Renton Technical College
ESL for the Trades
Level 2 ESL
Summer
Quarter 2006
Course Outline
The following outline provides some ideas for organizing a
Trades ESL class. Most of these topics
and activities were included in the pilot project during Summer Quarter 2006 at
RTC. However, they were not all
presented in the order outlined here.
There was considerable overlap, review and discussion to connect various
topics. In addition, the class visited
several apprenticeship and training programs, and those “field trips”—with
related pre and post trip activities—were integrated into the class at various
points.
In addition to the trades-related content, this ESL class
incorporated some “regular” ESL course content. For example, since it started
at the beginning of July, we read a short story and discussed the Fourth of
July in America. Other “regular” ESL activities included, for
example, discussions and writing about weekend activities (i.e. practicing past
and future tenses), daily activities, and The World Cup. That content, of course, would vary according
to the particular ESL class. The outline
here focuses only on the Trades ESL content.
Course Outline
1.
Overview of
the ESL for the Trades course
a. Use
the syllabus to preview the course and to introduce key vocabulary: syllabus
b. Follow
up (a day or two later) with an informal mini-quiz
as review of key vocabulary, such as: career, trade, construction,
manufacturing, maintenance, repair, and apprenticeship.
2.
Construction
a. What
is it? à
class brainstorms ideas; T writes on board
b. Who
does it? à continue to
brainstorm, match names of trades to various duties, skills, and procedures.
c. Watch
the DVD: That’s How We
Build a House to see a construction process (Recommendation: watch it
once, all the way through. Then go back
and watch segments for discussion with the cloze exercise.)
d. Complete
the cloze
exercise and review it to generate discussion about the construction
process. (Recommendation: Divide this
into at least 3 sections, to complete over 3 or 4 days, to allow for plenty of
discussion & review)
e. Give
a crossword puzzle (Trades ESL
Vocabulary) as homework. Then use it for
additional discussion and review in class.
f. Introduce
other resources to fill in details, answer questions, and compare with general
info in the DVD. This may be integrated with a tour of the library and lessons
on finding more information. Examples:
i.
Visual Dictionary
(available in RTC library): e.g. “Structure
of a House” (p 252).
ii. Carpentry,
by Leonard Koel (available at RTC library)
iii. Watch
and discuss a video, such as Drywall Hanging
and Taping. This not only
demonstrates specific procedures and provides opportunity for discussion, but
also shows the students how they can use these kinds of videos to study the trades
and ESL on their own.
g. Visit
construction-related apprenticeship and training programs, such as:
i.
Land Surveying
ii. Job
Skills for Trade and Industry (pre-apprenticeship)
iii. Carpenters
iv. Lathers,
Acoustical, Drywall Systems (LADS)
v. Plasterers
vi. Heat
& Frost Insulators
vii. Roofers
Note: Program contact information is available in
the Apprenticeship
Handbook and the program brochures produced by RTC.
3.
Manufacturing
a. What
is it?
i.
Example: manufacturing a car or car parts vs. building
a house
ii. brainstorm
list of manufactured items
b. Who
does it? Examples:
i.
Machinists
(1) Introduce
the work using a video, such as: Basic
Milling Machine Operation
(2) Explore
the Machine Technology Links at RTC Library http://www.rtc.edu/library/ProMachineTech.htm
Note: This lesson can be integrated with the lessons
on computer basics and the Internet.
ii. Welders
(1) Introduce
the work with a video, such as: Heavy Metal:
Hot Careers in Welding
c. Visit
manufacturing-related training programs:
i.
Machine Technology
(1) See
the ESL Instructor’s Notes
from the July 14, 2006 tour of the program with Francisco Martinez (Mach. Tech
Instructor). This is an example of one
method of gathering information and reviewing it with students, while
incorporating lessons on using the Internet.
ii. Welding
Note: Program contact information is available in
the program
brochures produced by RTC.
4.
Maintenance
and Repair
a. What
is the difference between maintenance and manufacturing(or construction), examples:
i.
Change the oil in your car vs. manufacturing a new car
ii. Use
electrical mockup panel to discuss installation (as part of construction process)
vs repair of electrical fixtures
b. Maintenance
and repair trades
i.
