DOCUMENT RESUME

ED 388 781 CE 070 165

AUTHOR Lewandowski, Carol

TITLE Advanced English as a Second Language for
Manufacturing. P.R.I.D.E. People Retraining for
Industry Excellence.
INSTITUTION Mercer County Community Coll., Trenton, N.J.
SPONS AGENCY Office of Vocational and Adult Education (ED),
Washington, DC. National Workplace Literacy
Program.
PUB DATE 95
CONTRACT VA198A30142-93
NOTE 97p.; For related documents, see ED 351 578-599, ED
368 968-988, and CE 070 164-183.
PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)

EDRS PRICE MF01/PC04 Plus Postage.

DESCRIPTORS Adult Basic Education; Adult Literacy; Behavioral
Objectives; Competency Based Education; Critical
Thinking; Curriculum Guides; *English (Second
Language); *Grammar; Instructional Materials; Job
Skills; Labor Force Development; Language Skills;
Learning Activities; *Literacy Education; Second
Language Instruction; Student Evaluation
IDENTIFIERS *Workplace Literacy

ABSTRACT
This workplace skills training course in English as a
Second Language (ESL) identifies English problems for nonnative
speakers and encourages students to practice speaking, writing,
listening, and reading skills using company literature. Introductory
material includes course description, objectives, topical outline,
and nvaluation. The course consists of 13 sessions, each of which has
these components: objectives, topics, methods, evaluation, materials
list, and information sheets and handouts. Pre- and post-class
exercises are found at the end of the materials. Topi.cs covered in
the sessions include the following: grammar skills (simple past
tense, present perfect, past perfect; present real conditionals, past
real conditionals, past unreal conditionals; causative and
permissive; negatives; use of some/any to avoid double negative);
role plays (asking for instructions, giving instructions, reporting
incidents in the workplace, expressing conditional statements); job
focus (work vocabulary; work literature; company maps, material
lists, Material Safety Data Sheets); and analytical skills (steps to
problem solving, organizational skills, ability to discriminate among
parts) . (YLB)

***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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MERCER COUNTY
COMMUNITY
COLLEGE
TRENTON NEW JERSEY

U.S. DEPARTMENT OF EDUCATION

()Mc* of Educatenal Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
F/The document has been reproduced as
recmyed from the person or otganizahon
originating .1
O Woof chanolos Kaye been made to improve
reproduction qualdy

Points ot yew Or OpiniOnS stated in this docu-

ment do not necessarily ispresent official
OERI POIlhon or policy

a7

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1.

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PEOPLE RETRAINING
44 INDUSTRY EXCELLENCE
.
APST COPY AVAILABLE
Advanced English as a Seconcl
Language for Manufacturing

=AIL

Mercer County Community College

Division of Corporate and Community Programs
1200 Old Trenton Road
Trenton, NJ 08690

Elaine S. Weinberg
Director, Workplace Skills

United States Department of Education

National Workplace Literacy Program
1995
 ACKNOWLEDGMENT

Mercer County Community College thanks Carol Lewandowski, Senior

Education Specialist/Curriculum Developer for creating this manual. Through
her valuable contributions employees in manufacturing and service industries
learned concepts relevant to their existing jobs and strategies for learning other
tasks if that opportunity should arise.
 ILOSOFI
g:44 : :.;;;1".7A.`4'.7

A factory or service center creates a classroom that is very different from the one
we are used to seeing in colleges and adult schools, so it only follows that our approach to
teaching in the factory should also differ.

Our goal is to teach employees skills that they need in order to be functional and
successful in their work environment, and encourage them to apply those skills on the job
and at home. For example, we motivate students to do the following:

work more efficiently and more safely

make fewer mistakes
solve problems working interactively
take greater responsibility for their jobs
recognize the interconnectedness of the varibus jobs in their workplace
be better communicators in the workplace

Company needs are revealed through a needs assrssment. At that time, we also
determine the basic skills needs of the employees. We are learner centered, as the
individual employee's needs are considered alongside those of the company.

Once we have determined those needs, we develop curricula that incorporate basic
skills, using the workplace literature (e.g. forms, applications, codes, abbreviations, charts
and tables, handbooks, regulations, procedures, policies, memos, letters) of the company.
Because each company is different, the needs and literature are also different; hence, we
develop new materials for every company in which we teach. By utilizing these
workplace items, we help students transfer and apply their skills directly to their jobs.

We rely on the classroom techniques of problem solving, cooperative learning,

and group discussion. Our overall approacn is concept based, with the emphasis on
application, such as in role plays, dialogues, and group work. Despite the specific course
titles, we incorporate the elements of math, English, and communication skills into all of
our sessions.

In terms of students evaluation, after initial testing we give a pre-test and post-test
in order to determine comprehension. Students receive feedback throughout the course
from the instructor, as well as from fellow students as we sincerely believe in the
powerful positive reinforcement of peer critiques and cooperative exchanges.

In essence, we believe that although we make the materials for the students with
which to work, it is the students who truly make the class.
 VANCEIY ESL FOR MAN&

ACCENT ON ENGLISH:

This ESL course identifies English problems for non-native speakers and
encourages students to practice speaking, writing, listening, and reading skills
using company literature such as illustrations, instructions, maps, and notices.
Also, the classwork motivates students to improve pronunciation, sentence
structure, verb tenses, American idioms, and work vocabulary and encourages
students to organize work projects, identify problems, describe problems, solve
problems, and implement solutions in order to create a harmonious environment
where successful communication can occur.

OBJECTIVES:
Upon completion of this course, students will be able to:

Ask grammatically correct questions

Give grammatically correct answers
Ask for and understand oral instructions
Read and use the literature in the workplace
Communicate effectively with co-workers
Build a working English vocabulary for the workplace
and beyond
Analyze problems and implement solutions
Organize work materials and take responsibility for physical
improvements to the work area

TOPICAL OUTLINE:

Grammar Skills:
Simple past tense, present perfect, past perfect,
Present real conditionals, past real conditionals, past unreal
conditionals
Causatives and Permissives
Negatives: no, not, none
Use of some/any to avoid double negative

Mercer County Community College t.)

