Train the Trainer Sample - CorporateTrainingMaterials.com · 2021. 4. 21. · Train the Trainer Sample Corporate Training Materials All of our training products are fully customizable

Train the Trainer

Sample

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TABLE OF CONTENTS

Preface .............................................................................................................................................. 3

What is Courseware? ................................................................................................................................ 3

How Do I Customize My Course? .............................................................................................................. 3

Materials Required ................................................................................................................................... 5

Maximizing Your Training Power .............................................................................................................. 5

Icebreakers ........................................................................................................................................ 7

Icebreaker: Related Topic ................................................................................................................... 8

Instructor Guide Sample ..................................................................................................................... 9

Module Two: Understanding Training and Facilitating ....................................................................... 10

What is Training? .................................................................................................................................... 10

Training includes: .................................................................................................................................... 11

What is Facilitation? ............................................................................................................................... 13

Identifying Appropriate Situations.......................................................................................................... 14

Practical Illustration ................................................................................................................................ 17

Module Two: Review Questions .............................................................................................................. 18

Appendix ......................................................................................................................................... 21

Sample Worksheet 1 ............................................................................................................................... 23

Sample Worksheet 2 ............................................................................................................................... 24

Quick Reference Sheets .................................................................................................................... 25

Certificate of Completion ................................................................................................................. 28

PowerPoint Sample .......................................................................................................................... 30

Full Table of Contents ...................................................................................................................... 34

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Preface

What is Courseware?

Welcome to Corporate Training Materials, a completely new training

experience!

Our courseware packages offer you top-quality training materials that

are customizable, user-friendly, educational, and fun. We provide your

materials, materials for the student, PowerPoint slides, and a take-

home reference sheet for the student. You simply need to prepare and

train!

Best of all, our courseware packages are created in Microsoft Office and can be opened using any

version of Word and PowerPoint. (Most other word processing and presentation programs support

these formats, too.) This means that you can customize the content, add your logo, change the color

scheme, and easily print and e-mail training materials.

How Do I Customize My Course?

Customizing your course is easy. To edit text, just click and type as you would with any document. This is

particularly convenient if you want to add customized statistics for your region, special examples for

your participants’ industry, or additional information. You can, of course, also use all of your word

processor’s other features, including text formatting and editing tools (such as cutting and pasting).

To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the

Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire

table” and press OK.

(You will also want to perform this step if you add modules or move them around.)

If you want to change the way text looks, you can format any piece of text any way you want. However,

to make it easy, we have used styles so that you can update all the text at once.



If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting.

In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will

then produce the Modify Style options window where you can set your preferred style options.

For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would

do:

Now, we can change our formatting and it will apply to all the headings in the document.

For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by

Corporate Training Materials.



Materials Required

All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard

or chalkboard instead.)

We recommend that each participant have a copy of the Training Manual, and that you review each

module before training to ensure you have any special materials required. Worksheets are included

within the Appendix of the Instructor Guide and the participant’s Training Manual, and can be

reproduced and used where indicated. If you would like to save paper, these worksheets are easily

transferrable to a flip chart paper format, instead of having individual worksheets.

We recommend these additional materials for all workshops:

• Laptop with projector, for PowerPoint slides

• Quick Reference Sheets for students to take home

• Timer or watch (separate from your laptop)

• Masking tape

• Blank paper

Maximizing Your Training Power

We have just one more thing for you before you get started. Our company is built for trainers, by

trainers, so we thought we would share some of our tips with you, to help you create an engaging,

unforgettable experience for your participants.

• Make it customized. By tailoring each course to your participants, you will find that your results

will increase a thousand-fold.

o Use examples, case studies, and stories that are relevant to the group.

o Identify whether your participants are strangers or whether they work together. Tailor

your approach appropriately.

o Different people learn in different ways, so use different types of activities to balance it

all out. (For example, some people learn by reading, while others learn by talking about

it, while still others need a hands-on approach. For more information, we suggest

Experiential Learning by David Kolb.)

• Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk

for hours at a time. Make use of the tips in this book and your own experience to keep your



participants engaged. Mix up the activities to include individual work, small group work, large

group discussions, and mini-lectures.