Major Appliance & Refrigeration Technology
(1) use program
brochure and photos to introduce the trade
(2) visit
program at RTC
ii. Property
Maintenance
(1) discuss
program at RTC (which has the same classroom and ESL instructor (David Dickson)
as the ESL Trades pilot course)
(a) Integrated
ESL / Technical Skills program
(b) Only
need to be Level 3 ESL, so could enter this program soon (i.e. for the pilot
course students that were Level 2 ESL)
iii. Commercial
Building Engineering (program in Auburn)
Note: Program contact information is available in
the program
brochures produced by RTC. It is also available on the RTC website.
5.
Emphasize importance
of reading for ESL students
a. Start
this early in the quarter; during the first week if possible.
b. Demonstrate
with example books related to the trades – especially children’s books. Examples from King County Library System (See
Resources):
i.
If You Were a
Construction Worker
ii.
How it
Happens at the Building Site
iii.
Highway
Builders
c. Discuss
and practice how to choose a book
i.
For general “free” reading: no more than 3 or 4 new words per page
ii. For
“studying” textbooks, e.g. Carpentry
by Leonard Koel, you may have to use a dictionary more often, but the easier
books will help to build vocabulary so you can read more difficult material.
d. Provide
Free Voluntary Reading time at regular times throughout the course (at least 20
minutes, 3 times a week; more if time is available.) Note: For an excellent discussion on the value of
free reading, see The Power of Reading
by Stephen Krashen.
6.
Building a
Career in the Trades
a. Education
and Training
i.
Training programs
(1) Use
the program brochures
published by RTC as guides
(a) Examples: Job Skills for Trade & Industry, Welding,
Machine Technology, Major Appliance & Refrigeration Technology
ii. Apprenticeship
programs
(1) Use the
handbook Apprenticeship
Opportunities Affiliated with Renton Technical College (available from
Trade, Industry & Apprenticeship office) as a guide.
Note: Since the program brochures and the handbook
are mostly text-based, we need to supplement them with photos and videos. (See Resources)
iii. Help
with paying for school / training
(1) Discuss
benefits of “earn while you learn” as an apprentice
(2) Have
school counselor(s) visit the class to discuss financial aid options
(a) Financial
Aid, Work First, Working Parent, WIA: Amy O’Donnell, WorkFirst counselor(x
5800)
(b) Worker
Retraining (Unemployment) – Jane Winkler (x
5569)
b. Job
search process*
i.
How does the process work in America?
ii. Is
the process the same or different in your home country?
iii. What
are the major components of the process?
(1) getting
ready – identifying skills, etc.
(2) applications,
resumes, cover letters
(3) finding
open positions (want ads, Internet, networking etc.)
(4) applying
for a job
(5) interviews
(6) follow-up
iv. Employment
terms. such as hire, fire, lay off, unemployed, unemployment compensation,
dispatch (union)
*Note: Only the basic job search concepts and
vocabulary were introduced during the short pilot course. However, in other classes, such as the
Property Maintenance Assistant program, the complete job search process is
integrated into the course. Apply Yourself
is a very good resource.
c. When
you have a job
i.
Understanding pay and benefits
(1) wages
vs. salary
(2) overtime
laws
(3) timesheets
(pay period vs pay date)
(4) types
of benefits
ii. Keeping
your job
(1) What
are the qualities of a good employee? Imagine
you were the boss. What kind of employee
would you want?
(2) Stress
importance of reliability, one aspect of which is reliable transportation and
the ability to get to work on time. This
discussion can be integrated with the lessons on map reading and how to use the
Internet to get maps and directions.
7. Finding more information – throughout the
career building process
a. RTC
library resources
i.
Arrange library workshops (such as Library Orientation,
Using the Online Catalog, etc.) in advance with Debbie Crumb, librarian.
ii. View
and discuss sample materials, including videos and DVDs that can be used to
learn about the trades and to study ESL.
b. Public
libraries
i.
Integrate with discussion about importance of reading
ii. Encourage
all students to have public library card and to use it often
iii. Arrange
field trip to one of the libraries
c. Counselors
and support staff at RTC
i.
Student
Success Center
(J-218): Michelle Iko, Susie Navone
ii. WorkFirst
Counselors: Amy O’Donnell, Ha Nguyen
iii. Employment
Security Counselor (J-218): Annie Nelson
iv. Worker
Retraining: Jane Winkler
d. Using
the Internet
i.
