OCCUPATIONAL TERMINOLOGY WORKSHOP For foreign trained Automotive Service Technicians Sector

OCCUPATIONAL TERMINOLOGY WORKSHOP For foreign-trained Automotive Service Technicians Sector-specific orientation, Terminology training, Information and Counselling The STIC Project: 1998 A joint project of: Skills for Change Ontario Funded by: Sector-specific orientation, Terminology training, Information & Counselling For foreign-trained professionals and tradespeople Occupational Terminology is the second of four workshops in a four-part program for foreign-trained professionals and tradespeople. The complete Program includes the following components: Overview and Orientation Occupational Terminology Profile Development – PBAS™ software Group Counselling The STIC Program has been designed to assist newcomers to integrate into their field in Ontario. The Program is available in the following professions/trades: Accounting Chartered Accountant Certified Management Accountant Certified General Accountant Engineering Mechanical Engineer Industrial Engineer Chemical Engineer Electrical/Electronic Engineer Health Care Pharmacist Nurse Therapists – Occupational Therapist; Physiotherapist; Respiratory Therapist Midwife Medical Laboratory Technologist Motor Vehicle Mechanic Automotive Service Technician The STIC Program is a joint project of Skills for Change, a non-profit, community-based training agency, and the Ontario Ministry of Citizenship, Culture and Recreation, Access to Professions and Trades Unit. The Project was funded by Human Resources Development Canada. For more information on the STIC Program, contact:: Theresa Armstrong Program Officer Ministry of Citizenship, Culture and Recreation Access to Professions and Trades Unit Phone: (416) 314-7250 Fax: (416) 326-6265 E-mail: theresa.armstrong@mczcr.gov.on.ca Janet White Manager Employment Services Unit Skills for Change Phone: (416) 658-3101 ext. 209 Fax: (416) 658-6292 E-mail: white@skillsforchange.org AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Acknowledgements The Steering Committee of the Sector Terminology, Information, and Counselling (STIC) Project is grateful to everyone who shared their experience, knowledge, and expertise throughout the development of this project. We greatly appreciate the hard work and close involvement of sector experts including occupational regulatory bodies, employers, educators, and foreign-trained professionals and tradespeople. Their accurate, up-to-date, and relevant input was invaluable in creating this important resource. Many of the immigrants who come to Ontario are highly qualified people with excellent skills. This collaborative project involving the federal and provincial governments, a community organization and sector experts can assist them to access their chosen field. Employers, occupational regulatory bodies, and the economy benefit from the contribution of foreign-trained individuals. Once again, we thank everyone for their time and effort in making this project possible. AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Table of Contents Goals of Occupational Terminology Workshops Introduction to Occupational Terminology Workshops Introduction to Automotive Service Technology Terminology Workshop 1 2 4 ♦ Overview of Topics, Tasks, Language Competencies, and Terminology Outcomes Module 1 Topic 1 Topic 2 Topic 3 Topic 4 Communication and Terminology for the Workplace Taking an Order from a Customer Explaining a Problem to a Customer and Selling a Job Explaining a Procedure Using Tools to a Co-worker Health and Safety: WHMIS 9 28 40 52 77 87 97 Module 2 Topic 1 Topic 2 Topic 3 Communication and Terminology for Work Search Explaining Past Work Experience and Writing a Resume Contacting Employers at Work Filling out a Job Application Explaining Past Work Experience for Temporary Certification I Explaining Past Work Experience for Temporary Certification II Writing Multiple Choice Exam Module 3 Topic 1 Topic 2 Topic 3 Communication and Terminology for Certification 108 130 137 154 Bibliography ♦ Curriculum Development and Vocabulary Acquisition ♦ Automotive Service Technology 157 Appendix A: Facilitator Training Guidelines ♦ Communicative Language Learning and Foreign-Trained Professionals and Tradespersons ♦ Vocabulary Acquisition ♦ Components of a Task-based Curriculum ♦ Curriculum Format and CLB Framework 167 174 ♦ Program Evaluation Appendix B: Evaluation Glossary AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Goals of Occupational Terminology Workshops 1. To provide participants with opportunities to apply their professional/ trade knowledge and experience within a new, Canadian environment, particularly within the contexts of certification, work search, and the workplace. To develop a task-based, second-language learning curriculum incorporating methods of vocabulary acquisition, but focusing primarily on occupation-specific communication. 2. 1 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Introduction to Occupational Terminology Workshops The Occupational Terminology Workshops are part of a comprehensive project undertaken by Human Resources Development Canada, Skills for Change, and the Ontario Ministry of Citizenship, Culture, and Recreation. The Sector-specific Terminology, Information and Counselling (STIC) project will provide a model for sector-specific orientation, occupational terminology training, computerized profile building, and career action-plan development for foreigntrained professionals and tradespersons. Currently, the project has been developed for four sectors: engineering, accounting, health care, and motive power. The Occupational Terminology Workshops form an integral part of the project. Adults, especially foreign-trained professionals and tradespersons, bring a wealth of prior knowledge and experience into the classroom. A primary goal of this curriculum is to develop learning opportunities for participants to apply their knowledge and experience within a professional Canadian context. During the development of the curriculum, it was assumed that the participants in the project workshops will have at least an intermediate level of English. The curriculum and facilitator’s guide have been developed as one document and reflect the following: ♦ ♦ ♦ ♦ ♦ ♦ ♦ research and development of a task-based curriculum; a model for adoption by other sectors review and implementation of recent research on second language vocabulary acquisition identification of specific language needs of foreign-trained professionals and tradespersons development of the curriculum in consultation with sector experts and other partners development of curriculum incorporating Canadian Language Benchmarks a detailed facilitator’s guide accompanying each lesson for delivery a model for program evaluation The self-contained curriculum consists of approximately 35 hours of complete lesson plans that are divided according to modules and then further subdivided into topics (3-hour lesson plans). The modules reflect three different contexts of communication: certification, work search, and workplace. Relevant terminology is incorporated within each topic. The lesson plans conform to the Canadian Language Benchmarks: each lesson is outlined by the specific skills, competence areas, and competencies that are required to accomplish the tasks. Clear learning outcomes are also outlined in each lesson. 2 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Core terminology within each module was determined through a number of sources: 1) consultation with sector experts 2) research into the certification process through documents from regulatory bodies 3) current communication demands for an effective job search 4) workplace communication requirements inherent in the profession or trade Most of the material and information that was researched and used for development of the curriculum is available in the TCDSB Occupational Terminology Materials Binder and is an important resource for facilitator preparation. Authentic materials in the curriculum are used when possible to ensure that the participants’ exposure to language reflects what is actually used in the occupations. In particular, current fact sheets and brochures from regulatory bodies should be used as part of the workshop when required. Much of this updated information is also available on the Internet. Facilitator Training Guidelines have been included for facilitators who are ESL instructors. These Guidelines can form the basis of a two-day facilitator-training workshop, or they can be used independently by facilitators who are preparing to deliver the workshop. Evaluation is an important part of the curriculum. For program evaluation, each module contains a Participant Evaluation Questionnaire and a Facilitator Feedback Questionnaire. Both allow for program evaluation to continue beyond the parameters of the pilot project. The questionnaires can also be used to evaluate individual lessons. The curriculum framework for the Occupational Terminology Workshops can be adapted for other sectors as a comprehensive task-based approach to second language learning. The adoption of a task-based approach ensures that language learners gain the competencies to perform real-world language tasks needed for professional development. Paul Dillon, Project Advisor Christina Yurchuk, Project Team Leader Brian Morgan, Curriculum Advisor Antonella Valeo, Workshop Developer, Engineering Justina Maruszeczko, Workshop Developer, Accounting Carmel Heah, Workshop Developer, Health Care Anne MacGregor-O’Neill, Workshop Developer, Health Care Brigid Kelso, Workshop Developer, Automotive Service Technology Toronto Catholic District School Board 3 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Introduction to the Automotive Service Technology Occupational Terminology Workshop The automotive service technology terminology workshop begins with four lessons in the workplace module which is followed by three lessons in work search and concludes with four lessons in the module on certification. Each module and each topic are self-contained, but together they form part of a comprehensive program for occupation specific second language learning. Module 1: Communication and Terminology in the Workplace In module 1 participants will be given opportunities to use their prior trade knowledge in workplace situations. The first two topics deal with customer service. Participants will role-play situations where they take orders from a customer and sell a job to a customer using persuasive language. The third topic involves instructions in the workplace. The last topic deals with health and safety issues, particularly WHMIS labels and safety precautions in the workplace. Module 2: Communication and Terminology for Work Search In module 2 participants can practise certain tasks that will prepare them for the work search process. In the first topic participants will draft a copy of a résumé using action verbs to describe previous experience. In topic 2, they will prepare a “30 second commercial” about themselves that they can use when contacting employers. In topic 3, participants will not only fill out a job application form, but they will also learn how to answer illegal questions on an application and/or interview. Module 3: Communication and Terminology for Certification In module 3 participants will be given opportunities to explain different automotive processes and procedures using diagrams. The focus is on using prior trade knowledge and listening to procedures explained by others. Topics 1 and 2 are combined to form an extensive communication activity where all participants can share their knowledge. Topic 3 is a lesson on writing multiple choice exam questions. Participants will write a practice test and evaluate themselves. Cumulatively, the modules provide an introductory workshop into the communication and terminology necessary to complete some of the tasks inherent in the pursuits of foreign-trained automotive service technicians within the contexts of certification, work search and the workplace. 4 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Overview of Automotive Service Technology Curriculum for Occupational Terminology Module 1 – Communication and Terminology in the Workplace TOPIC 1. Taking an Order from a Customer 5 TASK take an order from a customer using an order form ADDITIONAL LANGUAGE COMPETENCIES 5 5 using language clarification strategies understanding gambits necessary to get basic information identifying and using persuasive language 5 5 TERMINOLOGY OUTCOMES receptive and productive knowledge of terminology associated with taking an order from a customer 2. Explaining a Problem to a Customer and Selling a Job 5 role-play selling a job to a customer 5 receptive and productive knowledge of terminology associated with explaining problems to a customer apply prior trade knowledge receptive and productive knowledge of terminology associated with giving instructions apply prior trade knowledge receptive and productive knowledge of terminology associated with OMSA and WHMIS 5 3. Explaining a Procedure Using Tools to a Co-worker 5 describe a procedure involving a car battery 5 listening to and understanding instructions related to technical tasks 5 5 4. Health and Safety: WHMIS 5 give a short group training presentation on two hazardous materials 5 5 reading a chart for fire procedures skimming an instructional text for contexts 5 5 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Overview of Automotive Service Technology Curriculum for Occupational Terminology Module 2 – Communication and Terminology for Work Search TOPIC 1. Explaining Past Experience and Writing a Résumé 5 TASK write a first draft of a résumé ADDITIONAL LANGUAGE COMPETENCIES 5 understanding format and function of a résumé making suggestions 5 TERMINOLOGY OUTCOMES receptive and productive knowledge of action verbs to describe previous experience 5 2. Contacting Employers at Work 5 role-play a cold call using a “30 second commercial” 5 presenting prepared personal information selling themselves 5 same as above 5 3. Filling Out a Job Application 5 fill out a job application 5 answering illegal application questions 5 receptive and productive knowledge of terminology associated with job application forms and procedure 6 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Overview of Automotive Service Technology Curriculum for Occupational Terminology Module 3 – Communication and Terminology for Certification TOPIC 1. Explaining Procedure for Temporary Certification I 5 TASK explain a procedure in a particular area of automotive service technology ADDITIONAL LANGUAGE COMPETENCIES 5 explaining the process for diagnosing a fault or problem; servicing a part or system; repairing a part or system; or overhauling a part or system 5 TERMINOLOGY OUTCOMES receptive and productive knowledge of relevant terminology 2. Explaining Procedure for Temporary Certification II 5 same as above 5 problem solving typical test questions 5 same as above 3. Answering Multiple Choice Questions 5 write a 1 hour mini-test 5 justifying answers by giving reasons 5 apply prior knowledge and experience to a test-writing situation receptive and productive knowledge of relevant terminology 5 7 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 1: TOPIC 1: Communication and Terminology for the Workplace Taking an Order from a Customer LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ ♦ ♦ get information over the phone and in person from a customer understand gambits necessary to get basic information fill out a job order form phone a supplier and get prices STIC Automotive Service Technician 9 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ ♦ ♦ social interaction exchanging info following and giving instructions formatted text COMPETENCIES PRE-TASKS TASK POST TASK ♦ Taking order from a customer ♦ Listening /Speaking ♦ understand gambits needed for taking an order ♦ role-play asking for information from a customer ♦ role-play a situation taking an order from a customer using an order form ♦ make a list of suppliers using the Yellow Pages ♦ ♦ Writing ♦ ask for information from a customer understand format, function of workplace correspondence fill out a workplace form ♦ ♦ ♦ review of strategies for asking for repetition and clarification find synonyms for common expressions ♦ evaluate a role-play call suppliers to get prices on parts using a model dialogue ♦ ♦ 10 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module1 Topic 1 Taking an Order from a Customer FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: asking for clarification. Delivery As many copies as necessary should be made of the following handouts: 1. Introductory Handout 1 and 2 2. Handout 1 - Pre-task 1 3. Handout 2 - Strategies for asking for repetition and clarification 4. Handout 3 - Conversation 1 (two pages) 5. Handout 4 - Synonyms Exercise 6. Handout 5 - Order Form 7. Handout 6 - Situations 8. Handout 7 - Conversation 2 9. Handout 8 - Task 4 – Vehicles and codes Terminology List (Optional) Other materials needed: copies of The Yellow Pages, (latest version) for all (or pairs) of participants. Course Introduction (10 minutes) 1. Because this is the first class of the terminology workshop, participants may have some pre-conceived ideas and expectations about learning new vocabulary. For example, they may assume that a large portion of class time may be spent looking words up in the dictionary. It is a good idea to go around the class and ask each participant what he/she expects from the course. Then it is important to make participants aware of how the course will be delivered and about the role of terminology within a taskbased curriculum. Also, make sure participants understand STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP that their participation and involvement is critical to the success of the workshop. They are, after all, the experts. Distribute Introductory Handouts 1 and 2 for the participants to read. In addition, it is important to note the term AST (Automotive Service Technician) will be used throughout the curriculum instead of the term the participants will most likely be familiar with: mechanic. This change reflects the fact that mechanics now have the added responsibility of working with a computerized diagnostic system. As a result their role has expanded to include the duties of a technician. Methodology Introduction (5 minutes) 1. Ask ASTs how many actually took orders from customers in their previous workplaces. Make them aware of the importance of, especially those working in a smaller shop, taking orders from customers. Therefore it is important that they know the questions to ask to record that information accurately. Encourage participants to volunteer in class because communication cannot be learned through reading and listening only. Tell the participants that there will be many opportunities throughout the course for them to put into practice what they learn. Those participants who volunteer in class will benefit the most because they will actually be using the skills they need onthe-job. Pre-Tasks (45 minutes) 1. Ask two participants to volunteer for a role-play. Have them turn their backs to one another to simulate a telephone conversation between a customer with car trouble and an AST. Then distribute Handout 1 to partner A (the customer) and instruct him to ‘phone’ the AST. As they are role-playing, write what they are saying in the form of a dialogue on the board. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP 2. Correct the conversation on the board so that it is grammatically correct. For example, if the AST says, “What year your car is?,” elicit the correct word order from the class. If no one knows, present the grammatical formula for word order using question words, along with several examples on the board until the class understands. Likewise, if the AST says the customer’s name wrong or gets one of the digits in the phone number wrong, correct with class. Then distribute Handout 2 to go over with the class strategies for politely asking for repetition and clarification. Select two participants to role-play Conversation 1 (Handout 3). Record on paper or cassette what they are saying. Assign Handout 4 to participants and ask them to do the synonyms exercise to help them expand their choice of phrases. Correct as a class. A dictation in order to practise listening and writing may be part of the pre-tasks for this topic. Dictate these names: Toyota Corolla Jeep Cherokee Mercedes-Benz Chevrolet Corvette Mitsubishi Chrysler Oldsmobile Hyundi Isuzu Volkswagon Cabriolet Pronunciation of these terms may also be practised. (45 minutes) 3. 4. 5. Task (30 minutes) 1. Distribute the order form (Handout 5) and the situations on Handout 6 to the class. Put the participants into pairs and ask them to each practise getting information and writing it on the order form. After they’ve had time to practise, select a volunteer pair to “perform” the role-play for the class to critique. STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Post Task (20 minutes) 1. 2. Elicit from the class where to look in the Yellow Pages for auto parts suppliers and write their answers on the board. Distribute copies of Handout 7 and have a volunteer pair read aloud. Distribute copies of the Terminology List and go over vocabulary in bold with participants making sure they understand the terminology and idioms. As an out-of-class post task, ask participants to go through their Yellow Pages at home and make a list of suppliers to call. Distribute copies of Handout 8 and have them phone the suppliers they have listed to get the prices for the auto parts in the handout. (Make sure participants have time to do this assignment during business hours.) After, have a class discussion to compare the prices and stock availability participants found in their research. 3. 4. STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Introductory Handout 1 Outline of Automotive Service Technology Terminology Workshop Welcome to the Automotive Service Technology Terminology Workshops. The terminology workshop is divided into three modules. Within each module you will study three to four topics. Each day you will complete one topic. This is the outline for the workshop: Module 1 Communication and Terminology for Workplace Taking an Order from a Customer Explaining a Problem to a Customer and Selling a Job Explaining a Procedure using Tools to a Co-worker Health and Safety: WHMIS Topic 1 Topic 2 Topic 3 Topic 4 Module 2 Communication and Terminology for Work Search Explaining Past Work Experience and Writing a Résumé Contacting Employers at Work Filling out a Job Application Topic 1 Topic 2 Topic 3 Module 3 Communication and Terminology for Certification Explaining Experience for Temporary Certification I Explaining Experience for Temporary Certification II Writing a Multiple Choice Exam Topic 1 Topic 2 Topic 3 STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Introductory Handout 2 Introduction to Automotive Service Technology Terminology Workshop The workshop classes have been organized so that you will have many opportunities to perform important oral and written language tasks using new terminology. Sometimes you may find that you are familiar with some of the terminology in each topic. But, it’s important to remember that knowing a word in English is much more than being able to recognize it or translate it into your own language. In order to know a word completely, you should be able to use it in six different ways. You should be able to pronounce it, spell it, know what it means in a particular context and understand its indirect meanings. Also, you should be able to use it in grammatically correct sentences and know what other words it is commonly used and associated with. One of the best ways to learn terminology and language is to learn with others in the class. Many of the class activities are organized in groups or pairs so that everybody has a lot of opportunity to speak and write. Because of the short length of the workshop, it is impossible to practise and know each item in all six different ways. But the class activities will give you opportunities to use automotive service technology terminology and other language skills in different ways that broaden and deepen your understanding and use of terminology in the English language. In each topic, terminology will be presented in context, meaning that words will be presented as they are actually used in the real world. For example, taking a job order from a customer. Other activities will give you opportunities to analyze the language in different ways. For example, putting words in categories helps you remember them and finding synonyms expands your vocabulary knowledge and choice of words. Each topic also contains a task. A task is a real world language activity that you will likely have to do outside of the class as part of your professional development. In the tasks, you will be given an opportunity to use terminology as you would in the real world. For example, being familiar with WHMIS terminology is important when working with hazardous materials. Knowing the Ontario Human Rights Code will help you fill out job applications and answer interview questions. STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP In designing this workshop, we have tried to keep in mind that you, as professional automotive service technicians, are experts in your occupation. Remember that the facilitator will be there to help you express your ideas more clearly, but the success of the workshop depends on everybody sharing their professional automotive service technology expertise. At the end of some of the topics, you may be asked to fill in a questionnaire. We appreciate your help, so please take the time to fill it out for us. Thank you, and enjoy the terminology workshop! STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1 KEIKO YAMAGUCHI 1994 FORD TOPAZ MUFFLER 893-2275 STIC Automotive Service Technician 18 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 Strategies for asking for repetition and clarification: REPETITION 1. 2. 3. That’s... Repeat phrase with voice rising at the end like a question. I’m sorry. I didn’t quite catch that. Could you repeat it? CLARIFICATION 1. 2. I don’t quite understand. Do you mean...? Could you speak a little more slowly, please? VERIFYING 1. Was that...? AGREEMENT 1. Yes. 2. Okay. QUESTIONING 1. Oh? 2. Really? POLITE DISAGREEMENT 1. 2. 3. I don’t think so. I think there could be a misunderstanding. I’m sorry, but... STIC Automotive Service Technician 19 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 (page 1) Conversation 1 Mon., 12 noon AST: Customer: AST: Customer: AST: Customer: AST: Customer: Yussef’s Garage, Jorge speaking? Hi, my cruise control’s gone on my car. What’s the make and model? It’s a ‘96 Dodge Diplomat. When can you bring it in? What are your hours? 8:00 a.m.--6:00 p.m. I have to be at work before eight and usually don’t leave until after six ... Can I drop it off before you open and leave the keys under the front seat? Sure, if you want to. But first, I’ll need to get some information from you. Can I get your name? My name’s Ahmed Santigollopolai. That’s A-H-M-E-D. A-A-M-E-D? No, A-H, like Harry. Sorry, and your last name? S-A-N-T-I-G... AST: Customer: AST: Customer: AST: Customer: STIC Automotive Service Technician 20 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 (page 2) AST: Customer: AST: Customer: AST: Customer: AST: Customer: AST: Customer: AST: Customer: AST: Customer: AST: Customer: AST: I’m sorry, sir, a little slower, please. S--A--N--T--I--G--O--L--L--O--P--O--L--A--I That’s S-A-N-T-I-G-O-L-L-O-P-O-L-A-I? Yes. And your address? It’s 520 Grosvenor St., number 33. G-R-O-V-N-E-R? No, G-R-O-S-V-E-N-O-R. And your telephone number? It’s 345-eighty-seventy-nine. 3-4-9---1--8--7--9? No, 3--4--5---8--0--7--9. Oh, is that your daytime number? No. Is this going to take much longer? I’m kind of tied up. No, sir; I just need to get this information. Okay, my work number is 2-9-0---1-2-5-9. Okay, I’ll give you a call tomorrow. I probably won’t get a chance to look at it until after lunch. STIC Automotive Service Technician 21 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4 Synonyms Exercise: Circle ALL of the synonyms that would be correct if substituted IN THE CONVERSATION YOU’VE JUST READ. (note: questions 7-9 refer to Conversation 2, Handout 7) 1. my. . . ’s gone a) someone has stolen my cruise control b) I’ve lost my cruise control c) my cruise control isn’t working what are your hours? a) what hours do you work? b) what hours are you open? c) how late are you open until? drop it off a) deliver it b) put it in the garbage c) delete it my name’s . . . a) I am b) . . . here c) This is . . . look at it a) see it b) examine it c) inspect it I’m tied up a) I’m being held captive b) I’m stuck c) I’m too busy that’ll do nicely a) that would be nice b) that will be sufficient c) that will do the job comes to a) arrives at b) equals c) costs will do a) will be sufficient b) I will do that c) okay 2. 3. 4. 5. 6. 7. 8. 9. STIC Automotive Service Technician 22 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 5 B B B AUTO REPAIR 123 Broadway Anytown, Canada 555-0003 VEH.REGISTRATION NO. AK - 34411 CUSTOMER’S NAME ADDRESS no. 9001 ODOMETER PHONE BUS. PHONE VEH. MAKE MODEL YEAR LIC. NO. QUAN. PART DESCRIPTION CUSTOMER COMPLAINTS PROCEDURE SALE AMT. LABOUR CHARGE TOTAL PARTS ESTIMATE REV. ESTIMATE TIME DATE TOTAL LABOUR ADDI. COAT APPROVED BY IN PERSON PHONE TOTAL PARTS SALES AUTHORIZATION TAX TOTAL AMOUNT STIC Automotive Service Technician 23 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 6 Situation 1 1988 AMC Jeep Cherokee Stanislav Wolinski 955-9599 Problem: Pulls to the Right 1987 Chrysler New Yorker 600 Caravelle Convertible Gunther Rosenthal 373-5578 Problem: A/C Compressor not working STIC Automotive Service Technician 24 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 7 Conversation 2 Supplier: AST: Omar and Sharrif’s One-Stop Auto Stop Hi, I’ve got a ‘90 Nissan 200SX that needs a fuel tank, Code # 25060-05F10. Is that “F” like Frank or “S” like Sam? It’s “F” like Frank. Let me look...Not for a...oh, now wait a second, yes, we’ve got one that’ll do nicely. How much is it? It comes to $175 before tax. Okay, can you send it over here? I can get it to you by tomorrow afternoon. enough? That’s fine. Just send the bill along with it. Will do. Thanks. Is that soon Supplier: AST: Supplier: AST: Supplier: AST: Supplier: AST: Supplier: STIC Automotive Service Technician 25 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 8 Vehicle 1983 Honda Civic Wagon Absorbers Shock Code # 52610-SA2-024 Price 1988 Ford Topaz Muffler 1981 Toyota Corolla Catalytic Converter 1987 Mazda 626 Front Parking Brake Cable E632-5230-A 17040-35010 G030-44-150B STIC Automotive Service Technician 26 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Terminology List Occupation Specific ♦ make/model ♦ Dodge Diplomat ♦ muffler ♦ A/C compressor ♦ rear shock absorbers ♦ catalytic converter ♦ front parking brake cable Idiom/Phrasal Verb/Colloquialism ♦ my . . . . ‘s gone ♦ what are your hours? ♦ drop it off ♦ my name’s ♦ look at it ♦ I’m tied up ♦ that’ll do nicely ♦ comes to ♦ will do STIC Automotive Service Technician 27 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 1: TOPIC 2: Communication and Terminology for the Workplace Explaining a Problem to a Customer and Selling a Job LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ use gambits to persuade a customer to get a job done explain a technical problem to a customer in terms they understand STIC Automotive Service Technician 28 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ ♦ ♦ exchanging info suasion social interaction COMPETENCIES PRE-TASKS TASK POST TASK ♦ Explaining a problem to a customer and selling a job ♦ Listening /Speaking ♦ attract attention/ indicate solutions to problems ♦ rank strategies for explaining a problem in order of appropriateness ♦ role-play a skit incorporating persuasive language ♦ role-play a situation selling a job to a customer ♦ be aware of and use courtesy formulas broaden knowledge of gambits used in conversation apply prior trade knowledge in a new context ♦ ♦ identify common phrasal verbs used in the trade role-play a skit examine a dialogue and identify persuasive language ♦ ♦ ♦ 29 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module1 Topic 2 Explaining a Problem to a Customer and Selling a Job FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: using gambits to explain and persuade. Delivery Make as many copies as needed of the following handouts: 10. Handout 1 - Situations 11. Handout 2 - Skits 12. Handout 3 - Dialogue 13. Handout 4a/b - Auto Part/Service Information Terminology List (optional) Methodology Introduction (5 minutes) 1. Let participants know that in addition to working on vehicles, an AST must also sell a customer on a job. Customers can often be surprised by the cost of repairs and often do not understand the need for vehicle maintenance to avoid future problems. Selling a customer on a job requires diplomacy using special language skills. Pre-Tasks (15 minutes) 1. Divide the class into small groups and distribute Handout 1. Ask the participants to rank the sentences for explaining a problem to a customer according to appropriateness and politeness. Participants must underline the expressions STIC Automotive Service Technician 30 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP that are appropriate. Then ask a spokesperson from each group to explain why they chose certain sentences over others. (20 minutes) 2. Distribute Handout 2 to participants and ask them, in pairs or individually, to read the skits and identify and fill in the blanks with the appropriate phrasal verbs used in the skits. Correct with class using the Facilitator’s Guide to Handout 2. Have pairs role-play for the rest of the class one of the skits on the handout using the idioms they have just learned. Distribute Handout 3 to pairs or individuals; participants can fill in the answers. Correct with the class using the Facilitator’s Guide to Handout 3. (30 minutes) 3. (30 minutes) 4. Task (30 minutes) 1. Divide the class into pairs and have them practise the skits. Then have pairs present to the rest of the class. (Make sure they incorporate new vocabulary into their dialogues.) Post Task (60 minutes) 1. Divide the class into pairs. Distribute Handout 4a to one participant and Handout 4b to another. Participants will take turns role-playing being ‘ASTs’ and selling jobs to ‘customers.’ They can use Handout 3 as a model. Have pairs present their role-plays to the rest of the class. STIC Automotive Service Technician 31 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1 Situations Rank the following sentences according to appropriateness/politeness: Situation 1 a) b) After I called you, I realized that I forgot to factor in the G.S.T. on the labour portion of your estimate. The revised estimate is $569.80. Sorry, but my boss said I have to charge you G.S.T. on labour, so now you owe us $569.80. If you have a problem with this, you can speak with him. I’m afraid I’m going to have to charge for G.S.T. on labour, Mr. Wong. I forgot to include it. I’m really sorry. It’s my fault. c) Situation 2 a) b) Hi, Ms. Hogeboom, I’m trying my best to find a new grill for your Reliant, but so far I haven’t been able to locate one. There’s good news and there’s bad news. The bad news is that we can’t find a grill for your Reliant, but the good news is that we did find one for a K-Car. Ms. Hogeboom, we still can’t locate a grill for your car. I can, however, get one for a similar car. Do you want me to order this one? c) STIC Automotive Service Technician 32 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 In pairs, read the following skits and find the idioms/phrasal verbs in the skit that match with the meanings below. Write the idiom beside the meaning. Then choose one of the skits below and prepare a short dialogue to present in front of the class. Make sure that you use the idioms listed below in your dialogue. Skit 1: One of your favourite customers, Mr. Perez, is on a limited budget, so you want to get the best deal on parts for him. When you shop around for a taillight for a ‘87 Pontiac 6000, you find it difficult for the auto parts suppliers to bring down their price of $175. You know that your customer can only spend $100, before labour. You are negotiating with a parts supplier and are afraid that he has come to his best offer. Tell Mr. Perez (include an AST, a customer and a supplier). consult several locations to find the best price:___________________________ to lower:_________________________________________________________ to arrive at:_______________________________________________________ Skit 2 A new customer, Ms. Popovici, phones wanting an estimate on some body work and a paint job on a ‘90 Oldsmobile Cutlass. Tell her that you’ll look it over, but that you’ll have to put off painting the car until your order of paint arrives at the end of the month. examine:_________________________________________________________ postpone:________________________________________________________ Skit 3 It’s the Friday evening before the July 1 long weekend, and a customer enters the shop saying that his air conditioner broke down and that he needs it repaired by the evening. You’re already snowed under with three more jobs before quitting time because your co-worker has left early for the weekend. Explain to the customer your situation. to stop functioning:_________________________________________________ too busy:_________________________________________________________ Skit 4 Your shop generally doesn’t accept personal cheques, but you made an exception with a regular customer. The cheque he made out has bounced and now you’re trying to figure out what to tell your manager. Call the customer. Then explain the problem to your boss (AST, customer, boss). to write out:_______________________________________________________ to understand:_____________________________________________________ STIC Automotive Service Technician 33 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 2 In pairs, read the following skits and find the idioms/phrasal verbs in the skit that match with the meanings below. Write the idiom beside the meaning. Then choose one of the skits below and prepare a short dialogue to present in front of the class. Make sure that you use the idioms listed below in your dialogue. Skit 1 One of your favourite customers, Mr. Perez, is on a limited budget, so you want to get the best deal on parts for him. When you shop around for a taillight for a ‘87 Pontiac 6000, you find it difficult for the auto parts suppliers to bring down their price of $175. You know that your customer can only spend $100, before labour. You are negotiating with a parts supplier and are afraid that he has come to his best offer. Tell Mr. Perez (include an AST, a customer and a supplier). consult several locations to find the best price: shop around to lower: bring down to arrive at: come to Skit 2 A new customer, Ms. Popovici, phones wanting an estimate on some body work and a paint job on a ‘90 Oldsmobile Cutlass. Tell her that you’ll look it over, but that you’ll have to put off painting the car until your order of paint arrives at the end of the month. examine: look over postpone: put off Skit 3 It’s the Friday evening before the July 1 long weekend, and a customer enters the shop saying that his air conditioner broke down and that he needs it repaired by the evening. You’re already snowed under with three more jobs before quitting time because your co-worker has left early for the weekend. Explain to the customer your situation. to stop functioning: broke down too busy: snowed under Skit 4 Your shop generally doesn’t accept personal cheques, but you made an exception with a regular customer. The cheque he made out has bounced and now you’re trying to figure out what to tell your manager. Call the customer. Then explain the problem to your boss (AST, customer, boss). to write out: made out to understand: figure out STIC Automotive Service Technician 34 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 Dialogue AST: JM: AST: JM: AST: Hello, is John McIlwain there, please? Speaking. Hi. I’ve checked out your brakes and I think it would be a good idea to lubricate the sliders. What are sliders? The sliders hold the break calipers of the wheel, like on a bike, and when these holders aren’t lubricated properly, they make that squeaking sound. And the front brakes really should be serviced too. How much will that be? To service your front brakes and lubricate the sliders, it’ll be $27.50. And while I was looking at the car, I noticed a lot of wear and tear on both the alternator and air conditioning belts. So you might want to get them replaced. If these belts are not replaced, the battery won’t recharge properly and you won’t have proper operation of the air conditioning system. How much is that? Parts will be $39, and labour is $88.45. With taxes, it comes to $146.57. I can probably have it ready by tonight. Do you want me to go ahead with it? Okay, if you think it’s necessary. Is it covered under my warranty? Unfortunately, no. Your warranty was only good for two years. I’ll start on it right away, and if I run into any problems, I’ll give you a shout by 4:00 this afternoon; otherwise, I’ll call you as soon as it’s ready. Sounds good. Bye. JM: AST: JM: AST: JM: AST: JM: I. II. 1. 2. 3. 4. Underline the words or phrases that persuade someone to do something. Now, write synonyms for the phrasal verbs, occupational and idiomatic vocabulary in bold. 5. 6. 7. 8. STIC Automotive Service Technician 35 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 AST: JM: AST: JM: AST: Hello, is John McIlwain there, please? Speaking. Hi. I’ve checked out your brakes and I think it would be a good idea to lubricate the sliders. What are sliders? The sliders hold the break calipers of the wheel, like on a bike, and when these holders aren’t lubricated properly, they make that squeaking sound. And the front brakes really should be serviced too. How much will that be? To service your front brakes and lubricate the sliders, it’ll be $27.50. And while I was looking at the car, I noticed a lot of wear and tear on both the alternator and air conditioning belts. So you might want to get them replaced. If these belts are not replaced, the battery won’t recharge properly and you won’t have proper operation of the air conditioning system. How much is that? Parts will be $39, and labour is $88.45. With taxes, it comes to $146.57. I can probably have it ready by tonight. Do you want me to go ahead with it? Okay, if you think it’s necessary. Is it covered under my warranty? Unfortunately, no. Your warranty was only good for two years. I’ll start on it right away, and if I run into any problems, I’ll give you a shout by 4:00 this afternoon; otherwise, I’ll call you as soon as it’s ready. Sounds good. Bye. JM: AST: JM: AST: JM: AST: JM: I. II. 1. 2. 3. 4. 5. 6. 7. 8. Underline the words or phrases that persuade someone to do something. Now, write synonyms for the phrasal verbs, occupational and idiomatic vocabulary in bold. checked out - examined be - cost looking at - examining wear and tear - use (noun) comes to - costs good - valid run into - find give you a shout - phone you STIC Automotive Service Technician 36 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4a Auto part/Service Information: Customer Name Vehicle Roger Rodriguez 1986 Dodge Diplomat Need Replace Cruise Control Cable Repair Speed Control Labour Parts Taxes Total ε Ivan Kolensky 1987 Chrysler New Yorker Repair Air Compressor $ 47.50 ε $ 151.75 $ 19.92 $ 209.17 $ 62.50 ε $ 288.75 $ 52.69 $ 403.94 rates based on $25/hr Cruise Control Cable cruise control is powered by throttle pressure and a vacuum the more open the throttle is, the more air is allowed in and the greater the pressure the cable needs to be attached to the vacuum in order for cruise control to work. Air Compressor the compressor is an important component of the air conditioning system that compresses the refrigerant vapour to increase its pressure and temperature. STIC Automotive Service Technician 37 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4b Auto part/Service Information: Customer Name Vehicle Annie Liu 1988 Ford Topaz Need Labour Parts Taxes Total ε George Dafinescu 1988 AMC Jeep Cherokee Align Wheels $ 30.00 ε $ $ 0.00 4.50 Replace Muffler $ 20.00 ε $114.50 $ 20.18 $154.68 $ 34.50 rates based on $25/hr Muffler a device that exhaust gases must pass to reduce noise in air conditioning, it minimizes pumping sounds from the compressor. Wheel Alignment purpose is to restore the vehicle suspension to the manufacturer’s specifications necessary to prevent misalignment causing a drift or pull to one side since four-wheel drive vehicles allow all wheels to be driven, aligning involves positioning the rear wheels and then the front so the vehicle has a common centreline. STIC Automotive Service Technician 38 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Terminology List STIC Automotive Service Technician 39 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Occupational ♦ grill ♦ Reliant ♦ K-Car ♦ lubricate ♦ sliders ♦ alternator ♦ throttle ♦ component ♦ a/c compressors ♦ alignment ♦ muffler ♦ cruise control ♦ suspension ♦ centreline Functional Language ♦ I’m afraid ♦ sorry, but ♦ you have a problem with this ♦ my fault ♦ I’m trying my best ♦ I haven’t been able to ♦ The good new is . . . ♦ The bad news is . . . ♦ We still can’t Phrasal Verbs/Idiomatic ♦ shop around STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP ♦ bring down ♦ comes to (1) ♦ break down ♦ snowed under ♦ make out ♦ figure out ♦ checked out ♦ wear and tear ♦ look at ♦ come to (2) ♦ good ♦ run into ♦ give (someone) a shout ♦ factor in ♦ what something will be ♦ tied up STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 1: TOPIC 3: Communication and Terminology for the Workplace Explaining a Procedure Using Tools to a Co-worker LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ ♦ identify and describe the function of tools describe procedures using these tools give and receive instructions STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ unformatted text ♦ formatted text following and giving instructions COMPETENCIES PRE-TASKS TASK POST TASK ♦ Explaining a procedure using tools to a coworker ♦ ♦ Reading Writing ♦ understanding instruction related to technical tasks ♦ match tools with appropriate names ♦ describe a procedure involving a battery ♦ Listening /Speaking ♦ ♦ understanding an informational text listening to instructions and taking notes ♦ ♦ categorize tools by their functions explain basic procedures using tools read a description of car battery ♦ ♦ take notes and repeat back instructions ♦ ♦ match terms with definitions 41 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module1 Topic 3 Explaining a Procedure Using Tools to a Co-worker FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: describing a procedure. Delivery You should make as many copies as needed of the following handouts: 14. Handout 1 - Tool Matching Exercise 15. Handout 2 - Pictures of Tools 16. Handout 3 - Tool Vocabulary Chart 17. Handout 4 - The Battery Terminology List (optional) Methodology Introduction (5 minutes) 1. An AST must be familiar with tools and their uses. Otherwise, it is impossible to describe procedures. Explain to the participants that they will have the opportunity to test their knowledge in this area first by identifying and categorizing tools, then by explaining procedures using them. Pre-Tasks (30 minutes) 1. Divide the class into pairs and distribute Handouts 1 and 2 to pairs. Have participants match the pictures of the tools with their appropriate names and definitions. Using the Facilitator’s Guide to Handout 1, correct with the class. STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP (60 minutes) 2. In small groups have learners categorize the tools on Handout 3 by their functions. As you correct with the class, ask them to give examples of how the tool is used. For example, “Taps and dies are electrical tools. Taps are used to cut inside threads and dies are used to cut outside threads on rods.” Group participants into groups of three, and have them read the description of a car battery on Handout 4, then match the vocabulary. Correct with class. (30 minutes) 3. Task (30 minutes) 1. In the same groups of three, have each participant describe to the other group members one of the following: a) how to test a battery b) how to recharge a battery c) how to service a battery While one group member is speaking, the others listen and take notes. They then repeat the instructions back to the speaker to make sure they have been clearly understood. