Course Profile International Languages, Level
2, Open, Public
Unit 4: The World Of Work
Time: 17 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
Students learn that their job opportunities are expanded if they have a working knowledge of several languages. As students explore the world of work through a variety of activities, the teacher provides opportunities for language growth by modelling the new vocabulary and encouraging students to use the language to explore materials, to express their thoughts, to gather information on a variety of jobs, to share their experiences, to identify the tasks and requirements of several jobs, to talk about how they experience the world around them, and to expand their vocabulary through different media. A variety of activities provide on-going opportunities for evaluation. By completing a personal inventory, students discover their areas of interest and strength. Students learn basic job search skills, fill in a sample job application and gain confidence in presenting themselves in a job interview.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02,
OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03,
WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.06, GL1.07, GL1.08,
GL1.09, GL1.10.
|
Activity 1 |
Occupations and Professions |
210 minutes |
|
Activity 2 |
Satisfaction in Employment |
210 minutes |
|
Activity 3 |
Working For and With Others |
210 minutes |
|
Activity 4 |
Looking and Applying for a Job |
210 minutes |
|
Activity 5 |
Conditions in the Workplace |
180 minutes |
· simple present tense of regular verbs and frequently used irregular verbs in the affirmative, negative, and interrogative constructions
· near future tense
· modal verbs
· perfect past tense (simple past tense in some international languages)
· interrogative pronouns
· direct and indirect object pronouns
· formation and use of adverbs to modify verbs
· formation and use of adverbs of time
· expressions of quantity
· cardinal numbers
· adjectives: regular and irregular, possessive, demonstrative, interrogative; expressions of quantity
· experience in oral presentations; for example, reporting a group's findings
· ability to express and share facts, ideas, feelings, opinions in both oral and written form
· ability to read and understand simple written passages related to a theme
· prepositional phrases
· The teacher gathers resources listed.
· The teachers refers to the Achievement Chart, which is found in The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999, to establish the criteria lists for the assessment of student learning throughout the unit.
· The teacher prepares the criteria checklists for the unit activities prior to introducing the unit.
· The teacher and students discuss the learning goals of the unit/activities.
· In this unit, the following teaching/learning strategies used: brainstorming, classifying, collaborative/co-operative learning, conferencing, oral communication, note-taking, guessing game, memorizing, reading response, interviewing, oral presentation and performing, research using technology.
· oral/aural quizzes: teacher- or course-generated
· observation: formal and informal
· paper-and-pencil quizzes: teacher- or course-generated
· performance: formal written assignment, role performances
· tools: anecdotal comments, probe questions, checklists, rating scales, rubrics for oral and written assignments
· formal written assignments, oral presentation
Coimbra, Olga and Isabel Leite. Português sem Fronteiras, Nivel 1e 2.
Lisboa: Lidel, 1977.
ISBN 972-9018-13-8
Coimbra, Olga and Isabel Leite. Gramática Activa, 1 e 2. Lisboa: Lidel,
1994.
ISBN 972-9018-40-5
Dias, Lathrop, Rosa. Portugal, Língua e Cultura. Delaware:
The Cabrilho Press, 1982.
ISBN 0-942566-03-3
Hoyt, Kenneth, Rupert Evans, Garth Mangum, et al. Career Education in the High School. Olympus Publishing, 1977.
Lemos, Helena. Comunicar em Português, com CD-ROM. Lidel, 2000.
Mangum, Garth, James Becker, Coombs, Garn, Marshall, Patricia. Career Education in the Academic Classroom. Olympus Publishing, 1975.
Muskat, Susan. The Classroom Career Component. Lugus Production Ltd., 1988.
Toronto Centre for Career Action. Career Education Binders for Subject Teachers. Modern Languages and Classics. Toronto Board of Education, 1993.
CD-ROM
Gramática Interactiva. Lisboa: Lidel, 2000.
Dicionário Mágico. Lisboa: Lidel, 2000.
Videotape
Languages Alive. Instructional Media Services. Toronto Board of Education. 92-00020. This videotape is accompanied by a Teacher’s Guide. 13:45 min.
Safety and the Young Worker. Toronto District School Board (Cat. #101085), 1990. 11 min.
College Bookstore, 534 College
Street, Toronto, M6G 1A6. Tel. (416) 960-3731.
Fax (416) 960-9811.
