identify qualities of an effective employee in the ...€¦ · mr. gould: okay. have a good day....
TRANSCRIPT
Identify Qualities of an Effective
Employee in the American Workplace
CASAS CIVICS OBJECTIVE #37
Additional Assessment Plan 37.3
Student Workbook
Student Level: Beginning Low to Beginning High
NOCCCD SCE/ESL Program
1830 W. Romneya Drive Anaheim, CA 92801
Natalya Dollar
Candace Lynch-Thompson Winter 2009
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Section One/Task One:
Contacting a Work Supervisor
Beginning Low to
Beginning High
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Lesson One: The World of Working Learning Objectives:
• Know basic jobs
• Use the verb to be in present to talk about jobs
• Read about jobs
A. Vocabulary: Basic Jobs Warm Up: Ask your partner these questions:
1. Do you work? What is your job? 2. Who works in your family? 3. Do you like to work?
Listen and Repeat: 1. construction worker 2. food server 3. mechanic
4. teacher 5. mover 6. pharmacist
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Vocabulary: Basic Jobs continued: 7. factory worker 8. driver 9. custodian
10. painter 11. dentist 12. cook
13. plumber 14. mail carrier 15. landscaper
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More Jobs: Write the names of other jobs you know here:
Vocabulary Fill In: Write the names of the jobs next to the pictures: 1.
2. 3.
4.
5.
6.
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B: Speaking Practice:
Look at the pictures of jobs. Ask your partner these questions:
1. Which jobs are easy? 2. Which jobs are difficult? 3. Which jobs would you like?
Dialogue Preview: Listen to your teacher and repeat. A: I think being a police officer is a difficult job. What about you? B: Yes, I agree. B: I think being a doctor is an easy job. What about you? A: No, I don’t think so.
Pair Practice: Use the jobs you know to practice with your partner. A: I think being a is a difficult job. What about you? B: Yes, I agree./No, I don’t think so. B: I think being a is an easy job. What about you? A: Yes, I agree./No, I don’t think so.
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Dialogue Preview:
Listen to your teacher and repeat. A: The jobs I would like are being teacher and a writer. What jobs
would you like? B: For me, the best jobs are construction worker and mechanic.
Pair Practice:
Use the jobs you know to practice with your partner. A: The jobs I would like are and . What jobs
would you like? B: For me, the best jobs are and .
C. Grammar: The Verb To Be Read the following examples:
1. She is a seamstress. 2. He is a tailor. 3. They are businesspeople.
4. A: What do you do? 5. A: What do you do? B: I am an office assistant. B: We are electricians.
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Grammar Chart: The Verb To Be
I
am
a nurse.
He She
is
a pharmacist.
a teacher.
You We
They
are
a mail carrier.
construction workers. landscapers.
Writing Practice:
Complete the sentences with the verb to be. 1. He is a T.V. repairperson. 2. They artists. 3. I an office manager.
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Writing Practice continued:
Complete the sentences with the verb to be. 4. You a dentist. 5. She a receptionist.
Complete the Dialogue:
Fill in the dialogue with the correct form of the verb to be. When you finish, practice the dialogue with your partner. A: Tell me about your job. What do you do? B: I an architect. What about you? A: I a salesperson. What about your wife? What is her job? B: She a nurse’s assistant. A: That’s interesting! My wife a nurse’s assistant also. What
about other people in your family? What do they do? B: My brother a police officer, and my parents
teachers. A: Hey! My parents teachers too! B: Do you have a sister? What is her job? A: Oh, my sister? She doesn’t work, but her husband a cook.
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D. Reading: Different People, Different Jobs
Preview Vocabulary: owner - a person who owns something like a house, a car, a book, a business.
schedule- days and times that regular activities happen
full time- work 30-40 hours or more in one week
part time- work less than 30 hours in one week
bank teller- a person who helps customers at a bank
supervisor- a person who leads other workers
payday- the day regular money is received from work
paycheck- payment for work
Warm Up: Talk about these questions with your class:
1. Do you want to work full time or part time?
2. What is your schedule? When do you go to school? When do you work?
Read: “The Ron Martinez Story”
Ron Martinez is a painter. He paints houses and buildings. Ron is the owner of his painting company, Martinez and Sons Painting. Ron has two sons, George and Luke. George is also a painter. He works full time with his father. Luke doesn’t like painting. He wants to be an architect. He studies architecture and works with his father and brother part time.
Luke’s schedule is very busy. He studies from 8:00 to 4:00, Monday through Thursday. On Fridays, he works from 7:00 to 4:00, and on Saturdays he works from 7:00-2:00. Luke wants to change his work schedule. He wants to work on Fridays from 7:00 to 1:00 and on Saturdays from 7:00 to 12:00. Luke’s father, Ron, doesn’t want to change Luke’s work schedule. In fact, Ron wants Luke to work more hours.
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Comprehension Questions
Write answers to these questions. Check your answers with a partner.
1. Who are Ron’s sons? _____
2. Who is the owner of Martinez and Sons Painting? ___________
3. Who works part time? _____
4. What does Ron Martinez paint?
5. What is Luke’s schedule? Complete the schedule below:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
day off
school 8:00-4:00
Read: “The Jenny Simpson Story”
Jenny Simpson has a new job. She works full time at a bank as a bank teller. Today is her first
day of work. Jenny and her supervisor, Mr. Gould, are talking.
Mr. Gould: This is your work area, Jenny. Your computer and phone are here.
Jenny: Thank you. It looks nice.
Mr. Gould: You can put your personal items in the desk.
Jenny: Okay.
Mr. Gould: And payday is every other Friday.
Jenny: Every other Friday?
Mr. Gould: Yes, so the next payday is on Friday, March 12th.
Jenny: Okay. That is in two weeks.
Mr. Gould: Yes, you will get your paycheck then. Do you have any questions?
Jenny: Not right now.
Mr. Gould: Okay. Have a good day.
Jenny: Thanks. You too!
True/False Questions
1. Jenny Simpson works full time. True False
2. Jenny’s payday is every Friday. True False
3. Jenny has a computer, a phone and a desk. True False
4. Mr. Gould is the bank owner. True False
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Lesson Two: People in the Workplace
Learning Objectives:
• Know the words for different people in the workplace
• Use the correct forms of address when talking at work
• Read about workplace situations
A. Vocabulary: People in the Workplace
Warm Up: Ask your partner these questions: 1. Do your work part time or full time? 2. Describe your schedule. 3. When do you get your paycheck?
Listen and Repeat:
manager – a boss; a person in charge at work employee – a worker Look at the picture. One man is the manager. The other is the new employee. What are they saying to each other? ____________________________________________________________________________________________________________________________________________
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People in the Workplace continued:
More Vocabulary/Phrases:
*Human Resources – department in a company that helps employees with benefits
*Safety - making sure that no one gets hurt at work.
*Medical insurance – a plan that provides medical care and protection to people
*Clerical duties – general office work like typing, filing, answering the phone
Vocabulary Matching: Look at the Star One Services Telephone Directory…
Match the work situation with the correct person.
1. You need your paycheck. e a. human resources
representative.
2. You need to change your schedule. b. manager
3. You are having a safety problem. c. supervisor
4. You need to change your address. d. secretary
5. You need a medical insurance card. e. payroll clerk
Star One Services
Telephone Directory
Curt Silvester Manager (714) 999-0001 *Responsible for employees, safety Rebecca D’Angelo Shift Supervisor (714) 999-0002 *Responsible for schedules, timecards Dorothy Rodriguez Human Resources Representative (714) 999-0003 *Responsible for medical insurance and other benefits Rashesh Patel Payroll Clerk (714) 999-0004 *Responsible for paychecks, sick time, vacation time Sylvia Garcia Secretary (714) 999-0005 *Responsible for personal information (address, phone number, email) and clerical duties
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B. Listening
Warm Up:
Look at the picture and talk about these questions with your class.