• Make it relevant. Participants are much more receptive to learning if they understand why they

are learning it and how they can apply it in their daily lives. Most importantly, they want to

know how it will benefit them and make their lives easier. Take every opportunity to tie what

you are teaching back to real life.

• Keep an open mind. Many trainers find that they learn something each time they teach a

workshop. If you go into a training session with that attitude, you will find that there can be an

amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,

and make the most of it in your workshops.

And now, time for the training!



Icebreakers

Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an

Icebreaker to help facilitate the beginning of the course, as it helps “break the ice” with the

participants. If the participants are new to each other, an icebreaker is a great way to introduce

everyone to each other. If the participants all know each other it can still help loosen up the

room and begin the training session on a positive note. Below you will see one of the

icebreakers that can be utilized from the Icebreakers folder.



Icebreaker: Related Topic

Include a short activity here that is related to the topic of the workshop. You can use the one below if

you like.

1. Have the participants at each table answer the following questions:

a. Why are they here?

b. What is their level of experience with training the trainer?

c. What they hope to get from this class?

d. What was their most memorable vacation or trip?

2. Have someone be designated a scribe and have them jot down the answers to question C above.

3. On a separate piece of paper, have the scribe write down the most interesting or exotic vacation

or trip from only one table member.

4. Have the scribe hand the note with the answers to question C to you.

5. Have the scribe stand and introduce the table to the class.

6. Then have the scribe share the most interesting vacation or trip from their group.

7. Have the class guess the person that had the most interesting or exotic trip or vacation.

8. Go around to each table until all have given you their answers to question C and shared their

most interesting trip or vacation.

9. Debrief by sharing all the answers to question C with the class.

10. Thank participants for sharing.



Instructor Guide Sample

On the following pages is a sample module from our Instructor Guide. It provides the instructor

with a copy of the material and a Lesson Plans box.

The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to

assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to

complete the lesson, any materials that are needed for the lesson, recommended activities, and

additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.



Module Two: Understanding Training and Facilitating

Depending on the need of your participants, you may be called

upon to provide training, or facilitate a discussion of ideas. This

module will help to determine which approach you need in a

particular situation.

What is Training?

Your role as a the trainer is to encourage behavioral change in the participants.

Training is not an event where we attend a workshop one day and expect the desired

behavior to take place the next day. Training is a process. It begins before participants

sign up for a class and continues until the new knowledge, skills, and attitudes are

applied regularly.

Knowing is not enough; we must apply.

Willing is not enough; we must do.

Johann Wolfgang von Goethe



Training includes:

The purpose of training is to deliver results. We make training available when we want to improve

performance in some way, because we believe that it will help to move our organization from where we

are right now, to where we want to be.

Presenting is something that can take place in training or a meeting, and your presentation skills come

with you. If you are one of those people that get complimented because you have great speaking skills,

good pacing, and quality materials, then you already have great presentation habits. On the other hand,

if you are someone that tends to mumble if you are tired, or you don’t inject inflection into your voice,

then you can develop those skills.

Sometimes trainers rely on their presentation skills to get a point across, but not all training is

presenting. A lot of training is delivered in other ways, such as demonstration, case studies, exploration

activities, games, and guided practice.

When do we need training?

Lack of performance does not always mean that there is training needed. There are several areas to

consider BEFORE even looking at training as a consideration:

Determine the type of need.

• Is there a gap between high and low performers? If so, what is one group doing that the other

isn’t?

• Is there a real opportunity for improvement? We like to think, especially as trainers, that there is

always something to learn and room for growth. In looking at the gap you have just identified, is

there room for that growth to take place?

Identifying the need for learning

to take place

Securing management buy-in for training to

be developed

Creating participant-

centered learning opporutnities

Evaluating the effectiveness of

the training offered



• When you have new products, equipment, or regulations, the indication for training may be very

clear. Try to provide training early so that there is no slowdown in performance as the changes

take place.

Who needs the training?

• Identify the level of the organization that is being impacted by the need you identified in Step 1.

Problems or deficiencies can exist specific to an individual or to a job.

• Future planning may mean that an entire shift of people or an organization need training, which

would be the case if you are opening a new plant.