College/Shaw Public Library, 766
College Street, Toronto Tel. (416) 393-7668.
Fax. (416) 393-7664
Consulate General of Portugal,
438 University Avenue, Toronto, M6G 2K8 Tel. (416) 217-0966.
Fax (416) 217-0973. Serviços de Ensino. Tel. (416) 217-0981
Portuguese Government Tourist
Office, 60 Bloor Street West, Suite 1005, Toronto, M4W 3B8.
Tel. (416) 921-7376. Fax (416) 921-1353.
Sanderson Public Library, 327 Bathurst Street, Toronto, Tel. (416) 393-7653. Fax (416) 393-7658
Sol Português, 1282 Dundas Street West, Toronto, M6J 1X7. Tel. (416) 538-1788 Fax. (416) 538-7953.
Sonho do Lar/Nove Ilhas, 70 Cliff
Street, Toronto, ON, M6N 4M1. Tel. (416) 767-8355
Fax. (416) 767-6387.
O Milénio, 1087 Dundas Street West, Toronto, ON, M6J 1W9. Tel. (416) 538-0940 Fax. (416) 538-0084.
Voice, 1087 Dundas Street West, Toronto, ON, M6J 1W9. Tel. (416) 530-1700 Fax. (416) 530-0067.
Time: 210 minutes
In this activity, students gain further awareness of various occupations and professions by enlisting the help of their parents/guardians, relatives, friends, and teachers. During these interactions, they make the connection between knowledge and real-life experiences. Students refine their language skills as they conduct surveys and interviews and make presentations and reports.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue) favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· formation of the present tense of verbs associated with jobs and professions
· school subjects
· nouns associated with the activity: bank teller, driver, waiter, carpenter, mechanic, secretary, manager, police officer, cook, teacher, doctor, lawyer, nurse, dentist, gardener, interior decorator, car dealer, astronaut, social worker, etc.
· appropriate adjectives, adverbs, or phrases: manual, service, uniformed, special, etc.
· verbs associated with the activity, to wash, to carry, to fix, to deliver, to ask, to drive, to repair, to plant, to paint, to save, to sell, etc. These verbs should be presented and used in a variety of forms in the present, simple past, and near future tenses.
· The teacher finds/prepares exercises on nouns related to jobs and professions.
· The teacher finds/prepares activity sheets based on adjectives used in talking about jobs and professions.
· The teacher finds/prepares activity sheets to review/teach verbs associated with jobs and professions.
· The teacher asks students to bring information about their parents’/guardians’ occupations or professions in English or Portuguese.
· The teacher provides chart paper, mural paper, markers, scissors, glue, magazines, and newspapers.
· The teacher prepares a chart with headings such as: indoor/outdoor, uniforms/no uniforms, low pay/high pay, university degree/no degree.
· The teacher asks students to bring a picture of themselves.
· The teacher prepares an area to display the scrapbooks.
· The teacher collects books, newspapers, and magazine articles in Portuguese about outstanding professionals in different fields. (These items are available in bookstores and in the multi-lingual section of public libraries.)
· The teacher consults the guidance department for information on careers.
· The teacher contacts members of the Portuguese community who could come and discuss their career in class.
1. Whole class: Using pictures and verbal descriptions, the teacher introduces the nouns, verbs, and adjectives associated with common occupations. Students complete exercises using this new vocabulary.
2. Individual: Each student talks in Portuguese about his/her parents' professions, describing their job qualifications and what they do.
3. Small
group: Students choose a profession, then use the Internet, teacher-provided
books, newspapers, magazine articles, and personal knowledge, to find
information about that occupation and then discuss in Portuguese the gathered
information. Students write a point-form description of that occupation, then
present it to the class orally. Alternative
for speakers of Portuguese: Students who speak Portuguese add to the list of
occupations and professions that may exist in the country where the language is
spoken but not in Canada. They also gather information about jobs that were
traditionally held by one gender to find which ones have changed the job title
to reflect non-bias.
4. Small
group: One of the group members records these sentences on chart paper for
sharing with the whole class. Alternative
for Academic level: Invite a number of parents/guardians in different
occupations to be the subject of student interviews. Pairs of students, one
acting as the interviewer and the other as the recorder, interview a
parent/guardian. The teacher identifies with students beforehand the types of
questions they will ask, such as:
· What is your job?
· What skills and qualifications do you need for your job?
