LONGMAN

WORKPLACE PLUS 1, 2, & 3

Reversed Correlation To

Equipped for the Future

Content Standards

WORKPLACE PLUS 1, 2, & 3

Reversed Correlation To

Equipped for the Future

Content Standards

WORKPLACE 1 /

EQUIPPED FOR THE FUTURE

UNIT 1Pages 12-23
Your Life and Work
/ Read with Understanding 1: Determine the reading purpose.
Read with Understanding 2: Select reading strategies appropriate to the purpose.
Read with Understanding 3: Monitor comprehension and adjust reading strategies.
Read with Understanding 4: Analyze the information and reflect on its underlying meaning.
Convey Ideas in Writing 3: Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Convey Ideas in Writing 4: Seek feedback and revise to enhance the effectiveness of the communication.
Speak So Others Can Understand 1: Determine the purpose of communicating.
Speak So Others Can Understand 2: Organize and present information to serve the purpose, context and audience.
Speak So Others Can Understand 3: Pay attention to conventions of English usage, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension.
Speak So Others Can Understand 4: Use multiple strategies to monitor the effectiveness of the communication.
Listen Actively 1: Attend to oral communication.
Listen Actively 2: Clarify purpose for listening and use listening strategies appropriate to that purpose.
Listen Actively 3: Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension.
Listen Actively 4: Integrate information from listening with prior knowledge to address listening purpose.
Guide Others 3: Arrange opportunities for learning that build on learner’s strengths.
Take Responsibility for Learning 1: Establish learning goals that are based on an understanding of one’s own current and future learning needs.
Take Responsibility for Learning 2: Identify own strengths ad weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
Take Responsibility for Learning 3: Become familiar with a range or retain knowledge.
Take Responsibility for Learning 6: test out new learning in real-life situations.
Reflect and Evaluate 1: Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Use Information and Communications Technology 2: Use electronic tools to learn practice skills.

