Ventures 3rd Edition Brochure by Cambridge English

3rd Edition

Help your students meet their goals and face the challenges of today’s Adult Education classroom.

“ Our staff has found that the curriculum is both teacher and student friendly. The Ventures curriculum aligns with both CASAS and ESL Content Standards providing a structured curriculum for English language learners.” Sam Lund Former Principal of ESL Program, Grossmont Adult School, El Cajon, CA

“ Ventures helps me very much because we have real life documents, we have things that students need. It’s not only the language, they need to know how to interact. How to do certain things.” Dr. Eusebio Perez-Martinez Teacher, The English Center, Miami, FL

Ventures 3rd Edition

What has made Ventures successful over the years? In user satisfaction surveys and conversations with Adult Education teachers across the country, we found 5 key points of the Ventures program that teachers equated with success in their classrooms. 5 KEY POINTS 1. The support in Ventures makes the program easy-to-teach. 2. Multilevel worksheets provide reinforcement and challenges to a broad range of learners. 3. Digital components engage learners and add value to the lessons. 4. Collaborative activities help increase student retention, self-esteem and responsibility. 5. A user-friendly design focuses on core tasks, making them easier to accomplish.

Basic

3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

3rd Edition

STUDENT’S BOOK

2nd Edition

STUDENT’S BOOK

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)

Image Below: (Top row) Dennis Johnson, K. Lynn Savage; (bottom row) Gretchen Bitterlin, Donna Price, and Sylvia G. Ramirez. Together, the Ventures author team has more than 200 years teaching ESL as well as other roles that support adult immigrants and refugees, from teacher’s aide to dean.

Ventures 3rd Edition

Adult Education has undergone changes. We have, too. Ventures is a six-level, four-skills series that helps students develop the skills needed to be college and career ready, and function successfully in their community. Researched and authored by a team of teachers and administrators with unparalleled classroom experience, this new edition was written to meet the demands of today’s adult ESL classroom.

Based on teacher insights, Ventures 3rd Edition features: • More grammar practice with expanded explanations • Additional vocabulary to broaden students’ language toolbox • Academic readings for exposure to texts that promote CCR skills • Photos to make more real-life connections

Our lesson sequencing is key to student success Lesson A: Listening Focuses students on the unit topic using visuals to assess student’s prior knowledge and serves as prompt for key vocabulary. Audio accessed using QR codes for use in class or for students to review on their own.

Lesson B & C: Grammar Presents grammar point in a chart form, followed by exercises to check comprehension and provide guided practice. The Communicate exercises guide learners as they generate original answers and conversations. ∙ Grammar Presentation videos to watch on mobile devices using QR codes allow for self-directed learning and develop digital literacy. ∙ Additional activities ensure students have the chance to practice more grammar to meet the rigor of CCR standards. 3

Ventures 3rd Edition

Lesson D: Reading Develops reading skills and expands vocabulary while bringing text complexity into the classroom to help students read independently and proficiently. Lesson combines reading with writing and listening practice for an integrated approach to ensure better comprehension. â&#x2C6;&#x2122; College & Career Readiness section builds critical thinking skills and uses informative texts to help master the more complex CCR standards.

Lesson E: Writing Provides practice with process writing within the context of the unit and supports students to meet the challenges of work and the classroom through academic and purposeful writing practice.

Lesson F: Another view Brings the unit together with opportunities to review lesson content. â&#x2C6;&#x2122; Practice explicit real-life skills using authentic document types builds document literacy. â&#x2C6;&#x2122; Prepares students for standardized tests by familiarizing them with bubble answer format. overs critical thinking and soft skills, crucial for workplace readiness, and helps C students meet WIOA requirements through problem-solving activities.

In summary, Ventures provides: More Rigor College and Career Readiness section includes informative texts and builds academic skill building.

More workplace prep More critical thinking and collaborative problem solving empowers students for the workplace.

Digital-assisted learning Smartphone-enabled audio and grammar presentations integrate the use of technology.

Ventures 3rd Edition

Skills for Success Aligned with the National Reporting System, English Language Proficiency, and the College and Career Readiness (CCR), Ventures helps programs meet requirements set by the Workforce Innovation and Opportunity Act (WIOA) and is the most complete course for student success. Itâ&#x20AC;&#x2122;s more important than ever to have material for adult learners that bridges the need for college and career readiness with relevant life skills. The requirements of WIOA relate to English language instruction, career pathways, civics, and citizenship. The same areas of focus are at the heart of Ventures and woven throughout the lessons. The updates to the National Reporting System (NRS) for Adult Education announced in 2018 were highly anticipated by all the Adult Education providers who receive federal funding under WIOA. Ventures 3rd Edition was built to meet these changes and the shifts in todayâ&#x20AC;&#x2122;s adult classroom.

Ventures 3rd Edition

Lesson D Reading 1 Before you read Talk with your classmates. Answer the questions. 1. How many dates are in the reading? What are they? 2. What is the reading about? 3. What is a blog? Have you ever seen one?

Scan the text for specific information. Look quickly to find dates. When you find the information you need, stop reading.

Critical thinking skills are developed using informative texts to help master more complex CCR standards.

2 Read Read the blog. Listen and read again. www.edensblogaddress.com CD2, Track 19

EDENʼS BLOG MONDAY 9/29

I had my interview today! I gave the interviewer a big smile and a firm handshake. I answered her questions with confidence. I’ll let you know if I get the job. THURSDAY 9/25

Great news! One of the companies from the job fair finally called me back! I’ve been preparing for the job interview all day. I’m really excited. I’m going to have a practice interview with some classmates today. That will prepare me for the real one. WEDNESDAY 9/24

I’ve been feeling depressed about the job search lately, but my counselor at school told me I shouldn’t give up. He said I need to be patient. Today, I organized my papers. I made lists of the places I have applied to and the people I have talked to. I also did some more research online. TUESDAY 9/16

Today, I went to a job fair at my college. I filled out several applications and handed out some résumés. There were about 20 different companies there. Several of them said they were going to call me back. Wish me luck! MONDAY 9/15

Hello fellow job searchers! I have been looking for a job for several weeks. Everyone tells me that it’s critical to network, so I’ve been telling everyone I know. I’ve been calling friends, relatives, and teachers to tell them about my job search. If you have any good job-searching tips, please share them with me!