1. Where are they? __________________________________________________
2. Who is the manager? _______________________________________________
3. What are they talking about? _________________________________________
Listening for Details Part A: BL-BH CD Track #1 Doug & Tiffany
Listen to the conversation between Doug Johnson and Tiffany Chang. Then listen again and answer the questions.
1. Who is the manager? Doug Tiffany 2. Who is the new employee? Doug Tiffany
Listening for Details Part B:
Draw a line to match the names of the people to their jobs.
1. Mary Robinson a. shift supervisor
2. Martha Solis b. payroll clerk
3. Henry Lee c. HR representative
4. Ahman Najir d. secretary
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C. Speaking at Work: Forms of Address
Organization: Companies are organized in levels. The levels go from the lowest level of responsibility to the highest levels of responsibility. In the office pictured, where might the manager be? The secretary? The supervisor?
High Responsibility: Manager Supervisor Human Resources Representative Payroll Clerk Secretary Low Responsibility: Entry Level Worker
*Entry level worker – a worker who starts in a beginning level job
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Forms of Address: We talk to different people in different ways.
Who? How? Example employee to employee use first name “Hi, Joe. How is your day
today? “Good, Sam. How about you?”
employee to supervisor use first or last name “Good morning, Mrs. Bushnell. How are you?” “Hi, Mr. Nevins. Do you have a moment?” “Good morning, Sara. How are you?”
employee to manager use last name or title: Sir (for men) or Ma’am (for women)
“Hello, Sir. It’s nice to see you.” “Mrs. Kim, can I speak with you?” “Good afternoon, Mr. Duarte. How are you?”
We use titles with a person’s last name. If a married woman’s name is Sara Lusk, the proper way to say her last name is “Mrs. Lusk.” Mr. = Mister Mrs. = Misses Ms. = Miz We use titles like Sir or Ma’am alone. We don’t say the last name with Sir or Ma’am.
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On Your Own:
Choose the best form of address describing how you call people in your country. 1. Talking to your boss/manager: first name last name title 2. Talking to another worker: first name last name title 3. Talking to a supervisor: first name last name title 4. Talking to an H.R. rep: first name last name title 5. Talking to the secretary: first name last name title
Writing Practice:
Use your answers from above to write you answers below. 1. When I talk to my boss or manager, I use the 2. When I talk to another worker, I 3. When I talk to a supervisor, 4. When I talk to an , I 5. When I talk to the , I
Pair Practice:
Work with your partner. Take turns reading your sentences to each other. Fill in the chart with your information and your partner’s information. Are you the same or different?
Talking to… You Your Partner a boss or manager
first name / last name / title
another worker
a supervisor
an H.R. representative
the secretary
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D. Reading: “A New Bank Teller” Warm Up:
Discuss these questions with your partner. 1. Would you like to work in a bank? Why or why not?
2. What are some jobs in a bank?
3. Is working in a bank a good job for a student?
Bill Park is a new bank teller at Bank of the Valley. On his first day of work, he meets with Georgia Jones, the Human Resources Representative. Ms. Jones takes Bill around the bank. She introduces him to the other bank tellers, Amy Sullivan and John Nelson. Amy works full-time, and John works part-time in the afternoons. John goes to school in the morning. Ms. Jones also introduces Bill to the payroll clerk. Her name is Francine Snow. Ms. Snow tells Bill that he will receive his paycheck twice a month. The first check will come on the first day of the month, and the second will come on the fifteenth of the month. Finally, Ms. Jones introduces Bill to the shift supervisor, Melda Marquez. Ms. Marquez is responsible for the schedules of the bank tellers. Bill should talk to Ms. Marquez if he has problems with his schedule. The bank manager is Lucian Filipi. He is not at the bank on Bill’s first day. Mr. Filipi is at a meeting on that day. However, Bill has already met Mr. Filipi. They met when Mr. Filipi interviewed Bill for the job of bank teller. Mr. Filipi is a very friendly man. He is responsible for the day-to-day operation of the bank. He is very busy.
Reading Comprehension:
Complete the chart for each person at the bank. Then list how Bill should address each person at the bank:
Job Title Name How to address: bank manager
Lucian Filipi
Mr. Filipi / Sir
Human Resources rep.
payroll clerk
shift supervisor
bank teller-full time
bank teller-part time
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Writing Practice:
Complete the sentences below using the verb to be. 1. Mr. Filipi is the bank manager. 2. Amy Sullivan 3. Melda Marquez 4. Georgia Jones 5. John Nelson 6. Francine Snow
More Reading Comprehension:
Answer the following questions based on the reading, “A New Bank Teller.” 1. When will Bill receive his paychecks? 2. Why does John Nelson work part-time? 3. Who should Bill talk to if he needs help with his schedule? 4. Who should Bill ask about benefits? 5. Who should Bill talk to about paycheck problems? 6. Who should Bill call by the first name? 7. Who should Bill call by the last name?
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E. Speaking Practice: Creating Dialogues:
Decide what each person will say in each situation. Practice your dialogues with your partner. Situation 1: Bill is saying good morning to Lucian Filipi. Bill: “Good morning, Mr. Filipi.” Lucian: “Good morning, Bill.” Situation 2: Bill is saying hello to John Nelson. Bill: John: Situation 3: Bill is saying goodbye to Georgia Jones. Bill: Georgia: Situation 4: Bill is asking Melda Marquez for help. Bill: Melda:
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Lesson Three: Everyday Language on the Job Learning Objectives:
• Know the words for general workplace communication
• Use the correct forms for asking polite questions
• Read about workplace rules and regulations
A. Vocabulary: General Workplace Communication Warm Up: Ask your partner these questions:
1. Are you sick often? How often do you stay home sick? 2. What is better for your, working early in the morning or working later in the
evening? 3. How often do you take a vacation?
Listen and Repeat: employer – a boss, a manager, or a supervisor employee – a worker be on time – to come to work before the start time be late – to come to work after the start time sick leave – to be absent from work because of illness paid vacation time – to be absent from work for a vacation; to be paid for the time unpaid leave – to be absent from work without pay early shift – to work early in the morning, maybe starting at 6:00 a.m. or earlier late shift – to work later in the morning or in the afternoon, maybe starting after 10:00 a.m. overtime – to work more than 8 hours in one day or more than 40 hours in one week
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What About You?
Circle the answers that describe your present or past job.
Always: all of the time; 100% Sometimes: some of the time Never: none of the time; 0%
1. I am on time. Always Sometimes Never 2. I am late. Always Sometimes Never 3. I take paid vacation time. Always Sometimes Never 4. I work the early shift. Always Sometimes Never 5. I work the late shift. Always Sometimes Never 6. I work overtime. Always Sometimes Never 7. I use paid sick leave. Always Sometimes Never
More Practice:
Compare your answers to What About You? with your partner. Then complete the sentences below using always, sometimes or never. 1. I am always on time. My partner is sometimes on time. 2. I am late. My partner is late. 3. I take paid vacation time. My partner takes paid vacation time. 4. I work the early shift. My partner works the early shift. 5. I work the late shift. My partner works the late shift. 6. I work overtime. My partner works
overtime. 7. I use paid sick leave. My partner uses
paid sick leave.