· What is the value of your job (to the community, to society, etc.)
5. Whole class: The teacher reviews orally and on the board the occupations and professions about which students have talked. Students write the information under the appropriate heading on a chart with the headings: indoor/outdoor, uniforms/no uniforms, low pay/high pay, university degree/no degree.
6. Small group: Students sketch a picture to depict an occupation. Students also include the workplace surroundings such as kitchen, an office, a factory, as well as other pertinent details.
7. Small group: The groups share their sketches with the class, describing the work involved in the profession/occupation.
8. Pairs: Students make a scrapbook about a profession or occupation that interests them. They use the Internet to find information on different occupations as well as material previously completed in class: vocabulary (T/L S #1), previously read books, magazines, newspapers which mention careers (T/L S # 1), a chart listing information about occupations (T/L S #5 & 6), and a sketch of a particular occupation (T/L S #7). Alternative for speakers of Portuguese: Students who speak Portuguese include additional occupations or professions in their scrapbooks
9. Pairs: Students cut out
advertisements in Portuguese for a job of their choice and record the
qualifications needed and interests they have in the profession/occupation.
They include these in their scrapbooks (T/L S #8). Students may include
drawings to illustrate some of their ideas.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ Understanding |
RE1.01, RE1.02, WR1.01, WR1.02, GL1.01, GL1.04, GL1.09, GL1.10 |
Observation |
Students complete exercises based on the nouns, verbs and adjectives associated with jobs, professions. (T/L S #1) |
|
Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02 |
Observation |
Students present information about their parents’ occupations orally. (T/L S #2) |
|
Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02, WR1.03 |
Rubric for oral presentations |
Students find information about one occupation, then present it orally. (T/L S #3) |
|
Thinking/Inquiry |
RE1.01, RE1.02, WR1.03 |
Checklist |
Students organize information about
careers on a chart. |
|
Communication |
OS1.01 |
Rubric for oral presentation. |
Students sketch an occupation and present it. (T/L S #6) |
|
Thinking/Inquiry Communication |
RE1.03, RE1.04, RE1.05, WR1.03, WR1.04, GL1.01, GL1.04, GL1.09 |
Rubric for written work |
Students gather information about jobs/professions and Workplace in a scrapbook. (T/L S #6, 8, 9) |
· Consult student’s Annual and/or Individual Education Plan.
· Group students to assist with tasks.
· Allow more time to complete tasks.
· Alternative for Academic level: The teacher arranges for students to visit different workplaces, perhaps where their relatives work. Afterwards, the teacher encourages students to ask and answer questions and to articulate their feelings and reactions to these experiences.
Printed Matter
Portuguese/English dictionaries
Portuguese magazines, newspapers
Toronto Centre for Career Action. Career Education Binders for Subject Teachers.
Modern Languages and Classics. Toronto Board of Education, 1993.
Technological
Internet for research on different occupations
Community
Library
School Guidance Department
Guest speaker: staff member, parent, relative, friend
Time: 210 minutes
In this activity, students become aware of the reasons people work and of the satisfaction that can be achieved through work. In addition, students increase their knowledge about work and identify the kind of pleasure that is derived from work. To understand the dynamic nature of the world of work, students interview in Portuguese, a person identified through their network of friends and relatives. From the interview, students gain information by listening to and recording the information about the job/occupation.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· present and simple past tenses of verbs
· modal verbs
· adjectives to describe feeling or emotional states
· nouns associated with the value of the job and satisfaction in employment: job satisfaction, achievement, personal value, work value, consumer, stress, criticism, benefit, promotion, salary, health, insurance, barrier, job security, employment, duties, working hours, holidays, sick days, field, etc.
· appropriate adjectives, adverbs, or phrases: mature, steady, indoors, outdoors, current, permanent, part-time, time management, problem solving, close to home, etc.
· verbs relevant to the activity: to survey, to summarize, to expect, to attract, to satisfy, to travel, to gain, etc. These verbs should be presented and used in a variety of forms in the present, simple past, and near future tenses.
· The teacher finds/creates exercises to practise the nouns, adjectives, adverbs, phrases, and verbs associated with the value of work.
· The teacher creates worksheets called The Value of Work, What do I Value?, and Job Cards. (See Appendix D-O1)
· The teacher prepares a worksheet for each group of students to record information on the reasons why people work
· The teacher duplicates the worksheet Job Cards and cuts into job cards, which are then placed in a box.