Lesson F Another view 1 Life-skills reading Occupational projections and worker characteristics Job openings due to Percent Employment growth and replacements * Typical education needed for entry change, 2014–2024 2014–2024 Postsecondary technical Automotive service technicians 237 5.3 and mechanics nondegree award Dental hygienists 70 18.6 Associate’s degree Food service managers 77 5.1 High school diploma or equivalent Medical assistants 262 23.5 Post secondary technical nondegree Retail salespersons 1,917 6.8 No formal educational credential Veterinary technologists and 274 18.7 Associate’s degree technicians Occupation

102

UNIT 8

* Numbers in thousands Source: https://www.bls.gov/emp/ep_table_107.htm

A Read the questions. Look at the chart. Fill in the answer. 1. Which statement is not true about the jobs in the chart? A

One requires an associate’s degree.

One requires a bachelor’s degree.

700

One requires technical training.

7,000

There will be more jobs in 2024 than in 2014.

70,000

2. Which occupations will have the largest percent increase in growth from 2014-2024?

Students are tasked to connect unit themes to real-life situations and evaluate potential solutions, developing the critical thinking and problem-solving skills required by WIOA.

3. What is the growth in number of jobs from 2014–2024 for dental hygienists?

4. What is included in this chart? A

salary information for certain jobs

automotive service technicians and retain salespersons

information about the decline of certain occupations

veterinary technologists and technicians and medical assistants

food service managers and dental hygienists

information about the amount of education necessary for certain jobs

retail salespersons and medical assistants

amount of work experience necessary for certain jobs

B Solve the problem. Give your opinion. Alex has been working in a fast food restaurant for over a year. He works as a busser, cashier and cook. He would like to be a restaurant manager some day, but that requires a high school diploma or equivalent. He dropped out of high school after two years. What should he do?

106

UNIT 8

Ventures 3rd Edition

Help Students Meet their Employment and Higher Education Goals Students who face barriers to employment and education need support to improve their job training skills and opportunities to continue their studies in higher education. The Ventures program prepares students through: • Related unit topics: Focus on work and school for students to learn vocabulary and language related to career and higher education. • Problem solving and critical thinking skills: Teaches valuable workforce skills. • Pair/group work & collaborative activities: Develop soft skills such as communication and collaboration. • Career and Educational Pathways Worksheets: Support career pathways and encourage career goal settings to guide learners in seeking jobs. • Transitions Level: Prepares students for success at work or in an academic setting.

Ventures 3rd Edition

Meeting the Rigor of WIOA How Ventures helps students acquire the skills needed to meet the demands of WIOA: •C ritical thinking activities in every lesson give students an opportunity to apply what they have learned. •D igital literacy is developed through internet research tasks in Projects, Online Workbook activities, the Ventures Arcade, and accessing resources using QR codes. • Self-assessments at the end of each unit help student develop self-management skills. • Basic academic reading skills are developed in the College and Career Readiness section.

With a focus on developing reading and writing skills the Transitions level features high-interest topics specific to employment and obtaining higher education such as: • Building self-confidence • Managing interviews • Having a positive attitude For more information on Transitions, scan the QR code.

Ventures 3rd Edition

Encouraging Digital Literacy Ventures has an array of digital resources that encourage students to use technology to advance their learning - in and out of the classroom.

Lesson B I was a teacher.

Audio and Video

1 Grammar focus: simple past of be Use was with I, he, she, and it. Use were with you, we, and they.

QUESTIONS Were

ANSWERS I was.

I wasn’t. I was a teacher.

you

a student?

Was

a student?

Was

she

a student?

Were

you

students?

we were.

we weren’t. We were teachers.

Were

they

students?

they were.

they weren’t.. They were teachers.

he was. Yes,

he wasn’t. He was a teacher.

she was.

Watch

she wasn’t. She was a teacher.

No,

wasn’t = was not | weren’t = were not

2 Practice

The new edition of Ventures puts audio and video resources in your hands. With the new QR codes on the page you and your students can access class audio and animated grammar videos on any mobile device. Help students improve digital literacy by utilizing their own technology to enhance their learning.

A Write. Look at the pictures. Complete the sentences. Use is, are, was, or were. JOB HISTORY FOR

Amy Cho

2010 – present 2005 – 2010

was

1. She

Nurse Teacher

teacher before. Now she

a nurse.

JOB APPLICATION

Jane’s experience 2015 – present

Manager

2010 – 2015

Cashier

2. She She

students before. Now a

Employment history

2009 – present Construction Worker 2005 – 2009 Server

Adam Hill

4. He

a server

before. Now

Work experience for SARA AND RAUL LOPEZ

2017 – present

Nursing Assistant

2010 – 2017

Server

5. He

a server

2015 – present

Managers

2010 – 2015

Cooks

6. Now they are .

before. Now

a construction worker.

they electricians.

Ben Liao

JOB HISTORY:

John and Jack’s work history 2016 – present Electricians 2010 – 2016 Students 3. They

a manager now. cashier before.

JOB APPLICATION FOR

EMPLOYMENT HISTORY

a nursing assistant.

cooks before.

Listen and repeat.

UNIT 8

Here’s how a QR code works

CD2, Track 22

Step 1 Open the camera on your smartphone.

Step 2 Point the camera at the QR code.