Make sure that you need training.

• If the gap really exists because of performance issues, attitudes, or capacity for learning, then

training is not what you need. Despite what we may like to think, we cannot train all people to

do all things.

Do the systems support you?

• We can train people for all kinds of things, but if the systems in place don’t support your

training, performance will not improve. If Jean finishes her work every day by 3:00 in the

afternoon, and you continually scan the office to see who is behind and give extra work to Jean,

she just might eventually learn to make her work extend until 5:00 anyway, so that you stop

giving her that extra work.

• Does Jean need training to improve her performance? Of course not. Jean was being punished

for performing well since there was no incentive for getting more work done than everyone

else. In addition to that, the other staff was being rewarded for their slower performance since

Jean was picking up the slack.

• While her colleagues might benefit from training that helps them be more efficient, the other

aspect to consider is that Jean needs an incentive to do more than the minimum daily

expectations.

Would coaching suffice where training is considered?

• Sometimes people don’t actually need a full training program. A supervisor with skill in

identifying gaps and providing coaching could potentially provide the support that is needed in

10-minute sessions of focused coaching. Sometimes our employees just need their concerns

addressed, questions answered, or a skill demonstrated.

• Sometimes we tell supervisors that they are now coaches, but they may not know how to coach.

They may not understand what a powerful tool coaching is, and so it’s up to you to help them.

(Could your coaches/supervisors use some training?)



• On the job coaching (and training) can be a very good return on your investment, rather than

long training sessions. Coaching can provide that “just in time” support that provides the

employee with the information that they really need to move ahead.

Estimated Time 20 minutes

Topic Objective To define training and presenting.

Topic Summary Understanding your purpose for delivery will help you to design the best

kind of program.

Materials Required Flip chart paper and markers

Worksheet 1: What is Training?

Planning Checklist Remind participants that Worksheets are in the Appendix of their Training

Manual.

Recommended Activity

Arrange participants in small groups of three to four to discuss the

questions on their worksheet and find the answers in the workbook

material.

• How will you know if training is the right approach for a gap that you have identified?

• List three skills that a trainer exhibits.

• List three elements of a presentation.

Delivery Tips Having more than one way to create groups for activities will allow more

people to meet one another.

Review Activity Ask participants to give examples of training versus presenting.

What is Facilitation?

Whereas a trainer can have knowledge that participants do not have, a facilitator

may not have the same knowledge or expertise in the particular subject matter that

the participants do. The role of the facilitator is to provide an experience in sharing,

discussion, learning, and openness for participants. Although we may use the terms

trainer and facilitator interchangeably at times, there are tangible differences.

Can you think of some possible differences?




Topic Objective To understand what facilitation is.

Topic Summary Facilitation is a specific process that is different from training.

Materials Required Flip chart paper, and markers


Ask participants to discuss the role of trainers and facilitators for five

minutes, creating a list of distinct differences and similarities between the

two. Possible answers could include:

Trainers:

• Bring about a difference in behavior

• Focus on improving specific skills and learning new things

Facilitators:

• Allow for an examination of attitudes

• Create an environment for participants to discuss, share, and explore

Delivery Tips

Circulate around the room to offer assistance and feedback, as participants

discuss features of facilitation, training, and even presenting.

When you bring the large group back together, ask them to share one or

two points of their lists and record their answers on the flip chart.

Stories to Share

It is possible to have training and facilitation going on within the same

“workshop” experience for participants. Knowing when to train and when

to facilitate, however, are important distinctions for the trainer to make.

Identifying Appropriate Situations

A facilitator uses their knowledge of group processes and dynamics when

planning their meeting. They might make use of their skills to run a meeting or a

workshop where participants are considering problems, addressing pressing

business needs, or planning for the future. Just like in skills training, a facilitator

needs to have an agenda, specific objectives, and a plan for how the meeting will

go.



Facilitating requires the following basic skills:

• Make sure everyone participates

• Make sure everyone understands and focusses on the problem(s) being addressed

• Protect participants from any kind of backlash or abuse by creating and maintaining a safe

environment

Provide regular check-ins and follow-up within the session. When people get involved in a facilitated

group, they need to know whether they are still on track and that they are making progress. In addition,

they need frequent interaction with the facilitator to inject energy, keep them on track, and also to

allow some of what they do to sink in.