Page 2

ADVANCED ESL FOR MANUFACTURING

TOPICAL OUTLINE (con't):

Role plays:
Asking for instructions
Giving instructions
Reporting incidents in the workplace
Expressing conditional statements

Job Focus:
Work vocabulary
Work literature: line instructions, product illustrations,
Company maps, material lists, MSDS sheets

= Analytical Skills:
=-4 Steps to problem solving
Organizational skills
Ability to discriminate among parts

EVALUATION:

students will be evaluated for written and spoken language skills wi

interviews and post-test

students will perform self-evaluation based on correct completion of

worksheets

improvement in learning techniques will be evaluated with interviews and

student response sheets

students will be evaluated for their participation in teams and for their
completion of analytical tasks

OTHER:

C.E.U.: 1.6

Mercer County Community College

 Page 3

ADVANCED ESL FOR MANUFACTURING SESSION-1

OBJECTIVES:
At the end of this session, students will be able to:

use simple past irregular fortm correctly

report incidents in the past

TOPICS:

Review: questions and answers with simple past

Irregular forms of past tense verbs

METHODS:

dialogues
Q & A role plays

EVALUATION:

At the end of this session, students will be able to perform the following tasks:

relay information using the past tense using both regular and irregular
verbs

MATERIALS:

tape recorders
pre-class exercises

P.R.I.D.E.
Page 4

THE SIMPLE PAST

REVIEW: Using the list of irregular verbs, complete these sentences and make a
question for each.

1. Last week my line rate. (to make)

Question:

2. Last night my sister and I dinner at a pizza parlor. (to

eat)

Question:

3. ABC Company more than 50,000 units last year. (to

sell)

Question:

4. I this class so I could practice my English. (to take)

Question:

5. He in northern New Jersey. (to grow up)

Question:

Mercer County Comnamity College

 Page 5

DIALOGUE

A: Did you hear what happened to Dave?

B: No. What happened?
A: He fell on the ice and he broke his ankle.
B: You're kidding? Is he okay?
A: Well, his ankle is in a cast and he has to keep off it.
B: How can he work if he has to keep off his ankle?
A: He can't! He's on disability until he can walk again.
B: That's too bad. At least he is collecting something.
A: Yeh, I guess so. But knowing Dave, he'll be eager to come back to work again.
B: Think so?
A: Sure. Dave isn't one of those people who likes to sit still. How do you think he
got hurt in the first place?
B: You said he slipped on the ice in front of the building.
A: No I didn't. I said he fell on the ice, but not outside. It was at a skating rink
near his house.
B: Oh, I see. I misunderstood you.
A: Yeh. He was taking his kids ice skating, and he tried to do a jump. He fell and
broke his ankle.
B: Well, I guess you're right about Dave.
A: What's that?
B: He can't sit still. And he can't skate still either.
A: No, he can't. And he won't be skating for a long time!

-e

P.R.I.D.E.
Page 6

DIALOGUE

Answer these questions about the dialogue:

1. What's the problem with Dave?

2. How did he hurt himself?

3. Is he working now?

4. What is Dave collecting?

5. What does person A think happened to Dave? Where does he think he slipped?

6. In your own words, tell me what happened to Dave and what Dave is like.

ii
Mercer County Community College
 Page 7

WHAT HAPPENED?

Using the past tense, write about something that happened in work. Remember
that you are reporting information, so you want to be clear and concise. Assume
that your reader does not know the people or situations involved. Be prepared to
answer any questions that your readers might have!

9 9 9

Be sure to keep these questions in mind when you are reporting information:

0 who?
0 what?
0 where?

0 when?
0 why?

0 how many? how much?

0 how big? how small? how long? how short?

0 what kind?

P.R.I.D.E
Page 8

VANCED ESL FOR MANUFACTURING SESSION 2

OBJECTIVES:

At the end of this session, students will be able to do the following:

use the simple past tense of to be/to have correctly

report incidents and accidents using the past tense

TOPICS:

to be/to have in the past

incidents and accidents in the workplace

METHODS:

Q and A practice
role plays

EVALUATION:

At the end of this session, students will be more competent in using the past tense
to report events. Hence, these events will be reported more accurately and fewer
miscommunications will occur.

MATERIALS:

worksheets
tape recorders
scenarios (pictures)

13
Mercer County Community College
 Page 9

PAST TENSE: TO BE / TO HAVE

Irregular Past Tense verbs:

TO BE
I was we were

you were you were

he/she/it was they were

Yesterday I was tired.

When you came to work, you were early.
They were not busy last night.
We were in the downstairs classroom last week.

Question/Answer Practice

NOTE: to ask a past tense question using the verb "to be" you don't need "DID"

Where were you at noon?

I was at lunch.

Why was he tired?

He was tired because he didn't sleep last night.

When were they ready to leave?

They were ready to leave at 3:00.

14
P.R .L D.E.
Page 10

PAST TENSE: TO BE / TO HAVE

NEGATIVES with TO BE:

I was not in New York yesterday.
I wasn't in New York yesterday.

They were not at lunch.

They weren't at lunch.

It was not cold this morning.

It wasn't cold this morning.

Answer these questions:

I . What was the temperature yesterday?

2. Where were you at noon?

3. When were the units ready yesterday?

Mercer County Community College

 Page 11

PAST TENSE: TO BE TO HAVE

TO HAVE:
I had we had
you had you had
he/she/it had they had

I had a headache yesterday.

She had enough money for lunch.
We had three hours to finish work.
You had a good weekend.

Question/Answer Practice

NOTE: Use "DID" as helper in the past

Where did they have lunch?

They had lunch in the cafeteria.

When did you have a fever?

I had a temperature last night.

Why did she have so many problems?

She had problems because she felt sick.

P.R.I.D.E,
Page 12

PAST TENSE: TO BE TO HAVE

NEGATIVES with TO HAVE:

Keep the DID and add NOT:

I did not have the flu.

I didn't have the flu.

He didn't have money for vacation, but he had the time.

We didn't have class upstairs.

You did not work overtime.

You didn't work overtime.

Mercer County Community College

 Page 13

WAS/WERE AND HAD

Practice using the past tense of to be / to have. Pair off with a partner and make
dialogues for these situations.

1. You are feeling tired and hungry. Your co-worker asks you if you had
breakfast this morning.

2. Your co-worker asks how your weekend was. Give him/her a gOod answer.

3. Your supervisor forgot that you took yesterday off to go to a wedding. He asks
you where you were. Tell him.

4. Your co-worker was late this morning. Ask your co-worker where he/she was.

18

P.R.I.D.E.
Page 14

WAS/WERE AND HAD

Use ihe verbs TO BE or TO HAVE in the past to complete this paragraph.

Last night, my sister sick.

She called me and said that she

a fever. I told her to call the

doctor, but she his number.

After I gave her the number, she called the doctor, but his line

busy. I worried about

her, so I went to her house. When I got to her house, she still

a fever, and she

very tired. Finally, I called the doctor again and we

happy to make an appointment for the next day. I

gave my sister some cold medication and she a good

night's sleep. When I got home I very tired, but at

least I worried about my sister!

Mercer County Community College

 Page 15

Think of a situation that happened on your line

recently. You ran out of parts, or you did 100 over
rate, or you had a lot of people call cut sick. Write
down some notes for yourself about the situation
(using the past tense) and be prepared to tell the class
about it. The class will ask you follow-up questions
to get more information.

