How to use this resource package

(1)

Preface

This resource package is designed and developed in support of the English Language Curriculum and Assessment Guide (Secondary 4 -6) (2007) and the Suggested Schemes of Work for the Elective Part of the Three-year Senior Secondary English Language Curriculum (Secondary 4 - 6) (2007)*. It provides learning resources and teaching ideas for the development and implementation of the elective module "Learning English through Workplace Communication".

Aims

The rationale behind the package is that students will have ample opportunities to enrich their English learning experience and extend a range of language abilities through exploring workplace communication. Carefully designed and sequenced, the materials and activities in this package aim to:

• familiarise students with different types of workplace correspondence;

• develop students' understanding of the vocabulary, language, formats, style and conventions used in spoken and written communication in the workplace;

• help students to apply the knowledge and skills they have learned in their production of workplace-related texts; and

• enhance students' ability to carry out workplace-related activities through providing them with opportunities to practise and demonstrate their language and communication skills in simulated tasks.

How to use this resource package

This resource package comprises student's handouts, teacher's notes, supplementary materials and a CD-ROM. It consists of four units, "Describing Jobs and Companies",

"Employment", "Brands and Advertising" and "Customer Service", which encompass the key learning focuses suggested in the SoW for the module, e.g. "Handling business telephone calls", "Memo writing", "Conventions and style of business letters", "Handling complaints" and

"Job interviews". These units seek to expose students to a variety of text-types related to workplace communication and engage them in a range of communication tasks that simulate real work situations. Through engaging in activities, students acquire the basic knowledge and language needed for communication about work-related matters, and develop presentation, organisation and interpersonal skills. There are also self-access learning tasks that aim to encourage students to review and keep record of their own learning. Given the range of learning activities in this package, teachers are encouraged to exercise careful planning, be selective about the materials and freely adapt them to suit their school contexts and students' needs, interests and abilities.

(3)

Learning English through Workplace Communication Student's Handouts

The student's handouts (indicated by the page number prefix 'S') provide learning materials which enable students to explore the different text-types in the context of workplace communication. They also provide a variety of tasks that encourage students to process information, identify and solve problems, as well as produce both oral and written texts that are appropriate to the purpose, context and audience in the workplace. To facilitate the implementation of the learning tasks and to ensure that students are suitably challenged, it is recommended that the handouts be distributed at different stages during the course of the module according to the suggestions in the teacher's notes.

Teacher's Notes

The teacher's notes (indicated by the page number prefix 'T') provide explanations of teaching steps and alternative teaching suggestions as to how to carry out the activities.

Where appropriate, teachers may feel free to select and flexibly adapt the activities into assessment tasks to promote learning and teaching.

To help teachers suppor t "less advanced students" and stretch "more advanced students", additional suggestions are contained in the "Catering for Learner Diversity"

boxes. Suggested time allocations have been provided for each learning activity for teachers' reference during lesson planning. However, the suggested time is for indicative purposes only and will vary according to students' needs and abilities. Teachers should use their professional judgement to gauge appropriate timings with a particular group of students in mind.

Supplementary Materials

The supplementary materials section provides additional teaching materials and resources for teachers' use and reference. The following items are included in this section:

Feedback forms for writing tasks and oral presentations are provided to facilitate peer or teacher assessment in the course of the module. A Self-reflection Sheet has also been included to encourage self-evaluation. Teachers should feel free to adapt the criteria on the forms to suit the needs of students.

Supplementary activities that aim to support the less advanced students and challenge those who are more advanced have been provided. Teachers are encouraged to make use of them to cater for students' diverse abilities and needs.

References to websites that contain materials helpful to the learning and teaching of English through workplace communication are included at the end of this package. The weblinks or addresses which were accurate at the time this package was published are yet subject to change. Teachers might like to make use of a search engine to regain access to any resources that have been relocated, or may look for similar resources on the web.

(4)

CD-ROM

The CD-ROM consists of an electronic version of the learning and teaching materials in this resource package, as well as recordings that support some of the learning activities in the package. The text files are available in both PDF and MS WORD formats for ease of use and adaptation. The audio recordings in the CD-ROM include clips of workplace presentations that help demonstrate delivery techniques as well as provide opportunities for students to practise their listening skills. Track numbers of the recordings are provided in the explanations for relevant activities as well as on the cover page of each unit in the teacher's notes.

To further support the implementation of the module, other relevant online teaching resource materials have been developed and can be accessed at the English Language Education Section website <http://cd.edb.gov.hk/eng>.