· The teacher has on hand books, newspapers, and magazine articles in Portuguese about outstanding professionals in different fields that were used in Activity 1. These items are available in community stores and in the multi-lingual section of public libraries.
1. Whole class: The teacher presents orally and on the board/overhead vocabulary associated with satisfaction in employment. Students practise this vocabulary by completing fill-in-the-blank exercises.
2. Small group: The teacher distributes a worksheet (see Appendix D-O1) to each group. Students brainstorm reasons why people work and record examples on their worksheet.
3. Small group: A spokesperson from each group presents the group’s examples and lists them on the board.
4. Whole
class: Students discuss similarities and differences in their findings. Alternative for Academic course: identify
five qualities they have that would lead to success in their chosen
professions/careers and write a brief expository paragraph explaining why they
think these qualities are important.
5. Small group: Each group chooses a job that interests them.
6. Whole class: Through available networks such as parents/guardians, classmates, community, or friends, students identify people who have this job.
7. Small group: Students prepare a list of questions to ask someone with the career that they have chosen. The teacher encourages students to use the questions from the worksheet What Do I Value? (see Appendix) as a guide during their interviews with these people.
8. Individual/whole class: Students in each group role-play the original interview with the person having the career the group is interested in.
9. Individual: After the presentations, students compile a list of the top five personal values and work values identified. Alternative for Academic course: Students choose a story or a joke such as those found in "All In A Day's Work" in the Reader’s Digest and retell the story in their own words. Students make a list of the jobs associated with the stories/jokes.
10. Individual/small
group: The teacher has each group select one job card (see Appendix) from the
worksheet Job Cards from the job box. Students discuss the importance of that
job, the most enjoyable part of the job, and the greatest satisfaction from the
job and fill in the blanks. Each member of the group presents one item without
naming the job. Students from the other groups guess the job from the description
and clues given. Alternative for Academic
course: Students write a composition, considering the following points:
·
I
want to be a _________________.
·
The
reasons why I wish to be a _______________.
·
My
understanding of this job.
·
The
value of this job (to the community, to society, etc.).
·
The
satisfaction I expect to get from the job.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
RE1.01, RE1.03, WR1.03, WR1.04 |
Observation |
Students complete exercises on the
vocabulary associated with satisfaction in employment. |
|
Thinking/ Inquiry |
OL1.02, OS1.01, OS1.03, RE1.02 WR1.03 |
Checklist |
Students record reasons why people work, then present orally. (T/L S #2) |
|
Thinking/ Inquiry |
OL1.02, OS1.01, OS1.03, RE1.02 |
Rubric for oral interview |
Students interview a member of the
community with an occupation that interests them, then role-play the
interview before the class. |
|
Communication Application |
WR1.01, WR1.03, WR1.04, GL1.01, GL1.03, GL1.04, GL1.07 |
Rubric for written activity |
Students compile a list of their top five personal values and work values identified after the presentation of the oral interviews. (T/L S #9) |
|
Communication |
OL1.02, OS1.01, OS1.02 |
Rubric for oral presentation Observation |
Students present an occupation to the class without naming it. Other students guess its name. (T/L S #10) |
· Consult student’s Annual and/or Individual Education Plan.
· Group Portuguese-speaking students with beginners to assist with tasks.
· Allow more time to complete tasks.
· Students who speak Portuguese add to the list of personal and work values identified.
Printed Matter
Portuguese/English dictionaries
Textbooks for verbs and nouns associated with satisfaction in employment (e.g., Português sem Fronteiras)
Community
Library
Time: 210 minutes
In this activity, students learn that effective communication is an important factor contributing to successful relationships with employers, co-workers, and customers. In the workplace, people send, receive, and respond to messages as they listen, speak, read, and write and through non-verbal communication. During this activity, students learn to organize messages. They learn to consider the purpose before communicating a message and to express the message in a sequential, organized manner.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· vocabulary related to occupations/professions introduced in Activities 1 and 2
· the imperative mood (formal/polite forms of verbs in some International languages)
· nouns associated with the activity: attitude at work, communication, message, area code, extension, meeting, memo, cashier, cleaner, manager, colleague, employer, boss, etc.