Example:

0 On the A-line last week we ran out of parts.

0 We shut down the line.
0 I didn't work for 30 minutes.
0 I moved to the B-Line for the morning.
0 The parts came in the afternoon.

P.R.I.D.E.
Page 16

ADVANCED ESL FOR MANUFACTURING SESSION 3

OBJECTIVES:
At the end of this session, students will be able to do the following:

avoid double negatives

use any/some in Q and A
write instructions in order

TOPICS:

double negatives
any/some
sequential order and the importance of clear steps

METHODS:

Q and A
dialogues

EVALUATION:

At the end of this session, students will be able to do the following:

use negatives correctly

avoid miscommunication with negatives
provide co-workers with clear instructions for jobs/tasks

MATERIALS:

worksheets

Mercer County Community College

 HOW MANY?

These are the words we use to show quantity for count and non-count nouns.

COUNT NON-COUNT
any (question and negative) any (question and negative)
many much
some some
a lot of a lot of
no no
a few a little
dnumber of an amount of
a couple of a bit of

Examples:

Do you have any money? Do you have any singles?

Yes, I have some money. Yes, I have a few singles.
No, I don't have any money. No, I have no singles.

NOTE: avoid the double negative!!

I don't have no money.

negative 1 negative 2

Instead, say: I don't have any money OR I have no money.

P.R.LD.E.
Page 18

HOW MANY?

Use these to complete these sentences: any, some, no; anything, something,
nothing

1. I don't have time to eat lunch today.

2. Do you have money to lend me?

3. No, I don't have money.

4. They speak Italian, but they don't speak

French.

5. You should bring to the party.

6. Don't drink if you are driving.

7. Can't I drink soda?

8. Sure, but if you're driving, don't drink beer.

9. She has to do, so she is bored.

10. We don't have to discuss at the meeting.

on
4.c)

McIver County Community College

 Page 19

COMMANDS

Commands are brief and to the point! We use theni to give instructions or to tell
someone to do something.

When you use a command, don't use a subject. Look at the differences between
these sentences and commands:

Sentence: You put the pencil on the table and you take your notebook with you.

Command: PUT the pencil on the table and TAKE your notebooks with you..

Sentence: You don't talk Hungarian in class and you don't ignore the teacher.

Command: DON'T TALK Hungarian in class and DON'T IGNORE the teacher.

Sentence: It would be really nice if you stopped talking while I'm working.

Command: STOP TALKING!

P.R.1.D.E.
Page 20

I
COMMANDS
I
Give commands for the following sentences.
I
1. I think you should close the door and then you should erase the board. I
I
2. It would be nice if you didn't throw the parts on the floor.
I
1
3. What a wonderful idea to put the units on the line.
1
I
4. You really shouldn't talk back to your boss, you know.
I
5. If I were you, I would plug in the light before you turn it on.
I
1

6. I don't like it when you are rude to me, so I'm asking you to stop. I
I
1
I
I
Mercer County Community College
 Page 21

COMMANDS

Pair off. As a team, think of commands you would use for these situations:

Helping someone punch in their timecard

Helping someone use the Coke vending machine

Helping someone use the rivet gun or air gun

Helping someone pick up a heavy box

Helping someone cash a check

Helping someone test a unit

P.R.I.D.E.
Page 22

ADVANCED ESL FOR MANUFACTURING SESSION 4

OBJECTIVES:

recognize and use causatives/permissives

use instructions

TOPICS:

permissives/causatives
transitions in instructions (time words)

METHODS:

Q and A technique
dialogues
team writing: instructions

EVALUATION:

At the end of this session, students will be able to do the following:

use perMissives correctly

provide clearly written instructions for co-workers and understand
written instructions on the job

MATERIALS:

worksheets

Mercer County Community College

 Page 23

PERMISSIVES

PERMISSIVES: idea of allowing or permitting

I let my children go to their friends' parties.

I don't let my 15 year old son drive my car.

(I allow / I don't allow)

My parents let me go to parties, but they didn't let me stay out really late.

I wouldn't let my son drive unless he was 17 years old.

Excuse me, but will you let me get a drink of water?

P.R.LD.E.
Page 24

CAUSATIVES

CAUSATIVES: when someone causes something to happen, either v,, ith strength
(makes) or naturally (has)

My supervisor makes me clean my area everyday.

My supervisor doesn't make me come in 3 hours early.

(I have no choice!)

I have the mechanic fix my. car.

I don't have the mechanic wash my car.

(What you expect of the person)

McIver County Community College

 Page 25

Fill in the spaces with LET/S, MAKE/S, or HAS/HAVE.

1. We the cleaner clean our coats.

2. He always his children run around in the stores.

3. She never her children stay out until midnight.

4. Do you your kids do their homework?

5. Does your supervisor you leave early?

6. When you were a kid, did your parents you make your
bed?

7. How often do you your dentist clean your teeth?

8. Should we management make all of the big decisions?

9. Carol doesn't you do homework, but she

you do work in class.

rs
01J

P.R.LD.E.
Page 26

PERMISSIVES AND CAUSATIVES

Role Plays 95)

Break up into pairs and work on these role plays.

The person on the line asks you to let him use your spare apron.

Explain your schedule to your co-worker. What time does your supervisor
make you come in? What does he have you do?

You are at the mechanic's garage and you want to have him look at the engine,
but not the tires.

You and your co-worker want to bring in a cake for the supervisor's birthday.
Ask your line manager if he will let you do that.

Talk about what your parents let you do and didn't let you do compare your
experiences growing up.

Cashing a check at the bank, talk about what the teller makes you do, and has
you do.

Mercer County Community College

 Page 27

COMMANDS WITHPERMISSIVESAND CAUSATIVES

Very often we use these expressions in commands:

Let
0 Let me help you with that box.

0 Let me carry that for you.

0 Let me hold the door.

Have

0 Have the mechanic look at the hoses.

0 Don't have the mechanic look at the tires.

0 Have the dry cleaner remove this stain.

Make

0 Make the quality controller do his job.

0 Make him be quiet!

0 Don't make me have to come in early.

Practice using these as commands. Consider in which situations you could use
these.

3°
P.R.I.D.E.
Page 28

Think of something you do every day in work. Write a set of instructions telling
someone else how to do it. Use numbers to mark the steps.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

3 '6'
Mercer County Community College
 Page 29

ADVANCED ESL FOR MANUFACTURING SESSION -5-

OBJECTIVES:
At the end of this session, students will be able to do the following:

categorize information
ask for help in getting directions

TOPICS:

supermarket map
categories and food vocabulary
asking for directions

METHODS:

Q and A
dialogues

EVALUATION:

At the end of this session, students will be able to do the following:

give and get directions in the market

MATERIALS:

worksheets
categories/tables

3 '3

P.R.I.D.E.
Page 30

VOCABUL4RY AND QUANTITY REVIEW

Non-Count Count

Fruit Apples
Oranges
Pears
Bananas

Milk Gallons of milk

Cartons of milk

Produce Vegetables
Types of fruit

Cheese Slices of cheese

Ounces of cheese

Meat Slices of meat

Pounds of meat

Chicken Pieces of chicken

Chicken legs, thighs, etc.

