In the case of a work related accident

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Brenda Walters
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1 In the Case of a Work-related Accident Durée : Six heures In the case of a work related accident Programmes FP : Tous Module : Santé et sécurité au travail Programme FGA : Ang Auteure : Sarah Théberge Révision linguistique : Sophie Bussière Centres de formation : You are accompanied by a friend to a CSST waiting room, for you just got back from the hospital, because of a work-related accident that occurred to you in the morning. Your case is quite serious and you need to consult a CSST agent in order to get monetary compensation while recovering. However, no French explanatory folders are available at the moment in the waiting room. You have to consult the English explanatory folder in preparation of your interview with the agent. Reading, Writing and Oral Communication Oral Comprehension With a little help from your friend, in groups of two, try to best understand the details of the CSST regulations, procedures and advices in the case of a work-related accident or an occupational disease. To be able to do so, complete the following exercises. Catégories of actions 1

2 Questions or tasks for the student Reading Comprehension (3 hours) Material: CSST English folder provided by the teacher T1 With the help of a dictionary and a pink marker, underline all sentences having to do with regulations or obligation. T2 T3 T4 T5 T6 With the help of a dictionary and a blue marker, underline all sentences carrying a message of procedure (things you will do). With the help of a dictionary and a green marker, underline sentences expressing permission or possibility. With the help of a dictionary and a yellow marker, underline the sentence that is giving you advice on what you should do in the CSST claims process. Draw up four different lists, the first one listing five sentences having to do with regulations or obligation, and the second one listing sentences that are carrying a message of procedure (things you will do). Thirdly, write down one sentence expressing advice. Finally, list five sentences that have to do with permission or possibility. With your partner, first discuss and then write down your observations on the lists that you have made. Are there similarities between sentences of the same list? Are there differences in the words used according to the category of lists? What words are repeated within each list? 2

With the help of a dictionary and a green marker, underline sentences expressing permission or possibility.

3 Questions or tasks for the student T7 T8 Now, to help you organizing your thoughts, here is some theory on the modal auxiliaries. Be prepared to recognize them! With your partner, and reading out loud in turn, study the modals auxiliaries and their applications. Writing Abilities T1 With the same partner, summarize the texts by writing ten of what you think are the most important elements in order to get financial compensation from your employer and the CSST in the case of a work-related accident or an occupational disease. It is important: those are your rights as a future worker! T2 T3 According to the professional program that you are presently taking, what are some possible accidents that might occur or occupational diseases that may be developed? Write down ten sentences using modal auxiliaries can, could, may or might. Now, using the modal auxiliaries should, shall or must, write down a way that could prevent each of those work-related accidents or occupational diseases that have to do with your future employment. 3

Writing Abilities T1 With the same partner, summarize the texts by writing ten of what you think are the most important elements in order to get financial compensation from your employer and the CSST

4 Questions or tasks for the student Oral Communicative Skills T1 Now, since prevention is the key element to a safe working environment, it is time to share with your class the ten work-related accidents or occupational diseases and their preventive advice that you have written with your partner. Divide your list in two parts so that each member of your team can speak out loud. Hopefully, this exercise will prevent accidents within future workers of your class! Oral Comprehension T1 Watch the video Ask the Right Questions at the bottom of the following page: Q1 Q2 Q3 Q4 Q5 Was David used to that job? How can you know? According to that video, what is your success at work depending on? When should you ask questions about the job and its risks and related accidents? What are the three work environments mentioned by David s sister? Do you think that this testimony is efficient to prevent future workrelated accidents? Why? To get a little further, have fun browsing that website and learning more about prevention in your future work environment! 4

Hopefully, this exercise will prevent accidents within future workers of your class! Oral Comprehension T1 Watch the video Ask the Right Questions at the bottom of the following page: http://www.

5 Modal Auxiliaries The modal auxiliaries (or modals) include the following: can, could, may, might, must, should, will, would, etc. Modals are always followed by the base form of a verb or auxiliary verb. Modals are always the same form no matter what the subject is. In standard American English, a predicate verb phrase cannot contain more than one modal. Correct: He will be able to go. Not correct: He will can go. Below are example sentences containing the modal may and the verb go. Notice that the form of the modal does not change. Also notice that the base form of a verb or auxiliary verb always follows the modal. I may go. You may go. He may go. It may go. We may go. They may go. He may have gone. They may have gone. He may be going. They may be going. He may have been going. They may have been going. 5

In standard American English, a predicate verb phrase cannot contain more than one modal. Correct: He will be able to go. Not correct: He will can go.

6 Modals and related verb phrases add meanings to verbs. Below are some of those meanings: Ability/Availability future: will be able to present: can, am / is / are able to past: could, was / were able to Requests present/future: can, could, will, would Permission future: will be allowed to present/future: may, can, could, am / is / are allowed to past: could, was / were allowed to Possibility present/future: may, might, could past: may have, might have, could have Impossibility present/future: couldn t, can t past: couldn t have Advisability present/future: should, ought to, had better past: should have, ought to have, had better have 6

present/future: can, could, will, would Permission future: will be allowed to present/future: may, can, could, am / is / are allowed to past: could, was / were

7 Expectation present/future: should, ought to past: should have, ought to have Necessity future: will have to present/future: must, have to, has to past: had to Lack of Necessity future: won t have to present/future: don t have to, doesn t have to past: didn t have to Prohibition present/future: must not, may not, cannot past: could not Logical Deduction (=Probability) or obligation present: must, have to, has to past: must have, have to have, has to have Source : 7

have to Prohibition present/future: must not, may not, cannot past: could not Logical Deduction (=Probability) or obligation

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POLITE ENGLISH. Learn how to express necessity and obligation in a polite way. FREE ON-LINE COURSE. Lesson 8: version without a key

POLITE ENGLISH. Learn how to express necessity and obligation in a polite way. FREE ON-LINE COURSE. Lesson 8: version without a key POLITE ENGLISH FREE ON-LINE COURSE Lesson 8: Learn how to express necessity and obligation in a polite way. version without a key WARM UP THINK Nature is the source of all true knowledge. She has her own