· appropriate adjectives, adverbs, or phrases: helpful, friendly, orderly, cheerful, responsible, enthusiastic, co-operative, rude, sloppy, stubborn, bossy, ignorant, careless, impatient, to follow the instructions, be on time, etc.
· verbs associated with the activity: to respect, to invite, to call, to concentrate, to improve (in the present, simple past, and near future tenses)
· The teacher prepares sample memo sheets (see Teaching/Learning Strategy #8 and Appendix D-02), paper, pencils, and pens.
· The teacher finds/prepares aural/oral and written exercises on a review of the imperative mood as well as the vocabulary associated with occupations/professions.
1. The teacher reviews orally and on the board/overhead the vocabulary associated with occupations/professions. Students complete aural/oral and written exercises on this vocabulary.
2. Small group: Students discuss what characteristics make a good team-worker, then answer the questions
a) What kind of person do you like working with?
A person who is _____________________
b) What kind of person do you dislike working with?
A person who is _____________________
3. Small group: The groups present their lists of adjectives that complete an answer to the teacher’s questions and the reasons why they think these characteristics make a good team-worker.
4. Small group/Whole class: The groups compare word lists and the teacher records similarities on the board.
5. Whole class: While referring to these characteristics, students discuss and list the characteristics of a good employee.
6. Pairs: The teacher reviews/introduces formal/informal commands. Students practise orally giving each other commands using everyday situations.
7. The teacher presents the following conflict situations in Portuguese. Students choose one and work in pairs to provide solutions through role-play:
a) You are a new employee and want to concentrate on your work but one of the staff keeps talking about office gossip. What do you say to your colleague?
b) It is your second day at work, and your supervisor asks your opinion of the work you are doing. You actually feel bored. What do you say to the supervisor?
c) You disagree with the way your supervisor conducts business and would like to change and improve things. What do you say to the supervisor?
d) You are a new employee and you notice one co-worker taking office stationery home.
Students present their dialogues to the class.
8. Whole class/Individual: The teacher talks about the form and purpose of memos. Students choose one of the following situations as a reason to write a memo. Students provide sufficient information for recipients to take action.
a) Remind the manager to attend a meeting.
b) Invite your colleague to work with you on designing a new web page.
c) Ask your supervisor for assistance in dealing with an unhappy customer.
Alternative for Academic course: After a visit to a
Portuguese supermarket or store in the area, students work in small groups to
write down the common expressions the staff use in the workplace to get help
from other co-workers, talk to their supervisors, and/or talk to the customers.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.02, RE1.03, GL1.01, GL1.04 |
Observation |
Students complete aural/oral and
written exercises on vocabulary associated with occupations, professions. |
|
Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.02, GL1.01, GL1.04 |
Observation |
Students discuss what type of people they like/dislike to work with. (T/L S# 2, 3, 4, 5) |
|
Thinking/ Inquiry Application |
WR1.01, WR1.03, WR1.04, GL1.01, GL1.03, GL1.04, GL1.07 |
Word lists |
Students complete word lists on characteristics of a team-worker. (T/L S #2) |
|
Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02 |
Observation |
Students practise giving each other every-day commands. (T/L S #6) |
|
Communication |
OS1.01, OS1.03 |
Rubric for oral presentation |
Students present their dialogues of a
conflict situations. |
|
Communication Application |
WR1.01, WR1.03, WR1.04, GL1.01, GL1.03, GL1.04, GL1.07 |
Memo |
Students write memos. |
· Consult student’s Annual and/or Individual Education Plan.
· Group Portuguese-speaking students with beginners to assist with tasks.
· Allow more time to complete tasks.
· To add challenge, the teacher has the advanced students research common expressions used in the workplace to greet customers, to interact with co-workers, etc.
· Reduce/increase required elements for memos.
Printed Matter
Portuguese/English dictionaries
Community
Portuguese-speaking stores, shops, businesses (for examples of memos, forms of the imperative used by employees)
Time: 210 minutes
In this activity students learn that there are many ways to find employment. They look at their personal network of friends, classmates, and relatives as good resources for employment. The “help wanted” section of newspapers is a good resource for learning about the language associated with work and the qualifications, skill, and experience required for various jobs. As students complete application forms, they become familiar with the type of information asked and learn how to supply personal information. At this level, students become increasingly aware of the importance of effective communication skills and the knowledge of other languages. Students become familiar with guidelines and techniques, such as appropriate language, manners, and clothing that will help them have a successful job interview, and are evaluated on a simulated interview.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· verbs in the simple negative construction
· conjunctions
· demonstrative adjectives
· vocabulary related to searching for a job.