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1 Tool-matching Exercise Match the following: a. b. c. d. e. f. ___ ball peen hammer Philips screwdriver centre punch needle-nose pliers wrench clamp This tool consists of a head mounted at a 90-degree angle on a handle. The end of the head opposite the striking face is called the peen. This tool is used to tighten a nut and limits motion to one direction only. This device is used to twist a screw into place. It has a cross-shaped end. This tool with hinged arms is used to twist wires. It comes to a point. This holds objects stationery. This measuring device is metal, can extend up to 12 ft. and winds up into a small package. This light uses batteries and is called a torch in Britain. This device measures air pressure. This device is used to tighten a nut. A tool with a central point used to mark the centres of holes to be drilled. g. h. i. j. ratchet flashlight tape measure tire-pressure gauge ___ ___ ___ ___ ___ ___ ___ ___ ___ STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 1 Match the following: a. b. c. d. e. f. ball peen hammer Philips screwdriver centre punch needle-nose pliers wrench clamp g. h. i. j. ratchet flashlight tape measure tire-pressure gauge a. This tool consists of a head mounted at a 90-degree angle on a handle. The end of the head opposite the striking face is called the peen. g. b. d. f. i. This tool is used to tighten a nut and limits motion to one direction only. This device is used to twist a screw into place. It has a cross-shaped end. This tool with hinged arms is used to twist wires. It comes to a point. This device holds objects stationery. This measuring device is metal, can extend up to 12 ft. and winds up into a small package. h. j. e. c. This light uses batteries and is called a torch in Britain. This device measures air pressure. This device is used to tighten a nut. A tool with a central point used to mark the centres of holes to be drilled. STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 Tool Vocabulary Chart Group the tools by their function: hammer vice hacksaw ratchet air drill shop crane varsol tank air impact wrench screwdriver pliers socket tap and die soldering gun hoist spray/power washers grinding/wire wheel wrench pullers punch electric drill pneumatic jack hydraulic press air compressor air ratchet gauge chisels twist drill drill press hydraulic jack vacuum cleaner air hammer/chisel air (impact) gun FUNCTION Cutting Hitting Turning Gripping Grinding Drilling Welding/Joining Lifting Cleaning Pulling Measuring MANUAL HYDRAULIC ELECTRICAL PNEUMATIC STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 FUNCTION Cutting MANUAL hacksaw chisel HYDRAULIC ELECTRICAL hacksaw PNEUMATIC hacksaw Hitting hammer; chisel; punch screwdriver wrench; socket ratchet; tap and die pullers; pliers; vice file hydraulic press grinding wire wheel; electric drill; drill press soldering gun air hammer; air chisel; air punch air impact wrench Turning Gripping Grinding Drilling twist drill; tap and die; screwdriver air drill Welding/Joining air gun air ratchet; pneumatic jack Lifting hydraulic jack automotive lift; shop crane vacuum cleaner; varsol tank; spray washers; power washers Cleaning power washers Pulling pullers pullers Measuring gauge gauge STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4 The automotive battery supplies electric current to operate the starting motor and ignition system while starting the engine. It also acts as a voltage stabilizer by supplying current for the lights, radio and other electrical accessories when the alternator is not handling the load. In addition, the battery supplies a small current to the memory in the electronic control module (ECM) while the ignition is off. The battery is an electrochemical device. It uses chemicals to produce electricity. The amount of electricity it can produce is limited. As the chemicals in the battery are depleted, the battery runs down and is discharged. It can be recharged by supplying it with electric current from the vehicle alternator or from a battery charger. The depleted chemicals are restored to their original condition as the battery becomes recharged. I a. b. Match the following: a flow of electrons, measured in amperes the computer system that receives information from sensors and is programmed to operate various systems, circuits, and actuators based on that information the action of the spark in starting the burning of the compressed air-fuel mixture in the combustion chamber of a spark-ignition engine a device that prevents excessive alternator or generator voltage drained of energy a device that converts mechanical energy into electric energy for charging the battery and supplying power for electrical load charged again returned to its original form restored alternator electronic control module current discharged voltage stabilizer ignition recharged c. d. e. f. g. h. II Using the above vocabulary, describe one of the following procedures to your group members: ♦ testing a battery ♦ recharging a battery ♦ checking the acid STIC Automotive Service Technician 18 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 4 The automotive battery supplies electric current to operate the starting motor and ignition system while starting the engine. It also acts as a voltage stabilizer by supplying current for the lights, radio and other electrical accessories when the alternator is not handling the load. In addition, the battery supplies a small current to the memory in the electronic control module (ECM) while the ignition is off. The battery is an electrochemical device. It uses chemicals to produce electricity. The amount of electricity it can produce is limited. As the chemicals in the battery are depleted, the battery runs down and is discharged. It can be recharged by supplying it with electric current from the vehicle alternator or from a battery charger. The depleted chemicals are restored to their original condition as the battery becomes recharged. I a. b. Match the following: a flow of electrons, measured in amperes the computer system that receives information from sensors and is programmed to operate various systems, circuits, and actuators based on that information the action of the spark in starting the burning of the compressed airfuel mixture in the combustion chamber of a spark-ignition engine b. d. e. f. a device that prevents excessive alternator or generator voltage drained of energy a device that converts mechanical energy into electric energy for charging the battery and supplying power for electrical load charged again returned to its original form a. e. h. restored d. alternator electronic control module current discharged voltage stabilizer ignition recharged c. f. c. g. g. h. II ♦ ♦ ♦ Using the above vocabulary, describe one of the following procedures to your group members: testing a battery recharging a battery checking the acid STIC Automotive Service Technician 19 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Terminology List ♦ hammer ♦ vice ♦ hacksaw ♦ ratchet ♦ air drill ♦ shop crane ♦ varsol tank ♦ hoist ♦ current ♦ ignition ♦ discharged ♦ ratchet ♦ speed handle ♦ point file ♦ U-joint ♦ flashlight ♦ screwdriver ♦ pliers ♦ socket ♦ tap and die ♦ soldering gun ♦ air impact wrench ♦ spray/power washers ♦ grinding/wire wheel ♦ restored ♦ voltage stabilizer ♦ needle-nose pilers ♦ electronic control module ♦ breaker bar ♦ channellock pilers ♦ ½ inch drive socket set ♦ 12-volt continuity light ♦ wrench ♦ pullers ♦ punch ♦ electric drill ♦ pneumatic jack ♦ hydraulic press ♦ air compressor ♦ air ratchet ♦ alternator ♦ depleted ♦ tape measures ♦ gauge ♦ chisels ♦ twist drill ♦ drill press ♦ hydraulic jack ♦ vacuum cleaner ♦ air hammer/chisel ♦ air (impact) gun ♦ centre punch ♦ standard pliers ♦ recharged ♦ 16-ounce (.45 kg) ball-peen hammer ♦ five-piece screwdriver set (two Phillips) ♦ screwstarter with magnet on one end ♦ 6-inch (152.4 mm) scale ♦ short jumper wires ♦ thickness-gauge set (marked with both inches and millimetres) ♦ set of 3/8-through 11/16-inch flare nut wrenches ♦ set of combination wrenches, ¼ through 7/8 inch ♦ set of combination wrenches, 6 mm through 22 mm ♦ tire-pressure gauge ♦ 4-inch (100-mm) extension ♦ 8-inch (200 mm) extension STIC Automotive Service Technician 20 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 1: TOPIC 4: Communication and Terminology in the Workplace Health and Safety: WHMIS LEARNING OUTCOMES: By the end of this workshop, participants will be able to: ♦ ♦ ♦ ♦ recognize and explain WHMIS symbols explain safety procedures for at least one hazardous material participate as part of a team in the development of a short WHMIS presentation read a chart for health and safety instructions. STIC Automotive Service Technician 21 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ ♦ formatted text unformatted text COMPETENCIES PRE-TASKS TASK POST TASK ♦ Health and Safety: WHMIS ♦ ♦ Reading Writing ♦ understanding of WHMIS labels ♦ skim an instructional text for main ideas ♦ prepare a presentation (simulating workplace training on WHMIS) ♦ ask clarification questions to ensure understanding ♦ describing workplace safety procedures ♦ scan a health and safety instructional diagram for instructions ♦ Listening/ Speaking ♦ exchanging information ♦ applying prior knowledge of health and safety in a Canadian context ♦ listen to a short presentation on WHMIS by facilitator ♦ scanning a formatted text for specific information ♦ match WHMIS labels with titles ♦ explain dangers of WHMIS designated hazardous material 53 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 1 Topic 4 Health and Safety - WHMIS FACILITATOR PREPARATION Content This lesson presents WHMIS information and combines it with a task: giving a group presentation simulating workplace training. Additional WHMIS information can be obtained from a WHMIS Handbook that details workplace training. The lesson focuses on the eight WHMIS symbols and the workplace hazards that they represent and safety procedures that must be followed. For the whole class, the content and terminology are a catalyst to practise working in groups, negotiating tasks, and presenting a brief group presentation. Delivery Make as many copies as necessary of the following: 18. Handout 1 - OHSA Activity Sheet 19. Handout 2 - Fire Safety Chart 20. Handout 3 - WHMIS Symbols 21. Handout 4 - Terms for Hazardous Material 22. Handout 5 - Instructions for Task 23. Handout 6, 6a, 7, 7a, 8, 8a, 9, 9a – 1 sheet with symbols per group; each member should get 1 information sheet 24. Handout 10 How to read a hazard label Terminology List (optional) Material needed: chart paper, markers, OHP, Occupational Health and Safety booklet STIC Automotive Service Technician 54 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Methodology Introduction (10 minutes) 1. Write the words Occupational Health and Safety Act on the board and encourage participants to brainstorm words associated with this phrase. Some terms/words that should be raised are: protection, danger, law, hazardous waste, safety rules, fire. Being familiar with health and safety issues is especially important for Auto Service Technicians given the number of unnecessary accidents occurring in shops every year. Knowing the terminology related to health and safety will allow ASTs to better read and understand signs and labels in the workplace. Pre-Tasks (20 minutes) 1. Explain that this lesson will focus on health and safety and Canadian and Ontario law, particularly one piece of legislation. Explain that Canada places more emphasis on health and safety than any other country. This is very important for automotive service technicians who work in a workplace with flammable material. At the provincial level, there are two health and safety laws: ♦ The Occupational Health and Safety Act ♦ The Workplace Hazardous Materials Information System Regulation (WHMIS) 2. Have participants scan the OH&SA for information and answer the questions on Handout 1. Have participants compare their answers 3. Have participants scan the diagram (Handout 2) and answer the reading comprehension questions on the same handout. Take up the answers with the class. 55 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP 4. Explain that the goal of today’s lesson is to become familiarized with WHMIS which stands for the Workplace Hazardous Materials Information System. All businesses and workplaces are legally required to conform to WHMIS regulations. WHMIS is designed to give employers and employees information about hazardous materials in the workplace. It is based on three approaches: ♦ Container labelling ♦ MSDS – Material Safety Data Sheet ♦ Workplace education programs The purpose of WHMIS is to reduce accidents, reduce disease and encourage workplace education. Explain that labour, industry and all three levels of government (federal, provincial and municipal) participated in the development of this legislation. Explain that each employee must understand the dangers in the workplace and be familiar with WHMIS. A further requirement is to explain dangers and safety rules to others. (20 minutes) 2. The first part of WHMIS is labels. These symbolize various kinds of dangers. Put OHT1 on the screen and see if the participants can determine what the symbols mean. Distribute Handout 3 and 4 and have the participants work with a partner and match the label with the symbol. Take up as a whole class activity and have the participants explain the danger (see Facilitator’s Answer Sheet). Explain also that each hazardous material is classified A-F. Explain that the task for the day is to prepare and present a short presentation on two symbols of WHMIS. (45 minutes) 3. Divide the class into groups of four. Distribute Handout 5. Explain that workplace safety training is an important part of workplace communication. Explain that each group is responsible for a short class presentation on the dangers represented by two symbols. Their task is to explain the dangers and the safety rules that should be followed when working around these materials. Each group will 56 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP be given two WHMIS symbols and chart paper in order to create a visual aid to be used during their presentation. (Handouts 6, 6a, 7, 7a, 8, 8a, 9, 9a) Explain that this task involves teamwork. All team members should work together to complete the task. Initiate a co-operative learning structure by assigning roles (refer to Facilitator Training Guidelines, if necessary). Explain to the class that they should work together first and share their knowledge that they have gained through prior work experience and the information from the first part of the lesson. After 10 minutes, distribute the corresponding WHMIS information and have the participants include the information, if they haven’t already. Remind them that their visual aid is an important part of their presentation. Task (35 minutes) 1. Have each group present their WHMIS symbols to the class. Set the scene by stating that the participants listening are really employees in a workplace WHMIS training session. Allow and encourage clarification questions. Post Task (10 minutes) 1. Distribute Handout 10 with the information summary and review as a class. STIC Automotive Service Technician 57 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1: I 1. 2. 3. 4. 5. 6. Scan the OH&SA and provide the page number where you would find: your basic rights what WHMIS means the duties of an employer what a JHSC is hazardous material groups who’s covered by the OH&SA II 1. 2. 3. 4. 5. 6. 7. 8. Using the diagram, answer T or F to the following questions: It is preferable to use soda-acid on Class C or electrical fires. You would never use foam on a combustible materials fire. Always use a dry chemical for paint fires. Never direct the stream of the extinguisher at the base of a fire. Carbon Dioxide puts out all fires. Soda-acid is a non-conducting agent. Foam is made of bicarbonate of soda solution and sulphuric acid. Wood is an example of a combustible material. STIC Automotive Service Technician 58 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 1 I 1. 2. 3. 4. 5. 6. II 1. 2. 3. 4. 5. 6. 7. 8. Scan the OH&SA and provide the page number where you would find: your basic rights what WHMIS means the duties of an employer what a JHSC is hazardous material groups who’s covered by the OH&SA Using the diagram, answer T or F to the following questions: It is preferable to use soda-acid on Class C or electrical fires. You would never use foam on a combustible materials fire. Always use a dry chemical for paint fires. Never direct the stream of the extinguisher at the base of a fire. Carbon Dioxide puts out all fires. Soda-acid is a non-conducting agent. Foam is made of bicarbonate of soda solution and sulphuric acid. Wood is an example of a combustible material. F F T F F T F T 3 4 21 12 6 2 STIC Automotive Service Technician 59 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 A CLASS A FIRES ORDINARY COMBUSTIBLE MATERIALS SUCH AS WOOD, PAPER, TEXTILES AND SO FORTH. REQUIRES.... COOLINGQUENCHING FOAM SOLUTION OF ALUMINUM SULPHATE AND BICARBONATE OF SODA OK FOR AB C A BC ORDINARY BC TYPE FOAM: DON’T POINT STREAM INTO THE BURNING LIQUID. ALLOW FOAM TO FALL LIGHTLY ON FIRE NOT FOR B CLASS B FIRES FLAMMABLE LIQUIDS, GREASES, GASOLINE, OILS, PAINTS AND SO FORTH. REQUIRES . . . BLANKETING OR SMOTHERING CARBON DIOXIDE CARBON DIOXIDE GAS UNDER PRESSURE NOT FOR CARBON DIOXIDE: DIRECT DISCHARGE AS CLOSE TO FIRE AS POSSIBLE. FIRST AT EDGE OF FLAMES AND GRADUALLY FORWARD AND UPWARD OK FOR MULTIPURPOSE TYPE DRY CHEMICAL: DIRECT STREAM AT BASE OF FLAMES. USE RAPID LEFT-TO-RIGHT MOTION TOWARD FLAMES DRY CHEMICAL A NOT OK FOR C CLASS C FIRES ELECTRICAL EQUIPMENT, MOTORS, SWITCHES AND SO FORTH. REQUIRES . . . A NON CONDUCTING AGENT B FOR OK A B C SODA-ACID: DIRECT STREAM AT BASE OF FLAME C FOR OK SODA-ACID FOR BICARBONATE OF SODA SOLUTION AND SULPHURIC ACID A BC NOT FOR STIC Automotive Service Technician 60 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP OHT 1 (Source: WHMIS Handbook) STIC Automotive Service Technician 61 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 (Source: WHMIS Handbook) STIC Automotive Service Technician 62 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4 Bio-hazardous Poisonous and Infectious Material Dangerously Reactive Material Poisonous and Infectious Material: Immediate and Serious Toxic Effects Poisonous and Infectious Material: Other Toxic Effects Oxidizing Material Corrosive Material Compressed Gas Flammable and Combustible Material STIC Automotive Service Technician 63 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handouts 3 and 4 Compressed Gas ♦ Can explode Poisonous and Infectious Material - Biohazardous ♦ May cause a serious disease causing death or illness Flammable and combustible material ♦ Will burn very easily Dangerously Reactive Material ♦ May explode if the container is dropped or heated or if the material is mixed with other chemicals Corrosive material ♦ Can seriously burn your eyes or skin Poisonous and Infectious Material: Immediate and serious toxic effects ♦ potentially fatal Oxidizing Material ♦ Feeds oxygen to a fire and makes it larger Poisonous and Infectious Material: Other Toxic Effects ♦ May cause serious disease over time STIC Automotive Service Technician 64 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 5 Your group will be given two WHMIS symbols to present to the rest of the class. Imagine that you are presenting this information to a group of employees as part of their WHMIS workplace training. You have to prepare a visual aid, explain the dangers represented by this symbol, (with examples, if possible) and the safety rules that should be followed (Do’s and Dont’s). Follow these steps: 1. Determine who will be the speaker and the writer in the group. 2. Use the information from class and your own knowledge from prior work experience and training to explain the dangers and safety rules that should be followed. 3. Use the information sheet to add new information. 