Program. PUB DATE 91p. Guides - Ed

WP ADAPTATIONAsk, "What do you sell in the bakery?"List four or five items that are sold in the bakery.Ask, pointing to first item, "Is this good?"If Student agrees, write good in column two.Ask, "What kind of bread is it?" (Write cinnamon, wheat, white, orwhatever the Student says.)Continue eliciting two adjectives for each bakery tejellypowderedminiblueberryetc.Teacher:Tell the customer, "This is good, white bread."Tell the customer about the donuts.In a class, this could be expanded to Pairs of students practicingtelling customers about the bakery products, and the partnerdeciding what to buy.STRUCTURE FOCUS: Indirect Object with to (Review)to the boy.to the girl.to the boy.The womanThe manThe girlthe bookis givingthe bookis sellingis speaking EnglishSheis showing the books j. the students.WP ADAPTATIONMake sentence strips;cut into parts:tISUBJECTIOBJECTVERB11INDIRECT OBJECTI!Mix the phrases up.Student arranges in correct order.Reads.I am giving the donuts to the customer.Ann is selling. a cake to the woman.Betty and Ann are showing the cake to the customer.She is repeating the cake order to the customer.Anchorage Workplace Literacy Project21

STRUCTURE FOCUS: Indirect Object with forKim is gettinga giftfor her mother.is buyinga ringfor her mother.for him.am opening the dooris closingthe window kL the teacher.JillISheThey are making dinneram signingIthe paperfa their mother.for you.WP ADAPTATIONcut into parts as in previous exercise.Make sentence stripsStudent arranges in correct order. S. reads.Mix the phrases up.Mrs. Hill is getting a birthday cake for her son.Mrs. Brown is buying some muffins for her family.I am opening the oven door for my manager.I am closing the refrigerator for Ann.I am making cookies for my manger.The customer is signing the check for the cashier.Mini Skit(Mount scripts on separate cards.)If teaching a class, give cards to two students, askthe other students to watch and listen.1.(name 1)May I help you?(name 2)(name 1)Anything else?(name 2)puts 6 bran muffins in a bag.(name 1)He/she gives the muffins to (name 2)(name 1)2.Thank you.Please pay at the checkout counter.(name 1)(name 2)Yes, I'd like six bran muffins.(name 1)(name 2)No, thank you.*****(name 1)Discussion:Teacher:221. .r).Who didWho did(name 1)(name 1)get the muffins for?give the muffins to?Anchorage Workplace Literacy Projei

STRUCTURE FOCUS: Questions with Who in Subject PositionJillis the big sister.Who is the big sister?Kim is the little sister.Who is the little sister?Ann and Glenn are going home.Whois going home?WP ADAPTATION(name)Whoisthe manager.is the manager?(name)is the assistant manager.Who is the assistant manager?Betty and Ann are decorating the cakes.Who is decorating the cakes?Teacher should find the names of key personnel in store forthis exercise.Teacher:Many people work in your store. Who are they:Store Manager. Who is the store manager?Repeat, "Who is the store manager?"Assistant ManagerDay JanitorBakery ManagerRepairpersonSTRUCTURE FOCUS: Short Answers to Who QuestionsWho speaks English?Who teach the class?I do.Who wearsjeans?The teacher does.Boys and girls do.Who jthe little sister?an English book?Kim ia.I do.Who hasCAnchorage Workplace Literacy Projectr23

WP ADAPTATIONBakery Paradigm:WhoWhoWhoWhomanages the bakery?waits on the customers?decorates cakes?is the store manager?I(name)do.does.Ann and Betty do.(name)is.Note:The teacher should find out the key tasks in the bakeryand the personnel in the bakery and in other departmentswith whom the student may need to interact.Drill(Teacher should create appropriate questions.)WhoWhoWhoWhoWhocleans the pots and pans?cleans the bakery floor?takes the customers' money?brings non-baking supplies to the bakery?makes up the work schedule?CONVERSATIONAL PRACTICE, A Pairs ActivityDirections:Each Pair is given a card on which is written asituation which may arise while working at thebakery.(Holiday) is on Friday.Your daughter's third grade class ishaving a party.You are ordering a cake for the party.A customer wants some change for a telephone call.A mother asks for a cookie for her little boy.PRONUNCIATIONBakery items/vocabulary contrasting ./v/vestvisorovenoverneverserveAnchorage Workplace Literacy Project