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Matching:
Read the situations and match them to the vocabulary items in the box below.
late shift early shift full time part time sick leave be late overtime paid vacation time
1. I work Monday through Thursday from 9:00 a.m. to 2:00 p.m. part time 2. I am not working next week. I am going to Hawaii with my family. 3. I work Monday through Friday from 8:00 a.m. to 5:00 p.m. Sometimes I work on
Saturdays for extra money. 4. I get up at 4:30 a.m. because I start work at 5:30 a.m. 5. I was in the hospital last month. I had an operation. I missed work for 15 days. 6. My work starts at 8:00 a.m., but today I arrived at 8:10 because of traffic. 7. I love to sleep in. I usually wake up at 10:00 a.m. or later. It’s okay because my
work starts at 2:00 p.m. and finishes at 10:30 p.m. 8. I work 40 hours a week, and I get medical insurance and benefits from my
employer.
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B. Grammar: Forming Polite Questions Dialogue Presentation:
Read and practice the dialogue between an employee and a supervisor. Walter: Mr. Johnson, do you have a moment? Mr. Johnson: Sure, Walter. Walter: Can I leave early today? I need to take my daughter to the doctor. Mr. Johnson: What time do you need to leave? Walter: 3:30. Is that okay? Mr. Johnson: 3:30? No problem. Walter: Thank you very much. Mr. Johnson: You’re welcome.
Using Can I? Could I? and May I? to Ask Permission Politely: We use Can I…? Could I…? and May I…? to ask polite questions. Read and practice the examples.
Polite Question Example Sentences
Can I + verb Can I take a vacation day next Monday? Can I leave early today?
Could I + verb
Could I come in later tomorrow? Could I take a long lunch today? I need to pick my daughter up.
May I + verb
May I use sick leave to take my child to the doctor? May I change my schedule to the late shift?
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Writing Practice
Complete the dialogues using the polite question forms Can I, Could I, or May I. Then practice reading the dialogues with a partner.
1. A: Mrs. Salazar, talk to you for a moment? B: Sure, Amelia. How can I help you? A: change my schedule?
2. A: Hi, Fred. Do you need something? B: Yes, Sir. leave early tomorrow? A: What time do you need to leave? B: I leave at 4:15? A: That sounds fine. B: Thank you. A: No problem.
3. A: Oh, Mrs. Jones. I’m glad I found you. I have a question for you. B: Sure, what is it Martha? A: use unpaid leave next week. My mother is sick. B: Oh, I’m sorry to hear that. What days do you need to take off? A: Monday, Tuesday and maybe Wednesday. B: Okay. That’s fine. A: Thanks so much. B: You’re welcome. I hope your mom feels better.
4. A: Darla? Samuel said you were looking for me? B: Yes, Mr. Katz. ask you a question? A: Of course. B: come in an hour later tomorrow?
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Dialogue Practice Use the situations below to create short dialogues with your partner. Use Can I…? Could I…? or May I…? 1. You want to come in late tomorrow. Hi, Sara. Can I come in late tomorrow? Yes, Carmen. That is okay. 2. You want to change your schedule. 3. You want to work an early shift. 4. You need to leave early today. 5. You want to use one week of paid vacation time.
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Listening Comprehension BL-BH CD Tracks # 2, 3, 4, & 5 Listen to the four short conversations between employees and supervisors. Complete the chart by checking the correct box.
wants to work the late shift
needs to use sick time
wants to leave early
wants to come in late
1. Margaret �
2. Su Yin 3. Angelica 4. Damian
C. Reading: An Employee Manual Warm Up: Talk about these questions with your class: 1. Do you have rules at your work? What are they? 2. Do you have paid vacation time at work? How many weeks of vacation can you
take?
Preview Vocabulary: manual - a book that explains the rules of the company policies - the rules of a company, like employees get an hour for lunch tardiness - being late, “She has a problem with tardiness.” tardy - late, “I was tardy yesterday.” absence - not being present, “You had three absences last month.” absent - not here, “I don’t want to be absent, but my daughter is sick!”
Writing Practice Write short answers to the questions below. 1. Are you absent from work or school a lot? 2. How often are you tardy to work or school? 3. Do you have an employee manual at your work? 4. Do you understand the policies at your work? 5. What are some policies at school?
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Scanning Practice
Look at the first page of an employee manual to answer the questions.
Employee Manual Table of Contents
I. Our Company a.) Mission Statement…………………………………………………… 1 b.) Statement of Purpose………………………………………………… 2 II. Introduction a.) Organization Chart…………………………………………………… 3 b.) Statement of Growth, Profit, and Business Plan……………………… 4 c.) Equal Opportunity…………………………………………………… 8 d.) Sexual Harassment…………………………………………………… 9 e.) Employee Safety……………………………………………………… 11 f.) Termination…………………………………………………………… 14 g.) Employment Disputes………………………………………………… 16 III. Compensation a.) Job Descriptions……………………………………………………… 18 b.) Workday, Payday, and Pay Advances…………………………………. 28 c.) Performance Review and Salary Merit Increases……………………… 30 d.) Salary Administration………………………………………………… 32 e.) Shift Premium……………………………………………………….. 33 IV. Employee Benefits a.) Insurance……………………………………………………………. 34 b.) Vacation…………………………………………………………….. 36 c.) Holidays……………………………………………………………… 37 d.) Sick or Personal Leave………………………………………………. 38 e.) Leave of Absence and Military Leave………………………………… 40 f.) Medical Leave of Absence……………………………………………. 41 g.) Family Leave, Parental Leave and Maternity Leave…………………… 42
1. What section describes an employee’s time off? A. Our Company B. Introduction C. Compensation D. Employee Benefits 2. What page gives information about medical plans? 3. What page gives information about paydays? 4. On what page can you find out if you have to work on U.S. Independence Day
(the Fourth of July)? ________________________________________________
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Reading Vacation Policy
Read the following vacation policy from an employee manual. Use the information to answer the questions that follow.
b.) Vacation Full-time employees can take paid vacation time after one year of employment. Paid vacation time is provided to full-time employees for rest and relaxation in recognition of services performed. Vacation Accrual Paid vacation time is accrued based upon an employee’s years of service. Employed Vacation Time Earned 1-5 years 2 weeks paid 5-10 years 3 weeks paid 10-15 years 4 weeks paid 15+ years 5 weeks paid Regulations The following regulations apply for all full-time employees.
*Vacation time is credited to each employee upon his/her anniversary date. *Vacation time must be used within the 12-month period following an employee’s anniversary date.
*Vacation time does not roll over from one year to the next. Unused vacation time is forfeited. *Vacation requests must be submitted to the manager two weeks in advance. *In one year, up to three paid vacation days can be used for absences due to unexpected personal necessity. *Vacation time cannot be used to pay for time lost due to tardiness.
Reading Comprehension:
Circle True or False for each question. 1. A part-time employee can take paid vacation time. True False 2. An employee who has worked for six months can take one week of paid vacation. True False 3. An employee who has worked for 20 years can take five weeks of paid vacation. True False
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Lesson Four: Talking to the Supervisor Learning Objectives:
• Discuss problems that interfere with work
• Practice talking to a supervisor about work problems
• Use appropriate non-verbal communication
• Read about problems at work
A. Vocabulary: Reasons for Work Problems Warm Up: Ask your partner these questions:
1. Why do people come to work late? 2. Why do people miss work? 3. What are good reasons and bad reasons for being absent from work?
Listen and Repeat 1. doctor’s appointment 2. car trouble
3. alarm problem 4. sick
5. have a sick child 6. meet with child’s teacher
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Vocabulary: Reasons for Work Problems continued:
7. change in daycare 8. traffic 9. transportation problems 10. appear in court
Partner Sharing
Use the vocabulary. Write the work problems you have experienced. Then ask your partner and write his/her work problems.
My Work/School Problems My Partner’s Work/School Problems
Now, circle the problems that are the same for you and your partner. Tell these to the class.
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Information Gap Activity
This is a partner activity. One student is Student A. The other student is Student B.
Student A You have a complete absence report. You don’t have a complete tardiness report. Step One: Use the absence report.
