Return-Path: <nifl-workplace@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g5L5uAX28437; Fri, 21 Jun 2002 01:56:10 -0400 (EDT) Date: Fri, 21 Jun 2002 01:56:10 -0400 (EDT) Message-Id: <003f01c218e8$4ef259a0$6f6e4418@ruth1f0o41yy5q> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-workplace@literacy.nifl.gov Originator: nifl-workplace@literacy.nifl.gov Sender: nifl-workplace@literacy.nifl.gov Precedence: bulk From: Ruth Farrell <ruthfarrell@shaw.ca> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov> Subject: [NIFL-WORKPLACE:573] Re: Curriculum for Business/Clerical X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=iso-8859-1 X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Status: O Content-Length: 2003 Lines: 42 Hi Juline, I don't know if this is a fitting answer to your question. But my first thinking is this: Do you have the opportunity to do some "living research"? That is go out, and/or get your students to go out with tape recorder and questions. Do the old information interview (that I first learned about in What Colour is Your Parachute) where you pick the brains of the worker who has a job in the area you are targetting. Questions can be wide ranging: What do you like about your job? What kind of training/education do you have, or did you need to get? What kind of people are in this business? What's the environment like? What are the biggest challenges? Or any other questions. Then you transcribe the tapes (transcription machine very handy). You can build glossaries of vocabulary, listening for stress and intonation excercises, and thematic comprehension activities that focus on concepts, areas of knowledge, values, expectations,etc - from which you could build role plays and high frequency language functions. Of course this is all very labour intensive, but highly focussed on your geographical area, and the human/institutional realities of the workplaces they seek to enter. If the students can do the interviews themselves, that's really powerful. If not, you know you have meaningful content. Ruth Farrell Vancouver, B.C. ----- Original Message ----- From: "Juline Thomley" <jthoml1@mail.isd77.k12.mn.us> To: "Multiple recipients of list" <nifl-workplace@literacy.nifl.gov> Sent: Thursday, June 20, 2002 9:12 PM Subject: [NIFL-WORKPLACE:572] Curriculum for Business/Clerical > I am looking for any curriculum ideas that may be out there to help ESL > learners get/maintain jobs in an office/business/retail store...cashiering, > filing,answering phones, working the floor, customer service, etc > Any help is greatly appreciated. > Juline > > > -- > >From one of my ESL learners: A dyslexic agnostic insomniac lay in bed > wondering if there really was a dog. > >
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