· nouns associated with looking for work: application, qualifications, references, resume, interview, employment, education, skills, experience, personality, position, interests, advertisement, classified section, etc.
· appropriate adjectives, adverbs, or phrases: reliable, honest, hard-working, aggressive, careful, on-the-job training, business reference, etc.
· verbs associated with the activity: to apply, to fill out, to provide, to look for, to consider, etc. These verbs should be presented and used in a variety of forms in the present, simple past, and near future tenses.
· The teacher finds both Canadian and Portuguese newspapers.
· The teacher prepares copies of an Application for Employment form. (See Appendix D-03.)
· The teacher prepares a list of sample questions for the interview on a transparency. (See T/L S #11.)
· The teacher prepares the Making a Good Impression checklist on a transparency. (See T/L S #12.)
1. The teacher introduces/reviews the vocabulary associated with looking for work. Students complete written exercises based on this vocabulary
2. Whole class: Students talk about their own work experiences, such as volunteer work in the community or work for which they receive pay.
3. Whole class: Students discuss how they or people they know go about getting a job.
4. Small group: The teacher divides students into groups of four. Students read the “help wanted” section of Portuguese newspapers and cut out five advertisements that appeal to them. Students then sort the ads according to job types, e.g., sales, clerical, technology.
5. Small group: Students discuss and list the key words that appear in these ads, such as: good communication skills, aggressive, hard-working.
6. Small
group: Students compare these ads with Canadian newspaper ads and identify any
differences or similarities. Alternative
for Academic course: Students list the careers they are interested in and
categorize them into related fields. They then note the frequency with which
various jobs appear in the newspapers in each category.
7. Pairs: Students find interesting jobs from the “help wanted” section of the Portuguese newspaper.
8. Individual: After selecting a job of interest to them, students fill out a job application form.
9. Pairs: Students role-play a telephone conversation with the personnel assistant to set up an appointment for a job interview.
10. Whole class: Students talk about and list the important techniques leading to a successful job interview e.g., attitude, dress, information given.
11. Pairs: Using the interview guide on a transparency prepared by the teacher, students role-play a job interview. They may videotape the interview and then take the tapes home to improve pronunciation, mannerisms, etc.
Sample questions for the Interviewer
· For which job are you applying?
· What experience do you have?
· What education do you have?
· Do you have any special skills?
· Why did you leave your last job?
· Will you be able to work full-time? overtime?
Sample questions for the Interviewee
· What would my duties be?
· Is there opportunity to advance?
· What are the working hours?
· Is the job full-time or part-time?
· Is there overtime?
· Will there be on-the-job training?
· What are the employee benefits?
· When will I know if I have the job?
12. Pairs: During the role-play, other members of the class use the following checklist to judge if this interview was successful.
Making a Good Impression Checklist
|
Interviewee: |
Yes |
No |
|
Was on time |
|
|
|
Was polite |
|
|
|
Did not interrupt |
|
|
|
Spoke clearly |
|
|
|
Listened well |
|
|
|
Answered appropriately |
|
|
|
Was well-groomed |
|
|
|
Wore appropriate clothing |
|
|
|
Used appropriate posture and body language |
|
|
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
RE1.01, WR1.03, WR1.04 |
Observation |
Students
complete exercises on vocabulary associated with looking for work. |
|
Thinking/Inquiry |
RE.01, RE1.03, WR1.02, WR1.04 |
Observation |
Students read Portuguese “help wanted”
ads and make list of typical vocabulary found in these ads. |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03, RE1.01, RE1.02, GL1.01, GL1.04, GL1.05, GL1.08, GL1.09 |
Observation Rubric for oral communication |
Students answer teacher’s questions
about how to go about getting a job. |
|
Knowledge/ |
RE1.01, RE1.02, WR1.01, WR1.03, WR1.04, GL1.04, GL1.05, GL1.08, GL1.09 |
Rubric for written work |
Students complete job application. (T/L S #8) |
|
Communication |
OS1.01, OS1.03, OS1.04, GL1.03, GL1.04 |
Rubric for oral communication |
Students role-play job interview. (T/L S #9, 10) |
|
Thinking/Inquiry |
RE1.01 WR1.03, GL1.03, GL1.04 |
Observation Checklist |
Students complete a checklist. (T/L S #11) |
· Consult student’s Annual and/or Individual Education Plan.