4. Prepare a visual aid. 5. Use the visual aid to present the information to the class. STIC Automotive Service Technician 65 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 6 66 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 6a How to read label hazard symbols The symbol represents . . . Class D, Division 2 – Poisonous and infectious material other toxic effects It means that the material . . . is a poisonous substance that is not immediately dangerous to health may cause death or permanent damage as a result of repeated exposures over time may be a skin or eye irritant may be a sensitizer, which produces a chemical allergy may cause cancer may cause birth defects or sterility And that you should . . . avoid skin and eye contact by wearing all protective equipment necessary, including eye, face, and hand protection and protective clothing avoid inhaling by working in wellventilated areas and/or wearing respiratory equipment as designated by your supervisor store the material in designated places only Class D, Division 3 – Poisonous and infectious material: biohazardous infectious material may cause a serious disease resulting in illness or death take every measure to avoid contamination handle the material only when fully protected by the proper. designated equipment handle the material in designated areas where engineering controls are in place to prevent exposure 67 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 7 68 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 7a How to read label hazard symbols The symbol represents . . . Class A – Compressed gas It means that the material . . . poses an explosion danger because the gas is being held in a cylinder under pressure may cause its container to explode if heated in a fire may cause container to explode if dropped And that you should . . . handle with care; do not drop cylinder keep cylinder away from potential sources of ignition store the containers in the area designated by your supervisor Class B – Combustible and flammable material is one that will burn and is therefore a potential fire hazard may burn at relatively low temperatures; flammable materials catch fire at lower temperatures than combustible materials may burst into flame spontaneously in air or release a flammable gas on contact with water may cause a fire when exposed to heat, sparks, or flames or as a result of friction keep the material away from heat sources and other combustible materials never smoke when working with or near the material store the material in a cool, fireproof area, as designated by your supervisor 69 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 8 70 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 8a How to read label hazard symbols The symbol represents . . . Class E – Corrosive material It means that the material . . . causes severe eye and skin irritation upon contact causes severe tissue damage with prolonged contact may be harmful if inhaled And that you should . . . keep containers tightly closed avoid skin and eye contact by wearing all necessary protective equipment, including eye, face and hand protection and protective clothing avoid inhaling by using in wellventilated areas only and/or wearing the proper respiratory equipment, as designated by your supervisor Class F – Dangerously reactive material is very unstable may react with water to release a toxic or flammable gas may explode as a result of shock, friction or increase in temperature may explode if heated when in a closed container undergoes vigorous polymerization keep material away from heat open containers carefully; do not drop them store the material in a cool, flameproof area, as designated by your supervisor (Source: WHMIS Handbook) 71 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 9 72 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 9A How to read label hazard symbols The symbol represents . . . Class C – Oxidizing material It means that the material . . . poses a fire and/or explosion risk in the presence of flammable or combustible material may cause fire when it comes into contact with combustible materials such as wood may react violently or cause an explosion when it comes into contact with combustible materials such as fuels may burn skin and eyes upon contact And that you should . . . keep the material away from combustible materials and store in the areas designated by your supervisor keep the material away from sources of ignition never smoke when working near the material wear the proper protective equipment, including eye, face, and hand protection and protective clothing Class D, Division 1 – Poisonous and infectious material: immediate and serious toxic effects is a potentially fatal poisonous substance may be fatal or cause permanent damage if it is inhaled or swallowed or if it enters the body through skin contact may burn eyes or skin upon contact keep material away from heat handle the material with extreme caution avoid contact with the skin or eyes by wearing the proper protective equipment, including eye, face, and hand protection and protective clothing avoid inhaling by working in wellventilated areas and/or wearing respiratory equipment wash and shower thoroughly after using store the material in designated areas only 73 (Source: WHMIS Handbook) STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 10 How to read label hazard symbols Class A – Compressed gas poses an explosion danger because the gas is being held in a cylinder under pressure may cause its container to explode if dropped is one that will burn and is therefore a potential fire hazard handle with care: do not drop cylinder keep cylinder away from potential sources of ignition store the containers in the area designated by your supervisor keep the material away from heat sources and other combustible materials never smoke when working with or near the material store the material in a cool, fire-proof area, as designated by your supervisor Class B Combustible and flammable material may burn at relatively low temperatures; flammable materials catch fire at lower temperatures than combustible materials may burst into flame spontaneously in air or release a flammable gas on contact with water may cause a fire when exposed to heat, sparks, or flames or as a result of friction poses a fire and/or explosion risk in the presence of flammable or combustible material keep the material away from combustible materials and store in the areas designated by your supervisor keep the material away from sources of ignition never smoke when working near the material wear the proper protective equipment, including eye, face and hand protection and protective clothing handle the material with extreme caution avoid contact with the skin or eyes by wearing the proper protective equipment, including eye, face and hand protection and protective clothing avoid inhaling by working in well-ventilated area and/or wearing respiratory equipment wash and shower thoroughly after using store the material in designated areas only Class C – Oxidizing material may cause fire when it comes into contact with combustible materials such as wood may react violently or cause an explosion when it comes into contact with combustible materials such as fuels may burn skin and eyes upon contact is a potentially fatal poisonous substance Class D, Division 1 – Poisonous and infectious material: immediate and serious toxic effects may be fatal or cause permanent damage if it is inhaled or swallowed or if it enters the body through skin contact may burn eyes or skin upon contact is a poisonous substance that is not immediately dangerous to health Class D, Division 2 – Poisonous and infectious material: other toxic effects may cause death or permanent damage as a result of repeated exposure over time may be a skin or eye irritant may be a sensitizer, which produces a chemical allergy may cause cancer may cause birth defects or sterility avoid skin and eye contact by wearing all protective equipment necessary, including eye, face, and hand protection and protective clothing avoid inhaling by working in well-ventilated areas and/or wearing respiratory equipment as designated by your supervisor store the material in designated places only Class D, Division 3 – Poisonous and infectious material: biohazardous infectious material may cause a serious disease resulting in illness or death take every measure to avoid contamination handle the material only when fully protected by the proper, designated areas where engineering controls are in place to prevent exposure causes severe eye and skin irritation upon contact keep containers tightly closed avoid skin and eye contact by wearing all necessary protective equipment, including eye, face and hand protection and protective clothing avoid inhaling by using in well-ventilated areas only and/or wearing the proper respiratory equipment, as designated by your supervisor keep material away from heat open containers carefully; do not drop them store the material in a cool, flame-proof area, as designated by your supervisor Class E Corrosive material causes severe tissue damage with prolonged contact may be harmful if inhaled is very unstable Class F Dangerously reactive material may react with water to release a toxic or flammable gas may explode as a result of shock, friction or increase in temperature may explode if heated when in a closed container STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP undergoes vigorous polymerization (Source: WHMIS Handbook) STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Terminology List WHMIS Symbols ♦ Biohazardous Infectious Material ♦ Dangerously Reactive Material ♦ Poisonous and Infectious Material ♦ Toxic Other ♦ Oxidizing Material ♦ Corrosive Material ♦ Compressed Gas ♦ Flammable and Combustible Material ♦ Non-conducting Agent ♦ Sulphuric Acid ♦ Carbon Dioxide ♦ Bicarbonate of Soda ♦ Combustible STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 3: TOPIC 1: Communication and Terminology for Certification Explaining Past Work Experience for Temporary Certification I LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ explain a procedure in a particular area of automotive service technology know the occupational terminology to describe physical principles as well as AST procedures STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ ♦ formatted texts giving instructions exchanging information COMPETENCIES PRE-TASKS TASK POST TASK ♦ Explaining past experience for a temporary certificate ♦ ♦ Reading Listening/ Speaking ♦ using appropriate verbs to describe procedures ♦ read about requirements for a temporary certificate ♦ explain a procedure in one of the five areas of expertise ♦ n/a ♦ ♦ using occupational terminology in five skills areas to describe experience ♦ do a nontechnical vocabulary (verbs) exercise read a written example of a procedure ♦ 109 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 3 Topic 1 Explaining Past Work Experience for Temporary Certification I FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: describing procedures. Facilitator could provide labelled schematics of auto parts/systems (see Bibliography for resources, particularly the textbook Automotive Mechanics by W.H. Crouse and D.L. Anglin.) Delivery As many copies as necessary should be made of the following handouts: 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. Handout 1 Handout 2 Handout 3 Handout 4 Handout 5 Handout 6 Handout 7 Handout 8 Handout 9 Handout 10 Handout 11 Handout 12 Handout 13 Handout 14 Requirements for a Statutory Declaration (90-day Certificate) Non-technical Vocabulary (Verb) Exercise (2 pages) Engine Components: Example of a Procedure (Optional) Terminology List – Engines Terminology List – Fuel Systems Terminology List – Electrical and Electronic Systems Terminology List – Power Trains Terminology List – Suspension Systems Terminology List – Wheel Alignment, Steering and Suspension Servicing Group 1 – Engine Problems Group 2 – Fuel Systems Problems Group 3 – Electrical and Electronic Systems Problems Group 4 – Power Train Problems Group 5 – Suspension, Steering and Brakes – Diagnosis and Servicing Problems Other Materials Needed: labelled schematics of auto parts/systems STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Methodology Introduction (5 minutes) 1. Indicate to the class that this topic extends over two days. Explain that they will be given opportunities to describe procedures and process related to their trade as it is required for the certification process. Pre-Tasks (10 minutes) (30 minutes) 1. 2. Distribute Handout 1 (requirements for a 90-day certificate), and discuss with class. Distribute Handout 2 and assign non-technical vocabulary (verb) exercise to participants to do in pairs or small groups. Have groups present their answers and correct. Tasks (90 minutes) 1. 2. Divide the class into five groups. For example, if there are twenty participants, there will be four in each group. Designate “expert” groups and assign them word lists and diagrams for their particular area. Group 1 engines Group 2 fuel systems Group 3 electrical systems Group 4 power trains Group 5 suspension, steering and brakes Distribute Handout 3 (optional) as an example of the task. Assign each member of the group the task of explaining one of the following procedures to the rest of the group: a) b) c) d) diagnosing a fault or problem, servicing a part or system, repairing a part or system, or, overhauling a part or system. (Optional) 3. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP If there are more group members than procedures, pair a participant with weaker English skills with one who has stronger English skills. 4. Ask the group members who are listening to the explanations to follow along using their word lists and diagrams, and check off the words on their list as they hear them. Group members may take notes and assist each other at any time if they are having difficulty explaining a procedure. Visit each group to correct pronunciation and stress. Indicate that the class will continue discussing explanations and procedures tomorrow. 5. STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1 Requirements for a Statuatory Declaration (temporary license) 1. 2. 3. 4. 5. Be aware of shop and road hazards and safety rules. Practise the use and maintenance of hand and power tools. Practise the use and maintenance of measuring devices. Practise the use and care of machine shop or shop equipment. Practise welding, cutting, brazing, soldering parts using oxyacetylene and electric arc and soldering equipment. Practice in diagnosing faults and service, repair and overhaul of engines and components. Practice in diagnosing faults and service, repair and overhaul of fuel systems. Practice in diagnosing faults and service, repair and overhaul of electrical systems. Practice in diagnosing faults and service, repair and overhaul of power trains. Practice in diagnosing faults and service, repair and overhaul of suspension, steering and brakes. Removing and replacing major components. 6. 7. 8. 9. 10. 11. STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 (page 1) Non-Technical Vocabulary – Verbs Fill in the blanks with the corresponding verbs: act according to adjusting allows applied backfiring block bolted buzzing coat circulates compressed connect controlled dips disconnected disengaged displays dragging 19. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. The valve _________________ the exhaust to escape. He _________________ pressure to the brakes to make the car stop. _________________ my classmate, the exam is difficult. She had trouble _________________ the tailpipe. Safety goggles _________________ as protection in doing many jobs. If you hear _________________ there could be a problem. Make sure any loose parts are _________________ down before you start. _________________ means a problem in the ignition. Don’t _________________ the entrance or we won’t be able to get in. ______________ the part with oil to make it easier to turn. _________________ air is needed for hydraulic power. _________________ the other jumper cable to the battery. Temperature is __________________ by the thermostat. The fan _________________ air. Power is cut off when its source becomes ____________. The old muffler was _________________ behind the car. Accidents can occur when the brake pedals become ______________. The mercury in the thermometer _______________ when it is cold. When the gauge _________________ low pressure, you must add air. STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 (page 2) Non-Technical Vocabulary – Verbs Fill in the blanks with the corresponding verbs: flows indicates idle insulates interlock occur produces prevent purify pushes raises reciprocate reposition restore rotate rub 20. An engine may _________________ if it is not allowed to run in cold weather. 21. A low fuel reading ________________ it is time to add fuel. 22. If you ________________ the two parts, they will not come apart. 23. Like water, an electrical current also _________________ 24. Rubber _________________ electrical wires. 25. You can _________________ accidents if you are careful. 26. Catalytic converters attempt to ________________ exhaust before it enters the atmosphere. 27. Accidents will _________________ if you are not careful. 28. The addition of a spark to fuel ________________ ignition. 29. An object _________________ another object when it applies force toward it. 30. It is a good idea to _________________ tires a few times a year as part of a 12-point inspection. 31. Parts move so you should _________________ them in their original place. 32. Wheel alignment lets you _________________ alignment to the manufacturer’s specifications. 33. The brake lining should _________________ against the brake shoe. 34. Increased motion of electrons __________________ the temperature. 35. Pistons __________ in an up-and-down motion in a cycle. STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 2 (page 1) Non-Technical Vocabulary – Verbs Fill in the blanks with the corresponding verbs: act according to adjusting allows applied backfiring block bolted buzzing coat circulates compressed connect controlled dips disconnected disengaged displays dragging 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. The valve He allows the exhaust to escape. applied pressure to the brakes to make the car stop. my classmate, the exam is difficult. adjusting act the tailpipe. According to She had trouble Safety goggles If you hear as protection in doing many jobs. , there could be a problem. bolted down before you start. buzzing Make sure any loose parts are Backfiring Don’t Coat block means a problem in the ignition. the entrance or we won’t be able to get in. the part with oil to make it easier to turn. air is needed for hydraulic power. the other jumper cable to the battery. controlled air. disconnected . by the thermostat. Compressed Connect Temperature is The fan circulates Power is cut off when its source becomes The old muffler was dragging behind the car. disengaged_ . Accidents can occur when the brake pedals become The mercury in the thermometer When the gauge displays dips when it is cold. low pressure, you must add air. STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP STIC Automotive Service Technician 18 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 2 (page 2) Non-Technical Vocabulary – Verbs Fill in the blanks with the corresponding verbs: 20. 21. 22. 23. 24. 25. 26. produces prevent purify pushes raises reciprocate reposition restore rotate rub 27. 28. 29. 30. An engine may A low fuel reading If you interlock idle if it is not allowed to run in cold weather. it is time to add fuel. flows indicates idle insulates interlock occur indicates the two parts, they will not come apart. flows . Like water, an electrical current also Rubber You can insulates prevent electrical wires. accidents if you are careful. purify exhaust before it enters Catalytic converters attempt to the atmosphere. Accidents will occur if you are not careful. produces ignition. The addition of a spark to fuel An object pushes another object when it applies force toward it. rotate tires a few times a year as part of a It is a good idea to 12-point inspection. 31. 32. Parts move so you should Wheel alignment lets you specifications. The brake lining should reposition restore them in their original place. alignment to the manufacturer’s 33. 34. 35. rub against the brake shoe. raises the temperature. Increased motion of electrons Pistons reciprocate in an up-and-down motion in a cycle. STIC Automotive Service Technician 19 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 (Optional) Engine Components: Example of procedure Investigating a driveability problem Problems in the fuel system cause driveability complaints such as difficulty starting, hesitation and jumping ahead or surging. When you disconnect a fuel line, always cover the connections with a shop towel to soak up any gasoline that spurts out. Wipe up any fuel and put the towels outside to dry. 1. When there is a driveability problem, check the malfunction-indicator light in the vehicle instrument panel. If the light is not on, the first step in trouble diagnosis is to make a visual inspection. With the engine off, check the engine compartment for possible fuel or air leaks. A fuel odor indicates a leak. Examine all fuel-line connections from the fuel pump to the fuel injectors. Install new seals as necessary and replace any defective hoses. Running a finger over the leak area may cover the hole and stop the noise. Spraying soapy water over a suspected leak area may temporarily seal the leak and cause an increase in engine speed. Use a stethoscope to locate a vacuum leak. Remove the sound drum and probe from the stethoscope. Then use the open end of the hose to find the leak. Look for any obviously broken parts. Check for loose clamps, connectors and fasteners. Determine that all leads, lines, and hoses are properly routed and securely attached. Correct hose routing is usually shown on the vehicle emission control information (VECI) label. Hoses must not be brittle or cracked. Look for signs of excess heat, leakage and rubbing. If possible, operate the system components by hand to check for full movement and smooth operation. When released, the components should return to their “at rest” position. If no cause of trouble is found during a visual inspection, check the ECM memory for stored trouble codes. 2. 3. 4. 5. 