Integrating Career Awareness into the ABE/ESOL Classroom - SABES

More documents

Recommendations

Info

Sample ESOL Lesson Planning Template Class Type: ESOL Level: Beginner/High Beginner Total # hours of instruction or counseling/week: 8 Total # of weeks: n/a # of hours for ICA: ________________________ Lesson Title Class Time Preparation Needed Curriculum Standards Section I: The Cultural Context for Career Awareness Lesson 1: Icebreaker: Who Did What? Lesson 2: Looking at How We Get Jobs Lesson 3: Job Qualifications 2 hours 1 hour • Learning job related vocabulary • Practice past tense (Did you work as…) • To begin speaking about their experience in preparation for interviews 4 hours 1–2 hours • Learn/review job related vocabulary • Practice present tense (This is my friend. He lives in Puerto Rico. He is a mechanic…) For beginner levels • Practice past tense. (This is my friend. He lived in Puerto Rico, he was a mechanic…) For intermediate levels • Increase students’ awareness of the job application process 4 1–2 hours • Work on present tense ‘to be’(He is hard-working) beginner level • Discuss soft skills and hard skills • Work on gerunds (I am good at fixing things) Intermediate level • Work on have to/must in connection with job descriptions. (candidate must have a driver’s license) Intermediate level • To create an environment where all students feel comfortable sharing concerns about discrimination they may experience Section II: The Self-Exploration Process Lesson 1: The Career Planning Process 2 hours 1 hour • Learn/review job titles • To encourage students to think of their long-term career prospects as a motivational factor for getting a job now • To personalize the job search process • Tenses review (I was a housekeeper. I am a student. I will be a childcare worker) Section III: The Occupational Exploration Process Lesson 1: Using the internet to learn about occupations Lesson 2: Labor Market trends and information Lesson 3: Informational Interviews 4 1–2 hours • Improve students’ reading ability (students read profiles of people in this job) • Learn the duties of jobs that are relevant to students (read online about the daily tasks of a childcare worker) 2 hours 1 hour • Learn present tense “wh” questions. • Study comparatives and superlatives. “This job has higher pay. This job has the highest pay.” 2 hours 1 hour • Tenses review. Review superlatives. “Job X has the highest pay. Job Z has the longest hours.” • Review and practice job duties Integrating Career Awareness into the ABE & ESOL Classroom | Appendix A | 186
Lesson Title Class Time Preparation Needed Curriculum Standards Lesson 4: Career and Job Fairs 6 hours 2–3 hours • Assist students in preparing for interviews • Encourage students to consider their long-term goals • Improve listening comprehension Lesson 5: Career Ladders 2 hours 1 hour • Practice future tenses (I’m going to be a cashier, then I’m going to be a manager…) • Setting career goals for motivation Section IV: Career Planning Skills Lesson 1: Reality Checking 2 hours 1 hour • Practice modals “Can you…?” Lesson 3: Overcoming Obstacles 2 hours 1 hour • Practice past tense questions “Did you…?” Lesson 4: Decision Making Lesson 5: Setting Goals Lesson 6: Support Systems Lesson 7: Problem Solving 2 hours 1 hour • Higher levels practice past continuous (When I made the decision to come to America, I was working in a supermarket) 2 hours 1 hour • Practice “going to” and future tense 2 hours 1 hour • Past, present and future tenses review 2 hours 1 hour • Present unreal conditional (What would you do if your car broke down?) • Future unreal conditional. (You have a job interview next week. What will you do if you get lost on the way?) • Past unreal (You had an interview yesterday. What would you have done if the interviewer hadn’t come?) Integrating Career Awareness into the ABE & ESOL Classroom | Appenedix A | 187
Page 3:
Integrating Career Awareness into t
Page 6 and 7:
Lesson 12 Part 1: Putting It All To
Page 8 and 9:
Handouts All of the handouts are li
Page 10 and 11:
Foreword It has been well-establish
Page 12 and 13:
How to Use This Guide Who is this G
Page 14 and 15:
Lessons from the Field Since the fi
Page 16 and 17:
L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19:
L e s s o n 2 Looking at How We Get
Page 20 and 21:
Name and Country Job How People Get
Page 22 and 23:
• Having a positive attitude •
Page 24 and 25:
In this lesson, the students are go
Page 26 and 27:
Extension Activity Ask the students
Page 28 and 29:
L e s s o n 1 The Career Planning P
Page 30 and 31:
Occupational Exploration looks at:
Page 32 and 33:
L e s s o n 2 Identifying Hopes and
Page 34 and 35:
L e s s o n 3 Introduction to Goal
Page 36 and 37:
Student Goal Scenarios 1. Farouk mo
Page 38 and 39:
L e s s o n 4 We All Have Transfera
Page 40 and 41:
Reading Guide for “Jesusita Novar
Page 42 and 43:
L e s s o n 5 , p a r t 1 Making a
Page 44 and 45:
Life Line Presentation Guide Identi
Page 46 and 47:
Things I Have Done Working With Peo
Page 48 and 49:
L e s s o n 6 Things I Like Learnin
Page 50 and 51:
L e s s o n 7 Identifying Skills Le
Page 52 and 53:
Creative/Artistic ___ artistic ___
Page 54 and 55:
Think about and write down in the c
Page 56 and 57:
L e s s o n 9 Skills Auction Learni
Page 58 and 59:
L e s s o n 1 0 Identifying Job Val
Page 60 and 61:
Job Values Inventory This exercise
Page 62 and 63:
L e s s o n 1 1 Prioritizing Job Va
Page 64 and 65:
Job Values Inventory Summary List y
Page 66 and 67:
Have students put their names and d
Page 69 and 70:
Section III Occupational Exploratio
Page 71 and 72:
Day of Activity: Students can do th
Page 73 and 74:
• What is the best school for ___
Page 75 and 76:
Career Exploration on the Internet
Page 77 and 78:
9. Future Advancement What are the
Page 79 and 80:
L e s s o n 2 Labor Market Trends a
Page 81 and 82:
L e s s o n 3 Informational Intervi
Page 83 and 84:
Why? Informational Interview Guide
Page 85 and 86:
Informational Interview Log Name of
Page 87 and 88:
Brainstorm a list of questions that
Page 89 and 90:
L e s s o n 5 Career Ladders Learni
Page 91 and 92:
L e s s o n 6 Workers’ Rights: La
Page 93 and 94:
Workers’ Rights Vocabulary favori
Page 95:
Labor Unions Purpose: A union is an
Page 98 and 99:
L e s s o n 1 Reality Checking Lear
Page 100 and 101:
Extension Activity Have students ex
Page 102 and 103:
L e s s o n 3 Overcoming Obstacles
Page 104 and 105:
L e s s o n 4 Different Types of De
Page 106 and 107:
L e s s o n 5 Setting Goals Learnin
Page 108 and 109:
• You need to practice setting go
Page 110 and 111:
SMART Goal Worksheet Today’s Date
Page 112 and 113:
L e s s o n 6 Support Systems Learn
Page 114 and 115:
Problem-Solving Worksheet Name: ___
Page 116 and 117:
Extension Activities In small group
Page 118 and 119:
Reading drawings/graphs/maps Using
Page 120 and 121:
College Awareness Assessment Name:
Page 122 and 123:
ANSWER KEY College Awareness Assess
Page 124 and 125:
College Vocabulary 101 FINANCIAL AI
Page 126 and 127:
credit hour co-requisite classes de
Page 128 and 129:
L e s s o n 1 1 Smart Consumer of E
Page 130 and 131:
Be a Smart Consumer of Education: A
Page 132 and 133:
L e s s o n 1 2 Exploring Options f
Page 134 and 135:
What Are My Options? Proprietary Sc
Page 136 and 137: Proprietary Schools Proprietary sch
Page 138 and 139: L e s s o n 1 3 The Admissions Proc
Page 140 and 141: Learning About the Admissions Proce
Page 142 and 143: Learning About College Placement Te
Page 144 and 145: more information, including tips, i
Page 146 and 147: Types of College Placement Tests CO
Page 148 and 149: L e s s o n 1 4 Navigating College:
Page 150 and 151: Student Services/Resources 1. What
Page 152 and 153: L e s s o n 1 6 Navigating College:
Page 154 and 155: Campus Scavenger Hunt Directions:
Page 156 and 157: Where do students go for help with
Page 158 and 159: College Success Skills: An online s
Page 160 and 161: Then ask each student to write down
Page 162 and 163: Writing Tips • You can write to r
Page 164 and 165: • Health insurance (some professi
Page 166 and 167: Needs Versus Wants Worksheet List s
Page 168 and 169: Spending Diary - Daily Date: ______
Page 170 and 171: L e s s o n 2 2 Creating a Spending
Page 172 and 173: Identifying Your Income Monthly Inc
Page 174 and 175: 1. If you think of savings as a reg
Page 176 and 177: Manage Your Credit Reports The firs
Page 178 and 179: • Find a CNA program • Call a t
Page 180 and 181: PART II - Occupational Exploration
Page 182 and 183: Every long term goal is made up of
Page 184 and 185: Sample ABE Lesson Planning Template
Page 188 and 189: Lesson Planning Template for Teache
Page 190 and 191: Thinking Skills: Thinks creatively,
Page 192 and 193: SECTION I continued Lesson 5 ESOL
Page 194 and 195: SECTION II continued Lesson 7 ESOL
Page 196 and 197: SECTION III continued Lesson 2 ESOL
Page 198 and 199: SECTION IV continued Lesson 3 ESOL
Page 204 and 205: and El Paso School District builds
Page 206 and 207: Iowa Department of Public Instructi
Page 208: Sonbuchner, Gail Murphy. Help Yours
show all

Integrating Career Awareness into the ABE/ESOL Classroom - SABES

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?