Tell Student B who was absent and the reason for each day.
Don’t allow Student B to look at the absence report.
Week of: October 1 Absence Report
Employee Mon. Tue. Wed. Thur. Fri.
George
Reason for absence: car trouble
Myra
Reason for absence: sick
Santo
Reason for absence: no transportation
Dolores
Reason for absence: childcare
Step Two: Listen as Student B tells you who was late and the reason.
Write each employee’s tardiness on the correct day
Don’t look at Student B’s paper.
Week of: October 1 Tardiness Report
Employee Mon. Tue. Wed. Thur. Fri. Francine
Pedro
Nam
John
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Student B
You don’t have a complete absence report. You have a complete tardiness report.
Step One: Listen as Student A tells you who was absent and the reason.
Write each employee’s absence on the correct day.
Don’t look at Student A’s paper.
Absence Report
Week of: October 1
Employee Mon. Tue. Wed. Thur. Fri. George
Myra
Santo
Dolores
Step Two: Use the tardiness report.
Tell Student A who was tardy and the reason.
Don’t allow Student A to look at the tardiness report.
Tardiness Report
Week of: October 1
Employee Mon. Tue. Wed. Thur. Fri. Francine
Reason for tardy: traffic
Pedro
Reason for tardy: woke up late
Nam
Reason for tardy: child issues
John
Reason for tardy: traffic
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B. Video: “Talking with a Supervisor at Work” Warm Up: Ask your partner these questions: 1. When you do talk to your supervisor? 2. What do you talk to your supervisor about? 3. Are you comfortable talking to your supervisor?
Watch the Video: “Talking with a Supervisor at Work,” Video Clip 1: Childcare Problems BL-BH
Watch the video and answer the questions below. 1. What is the supervisor’s name? 2. What is the employee’s name? 3. What does the employee need?
Watch the Video Again
Watch the video again and answer the questions below. 1. What is Bill’s normal start time at work? 2. What is Bill’s normal leave time from work? 3. What schedule does Bill want this week?
4. Who will Mrs. Perez tell to change Bill’s schedule?
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Video Script Clip 1: Read and practice the video script with your partner.
Bill: Mrs. Perez, can I talk to you for a minute?
Mrs. Perez: Sure, Bill. What’s going on?
Bill: I’m having some problems with childcare this week. Can I come in to work one hour later for the next few days?
Mrs. Perez: Well, how will you get all of your hours this week?
Bill: Could I work one hour later? Instead of starting at 7:00 a.m., I will start at 8:00 a.m., and instead of leaving at 3:30 p.m., I will leave at 4:30 p.m.
Mrs. Perez: Okay. And you want to do this for the rest of this week?
Bill: Yes, if that’s okay with you?
Mrs. Perez: Sure, Bill. I’ll tell Susan to make the change on this week’s schedule.
Bill: Thank you for your help, Mrs. Perez.
Mrs. Perez: You’re very welcome.
Speaking Practice
Practice the dialogue with your partner. Use different problems and reasons. Switch roles so that you each get practice being the employee and the supervisor.
Employee: Mr./Ms. Juarez , do you have a moment? partner’s last name
Supervisor: Sure, Lucy . What can I do for you? partner’s first name
Employee: I have an appointment for my daughter tomorrow. reason Could I come in a little bit later? problem
Supervisor: Sure, no problem.
Employee: Thanks so much!
Work Problems Reasons come in late leave work early be absent
childcare problem doctor’s appointment car problems transportation problems sick family member appointment for my child appear in court
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C. Body Language:
Vocabulary Preview:
Body language is using the body to communicate a message.
A smile is body language. What does a smile mean? When do you smile?
A frown is body language. What does a frown mean? When do you frown?
Types of Body Language:
gestures - communicating with the different parts of the body, like arms, hands and shoulders. What do the gestures in each of these pictures mean?
eye contact – looking at another person in the eye while communicating Is this man making eye contact with you? Are these two people making eye
contact with each other?
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C. Body Language continued:
posture – the way the body is positioned Is good or bad posture shown in the following pictures? Describe each position.
Positive and Negative Body Language at Work: Watch as your teacher demonstrates the following examples of body language. Add your own to the list.
Good Gestures Bad Gestures
thumbs up OK
hand out like “stop” pointing at another person
Good Eye Contact Bad Eye Contact
looking others in the eye
avoiding eye contact looking down or away
Good Posture Bad Posture
standing straight sitting straight
slouching head down
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Watch the Video: “Talking with a Supervisor at Work,” Video Clip 2: Scenes 1 & 2 “Body Language” BL-BH
Pay attention to the body language of the employee and the supervisor. Is the body language appropriate? Inappropriate: Answer the questions that follow: Scene 1: Circle the correct answers. (NOTE: as applicable – some answers may not apply.) 1. What gestures does the employee use? thumbs up OK symbol hand out to say “stop” pointing 2. Does the employee make eye contact with the supervisor? Yes No 3. What posture does the employee use? straight, head up slouched, head down 4. Describe the employee’s body language. Positive Negative Scene 2: Circle the correct answers: (NOTE: as applicable – some answers may not apply.) 1. What gestures does the employee use? thumbs up OK symbol hand out to say “stop” pointing 2. Does the employee make eye contact with the supervisor? Yes No 3. What posture does the employee use? straight, head up slouched, head down 4. Describe the employee’s body language. Positive Negative
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Video Script Clip 2: Scenes 1 & 2 Positive/Negative Body Language Read and practice the video script with your partner. Be sure to use positive body language. (talk to you for a minute?) Bill: Mrs. Perez, can I speak with you for a minute? Mrs. Perez: Sure, Bill. What can I do for you? Bill: I need to appear in court on Wednesday. Could I take Wednesday off? Mrs. Perez: Oh, you have to go to court? Well, would it be possible for you to work on
Saturday to make up for Wednesday? Bill: Actually, I am going to a family reunion on Saturday. Could I use vacation
pay for Wednesday instead? Mrs. Perez: Sure, I guess that would be okay. Bill: Thanks (very much), Mrs. Perez. I really appreciate it. Mrs. Perez: Sure, Bill. Don’t worry about it.
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Lesson Five: Calling in to Work to Report Being Late or Absent Learning Objectives:
• Reading a work schedule
• Completing a phone call to a supervisor
• Practice using telephone etiquette
• Use appropriate prepositions of time
A. Reading a Work Schedule Warm Up: Ask your partner these questions. 1. What is your work schedule like? 2. When do you take a lunch break? 3. What other breaks do you take?
Reading a Work Schedule:
Read the following work schedule.
Michelle Johnson’s Work Schedule
8:00 a.m. start work 10:00-10:15 a.m. morning break 12:00-1:00 p.m. lunch hour 3:00-3:15 p.m. afternoon break 5:00 p.m. finish work
Check the correct answers:
1. How much time does Michelle have off during her workday? 1 hour ½ hour 1 ½ hour 2. How many hours a day does Michelle actually work? 9 hours 7 ½ hours 8 hours 3. If Michelle arrives at 8:05 a.m., is she late or on time? Why do you think so?
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Different Shifts:
Read the following shift information
Work Shifts
approximate hours shift 8:00 a.m. to 4:00 p.m. or 7:00 a.m. to 3:00 p.m. day shift 4:00 p.m. to 12:00 a.m. or 3:00 p.m. to 11:00 p.m. night shift/2nd shift 12:00 a.m. to 8:00 a.m. or 11:00 p.m. to 7:00 a.m. graveyard shift/3rd shift
Write answers to the following questions 1. Which shift would you prefer? day shift night shift graveyard shift 2. What shifts have you worked? 3. What shifts would you like to work?