Step 3 Your camera will automatically* scan the code. If not, press the button to take a picture. This will launch the content. * Not all cameras automatically scan QR codes. You may need to download a QR code reader. Search “QR free” and download the app of your choice. 9

Ventures 3rd Edition

Self-grading Online Workbook with instant feedback helps learners understand their problem areas. Teachers can track time-on-task and check studentsâ&#x20AC;&#x2122; progress with just a few clicks.

Presentation Plus has all the resources needed in one place, to digitally transform Ventures into a truly interactive classroom.

The Ventures Arcade is a free website where students can find additional practice.

Ventures 3rd Edition

Addressing Current Education Standards To be successful, students need access to a range of texts presented in multiple formats and they need to engage in meaningful practice. To show the skills required by the standards, students need to produce language that transfers meaning and understanding both orally and in writing across multiple contexts in every day and academic settings. Ventures provides students with opportunities to participate in purposeful interactions in various settings and communicate effectively.

5 Key Takeaways for the new NRS Educational Functioning Levels: 1. The six language levels have not changed and these align with the ELPS for Adult Education. 2. T he descriptors incorporate ELPS to help students develop all four skills as they aspire to career/vocational training and further academic studies. 3. Text complexity is key. Students need to read and evaluate content a nd information presented in a variety of formats to both derive meaning and apply critical thinking skills. 4. I tâ&#x20AC;&#x2122;s more important than ever to have material that supports college and career readiness as well as life skills. 5. The NRS descriptors focus on three key modalities: Interpretive, Productive, and Interactive.

Ventures 3rd Edition

Interpretive Students will develop the skills to process, understand, and interpret materials at their language level in order to analyze and engage with broader concepts.

UNIT GOALS Identify common jobs Describe skills Complete a job application

2 Listen A Listen. Write the letter of the conversation.

Students develop the skills necessary to engage with level-appropriate material materials in order to process, understand and infer meaning.

CD2, Track 21

Lesson D Reading

B Listen again to the conversations. Write the years or dates you hear. A. from

2012

B. from

2016

D. from

CD2, Track 21

C. from

Harmon Hills Nursing Home

1 Before you read

E. in years ago

Talk. Mai Linh is looking for a new job. Look at the picture. Answer the questions. 1. Who are the people in the picture?

Listen again. Check your answers.

2. Where are they? 3. What is Mai Linh’s volunteer job now?

3 After you listen Where do the people work? Write the words busperson

cashier

doctor

nurse

doctor

server

A Listen and read. Send

5. hospital

CD2, Track 25

New Message

2. 3.

2 Read

receptionist

Dear Ms. Carter: I am writing to recommend my student Mai Linh Lam.

restaurant

Mai Linh was a teacher in Vietnam. She is looking for a new job in the United States. She is a certified nursing assistant now. She volunteers in a nursing home Monday through Friday from 12:00 to 4:30. She takes care of senior citizens.

All reading comprehension Listen questions for and identify jobs and length of time are text-dependent to expose students to more academically demanding language structures, preparing them for the rigor in today’s classroom.

UNIT 8

Mai Linh has many good skills. She can write reports. She can help elderly people move around and sit down. She can help them eat. She can also speak English and Vietnamese. These skills are useful in her job, and she is very good at her work. Verb forms can tell you if something Sincerely, happened in the past or is happening Elaine Maxwell now. Mai Linh was a teacher in Vietnam. She is looking for a new job. VALLEY ADULT SCHOOL

3 After you read A Read the sentences. Are they correct? Circle Yes or No. 1. Elaine’s email is to apply for a job.

Yes

2. Mai Linh volunteers in a hospital.

Yes

3. She can write reports.

Yes

4. She finishes work at 8:30.

Yes

5. She is good at her job.

Yes

CULTURE NOTE For some jobs, you need a certificate. You have to take a test to get the certificate. I’m certified. means I have a certificate.

Write. Correct the sentences.

1. Elaine’s email is to recommend someone for a job. B Write. Answer the questions about Mai Linh. 1. What was Mai Linh’s job before? 2. Is Mai Linh certified? 3. What are her work skills? 102

UNIT 8

Ventures 3rd Edition

Productive 1. a teacher?

2. receptionists?

3. a server?

Ventures improves learner’s ability to produce meaningful written and spoken language that is clearly communicates on level thoughts and ideas. 4. doctors?

5. a cook?

6. a cashier?

3 Communicate Talk with three classmates. Complete the chart. A Sylvia, what do you do now? B Now? I’m a homemaker. A Oh, really? Were you a homemaker before?

Communication is at the heart of the Ventures communicative approach, providing students with regular opportunities to produce meaningful language.

USEFUL LANGUAGE In conversation, What do you do? means What’s your job? OR What’s your occupation?

B No, I wasn’t. I was a receptionist in a bank. Name

Job now

Job before

Sylvia

a homemaker

a receptionist

Write two sentences about your classmates. Use information from the chart.

Sylvia is a homemaker now. She was a receptionist before. Use simple past of be (was, were); ask and answer Yes / No questions

Ventures 3rd Edition

UNIT 8

5. Are you 16 years or older? Yes

6. Position desired

Lesson F Another viewEmployment History (List most recent job first.) Dates

Employer Name and Address

1 Life-skills reading

Position

7. 8.

Application for Employment A Read the questions. Look at the job application. Fill in the answer. 1. Name 9.

2. Soc. Sec. No.

3. Address

4. Phone

000-99-9103

10. Important: Show your Social Security card at the time you present this application.

5. Are you 16 years or older? Yes

6. Position desired

Employment History (List most recent job first.)

A Read the questions. Look at the job application. Fill in the answer. Dates Employer Name and Address Position 1. 7.Where do you write the job you want? 8.