1

WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 2Pages 24-35
Your Environment
/ Read with Understanding 1: Determine the reading purpose.
Read with Understanding 2: Select reading strategies appropriate to the purpose.
Read with Understanding 3: Monitor comprehension and adjust reading strategies.
Read with Understanding 4: Analyze the information and reflect on its underlying meaning.
Convey Ideas in Writing 3: Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Convey Ideas in Writing 4: Seek feedback and revise to enhance the effectiveness of the communication.
Speak So Others Can Understand 1: Determine the purpose of communicating.
Speak So Others Can Understand 2: Organize and present information to serve the purpose, context and audience.
Speak So Others Can Understand 3: Pay attention to conventions of English usage, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension.
Speak So Others Can Understand 4: Use multiple strategies to monitor the effectiveness of the communication.
Listen Actively 1: Attend to oral communication.
Listen Actively 2: Clarify purpose for listening and use listening strategies appropriate to that purpose.
Listen Actively 3: Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension.
Listen Actively 4: Integrate information from listening with prior knowledge to address listening purpose.
Observe Critically 1: Attend to visual sources of information, including television and other media.
Observe Critically 2: Determine the purpose for observation and use strategies appropriate to the purpose.
Observe Critically 3: Monitor comprehension and adjust strategies.
Observe Critically 4: Analyze the accuracy, bias, and usefulness of the information.
Observe Critically 5: Integrate it with prior knowledge to address viewing purpose.
Use Math to Solve Problems and Communicate 1: Understand, interpret, and work with pictures, numbers, and symbolic information.
Cooperate with Others 4: Try to adjust one’s actions to take into account the needs of others and/or the task to be accomplished.
Advocate and Influence 1: Define what one is trying to achieve.
Advocate and Influence 2: Assess interests, resources, and the potential for success.
Advocate and Influence 3: Gather facts and supporting information to build a case that takes into account the interests and attitudes of others.
Advocate and Influence 4: Present a clear case, using a strategy that takes into account purpose and audience.
Advocate and Influence 5: Revise, as necessary, in response to feedback.
Guide Others 1: Assess the needs of others and one’s own ability to assist.
Guide Others 2: Use strategies for providing guidance that take into account the goals, tasks, context, and learning styles of others.
Guide Others 3: Arrange opportunities for learning that build on learner’s strengths.
Take Responsibility for Learning 1: Establish learning goals that are based on an understanding of one’s own current and future learning needs.
Take Responsibility for Learning 2: Identify own strengths ad weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
Take Responsibility for Learning 3: Become familiar with a range or retain knowledge.
Take Responsibility for Learning 6: test out new learning in real-life situations.
Reflect and Evaluate 1: Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Use Information and Communications Technology 2: Use electronic tools to learn practice skills.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 3Pages 36-47
Your Equipment and Machines / Read with Understanding 1: Determine the reading purpose.
Read with Understanding 2: Select reading strategies appropriate to the purpose.
Read with Understanding 3: Monitor comprehension and adjust reading strategies.
Read with Understanding 4: Analyze the information and reflect on its underlying meaning.
Convey Ideas in Writing 3: Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Convey Ideas in Writing 4: Seek feedback and revise to enhance the effectiveness of the communication.
Speak So Others Can Understand 1: Determine the purpose of communicating.
Speak So Others Can Understand 2: Organize and present information to serve the purpose, context and audience.
Speak So Others Can Understand 3: Pay attention to conventions of English usage, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension.
Speak So Others Can Understand 4: Use multiple strategies to monitor the effectiveness of the communication.
Listen Actively 1: Attend to oral communication.
Listen Actively 2: Clarify purpose for listening and use listening strategies appropriate to that purpose.
Listen Actively 3: Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension.
Listen Actively 4: Integrate information from listening with prior knowledge to address listening purpose.
Observe Critically 1: Attend to visual sources of information, including television and other media.
Observe Critically 2: Determine the purpose for observation and use strategies appropriate to the purpose.
Observe Critically 3: Monitor comprehension and adjust strategies.
Observe Critically 4: Analyze the accuracy, bias, and usefulness of the information.
Observe Critically 5: Integrate it with prior knowledge to address viewing purpose.
Use Math to Solve Problems and Communicate 1: Understand, interpret, and work with pictures, numbers, and symbolic information.
Solve Problems and Make Decisions 1: Anticipate or identify problems
Solve Problems and Make Decisions 2: Use information from diverse courses to arrive at a clearer understanding of the problem and its root causes.
Solve Problems and Make Decisions 3: Generate alternative solutions.
Solve Problems and Make Decisions 4: Evaluate strengths and weaknesses of alternatives, including potential risks and benefits and short- and long-term consequences.
Solve Problems and Make Decisions 5: Select alternative that is most appropriate to goal, context, and available resources.
Solve Problems and Make Decisions 6: Establish criteria for evaluating effectiveness of solution or decision.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 3Pages 36-47
Your Equipment and Machines, cont. / Cooperate with Others 1: Interact with others in ways that are friendly, courteous, and tactful and that demonstrate respect for others’ ideas, opinions, and contributions.
Cooperate with Others 2: Seek input from others in order to understand their actions and reactions.
Cooperate with Others 3: Offer clear input on own interests and attitudes so others can understand one’s actions and reactions.