B. Prepositions of Time: At, On, In
at times
on days dates
holidays
in months years
seasons at four o’clock at 3:15 at noon
on Monday on May 15th on April 3rd on New Year’s Day
in July in 1995 in the winter in the morning
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Grammar Practice Complete the following sentences with the prepositions at, on or in. 1. I begin work 7:30 a.m. 2. It’s important to be on time to work. If you’re shift starts 8:00, try to
arrive 7:45. 3. I work an early shift the summer. 4. Mary’s schedule is confusing. She works Mondays,
Tuesdays, Thursdays and Sundays. 5. I don’t like working the evening. 6. Shelly worked 2 hours of overtime yesterday. She started work 8:00
a.m. and finished work 7:00 p.m. 7. My first day of work was October 6, 2008. 8. Did you know that we get a paid holiday July 4th? 9. We always take our lunch noon. 10. I would like to take a nice long vacation the summer.
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C. Calling the Supervisor
Read a conversation between Michelle Johnson and her supervisor. Receptionist: Tyco Industries, how can I direct your call? Michelle: Can you transfer me to Sarah Chen’s extension, please? Receptionist: Sure, one moment please. Ms. Chen: This is Sarah Chen. Michelle: Hi, Ms. Chen. This is Michelle Johnson. Ms. Chen: Good morning, Michelle. What can I do for you?
Michelle: I’m calling to let you know that I’m going to be in late today. My car
won’t start. I’m waiting for my sister to get to my house. She’s going to drive me to work.
Ms. Chen: Oh, I’m sorry to hear that. Michelle: I should be there in about thirty minutes. I’m sorry for the
inconvenience. Ms. Chen: Thanks for calling. I’ll see you when you get here. Michelle: Okay, thanks Ms. Chen. Ms. Chen: No problem. Bye. Michelle: Goodbye.
Comprehension Check: Answer the questions about the conversation between Michelle Johnson and her supervisor.
1. Who is Michelle Johnson’s supervisor? 2. What is Michelle’s problem? 3. When will she arrive at work? 4. Do you think Michelle’s supervisor is nice? Why or why not?
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Watch the Video, Clip 3: Calling in Sick BL-BH Circle the correct information while you watch the video.
1. The employee is Dario Gomez Dennis Freeman
2. The supervisor is Dario Gomez Dennis Freeman 3. The employee’s problem is he is sick his child is sick 4. He will return to work on Monday on Tuesday 5. The employee says thanks for understanding it’s no problem
Video Script: Practice the video script with your partner.
Secretary: Good morning, Apex Industries. Sally speaking, how can I help you?
Dario: Good morning, Sally. This is Dario Gomez. Can you transfer me to
Dennis Freeman’s extension? Secretary: Sure, Dario. Please hold while I connect you. Dario: Thanks. Mr. Freeman: This is Dennis Freeman. Dario: Hi Mr. Freeman, this is Dario Gomez. I am calling to let you know that I am sick with the flu today. My son was sick all weekend, and now I am sick in bed. Can I take the day off? Mr. Freeman: That’s too bad, Dario. It sounds like you need to stay home and get
well. Dario: Yes, but I hope that is not a problem for you. Today is Monday and
I know Mondays are our busiest days. Mr. Freeman: It’s no problem, I understand. When will you return to work? Dario: I should be back tomorrow. Mr. Freeman: Okay, Dario. Take care of yourself and I’ll see you tomorrow. Dario: Thanks for understanding, Mr. Freeman. I’ll be there tomorrow. Mr. Freeman: Okay, bye.
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D. Calling Your Supervisor
Introduce Yourself: This is
Ask for your Supervisor Can I please speak to
I need to speak to
I’m calling for
Explain the Problem I’m calling because
I want to tell you
Ask for Time Off Can I
Could I
May I
Say Your Arrival Time I will be there
I expect to arrive
Close the Conversation Thanks for your help. See you
I appreciate your time. Goodbye.
Thank you for understanding. I’ll see you
Scrambled Conversation Read the sentences. Then put the conversation between the employee and the supervisor in order.
Calling in Sick at Work
Hello. This is the Euclid Seven-Eleven, Bob speaking. I will be back tomorrow. Good-bye Bob. Okay Myra. I will see you tomorrow. Good-bye. Hello Bob, this is Myra. I cannot come to work today. My car is broken. Okay. When will you return?
Rewrite the conversation in order:
______________________________________________________________________________
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I Will Not Be At Work Today Directions: Look, and read together with a partner.
Myra’s Story Myra works at the Wal-Mart in Buena Park. She has a problem with her car and needs to take it to the garage, so she can’t go to work today. She calls work, and talks to the operator before being connected with her boss, Mr. Rogers.
1. Hello, this is Wal-Mart Buena Park. How may I direct your call?
2. Hello, this is Myra. I work in the toy department. Could you connect me with Mr. Rogers?
3. Of course. One moment please. 4. Mr. Rogers speaking,
how may I help you?
5. Hello Mr. Rogers, this is Myra. I can’t come to work today. I’m having a problem with my car and need to take it to the garage.
6. I see. When will you return to work?
7. I will be back tomorrow morning.
8. Okay Myra. I understand. I will see you tomorrow morning. Good-bye.
Good-bye Mr. Rogers. See you tomorrow.
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Objective 37
Section 2 Task 2 Content A
Beginning Low – Beginning High
Identifying and Comparing U.S. Work Expectations
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Lesson 1 Introduction of the “Good Employee” Behaviors
A. Warm up. Group discussion: Work with your classmates in groups
of three or four, and answer the questions below. Then report to the class. 1. Are you a good employee? How are you a good employee? 2. What are some examples of good employee behavior?
B. Vocabulary words: Look at the pictures. Listen as your teacher
explains “good employee” behaviors. Write the name of the “good employee” behavior under each picture. Then listen and repeat.
1._______________________ 2. ______________________ _________________________ ________________________ _________________________ _________________________
3._________________________ 4._______________________ __________________________ ________________________ __________________________ _________________________
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Lesson 1: “good employee” behaviors continued:
5._________________________ 6.________________________ ___________________________ _________________________ ___________________________ _________________________
7.____________________________ 8._________________________ ______________________________ __________________________ ______________________________ __________________________
9.___________________________ 10._________________________ _____________________________ __________________________ _____________________________ ___________________________
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Lesson 1: “Good Employee” Behaviors continued:
C. Writing examples: Under each picture above, or on a separate piece
of paper, write one sentence with the “good employee” behavior. Ex. My friend always arrives on time.
D. Memory game: (Optional) Close your books. Work in groups of
three. You will have a set of cards. Put the pictures and the names of the “good employee” behaviors on the table face up. Match each picture with the “good employee” behavior. E. Reading: Read the paragraph and discuss the difference between hard
and soft skills.
Hard and Soft Skills:
It is very difficult to find good employees. If you hire the wrong people, they can ruin your business.
First, a “good employee” has to know how to do his job, so he needs to have strong hard skills. Hard skills are requirements and knowledge that you need to do your job. For example, if you are a cook, you have to know how to cook a meal.
Second, a “good employee” has to have good soft skills. Soft skills are personal behaviors. Some examples of “good employee” behaviors are the following: being on time, working well with others, following directions, completing work on time, managing time effectively, etc.
Both the hard skills and the soft skills are important for success at work.
Comprehension questions: Answer the following questions:
What are hard skills?_________________________________________ What are soft skills? _________________________________________ Can you learn hard skills?_____________________________________ Can you learn soft skills?______________________________________
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F. Grammar: have to/ has to I We He
You have to… She has to… They It
I We He You do not have to She does not have to They It ___________________________________________________________________
we he
Do you have to… Does she have to… they it
Note: have to/ has to expresses the same idea as need 1. Read the examples and underline have to or has to in each
sentence: I have to come to work on time. A cook has to know how to cook. A teacher does not have to be tall. I do not have to go to work today. Does she have to know how to type? 2. Complete the sentences: a. A doctor _______________have a college degree. b. A teacher _______________know how to cook. c. I am a salesperson. I ______________ talk to people. d. We are painters. We _____________ know how to paint. e. A mechanic ______________ fix cars.