3. What do you show with your application?

line 5

9. A

10. Important: Show your Social Security card at the time you present this application.

line 6

line 8 A Read theCquestions. Look at the job application. Fill in the answer. 1. Where do you write the job you want? A

line 10 line 5

line 6

2010–2016 D

a library card

a photograph

a driver’s license

3. What do you show with your application?

a library card

a photograph

a Social Security card

2.C The form says List most recent Cjoba driver’s first. license 4. Where do you write your phone number? line 8 Which of the following dates is Dthea Social most D line 10 Security card A line 4 recent? 4. Where do you write your phone number? 2. The form says List most recent job first. B line 5 WhichAof the following dates is the most 2012–2014 A line 4 recent? C line 8 B line 5 A 2012–2014 B 2015–2017 C line 8 Problem-solving exercises allow students to practice B 2015–2017 D line 9 D line 9 C 2015–present C 2015–present

sharing and discussing opinions.

2010–2016

B Solve the problem. Which solution is best? Circle your opinion.

B Carla Solve the Which solution is best? your the opinion. is filling outproblem. a job application. She had two jobs before, but she Circle can’t remember dates. What should she do?

filling 1.Carla Leave itis blank.

out a job application. two jobs before, but she can’t remember the dates. 3. CallShe her oldhad employer.

should she do? 2.What Take the application home.

4. Other:

1. Leave it blank. 106

106

3. Call her old employer.

UNIT 8

2. Take the application home.

4. Other:

UNIT 8

Lesson C Can you cook? 1 Grammar focus: can Use can + verb in base form to show the ability to do something.

STATEMENTS

QUESTIONS

I He

can

She

cook.

Can

They

Lesson B I was a teacher.

ANSWERS

you he she

I cook?

Yes,

she

they

I can.

No,

they

can’t.

she

Watch

they can’t = cannot

2 Practice A Write. Complete the sentences. Use yes, no, can, or can’t.

1 Grammar focus: simple past of be Use was with I, he, she, and it. Use were with you, we, and they.

QUESTIONS

ANSWERS

Were

you

a student?

I was.

I wasn’t. I was a teacher.

Was

a student?

he was.

he wasn’t. He was a teacher.

Was

she

a student?

Were

you

students?

we were.

we weren’t. We were teachers.

Were

they

students?

they were.

they weren’t.. They were teachers.

Yes,

she was.

Watch

1. A

she wasn’t. She was a teacher.

No,

Can she speak Spanish?

Yes , she

2. A

Can

3. A

he drive a

truck?

can .

No , he can’t .

he fix a car? , he

wasn’t = was not | weren’t = were not

2 Practice A Write. Look at the pictures. Complete the sentences. Use is, are, was, or were. 4. A JOB HISTORY FOR

Amy Cho

2010 – present 2005 – 2010

was

1. She

Nurse Teacher

teacher before. Now she

a nurse.

JOB APPLICATION

Jane’s experience 2015 – present

Manager

2010 – 2015

Cashier

2. She She

they

7. A

electricians.

Employment history

2009 – present Construction Worker 2005 – 2009 Server

Adam Hill

a server

before. Now

Work experience for

2017 – present

Nursing Assistant

2010 – 2017

Server

5. He

a server

2015 – present

Managers

2010 – 2015

, they

you cook?

8. A

they build houses? , they

9. A

she read a book?

, she

you operate on someone? ,I

Listen and repeat. Then practice with a partner.

Cooks

100

CD2, Track 23

before. Now a nursing assistant.

UNIT 8

6. Now they are

cooks before.

Listen and repeat.

UNIT 8

6. A

they work with computers?

SARA AND RAUL LOPEZ

a construction

, she

students before. Now a

Ben Liao

worker.

John and Jack’s work history 2016 – present Electricians 2010 – 2016 Students

JOB HISTORY:

4. He

3. They

a manager now. cashier before.

JOB APPLICATION FOR

5. A

she paint a house?

EMPLOYMENT HISTORY

CD2, Track 22

Two grammar lessons in every unit provide practice for students as they develop the skills required to show progress.

Ventures 3rd Edition

Interactive Ventures help students learn to gather information from print and digital sources, record information in simple notes, and summarize data and information.

UNIT 8 B Talk with a partner. Look at the pictures. Change the bold words and make conversations. 1. A Was she a teacher?

Every lesson includes interactive listening and speaking activities to encourage and facilitate discussion and idea-sharing.

2. A Were they receptionists?

B Yes, she was.

B No, they weren’t. They were nurses.

1. a teacher?

2. receptionists?

3. a server?

4. doctors?

5. a cook?

6. a cashier?

3 Communicate Talk with three classmates. Complete the chart. A Sylvia, what do you do now? B Now? I’m a homemaker. A Oh, really? Were you a homemaker before?

USEFUL LANGUAGE In conversation, What do you do? means What’s your job? OR What’s your occupation?

B No, I wasn’t. I was a receptionist in a bank. Name

Job now

Job before

Sylvia

a homemaker

a receptionist

Write two sentences about your classmates. Use information from the chart.

Sylvia is a homemaker now. She was a receptionist before. Use simple past of be (was, were); ask and answer Yes / No questions

Ventures 3rd Edition

UNIT 8

Projects

UNIT

Name: Date:

Job-description search

A Use the Internet. Look for three jobs you want to learn about. Keywords

(name of job) job description

job description (name of job)

B Find information about the jobs.

Computer Technician

Look at the job descriptions. Choose one job. Take notes.

Works with computer hardware, software, and networks

C Answer these questions.

Project Worksheets give students an opportunity use the Internet to conduct research, developing digital literacy.

1. What skills do you need for the job? 2. Do you need special training? 3. Do you need a degree or a certiﬁcate? 4. Is this job good for you?

D Share your information. Find a picture of the job. Paste it on a piece of paper. Write information about the job. Make a class booklet.

Projects

UNIT

Notes

Name:

Photocopiable

Date:

Job interview

A Use the Internet.

Find common interview questions. Keywords

interview questions

B Make a chart. Write some interview questions.

C Answer the questions. Write your answers.