Ice cream Gallons of ice cream

Half-gallons of ice cream

Mercer County Community College

 Page 31

VOCABULARY AND QUANTITY REVIEW

What kinds of things in the market do we use these measurements for?

Gallons Pints Quarts Ounces Pounds Liters

P.R.I.D.E.
Page 32

..MAIOISVATEGoRIES:'

We make categories by thinking about what certain things have in common. For
example, if my category is drinks, then I can include (as members) soda, juices,
and even beer. If my category is alcoholic beverages, can I include soda?

Look at these categories. List as many "members" under them as you can think of.

MEAT FISH FRUIT

POULTRY ALCOHOLIC SOFT DRINKS

BEVERAGES

FRESH PAPER
PRODUCE PRODUCTS STATIONERY

Mercer County Community College

 Page 33

AT THE SUPERMARKET-

Aisles in the supermarket

3b
P.R.I.D.E.
Page 34

ANCED ESL FOR MANUFACTURING SESSION,

OBJECTIVES:

At the end of this session, students will be able to do the following:

ask for and give clear directions

use preposidons to show location

TOPICS:

directions
prepositions

METHODS:

Q and A
dialogues
team work

EVALUATION:

At the end of this session, students will be able to do the following:

ask specific work related questions

give clear directions
use correct prepositions for work situations

MATERIALS:

worksheets

39
Mercer County Community College
 Page 35

PREPOSITIONS -WHERE?

AT IN ON UNDER

11> ® ® **
11> ID . * *
1 2 ® ® * *
*
1. behind beside between among
2. in front of next to

1
44
4 I

1 1 2 3 4
2 1

opposite 1. above 1. by
2. bek w 2. near
3. not far from
4. a long way from

P.R.LD.E.
Page 36

1
PREPDSITIONS: WHERE?

up down
12 1. into
0
past
1

1
2. out of

1. onto
2. off
2

1. over
2

2. under
P
1. from
2. back to
2
e
through
1
o.

along round 1. to across

around 2. towards

4
1
Mercer County Community Collev.e

,,..21.6.1.MCLVILY71.01.
 Page 37

Live Work

I live in Trenton. He works at ABC Company.

I live on Hamilton Street. H,7; works on the A-Line.
I live at 334 Hamilton Street. He works in the Fab shop.

Where do you live? Where do you work?

Where are we? To and From

We are in the classroom. I give my timecard to my boss.

We are on the second floor of the I get my paycheck from him.
factory. I give my mail to the mailman.
We are sitting at the table. I get my mail from him too.
The instructor is writing on the
board. What do we give at Christmas?
Someone is knocking on the door. What do we get from the union?

Transportation Walking . . .

She gets on the train in Newark. I walk across the street.

She gets off the train in NY. The supervisor walks around the
He gets on the bus in Trenton, and line.
gets off the bus in NY. They walk back from the training
They get on the plane at JFK and room.
get off at Heathrow. They walk back to work.
We get into my car here, and we She is walking towards the door.
get out of my car at home. The couple walked along the
beach.

42
P.R.I.D.E.
Page 38

PREPOSITIONS

Fill in the missing prepositions to complete this paragraph.

I work a small company Route 1

Lawrenceville. My best friend works Trenton. Her name is Karen.

She works the big bank downtown, South

Montgomery Street, the ninth floor. When I visit her, I have to

take the elevator. I get the elevator the lobby and I

push the button marked "9." The door opens when I get the ninth

floor, and I get the elevator. I walk Karen's office and

knock the door. She says, "Come I walk her

office and sit down the chair. We talk, and very often we decide to go

for lunch. She takes me her favorite cafe and we sit

a window table so we can watch the pedestrians walk

When we leave the restaurant, we pay the counter and leave a tip

the table. We walk back lunch and get her

office at around 1: 1 5. We say good-bye and then I walk the bank

my car, which is the parking garage. I go back

my job.

43
Mercer County Community College
 Page 39

DIALOGUES AT THE MAI KET

1)

A: Excuse me. Can you tell me where you keep the pitted olives?
B: They're over by the pickles.
A: Oh, I see. Excuse me, but where are the pickles?
B: They're over by the condiments.
A: Oh, okay. Thanks. Say, ..xcuse me one more time. Down which aisle are the
condiments?
B: Where do you think they are? Next to the spices and baking supplies. Haven't
you ever been in a grocery store before?
A: Yes, I have. But you aren't being much help.
B: What do you mean? Are you trying to get smart with me?
A: Look, just tell me what aisle those items are in.
B: Beats me. I only know what's together, but I don't know the aisle numbers.
You'll have to ask the other guy over there.
A: You mean the young man at the counter with the long line?
B: You have something nasty to say about our lines now?
A: Thanks for your help. Have a good day.
B: Yeh, right. With customers like you, that's easier said than done.

P.R.I.D.E.
Page 40

2)

A: Excuse me, but these two items are mismarked.

B: Oh, really? What's the problem?
A: On the shelf the price is 2 for $1. But on the cans they are $.89 each.
B: Okay. Let me do a price check for. you.
A: Can't you just scan the item and get the correct price?
B: No. Unfortunately our scanners aren't working today. They should be back up
by tomorrow.
A: Oh, what a nuisance. I hope all these other items have stickers, otherwise
you'll have to do price checks on all of them.
B: Yeh, tell me about it. These scanners are great, if they are working. But when
they go down, it's like prehistoric times.
A: Well, I guess we shouldn't complain. The machines don't go down that often,
right?
B: Are you kidding? Only when we have crowds like today!