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G. Soft Skills and Hard skills: Work with a partner. Look at the
pictures of different jobs. Choose an appropriate hard skill for each job and choose two important soft skills for each job from the lists below. Discuss the results in class.
Hard skills: Soft skills:
Have to… Have to… 1. know how to prepare a meal 1. Manage time efficiently 2. know how to fix cars 2. Volunteer for difficult jobs 3. know how to drive a bus 3. Ask questions about tasks 4. know how to teach students 4. Question for understanding 5. know how drill a tooth 5. Show initiative 6. know how to fix a dripping faucet 6. Follow directions 7. Arrive on time 8. Work well with others 9. Make suggestions 10. Complete work on time
1. 2.
3. 4.
5. 6.
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H. Ranking: Work with your classmates in groups of four and rank the following
“good employee” behaviors. Put 1 for the most important and 10 for the least important. Explain your choices. Which behavior is the most important at your work?
1. (__) Managing time efficiently 2. (__) Volunteering for difficult jobs 3. (__) Making suggestions 4. (__) Asking questions about tasks 5. (__) Questioning for understanding 6. (__) Showing initiative 7. (__) Completing work on time 8. (__) Following directions 9. (__) Arriving on time 10. (__) Working well with others
I. The “Good Employee” Behavior worksheet: Talk to
your classmates, find a person for each item on the worksheet and write the person’s name. Ex. Do you always come to work on time? Do you like to work with other people? Do you volunteer for difficult jobs?
Find somebody who… NAME
1. always comes to work on time
2. sometimes comes to work late
3. volunteers for a difficult job
4. likes to make suggestions at work
5. always completes work on time
6. likes to work alone
7. likes to work with his coworkers
8. does not like his boss
J. Group discussion: Discuss the results of the worksheet and give
examples of good and bad behaviors at work. Talk about your own job. Which soft skills are the most important at your job? Which soft skills are the most important in your country?
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Lesson 2 Giving advice on how to be a “Good Employee”
A. Warm up: Review of the “good employee” behaviors Read the definitions of the “good employee” behaviors. Work with a partner and add your own examples. Ex. I work well with others, my coworkers like me.
1. Arriving on time – to come to work and to start a job exactly at the appointed time. Ex. John always arrives to work on time. ___________________________________________________
2. Working well with others – to get along with coworkers, to be friendly. Ex. Everybody likes her; she works well with others. _______________________________________________________________________
3. Questioning for understanding – to ask questions and to check that people understand you. Ex. Our teacher explained a new rule, and then she questioned students for their understanding. ______________________________________________________________________
4. Following directions – to listen to instructions and to do your job exactly as your boss has told you. Ex. My boss explained to me how to do this job, and I followed his directions. _______________________________________________________________________
5. Showing initiative – to offer to do extra work. Ex. Nobody asked Maria to help me with my job, but she showed initiative and helped me to finish it. _______________________________________________________________________
6. Asking questions about tasks – to ask questions when you do not understand how to do something. Ex. I did not know which color to use, so I went to my supervisor and asked him about it. _______________________________________________________________________
7. Completing work on time - to finish work before the appointed time or the deadline. Ex. Our team will complete this project before the deadline. _______________________________________________________________________
8. Making suggestions – to recommend something, to give advice. Ex. Fabric for this dress was too bright, so I made a suggestion that we should use another type of fabric. _______________________________________________________________________
9. Volunteering for difficult jobs – to offer to do a hard task without anybody asking you to do it. Ex. Nobody wanted to stay late and finish the report, so I volunteered for this difficult job
___________________________________________________________
10. Managing time efficiently – to use time wisely and not to waste it. Ex. Our manager does not want us to waste time; he wants employees to manage time efficiently.
__________________________________________________________________________
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B. Matching: Work with your partner and match definitions with soft skills.
1. ( b ) managing time efficiently a. to recommend something
2. (__) volunteering for difficult jobs b. to use time wisely 3. (__) making suggestions c. to finish work before the deadline 4. (__) asking questions about tasks d. to ask questions when you do not understand something 5. (__) questioning for understanding e. to offer to help with a hard task 6. (__) showing initiative f. to do your job exactly as your boss has told you 7. (__) completing work on time g. to offer to do extra work 8. (__) following directions h. to be sure that people understand you 9. (__) arriving on time i. to be friendly with coworkers 10. (__) working well with others j. to come to work exactly at the
appointed time
C. Grammar. Expressing advice: Should / Should not
______________________________________________ I You He
She Should go / should not go
It We They Ex. I should call him. John is sick, he should not go to work today. _____________________________________________________ I you he
Should she go ? it we they
Ex. Should I ask him about it? ______________________________________________________
Note: should means “This is good advice.”
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D. Listening: Listen to each sentence and circle the verb you hear. After you
check your answers, listen again. If you agree, circle yes. If you do not agree, circle no. (TEACHERS MANUAL Page 26.) What do you hear? Do you agree? 1. should shouldn’t yes no 2. should shouldn’t yes no 3. should shouldn’t yes no 4. should shouldn’t yes no 5. should shouldn’t yes no 6. should shouldn’t yes no 7. should shouldn’t yes no
E. Giving advice: Work in pairs. After you finish, discuss your advice.
Student A: State the problem. Student B: Give advice using should. Ex. Speaker A: I did not understand his directions. Speaker B: You should ask him to repeat.
1. My coworker is very rude to me. 2. I need a day off tomorrow. 3. I cannot finish this job on time. 4. I do not know how to manage my time effectively. I am always late. Switch roles. 5. My coworker does not know how to use this tool. 6. This job is too hard. I do not want to do it. 7. I explained to my coworker how to use the machine, but he did not understand. 8. I usually finish my job at 6:00 p.m., but today my son has a game at 5:00 p.m.,
and I really want to watch his game.
F. Information gap activity: How to become a “Good
Employee” Students read “Good employee” behavior #1, find the advice on the next page, and fill in the list that follows. Get into groups of three and: Student A: read about “Good employee” behaviors # 2, 3, 4. Student B: read about “Good employee” behaviors # 5, 6, 7 Student C: read about “Good employee” behaviors # 8, 9, 10. After you finish, fill in your part of the chart, then work with your partners, tell the advice you have found from the reading, and fill in the list below. Add your own advice.
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How to become a “Good Employee” 1. Following directions: A “good employee” should listen to directions carefully, should
take notes, and follow directions step by step.
2. Asking questions about tasks: A “good employee” if he is not sure how to do his job
should always ask questions until he has no doubts about his task.
3. Showing initiative: “Good employees” should show initiative, try to improve things and
do extra work.
4. Working well with others: A “good employee” should avoid conflicts, be helpful,
polite, and friendly.
5. Arriving on time: A “good employee” should have plenty of time to get to work.
6. Completing work on time: A “good employee” should always have a plan and finish his
job before the deadline.
7. Managing time efficiently: A “good employee” should stay focused on the task, should
make a list of tasks for the next day.
8. Questioning for understanding: A “good employee” should be sure that people
understand what he says. He should ask if people need more explanation and should
repeat new information several times.
9. Making suggestions. A “good employee” should try to improve things at work. He
should have new solutions, ideas, and suggestions.
