THEME: Employment: on the Job

MODULE PLANNING FRAMEWORK

THEME: On the Job

Module: Getting Supplies

Skills Listening Speaking Reading Writing CLB 2 - 4 CLB 3 - 4 CLB 2 - 4 CLB 3

Real World Task Follow instructions to Give instructions to deliver Use filing/storage systems Fill out forms for ordering locate supplies supplies to locate/file information supplies

Content Information It’s OK to ask for (Simple) Politeness Understanding the storage For businesses especially Focus clarification or if you don’t conventions are important or filing system in a work- in customer service, understand setting contributes to correct completion of an easier work for everyone order is important: its completion, its legibility, its accuracy

CLB Competency/ies CLB 2 CLB 3 CLB 2 II. Recording Information II. Instructions III. Suasion III. Business/service text  Copy short texts from [catalogues}  Follow simple  Ask for and accept  Understand short basic instructions 2 to 5 words assistance simplified text …labels III. Business/service text CLB 4 CLB 4 CLB 4  Fill out simple forms II. Instructions III. Suasion II. Instructions  Follow sets of  Request and accept  Follow 1 to 4 step one- sequentially present 4 to assistance sentence common 5 clause everyday everyday written instructions and instructions in directions relating to predictable context movement and position

THEME: On the Job

Genre Instructions Instructions Categories List Order form

Text Prepositional phrases of Text Structure: List Features: sections, structures/Features place catalogue or item numbers, Features: Usually quantities, cost, taxes Common types of storage Alphabetized or Alphabetized categories list; labels; may be colour- coded

Language and Stress and Intonation Grammar Vocabulary related to Vocabulary related to Learning Focus context context Asking for clarification with Negative and positive rising intonation of voice imperatives and stress on the key word Prepositional phrases of or unsure information, e.g. location: to the loading to the FIFTH floor? dock, to the reception, to/at the delivery entrance Vocabulary related to context; supplies related to context (e.g. office supplies, cleaning supplies, etc.) Pronunciation, stress and intonation Pronunciation of vocabulary in phrases

THEME: On the Job

Intonation to stress key information, such as negatives, numbers, adjectives Socio-cultural Politeness conventions of please and thank you

Language and Clarify and confirm Check that listener Use alphabet order Check that copied info is Learning Strategies information understood correct Read for detail Legible handwriting / printing

Essential Skill Focus Reading, Writing, Teamwork, Oral Communication.  ES- focused Teamwork - Have Students work in groups to organize and label filing systems for self-study material or extra teaching strategies copies of work sheets. Have Ss take turns filing material each day.

Teaching Resources & Pictures of various Pictures of various Alphabet cards for sorting Samples of different types Materials supplies relevant to the supplies relevant to the and arranging in order of order forms; catalogues context context Cards of items to be sorted Map of a storage room Maps of offices/factories alphabetically showing shelves and etc. showing different aisles, etc. locations, such as loading dock, receiving entrance, main office, etc.

THEME: On the Job

Outcome Assessment Students listen to short Students work in pairs to Students are given a list of Students are given a list of Task dialogues related to asking role-play giving directions. items and asked to file items and are asked to fill for and receiving Student A is given a list of them in a filing system or out a basic order form instructions to locate ordered items they are given a list of List can be differentiated something and must items or samples of items Student B is given different (number and complexity of indicate on a map of a and a alphabetized sets of pictures showing order) for different CLB store room where the item categories list and must locations for deliveries to levels. is indicate the section they be made will put each item in. Student A asks where an order for X should be delivered to and Student B responds using the information in the picture