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 Page 41

3)

A: Pardon me for bothering you, but I have a few questions about some items in
your flyer.
B: Yes? What can I do to help?
A: Well, you advertise COKE, a 2 liter bottle for $.89, but they have stickers for
$1.09 on them.
B: That's okay. The scanner will ring up the correct price. We can't resticker all
those bottles!
A: Oh, okay. that makes sense. Also, I have a manufacturer's coupon here for $.50
off, and since you have double coupons, will I get a dollar off?
B: No, you won't. Since the price is $.89, that's what you'll receive off.
A: Oh, that seems fair enough.
B: Let me see the coupon. Uh-oh. This has expired.
A: Are you sure? Let me see. Oh!! You're right. I never can keep up with these
things. You know how it is.
B: Yeh, you really have to be on top of these coupons!
B: Last thing. Here in your flyer you have Domino 5 pound bag of sugar for
$1.25, but you don't have any on the shelf.
B: Yes, I Inow. We have run out of that item. You can take BAKER'S 5 pound
bag of sugar for the same price.
A: Well, I really prefer Domino's sugar. Can you give me a rain check?
B: Sure, no problem. I'll date it through July, okay?
A: That will be great. Thanks a lot. Oh, and I'll keep my eye on that date!
B: Good idea! Have a good day.
A: Same to you.
46
P.R.LD.E.
Page 42

ADVANCED ESL FOR MANUFACTURING SESSION 7

OBJECTIVES:

At the end of this session, students will be able to do the following:

test out simple instructions

give feedback on incorrect directions
correctly use a variety of verb tenses

TOPICS:

directions / sequence and verbs

verb tense review

METHODS:

Q and A
team work

EVALUATION:

At the end of this session, students will be able to do the following:

evaluate written directions

fix bad instructions
convey information in a variety of tenses

MATERIALS:

worksheets
student generated instructions

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 Page 43

44.4
4711

PART 1: Look at these directions.

Open trunk and take out lug wrench, jack, and spare.

Take off hubcap.

Put jack under body and jack up until the tire is just off ground.

Jack car down.

Tighten lug nuts completely.

Replace jack and old tire in trunk.

4
P.R.I.D.E.
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DIRECTIONS

PART 2: Questions for directions

1. What are these directions for? What are they instructing you?

2. How many steps are there? Count the verbs and list them here.

3. What tools do you need to complete the job?

4. Do you think there are any steps missing?

5. What advice do these directions give you? What are the safety warnings and

6. Make these directions more clear for your car describe the materials and
tools, tell how easy it is to do the steps.

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DIRECTIONS

Exchange directions that you made a few classes ago. Let your partner read them
and try to do the action that you are instructing.

Are the directions clear?

Are all the steps there?

Did you leave out any important notes or warnings?

Page 46

VERB TENSEREVIEW

TENSE Time Words Example

Present tense usually, always, often I work hard.

typically, everyday He works hard.

Helper DO/DOES

Present Progressive right now, at this time I am working.

He is working.
to be plus ING

Simple Future tomorrow, next week, I will work.

next month

Helper WILL/WON'T

Simple Past yesterday, last week, I worked.

last month, ago, since He talked.

Helper DID I went.

Add ED to regular verbs You ate.
NOTE: irregular list

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TENSE Time Words Examples

Present Perfect since, for, recently, I have gone.

lately, this week, this He has gone.
month, so far

HAVE/HAS plus
participle

Past Progressive yesterday, at that time I was working.

Thel,, were eating.

Helper WAS / WERE plus

ING

Real Conditional IF If I go to NY, I

will see Trump
Tower.
pres. tense plus WILL
or CAN If it rains, I will
get wet.

Unreal Conditional IF If I went to NY, I

would see Trump.

past tense plus WOULD If I had money, I

or COULD would travel.

rJ
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Page 48

VERB TENSE REVIEW

TENSE Time Words Examples

Present Perfect Since (past) I have been waiting

Continuous for for 2 hours.

helper HAVE/HAS plus He has been eating

BEEN plus ING since 10:00.

Past Perfect before, since, By the time he left,

while, by the he had worked
time... two hours.

to compare two
actions in past

HAD plus participle Before she came to

work, she had drunk
6 cups of coffee.

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LADVANCED ESL FOR MANUFACTURING SESSION 8

OBJECTIVES:

At the end of this session, students will be able to do the following:

write better instructions

evaluate written instructions
use correct verb tenses to express themselves

TOPICS:

writing clear instructions

evaluating written instructions

METHODS:

Q and A
teamwork
"show and instruct" with directions

EVALUATION:

At the end of this session, students will be able to do the following:

convey instructions better verbally

write clearer directions

MATERIALS:

worksheets
tools (students supply)

P.R.I.D.E.

*....+,Ta../A*a4*M*M,,,K--,,,On,' ,
Page 50

V RHTE S

Complete this story by filling in the correct verbs and verb tenses.

This morning, John to work late because he

car trouble. Usually his car well, but for some reason this r: orning it

. John his boss and him he

would be late. Then he the garage and if they

could come to his house and tow his car.

The mechanic said to John, "We be happy to help you out,

but right now we very busy. Can you wait for an hour?"

John said, "I no choice."

By the time he to work this morning, it

almost 11:00. Of course, his boss happy, and John

make up the extra two hours after his shift. But at least his car

fixed by tomorrow.

"Maybe I the bus from now on," John said to

himself. "It save me a lot of time and trouble!"

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 Page 5 1

TIPS FOR WRITING INSTRUCTIONS

Instructions tell people how to do things. We use instructions on the job,

especially when we are trying to do something new, or have been moved to a
different area for work.

Instructions are good when they are simple and easy to follow.

Keep these instructions in mind when you are writing good instructions:

use clear and strong verbs

use simple sentences one verb

use commands
describe anything that you think the reader might not know or understand
what something looks like, how it works, what it is used for
keep a clear order to the steps
use numbered steps if you can instructions are hard to follow if they are
bunched together in a paragraph
add any pictures that might help the reader understand
make sure that you haven't left out any important warnings

orM111
P.R.I.D.E.
Page 52

WRITING GOOD INSTRUCTIONS

When we give instructions, we use strong and clear verbs. Also, we keep the
steps in order so that the reader doesn't get confused.

Look at these instructions for cashing a check. What steps are missing? Which
ones are out of order? Which steps have unclear verbs? Rewrite these
instructions so that they are very clear and easy to use.

Cashing a check

1. get paycheck
2. go to bank
3. cash check
4. make sure you have your MAC card or other ID
5. take money
6. be sure to ask for small bills
7. if bank is closed, then go to foodstore
8. keep check stub

5
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 Page 53

TOOLS AND INSTRUCTIONS

We work with tools in the workplace every day. Sometimes we have to work with
new tools and we aren't sure how to use them.

Take the tool that you have in front of you and write clear instructions for someone
else to use. Assume that the person you are writing for has never seen or used this
tool before. How would you describe it? How many steps do you need? Use the
tips for clear instructions and write a list of steps.

5EJ
P.R.I.D.E.
Page 54

ADVANCED ESL FOR MANUFACTURING SESSION 9

OBJECTIVES:

At the end of this session, students will be able to do the following:

use quantity words correctly

read and follow a company map

TOPICS:

quantity
generating a company map

METHODS:

group work

EVALUATION:

At the end of thiS session, students will be able to do the following:

express ideas relating to quantities

locate areas on a map
give clear instructions

MATERIALS:

worksheets

0j

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REVIEW OF QUANTITIES

ANY used in a question and in a negative answer

Do you have any money?