10. Volunteer for a difficult job: A “good employee” should be willing to do a difficult job.
Fill in the following list:
1. Following directions Advice:_____________________________________________________
2. Asking questions about tasks Advice:________________________________________________________
3. Showing initiative Advice:________________________________________________________
4. Working well with others Advice:________________________________________________________
5. Arriving on time Advice:________________________________________________________
6. Completing work on time Advice:________________________________________________________
7. Managing time effectively Advice:________________________________________________________
8. Questioning for understanding Advice:_____________________________________________________
9. Making suggestions Advice:_____________________________________________________
10. Volunteer for a difficult job Advice:____________________________________________________
A
B
C
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G. Discussion: Discuss the advice from page 57, and give your own advice
on how to be a “good employee”. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Lesson 3
Talking About Soft Skills During a Job Interview A. Warm up. The “Soft Skills” quiz: Choose the best answer for
each situation below and find out the results about your soft skills.
1. My boss does not know my name. True (1) Mostly true (2) Untrue (3) 2. It's never okay to be rude to someone. True (3) Mostly true (2) Untrue (1) 3. Showing initiative and being organized will help you to be promoted. True (2) Mostly true (3) Untrue (1) 4. I never volunteer for a difficult job. True (1) Mostly true (2) Untrue (3) 5. I always apologize when I've done something wrong. True (3) Mostly true (2) Untrue (1) 6. I will ask questions when I don't understand something. True (3) Mostly true (2) Untrue (1) 7. I try to get to know my supervisors better. True (3) Mostly true (2) Untrue (1) 8. I try to plan everything that I do. True (3) Mostly true (2) Untrue (1) 9. If I'm unhappy with my boss; it's ok to say bad things about him. True (1) Mostly true (2) Untrue (3) 10. I tell my coworkers and my supervisors about my job. True (3) Mostly true (2) Untrue (1)
Results: Add points for all the questions together and read about your results. 10-16 points- You need to work a lot to improve your soft skills. Try to be more friendly and polite to your coworkers. Show more initiative at work. 17-23 points- You need to use some work on your soft skills. You are almost there. Try to make suggestions and volunteer for difficult jobs in order to be noticed. 24-30 points- Congratulations! You are a “good employee”. You have strong soft skills.
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B. Pre-reading activity: You have your own store. You need to hire a
part-time salesperson. Two people applied for this job. Both have the same experience. Work in pairs and decide who you would hire and why.
C. Reading: Read the interview tips and fill in the chart on the following page.
Interview tips:
Your job interview is very important. This is when the employer gets to learn more about you.
Be on time and dress appropriately. If you are late and dressed in a T-shirt and jeans, the employer can think that you do not care about this job.
Stand tall, smile and give a firm handshake. You want to show confidence.
Make eye contact. Always look your interviewer in the eyes. It shows respect.
Say only good things about yourself. An interviewer wants to see a positive person.
Be friendly and talk about your soft skills. Employers are interested in your soft skills because a person with good soft skills will make a good co-worker.
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D. Should do or shouldn’t do: Work with a partner. Check what you
should or shouldn’t do during a job interview.
Should do Shouldn’t do
1. be friendly
2. bring your friend
3. shake hands firmly
4. wear a T-shirt
5. be late
6. say only good things
7. make eye contact
8. stand or sit straight
9. speak in a negative
manner
10. discuss your soft skills
E. Listening and speaking: A Job Interview BL-BH CD Track #6
Listen to the job interview. Then read the dialogue with your partner. Ann: Excuse me. May I come in? Mr. Torres: Yes, please. Ann: Good afternoon. I am Ann Walters. I’m here about the cashier’s job. Mr. Torres: Yes, come in. I am Mr. Torres. I am the manager. Ann: Nice to meet you. Mr. Torres: Nice to meet you too. Please, take a seat. Have you worked as a cashier before? Ann: Yes, I worked as a cashier for two years. Mr. Torres: Good, can you tell me about yourself? Ann: I am a very organized and responsible person. Mr. Torres: Do you like to work in a team?
Ann: Yes, I do. I work well with others, and I always follow directions. Mr. Torres: Why did you leave your last job? Ann: I moved to another city. Mr. Torres: Good. Thank you very much. We will call you in a week. Ann: Thank you. Mr. Torres: Good-bye. Ann: Good-bye.
Comprehension questions: How long did Ann work as a cashier? _____________________________ Why did she leave her last job? _____________________________ Which questions are about Ann’s soft skills? ______________________________ How did Ann answer these questions? ______________________________
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F. Role Play: Practice the conversation with a partner. Use different words
and phrases from the list below to substitute for A, B, C, D. Present your dialogue to the class. Do not forget what you should and should not do during a job interview.
Student A is an interviewer. Greet the person. State your name and position. Ask questions about the job and about soft skills. Student B is an applicant. Tell your name. Answer questions about the job and your soft skills. B: Excuse me. May I come in? A: Yes, please. B: Good afternoon. I am Ann Walters. I’m here about the __________A______ job. A: Yes, come in. I am Mr. Torres. I am the ______B______. B: Nice to meet you. A: Nice to meet you too. Please, take a seat. Did you work as a _____A_____ before? B: Yes, I worked as a ____A____________ for two years. A: Good, can you tell me about yourself? B: ________C___________________________________ A: Why did you leave your last job? B: ________________D________________ A: Good. Thank you very much. We will call you in a week. B: Thank you.
A B C D
1. Receptionist 1. Manager 1. I work well with people, and
I follow directions well.
1. I moved to another city.
2. Salesman 2. Owner 2. I am organized, and I always
complete my work on time.
2. I want to work closer to
my house.
3. Painter 3. Supervisor 3. I am always on time, and I
manage my time efficiently.
3. I went back to school.
4. Construction worker 4. Director 4. I am responsible, and I
always follow directions.
4. My company closed.
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Lesson 4 Using the “Good Employee” Behaviors During
the First Day at Work.
A. Warm up: Discussion
- Do you remember your first day at work? - Did you ask many questions? - Which “good employee” behaviors did you use during the first day?
B. Review: Look at the pictures of the “good employee” behaviors and write
the appropriate behavior under each picture. Check answers with your classmates. Review their definitions.
1.___________________________ 2. ___________________________
3.___________________________ 4. ___________________________
It’s nice to work
together on this
project.
That looks heavy. I
can help you.
Do you understand the
information? I should work on my
report now, even if it
is lunch time.
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“Good Employee” Behaviors continued:
5.____________________________ 6. _________________________
7._____________________________ 8. ____________________________
9.___________________________ 10.__________________________
I think we should do
it this way. Follow these
steps.
I promise I’ll never
be late!. The deadline is 4:00. Get
everything ready.
I’m not sure. What
should I do next?
I’ll be glad to
help you.
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C. Bingo:
There are 10 “good employee” behaviors. Choose 9 “good employee” behaviors and write one “good employee” behavior in each box. The teacher will describe a good employee behavior in random order. You need to recognize the “good employee” behavior and cross it out. The first person to get three DOWN, three ACROSS, or three DIAGONALLY is the winner.
-Managing time efficiently
-Volunteering for difficult jobs
-Making suggestions
- Asking questions about tasks
-Questioning for understanding
-Showing initiative
-Completing work on time
-Following directions
-Arriving on time
-Working well with others
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D. Pre-Reading
Discussion: In groups of three, discuss the following questions. Discuss your
answers with your classmates.
What should you do during the first day at work?
What should you not do during the first day at work?
E. Reading: \
Read and take notes of what you should and should not do during the first day at work.
First day at work
Congratulations! You are starting a new job! It’s important to start off on the right foot.
