On the Job English II 

The following curriculum framework and pacing guide outlines On the Job English II of Literacy Volunteers’ fifth EL/Civics session, which began in early January, 2002. Like On the Job English I, this session emphasizes conversational activities, grammar and life skills while integrating computer and Internet skills into the session curriculum. Users will find below a short description of each lesson and an accompanying timeline for this class of intermediate level English learners. Virtually all of the materials and activities described here are easily adapted to meet the needs of learners at other levels of competency.

Detailed descriptions of the lessons used throughout this session may be found by going to the E/L Civics Complete Lesson Plan Index and clicking on the appropriate subject. Tutors with questions about this session's activities, their sequence or how to apply them to single- and paired–learner environments may call the Literacy Volunteers ESOL coordinator at 265-9339, Mondays through Fridays, or use anytime.

Timeline

January 6: "Nice to Meet You" 
January 8: SlangQuest
January 13: SlangQuest

January 14: Workplace Dialogue

January 20: Expressing Likes and Dislikes

January 22: Life and Work

January 27: More Life and Work

January 29: More Life and Work

February 3: Crossroads Cafe: "Who's the Boss?" Act 1

February 5: Crossroads Cafe: "Who's the Boss?" Act 2

February 10: Crossroads Cafe: "Who's the Boss?" Act 3

February 12: Tell Us a Story

February 17: "Good Job!"

February 19: Time is Money

February 24: Time is Money

Session Objectives

The learner will use the present perfect continuous tense with "has been" and "have been" with the verbs "apply," 'work," "study," "look" and "live."

The learner will use "for" and "since" with the present perfect continuous tense in a variety of sentences.

The learner will use the internet to locate slang terms that can be used in a conversation at work.

The learner will write one or more workplace dialogues using five slang terms found using the internet.

The learner will edit and role play one or more workplace dialogues. 

The learner will perform a work-related role play.

The learner will express likes and dislikes about work orally and in written form.

The learner will listen and respond orally and in writing to stories about immigrants working and living in the United States.

The learner will make predictions, hypothesize about story setting, plot and roles of characters by listening to verbal cues.

The learner will write an original, one act "On the Job" play.

The learner will differentiate between compliments and criticisms in work-related conversations.

The learner will make polite and informal requests in work-related situations.

The learner will make suggestions using four different formats.

The learner will list three characteristics of good employees and good supervisors.