Construction and Building Trade Students Essay Example

Construction and Building Trade Students Essay Example Construction and Building Trade Students Essay Construction and Building Trade Students Essay This section is devoted to learning basic information about the students and their jobs. It contains different activities to learn more about the students, including activities about what the students’ responsibilities in their jobs are, what they might wear on the job, and when they might need to use language. A teacher can come in with the answers already and test’ the students’ knowledge, or he can ask the students to tell him.The purpose is to make the students think about what they need to know and what they already know, as well as for the English teacher to show an interest in the students’ careers (which are the reason they’re there). It is also important to look at how the classroom differs the from the students’ workplace, which is the final activity in this section. These activities lay the groundwork for the climate in the classroom, how much the students and their needs are respected, etc. It is very important for the teacher to establish ground rules and foster an environment of mutual respect.Organizational Structures In every business, there is some form of organization. This includes the structure of employees and supervisors, and chains of communication. Writing out an organogram’ can help the students to understand these chains of command and also learn who to communicate with and how to do so. The organogram focuses on asking students different questions about who is in charge in the organization, what different departments may exist, the different classifications of employees, etc.Students are shown an example and then asked to complete this for their own trade, or a trade example that t he teacher chooses. It is very important for students (especially those with limited language skills) to be very clear about the organizational structure within their organizations. Students should learn what their role is, who they will communicate with directly, who is supervising them, who they are supervising (if anyone), who to go to with problems, how to deal with instructions, etc.It can be hard for a student with limited language skills to discern this information from the workplace without any prior knowledge. In order to avoid overstepping boundaries, students should be well-equipped to know or learn the chains of command and communication within their own work places. Once the students have identified the company they’d like to work for, they must have the skills to interview with that company, which is also included in this section. When students have secured employment, they will need to be aware of how job responsibilities will be communicated, and how to respon d to them.This may include to-do lists, dictating tasks, or communicating with other employees on the job. There are many different situations the student may encounter on the job, and they should be prepared to handle each situation when possible. Vocabulary Students with limited language skills may not understand key vocabulary that is necessary for their jobs, which is why teachers should focus on providing them with words they will need to know. This is crucial so that students can understand what is being said to them on the job.The first activity is a personal job dictionary,’ which involves the student creating a list of words and definitions (or translations) that he or she will use frequently on the job. This is a very handy reference after the activity is completed, and also functions as a good introduction to on-the-job vocabulary. Once a basic vocabulary is established, students can write down any words or phrases that are unfamiliar to them, and do activities whi ch relate to figuring out the meaning of these words or phrases.They can practice using and reading these words and phrases with partners or in small groups, in order to simulate using them in the workplace. This is a very practical activity, as it gives students a chance to work with important words and phrases in real contexts. A final activity is to have the students look at pictures of objects they may encounter, and ask them to name them. Recognition is important. Also, this uses the student’s visual learning skills, which is also important. Some students will learn much better if they can see the objects than if they simply talk about them or read the words for them.