Cooperate with Others 4: Try to adjust one’s actions to take into account the needs of others and/or the task to be accomplished.
Guide Others 1: Assess the needs of others and one’s own ability to assist.
Guide Others 2: Use strategies for providing guidance that take into account the goals, tasks, context, and learning styles of others.
Guide Others 3: Arrange opportunities for learning that build on learner’s strengths.
Guide Others 4: Seek feedback on the usefulness and results of the assistance.
Take Responsibility for Learning 1: Establish learning goals that are based on an understanding of one’s own current and future learning needs.
Take Responsibility for Learning 2: Identify own strengths ad weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
Take Responsibility for Learning 3: Become familiar with a range or retain knowledge.
Take Responsibility for Learning 5: Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
Take Responsibility for Learning 6: test out new learning in real-life situations.
Reflect and Evaluate 1: Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Reflect and Evaluate 2: Make inferences, predictions, or judgments based on one’s reflections.
Learn Through Research 1: Pose a question to be answered or make a prediction about objects or events.
Learn Through Research 2: Use multiple lines of inquiry to collect information.
Learn Through Research 3: Organize, evaluate, analyze and interpret findings.
Use Information and Communications Technology 1: Use computers and other electronic tools to acquire, process, and manage information.
Use Information and Communications Technology 2: Use electronic tools to learn practice skills.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 4Pages 48-59
Your Customers
/ Read with Understanding 1: Determine the reading purpose.
Read with Understanding 2: Select reading strategies appropriate to the purpose.
Read with Understanding 3: Monitor comprehension and adjust reading strategies.
Read with Understanding 4: Analyze the information and reflect on its underlying meaning.
Convey Ideas in Writing 1: Determine the purpose for communicating.
Convey Ideas in Writing 2: Organize and present information to serve the purpose, context, and audience.
Convey Ideas in Writing 3: Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Convey Ideas in Writing 4: Seek feedback and revise to enhance the effectiveness of the communication.
Speak So Others Can Understand 1: Determine the purpose of communicating.
Speak So Others Can Understand 2: Organize and present information to serve the purpose, context and audience.
Speak So Others Can Understand 3: Pay attention to conventions of English usage, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension.
Speak So Others Can Understand 4: Use multiple strategies to monitor the effectiveness of the communication.
Listen Actively 1: Attend to oral communication.
Listen Actively 2: Clarify purpose for listening and use listening strategies appropriate to that purpose.
Listen Actively 3: Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension.
Listen Actively 4: Integrate information from listening with prior knowledge to address listening purpose.
Observe Critically 1: Attend to visual sources of information, including television and other media.
Observe Critically 2: Determine the purpose for observation and use strategies appropriate to the purpose.
Observe Critically 3: Monitor comprehension and adjust strategies.
Observe Critically 4: Analyze the accuracy, bias, and usefulness of the information.
Observe Critically 5: Integrate it with prior knowledge to address viewing purpose.
Solve Problems and Make Decisions 1: Anticipate or identify problems
Solve Problems and Make Decisions 2: Use information from diverse courses to arrive at a clearer understanding of the problem and its root causes.
Solve Problems and Make Decisions 3: Generate alternative solutions.
Solve Problems and Make Decisions 4: Evaluate strengths and weaknesses of alternatives, including potential risks and benefits and short- and long-term consequences.
Solve Problems and Make Decisions 5: Select alternative that is most appropriate to goal, context, and available resources.
Solve Problems and Make Decisions 6: Establish criteria for evaluating effectiveness of solution or decision.
Cooperate with Others 1: Interact with others in ways that are friendly, courteous, and tactful and that demonstrate respect for others’ ideas, opinions, and contributions.
Cooperate with Others 4: Try to adjust one’s actions to take into account the needs of others and/or the task to be accomplished.
Advocate and Influence 1: Define what one is trying to achieve.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 4Pages 48-59
Your Customers, cont.
/ Advocate and Influence 2: Assess interests, resources, and the potential for success.
Advocate and Influence 3: Gather facts and supporting information to build a case that takes into account the interests and attitudes of others.
Advocate and Influence 4: Present a clear case, using a strategy that takes into account purpose and audience.
Advocate and Influence 5: Revise, as necessary, in response to feedback.
Guide Others 1: Assess the needs of others and one’s own ability to assist.
Guide Others 2: Use strategies for providing guidance that take into account the goals, tasks, context, and learning styles of others.
Guide Others 3: Arrange opportunities for learning that build on learner’s strengths.
Guide Others 4: Seek feedback on the usefulness and results of the assistance.
Take Responsibility for Learning 1: Establish learning goals that are based on an understanding of one’s own current and future learning needs.
Take Responsibility for Learning 2: Identify own strengths ad weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
Take Responsibility for Learning 3: Become familiar with a range or retain knowledge.
Take Responsibility for Learning 5: Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
Take Responsibility for Learning 6: test out new learning in real-life situations.
Reflect and Evaluate 1: Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Reflect and Evaluate 2: Make inferences, predictions, or judgments based on one’s reflections.
Learn Through Research 1: Pose a question to be answered or make a prediction about objects or events.
Learn Through Research 2: Use multiple lines of inquiry to collect information.
Learn Through Research 3: Organize, evaluate, analyze and interpret findings.