6. STIC Automotive Service Technician 20 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4 Terminology List – Engines ♦ absolute vacuum ♦ atmospheric pressure ♦ bottom dead centre ♦ combustion chamber ♦ internal combustion ♦ nitrogen oxides ♦ top dead centre ♦ barometer ♦ carbon ♦ hydrocarbon ♦ piston ♦ valve train ♦ vacuum ♦ diaphram ♦ fluids ♦ humidity ♦ mercury ♦ hydrogen ♦ valve ports ♦ vacuum pump ♦ carbon monoxide ♦ coil thermostat ♦ cylinder head ♦ free oxygen ♦ thermostat ♦ vacuum gauge ♦ atmospheric pollutants ♦ bellows ♦ gravity emission controls Engine Diagnostics and Servicing ♦ adjusting shim ♦ assembly lubricant ♦ camshaft endplay ♦ combination square ♦ dowel pins ♦ dye penetrant ♦ interference angle ♦ keeper groove ♦ leak-down test ♦ needle bearings ♦ sleeve bearings ♦ small-hole gauge ♦ squareness ♦ steam-cleaning ♦ tappet collapser ♦ valve spring shim ♦ valve-seat grinder ♦ valve-spring tester ♦ conical valve springs ♦ formed-in-place gaskets ♦ lifter leak-down rate ♦ progressively wound springs ♦ tappet/lash adjustment heel ♦ torque-angle gauge ♦ torque-to-yield head bolts ♦ valve trouble-diagnosis chart ♦ valve-guide bushing ♦ valve-refacing machine ♦ valve-seat runout gauge ♦ valve-spring compressor ♦ valve-spring installed height ♦ valve-spring seat ♦ valve-spring tension ♦ valve-stem collapser ♦ valve-stem height gauge ♦ chamfer ♦ chuck ♦ collet ♦ eccentricity ♦ free length ♦ gasket ♦ head stands ♦ initial setting ♦ jet valve ♦ knurling tool ♦ pilot shaft ♦ reamer ♦ stud puller ♦ tension ♦ timing belt ♦ valve adjustment ♦ wear-mated ♦ magnetic particle crack detector STIC Automotive Service Technician 21 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 5 Terminology List – Fuel Systems ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ accelerator pedal ♦ active exhaust system air-aspirator valve ♦ charcoal canister analog gauges ♦ distributorless ignition system crossover pipe ♦ drive-by-wire system digital fuel gauge ♦ dual exhaust system exhaust manifold ♦ dual-mode muffler exhaust pipe ♦ thermostatic air cleaner exhaust ports ♦ electronic fuel injection filter separator ♦ electronic noise control fuel-vapor pipe ♦ electronic throttle control heat-control valve ♦ fuel-level indicator ignition system ♦ fuel-pump relay induction noise ♦ instrument voltage regulator inertia switch ♦ pressure-relief valve intake manifold ♦ primary and secondary runner lubricating system ♦ remote-mounted air cleaner pick up tube ♦ rollover check valve thermal fuel gauge ♦ tuned induction system traction control ♦ vacuum relief valve tuning venturi ♦ vapor-return line vacuum motor ♦ variable induction system vapor separator ♦ voltage limiter low-fuel variable resistor ♦ ram air cleaner warning light ♦ throttle-body injection evaporative emission control system ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ backpressure battery carburetor catalysts distributor distributor cap drive belt flame arrestor fuel gauge fuel injectors header ignition coil in-line tank intake valve muffler nozzle oil pan oil pump resonator rotor sending unit spark plug starter relay port injection Electronic Fuel-Injection Systems ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ airflow sensor plate air-fuel ratio hall-effect switch limp-in code look-up tables Mono-Jetronic open loop pressure regulator pulse width spray orifices stoichiometric ratio thermistor thermo-time switch variable resistor throttle-position sensor ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ coolant-termperature sensor ♦ closed loop crankshaft-position sensor ♦ cold start valve electronic control unit ♦ deenergized engine-speed sensor ♦ duty cycle flooding ♦ heated film hot-wire induction ♦ L-Jetronic limited operation strategy chip ♦ mass air flow malfunction-indicator light ♦ oxygen sensor manifold absolute pressure gauge ♦ potentiometer motronicidle-air-control valve ♦ vane single and duel-spray injectors ♦ solenoid solenoid-operated fuel injector ♦ transducer speed-density feeding K and KE-Jetronic fuel-injection system ♦ power-steering switch simultaneous injection STIC Automotive Service Technician 22 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 6 Terminology List – Electrical and Electronic Systems ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ bimetal thermostat ♦ alternating currents cartridge fuse ♦ blade fuse case ground ♦ circuit breakers cathode-ray tube ♦ difference of potential electric charging system ♦ digital storage osciolloscope conductors ♦ electric starting motor electrons digital logic probe ♦ electromotive force electric circuit ♦ electronic circuit tester electromagnetism ♦ electrostatic discharge jumper fuse block/panel ♦ fused jumper wire fusible link ♦ ground lead ground circuit ♦ ground-return system insulated circuit ♦ horseshoe magnets microprocessor ♦ KAM keep-alive memory open circuit ♦ negative/positive charges positive lead ♦ permanent magnets semiconductor ♦ printed circuits solid-state ♦ RAM random access memory starting cable ♦ ROM read only memory tungsten wire ♦ self-powered test light volatile/nonvolatile ♦ short circuit wiring harness ♦ waveform PROM programmable read only memory ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ammeter amperes bar magnets diodes filament insulation insulators load rating magnetic field nucleus ohmmeter ohms one-wire orbit oscilloscope poles sensing unit short circuit torque voltage (volts) voltmeter wire Ignition-system Diagnosis and Service ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ antibackfire valve ♦ air-injection system ♦ breakout box ♦ back-probing connectors ♦ cross-firing ♦ electronic spark timing circuit ♦ DSI adapter ♦ knock signal ♦ idle solenoid ♦ no distributor reference pulse ♦ offset selector ♦ oscilloscope patterns ♦ parade/display ♦ seat-cleaning tool ♦ pattern pickup ♦ secondary input ♦ primary trigger ♦ set-timing connector ♦ spark advance ♦ setting the ignition timing ♦ spark knock ♦ spark-plug socket ♦ spark line ♦ spark-plug thread chaser ♦ timing marks ♦ timing probe receptacle ♦ vehicle emission control information ♦ spark-plug magnetic timing tester stroboscopic timing light ♦ boot puller backfire firing voltage knock retard locating slot oscillation preignition raster spark test superimposed test jacks trigger pickup triggering test silicone grease STIC Automotive Service Technician 23 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 7 Terminology List – Power Trains ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ automatic-transmission oil backup-light switch detent groove dual-range transaxle extreme pressure maindrive/clutch gear range-selector lever reverse-idler gear reverse-sliding gear selector synchronizer speedometer driven gear synchromesh transmission vehicle-speed sensor ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ cluster gear ♦ clutch ♦ external linkage clutch pedal ♦ driveshaft ♦ gear set/train countergear ♦ gear oil ♦ input high gear differential ♦ gears ♦ interlock plate gearboxes ♦ halfshafts ♦ interlock shuttle mineral oil ♦ oil seals ♦ selector cable pinion gear ♦ overdrive ♦ shift cable speedometer ♦ ring gear ♦ synchronizer hub synchronizer ♦ shift forks ♦ synchronizer rings synthetic oil ♦ shift lever ♦ transfer cases transmission ♦ transaxle ♦ viscous coupling viscosity ♦ synchromesh-transmission fluid input low gear fifth-gear shaft assembly Manual Transmission Diagnosis and Servicing ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ defective synchronizer differential side bearings engine-support fixture holding fixture post-repair road test power-train mount roller-bearings shift-linkage adjustment ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ball-bearings broken teeth crossmember demagnetizer gear clash grating noise index marks rubber mount ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ball cage boot CV joints growl road test slip yoke spin test whine ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ brinelled bearing defective bearing external trouble hydraulic mount internal trouble periodic clunk transmission jack wheel bearings Automatic Transmissions and Transaxle Diagnosis and Servicing ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ torque-converter-clutch ♦ line-pressure tran ♦ output shaft transmission I.D. number ♦ oxidized fluid turbine-speed sensor ♦ pressure test ultraviolet leak detector ♦ scan tool variable-force solenoid ♦ spline count vehicle-speed sensor ♦ trouble code transmission-oil temperature shift solenoids electronic-transmission tester ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ adjustment ♦ adjustmentflaring dipstick ♦ air-pressure test stall test ♦ band adjustment tachometer ♦ kickdown-linkage test plates ♦ lockup solenoid underdrive ♦ running changes upgrade ♦ single-point repair powertrain-control module STIC Automotive Service Technician 24 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 8 Terminology List – Suspension Systems ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ assist spring ♦ active suspension system brake-reaction rod ♦ antiroll bar/rear stabilizer bar front-end dive ♦ automatic level control gyroscope ♦ double-wishbone coil spring height sensor ♦ electronic level control hydraulic actuators ♦ electronic ride control hydraulic fluid ♦ four-wheel steering magnetic sensors ♦ height-adjustment bolt rebound clips ♦ independent rear suspension rubber bumpers ♦ linear-rate spring shock absorbers ♦ longitudinal torsion bars sonar sensor ♦ modified MaPherson strut spring hanger ♦ rear-end torque spring oscillation ♦ road-surface sensor spring rate ♦ single/double-acting actuators spring tower ♦ single/multi-leaf springs sprung weight ♦ spring-assisted shock absorbers steering gear ♦ steering knuckle arms stabilizer steering knuckle ♦ tapered-plate leaf spring steering linkage ♦ track rod/Panhard rod torsion bar springs ♦ transverse leaf spring trim height ♦ transverse torsion barskingpin unsprung weight ♦ variable damping suspension wheel bearings ♦ variable-damping strut wheel hub ♦ variable-rate springs shock-absorber-and-strut assembly ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ aerates air bag air dryer air shocks air springs air struts ball joint body roll coil springs control arm master leaf override rear-end squat road shocks servo valve spindle spring eyes spring seats spring shackle springs sway bar tie rods trailing arms U bolts yaw sensor Steering Systems ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ camber (tire wear angle) electronic variable orifice front-end geometry pitman arm pitman-arm shaft power-steering load rack-and-pinion steering steering column suspension height toe-control links turning radius vehicle centreline ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ collapsible steering column electronic power steering intermediate steering shaft parallelogram steering linkage power-steering pressure switch power-steering-fluid cooler pressure hose and return hose recirculating-ball steering gear scrub radius (steering offset) steering-axis inclination setback wheel-alignment angularity worm-and-roller steering ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ cam ring caster pivot lever return guides rotary valve sector gear steering arms steering shaft thrust angle toe torque sensor STIC Automotive Service Technician 25 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP ♦ self-aligning steering wheel ♦ variable-ratio steering ball sockets STIC Automotive Service Technician 26 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 9 Terminology List – Wheel Alignment, Steering and Suspension Servicing ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ bounce test cam bolt feathered edge handling problems hard steering individual toe level morning sickness overcentre preload retainer short rack steering kickback ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ brake-pedal depressor dry-park check ♦ attitude camber-caster gauge ♦ leaks foul-wheel aligner ♦ noise heads/sensor ♦ rack yoke hub-and-bearing assembly ♦ returnability MacPherson strut spring compressor ♦ shimmy noise, vibration, harshness (NVH) ♦ tire conicity rack-yoke clearance ♦ toe-in wear spindle-support rod ♦ total toe suspension switch ♦ tramp worm-bearing preloadrack bushing ♦ wander non-serviceable/serviceable MacPherson strut Brakes ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ adjuster spring ♦ adjusting-screw retracting spring ♦ ABS relay adjusting lever ♦ antilock brake system (ABS) ♦ accumulator adjusting screw ♦ anti-lock braking system ♦ air brakes apply piston ♦ ANTILOCK warning light ♦ anchor pins brake release ♦ brake warning light ♦ brake drum cable guide ♦ brake-shoe return springs ♦ brake fluid deceleration sensor ♦ composite master cylinder ♦ brake lining dual braking system ♦ dual-proportioning valve ♦ brake release dual master cylinder ♦ electric brakes dry friction ♦ brake shoes duo-servo brakes ♦ fixed-caliper disc brake ♦ brakelights floating caliper ♦ fluid-level sensor ♦ disc foundation brakes ♦ front-rear split diagonal split ♦ double flare friction of motion ♦ height-sensing proportional valve ♦ drum friction of rest ♦ hydraulic brake booster ♦ exciter ring hold-off valve ♦ independent parking brakes ♦ hygroscopic hydraulic pressure ♦ integral master cylinder ♦ input rod leading-trailing brakes ♦ integral parking brake ♦ leading shoe low-drag brake caliper ♦ isolation valve solenoid valves ♦ outboard shoe low-fluid-level sensor ♦ kinetic friction brake lines ♦ pedal reserve master cylinder ♦ master-cylinder pushrod ♦ power piston output piston ♦ metering valve proportioning valve ♦ proportioner primary shoe ♦ parking brakes hydraulic brakes ♦ reaction disc replenishing port ♦ quick-takeup master cylinder ♦ rear housing secondary shoe ♦ quick-takeup master cylinder ♦ return springs self-adjusters ♦ residual check valves ♦ rotor sliding caliper ♦ residual line pressure ♦ service brakes stoplight switch ♦ residual line pressure ♦ static friction wear indicator ♦ seal-deflection piston retraction ♦ tone ring vacuum brake booster ♦ wheel cylinder trailing shoe ♦ vent port transmission-mounted parking brakes ♦ rear disc brake parking brake cable STIC Automotive Service Technician 27 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP ♦ high efficiency particulate air (HEPA) filter STIC Automotive Service Technician 28 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 10 Group 1 – Engine Problems As a group, answer the questions below. What should you do if the engine: 1. 2. 3. 4. 5. 6. won’t crank? cranks slowly but will not start? cranks at normal speed but will not start? runs but misses in one cylinder? runs but misses in different cylinders? is sluggish, stumbles, lacks power, acceleration, or high-speed performance; hot or cold? lacks power, acceleration, or high-speed performance; hot only? same as 7, but cold only? overheats? idles roughly? 7. 8. 9. 10. STIC Automotive Service Technician 29 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 11 Group 2 – Fuel System Problems As a group, answer the questions below. 1. Explain how to perform a visual inspection of the fuel system, and describe the indications of a fuel leak. 2. What does a pressure drop tell you about the condition of the pressure regulator and the fuel injectors? 3. Explain how taking a photo or using a recorder helps to diagnose intermittents. 4. On a car with digital fuel-injection, explain how to make an on-board computer-system diagnosis. 5. How can the fuel-gauge tank unit be tested without removing it from the vehicle? 6. What can the ECM detect? STIC Automotive Service Technician 30 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 12 Group 3 – Electrical and Electronic System Problems As a group, answer the questions below. 1. List the components of a wiring circuit and describe the job of each. 2. Describe how to repair each type of circuit-protection device. 3. Explain how the connections to the battery positive terminal and negative terminal are shown on a wiring diagram. 4. What precautions do you take when the parts package has an eletrostatic discharge sensitive label? 5. How much current flows through the circuit if the battery voltage is 12.6 and the resistance is 2.38 ohms? 6. What does the colour of the insulation wire identify? 7. Describe the three basic electric circuit problems. STIC Automotive Service Technician 31 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 13 Group 4 – Power Train Problems What should you do if: 1. It’s difficult to shift the transmission into gear? 2. The transmission sticks in gear? 3. The transmission jumps out of gear? 4. Gears clash when shifting? 5. The transmission is noisy in gear? 6. Noise is the same in transaxle when drive or coasting? 7. Noise changes on different types of road? 8. Noise tone lowers as car speed is lowered? 9. Noise is produced with engine running, whether vehicle is stopped or moving? 10. Knock occurs at low speeds? STIC Automotive Service Technician 32 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 14 Group 5 – Suspension, Steering and Brakes – Diagnosis and Servicing Problems Answer the following questions as a group. 1. What is a “dry-park check” and how is it made? 2. Describe how to check and adjust wheel bearings. 3. What is a “short rack” and how is it installed? 4. Explain how to replace a MacPherson strut. 5. What are the advantages of a four-wheel alignment? 6. What is the difference between the friction of rest and the friction of motion, and which provides better braking? 7. Explain how a hydraulic system uses the incompressibility of a liquid to transfer force and motion? 8. How does the dual braking system provide an important safety feature? STIC Automotive Service Technician 33 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 3: TOPIC 2: Communication and Terminology for Certification Explaining Past Work Experience for Temporary Certification II LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ explain a procedure in a particular area of automotive service technology know the occupational terminology to describe physical principles as well as AST procedures STIC Automotive Service Technician 34 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ exchanging information giving/following instructions COMPETENCIES PRE-TASKS TASK POST TASK ♦ Explaining past experience for a temporary certificate ♦ Listening/ Speaking ♦ exchanging information asking clarification questions ♦ n/a ♦ ♦ ♦ ♦ Writing ♦ unformatted text ♦ sharing and conveying information from previous group work and prior knowledge answer questions based on previous group work and prior trade knowledge ♦ present answers to questions 131 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 3 Topic 2 Explaining Past Work Experience for Temporary Certification II FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: describing procedures. Delivery You should make 1 copy of the following handouts for each group: 39. Handout 1a - All groups (questions) 40. Handout 1b - All groups (questions) 41. Handout 1c - All groups (questions) Methodology Tasks (120 minutes) 1. Re-configure five new groups from the previous lesson so that there is one member from each original group. (That means there will be one “expert” from each of the previous groups.) Distribute to each group member Handout 1a-c:the problem they must solve together. As well distribute all of the vocabulary handouts except for the one they received in the previous lesson. Group members must negotiate the correct answers, then either appoint a recorder to write the answers on the sheet or each take turns writing down answers. (It is important that all group members participate in negotiating the answers as each of them will have knowledge specific to their grouping from the previous lesson.) 3. STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP 4. 5. Group members should also be advised to take notes as it is important that they become knowledgeable in all areas. Visit each group to ensure that learners are getting a chance to speak and that none are dominating. Tasks (60 minutes) 1. When participants finish their tasks, have each group present their answers to the rest of the class. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1a 1. What is engine trouble and where can it be found in the engine? 2. Explain what a self-diagnostic system cannot tell you. 3. List three types of exhaust smoke, and the causes of each. 4. What does low oil pressure indicate, and what are its causes? 5. Describe five types of engine noise, and how to locate and correct each. 6. What two fuel systems are used with spark-ignition engines? 7. Where is the electric fuel pump located and what purpose does it serve? STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1b 1. What is the purpose of the throttle valve? 2. Describe the composition of an intake manifold and its function. 3. What is the purpose of the crossover pipe in the dual exhaust system? 4. What are all of the functions of the automotive electrical system? 5. Describe the two types of fuses used in automobiles. 6. With what instrument should you measure a voltage that is fluctuating or pulsating? 7. How can you identify the common point in an electric circuit? STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1c 1. Where is the fusible link and what is its purpose? 2. What is the importance of roadtesting the car with the customer? 3. Describe how to road test a vehicle to locate manual-transaxle and drivetrain noise? 4. How can you identify differential noise and wheel-bearing noise in a frontwheel-drive vehicle? 5. Explain how to clean and inspect manual-transmission parts. 6. Describe how to inspect ball and roller bearings. STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 3: TOPIC 3: Communication and Terminology for Certification Writing a Multiple Choice Exam LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ ♦ be familiar with all of the requirements of the Certificate of Qualification Interprovince exam determine the most correct answer amongst a number of answers write a test required for a certification STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ exchanging information suasion formatted text COMPETENCIES PRE-TASKS TASK POST TASK ♦ Writing a multiple choice exam ♦ Listening/ Speaking ♦ ♦ ♦ ♦ Writing Reading ♦ scanning for specific information applying process of elimination to determine an answer ♦ ♦ practise writing a multiple choice test using strategies justify answers ♦ write a one hour mini-test ♦ assess the test ♦ ♦ justifying a correct answer by giving reasons 138 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 3 Topic 3 Writing a Multiple Choice Exam FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: using occupational terminology to describe physical principles as well as AST principles, and isolating the most correct answer amongst a number of answers. Delivery As many copies as necessary should be made of the following handouts: 42. Handout 1 - How to write a multiple choice exam 43. Handout 2 - Sample Practice Test 44. Handout 3 - Practice Test (5 pages) Methodology Introduction 1. Explain to the class that the terminology in this lesson will be presented and practised within a functional language context: using occupational terminology to describe physical principles as well as AST principles, and isolating the most correct answer amongst a number of answers. Pre-tasks (25 minutes) (30 minutes) 1. 2. Using Handout 1, “teach” the class how to write a multiple choice exam. Distribute “practice” text, Handout 2 and have participants complete it in small groups. STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP (40 minutes) 3. Have groups present their answers, giving reasons why they chose certain answers over others. Take up answers with the participants. Tasks (60 minutes) 1. Give the participants a sample multiple choice mini-test for one hour. Post tasks (20 minutes) 1. Go over the answers with participants using the Facilitator’s Guide. Or prepare an answer sheet for the participants to assess themselves on their own. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1: How to Write a Multiple-Choice Exam: Writing a multiple choice exam requires isolating the most correct answer from a number of answers. Usually four choices are given. Of the four, one is obviously wrong. Another is possibly right, but probably not, while the third and fourth are very similar. It will be easy to detect the obviously wrong one, so eliminate it first. Secondly, concentrate on eliminating the answer that could be right, but probably isn’t. Then your choice is limited to only two answers. For example, A brake lining: a) comes into contact with the drum when the brake is applied. b) comes into contact with the disc attached to the wheel hub when the brake is applied. c) is the curved metal part of a drum brake to which the disc is attached. d) is made of asbestos. In this example, b) may be correct, but upon closer examination, it is confused with the brake drum. While d) may be true, it is not necessarily true, and c) is wrong because it obviously confuses a brake lining with a brake shoe. Therefore, a) is the correct answer. Likewise, there may be questions that ask for ALL OF THE ABOVE or NONE OF THE ABOVE. For example, A wrench is a tool that: a) grips a bolt. c) comes in a variety of shapes and sizes. b) d) tightens or loosens objects. all of the above. In this example, all of the above answers apply to the tool known as a wrench. Sometimes, however, there are tricks in the question. For example, two are correct but the third isn’t. For example, A wrench is a tool that: a) grips a bolt. c) is used to strike objects. b) d) tightens or loosens objects. all of the above. In this case, while a wrench might be used to strike objects, this is not its intended purpose. Therefore, d) cannot be the correct answer. Likewise, watch for the same trick in NONE OF THE ABOVE questions. For example, A screwdriver is a tool that: a) bores holes. c) is used to secure a screw into place. b) d) is used to grip an object. none of the above. In this case, a) and b) are obviously incorrect; however, c) is correct, and therefore, the correct answer. Also, pay close attention to HOW the question is worded. There may be just one word in the question that changes the meaning of the sentence. For example, The following are all of the different types of screwdrivers. Circle True or False. a) Phillips b) ratchet c) right-angled d) Benson While it is true that a), b) and c) are ALL names of screwdrivers, they are not ALL the types of screwdrivers that exist. Therefore, the answer is FALSE. STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2: Practice Questions: In a group, negotiate the answers to the following multiple choice questions. For each, make sure you can explain why you chose one answer over the others. 