Lesson 5: Organizing online classes with TrackStar

Kate Sweetser


WHICH JOB DO YOU WANT?


I. Vocabulary review: flash cards


matching synonyms: , wage, pay, education, training, duties, responsibilities, qualifications, job requirements, experience, previous work in a similar job, skills, things you know how to do well
As students arrive for class, they can match up the synonyms. When several are assembled, they can play concentration, using the flash cards.


II. Introduction to TrackStar site

Students will click on TrackStar and reach the track for this lesson. I will orient them to the different job descriptions and the worksheet questions. We will practice as a group clicking on the different frames, using the scroll bars on the sides, and I will answer any questions about the TrackStar format. I will explain that the frames format is easier to use with the worksheet handout, but that the written text also lists the questions for them.


III. TrackStar job openings comparison activity


Class will practice as a whole, looking for key words/reading for main points of Retail Sales job opening. I will do the first 2-3 questions with them. Asking for volunteers to read the questions and show me where they found the answer on the job listing. Students will work with partners and proceed at their own pace to answer the questions. Teacher will be observing and assisting as needed.


IV. Extension brief class discussion/writing activity


At the end of the worksheet, I will ask students to think about the 3 jobs. Which one did they like best? Which one do they want to apply for? Why?
I will review sentences with because clauses by writing several prompts on the board. Ex: I like the ______position because... or I will apply for the _____position because... I will ask if any students can give me a complete sentence to share with the class.


Students complete their 2 sentences and hand in their papers. 


REVIEW / ANALYSIS


How will you use this resource to meet the needs of your instructional purposes?


For beginning ESL students who are not good at manipulating software windows, TrackStar provides a great solution. Students will view a job description from each company website and answer questions about each job in a worksheet format. The frames format is recommended by the website for students with beginning computer skills. In this format, students can view all the websites in the track on the side of the page, the full page from the site that is open, and the worksheet questions in a separate scroll at the top of the page.


Why is this topic, information or content appropriate for the lesson you plan to create (level of authenticity, relevance to target language, register, accuracy, interest level and motivation)?


I have taken authentic job descriptions for open positions at companies that have trained and hired my ESL students in the past. I have input the job descriptions into the track, so that the job opening with the simplest format and language is viewed first, progressing to the most complex last. The worksheet questions help students use the vocabulary they have learned in class to find the relevant information and transfer it into written answers. Students have indicated interest in these three work areas (retail, food service and childcare). They will expand on these categories in an extension activity, where each student makes an individual list of 3-5 jobs to explore on iseek.


What handouts or directions will you provide students to focus learning and adapt this resource for your instructional purposes?


Before students begin the activity, I will give directions to practice as a group clicking on the different frames, using the scroll bars on the sides, and answer any questions about the TrackStar format.


Even though TrackStar creates a worksheet format, there isn't very much room for listing job duties or longer answers. So, I will give the students a worksheet printed on both sides, with room for answers to all 3 sets of questions and room for their 2 final sentences, giving the reasons for choosing the job they like best.


What are the potential problems, either language based or technical, that you may need to troubleshoot or prepare for?


Language based: students may have trouble sifting through the written volume of the job descriptions. Because of this, I will review the strategy of reading for the main points and looking for key words like wage, hours, duties, etc. This will help students find the answers without having to read the entire post. I will encourage students to work with a partner and to help each other, as well.


Technical: The TrackStar site cautions teachers to keep a word processing copy of the lesson track, in case of problems with the track. If for some reason TrackStar didn't work, I would still have the website addresses 
handy. I could also cut and paste the job descriptions into a document and save it to use in case TrackStar didn't work, using a laptop to show the job descriptions on the overhead screen. 


Students may still experience some difficulty with a new format that they haven't used before. I will be continually observing students and their progress, so that I can address any issues or questions they have.