No, I don't have any money.

Wrong: I have any money.

Right: I have some money.

also work like ANY: anything, anyone, anybody

SOME = used in a positive answer, or in a question

Would you like some coffee?

Yes, I'd love some coffee.
Do you know some people from Poland?
Yes, I know some people from Poland.

also work like SOME: someone, something, somebody

NO used to show a negative quantity

He has no children.
They spend no money on their house.

NOTE:

NO with a positive verb is like using ANY with a negative verb:

I don't have any money. I have no money.

He has no kids. He doesn't have any kids.

GO

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REVIEW OF QUANTITIES (CON'T)

AVOID DOUBLE NEGATIVE:

Wrong: I don't have no money.

Right: I have no money.
I don't have any money.

Wrong: He doesn't have no work.

Right: He has no work.
He doesn't have any work.

GI

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 Page 57

Write in the missing words: any, some, no, none, anything, something, nothing.

I don't have in the house to eat! Every night when I come

home from work, I look in the refrigerator to see if there is

lettuce, or tomatoes for

a salad. As usual, there are . Then I

think to myself, I could go for some spaghetti! So I look in

the cabinet for spaghetti, but I

don't see What a nuisance!! I always forget to pick up

spaghetti at the store. Then I think, I could go for some

peanut butter and jelly. Well, when I look in my cupboard, I see

peanut butter, but jelly. I just don't have

luck!! I also don't have food!!

P.R.I.D.E.
Page 58

MAP OF YOUR COMPANY THE AISLES AND AREAS

Using the basic grid below, fill in the areas of your company that you are familiar
with. Use the aisles as starting points. Once you have filled in the areas you
know, pair up with a co-worker and exchange information. Keep moving around
the class until you have gotten every other student's feedback. By then, wd should
all have complete maps. (use individual company map for reference)

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ALL ABOUT YOUR COMPANY

1. How many aisles are there?

2. 1-low many areas are there?

3. How many warehouses are there?

4. How many fab shops are there?

5. How much room is there in the aisles?

6. How much space is there for storage on the A-Line?

64

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DIALOGUE'

A: Do you have any money? I forgot my lunch and I don't have anything to eat.
B: Yeh, I have a few dollars. Here you are.
A: Thanks! You have no idea how hungry I am! I haven't eaten since lunch
yesterday.
B: Are you kidding? Why not?
A: Well, I got out of work late yesterday, and I had to go to the airport and pick up
my brother in law.
B: Didn't you have any time when you got home?
A: I had no time to eat. I got home at 2:00 a.m. I was so tired I went right to bed.
B: 2:00 a.m.?! That's awfully late.
A: Tell me about it. I tried to get my brother in law to take a bus, but he hates
public transportation like that, especially from the airport. I have nothing
against him, but sometimes he is nothing but a pain in the neck!
B: Well, why did he take such a late flight?
A: He didn't. His stopover flight in Chicago was late, so he missed his scheduled
flight into Newark. Then his baggage wasn't put on the right plane in Chicago,
so when he got to Newark, he didn't have any bags. Not even his overnight
bag.
B: So what happened then?
A: Well, he didn't do anything at first. He just waited for his luggage at the
rotating carrier, but then he realized that none of his luggage was there. That's
when he went to the clerk and asked for help.
B: Did the clerk help him?
A: No, not really. The clerk said he couldn't do anything, but that if he wanted to
find his luggage he should go to the airline counter. But by that time it was
midnight, and the counter was closed.
B: You're pulling my leg!
A: No, really. So he had to call the 800 number for airline information. He
tracked down his luggage it was put on a later plane to Newark and was
supposed to arrive at 12:30.
B: So you had to wait for it?
A: Yep. Thank goodness that plane was on time. Nothing else happened once he
got his luggage, but the ride home was long. Of course, I got stuck driving,
while he fell asleep in the back seat.
B: What a nuisance? Did you say anything to him?
A: No, I didn't say anything. He is my wife's brother. And after all, I have to live
with my wife, not him thank goodness!

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 Page 61

ADVANCED ESL FOR MANUFACTURING SESSION 10 I

OBJECTIVES:
At the end of this session, students will be able to do the following:

use conditionals correctly

give advice using conditionals

TOPICS:

conditionals

METHODS:

Q and A
dialogues
role plays

EVALUATION:

At the end of this session, students will be able to do the following:

express "if' statements with conditionals

recognize the difference between conditionals and real speech, and use
each accordingly

MATERIALS:

worksheets
student job situations

Gu
P.R.I.D.E.
Page 62

CONDITIONALS

1. Present Real Conditional

Common sense:

If I go to NY, I will see Donald Trump.

present tense future tense

If it rains, I will get wet.

If Bill breaks his arm, he wi// need a cast.
If the unit passes inspection, it will be boxed.

If the unit doesn't pass inspection, it won't be boxed.

If Hank doesn't come to work, his boss wi// call his house.

QUESTION FORMAT:

1. If you go to the A-line, what will you see?

2. If he eats a whole pizza, how will he feel?

3. If we learn a new word, will you use it in a conversation'?

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CONDITIONALS

2. Present Unreal Conditional

I am not going to NY, but . . .

If I went to NY, I would see Donald Trump.

past tense conditional

If he ate a whole pizza, he would feel sick.

If I had a million dollars, I would help my family.
If they had a car, they could drive to NY.
If I were rich, I wouldn't work.

If he didn't eat so much pizza, he wouldn't feel sick.

If they didn't spend so much money, they could buy a new car.
If we didn't speak English, we couldn't understand the teacher.

QUESTION FORMAT:

1. What would you study if you had more time?

2. Where would you go if you had a month for vacation?

3. What would you do with a unit if it wcre defective?

P.R.L D.E.
Page 64

CONDITIONALS

Use the correct conditional to answer these questions.

1'. If you go to NY, what will you see?

2. If the part is damaged, what will you do?

3. If it snows 10 inches tonight, will you come to work tomorrow?

4. If you have time tonight, what will you do?

5. If you change shifts, how will you feel?

6. If ABC Company gets an order for 100 units, how many units will they make?

7. If you don't wear safety glasses, what will happen?

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CONDITIONALS (CON'T)

8. If we don't practice English, will you learn?

9. If the JIT room is occupied, what room will we use?

10. If they don't finish their line work, will they have to work overtime?

P.R.1.1).E.
Page 66

CONDITIONALS DIALOGUE

A: Did you hear that Pete got laid off?