Projects

Questions What experience do you have? What are your goals? Do you have any questions?

Answers I’ve been a salesperson for ten years. I’d like to be a manager. I enjoy working with people. Yes. When can I start?

D Share your information. Show your questions and answers to a partner. Tell the class about your partner.

Photocopiable

Notes

3rd Edition

What experience do you have? What are your goals? Do you have any questions?

3rd Edition

Projects

Ventures 3rd Edition

or a

d. by

an?

ai g ple

Ventures and EL Civics In order to have a successful life in the United States, your students need to learn English and acquire understanding of the American government, history, individual freedom, and the responsibilities of citizenship. Ventures has citizenship material built into the course with extras available online.

UNIT 4 HEALTH

UNIT 5 AROUND TOWN

Lesson A Listening

1 Before you listen

A What do you see? B What is happening? C What’s the story?

Teaching objectives UNIT 2 AT SCHOOL UNIT 9 DAILY LIVING email of recommendation • Introduce Lesson Aan Listening Lesson A Listening you listen 1 Before practice getting information from a reading1 Before you listen • Provide • Provide practice with new topic-related vocabulary 1

A What do you see? B What is happening? C What’s the story?

Stanley

A What do you see? B What is happening? C What’s the story?

Monica

in turn.

Alex

WARM-UP AND REVIEW

Chen

will read a sentence • Ask Ss to read the email aloud. Each SUnits related to topics

2 Mei Wen

Ss’ attention to the culture note near the bottom of the page.

their community.

• Before class. Write today’s lesson focus on the board. 2

Lesson D: Read an email about Mai Linh Lam Learn new vocabulary: occupations and workplaces

Samantha

UNIT 4

• Begin class. Books closed. Ask: Are any of you looking for a job? Elicit Yes or No responses.

• Write on the board: How can you get a job? Read the 18

Culture Note

Bella

UNIT 2

students need to build

certified. Direct • Hold up the Student’s Book. Point to the a word successful life in

110

UNIT 9

question to the class. Write Ss’ responses on the board. If Ss don’t know how to answer the question, help them by writing these ideas on the board. Look at the job ads in the newspaper

ulture C Teacher’s Look atNotes ads on in thethe bulletin board Edition flag concepts Askare Ss uniquely to email(Help aloud. Each S will read amay sentence • Answer that American that students need an read ad inthe a store Wanted) in turn. a friend to recommend you to Ask know.

• • recommend • Write Culture Note on the board. Ask: What does this mean?

Look on the Internet Hold up Student’s Book. Point to the word certified. Direct Ss’ attention near the bottom of the page. Ask individualto Ssthe to culture read thenote suggestions on the board.

(It means that someone will say you are a good worker.) Read the culture note aloud. Ask Ss if they are certified in anything. Give examples of jobs that require certification, PRESENTATION such as nursing assistant and teacher. Read the tip box aloud. Remind Ss that was and were are the past tense, andSs’ is and are the present open. Have look are at Exercise 1. Readtense. the It • Books might be helpful to ask Ss to underline the different forms instructions. Ask: Who are the people in the picture? (Mai of to be in the letter. Linh and a man.) Where are they? (Harmon Hills Nursing Home.) What is a nursing(individual home? (It work) is where elderly people Learner persistence live.) What is Mai Linh’s volunteer job now? (She takes care of CD2, Track 25 Ss can listen to the audio for Exercise 2 senior citizens.) at home for reinforcement and review. They can also listen to the audio Note for self-directed learning when class attendance is Culture not possible. You may want to ask Ss if they are familiar with nursing homes. Nursing homes are not common in many cultures. COMPREHENSION It might be interesting to CHECK ask Ss how elderly people live in their countries. You can also ask if any of your Ss work or in a nursing Read ever aloudworked the instructions forhome. Exercise 3A. Ask a S to read • have

the example aloud. Ss’ attention to Exercise 2 and read the instructions • Direct Ask: Is Elaine’s email to apply for a job? (No, Elaine’s email • aloud. is to recommend someone for a job.) Point to where No is You are going to read an email of recommendation. • Say: circled for number 1. Be sure Ss understand the task. Remember that “recommend” means to say someone is a Ss complete theaexercise individually. Help as needed. • good person for job. 17 Ventures 3rd Edition Check Track answers25 withPlay theorclass. Ss to read • CD2, read Ask the audio (see aloud audio their script, sentences and answers. page T-176). Repeat as needed.

Read the culture note aloud. Ask Ss if they are certified in anything. Give examples of jobs that require certification, such as nursing assistant and teacher. Read the tip box aloud. Remind Ss that was and were are the past tense, and is and are are the present tense. It might be helpful to ask Ss to underline the different forms of to be in the letter.

UNIT 5

Learner persistence (individual work) CD2, Track 25 Ss can listen to the audio for Exercise 2 at home for reinforcement and review. They can also listen to the audio for self-directed learning when class attendance is Teaching objectives not possible. • Introduce an email of recommendation • Provide practice getting information from a reading • Provide practice with new topic-related vocabulary

COMPREHENSION CHECK WARM-UP AND REVIEW • Before class. Write today’s lesson focus on the board.

• Ask Ss to read the email aloud. Each S will read a sentence in turn.

• Hold up the Student’s Book. Point to the word certified. Direct

Ss’ attention to the culture note near the bottom of the page.

Culture Note

• Read aloud the instructions for Exercise 3A. Ask a S to read Lesson D: Read an email about Mai Linh Lam Learn new vocabulary: occupations and workplaces

Books closed. Ask: Are any of you looking for a • Begin class. the example aloud. job? Elicit Yes or No responses.

• email to apply for a job? (No, Elaine’s email • Ask: Is Elaine’s Learner persistence Write on the board: How can you get a job? Read the question to the class. Write Ss’ responses on the board. If Ss don’t know how to answer the question, help them by writing these ideas on the board.