WP ADAPTATIONReadingTeacher may either write a workrelated story in advance toteach the desired vocabulary and sentence structures, ordraw it out of the student with questions about his/her workexperience or with a cartoon/picture.Paradigm of a Bakery Story:KT/This is Mrs. Brown.This is Billy Brown.Mrs. Brown is the mother.Billy is her son.The Brown are in a bakery.bakery.It is (name of store)'s(name) works in the bakery.She is getting a chocolate chip cookie for Billy.She is giving the chocolate chip cookie to Billy.Billy says, "Thank you."He thanks (name) for the cookie.Mrs. Brown says, "I'd like six bran muffins for dinner."(name) get the muffins for Mrs. Brown.She puts them in a bag.She gives the bag to Mrs. Brown.says, " Thank you for shopping at(name)Anchorage Workplace Literacy Project(name of store).25

Sample Workplace Curriculum - 3FIRST AIDCorrelated Conversation for use withYou Can Give First Aid,New Readers PressUsed with workers in preparation for astandard first aid / CPR class.Developed byRoselynn Cacy and Polly SmithAnchorage Workplace Literocy Project27

Conversation lesson for Chapter One:YouCan GiveFIRST AID0.ia ogA. Rich is hurt. Should we move him?B. No. Leave him there. Is he breathing?A. Yes, he is.B. Good. Is he bleeding?A. Yes.B. Stop the bleeding.VocabularyIs he breathing?Is he bleeding?Is he in shock?Is he conscious?Is he in danger?Is he sick?Is he injured?Is he too hot?Is he too cold?,-- Structure FocusCall for help.Check for poisoning.Check for broken bones.Check for other injuries.Check for little cuts.Check for bums.Check for scrapes.S. Are you breathing?T. Is he breathing?S. Are you bleeding?T. Is he bleeding?Continue with all the vocabularyLook for a medical necklaceLook for a medical braceletLook for a medical wallet cardStay CalmTalk to the victimkeep on eye on his breathingKeep the victim warmc--Pronunciationminimal pairs /1/, In/redledreadleadriplipminimal pairs lb 11, ge Workplace Literacy ProjectHe is breathing.He is bleedingTeach story as in Skill Book 229

Conversation lesson for Chapter Four:Conversation lesson for Chapter Nine:cDialogProps: sling, splint, balloon, newspapers,magazine, pillow, cardboardAre you choking?(silence)fDialogMake a fistPush the thumb side of the fist just aboveyour belly button.Use your other hand to grab your fist.Pull up and in quickly.JA. My aim hurts.B. Where does it hurt?A. Right here. (Touch the spot)B. OW!!A. It looks swollen.B. It looks different. It's not like myother arm.A. Don't move. I will call for help.Jr Vocabulary,VocabularyChoking can cause death.Choking happens while a person iseating.The victim will not be able to breathe.The victim will not be able to speak.The victim will not be able to cough.The victim will probably hold her throat.The victim will probably look afraid.The victim will probably soon turn blue.The victim will probably loseconsciousness.The arm may swell.The body part may swell.The body part may be tender to the touch.The body part may be out of its normalshape.The body part hurts when moved.The body part may not hurt when at rest.Iic-----Structure FocusJust Watch her.Reach around the victim.Pull your fist back and up quickly.Repeat the thrusts.Put one hand on top of the other.Make a fist.i,-- throwthroatthrust1t Structure FocusWhere is the spoot of the break?Where is the joint above the break?Where is the joint below the break?Use newspapers.Use a magazine.Roll up the newspaper.Roll up the magazine.Pad the splint.Use a piece of cloth.Use foam rubber.Use a washcloth.Use a towel.Use a sling.Bend the elbow.Do not bend the elbow.Pad between the legs.Pad between the knees and ankles.iAnchorage Workplace Literacy Project

Sample Workplace Curriculum-SUSHI BAR UNITUsed in Conjunction with Skill Book 2Developed for workers at a Sushi Barusing the structural patterns of SB2 as aguide for the materialDeveloped by Jan JonesAnchorage Workplace Literacy Projectje, 31

WP - Sushi Bar Unit* Conversation* Interview Byeong Sun to find out:Suppliescucumbercrabgingersoy ackets of soy saucesushi trayscups for ginger/ah-sah-biTools/Machinesknifecutting boardrice cookerovendisplay casecoolerTaskspunch in/clock intake off/hang up coatput on apron/cap/uniform(Which sushi are we short of?check the schedule(Which sushi is old/not fresh?the sushi barcook the shrimp/ricecut up the cucumber/avocados/crab/tuna/sushispread the rice on the seaweedroll up the sushiput the sushi/soy sauce/ah-sah-bi on the trayswrap up the sushitrays of sushi in the display case/coolerputopen the Sushi Bar on Sat. & Sun. 6am - 2pmprepare the trays/vegetables/ah-sah-bi* SF Indirect Object with to/for SB2, TM 29SB2, TM 32* SF Questions with Who* SF Short Answers to Who questions SB2, TM 33handouthandouthandout* Conversation*SF* SFTM 51TM 52WITH phrases to indicate companionWITH phrases to indicate instrumentWP Adaptation - HandoutTM 53Use of FOR to indicate purposeWP Adaptation - Handout* Story 1Handout - Yes/No Questions, Story 1Story 1Information Questions,* Show how to write in a journal.What did you do this morning? (write a sentence)What will you do this afternoon? (write a sentence)What will you do this evening? (discuss)33Anchorage Workplace Literacy Project33