B: No, I didn't. When did that happen?
A: Last week. He got his notice.
B: That's too bad.
A: Yeh, I agree.
B: What is Pete going to do?
A: I'm not sure, but he said he might try to get a part time job until he is rehired.
B: That's a good idea. If I were Pete, I'd get another job too. At least for a while.
A: Well, I don't know. If I were Pete, I'd probably relax for a week or so before I
took another job.
B: But don't forget that if you were laid off, you would still have bills to pay.
A: Yeh, that's true. But the company told him that when the busy quarter comes,
they will rehire him.
B: Oh really? When is that?
A: Well, if it's a hot spring and summer, then that will be our busy time.
B: Let's hope that it's real hot, for Pete's sake!

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CONDITIONALS

QUESTIONS for Dialogue

1. What happened to Pete?

2. 'How does person B feel about the news?

3. What is Pete going to do?

4. What does person B say he would do if he were Pete?

5. What would person A do if he were Pete?

6. What does person B remind person A about?

7. When will the company rehire Pete?

8. What is the company's peak time?

9. What does person B hope for at the end?

7
P.R.I.D.E.
Page 68

ADVANCED ESL FOR MANUFACTURING SESSION II

OBJECTIVES:
At the end of this session, students will be able to do the following:

read an use an MSDS sheet

apply information to safety situations
use Conditionals correctly to explain what they would do in a given
situation

TOPICS:

review of conditional
MSDS vocabulary
company safety issues

METHODS:

Q and A
dialogues
scenarios

EVALUATION:

At the end of this session, students will be able to do the following:

give information about MSDS materials

help injured workers using MSDS information
avoid safety related injuries on the job

MATERIALS:

worksheets
sample MSDS sheet
7 ,3

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 Page 69

CONDITIONALS - REVIEW.

1. If you had an hour for lunch, where would you go?

2. If the teacher were Princess Diana, where would she live?

3. If we learned French in class, where could you go for vacation?

4. I have a bad headache today and an upset stomach. If you were me, what
would you do?

5. Pete was laid off last week and now he doesn't know what to do. If you were
Pete, what would you do?

74
P.R.I.D.E.
Page 70

MATERIAL SAFETY DAM SHEET

I. PRODUCT IDENTIFICATION

Product name Additin RC7135

Chemical Family Aromatic Amine
Chemical Name N-Phenyl-stryenated benzenamine
OSHA Hazard Communication
Status This product is not hazardous under the
criteria of the Federal OSHA Hazard Communication Standard 29 CFR 1910.1200.

II. HAZARDOUS INGREDIENTS

Components: None % : optional

III. PHYSICAL DATA

Appearance Liquid
Color Brown to Reddish
Melt point/Freeze point N/A
Boiling Point Greater than 572°F (300°C)
Vapor Pressure N/A
Specific Gravity 1.1
Solubility in water Insoluble

IV. FIRE AND EXPLOSION DATA

Flash Point °F (°C) 518°F (270°C)

Extinguishing Media Water, Chemical, Foam, Dry Chemical
Special firefighting procedures / unusual fire or explosion hazards:
Firefighters should wear full protective clothing including self-contained breathing
apparatus. During a fire, irritating and/or toxic gasses from combustion/decomposition
may be generated.

1.111MINI.
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MATERIAL SAFETY DATA SHEET

V. HUMAN HEALTH DATA

Primary Route(s) of exposure Eyes, Skin

Human effects and symptoms of overexposure
Acute none observed
Chronic none observed
Medical Conditions aggravated by exposure not established
Carcinogenicity This product is not listed
as a carcinogen.
Exposure limits see section II

VI. EMERGENCY AND FIRST AID PROCEDURES

Eye contact Flush eyes with.plenty of water

Skin contact Wash thoroughly with soap and water
Remove contaminated water and wash container before reuse
Inhalation Remove to fresh air
Ingestion Consult physician

VII. EMPLOYEE PROTECTION RECOMMENDATIONS

Eye protection safety glasses

Skin protection rubber gloves
Respiratory protection Organic vapor cartridge
respirator is highly recommended
Ventilation Local exhaust during processing
Other Employee education and training in safe
handling procedures of this product are recommended. Safety showers and eye wash
stations should be easily accessible to work areas.

P.R.I.D.E.
Page 72

TVCABULARY

aromatic / aroma foam

breathing apparatus irritating / irritant
toxic combustion
decomposition generated
status hazardous
components melt
freeze vapor
gravity solubility
flash point extinguish (er)
exposure overexposure
acute chronic
carcinogen flush
thorough ingestion
respiratory respiration
ventilation exhaust

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 Page 73

QUESTIONS

1. What is the name of the chemical?

2. According to OSHA, is this product hazardous?

3. What kind of chemical is it? A solid? A liquid? A powder?

4. What color is the chemical?

5. Will this chemical mix with water? Will it dissolve?

6. If there is a fire with this chemical, what is the best way to put it out?

7. Will this chemical cause cancer?

8. What kind of ventilation should a company have if this chemical is used?

P.R.1.D.E.
Page 74

SITUATIONS

Use the MSDS sheet as your guide. What would you do in these situations?

1. Paul is working with Additin. He gets some in his eyes. What should he do?

2. Some of the Additin splashes on Steve's skin. What should he do?

3. What kind of protective equipment should Steve bee wearing if he is working

with this chemical?

4. What is the main way that this chemical can enter the body?

5. If Steve or Peter breathe in the chemical, what should they do?

t-)

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 Page 75

LADVANCED ESL FOR MANUFACTURING SESSION 12

OBJECTIVES:
At the end of this session, students will he able to do the following:

use job titles correctly

describe their jobs

TOPICS:

nouns as job titles (ER/OR)

process-of job description

METHODS:

Q and A
group work

EVALUATION:

At the end of this session, students will be able to do the following:

understand various job titles

make fewer errors in communicating the details of their jobs

MATERIALS:

worksheets
student generated job charts

n0
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Page 76

PEOPLE AND JOBS

Very often, people's jobs end in ER or OR. Look at these examples.

I teach. I am a teacher.
You work. You are a worker.
ABC Company employs you. ABC Company is your employer.
He instructs the class. He is an instructor.
She has studied medicine for 10 years, so she is a good doctor.

Make jobs for these verbs by adding either ER or OR:

1. drive

2. speak

3. learn

4. profess

5. preach

6. clean

7. buy

8. sell

9. manufacture

8
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PEOPLE AND JOBS (CON'T)

10. rent

11. navigate

12. explore

13. distribute

14. manage

15. supervise

16. murder

17. view

18. collect

19. divide

20. adjust

P.R.L D.E.
Page 78

PEOPLE AND JOBS

Sometimes we add EE to show the difference between someone who is receiving

the action or someone who does the action.