One way to bring it all together is to check in with the group and record their progress on a large flip

chart or whiteboard at the front of the room. This will facilitate guided discussion, mind-mapping, and

exploration. Keeping the group focused and together in this way also helps to foster the cohesiveness of

the group.


Topic Objective To develop skill in determining the right approach.

Topic Summary Whether you use training or facilitation depends upon the purpose of your

meeting, as well as the desired outcomes.

Materials Required Worksheet 2: Identifying Appropriate Situations

Flip chart paper and markers

Planning Checklist Remind Participants that Worksheets are in the Appendix of the Training

Manual.


Have participants work through this exercise in pairs or small groups. Some

statements should generate more discussion than others, and in some of

them it could easily be argued that both training and facilitation might be

needed. However, if they answer the questions without over-thinking their

answers, you should see answers similar to those below.

1. FACILITATION will bring the group together, re-energized and

focused on the project.

2. FACILITATION will help to bring the group back together. However,

if the facilitator is not getting buy-in from colleagues because



he/she lacks skill in assertiveness, he/she may benefit from some

TRAINING.

3. TRAINING will address the skill development for the new

equipment.

4. TRAINING employees who are new to the plant and the company.

5. FACILITATING when the finance team that knows all about

budgeting and forecasting need to work together to develop a new

process.

Delivery Tips Have the small groups debrief in larger groups, or among the entire group

depending on your class size.



Practical Illustration

Jordan watched as his team members milled about with no idea where to begin. Nick and

Annie looked like lost souls with no direction. Jordan knew the time had come to corral the

troops and make some sense of all that their jobs entailed. With a wave of his magic wand

and keen eye for proper training, Jordan waxed poetic and explained all that they were

expected to do in finite detail, leaving no stone unturned. Soon, everyone had a clear grasp

of the concepts and had a plan of action to succeed. Jordan made no bones about it. They would forge

ahead as one or disintegrate as many. Everyone understood that the job had to be done and now knew

exactly how to make things happen. The former clueless bunch were now top-notch movers and shakers

and the company leaders were elated with how quickly they caught on and how swiftly Jordan whipped

them into tiptop shape.



Module Two: Review Questions

1) Which of the following is not a part of training?

a) Identifying the need for new learning to take place

b) Creating trainer-centered learning opportunities

c) Evaluating the effectiveness of the training offered

d) Securing management buy-in for training to be developed

2) Which of the following is the key for a successful trainer?

a) Presentation skills

b) Case studies

c) Games

d) All of the above

3) Which of the following questions can help you determine the type of training needed?

a) Is there a real opportunity for improvement?

b) Is there any gap based on performance issues?

c) What are the organization’s future plans?

d) When do we need training?

4) Which of the following is not crucial when determining whether or not training is necessary?

a) Where is the training going to be held?

b) Do the systems support you?

c) Would coaching suffice where training is considered?

d) Do you need training?

5) Which of the following statements is true?

a) A facilitator is the person who has the same or similar skills as participants

b) Facilitators and trainers have the same function.

c) Facilitators are prominent participants.

d) Facilitators may not have the same knowledge or expertise in the specific subject matter as

the participants.

6) Which of the following is not a part of facilitator’s role?

a) Providing experience in sharing

b) Helping participants with discussion

c) Giving participants final solutions

d) Helping participants with learning



7) The goal of training is to bring about a ______change.

a) Critical

b) Behavioral

c) Personality

d) Financial

8) A facilitator uses their knowledge of ____ ____and dynamics when planning their meeting.

a) Large whiteboards

b) Personal journals

c) Staff meetings

d) Group processes

9) When people get involved in a facilitated group, they need to know whether they are still on

track and that they are____ _____.

a) Making money

b) Making progress

c) Speaking clearly

d) Asking the proper questions

10) Provide regular ____ and follow-up within the session

a) Breaks

b) Meals

c) Stories

d) Check-ins





Appendix

During the facilitation of a lesson, Worksheets may be utilized to help present the material. If a

lesson calls for a Worksheet it will be listed in the Lesson Plan box under Materials Required.