1. The engine produces power by the: a) b) c) d) 2. rotation of the crankshaft valve action combustion pressure pushing on pistons up-and-down movement of pistons Catalytic converters are required on: a) some cars made after 1970 b) c) d) all cars made after 1970 some cars made before 1981 all cars made before 1981 3. Power leaves the transmission section of a manual transaxle through a: a) b) c) d) pinion gear ring gear cluster gear countergear 4. Before working on brakes, use a special vacuum cleaner with a HEPA filter to: a) b) c) remove the asbestos dust blow the dust off the parts prevent contaminants in the air from damaging the brakes STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 2 Practice Questions: In a group, negotiate the answers to the following multiple choice questions. For each, make sure you can explain why you chose one answer over the others. 1. a) b) c) d) 2. a) b) c) d) 3. a) b) c) d) 4. a) b) c) The engine produces power by the: rotation of the crankshaft valve action combustion pressure pushing on pistons up-and-down movement of pistons Catalytic converters are required on: some cars made after 1970 all cars made after 1970 some cars made before 1981 all cars made before 1981 Power leaves the transmission section of a manual transaxle through a: pinion gear ring gear cluster gear countergear Before working on brakes, use a special vacuum cleaner with a HEPA filter to: remove the asbestos dust blow the dust off the parts prevent contaminants in the air from damaging the brakes STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 - Test (page 1) Part 1: 1. Electrical, Electronic and Vacuum Control Systems Electrons flowing in the same direction are called: a) a nucleus b) magnetism c) voltage d) electric current Voltage is: a) current flow b) resistance to current flow c) electrical pressure d) amperes flow All of the following are true about resistance in a cable EXCEPT: a) resistance decreases with increasing temperature b) resistance decreases with larger diameter c) resistance increases with increasing length d) resistance increases with increasing temperature Technician A says according to Ohm’s law more current will flow if the voltage increases. Technician B says more current will flow if resistance increases. Who is right? a) A only b) B only c) A and B d) neither A nor B 2. 3. 4. Part 2: 1. Fuel Systems The two fuel systems used with spark-ignition engines are: a) carburetor and diesel b) fuel injection and diesel c) port and throttle body STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP d) fuel injected and carbureted STIC Automotive Service Technician 18 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 (page 1) Part 1: 1. a) b) c) d) 2. Electrical, Electronic and Vacuum Control Systems a nucleus magnetism voltage electric current Electrons flowing in the same direction are called: Voltage is: a) b) c) d) current flow resistance to current flow electrical pressure amperes flow 3. All of the following are true about resistance in a cable EXCEPT: a) b) c) d) resistance decreases with increasing temperature resistance decreases with larger diameter resistance increases with increasing length resistance increases with increasing temperature 4. Technician A says according to Ohm’s law more current will flow if the voltage increases. Technician B says more current will flow if resistance increases. Who is right? a) b) c) d) A only B only A and B neither A nor B Part 2: 1. a) b) c) d) Fuel Systems carburetor and diesel fuel injection and diesel port and throttle body fuel injected and carbureted The two fuel systems used with spark-ignition engines are: STIC Automotive Service Technician 19 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 - Test (page 2) Part 3: 1. Braking Systems In a duo-servo brake, the secondary shoe is worn more than the primary shoe. This indicates: a) b) c) d) stuck pistons in the wheel cylinder normal operation failure of the shoe to self-energize a defective brake drum 2. Disc brakes self-adjust when the lining wear allows the piston to: a) b) c) d) contact the disc slide outward through the seal cause seal deflection reposition the seal groove in the caliper 3. The rear disc brake with an integral parking brake has: a) b) c) d) two shoes in a hub-mounted drum brake a small brake drum mounted on the rear-axle halfshaft a piston that can be operated hydraulically or mechanically a separate fluid reservoir for the parking brake STIC Automotive Service Technician 20 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 (page 2) Part 3: 1. Braking Systems In a duo-servo brake, the secondary shoe is worn more than the primary shoe. This indicates: a) b) c) d) stuck pistons in the wheel cylinder normal operation failure of the shoe to self-energize a defective brake drum 2. Disc brakes self-adjust when the lining wear allows the piston to: a) b) c) d) contact the disc slide outward through the seal cause seal deflection reposition the seal groove in the caliper 3. The rear disc brake with an integral parking brake has: a) b) c) d) two shoes in a hub-mounted drum brake a small brake drum mounted on the rear-axle halfshaft a piston that can be operated hydraulically or mechanically a separate fluid reservoir for the parking brake STIC Automotive Service Technician 21 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 - Test (page 3) Part 4: 1. Internal Combustion Engines The two basic types of internal-combustion engines are the: a) rotary and reciprocating b) pushrod and reciprocating c) spark-ignition and compression-ignition d) gasoline and spark-ignition The two basic types of piston engines are the: a) piston and reciprocating b) reciprocating and rotary c) reciprocating and pushrod d) rotary and spark-ignition 2. Part 5: 1. Steering and Suspension Systems A right front wheel has too much negative caster. The result will be: a) a feathered edge on the inside of the tire tread b) a feathered edge on the outside of the tire tread c) pulling to the right d) pulling to the left Part 6: 1. Emission Control and Exhaust Systems The crossover pipe in the dual exhaust system: a) increases engine power b) strengthens the pipes c) helps reduce noise d) feeds exhaust gas into the catalytic converter Backfiring in the exhaust system is caused by: a) a rich mixture in the exhaust gas b) a lean mixture in the exhaust gas c) low fuel-pump capacity 2. STIC Automotive Service Technician 22 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP d) disconnected air-cleaner vacuum hose STIC Automotive Service Technician 23 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 (page 3) Part 4: 1. Internal Combustion Engines The two basic types of internal-combustion engines are the: a) rotary and reciprocating b) pushrod and reciprocating c) spark-ignition and compression-ignition d) gasoline and spark-ignition 2. The two basic types of piston engines are the: a) piston and reciprocating b) reciprocating and rotary c) reciprocating and pushrod d) rotary and spark-ignition 3. Part 5: 1. Steering and Suspension Systems A right front wheel has too much negative caster. The result will be: a) a feathered edge on the inside of the tire tread b) a feathered edge on the outside of the tire tread c) pulling to the right d) pulling to the left Part 6: 1. Emission Control and Exhaust Systems The crossover pipe in the dual exhaust system: a) increases engine power b) strengthens the pipes c) helps reduce noise d) feeds exhaust gas into the catalytic converter Backfiring in the exhaust system is caused by: a) a rich mixture in the exhaust gas b) a lean mixture in the exhaust gas c) low fuel-pump capacity d) disconnected air-cleaner vacuum hose 2. STIC Automotive Service Technician 24 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP STIC Automotive Service Technician 25 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 - Test (page 4) Part 7: 1. Automatic Transmissions The Simpson planetary gearset has all the following EXCEPT: a) b) c) d) one sun gear two sets of planet pinions two internal gears long and short planet pinions Part 8: 1. Manual Transmission When the gear ratio through the transmission is 1:1, the transmission is in: a) b) c) d) overdrive direct drive underdrive neutral STIC Automotive Service Technician 26 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 (page 4) Part 7: 1. a) b) c) d) Automatic Transmissions one sun gear two sets of planet pinions two internal gears long and short planet pinions The Simpson planetary gearset has all the following EXCEPT: Part 8: 1. a) b) c) d) Manual Transmission overdrive direct drive underdrive neutral When the gear ratio through the transmission is 1:1, the transmission is in: STIC Automotive Service Technician 27 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 - Test (page 5) Part 9: 1. a) b) c) d) Part 10: 1. Differentials, Drive Shafts, Drive Lines all the torque goes to the spinning wheel the differential side gears become locked to the case the ring gear is held stationary the pinion gears are demeshed from the side gears Work Practices, Safety In a limited-slip differential, when one wheel starts to spin: The most common cause of accidents in the shop is: a) b) c) d) defective parts failure to follow instructions defective equipment faulty workmanship Part 11: 1. Cooling Systems, Climate Control The purpose of the cooling system is to: a) b) c) d) prevent the coolant from boiling prevent the coolant from freezing keep the engine running as cool as possible keep the engine running at its most efficient operating temperature Part 12: 1. Body Hardware and Trim Body construction consists of: a) b) c) d) body-and-frame unitized body or unibody space frame all of the above STIC Automotive Service Technician 28 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 3 (page 5) Part 9: 1. a) b) c) d) Differentials, Drive Shafts, Drive Lines all the torque goes to the spinning wheel the differential side gears become locked to the case the ring gear is held stationary the pinion gears are demeshed from the side gears In a limited-slip differential, when one wheel starts to spin: Part 10: 1. Work Practices, Safety The most common cause of accidents in the shop is: a) b) c) d) defective parts failure to follow instructions defective equipment faulty workmanship Part 11: 1. Cooling Systems, Climate Control The purpose of the cooling system is to: a) b) c) d) prevent the coolant from boiling prevent the coolant from freezing keep the engine running as cool as possible keep the engine running at its most efficient operating temperature Part 12: 1. Body Hardware and Trim Body construction consists of: a) b) c) d) body-and-frame unitized body or unibody space frame all of the above STIC Automotive Service Technician 29 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 2: TOPIC 1: Communication and Terminology for Work Search Explaining Past Experience and Writing a Rϑsumϑ LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ describe past work experience write a first draft of a rϑsumϑ STIC Automotive Service Technician 30 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ unformatted text ♦ formatted text COMPETENCIES PRE-TASKS TASK POST TASK ♦ Explaining past experience and writing a rϑsumϑ ♦ ♦ Writing Reading ♦ using action statements to describe past experience ♦ fill in chart to describe past work experience ♦ write a first draft of rϑsumϑ ♦ exchange drafts for suggestions by a peer ♦ ♦ understanding format, function and formality requirements of a rϑsumϑ sequencing events in the past make suggestions based on new information distinguish between chronological and functional rϑsumϑ style ♦ ♦ 78 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 2 Topic 1 Explaining Past Experience and Writing a Résumé FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: describing orally and in writing past work experience. Delivery You should make as many copies as needed of the following handouts: 45. Handout 1 - Past Work Experience Sample 46. Handout 2 - Candidate A’s Experience 47. Handout 3 - Sample Rϑsumϑ (2 pages) Terminology List (Optional) Methodology Introduction (20 minutes) 1. Discuss with participants how they looked for work in their home country. If they mention that they used a curriculum vitae (Europe) or a biodata sheet (South Asia), explain the difference between those and the North American résumé. Also mention that very often an employer decides whether or not to interview a candidate in less than the first 10 seconds of looking at a résumé. Pre-Tasks (20 minutes) (30 minutes) 1. 2. Have participants fill in Handout 1 with their past work experience. Use Facilitator’s Notes to teach participants how to discuss past work experience. STIC Automotive Service Technician 79 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP (20 minutes) 3. Have participants, in pairs, look at Handout 2 and have them suggest ways to improve it. Distribute the Terminology List for a variety of verbs. In small groups, have participants discuss Handout 3, a résumé, and suggest how it can be improved (for example, the sample résumé does not feature “References available upon request.” Discuss the advantages of using the Functional résumé style despite the fact that employers prefer the Chronological style. (20 minutes) 4. 5. Task (60 minutes) 1. Have participants write a first draft of their résumé on the computer using as many verbs as they can. Correct spelling, punctuation, grammar and style. Or, depending on the level of the class have participants fill in another copy of Handout 1 using more active verbs. Post Task (20 minutes) 1. Have the participants exchange the drafts of their rϑsumϑ or Handout 1 for comment by a peer. STIC Automotive Service Technician 80 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1 – Past Work Experience Fill in the chart with your past work experience IN YOUR FIELD starting with your most recent job. Use point form only. Do not use “I.” JOB TITLE COMPANY NAME DATE EMPLOYED DUTIES 81 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Describing Past Work Experience When describing work experience, although it is grammatically correct to begin your phrase with the verb “Worked,” your résumé will stand out among a stack of competitors if you use past tense “action” verbs. Not only does it make it seem like you have a more varied work background, it also gives employers the impression that you will be a very “active” employee. For example, to be grammatically correct, your sentence must follow a S + V + O order. However, we do not use the subject “I” when writing a résumé because it is obvious that the whole document refers to our own work experience and not someone else’s. That leaves V + O (noun). To make good action verb statements, simply list the verbs followed by their objects. Therefore, “Duties included rebuilding engines” becomes “Rebuilt engines.” You can make this statement more exciting by adding more information to describe “how” you performed these duties or on which vehicle makes and models. For example, “Rebuilt GM, BMW, Mercedes and Iran National Car engines” Note that there are no periods at the end of these action statements because without a subject, they are not real sentences. These statements are more concise and include necessary information. Looking at Candidate A’s outline of experience might indicate to employers that he didn’t have much responsibility and he didn’t perform a very wide range of duties. An employer might wonder if this person ever dealt with customers, did any body work, or supervised any staff. Is it really that important to keep mentioning Iran National Cars if there aren’t any in Canada? They might also wonder if this foreign-trained person knows all about North American cars. Many mechanics have handled customers. Include it on your résumé. You can demonstrate range of responsibilities by adding more information. It doesn’t hurt to mention the number of cars you handled in a week. Employers who pay by the hour would be anxious to know this. Remember verb statements ALWAYS begin with past tense verbs and if using more than one past tense verb, it must relate to all of the objects in the statement. For example: “Rebuilt many North American car engines including GM, as well as BMW and Mercedes-Benz” Diagnosed (often over the phone) and solved electrical and mechanical problems “ Performed extensive tune-ups including changing the oil, rotating the tires and advising customers on future maintenance” Now re-do your own past experience description using good past tense action statements. STIC Automotive Service Technician 82 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 – Candidate A’s experience JOB TITLE COMPANY NAME DATE EMPLOYED DUTIES Mechanic A&B Auto Repairs October 1987 – ♦ Worked on GM, BMW, Mercedes and Iran National Cars April 1993 ♦ Duties included rebuilding engines, tune-ups, brakes, and dealing with electrical and mechanical problems Mechanic Iran National Company July 1982 – August 1987 ♦ Worked on Iran National Cars ♦ Duties included rebuilding engines, tune-ups, brakes, and dealing with electrical and mechanical problems ♦ Duties included machining drums, rotors grinding crank shafts, camshafts and head gaskets ♦ Worked on electrical problems of autos, wiring, etc. Machine Operator C&D Auto Company April 1978 – July 1982 Assistant Mechanic E&F Electric July 1977 – April 1978 Assistant Mechanic 83 G&H Industrial Company October 1969 – ♦ Worked on auto air conditioners and heaters October 1973 ♦ Duties included charging and recharging air conditioners and repairing auto heaters STIC Automotive Service Technician 34 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 (page 1) Stan Sloan 643 Loring Court Toronto Ontario M6S 4S5 (416) 987-3689 Skilled auto mechanic, familiar with North American and foreign cars. Seeking a position to improve service for customers. Experience MECHANIC Complete Engines, Longwood Avenue, Toronto, Ontario 1993-Present Working extensively on building engines for all North American cars, including installations. Earned award for “hard work” in December 1993. Diagnose car problems for customers via telephone and make preliminary suggestions for repairs. Advise customers of basic car maintenance prior to leaving shop. Operate cash register in owner’s absence. Sammy’s Auto Work, London, Ontario 1992-1993 Worked in garage. Primary accomplishment: Developed indepth knowledge of air conditioning system, including installations and refilling. Provided tune ups, oil changes. Established excellent rapport with customers by accurately assessing the problem and fixing it. Worked on Pontiacs, Chryslers, Fords, GMs, to name a few. Trained new hires. Joe’s Motor, Kitchener, Ontario. 1992 Managed all customer service in owner’s absence, including routine safety checks at gas station. Learned to repair electrical systems and computerized systems for fuel injection cars: traced the problem via computer, then reassembled. Aimed to please the customer. MECHANIC/ FOREMAN SUPERVISOR/ MECHANIC STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 (page 2) ADMINISTRATOR/ ASST. MECHANIC United Nations, Malabo Guinea Equatorial 1989-1991 Scheduled 72 cars on a monthly timetable for United Nation officials and “Project” vehicles (American and Japanese cars). Supervised 21 people, including drivers, cleaners, and security personnel. Delegated assignments relating to bodywork, ignition, transmission, tires, and preventive maintenance. Received and delivered cars to officials. American Embassy, Malabo Guinea Equatorial 1983-1988 Worked on yacht for the American Embassy, fixing small pickup trucks and small cars (Oldsmobile, Pontiac, Fords) in addition to generator plants, and motorcycles for U.S. Government officials. Provided day-to-day care. Affirmed that all cars were performing at maximum level. Handled engine problems, refills, changed brushes, air filters. Clusa Cooperative League, Malabo Guinea Equatorial 1983-1988 Worked as U.S. aide. Company contracted by USA to maintain commercial vehicles transporting food from interior in to Malabo. Serviced GMC bed trucks, pickups (Nissan, Toyota, Mitsubishi, Bedford). Promoted to supervisor in 7 months. Assessed inoperable vehicles brought in by commercial truck drivers. Reassembled and replaced broken parts, tuned suspension system. Checked work for accuracy before vehicles left. SUPERVISOR MECHANIC/ FOREMAN Education National Vocational Training Institute, Accra, Ghana - Certificate: Trade Test, Grade Two 1978-1982 Mercedes Benz G.N.T.C. Technical Institute, Accra, Ghana – Awarded Diploma 1976-1978 STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Adapted from: Blue Collar & Beyond: Rϑsumϑs for Skilled Trades and Services Yana Parker 1994 STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Terminology List Job Search ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ performed supervised analyzed completed prepared improved assisted coordinated delivered developed directed distributed identified planned produced served Occupation-Specific ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ diagnosed inspected tested repaired cleaned tightened maintained installed ordered scheduled built/rebuilt rustproofed operated serviced machined rotated grinded welded adjusted hoisted replaced troubleshot aligned lubricated drilled connected converted gauged wired measured STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 2: TOPIC 2: Communication and Terminology for Work Search Contacting Employers at Work LEARNING OUTCOMES: At the end of this lesson, participants will be able to: ♦ ♦ make a cold call to employers be more aware of pronunciation including rhythm, word and sentence stress STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ exchanging information ♦ suasion COMPETENCIES PRE-TASKS TASK POST TASK ♦ Contacting employers at work ♦ Listening /Speaking ♦ knowing the gambits related to “selling oneself” ♦ make suggestions for improving a cold call ♦ role-play a cold call using own “30 second commercial” ♦ look up employers in Yellow Pages ♦ using correct intonation and stress describing previous experience concisely presenting prepared personal information ♦ write a “30 second commercial” read a model dialogue of a cold call ♦ ♦ ♦ tape calls to employers to set up an appointment to drop off their rϑsumϑ play the taped phone calls for the class to critique ♦ ♦ ♦ using the Yellow Pages 88 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 2 Topic 2 Contacting Employers at Work FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: calling employers for an appointment. Delivery You should make as many copies as needed of the following handouts: 48. Handout 1 Conversation 1 49. Handout 2 Sample Commercial 50. Handout 3 Conversation 2 51. Handout 4 Conversation 3 Other materials needed: phones with taping capabilities or a “pick-up” (available from Radio Shack) to record calls, and tape recorder Methodology Introduction (5 minutes) 1. Ask participants how they feel about talking about themselves. In many cultures it is frowned upon to praise oneself. Because today’s job market is so competitive, explain to the class that it is important to tell employers not only that they are competent, but also that they are “the best person for the job.” Making cold calls to employers is often a very good way to get your résumé to employers who are not currently advertising work opportunities. It also shows employers that you are motivated. The STIC Automotive Service Technician 89 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP objective of the cold call is not necessarily to ‘get a job,’ but rather to make yourself known to employers either for future hiring opportunities or to be referred to other mechanics who are currently hiring. (Remind the participants that for the next lesson, they need to bring in an application form that they have obtained from an employer). Pre-Tasks (10 minutes) 1. Have participants read Handout 1 alone or in pairs and brainstorm as a class what the mechanic could have done to improve the call. Distribute Handout 2 and get a participant to volunteer to read it aloud. Critique volunteer’s pronunciation, intonation and word stress, then give a mini-lesson using Facilitator’s Guide to Handout 2. Have participants write their own “30-second commercial” (to be accommodated on most answering machines) “selling themselves” to employers. Have participants present their commercial to a partner while the partner times them and offers them feedback. Remind them to keep in mind the stress rules; you can even have them underline which syllables are stressed and circle the words in the sentence that are stressed. (In smaller classes, each participant can present it to the rest of the class). Monitor the pairs’ vocabulary as well, ensuring that participants are using opening gambits such as “My name is...” instead of “I am...” (30 minutes) 2. (30 minutes) 3. (20 minutes) 4. Task (30 minutes) 1. 