(individual work)

is to recommend someone for a job.) Point to 25 where No CD2, Track Ss can listen to theis audio for Exercise 2 Look at the job ads in the newspaper at home for reinforcement and review. They can also listen to at ads on the bulletin board the audio forthe task. self-directed learning when class attendance is circled forLook number 1. Be sure Ss understand Answer an ad in a store (Help Wanted) not possible.

as needed. • Ss complete the exercise individually. Help COMPREHENSION CHECK • • • Check answers with the class. Ask Ss to read aloud their • Ask a friend to recommend you Look on the Internet

Ask individual Ss to read the suggestions on the board.

Write recommend on the board. Ask: What does this mean? (It means that someone will say you are a good worker.)

sentences and answers. PRESENTATION

Read aloud the instructions for Exercise 3A. Ask a S to read the example aloud.

• Ask: Is Elaine’s email to apply for a job? (No, Elaine’s email is to recommend someone for a job.) Point to where No is circled for number 1. Be sure Ss understand the task.

the second part of • take out a piece of paper. Read • • Ask Ss to Books open. Have Ss’ look at Exercise 1. Read the instructions. Ask: Who are the people in the picture? (Mai Linh and a man.) Where are they? (Harmon Hills Nursing Home.) What is a nursing home? (It is where elderly people live.) What is Mai Linh’s volunteer job now? (She takes care of senior citizens.)

the instructions for Exercise 3A.

Ss complete the exercise individually. Help as needed.

• Check answers with the class. Ask Ss to read aloud their sentences and answers.

• Ask Ss to take out a piece of paper. Read the second part of

Point to No for • Model the task of correcting the sentences. • the instructions for Exercise 3A.

Model the task of correcting the sentences. Point to No for

Note number 1 in Exercise 3A. Read the sentence aloud. Tell number 1Culture in Exercise 3A. Read the sentence aloud. Ss: This sentence is incorrect. Tell Tell me the correct sentence. You may want to ask Ss if they are familiar with nursing Elaine’s email is to recommend someone for . . . (a job). Write homes. Nursing homes are not common in many cultures. Ss: This sentence isto ask incorrect. Tell me theon thecorrect board: Elaine’ssentence. email is to recommend someone for It might be interesting Ss how elderly people live in their countries. You can also ask if any of your Ss work or a job. have ever worked in a recommend nursing home. Elaine’s email is to someone . .the. exercise (a job). Write complete individually. Help as needed. • Ssfor • Check answers with the class. Ask Ss to write their answers • Direct Ss’ attention to Exercise 2 and read the instructions on the board.someone Ask different Ss to read on the board: Elaine’s email is to recommend forthe answers aloud. aloud. Say: You are going to read an email of recommendation. a job. • Remember that “recommend” means to say someone is a PRACTICE good person for a job.

CD2, Track 25 • the exercise individually. Help as needed. • Ss complete • • • Check answers with the class. Ask Ss •to write their answers Play or read the audio (see audio script, page T-176). Repeat as needed.

Read aloud the instructions for Exercise 3B.

Identify and explain any words Ss don’t understand. Then have Ss reread the email silently.

Check answers with the class. Ask Ss to read their questions and answers aloud.

Ss complete the exercise individually. Help as needed.

on the board. Ask different Ss to read the answers aloud.

PRACTICE Lesson D

• Read aloud the instructions for Exercise 3B. • Ss complete the exercise individually. Help as needed.

T-102

Name:

Worksheet

Money!

Look at the pictures. Write the words. a dime

a nickel

a penny

a five-dollar bill

a one-dollar bill

a quarter

Name:

Worksheet

It’s in the bank.

cash

a check

cash

Read about bank accounts. Match the words with the definitions. There are two kinds of accounts for money at the bank: savings accounts and checking accounts. You can deposit money into a savings account and earn extra money for using the bank. This is called interest. Checking accounts do not usually earn interest. You can write a check or use a debit card when you want to buy something. You do not have to carry cash with you. 1. savings account

2. checking account 3. deposit 4. interest 5. check or debit card 6. cash

Photocopiable © Cambridge University Press 2018

a credit card

a. b. c. d. e. f.

Match. 1. a dime

a. four quarters

2. a nickel 3. a quarter

b. ten cents c. five one-dollar bills

4. a penny

d. twenty-five cents

5. one dollar 6. five dollars

e. five cents f. one cent

Work with a partner. Complete the charts.

11¢

1¢ + 10¢ $1 + 5¢ $5 + 25¢

Photocopiable

a debit card

Label the pictures.

$1 + $5 + 1¢

an account that does not usually earn interest put money in the bank use when you do not want to pay with cash an account with interest dollar bills or coins extra money you earn with a savings account

$5 + 10¢ + 5¢

one dollar and twenty-five cents six dollars and ninety-ﬁve cents

$2.50 ten dollars and twenty cents

Number the sentences in the correct order.

$12

How to use a debit card to withdraw (take out) money

$1.25

ﬁfteen dollars

Select “Withdrawal” to take money from your checking account. Take the money out of the machine.

Put your debit card in the ATM machine.

Enter your personal identification number (PIN).

3rd Edition

Civics

Consumer economics

Take your debit card and receipt. Enter the amount of money you want.

