontario? EIGHT

6) If you are dismissed from your job, does your employer have to give you notice in writing? YES, IN MOSTCASES

7) What is the main source of information about incorporating a business in Canada? THE CORPORATIONS DIRECTORATE (STRATEGIS)

8) What is the name of a simple computer language used for the text of Web pages? HTML

9) What does "LINC" stand for? LANGUAGE INSTRUCTION FOR NEWCOMERS TO CANADA

10) What are some of the computer subjects you could study at Seneca College? 3-D DIGITAL ANIMATION,COMPUTER ENGINEERING TECHNOLOGY, COMPUTER GRAPHICS TECHNICAL, COMPUTERNETWORKING AND TECHNICAL SUPPORT, COMPUTER PROGRAMMING AND ANALYSIS, COMPUTERPROGRAMMING AND OPERATING

11) What percentage of computer operators in Ontario are women? 55%

12) What is another name for "Internet Specialist"? WEB MASTER, TECHNICAL DESIGNER, INTERNETTECHNICIAN, CREATIVE DIRECTOR

13) On what Web site can I get information about the future of computer jobs in Ontario? HUMAN RESOURCESDEVELOPMENT CANADA: (HTTP://WWW.ON.HRDC-DRHC.GC.CA/ENGLISH/LMI/

14) What is the meaning of the term "SOHO"? SMALL OFFICE / HOME OFFICE

15) What is the name of the main professional association for multimedia workers? INTERACTIVE MULTIMEDIAARTS AND TECHNOLOGIES ASSOCIATION

16) Is it illegal for an interviewer to ask if you are married? YES

17) Where in Toronto could you take a course in artificial intelligence? UNIVERSITY OF TORONTO

18) If you have a business under your own name, does it have to be registered? NO

19) What is a common name (from a novel by William Gibson) for the interaction of humans with computers?CYBERSPACE

20) How can drinking coffee cause injury to your wrist? CAFFEINE IN COFFEE CAN CAUSE INCREASEDTENSION, RESULTING IN INCREASED FORCE WHEN USING THE KEYBOARD.