SUSHITRAYS s HzE1Ioval(-)0rmNON FEFRI GER AT EDSUPPLA Es34Anchorage Workplace Literacy Project

GRAMMAR STRUCTURES IN THE WORKPLACESkill Book 2, Lesson 1Indirect Object with to/ for:A.B.C.1-A.I am selling some crabFill in the blanks with to or for.Rewrite sentence changing subject to Christy.Change subject to Christy and I.the woman.1-B.1-C.2-A.I am giving the knifeL.T.2-B.2-C.3-A.I are fixing the vegetablesthe sushi.3-B.3-C.4-A.I am giving the packagethe customer.4-B.4-C,5-A.I am filling inL.T.5-B.5-C.SB 2, LessonWP - Sushi Bar Unit1Anchorage Workplace Literacy Project.tiff

GRAMMAR STRUCTURES IN THE WORKPLACESkill Book 2, Lesson 1Short Answers to Who Questions:Co-workers Names:Write short answers to each question,using the names of your yeong Sun)Who helps L.T.?Who opens the Sushi Baron Saturday and Sunday?Who is the Seafood Manager?Who needs to be trained?Who is working with you today?Who is buying supplies for the Sushi Bar?SB 2, Lesson 1WP - Sushi Bar UnitAnchorage Workplace Literacy Project36

GRAMMAR STRUCTURES IN THE WORKPLACESkill Book 2, Lesson 2WITH Phrases to Indicate Companion:Answer the questions.Use with.Who do you work with?Who do you live with?Who do you study English with?Who do you go to church with?WITH Phrases to Indicate Instrument:Answer the questions.Use with.What do you do with that knife?Use of FOR to indicate Purpose:Answer the questions.Use for.Why are you going to the cooler?Why are you going to the Produce Department?Why are you going to the breakroom?SB 2, lesson 2Sushi Bar UnitWPAnchorage Workplace Literacy Project37

Byeong Sun Kim works in the Sushi Bar at Carrs in the Sears Mall.She is going to work very early this morning.She will open theSushi Bar today.Her husband and children are still sleeping when she turns off thealarm, gets out of bed and gets ready for work.She will wear her uniform to work except for her cap and apron.Shekeeps them in her locker at Carrs.ByeongSun smiles as she drives to work.It is a beautiful morning.The white mountains are lovely against the deep blue sky.has not come up yet, but the days are getting longer.The sunThe streets arealmost deserted;she sees only five or six other cars as she drivesto work this morning. Anchorage is very different from Seoul! Thetraffic is always heavy there.She smiles, too, as she thinks about her children.children and very good students.for their college education.They are goodByeongSun's job will help to payThey want to go to good schools Outside.University tuition is very high."Maybe they will get scholarships,"she thinks.She arrives at theMall, parks and locks her car, looks at her watchand hurries into the store.It's 5:57---just three minutes to clock in,hang up her coat and get to work!0WP - Sushi. Bar Unit38Anchorage Workplace Literacy Project

VOCABULARY FOR STORY 1earlyget readyexcept forkeeplovelydeep (blue)desertedheavy g updays are getting longerDirections:Fill in the blanks with the vocabulary words from the listEach word is used once.above.Everyone is hereBobby.Where is he?Please don't put your coat on that chair.I alwaysitmilk in the refrigerator.The building was;everyone had gone home.in Seattle at 10pm.If we leave Anchorage at 7pm, we shouldIt was a beautiful wedding.bride.Ann was ais free in the United States from Kindergarten throughGrade 12.to payGood students and good athletes can gettheir collegeChristmas Day was very short.now.The daysfor the party?May I help youYes, thanks!Can youset the table while I prepare the vegetables?I injurad my arm.purple and it really hurts.The bruise is aAlaskans like to goduring the winter.Many Alaskans goto Hawaii because it's warm.Let's go down town at 2 o'clock;is verytheat 5 o'clock.rAnchorage Workplace Literacy Project.1uWP - Sushi Bar Unit39

YES/ NO QUESTIONS FOR STORY 1Directions:Write a short yes/ no answer to each question.information if appropriate.Give moreDo you have a job?Do you work in Produce?Are your husband and children still sleeping when you go to work?Will your children go to college?Are they good students?Will you open the Sushi Bar today?Is Carrs a good place to work?Is Anchorage a beautiful city?Do you wear your uniform to work?Is there much traffic at 5:45 in the morning?WP - Sushi liar Unit40Anchorage Workplace Literacy Project