5. In pairs, have participants read Handout 3, then complete Handout 4. Have volunteers perform their version for the class. STIC Automotive Service Technician 90 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Post Task (outside class) 1. Have participants find in the Yellow Pages a garage that isn’t too far away from their home and tape themselves calling them using their commercial to set up appointments to drop off their rϑsumϑ. Play the taped calls in class and get feedback from the participants. (60 minutes) 2. * Remind the participants again that for the next lesson, they need to bring in an application form that they have obtained from an employer. STIC Automotive Service Technician 91 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1 Conversation 1 Employer: AST: Employer: AST: Bob’s Garage, Bob speaking. Hello. I’m a mechanic, and I’m looking for a job. Sorry, we’re not hiring. Okay, bye. STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 Sample Commercial: Hello. My name is Ahmed Shani and I have twenty years’ experience as a mechanic. I’ve rebuilt engines on all makes and models of foreign and domestic cars and enjoy solving any electrical or mechanical problems. I have extensive experience working on air conditioning systems and heaters. I’ve worked on all kinds of machines -- machining drums and rotors, grinding crank shafts, camshafts and head gaskets. I’ve used computer diagnostics, supervised fourteen staff, and haven’t missed a day of work in the past ten years. I’d like to set up a time to talk to you about your shop, and can be reached at 4-5-6 0-9-8-7. I look forward to hearing from you. Thank you and have a nice day. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 2 Because interviewing is an oral activity, it is important to guide the participants in pronunciation, particularly word and sentence stress. Go over word and sentence stress and rhythm rules with class including: 1. In English, the parts of speech that we stress (say a bit louder and longer) are nouns, main verbs (not auxiliary verbs, with the exception of negative words). 2. 3. Go over the North American flapped “t” sound. Explain how the majority of two-syllable verbs have the stress on the first syllable, and how in the majority of two-syllable nouns, the stress is on the first syllable. Explain how when the suffix ‘ed’ is added to single-syllable verbs ending in aspirated consonants, the second syllable is not pronounced, but replaced with a “t” sound. 4. STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 3 Conversation 2 Employer: AST: Employer: AST: Employer: AST: Bob’s Garage, Bob speaking. Hello. My name is Ahmed and I’m a mechanic. Sorry, we’re not hiring. Actually, I’m not looking for a job right now. What would you like? I was just wondering if I could talk to you for a few minutes about your garage, and perhaps leave my résumé with you for the future when you might be hiring. (rising intonation) How many years’ experience do you have? 20 years. I’ve rebuilt engines on all makes and models of foreign and domestic cars and I can solve any electrical or mechanical problem. I have extensive experience working on air conditioning systems and heaters. I’ve worked on all kinds of machines machining drums and rotors, grinding crank shafts, camshafts and head gaskets. I’ve used computer diagnostics, supervised 14 staff, and never missed a day of work in 10 years. I’m very busy right now. When do you take a lunch break? Lunch? -- I’m lucky if I get time for a smoke. We open at 7:30. What do you take in your coffee? Double, double. Can I see you tomorrow morning, then? Only if it’s before 7:30. Great. I’ll see you then. Thank you. Employer: AST: Employer: AST: Employer: AST: Employer: AST: Employer: AST: STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Employer: Okay. Bye. STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 4 Conversation 3: With a partner, complete the dialogue: Employer: AST: Employer: AST: Employer: AST: Employer: AST: Employer: AST: Employer: AST: Employer: AST: Employer: AST: Employer: Bob’s Garage, Bob speaking. Hello. My name is . . . Sorry, we’re not hiring. STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP MODULE 2: TOPIC 3: Communication and Terminology for Work Search Filling Out a Job Application LEARNING OUTCOMES: At the end of this lesson, participants will: ♦ ♦ ♦ be familiar with the Ontario Human Rights Code be comfortable answering illegal questions in a job interview be able to fill out a job application form legibly STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP TOPIC SKILLS CLB COMPETENCE AREA ♦ formatted text COMPETENCIES PRE-TASKS TASK POST TASK ♦ Filling out a job application form ♦ ♦ Reading Writing ♦ understanding format and function of an application form ♦ examine two application forms ♦ fill out a job application ♦ answer the question why do you want this job? ♦ ♦ Listening/ Speaking ♦ exchanging information ♦ understanding Human Rights Code determining employer motives of some illegal questions identify illegal questions substitute legal interview questions for illegal ones answer illegal interview question ♦ ♦ ♦ 98 STIC Automotive Service Technician AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Guide for Module 2 Topic 3 Filling out Job Applications FACILITATOR PREPARATION Content The terminology in this lesson will be presented and practised within a functional language context: answering illegal questions. Delivery You should make as many copies as needed of the following handouts: 52. Handout 1a, b - Application Forms 53. Handout 2 - Questions Terminology List Other Materials Needed: blank application forms Methodology Introduction (5 minutes) 1. Ask participants how many have actually filled out application forms in Canada. Then tell them that there may have been questions on those forms that they were not required by law to fill out. Despite legislated and unlegislated employment equity practices, illegal questions continue to appear on job application forms, and that by answering them honestly, participants could be hurting their chances of being hired. Pre-Tasks (20 minutes) 1. Pair participants and distribute enough copies of Handout 1a and 1b for each pair. Have pairs compare applications and choose which one they prefer and why. STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP (20 minutes) 2. Brainstorm with participants the illegal questions on the application and make a list on the board. You should come up with the following basis of discrimination under the Ontario Human Rights Code: ♦ age ♦ race ♦ creed/religion ♦ ethnic background (except on applications that state “employment equity”) ♦ nationality ♦ country of origin ♦ marital status ♦ socioeconomic status ♦ family status ♦ sex ♦ sexual preference/orientation ♦ ability/disability ♦ record of offenses from which applicant has been pardoned ♦ education Add any extra questions they may have been asked in an interview that have not been included on the application form and teach any vocabulary that comes up as a result, e.g. “bondable,” “sexual preference,” etc. See Terminology List. (15 minutes) 3. Tell participants that they are not required by law to answer any illegal questions. They have two ways of handling this if illegal questions appear on the application. They may: 1) 2) write N/A for “not applicable” beside them. try to anticipate what information the employer is really looking for, and address that. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP 3) For the latter, brainstorm with participants what exactly the employer is trying to find out in each of the illegal questions. For example: immigration status - employer needs to know if you hold a permit to work legally in Canada. Distribute Handout 2 and ask participants to come up with and write legal questions beside the illegal ones. Take up as a class. Drill participants on answering the illegal questions (as in an interview) until they feel comfortable. (30 minutes) 4. (30 minutes) 5. Task (30 minutes) 1. Have participants complete an application they have obtained from an employer. Post Task (10 minutes) 1. Correct the applications so that participants have a Master Application they can take with them to job sites, and can quickly and accurately copy the information onto any application form (particularly for those employers who require that applicants fill it out on-site). Many applications include the question: “why do you want this job?" Tell them that to answer it they can copy the past experience portion of their “30-second commercial” from the previous lesson. 2. STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1a APPLICATION FOR EMPLOYMENT PERSONAL INFORMATION Surname No. and Street Home Telephone Number Languages you speak/read/write Business Telephone Number Are you willing to Relocate? Yes No English Position or type of work sought French Others (Specify) City/Town Given Name Province Postal Code Do you have a Driver’s Licence? Yes No EDUCATION School High 1 2 3 4/5 University 1 2 3 Other (specify) 1 2 3 4 4 Name and Address Course of Study Years Attended Circle Last Year Did You Completed From To Graduate Yes No Yes No Yes No Last Diploma or Degree EMPLOYMENT EXPERIENCE Most recent Employer/Name and Address Name of Supervisor Reason For Leaving Duties/Responsibilities Employer/Name and Address Name of Supervisor Reason For Leaving Duties/Responsibilities Employer/Name and Address Name of Supervisor Reason For Leaving Duties/Responsibilities Position/Title Held Date of Employment From Final Salary To Position/Title Held Date of Employment From Final Salary To Position/Title Held Date of Employment From Final Salary To For employment reference may we contact your present employer? OTHER REFERENCES Name and Occupation Address Yes No Former Employers? Yes No Phone Number STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 1b 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Title of position ________________________ Beginning Date ____________ Salary __________ Name Mr. Mrs. Miss ___________________________________________________________________ Last (Print) Street and No. City State First Postal Code Middle (Maiden Name) Mailing address _____________________________________ Home Telephone _____________ How long immediately preceding this date have you lived in this Country? ___________________ In case of accident, notify ____________ Address _____________________ Phone __________ Age ____ Date of Birth ____________ Social Security No. ____/____/____ Canadian Citizen? Y/N Marital Status: Single ______ Married _____ Widowed _____ Separated _____ Divorced _____ If married, spouse is employed by: _________________________________ City _____________ List ages and relationship of all persons dependent upon you ______________________________ _______________________________________________________________________________ Indicate any disease or physical disability, defect, or infirmity ______________________________ Indicate nature and extent of handicap, whether permanent, and whether military service-connected _______________________________________________________________________________ Circle the highest grade you completed in each school Name and location of school Dates _______________________________________________________________________________ High School 9 10 11 12 Course _______________________________________________________________________________ College 1 2 3 4 Major Minors _______________________________________________________________________________ Post-grad: Course Semester Hrs. ____________________ _______________________________________________________________________________ Professional/Vocational schools Courses (if part-time, indicate) _______________________________________________________________________________ 11. 12. Give your complete employment record during the last 5 years, and ALSO any earlier experience of the kind required for this kind of position. List your positions in the order of dates, your present or most recent position first. _______________________________________________________________________________ Reason Position – From To Employer’s name, address, telephone for state your title, Salary Mo./Yr. Mo./Yr. number and name of last supervisor leaving describe duties 13. 14. What are your hobbies and interests? ________________________________________________ _______________________________________________________________________________ Applicant’s Signature ______________________________________ Date _________________ STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handout 2 - Questions Write the corresponding legal question beside the illegal one: ILLEGAL QUESTION: How old are you? What is your birthday? Are you married? What is your marital status? Do you have any children? What is your race? What is your religion? Do you have any health problems? Please indicate Mr., Mrs., Miss, or Ms. What is your ethnicity? What kind of a last name is _________________? What country did you come from? Why did you come to Canada (trying to determine if you are a refugee) What is your S.I.N.? Who do you live with? State the relationship. What is your nationality? Have you ever been convicted of a crime? LEGAL QUESTION: STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP FACILITATOR’S NOTES Answer Key to Handout 2 ILLEGAL QUESTION: How old are you? What is your birthday? Are you married? What is your marital status? Do you have any children? What is your race? LEGAL QUESTION: Are you over 18 and under 65? Are you able to travel/relocate? Can you work overtime? / do shiftwork? N.B. Companies favouring applicants who are members of minority groups will state on the application that it is favourable to disclose this information. Otherwise, write N/A Are you able to work 7 days a week? Are you able to fulfill the requirements of this position, e.g. lift 40 lbs. and carry it up 3 stairs? Mr. or Ms. N/A What is your religion? Do you have any health problems? Please indicate Mr., Mrs., Miss, or Ms. What is your ethnicity? What kind of a last name is _________________? What country did you come from? Why did you come to Canada? (trying to determine if you are a refugee) What is your S.I.N.? Who do you live with? State the relationship. What is your nationality? Have you ever been convicted of a crime? This is almost impossible to hide so you may as well indicate it. Similar to “why did you leave your last job?” say “for better opportunities.” Are you legal to work in Canada? Whom should be contacted in case of an emergency? N/A Are you bondable? STIC Automotive Service Technician 18 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Terminology List ♦ nationality ♦ bondable ♦ pardonable ♦ socioeconomic ♦ ethnicity ♦ creed ♦ record of offenses ♦ sexual preference/orientation STIC Automotive Service Technician 19 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP BIBLIOGRAPHY STIC Automotive Service Technician 20 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Curriculum Development / Vocabulary Acquisition Bibliography Bachman F.L., Palmer, A.S. (1996) Language Testing in Practice, Oxford University Press. Bond, J. and Kemell, T. (1997) Goals, Objectives and Setting Learning Outcomes, CWP/TBE course. Citizenship and Immigration Canada (1996) Canadian Language Benchmarks, working document. Ellis, R. (1996) “Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input: A Review Essay” in Language Learning vol. 5, no.1, pp 1-23 Foley, J. (1991) “A Psycholinguistic Framework for Task-based Approaches to Language Teaching” in Applied Linguistics vol.12, no.1, pp 52-75 Kumaravadievelu, B. (1993) “The Name of the Task and the Task of Naming: Methodological Aspects of Task-based Pedagogy” in ed. G. Crookes and S.M. Gass Tasks in a Pedagogical Context integrating Theory and Practice, Clevedon: Multilingual Matters. Lynch, B (1996) Language Program Evaluation, Cambridge University Press. MSSB (1996) Adult ESL Curriculum Guide, revised edition. Nunan, D. (1993) “Task-based Syllabus Design: Selecting, Grading and Sequencing Tasks” in ed. G. Crookes and S.M. Gass Tasks in a Pedagogical Context integrating Theory and Practice, Clevedon: Multilingual Matters. Oxford, R. and Crookall, D. (1990) “Vocabulary Learning: A Critical Analysis of Techniques” in TESL Canada Journal, vol. 7, no 2. Podoliak, E (Ed.) (1993) TESL TALK ESL in the Changing World of Work, vol. 21. Skehan, P (1996) “A Framework for the Implementation of Task-based Instruction” in Applied Linguistics, vol. 17, no. 1, pp 38-62 Zimmerman, C.B. (1997) “Do Reading and Interactive Vocabulary Instruction Make a difference? An Empirical Study” in TESOL Quarterly, vol. 31, no. 1, pp 121-140 STIC Automotive Service Technician 21 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Bibliography Automotive Service Technology Crouse, W.H., D.L. Anglin (1995) Automotive Mechanics, Glencoe: McGraw Hill. Employment and Immigration Canada (1993) Occupational Standards and Certification: Canadian Practices, Report 2, Ministry of Supply and Services, Canada. Jaunzems, A., Carrier, M. (1993) Bridges to Trades and Technology Transitions Project, Final Report: A Co-operative Planning Model for the Design of ESP Programs and Challenges in Trades Arena and Computer Applications in ESL. Kelso, B. (1996) Technical Language Training for Foreign-trained and Preapprenticeship Auto-Vehicle Mechanics, Skill for Change, OTAB. OTAB (1995) Motor Vehicle Mechanic Apprenticeship Training Standards, Queen’s Printer for Ontario. Parker, Yana (1994) Blue Collar and Beyond: Rϑsumϑs for Skilled Trades and Services. Regulation 269/96 as amended by Regulation 374/96 Regulations Pertaining to Motive Power Equipment. Skills for Change, Guide to Occupational Health and Safety Act (1995) Snap on Tools Catalogue. The Revision of the Test Givers’ Guide for the Administration of the Comprehensive Automotive Skills Test (C.A.S.T.), Final Report. Toronto Workers’ Health and Safety Legal Clinic and Skills for Change (1995), The Occupational Health and Safety Act A Workers’ Guide. WHMIS Handbook. STIC Automotive Service Technician 22 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP APPENDIX A FACILITATOR TRAINING GUIDELINES STIC Automotive Service Technician 11 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator Training Guidelines (Definitions for words in boldface can be found in the Glossary.) The curriculum for the Occupational Terminology Workshops is a self-contained document that includes lesson plans, participant handouts, and a comprehensive facilitator’s guide for the successful delivery of the workshops. The curriculum is divided into three modules, and within each module there are between two and four three-hour topics or lessons. Each lesson has been structured around the Canadian Language Benchmarks in terms of language skills, competence areas, and competencies. The methodology adopted is based on a weak approach to task-based learning structured around pre-tasks, tasks, and post tasks. Each kind of task reinforces language competencies in different ways. Tasks have been defined as real-world communicative acts that participants will likely encounter in their pursuit of employment in their occupation. Expected learning outcomes are outlined at the beginning of each lesson. Although each lesson is complete in terms of facilitator preparation requirements and methodology, the following guidelines may be adopted as the necessary background information needed by the facilitator in terms of theory, content, and language-learning approach. They may also familiarize the facilitator with the format of the lessons. The guidelines provide the framework for the development of a two-day facilitator training program, but can be used independently as a guide in preparation for the delivery. It should be noted that the curriculum and the facilitator’s guide were developed assuming that an experienced ESL instructor would deliver the workshop. Familiarity with the particular occupation would be an asset. STIC Automotive Service Technician 12 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Communicative Language Learning and Foreign-trained Professionals and Tradespeople For the facilitator, familiarity with certain basic second language learning and teaching approaches is essential. For example, it is assumed that the facilitator has some familiarity with communicative approaches to language learning. Although uniform consensus in research is lacking, all communicative approaches promote the importance of learning and acquiring a language through meaningful practice in relevant contexts. Within our workshop, oral negotiation of terminology forms a critical part of vocabulary and language learning. In a workshop that is occupation specific for foreign-trained professionals, the prior knowledge and expertise of the participants must be encouraged during the lesson. A central principle governing the development of this curriculum is that the role of the facilitator is to help the participants express their ideas more clearly. At the same time, the success of the workshop depends on participants sharing their professional expertise. In this way, a learnercentered approach can still be incorporated within a structured lesson plan. The issue of error correction in communicative language approaches is important. Much of the literature suggests that correcting grammatical errors during tasks impedes the development of language fluency. In this curriculum, we propose that error correction take place primarily during pre-tasks and post tasks. It is hoped that tasks remain focused on the performance of real-world language activities. We propose that in order to facilitate greater language-communication learning, the facilitator should be aware of and structure pair and group language activities in the classroom, because many tasks require group work. For example, cooperative learning strategies such as assigning roles to group members (e.g., the ideas person, the note-taker, the speaker) encourages all participants to take part in language tasks. Group or team work is also a requirement of today’s workplace and in this way the activities in the classroom mirror actual workplace conditions. In addition, facilitators should be sensitive to the participants’ prior experiences and expectations of learning new terminology. In some cases, providing an adequate rationale for the approach may be necessary. For this reason, the first lesson in the workshop contains a Participant Introductory Handout that explains the rationale for the vocabulary-learning methodology. The facilitator should be prepared to expand on the concept of “knowing a word” by providing examples. This concept is further explained below. STIC Automotive Service Technician 13 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Vocabulary Acquisition The curriculum is based on certain second-language and vocabulary principles. There is general agreement amongst language researchers that vocabulary is learned by degree, and learned best through repeated exposure in a variety of contexts and media. An important factor in vocabulary knowledge is the distinction between quantitative and qualitative knowledge. Quantitative vocabulary knowledge refers to the number of words one knows, whereas qualitative knowledge refers to what we know about those words. Although we assume that we “know” a word, this knowledge may be only superficial or partial at best. For example, we might successfully infer meaning of a word from a specific context, but would be unable to use it either outside of that situation, in speech or in writing. Ellis (1996) provides an important set of criteria that characterizes a comprehensive depth of vocabulary knowledge, both pertaining to receptive (reading and listening) and productive (writing and speaking) language skills. For example, learners should be able to: 1. 