Intro to computers (hardware components, software)
ii. Correct
procedure for booting up and shutting down computer
iii. Using
Internet Explorer (or another browser)
(1) Navigate
to www.RTC.edu. Then navigate to Machine
Technology program. Print the one-page program description for practice (and
for later discussion of the program)
(2) use Carpenters
web sites as example of links
iv. Introduce
Google as search engine.
(1) Find the Machine Technology page via Google
(contrast with following links to get there.)
(2) Practice searching for other specific
information.
(a) For
an example, see the Machine Technology handout
(b) Tours
of the apprenticeship and training programs usually bring up numerous questions
which can be researched on the Internet.
v. Introduce
Internet-based map resources, such as www.mapquest.com
Note: Integrate this lesson with
discussion of importance of reliable transportation / keeping a job.
8.
Safety
a. Common
safety-related vocabulary and acronyms can be introduced throughout the
course. Examples:
i.
PPE (Personal Protective Equipment)
ii. MSDS
(Material Safety Data Sheets)
iii. L
and I (Labor and Industries, Washington
State Dept.)
iv. OSHA
v. WISHA
b. Use
TPR (see Notes on TPR) to introduce and practice the
names of PPE items, such as goggles, rubber gloves, face shields, safety vests,
etc.
9.
Tools,
Equipment & Machinery
a. Hand
tools
i.
Informal “pre-test” to see what students already know.
ii. Use
TPR (see Notes on TPR ) to introduce and practice the
names of tools; using as many of the real tools that are available.
iii. A
vocabulary tracking grid can be used to assess the students’ progress.
b. How
to read a tape measure
i.
Laying the Foundation: Construction Math Booklet
includes material that can be used for learning how to use a tape measure. (The
link should go to the Resource page at the Construction Center of Excellence on
RTC’s webpage: http://www.rtc.edu/CCE
)
c. Power
Tools
i.
similar procedure as with hand tools, but may have to
use more pictures if power tools are not available in the shop/classroom
ii. Visit
Job Skills for Training and Industry shop a few times to learn the names of
power tools. (Arrange with instructors, Rick Ducharme and Lisa Grothen).
d. Heavy
Machinery:
i.
Use easy-to-read books, such as Highway
Builders, and photos to
introduce some of the major types of heavy machinery used in construction.
ii. Practice
using the Internet to find more information, examples:
(1) Choose
a piece of machinery, then find the cost of a new and a used one.
(2) Find
information about a career as an operating engineer.
10. Blueprints
a. What
is a blueprint? (review / already
introduced in construction process; see the cloze exercise for the DVD, That’s How We Build a House)
b. Basic
blueprint vocabulary:
i.
plan view – looking down on the object(s)
ii. elevation
– looking at the building (etc.) from the side; shows height
iii. section
– cutaway that shows the inside of an object or building; shows the
construction materials and how the parts fit together
iv. detail
– shows an enlarged view of a special feature
v. site
plan or plot plan: shows property lines, buildings, driveways, etc.
vi. scales
(introduce idea, not details)
c. Resource:
Building
Trades Print Reading, part 1
Note: The following topics were discussed briefly in the
pilot class, but the lessons could be developed further for longer courses.
11. Unions
a. What
are they?
b. What
do they do?
c. How
are they related to apprenticeship programs?
d. Resources:
Have a union representative talk with the class.
12. Department of Labor and Industries
a. What
do they do?
i.
regulates and provides information about apprenticeship
programs
ii. inspects
workplaces for safety
b. Lesson
can be integrated with lesson on computers and Internet. Web site: www.lni.wa.gov.
13. Codes
a. What
are they?
i.
Rules about construction & maintenance
ii. Example:
fire code tells us how many fire sprinklers must be in this classroom
b. Examples
of various codes:
i.
International
Building Code
ii. Uniform
Plumbing Code (UPC)
iii. National
Electrical Code (NEC)
c. Vocabulary
– example phrases:
i.
Is that to code?
ii. That’s
not to code?
iii. What
does the code say about that?
iv. per
code
v. according
to code
d. Where
can you find the codes?
i.
Some are in books in the RTC library (Could be a good
Library Practice / Finding Resources activity)
ii. Resources
may be online (find web sites as part of Internet search practice) Example:
http://www.sbcc.wa.gov/pages/code.html
e. Emphasize
need to get most recent codes because they are updated periodically
f. Emphasize
need to get the code for your area (international vs. state vs. local)