What is the difference between these two words?

employee employer

Consider these examples:

I. I train you every week, so I am the trainer. What are you?

2. My supervisor evaluates my job, so she is my evaluator. What am I?

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 Page 79

JOB DESCRIPTION

Write a few sentences about what you do every day on the job. Then go back and
underline the verbs. On a separate piece of paper, put these verbs into a list. Can
you make job titles out of some of the activities?

When you are done with that, next to the verbs and jobs, write the tools that you
use to do that job.

Example:

Every day I pack units at the packing station.

VERB JOB TOOLS

pack packer tape, glue, boxes,

blade

When you are finished with your lists, exchange them with the people at your table
and see if they have any questions or anything to add.

84
P.R.I.D.E.
Page 80

ADVANCED ESL FOR MANUFACTURING SESSION 13

OBJECTIVES:

At the end of this session, students will be able to do the following:

read parts lists

fill out parts request forms
discriminate among parts

TOPICS:

parts lists and similar forms

filling out forms
looking for matching parts

METHODS:

group and pair work

dialoguing for information

EVALUATION:

At the end of this session, students will be able to do the following:

make fewer errors in parts discrimination

record and communicate errors on lists and forms
ask for parts from appropriate person with fewer errors in number use

MATERIALS:

parts lists/request forms

actual machine parts
rulers

8'0

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 Page 8 1

QUESTIONS: REQUEST FORM

1. How many columns are there?

2. How many rows are there?

3. How many 2' screws does this person need?

4. How many 3' screws does this person need?

5. What is the part number for 3' bolts?

6. What is the part number for 1/4' gaskets?

7. Who signs at the bottom of the form?

86
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HANDS ON!

Look in the packets that your group has received. Look at the parts that you need,
the parts you have; then look at the included parts list. Compare what you have
with what you have on the list, and determine what you need.

Fill out the request form and the missing/detective form. Be sure to record all part
numbers completely and correctly. This request form will go to someone who will
act as the accumulator.

8
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 Page 83

HANDS ON!

GROUP 1

PARTS LIST
In this packet, you should find the following:

PART # DESCRIPTION QTY.

N70P2104C Set Screw 7

A138395P03 Cushion Motor Mount 25

N187P210208 1/2-20 1 1/4 screw 32

A138393P01 Fresh Air Baffle 2

B138392P01 Wheel Blower 10

B138399P01 Screen 12

A138699P01 Nut 17

B138397P01 Strap Motor 3

D13838P01 Connection 2

86
P.R.I.D.E.
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HANDS ON!

GROUP 2

PARTS LIST
In this packet, you should find the following:

PART # DESCRIPTION QTY.

N70P2104C Set Screw 8

A138395P03 Cushion Motor Mount 25

N187P210208 1/2-20 1 1/14 screw 34

A138393P01 Fresh Air Baffle 3

B138392P01 Wheel Blower 5

B138399P01 Screen 9

A138699P01 Nut 22

B138397P01 Strap Motor 22

D13838P01 Connection 2

Mercer County Community Collep

 Page 85

Now that you have done the activity, think about the procedure that you followed
in your group.

Assume that a new employee will be joining your group. Write a set of
instructions for him/her that explain this job to them. Be sure to include the name
of the forms you used, the way you went about counting and matching, and any
little tips you have for getting the job done.

Use numbered steps.

\. T

56

P.R.I.D.E.
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PRE-CLASS EXERCISES

NAME:

PART I: Fill in the correct verb tense in the spaces.

This morning, John to work late because he

car trouble. Usually his car well, but for some

reason this morning it . John his boss and

him he would be late. Then he the garage and

them if they could tow it.

The mechanic to John, "We happy to

help you out, but right now we very busy. Can you wait for one

hour?"

"I no choice," John . By the time he

to work this morning, it almost 11:00. Of

course, his boss happy, and John make up

the time. But his car fixed by tomorrow!

"Maybe I the bus from now on," John said to

himself. "It me time and trouble!"

i
Mercer Cou.ny Community College
 Page 87

PRE-CLASS EXERCISES
1

PART II Reading: Read the following and answer the questions.

It's really quite easy to put a molly hook into wallboard. First, measure the
space where you want to hang the picture, and make a mark in the center of the
wall. Thentake a small nail and hammer it about half way into the marked spot.
Don't bang it in too far, because you have to take it out again. Once you have
removed the nail, take the molly bolt and push it into the hole so that it stays. Last,
take your screwdriver and screw the bolt into the hole. As you are doing this, the
wings of the bolt will open into the wallboard. In a matter of minutes you are able
to hang pictures on any wall!

1. What is this paragraph telling you how to do?

2. How many tools do need to do this job? What are they?

3. What do you think a molly bolt looks like? Draw a picture.

4. How many steps do you see? Underline the VERBS and count them.

5. Write the steps out below using numbers.

J ')
P.R . L D.E.
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PRE-CLASS EXERCISES

PART III LISTENING: Listen to the dialogue and answer the questions.

1. Who are the 2 people talking?

2. What are they talking about?

3. What is the problem?

4. What advice can you give them to help them solve the problem?

Mercer County Community College

 Page 89

PRE-CLASS EXERCISES

PART IV DICTATION: Listen to the teacher for the first time, and then as she
reads a second time write down what she tells you. When she reads a third time,
make corrections.

P.R.I.D.E.
Page 90

POST-CLASS EXERCISES

NAME:

PART I: Fill in the correct verb tense in the spaces.

This morning, Rosa to work late because she

her keys. At first, she for her keys

in her bag, but she didn't find them. Then she thought that

maybe she them on her kitchen counter, but they

there. "Where can they be," Rosa herself.

She decided in the door, just in case she

them there from the night before. No luck! Rosa

to feel nervous. She down at her kitchen

table, a cup of coffee, and worried. Then she stood up and she

a jingle in her dress pocket. There they her

keys!! She had put them in her dress pocket after she

dressed that morning. Rosa laughed and to herself, "I

forget my 'wad if it wasn't attached"

Mercer County Community College

 Page 91

POST-CLASS EXERCISES

PART II Reading: Read the following and answer the questions.

It's really quite easy to get to Mr. Cruz's office. Just go down the hall
straight ahead, and when you get to thi end of the hall to the T, turn left. Then
keep going, past the water cooler. You'll see the men's and ladies' rooms on your
left. Take the first hallway on the right, and go down three doors. Then you'll see
Mr. Cruz's office on the right.

1. What is this paragraph telling you how to do?

2. How many landmarks are there? What are they?

3. How many steps do you see'? Underline the VERBS and count them.

4. What do you think the office plan looks like? Draw a picture of it.

P.R.I.D.E.
Page 92

POST-CLASS EXERCISES

PART III DICTATION: Listen to the teacher for the first time, and then as she
reads a second time write down what she tells you. When she reads a third time,
make corrections.

Mercer County Community College