(5)

Acknowledgements

We are most grateful to the English Language Centre, City University of Hong Kong, for their expert input in designing the materials for this resource package. Special thanks are due to Mark Brooke, Instructor at the English Language Centre, City University of Hong Kong, who was chiefly responsible for the development of this package.

(6)

This is a blank page.

(7)

Jobs

Unit 1 Describing Jobs and Companies Describing Jobs

Section A: Group discussion

There are many different jobs not only in Hong Kong but around the world. Which job would you like to do later on?

Section B: Vocabulary

Learning Activity 1

Brainstorm jobs from A to Z below. Try to find a job for every letter of the alphabet.

Astronaut N

B O

C P

D Quality Controller

E R

F S

G T

H U

I V

J W

K X

L Y

M Zoologist

Now test your classmate's pronunciation and spelling. You can ask the following:

• How do you pronounce this?

• How do you spell ... ?

(8)

Learning Activity 2

Match five jobs in column A to the descriptions in column B.

a. Advertising salespeople b. Tellers

c. Market researchers

d. Interpreters and translators e. Customer service representatives f. Chefs

g. Merchandise displayers h. Secretaries

i. Computer programmers j. Buyers and purchasing agents

... help customers with their banking activities.

... analyse and convert spoken or written words from one language into another.

... sell airtime on radio and TV stations and page space in newspapers and magazines.

... try to solve client complaints.

... perform a variety of clerical and administrative tasks needed to run an office.

Column A Column B

Job Description

Learning Activity 3

In your groups, write descriptions of three jobs and test the class (you might like to use the jobs you wrote down in Learning Activity 1).

(9)

Learning Activity 4

You are going to play a card game called Pelmanism. In groups of three or four, put the cards face up on the table. Match each job title with the appropriate job description. Then turn the cards face down and mix them up. Take it in turns to turn over two cards (a job and a description). If the cards go together, you keep them and play again. If they do not match, turn them face down. The player to your left will then continue. The student with the most cards at the end of the game is the winner. Below are examples of the cards that you will get from your teacher.

Learning Activity 5

Our Pelmanism - you are going to make your own card game with five jobs and their descriptions for another group to match. Write down your ideas below.

1.

2.

3.

4.

5.

After you have decided on the jobs and their descriptions for your game, write them separately on the cards on the next page. Swap your cards with another group and see if you can match theirs.

Builder

Policeman

constructs buildings from plans.

protects people from

crime.

(10)

(11)

Learning Activity 6

Read about Jane's and John's hopes for the future. When you have guessed the job they would like to have, put your hand up.

How about you?

What job would you like to apply for when you graduate? Tell a partner.

Jane: I really like shopping, especially for clothes. I like meeting people and would like to help others to buy things they like. I'd like to be a ... when I finish studying.

John: I prefer working at night. I like meeting people but I don't really like talking all the time. I love cars and I really like going to different places in Hong Kong. I hope to be a ... when I leave school.

(12)

Section C: Seeking career advice

A Careers Advisor is someone who helps people to think and make choices about the kind of job they might find interesting when they leave school.

This is a question that might be asked by an advisor. Would you like to travel a lot for your job?

Learning Activity 1

Part A

Below is a list of descriptions of activities. Identify the job that each activity refers to. You can provide more than one job as in one of the examples below. Complete the list before you compare your answers with a partner.

Part B

Think of three more activities not mentioned that are important and three jobs to go with them.

Write your ideas here:

1.

2.

3.

1. travel abroad - tour guide 2. work nights - nurse / copy editor 3. work outside

4. help others in need due to illness 5. educate or train others

6. protect people 7. work with children 8. drive a vehicle 9. operate a computer

10. design and create buildings 11. buy products

12. work from home

13. persuade others to buy things 14. repair things

15. clean things

(13)

Yes / No questions Open questions

Learning Activity 2

Work in groups of four. You and your partner are going to take turns to interview each other about the kind of activities that you like to do. After the interview, you will discuss with another classmate in order to come up with a job that you will suggest to your partner.

Part A

In your group, with the help of the example given, write out eight other questions that you would like to ask your partner. You can use the following to help you:

Does the job that interests you involve...?

Do you prefer...or...?

Do you like...?

Do you enjoy...?

Do you intend to...?

Do you hope to...?

Would you like to...?

Would you mind...?

Which languages will you need?

Where do you think you will work?

Who would you like to work with?

What kind of skills do you hope to learn?