Consumer economics

L Civics Worksheets and the Arcade help students learn E about civic participation, the rights and responsibilities of citizens, and workforce training in varied formats. 3rd Edition

Civics

www.cambridge.org/venturesarcade

Ventures 3rd Edition

Teacher’s Resources 3rd Edition

9781108685177 Bitterlin, Johnson, Price, and Ramirez - Ventures Teacher’s Edition Level 4 3rd Ed C M Y K

TEACHER’S EDITION

The interleaved Teacher’s Edition includes easy-to-follow lesson plans for every unit. • Teaching tips address common problem areas for students and additional suggestions for expansion activities and building community. • Additional practice material across all Ventures components is clearly organized in the More Ventures chart at the end of each lesson. • Multiple opportunities for assessment such as unit, midterm, and final tests are available in the Teacher’s Edition. Customizable tests and test audio are also available online (esource.cambridge.org)

Gretchen Bitterlin ∙ Dennis Johnson Donna Price ∙ Sylvia Ramirez K. Lynn Savage (Series Editor)

UNIT 8 Teaching objectives • Introduce students to the topic • Find out what students know about the topic • Preview the unit by talking about the pictures • Provide practice of key vocabulary • Provide practice that develops listening skills

UNIT 8 WORK

• Direct Ss’ attention to the question in Exercise 1B: What is happening? Hold up the Student’s Book. Point to picture 1. Ask: What’s Yolanda doing here? (She’s serving a donut.)

• Point to picture 3. Ask: What’s David doing here? (David is leaving work.)

• Point to picture 5. Ask: What’s Yolanda doing here? (Yolanda

Lesson A Listening

is talking with her friends.) How does she feel? (She looks upset.)

WARM-UP AND REVIEW •

1 Before you listen A What do you see? B What is happening?

Before class. Write today’s lesson focus on the board. Lesson A: Discuss work schedules Talk about workplace problems and solutions Ask questions about work experience

• Begin class. Books closed. Direct Ss’ attention to the lesson

Expansion activity (student pairs) • Have Ss work with a partner. Ask pairs to create a role play between Yolanda and David or between Yolanda and her friends.

• Call on several pairs to perform their role play for the class.

focus. Point to work schedules. Ask Ss: What are work schedules? List Ss’ responses on the board, for example: part‑time, full‑time, seasonal, weekdays, weekends, 9 to 5.

1 2

Yolanda

Teaching Tip Encourage Ss to be creative in their discussions of the opening pictures for the unit. At this point, there is no single correct answer.

• Point to workplace problems. Ask Ss: What are some

examples of workplace problems? List Ss’ responses on the board, for example: long hours, no days off, not enough sick days, not enough vacation time, difficult co‑workers, demanding boss.

• Point to work experience. Ask Ss: What is work experience?

David

List Ss’ responses on the board, for example: previous jobs, past responsibilities, volunteer work. Ask Ss: When do you usually talk about work experience? Elicit appropriate responses, such as: in a job interview, when applying for a job.

Expansion activity (small groups) • Ask Ss: Have any of you ever worked in a restaurant? If you have, what is the most difficult part about restaurant work?

• Write Advantages and Disadvantages on the board. Have Ss

work in small groups to discuss and list on a sheet of paper the advantages and disadvantages of working in various places, such as a hospital, an office, a beauty shop, a school, a factory.

• After several minutes, ask each group to share its list with the class. On the board, write the name or type of job, and then write several examples under Advantages and Disadvantages. For example:

PRESENTATION • Books open. Set the scene. Direct Ss’ attention to the first

picture on page 96. Ask the question from Exercise 1A: What do you see? Elicit and write on the board as much vocabulary about the picture as possible: donut shop, worker counter, apron, uniform, etc. Explain any words Ss don’t know. Continue eliciting words to describe the remaining pictures.

• Ask individual Ss to look at the six pictures and talk about

•

Restaurant work Advantages Disadvantages You can make tips. You have to be on your feet for long periods of time. At the end of the activity, poll Ss to see which job they think is the hardest one.

the similarities (e.g., pictures one and four have donuts) and the differences (e.g., pictures one and four have donuts in them, and pictures two and three have a clock and a watch).

Lesson A

UNIT 8

Ventures 3rd Edition

T-96

UNIT 8

College and Career Readiness

UNIT 8

College and Career Readiness

Reading Tip: Each bulleted item (•) on a list is an important idea. Look at the Help Wanted job advertisement. How many important ideas are there?

2 Build your vocabulary Help Wanted A Look at the pictures. Find the words in the reading. Write the words below the pictures. Gentle Palms Senior Daycare Center care assistant friendly pain seniors

seniors

College and Career Readiness Exercises

B Find the academic words in Column 1 in the help wanted advertisement and underline them. Then complete the chart.

Job openings: Care assistant Academic Work in a friendly environment. word Part-time and full-time positions are available.

1. available

Work activities include: 2. individual • Prepare snacks. • Help seniors to eat and move around. • Tell the medical staff when an individual has pain.

Phrase or sentence from advertisement

Best definition

My sentence

Part-time and full-time positions are available.

a. open b. busy

I am available to work part time.

a. animal b. person

3 Talk with a partner

Answer each question with evidence fromjobs the help Go to our website for an employment application and to learn about other at wanted advertisement. Use the phrase in the Useful Language box. our center. www.adultseniorcare.com 1. Where is the job opening? 2. How do you apply for this job? 3. Who do you tell about pain?

1 Check your understanding

4 1. What is this reading about? a. children 2. What job is available? a. care assistant 3. What are two work activities? a. help seniors and talk to medical staff 4. Circle your answer and complete the sentence. I think this is / isn’t a good job because

150

UNIT 8

Analyze the texts

To help students develop the skills they need to succeed in college and the workplace, Ventures 3rd Edition offers a dedicated College and Career Readiness Section (CCR) with 10 worksheets at each level, from Level 1 to Transitions.

USEFUL LANGUAGE According to the advertisement, . . .

Objective: Compare two texts on the same topic.

b. seniors Review the following texts to answer the questions below: (1) page 102, the recommendation letter and (2) page 150, Help Wanted. b. child care worker 1. What is the topic of the two readings? a. work b. prepare and beds 2. What is one meals way they aremake similar? a. Both are about seniors. 3. What is one way they are different? a. One is about seniors. One is about children.

For tips on the CCR section scan the QR code.

b. volunteering b. Both are about nursing homes.

b. One is about a nursing home. One is about a daycare center.