The trainer can then utilize the Appendix of either the Instructor Guide or the participant’s

Training Manual for the corresponding material and then provide it to the participants.





Sample Worksheet 1

What is Training?

How will you know if training is the right approach for a gap that you have identified?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

List three skills that a trainer exhibits.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

List three elements of a presentation.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



Sample Worksheet 2

Identifying Appropriate Situations

Facilitation is a specifically different skill than training. Review the list of examples below, and determine

whether the topic is best addressed through training or facilitation. Be prepared to discuss your

decisions with the group.

SCENARIO TRAINING? FACILITATION?

A project seems to have stalled and participation is dropping off

because people have either lost interest or moved onto other work.

An individual working on a project seems to be having problems

getting commitment from other team members, and is now late on a

couple of deadlines.

The project group has begun to work together; however, there are

several members of the team who need to learn to use the new

equipment before it is installed.

A new production plant will open in six weeks, and 55 staff members

will be new to the company as well as to the plant. There will be six

senior staff transferred from an existing division of the company. What

can the new staff expect?

Your company has decided that a new process for budgeting and

forecasting is required. The financial services team will be responsible

for developing a new process.



Quick Reference Sheets

Below is an example of our Quick Reference Sheets. They are used to provide the participants

with a quick way to reference the material after the course has been completed. They can be

customized by the trainer to provide the material deemed the most important. They are a way

the participants can look back and reference the material at a later date.

They are also very useful as a take-away from the workshop when branded. When a participant

leaves with a Quick Reference Sheet it provides a great way to promote future business.







Certificate of Completion

Every course comes with a Certificate of Completion where the participants can be recognized

for completing the course. It provides a record of their attendance and to be recognized for

their participation in the workshop.



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PowerPoint Sample

Below you will find the PowerPoint sample. The slides are based on, and created from, the

Instructor Guide. PowerPoint slides are a great tool to use during the facilitation of the

material; they help to focus on the important points of information presented during the

training.



epending on the need of your par cipants, youmay be called upon to provide training, orfacilitate a discussion of ideas. This module willhelp to determine which approach you need in apar cular situa on.

Iden fying needs

Management buy in

rea ng learning opportuni es

valua ng

May lack knowledge

rovides discussion

Openness for learning



Make sure everyone par cipates

Make sure everyone understands the problem

rotects par cipants

ordan watched as his team members milled about with no idea where to begin. ick and Annie looked like lost souls with no direc on. ordan knew the me had come to corral the troops and make some sense of all that their jobs entailed. With a wave of his magic wand and keen eye for proper training, ordan waxed poe c and explained all that they were expected to do in nite detail, leaving no stone unturned. Soon, everyone had a clear grasp of the concepts and had a plan of ac on to succeed. ordan made no bones about it. They would forge ahead as one or disintegrate as many. veryone understood that the job had to be done and now knew exactly how to make things happen. The former clueless bunch were now top notch movers and shakers and the company leaders were elated with how uickly they caught on and how swi ly ordan whipped them into ptop shape.



)Which of the following is not a part of training?

a) Iden fying the need for new learning to take place b) rea ng trainer centered learning opportuni es c) valua ng the e ec veness of the training o eredd)Securing management buy in for training to be developed

)Which of the following is the key for a successful trainer?

a) resenta on skillsb) ase studiesc) Gamesd)All of the above

)Which of the following is not a part of training?

a) Iden fying the need for new learning to take place b) rea ng trainer centered learning opportuni es c) valua ng the e ec veness of the training o eredd)Securing management buy in for training to be developed

)Which of the following is the key for a successful trainer?

a) resenta on skillsb) ase studiesc) Gamesd)All of the above



Full Table of Contents

Preface ..............................................................................................................................................6

What is Courseware? ................................................................................................................................ 6

How Do I Customize My Course? .............................................................................................................. 6

Materials Required ................................................................................................................................... 8

Maximizing Your Training Power .............................................................................................................. 8

Module One: Getting Started ........................................................................................................... 10

Housekeeping Items................................................................................................................................ 10