2. 3. 4. 5. 6. form a phonological / graphological representation of a word understand its denotative reference understand it connotative meaning know in what grammatical patterns it can be used discover with what words it collocates know with what other words it is typically associated It is believed that the depth of vocabulary knowledge outlined above is best achieved when both intentional and incidental learning activities are combined in the classroom. By intentional learning, the primary focus is on the form and/or intrinsic properties of words (e.g., parts of speech, pronunciation, etc.). By incidental learning, vocabulary development is a secondary outcome of successful task performance. The underlying principle of this document follows Ellis; both intentional and incidental learning are mutually reinforcing in the process of vocabulary acquisition (for more readings on vocabulary acquisition, please refer to the Bibliography). STIC Automotive Service Technician 14 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Pronunciation and Occupational Terminology Teaching pronunciation is as necessary as teaching any other language skill. Most, if not all, second language learners could benefit from pronunciation instruction. As noted earlier, pronunciation is an important part of productive and receptive vocabulary knowledge. However, the need for intentional learning activities focused on pronunciation varies from learner to learner. Some learners may require more instruction and practice than others. The Occupational Terminology Curriculum is organized according to topic; as a result, the facilitator can include pronunciation practice as the need arises. Some first language groups may have particular pronunciation difficulties and could benefit from focused instruction such as phonemes (vowels and consonants), consonant clusters, suffixes, etc., while other learners may benefit from practice in sentence stress and intonation. Pronunciation can be included in a lesson as part of the pre-task activities. After the learners have practised the pronunciation aspect in a focused manner, they can be encouraged to use it in the task that follows. A list of suggested pronunciation aspects for the facilitator follows . An excellent resource for facilitators is the TESL Talk edition on Pronunciation The Teaching of Pronunciation vol. xvii, No. 1, 1987 published by the Ontario Ministry of Citizenship. STIC Automotive Service Technician 15 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP List of Suggested Pronunciation Aspects phonemes – vowels phonemes – consonants non-released final consonants consonant clusters consonant combinations in phrases glottal stop / flap / negative contractions syllables: stressed / unstressed sentence stress sentence focus inflectional endings suffixes reductions / assimilations / ellipsis / schwa linking voicing / de-voicing rhythm – content & functions words intonation – rising / falling pitch OTHER: (Source: TCSB Adult ESL Curriculum Guidelines, 1996) STIC Automotive Service Technician 16 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Components of a Task-based Curriculum In order to best incorporate vocabulary acquisition theories into a practical second language learning program, this terminology workshop is based on a weak form of a task-based curriculum. By adopting a weak form of a task-based curriculum for our workshop, the participants of the workshop have the opportunity to explore the terminology, both in form and meaning, in different contexts of use that increase depth of word knowledge. Pre-tasks or pedagogical tasks provide explicit (or intentional) focus on the language components that enable the participants to accomplish the tasks. In contrast, real-world tasks are designed to allow participants to use newly acquired terminology within situations where the participants can prepare themselves for their licensing, work search, and workplace communication needs. Post tasks ensure that learning has taken place by analyzing, repeating, or evaluating what has taken place. Recent research strongly suggests that the oral negotiation of new vocabulary increases and reinforces word knowledge. Accordingly, all task types in this document are organized in such a way that group or pair learning is an integral part of classroom procedure (for more readings on task-based learning, please refer to the Bibliography). STIC Automotive Service Technician 17 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Curriculum Format and Canadian Language Benchmarks As mentioned earlier, the curriculum is divided into three modules: licensing, work search, and workplace communication and terminology. Each module contains two to four topics. Each topic (or lesson) begins with expected learning outcomes. Terminology outcomes are also included. Each lesson is also prefaced with a chart. In this chart, language and vocabulary activities and tasks are itemized for an overview of the lesson. This chart incorporates the Canadian Language Benchmarks framework in terms of skills, competence areas, and competencies. Within each skill area, the CLB outlines the four areas of competence that have been selected for each Benchmark (see below). These areas of competence contain more specified competencies that indicate the range of a person’s language ability. Listening/Speaking A. B. C. D. Reading A. B. C. D. Writing A. B. C. D. following and giving instructions social interaction exchanging information suasion (getting things done) reading instructions reading formatted texts reading unformatted texts reading informational texts – analysis and evaluation information – copying, reproducing formatted text – filling out/construction unformatted text – describing expressing ideas – conveying messages analysis, evaluation, suasion (source: Canadian Language Benchmarks, p.1) STIC Automotive Service Technician 18 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator Preparation The facilitator’s guide for each lesson contains a preparation component for both content and delivery. Because of strict timelines, it is very important that the facilitator be prepared to deliver the lesson efficiently in order to conform to the schedule. Content Facilitator preparation in terms of content can generally be achieved by early and thorough preparation for the lesson. Additional resource material is also strongly recommended, however. Most of this material can be found in the TCDSB Occupational Terminology Materials Binder prepared for each occupation. Much of this material was used in the preparation for the curriculum. Delivery This part of facilitator’s guide contains practical information for photocopying and materials needed for efficient delivery. It should be noted that information and materials used need to be periodically updated i.e. job ads, information from regulatory bodies. This can be done by downloading information from web sites, checking the newspaper and using other resources. Methodology The methodology component of the facilitator’s guide is likely the most important for the facilitator. The lesson is divided into four main parts: introduction, pretasks, task, and post task. Each kind of task is an integral part of the whole lesson. The introduction usually draws upon the participants’ prior experience and knowledge of the topic. Pre-tasks are largely preparatory, whereas tasks are more performance- and outcome-directed activities. Terminology that has been learned in the pre-task is incorporated into the task; participants will have to have productive and receptive knowledge of the terms. The tasks provide a framework or context within which participants’ prior knowledge and experience can be applied. The post task serves to reinforce certain aspects of the lesson. Each lesson is timed and this should help the facilitator ensure completion of the tasks and pacing of the lesson. Most lessons conform to this framework. There are some exceptions, however, and a few lessons extend this framework to cover two days. STIC Automotive Service Technician 19 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Handouts and Facilitator’s Notes / Answer Keys Participant handouts are included for all tasks in the lesson. Almost every handout is accompanied by a facilitator’s answer key for easy reference. Facilitators are encouraged to work through the activities themselves, however, and not rely solely on the answer key. This is an important part of facilitator preparation. In this curriculum, it is also important to continually update the content, especially the authentic materials that are used, such as job ads, memos, and information from regulatory bodies. Existing handouts can be updated with new material. Terminology List A terminology list has been included at the end of each lesson. The list functions as a summary of terminology, expressions, and language functions for the facilitator. It can also be distributed to the participants at the end of the lesson for self-directed review. The Health Care Occupational Terminology Curriculum does not contain terminology lists, but flash cards of medical terminology components have been included. Facilitators should be aware that this Occupational Terminology Workshop is part of a comprehensive occupation-specific training model for foreign-trained professionals. Familiarization with the contents of the Orientation and Overview Workshop, the computerized profile-building software, and career action plan will only enhance the delivery of the terminology workshops. Christina Yurchuk, Project Team Leader Brian Morgan, Curriculum Advisor STIC Automotive Service Technician 20 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP APPENDIX B EVALUATION STIC Automotive Service Technician 21 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Evaluation Design The object of language-program evaluation is to provide accurate evidence or measurement of the effects of a program’s design and implementation. As well, the choice of evaluation instruments should reflect the needs of the various stakeholders involved. This can range from generating statistical evidence for funding agencies to providing participant feedback for curriculum designers, which can be used to improve the program on an ongoing basis. Given the scope and design of the occupational terminology project, we feel that a specific combination of quantitative and qualitative evaluation tools may be the best option available. The absence of control factors, such as a larger sample size of participants, the non-random selection of participants, or a comparison study group, necessarily limits the types of validity claims that can be made as a result of the quantitative data generated through testing. Such evaluation tools are primarily summative or product oriented in that they measure end results but provide little information on specific classroom processes used during program delivery. To overcome such limitations, students and facilitators will be consulted through program questionnaires designed to generate qualitative data on both the strengths and weaknesses of materials and methods implemented. Specifically, we propose the following evaluation instruments for the occupational terminology project: 1 A participant questionnaire can be used to evaluate specific activities and general observations at the end of each module or lesson. As well, suggestions for program improvement can be requested. The design of the questionnaire can also generate statistical data regarding particular strengths and weaknesses in program design. A facilitator questionnaire has been designed similar to the version for students. In addition, facilitators will be consulted regarding the adaptability of methods and materials for different locations and experiences. 2 Collectively, the data provided by the various evaluation instruments can provide useful information with which to analyze and interpret the effects of the program on participants. STIC Automotive Service Technician 22 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Participant Evaluation Questionnaire This questionnaire is a component of the Program Evaluation, which can be filled out by the participants at the end of each module. Participants should be given at least 30 minutes to complete it. Please see the following two pages and make enough copies for all the participants. (Source: Lynch, K. Brian. Language Program Evaluation, Cambridge University Press, 1996. fig 7.10, UCLA Student Questionnaire developed by A. Kahn and B. Lynch) STIC Automotive Service Technician 23 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Occupational Terminology Evaluation Session & Year: Profession: Facilitator: Automotive Service ❐ ❐ ❐ ❐ Strongly Agree Agree Disagree Strongly disagree 1. The workshop helped me to ask the right questions of the regulatory body in charge of my profession (PEO, OACETT, ICAO, CGA, CMA, or Colleges of Midwives, Nurses, Physiotherapists, Pharmacists, etc). If you disagree, please explain. 2. The job search exercises helped me to understand words ❐ used in newspaper job advertisements. ❐ ❐ ❐ If you disagree, please explain. Strongly Agree Agree Disagree Strongly disagree 3. I received enough practise describing my skills and ❐ experience in English. ❐ ❐ ❐ Strongly Agree Agree Disagree Strongly disagree 4. I learned English terminology that will help me in the ❐ Strongly Agree workplace. ❐ Agree STIC Automotive Service Technician 24 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP ❐ Disagree ❐ Strongly disagree 5. What I liked best about the Occupational Terminology class…. 6. What I liked least about the Occupational Terminology class… Thank you for filling out the evaluation form. With your input we will be able to improve the quality of the STIC program. STIC Automotive Service Technician 25 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator’s Feedback Questionnaire This questionnaire is a component of the Program Evaluation, which can be filled out by the facilitator at the end of each lesson or module. A. Please answer the following questions regarding the module just completed in as much detail as possible. 1. Describe one or two activities that you found to be useful and explain why. 2. Describe one or two activities that you found to be less useful and explain why. 3. What do you think should be added to the module? 4. What do you think should be left out of the module? STIC Automotive Service Technician 26 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Facilitator Feedback Questionnaire A. General Comments Please comment in more depth about any of the above statements. Also, please comment on any difficulties of implementing the project model based on the particular context of your workplace and the experiences of the participants. STIC Automotive Service Technician 27 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP GLOSSARY STIC Automotive Service Technician 28 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP Glossary Canadian Language Benchmarks — (CLB) is a working document published in 1996 as an initiative of the federal government (Citizenship and Immigration Canada) to establish nation-wide benchmarks for English as a Second Language proficiency levels. It is a “task-based descriptive scale of language proficiency in ESL, expressed in terms of communicative competence as twelve benchmarks (or reference points).” competence area — as defined by the CLB, is a general statement of intended outcome of learning, which can be broken down into more specific competencies. competencies — as defined by the CLB, are what a person can do, which indicates the range of a person’s language ability. context — is defined as the socio-cultural milieu in which a communicative act (i.e., task) takes place. Identifying the context of a task influences choice of vocabulary and it takes into account the purpose of the communication, the medium, and the role relationships of the speakers/writers-readers. formatted text — according to the CLB, written texts that are standardized in a recognizable format. In this document, texts whose primary meanings and functions can be easily inferred from its visual layout or organization (e.g., office memo, résumé, menu) are considered formatted. incidental learning — in this document, incidental learning refers to vocabulary development that occurs as a secondary outcome of task performance. intentional learning — in this document, intentional learning of vocabulary occurs when the primary focus is on the form and/or intrinsic properties of words. module — the division of the curriculum that addresses the use of language according to different contexts. The three modules are licensing, work search, and workplace communication needs. pedagogical task — see task. pre-task — in this document, pre-tasks are related to tasks (see below): instruction is focused on specific features and properties of language relevant to task performance. STIC Automotive Service Technician 29 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP post task — in this document, post-tasks are a reinforcement of previous learning and can take the form of public performance, analysis, and testing. productive knowledge of vocabulary — usually means knowing a word in the skills of speaking and writing. quantitative vocabulary knowledge — refers to the number or quantity of words one knows. qualitative vocabulary knowledge — refer to the depth of meaning of knowing a word, as indicated and outlined by Ellis (1996). real-world task — see task. receptive knowledge of vocabulary — usually means knowing a word in the skills of reading and listening. sector, sub-sector — the sector is the broad field, profession, or trade. Subsectors are the more specialized fields within the sectors (e.g., within the engineering sector, chemical engineers are a sub-sector). skill — as defined by the CLB, skills are any of the four modalities: speaking, listening, reading, and writing. sector expert — is a person in the specific sector, industry, or licensing body, who was consulted on the development of the curriculum in order to gain insights into the market trends, communication needs, requirements of employers, and so on. Foreign-trained professionals, unemployed and recently arrived, are also sector experts. strong form of task-based curriculum — in this type of curriculum, the task function is the primary organizing feature of teaching, and all instruction should focus on its successful performance. In terms of vocabulary, this would suggest that the task provides sufficient exposure to develop the depth of word knowledge as outlined by Ellis (1996). That is, vocabulary is largely incidental and an indirect outcome of meaning-directed activities. It is consistent with Nunan’s definition of task: “we learn to communicate by communicating; we cannot so easily separate the target from the means of achieving it.” (see weak form of task-based curriculum) STIC Automotive Service Technician 30 AUTOMOTIVE SERVICE TECHNOLOGY TERMINOLOGY WORKSHOP task — for the purpose of this curriculum, task is broadly defined as the use of language to accomplish a particular purpose within a specific social context. In the literature, many researchers have distinguished two primary task types: pedagogical tasks and real-world tasks. Pedagogical tasks are specific to teaching and learning about language. In contrast, real-world tasks are focused on real communication outside the classroom. In this curriculum, this means that pedagogical tasks will focus explicit attention on features of the vocabulary (e.g., pronunciation, denotative meaning, associations, etc.) needed for task performance in a given context (e.g., licensing or job search.) In real-world tasks, classroom activities are designed to reflect the specific types of language situations that participants will encounter in their professional lives. unformatted text — text whose primary function and meaning are not easily inferred from their visual layout or organization. weak form of task-based curriculum — within this approach to task-based learning, tasks are a vital part of language instruction, but they are embedded in a more complex pedagogical context: preceded by focused instruction, or pre-tasks; and succeeded by follow-up activities, or posttasks). In terms of vocabulary, this approach would allow for greater attention to be placed on words in pre-task activities. For example, explicit instruction is focused on the intrinsic qualities of the word (i.e., denotative meanings, pronunciation, root forms). Such an approach provides an enriched input that not only increases depth of vocabulary knowledge, but also enhances performance of tasks (see strong form of task-based curriculum). STIC Automotive Service Technician 31