· Group Portuguese-speaking students with beginners to assist with tasks.
· Allow more time to complete tasks.
· To add challenge, the teacher asks students who speak Portuguese to role-play an impromptu interview.
· Allow students to use notes during interview.
Printed Matter
Portuguese/English dictionaries
Community
Canadian newspapers
Portuguese newspapers:
Sol Portugues, 1282 Dundas Street West, Toronto
Sonho do Lar/Nove Ilhas, 70 Cliff Street, Toronto
Milenio, 1087 Dundas Street West, Toronto
Voice, 1087 Dundas Street West, Toronto.
Time: 180 minutes
In this activity, students increase their knowledge of the basic structure of the workplace and the important factors that lead to the success of a workplace operation: equipment, facilities, personnel, skill, knowledge, and co-operation. They also learn that most injuries at work are caused by a combination of unsafe practices and conditions. During this activity, students become aware of the importance of safety in the workplace.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· vocabulary related to jobs.
· nouns associated with work: e.g., personnel, telephone, copy machine, fax, typewriter, computer, file cabinet, exit, danger, no smoking policy, flammable, no entry, injuries, first aid
·
appropriate adjectives, adverbs, or
phrases: e.g., dangerous, busy, tired,
efficient, available, out of order
· verbs associated with the activity: e.g., to manage, to run, to avoid, to take caution. These verbs should be presented and used in a variety of forms in the present, simple past, and near future tenses.
· The teacher finds pictures of equipment used in the different types of businesses or workplaces in which students showed an interest during the previous activities.
· The teacher writes out various job descriptions in Portuguese on index cards.
· The teacher finds/draws danger signs.
· The teacher reserves the video Safety and the Young Worker as well as a TV and VCR for the classroom.
1. Whole class: The teacher shows students pictures of the equipment needed for the daily operation of different types of businesses or workplaces. Students identify how each is used.
2. Whole class: Students describe the kinds of injuries they have seen, heard about, or experienced in the workplace. The teacher makes a list of these injuries on an overhead or on the board.
3. Small group: Students brainstorm on how these could have been prevented and ways of improving the unsafe working conditions. One spokesperson from each group shares their findings with the class.
4. Small group: The teacher distributes different job descriptions to small groups. Students discuss the proper dress, tools they may use, proper behaviour to assure satisfaction and safety at work. Students present their work orally to the class.
5. The teacher shows students a variety of danger signs (no smoking, first aid, danger, explosives, flammable, wet floor, keep out, no entry, fragile, fire extinguisher). Students explain in Portuguese the meaning and use of these signs.
6. Small group: Students view the video Safety and the Young Worker and describe orally in Portuguese or write a point-form summary in Portuguese of the main ideas in the video.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ Understanding |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.02, GL1.01, GL1.04 |
Observation |
Students identify pictures of equipment. (T/L S #1) |
|
Thinking/Inquiry |
OL1.02, OS1.01, OS1.02, OS 1.03 |
Observation |
Students describe workplace injuries. (T/L S #2) |
|
Thinking/Inquiry |
OL1.02, OS1.01, OS1.02, OS 1.03 |
Observation Rubric for oral presentation |
Students brainstorm ways of preventing accidents and present orally. (T/L S #3) |
|
Communication |
OS1.01, OS1.03, RE1.01 |
Rubric for oral presentation |
Students
present their findings on proper dress, behaviour to assure safety on the
job. |
|
Thinking/Inquiry |
OS1.01, OS1.03, RE1.01 |
Observation |
Students identify danger signs. (T/L S #5) |
|
Communication Application |
WR1.01, WR1.03, WR1.04, GL1.01, GL1.03, GL1.04, GL1.07 |
Rubric for oral presentation/written activity |
Students present orally/write in point-form the main ideas in video Safety and the Young Worker. (T/L S #6) |
· Consult student’s Annual and/or Individual Education Plan.
· Group Portuguese-speaking students with beginners to assist with tasks.
· Allow more time to complete tasks.
· Portuguese-speaking students add to the list of safety measures at workplaces.
· Portuguese-speaking students write a composition on the main ideas in the video.
Printed Matter
Portuguese/English dictionaries