The Parking Lot ....................................................................................................................................... 11

Workshop Objectives .............................................................................................................................. 11

Pre-Assignment Case Study .................................................................................................................... 12

Pre-Assignment ....................................................................................................................................... 13

Action Plans and Evaluations .................................................................................................................. 13

Action Plan Form..................................................................................................................................... 14

Evaluation Form ...................................................................................................................................... 15

Module Two: Understanding Training and Facilitation ...................................................................... 16

What is Training? .................................................................................................................................... 16

What is Facilitation? ............................................................................................................................... 19

Identifying Appropriate Situations.......................................................................................................... 20


Module Two: Review Questions .............................................................................................................. 23

Module Three: Gathering Materials .................................................................................................. 25

Identifying Participants’ Needs ............................................................................................................... 25

Reviewing the Materials ......................................................................................................................... 27



Identifying and Resolving Gaps .............................................................................................................. 29


Module Three: Review Questions ........................................................................................................... 32

Module Four: Creating a Lesson Plan ................................................................................................ 34

Planning for the Basics ........................................................................................................................... 34

Adding Slack Time ................................................................................................................................... 36

Creating a Plan B .................................................................................................................................... 38


Module Four: Review Questions ............................................................................................................. 40

Module Five: Choosing Activities ...................................................................................................... 42

Types of Activities ................................................................................................................................... 42

Preparing for Emergencies ..................................................................................................................... 44

What to Do When Activities Go Wrong .................................................................................................. 46


Module Five: Review Questions .............................................................................................................. 49

Module Six: Preparing for the Workshop .......................................................................................... 51

Creating a Materials List ......................................................................................................................... 51

Gathering Participant Information ......................................................................................................... 53

Setting Up the Physical Location ............................................................................................................ 54


Module Six: Review Questions ................................................................................................................ 57

Module Seven: Making a Good First Impression ................................................................................ 59

Greeting Participants .............................................................................................................................. 59

Being Prepared ....................................................................................................................................... 61

Using Icebreakers and Energizers ........................................................................................................... 63




Module Seven: Review Questions ........................................................................................................... 66

Module Eight: Delivery Tips and Tricks .............................................................................................. 68

Using Visual Aids ..................................................................................................................................... 68

Creating Supporting Materials ............................................................................................................... 70

Break! ..................................................................................................................................................... 72


Module Eight: Review Questions ............................................................................................................ 76

Module Nine: Keeping it Interactive ................................................................................................. 78

Encouraging Discussion .......................................................................................................................... 78

Using Group Work .................................................................................................................................. 80

The Power of Sticky Notes ...................................................................................................................... 82


Module Nine: Review Questions ............................................................................................................. 85

Module Ten: Dealing With Difficult Participants ................................................................................ 87

The Ground Rules .................................................................................................................................... 87

Challenges and Solutions ........................................................................................................................ 89

Handling Interruptions ............................................................................................................................ 92


Module Ten: Review Questions .............................................................................................................. 94

Module Eleven: Tackling Tough Topics .............................................................................................. 97

Tough Stuff to Watch Out For ................................................................................................................. 97

Adjusting Your Material for a Sensitive Issue ......................................................................................... 99

Dealing With Sensitive Issues in the Workshop .................................................................................... 100

Practical Illustration .............................................................................................................................. 101

Module Eleven: Review Questions ........................................................................................................ 102

Module Twelve: Wrapping Up ........................................................................................................ 105



Words from the Wise ............................................................................................................................ 105

Review of Parking Lot ........................................................................................................................... 105

Lessons Learned .................................................................................................................................... 106

Completion of Action Plans and Evaluations ........................................................................................ 107

Appendix ....................................................................................................................................... 108

Worksheet 1 .......................................................................................................................................... 108

Worksheet 2 .......................................................................................................................................... 109

Worksheet 3 .......................................................................................................................................... 110

Worksheet 4 .......................................................................................................................................... 112

Worksheet 5 .......................................................................................................................................... 115

Worksheet6 ........................................................................................................................................... 117

Post Assessment ................................................................................................................................... 119

Post Assessment Answers ..................................................................................................................... 121

Recommended Reading List .................................................................................................................. 123


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