INFORMATION QUESTIONS FOR STORY 1Directions:Write a conversationally correct answer to each question.Do not give more information than asked for.Who works in the Sushi Bar at Carrs in the Sears Mall?Who is still sleeping when you get up?How do you get to work?Where do you work?Why do you smile to yourself as you drive to work?What time do you clock in?Why do you work?How do you feel this morning?What color are the mountains and the sky?WP - Sushi Bar UnitC,)Anchorage Workplace literacy Project41

Sample Workplace Curriculum -BAKERY UNITConversation skills designed for usewtih Skill Book I Lesson 10Used with students who work in thebakery department of a grocery storeDeveloped by Jan JonesAnchorage Workplace Literacy Project43

TAKING CAKE ORDERS IN THE BAKERY1. Write script for cake order.2. Listen to cassette tape.Record on cassette tape.Fill out cake order form.3. Questions and answers about the order.4. At another point in the lesson, perhaps at the end or at the beginningof the next lesson, read the cake order script, the Teacher taking thecustomer's part.4'JAnchorage Workplace Literacy Projectian JonesAnch. Workplace LiteracyP.Jkery45

DECORATOR'S ORDER FORMCUSTOMERADDRESSDATECITYTELEPHONEOCAKE SIZE1/41FULLKIND OF CAKEKIND OF FILLINGKIND OF ICINGLETTERING(Must Print)IDEA, THEME. OCCASION & COLORSAGEPRICEMALE 0DEPOSITFEMALE 0DUE!BAL. DUEDATEHOUR0 AM0 PMORDER TAKEN BYTHE LUCKS COMPANY SEATTLE, WASHINGTON46Anchorage Workplace Literacy Project

TAKING A CAKE ORDERIN THE BAKERYf /May I help you?Carrs Bakery.Customer:Yes, I'd like to order a birthday cake.What's your name?All right.Customer:Mary Holmes.How do you spell it?Customer:M-A-R-Y H-O-L-M-E-S.M-A-R-YCustomer:H-O-L-M-E-S?Yes.What's your address?Customer:2759 Loussac Drive.2-7-5-9.Customer:How do you spell the street name?L-O-U-S-S-A-C.And your zip?2759 Loussac.Customer:99507.Your telephone number?Customer:279-3415.279-3415.Customer:That's right.What size cake do you want?Customer:What sizes do you have?Round, a quarter, a half, and ful'.Customer:How big is a full cake?Customer:Oh!That's too big!All right.Customer:inches.byIt'sI'll take a half cake.Do you want white or chocolate?Chocolate.Anchorage Workplace Literacy ProjectWP - Bakery Unit47

Cake order, continuedPage 2What kind of icing do you want?Customer:White.Do you want writing on the cake?Customer:Yes.Write "Happy Birthday, Timmy".How do you spell y Birthday, Timmy?Yes.What else do you want on the cake?Customer:Can you make a hot-air balloon?I think so.Customer:I'll write it down.If not, do you have another idea?Rockets!Please spell it.Customer:R-O-C-K-E-T-S.Good.Customer:How old is Timmy?10.When do you want the cake?Customer:Saturday morning.Will 10 o'clock be OK?Customer:Yes.That will be Jg,50 .Let me read the order to you.Tell me if there are any mistakes.Customer:OK.(Reads cake order.Customer:That's fine.For date, tell day of week and date.)I'll pick it up Saturday morning.Thanks.Thank you.46Anchorage Workplace Literacy Project

CAKE ORDERCarrs Bakery.Customer:May I help you?I'd like to order a cake for a Halloween party at school.What's your name?All right.Customer:#2Betty Black.How do you spell it?Customer:B-E-T-T-YB-L-A-C-K.What's your telephone number?Customer:334-1257.What size cake do you want?Customer:I'd like a half cake.What kind of cake do you want?Customer:White.Icing?Customer:White.Do you want any hing written on the cake?Customer:No.No writing.What kind of decoration do you want on the cake?Customer:I want a Halloween theme.I want a Halloween cake.What colors would you like?Customer:Black and orange.How old are the children in this class?Customer:6 and 7 years old.And the cake will be 18.50.Customer:When would you like to pick it up?Thursday at noon.All right.That would be Thursday, October 31 at 12 o'clock noon.Let me read the ,order to you again.Anchorage Workplace Literacy Project49

Cake order 112, continuedYour name is Betty Black, telephone number 334-1257.You want a half cake, white, with white icing.You want a Hallowee

Nancy Chamberlain: As Executive Housekeeper. at the Sheraton Anchorage Hotel, Nancy Chamberlain is in charge of a 70-member department, whose employees speak more than a dozen languages. She has been in the hotel industry for 20 years. Nancy took the Laubach ES