Learning Activity 3 (30 minutes)

In document How to use this resource package (Page 129-133)

Using the notes on the contents, layout and language for cover letters, students are asked to write a cover letter for one of the jobs advertised in the unit or to use their own advert and write a letter for it. You may use the criteria in the 'Writing Feedback Form' on page T57 for evaluating students' work.

Useful tip

Stress the importance of always supplying a tailor-made cover letter (one that has been created with a particular job in mind) and CV for any job. It shows if someone has made a big effort to research the post.

Catering for Learner Diversity

For less advanced students, you might like to provide them with hints by specifying the number and the type of error (e.g. verb tense, noun) that can be found in each paragraph.

Dear Mr Ng

I am writing in reply to the post of Accounting Clerk advertised on your website. I believe my experience as a student ambassador at school, my HKDSE qualifications in mathematics as well as my interest in business would make me a useful member of your company.

In addition to my experience and qualifications, I can offer a variety of skills that could be useful to you in the future, in particular, my knowledge of computers. Also, my proficiency in English could be useful for your clients from overseas.

I am attracted to your accountancy programme because your company has grown rapidly in the last three years, making you one of the most successful accountancy firms in Hong Kong. I am also impressed by the package you offer your employees.

I have attached my CV and would greatly appreciate an interview to discuss at greater length the contributions I could make to your team.

Thank you for taking the time to review my application.

Yours sincerely

Colin Cheung

Colin Cheung

Learning English through Workplace Communication

Section E: Meetings

Learning Activity 1 (10 minutes)

Students try to complete the anagrams first: agenda; consensus; chairperson; video conference; item; show of hands; minutes. The aim of the activity is to find out how much students know about meetings. Go over the words afterwards to make sure that students know all of them.

Learning Activity 2 (20 minutes)

Running dictation

Stick on the board / wall a copy of 'Tips for preparing and holding meetings' below for each group of four. Enlarge if necessary. Two students will be runners going back and forth memorising and reporting the tips and the other two will be secretaries noting down answers reported by the runners. This is a nice activity because it gets students to learn whole chunks of language and to write collaboratively.

Tips for preparing and holding meetings

1. Prepare thoroughly for the meeting. Look at the agenda or the background information.

2. Listen carefully to what the participants say.

3. Don't talk too little and don't talk too much!

4. If you do not understand, ask for clarifications.

5. Look at people directly when you are speaking to them.

6. Do not hesitate to interrupt a speaker but do so tactfully and at the right time (when the speaker has finished his point, for example).

7. When you reply to a participant, be sure that you understand the question well. To do so, you can rephrase what the speaker said.

Learning Activity 3 (20 minutes)

In this activity, students work in pairs or groups to match the useful functional language for meetings to the communicative functions.


a. 1 b. 4 c. 3 d. 7 e. 6 f. 5 g. 9 h. 2 i. 8 j. 12 k. 10 l. 11

Catering for Learner Diversity

For less advanced students, you might like to dictate the statements yourself and ask groups to write them down together. Then go over the answers with an OHT / PowerPoint.

Alternatively, you may blank out the key words in the tips and ask groups to fill them out. Or, instead of doing a running dictation, you can re-write the tips and turn them into a true (T) or false (F) activity.

Catering for Learner Diversity

For less advanced students, you might like to give your students more practice and support by using the handouts in the Supplementary Materials Section (pages T58 - T60).

Learning English through Workplace Communication For more advanced students, you might like to ask them to brainstorm statements for

agreeing and disagreeing and write them on slips of paper first. Then ask them to compare their ideas with those on pages T59 T60 before working on 'Practice for meetings -agreeing and dis-agreeing' on page T58.

Suggested answers for 'Using appropriate language in meetings' on page T60:

1. This is too expensive! (afraid) I am afraid this is too expensive.

2. You must pay 50% now! (would / mind) Would you mind paying 50% now?

3. We won't agree to these terms! (cannot)

I am afraid we cannot agree to these terms.

4. We hate this model! (not interested)

I am sorry but we are not interested in this model.

5. That's rubbish! (do not agree) I am afraid I do not agree.

6. What do you want? (help) Can I help you?

Learning Activity 4 (30 minutes)

Meeting role-play (remind students of the language from the previous activity)

This activity aims to provide an opportunity for students to use persuasive language and to present their own strengths. It is not necessary for them to come up with a decision on which student should be given the chance to work as a student trainee.

Useful tips

1. Remind students that they should really try to sell themselves during this meeting and each of them has only two minutes.

2. To extend this activity, you may wish to ask a good group to perform the role-play again but this time in front of the class and ask students who watch the performance to vote for the best student in the group.

The notes on pages S47 - S49 provide supplementary materials that aim to help students to understand more about how to chair a meeting and write agenda and minutes. If necessary, you might like to guide students to read over the notes and discuss the roles and language required of a chairperson or secretary to prepare them for the activity. You may also provide students with the additional information on writing agendas and minutes below.

Notes on items that commonly appear on agendas

Confirmation of minutes of the last meeting: When the meeting begins, members will be asked if the minutes of the previous meeting are correct. If they are, the minutes will be adopted, otherwise they will be amended.

Matters arising: Under this item, any issues that stem from the minutes of the previous meeting will be discussed.

Issues for discussion: These are the matters to be discussed at the meeting. In the example provided in the student's handout, there is only one issue for discussion, i.e. Report on Market Survey. In reality, however, most meetings cover more than just one issue or topic.

Learning English through Workplace Communication

Notes on the various components of meeting minutes

Present and Apologies: Members present at the meeting are listed under 'Present' (starting with the Chairman and ending with the Secretary, with members listed in between, in order of seniority or in alphabetical order according to their surname or post title). Those who cannot make it to the meeting are listed under 'Apologies'. Usually it is required that they apologise and give a reason for their absence, hence 'Apologies'.

Confirmation of minutes of the last meeting: If members accept the minutes of the previous meeting as correct, write down that they are confirmed like the example in the student's handout. If corrections are required, put down the amendments made.

Matters arising: If matters arising from the minutes of the previous meeting are discussed, record the discussions and proposals or decisions made. If nothing arises, write down there were no matters arising from the minutes of the previous meeting or omit the item.

Issues discussed: The matters discussed and the resolutions or decisions made are recorded and appropriately organised. Usually the items are reported in the order they are presented.

A.O.B. (Any Other Business): If there are any items discussed under A.O.B., record them. The time the meeting adjourns should also be recorded.

Signature: The Secretary and / or the Chairperson will have to sign the minutes when confirmed.

Catering for Learner Diversity

For less advanced students, you might like to ask the secretary to simply write brief notes as the meeting goes.

For more advanced students, you may let them know more about how to prepare an agenda and write more detailed minutes. The following websites may help:



Section F: A letter requesting a reference for a student

Learning Activity 1 (20 minutes)


1. 1.c 2.d 3.a 4.b 5.f 6.h 7.g 8.e

2. Offering help=6 Requesting action or information=2

Giving information=3 Closing greeting=7

Concluding=5 Referring to previous activities=4

Opening greeting=1 Referring to added documents=8

A.O.B. (Any Other Business): At a meeting, members may bring up issues not covered in the agenda. They can be discussed under A.O.B.

Learning English through Workplace Communication

In document How to use this resource package (Page 129-133)

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