College and Career Readiness

College and Career Readiness UNIT 8

151

Unit Tests TEST UNIT 2 AT SCHOOL

Name:

Name: Date:

Date:

Score:

D Reading Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

A Listening

In the Classroom

Track 3 Listen. Circle the letter of the words you hear.

1. 2. 3. 4. 5.

a. a. a. a. a.

calculator clock paper rulers pen

b. b. b. b. b.

stapler book stapler staplers pencil

c. c. c. c. c.

Mr. Parker is a teacher. He’s in his classroom. His students are at home. His chair is under his desk. The calculator is in the drawer. The computer is on the table. The pencils are in the basket on his desk.

eraser notebook eraser calculators paper

1. 2. 3. 4. 5.

B Grammar

Mr. Parker is at home. His students are in the classroom. The computer is in the bookcase. The calculator is in the drawer. His chair is under his desk.

Yes Yes Yes Yes Yes

No No No No No

Look at the picture. Write the correct word.

E Writing Write sentences about the picture.

1. The computer is

the desk.

4. The desk is

the calculators.

5. The books are

(in, on, under)

2. The dictionary is (in, on, under)

3. The map is

the books. (in, on, under)

the desk. (in, on, under)

the wall.

The book is in the cabinet.

(in, on, under)

C Grammar

2. 3.

Write the correct word. 1. They

on the table.

4. The dictionaries

(are / is)

2. Where

the calendar? (are / is)

3. It

on the desk.

4. 5.

the pencil in the box? (Are / Is)

on the wall. (are / is)

T-172

VENTURES LEVEL 1 TEST UNIT 2

T-173

Downloadable tests on eSource: esource.cambridge.org. Contact your Cambridge ESL Specialist (cambridge.org/cambridgeenglish/contact) to find our how to access the site.

Ventures 3rd Edition

Downloadable Teacher Material Additional resources to support your teaching needs

✔ Presentation Plus ✔ Assessment with audio ✔ Teacher’s edition ✔ Classroom audio ✔ Workbook audio ✔ Grammar presentation videos ✔ Career and Education Pathways worksheets

esource.cambridge.org Contact your Cambridge ESL Specialist (www.cambridge.org/cambridgeenglish/contact) to find our how to access the site

Ventures 3rd Edition

Online Teacher Resources Ventures Online Teacher Resources offer hundreds of additional worksheets and classroom materials including: Career and Educational Pathways Worksheets help students meet their post-exit employment goals.

Activity Worksheet 1B

PERSONAL LIFE HISTORY Low-beginner

Name: ______________________________________________________________________________

Collaborative Worksheets for each lesson develop cooperative learning and community building within the classroom.

Picture of me

Writing Worksheets that help literacy-level students recognize shapes and write letters and numbers, while alphabet and number cards promote partner and group work.

1. What is your name? ________________________________________________________

Picture of where I’m from

Career & Educatonal Pathways

Picture Dictionary Flashcards and Worksheets that reinforce vocabulary learned in Levels Basic, 1, and 2.

2. Where are you from? _________________________________________________________ 3. What is your country like? _____________________________________________________ © Cambridge University Press 2012 Photocopiable

Multilevel Worksheets that are designed for use in multilevel classrooms and in classes where the proficiency level of students differs.

Collaborative Worksheets • UNIT 8

Lesson

Self-assessments give students an opportunity to reflect on their learning. They support learner persistence and help determine whether students are ready for the unit test.

dental assistant

hairstylist

e s

Work with Student A. Talk about the differences.

3rd Edition

custodian

2. Do you want it cut short?

dental assistant

3. Here’s your medicine.

housekeeper

4. Here are your clean towels.

hairstylist

5. Be careful. I just washed the floor.

pharmacy technician

3rd Edition

Find the words.

factory worker

dental assistant

hairstylist

p h

s o

k h b

a n

o m b

r w o

u d

p u

y w o

housekeeper

l m n

e m y

a m i

p h

n d

e m a

h n

a m b

a n

Unit 8 Work

PHARMACIST pharmacy technician 3rd Edition

Collaborative Worksheets • 61

Collaborative Worksheets • 60

HOUSEKEEPER 3rd Edition

Unit 8 • Picture Dictionary cards • 73

3rd Edition

Lesson

Name:

Lesson

A Listening

Unit 8 Work

✓

Look at the pictures. Write the words.

Unit 8 • Picture Dictionary cards • 75

cashier

cook

doctor

A Listening 1

electrician

l e c t r i c i a

A Picture Dictionary Worksheets

Picture Dictionary Flashcards & Worksheets

nurse

truck driver

cook doctor A Listening

Name:

electricianc

nurse

Look at the pictures. Write the jobs. 1 2 1

✓

Look at the pictures. Unit 8 Write Workthe words.

Lesson cashier

n m

Photocopiable

custodian

Work with Student B. Talk about the differences.

Photocopiable

1. Open your mouth.

Photocopiable

Collaborative Worksheets

Who says it? Match the words with the person who says them.

c t

3. 4.

Photocopiable

pharmacy technician

Student A

Work with Student B. Look at the pictures. Circle the differences.

custodian

Write the words.

Student B

A Listening A Work with Student A. Look at the pictures. Circle the differences.

Photocopiable

8 Occupations

Collaborative Worksheets • UNIT 8

Find the differences

Picture Dictionary

UNIT

A Listening

Find the differences

d r

Complete the word maps. Use the words from Exercise A.

electrician electrician t

3 k

✓

2 n

truck driver

construction site d hospital

4 d

cian

restaurant

Multilevel Worksheets

n c

Write three more jobs. 1.

Multilevel Worksheets

B Complete the word maps. Use the words from Exercise A. B Complete the word maps. Use the words from Exercise A. © Cambridge University Press 2018 Photocopiable

3rd Edition

construction site construction site

hospital

127

Ventures 3rd Edition

3rd Edition

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