What type of work interests you?

Example:

1. Do you prefer working inside or outside?

2.

3.

4.

5.

6.

7.

8.

9.

Part B

With the questions that you have prepared in Part A, interview your partner and write the answers down on a sheet of paper.

Part C

Using the note sheet on the next page and based on the answers that you got from your partner in Part B, pair up with another classmate to discuss what will be a suitable job for the partner you interviewed. Complete the note sheet but do not report to your partner yet.

(14)

Note sheet

A job for your partner

We think the field of is a good match for you.

You would be a good (job).

This is because you enjoy (interests)

and you're good at

Also, you would like to learn about (skills)

Another reason is you (don't like... / are not good at...) and

Other reasons (if any):

(15)

Section D: Telephoning

Learning Activity

Before sharing the results of your discussion in Learning Activity 2 of Section C with the rest of the class, you should conduct a telephone role-play to make an appointment with your partner.

Part A

Before doing the role-play, match the language and functions below. The first has been done for you.

Useful language

1. Confirming 1= D A. Let me just repeat that.

2. Suggesting a meeting 2= B. Can I take a message?

3. Negotiating a time 3= C. Could we meet?

4. Repeating 4= D. Yes that's fine. See you then.

5. Taking messages 5= E. I'm free at... Is that ok for you?

6. Explaining the purpose of 6= F. May I know who's calling please?

a call

7. Reassuring 7= G. Could you please tell me what

it's about?

8. Identifying the caller 8= H. I'll make sure s/he gets the message.

9. Asking about the purpose 9= I. I'm phoning about...

10. Identifying yourself 10= J. I'd like to speak to...

11. Asking for the connection 11= K. This is...

(16)

Telephoning - functions and language Identifying yourself

This is ...

... speaking.

Asking for the connection

I'd like to speak to ...

Could you put me through to ...?

Reassuring

I'll make sure she gets the message.

I'll tell her / him that you called.

Giving technical reasons

It's a terrible line.

I can't hear you very well.

Explaining the purpose

I'm calling about ...

The reason I'm calling is ...

It's in connection with ...

Asking about the purpose

Could you please tell me what it's about?

What's it in connection with?

Giving excuses

I'm afraid s/he's not in at the moment.

I'm sorry, but s/he's busy at the moment.

Taking messages

Can I take a message?

Could I leave a message?

Identifying the caller

Who's speaking please?

May I ask who is calling?

Making the connection

Just a moment.

I'm putting you through.

Explaining the purpose of a call

It's concerning ...

I'm phoning about ...

Repeating

Could you just go over that again, please?

Let me just repeat that?

Suggesting a meeting

Could we fix a meeting?

Could we get together?

I'd like to see you on ...(day) at ...(time).

Negotiating a time

Could you manage next Thursday?

I'm free at. ...Is that ok for you?

Would ...suit you?

Confirming

OK then, (date / time) ...at my office.

Yes, that's fine. See you ...

(17)

Learning English through Workplace Communication Part B

Arranging an appointment by telephone

Before you can talk about your findings with your partner, you have to telephone her / him to make an appointment to meet. You should agree on a day, time and place that are convenient for you both. You are quite busy in the next three days as you can see from the timetable that your teacher will give you. So is your partner. Try to find a time slot of at least 45 minutes when you can both meet. You cannot meet before 8 am or after 7 pm.

Part C

Sharing

After you have made an appointment with your partner, share with her / him what you think might be a suitable job for her / him.

Useful phrases

Are you free at ...(time) on ...(day)?

What are you doing at ...(time) on ...(day)?

(18)

Tuesday

8.00 - 9.00 swimming 9.00 - 11.00 meeting friends 11.00 - 12.00 Maths lesson 12.45 - 1.30 lunch with friends 2.30 - 3.15 English lesson 4.00 - 5.30 Chemistry lesson 6.30 - 7.45 playing basketball

Thursday

8.00 - 9.00 cycling

10.00 - 11.30 lessons at school 12.30 - 1.30 lunch with friends 2.00 - 3.00 meeting class teacher 3.45 - 4.00 Maths lesson

4.45 - 6.00 playing basketball

7.00 - 9.00 watching a good film on TV

Wednesday

8.00 - 9.00 jogging

9.00 - 11.00 Science lesson 12.00 - 1.00 dentist

2.00 - 4.00 English test

4.45 - 5.45 meeting with friends 6.30 - 7.00 playing basketball

Tuesday

9.00 - 9.30 English lesson 10.15 - 11.15 meeting friends 11.30 - 12.45 going to the library 12.45 - 1.30 lunch with friends 1.30 - 3.00 playing tennis 3.00 - 4.00 Maths lesson 5.30 - 7.00 doing homework