Use Information and Communications Technology 2: Use electronic tools to learn practice skills.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 5Pages 60-71
Your Time
/ Read with Understanding 1: Determine the reading purpose.
Read with Understanding 2: Select reading strategies appropriate to the purpose.
Convey Ideas in Writing 2: Organize and present information to serve the purpose, context, and audience.
Convey Ideas in Writing 3: Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Convey Ideas in Writing 4: Seek feedback and revise to enhance the effectiveness of the communication.
Speak So Others Can Understand 1: Determine the purpose of communicating.
Speak So Others Can Understand 2: Organize and present information to serve the purpose, context and audience.
Speak So Others Can Understand 3: Pay attention to conventions of English usage, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension.
Speak So Others Can Understand 4: Use multiple strategies to monitor the effectiveness of the communication.
Listen Actively 2: Clarify purpose for listening and use listening strategies appropriate to that purpose.
Observe Critically 1: Attend to visual sources of information, including television and other media.
Observe Critically 2: Determine the purpose for observation and use strategies appropriate to the purpose.
Observe Critically 3: Monitor comprehension and adjust strategies.
Observe Critically 4: Analyze the accuracy, bias, and usefulness of the information.
Observe Critically 5: Integrate it with prior knowledge to address viewing purpose.
Use Math to Solve Problems and Communicate 2: Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Use Math to Solve Problems and Communicate 3: Define and select data to be used in solving the problem.
Use Math to Solve Problems and Communicate 5: Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Plan 1: Set and prioritize goals.
Plan 2: Develop an organized approach of activities and objectives.
Plan 4: Monitor the plan’s progress while considering any need to adjust the plan.
Plan 5: Evaluate its effectiveness in achieving the goals.
Cooperate with Others 1: Interact with others in ways that are friendly, courteous, and tactful and that demonstrate respect for others’ ideas, opinions, and contributions.
Guide Others 3: Arrange opportunities for learning that build on learner’s strengths.
Take Responsibility for Learning 1: Establish learning goals that are based on an understanding of one’s own current and future learning needs.
Take Responsibility for Learning 3: Become familiar with a range or retain knowledge.
Take Responsibility for Learning 5: Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
Take Responsibility for Learning 6: test out new learning in real-life situations.
Reflect and Evaluate 1: Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Learn Through Research 1: Pose a question to be answered or make a prediction about objects or events.
Learn Through Research 2: Use multiple lines of inquiry to collect information.
Learn Through Research 3: Organize, evaluate, analyze and interpret findings.
Use Information and Communications Technology 2: Use electronic tools to learn practice skills.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 6Pages 72-83
Your Supplies and Resources
/ Read with Understanding 2: Select reading strategies appropriate to the purpose.
Read with Understanding 4: Analyze the information and reflect on its underlying meaning.
Convey Ideas in Writing 1: Determine the purpose for communicating.
Convey Ideas in Writing 2: Organize and present information to serve the purpose, context, and audience.
Convey Ideas in Writing 3: Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Convey Ideas in Writing 4: Seek feedback and revise to enhance the effectiveness of the communication.
Speak So Others Can Understand 3: Pay attention to conventions of English usage, including grammar, word choice, register, pace and gesture in order to minimize barriers to listener’s comprehension.
Speak So Others Can Understand 4: Use multiple strategies to monitor the effectiveness of the communication.
Listen Actively 1: Attend to oral communication.
Listen Actively 2: Clarify purpose for listening and use listening strategies appropriate to that purpose.
Listen Actively 3: Monitor comprehension, adjusting listening strategies to overcome barriers to comprehension.
Listen Actively 4: Integrate information from listening with prior knowledge to address listening purpose.
Observe Critically 1: Attend to visual sources of information, including television and other media.
Observe Critically 2: Determine the purpose for observation and use strategies appropriate to the purpose.
Observe Critically 3: Monitor comprehension and adjust strategies.
Observe Critically 4: Analyze the accuracy, bias, and usefulness of the information.
Observe Critically 5: Integrate it with prior knowledge to address viewing purpose.
Use Math to Solve Problems and Communicate 1: Understand, interpret, and work with pictures, numbers, and symbolic information.
Cooperate with Others 2: Seek input from others in order to understand their actions and reactions.
Cooperate with Others 3: Offer clear input on own interests and attitudes so others can understand one’s actions and reactions.
Resolve Conflict and Negotiate 2: Identify areas of agreement and disagreement.
Resolve Conflict and Negotiate 3: Generate options for resolving conflict that have a “win/win” potential.
Guide Others 1: Assess the needs of others and one’s own ability to assist.
Guide Others 2: Use strategies for providing guidance that take into account the goals, tasks, context, and learning styles of others.
Guide Others 3: Arrange opportunities for learning that build on learner’s strengths.
Take Responsibility for Learning 1: Establish learning goals that are based on an understanding of one’s own current and future learning needs.
Take Responsibility for Learning 2: Identify own strengths ad weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
Take Responsibility for Learning 3: Become familiar with a range or retain knowledge.
Take Responsibility for Learning 5: Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
Take Responsibility for Learning 6: test out new learning in real-life situations.
Reflect and Evaluate 1: Take stock of where one is: assess what one knows already and the relevance of that knowledge.
Use Information and Communications Technology 2: Use electronic tools to learn practice skills.
WORKPLACE 1, Cont. /

EQUIPPED FOR THE FUTURE

UNIT 7Pages 84-95

Your Relationships