Dress appropriately Before your first day, find out the dress code at your new job and follow it. Arrive to work on time Before your first day, make a practice trip, so you know how long it will take. Do not forget to add 15-20 minutes in case of a problem. Be friendly during introductions Your supervisor may introduce you to other employees. Try to remember their names. They will help you if you have any problems. It’s important to work well with them in the future. Ask questions about your duties and tasks Try to find out about your job duties as soon as possible. If you do not understand what to do, ask your supervisor to explain your tasks one more time. Follow directions Do everything as your supervisor has told you. If you are not sure what to do, ask him again, or ask one of your coworkers. Manage your time efficiently Do not make personal phone calls unless it is an emergency. Find out about your lunch-hour policy at your new job, and never take longer than the time allowed.
F. Comprehension check: Work in groups of 3-4.
Read the following statements and decide if they are True or False: 1. You should come to work early. T F 2. You can call your friend from your desk and tell her about your new job. T F 3. If you do not understand what to do, ask your friend. T F 4. Try to remember your coworkers’ names. T F 5. Follow directions and ask questions about your tasks. T F
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G. Listening: Listen to a story about Ann’s first day at work. Take notes. Write
down what she did right and what she did wrong. (Teacher’s Manual p. 30)
Things Ann did right Things Ann did wrong
H. Writing: Write a short story about your first day on the job. In your story, use at
least 4 “good employee” behaviors. Read your story to the class. Let your classmates tell you what you did right or wrong.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Lesson 5
Applying the “Good Employee” Behaviors at Work
A. Warm up: Review the “good employee” behaviors. Match them with the
situations below. The first one is done for you.
1. ( d ) Managing time efficiently
2. (__) Volunteering for difficult jobs
3. (__) Making suggestions
4. (__) Asking questions about tasks
5. (__) Questioning for understanding
6. (__) Showing initiative
7. (__) Completing work on time
8. (__) Following directions
9. (__) Arriving on time
10. (__) Working well with others
a. The store opens at 9:00 a.m. Bob always comes early and starts working
exactly at 9 o’clock.
b. Jose is very friendly; he is always nice to other people.
c. Nancy suggested that I should order a new part for this car.
d. I did not waste my time yesterday, and I finished my job.
e. Nobody wanted to clean the dirty floor, and I offered to do it.
f. Maria explained to Todd how to use the cash register, and then she asked him questions to be sure that he understood everything.
g. My boss gave me instructions about the task, and I did everything as he had said.
h. My boss did not ask me to finish the report, but I decided to stay late and finish it.
i. I was not sure how to paint this picture, so I went to my supervisor and asked him about it.
j. I need to finish this job tomorrow, and I am lucky that I am almost done.
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B. Grammar. Can/can’t _____________________________________________ I You He
She can do this job
It can not
We (can not=can’t)
They ______________________________________________ I You He
Can She do this job?
It We They
C. Make a sentence: Put words in the right order.
1. I stay today can late. 2. work can’t overtime I tomorrow. 3. help can you me? 4. please it repeat you time one can more? 5. can’t to help you fix I your car. 6. They how to do show can you this job.
D. Demonstrating Good Employee Behaviors: Read
appropriate words and phrases for each function below. Add your own phrases: 1. Showing initiative: 2. Asking about tasks: I can do it. Can you repeat it again? No problem, I will do it. What should I do next? I would like to help. Please, can you show me one I will be glad to help. more time?
3.Making suggestions: 4. Questioning for understanding I think we should do it this way. Do you understand? We can use another tool. Do you follow? Let’s try to do it differently. Can you do it yourself?
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E. Say it at work: Work with a partner, read situations, identify language
functions and write what you would say in each situation. 1. Your boss has told you how many copies to make, but you do not remember. ______________________________________________________________ 2. Your supervisor needs somebody to stay late and finish the job. ______________________________________________________________ 3. You know how to do your job faster, and you want to tell your coworker about it. ______________________________________________________________ 4. You explained to your coworker how to use a new tool, but you are not sure that
he understands how to use it. ______________________________________________________________
F. Pre-Listening: Look at the picture and decide who the people are. What
do you think they are talking about?
G. Listen for specific information BL-BH CD Track #7
Listen to the dialogue on the next page, and then read it. Choose a person who demonstrates each “good employee” behavior below.
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Dialogue BL – BH CD Track #7 John: Maria, I’ve noticed you’ve had trouble using the new scanner. Let me help you.
Maria: Thanks. That would be great. Can you explain how to use it?
John: Would you like to see how I do it.
Maria: Yes, please.
John: Watch. Do you see what I’m doing?
Maria: I think so.
John: Did you understand?
Maria: Yes. Let me try it. Wait, what do I do first?
John: First, you need to put the document facedown, and then press the copy button.
Maria: Like this?
John: Yes. That’s good, but remember, you should keep the top closed.
Maria. Yes. I remember. Like this?
John: Yes, that’s good.
Maria: Is this right?
John: Yes, that’s it.
Maria: Well, thanks, John. That was very helpful.
John: You are welcome.
John Maria 1. Showing initiative
2. Following directions
3. Questioning for understanding
4. Making suggestions
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H. Unscramble the dialogue:
Work with a partner; put the dialogue between John and Olga in the right order. Check answers with your classmates.
_ I am fine. Thanks. How are you doing? 1 Hi, John. How are you? _ Great, did you understand? Do you have any questions? _ I am OK, but I do not know how to order this book for Mr. Lee. _ Do I need to put his address too? _ Yes, and you should check his credit card information. _ You are welcome. _ I can show you. First, put all the information into the computer and then send this order to the store. _ I’ve already checked it. _ No, thanks for your help.
I. Role play: Read the following situation and create your own oral dialogue.
You may use the dialogue above as an example.
Situation:
Imagine that your partner does not know how to use a cell phone. Use appropriate language functions.
Show initiative to help, prepare step by step instructions and explain how to use the cell phone - (use words such as: first, next, then, and after that). Give directions, make suggestions, question for understanding.
At any time during your conversation, you can say BZZZZ – that means that your partner needs to ask you to repeat your last sentence one more time.
Have fun!
NOTE: Your partner should follow directions and ask questions about the task.
Present your dialogue to the class.
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Pre-test
Look at the pictures of the “good employee” behaviors and write the appropriate behavior under each picture. Check your answers.
1.___________________________ 2. ___________________________
3.___________________________ 4. ___________________________
It’s nice to work
together on this
project.
That looks heavy. I
can help you.
Do you understand the
information? I should work on my
report now, even though
it’s lunch time.
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Pre-test continued:
5.____________________________ 6. _________________________
7._____________________________ 8. ____________________________
9.___________________________ 10.__________________________ YOU ARE READY!
I think we should do
it this way. Follow these
steps.
I promise I’ll never
be late! The deadline is 4:00. Get
everything ready.
I’ll be glad to
help you.
I’m not sure. What
should I do next?
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Table of Contents
Student Workbook
Beginning-Low to Beginning-High
Page
Section 1 (Task 1) Contacting a Work Supervisor ………………. 2
Lesson One: The World of Working ………………………………... 3
Lesson Two: People in the Workplace ……………………………… 12
Lesson Three: Everyday Language on the Job …………................... 21
Lesson Four: Talking to the Supervisor …………………………….. 30
Lesson Five: Calling in to Work to Report Being Late
or Absent………………………………………………… 40
Section 2 (Task 2) Content A: Identifying and
Comparing U.S. Work Expectations……………………... 47
Lesson One: Introduction of the “Good Employee”
Behaviors………………………………………………… 48
Lesson Two: Giving advice on How to Be
a “Good Employee”…………………………………… 54
Lesson Three: Talking About Soft Skills
During a Job Interview ……………………………. 59
Lesson Four: Using the “Good Employee” Behaviors
During the First Day at Work………………………... 63
Lesson Five: Applying the “Good Employee”
Behaviors at Work……………………………………… 68
Pre-Test………………………………………………………………… 73
Note: Soft Skills Website: www.20topjobskills.wikispaces.com