Wednesday

9.00 - 9.30 meeting friends

10.30 - 12.00 doing a test for Physics 12.45 - 2.00 lunch

2.30 - 3.30 English lesson 3.30 - 4.00 Biology lesson

Thursday

9.00 - 10.30 dim sum with friends

11.00 - 12.30 writing Chinese History essay 12.30 - 1.30 lunch with friend

2.30 - 3.00 Putonghua lesson 3.45 - 4.00 break

4.15 - 6.00 doing homework 7.00 - 9.00 birthday dinner for me

Schedule for Student A or C

Schedule for Student B or D

(19)

Section E: Business memo writing

Learning Activity

You received three phone calls from your boss, Ruth Marsh, the General Manager, instructing you to write a few memos on her behalf. Before you listen to the recording, read the notes on memo writing on the next page. As you listen to the recording for the first time, jot notes on a separate sheet of paper. When the recording is played again, draft memos of 30 words or less for different staff members in the space provided.

Memo 1

To: Anne Oxford From: Ruth

Time and date: 2pm, Subject: Factory visit

Message: Please let David know whether you

Memo 2

To: Melani From:

Time and date:

Subject: Meeting with

Message: David cannot meet the Sales Team today because

Memo 3 To:

From:

Time and date:

Subject:

Message:

(20)

Memos

Memos are normally short, concise messages written by company staff for company staff.

Consequently, the tone should be different from very formal letters as you normally know the people you are writing to. Memos can be written for the following reasons:

• Requesting action or information

• Giving information

• Making suggestions and recommendations

• Sorting out problems

• Warning

The reader(s) could be one person or all employees. The organisation of a memo is normally the same. Look at the following memos:

1. To: John From: Anne

Date: 24 May 20XX Subject: Exhibition

Message: As you're going to the exhibition next Saturday, can you tell me which MTR stop is the nearest?

Thanks 2. To: All staff

From: Director

Time and date: 2 pm, Friday, 30 Jan 20XX Subject: Unpleasant behaviour

Message: It has come to my attention that one of our members of staff was rude to one of the security officers in the car park this morning. Could I ask you all to please be polite to these employees?

Regards 3. To: All new staff

From: Human Resources Manager Date: 10 Sept 20XX

Subject: Lunch invitation

Message: I would like to invite you to a special lunch on Wednesday (14 Sept) to welcome you to the company. If you can make it, please get back to me ASAP so that I can book a table.

Thanks

As you can see from the above, the tone of your memo may change depending on the reason for writing and the identity of your reader(s). Which memo is the least formal? What kind of tone does memo 2 have? What does ASAP in

(21)

Learning Activity 2

Using as many of the company names as possible, say what you did last week:

1. Yesterday, after getting up, I went to Starbucks and had a coffee.

2. Then 3.

4.

5.

6.

Describing companies

Section F: Group discussion

Learning Activity 1

Do you know anyone who works for a well-known company in Hong Kong?

Would you like to work for that company or one of these below?

Why?

(22)

Learning Activity 3

Which words do you think are associated with KFC? Think of the smell, taste, touch, look and the sounds you may hear in one of the restaurants. Add your own boxes where necessary.

Sound

KFC Taste

spicy chicken wings

crunching tortilla chips

Touch

Look

Smell

(23)

Learning Activity 4

Part A

You are going to read a text about KFC. Your text has some gaps in it that you need to fill by asking a partner the appropriate questions. First go into groups of classmates with the same texts and work together to write the questions in the table below.

Student A: Work out questions to get answers for the odd-numbered blanks.

Student B: Work out questions to get answers for the even-numbered blanks.

An example has been provided in the table below.

Blank no.

Question to ask your partner (Student A / B)

1 / 2 Student A (Question 1): What kind of restaurant is KFC?

Student B (Question 2): Who founded KFC?

3 / 4 5 / 6 7 / 8 9 / 10 11 / 12 13 / 14 15 / 16 17 / 18 19 / 20

Part B

When you have finished, sit opposite a person with the other text and take turns to ask questions in order to complete the gaps. You should not read your partner's text - this is a listening and speaking activity.

(24)

KFC Student A

KFC, or Kentucky Fried Chicken, is a chain of (1) (What?) restaurants from the United States of America. It was founded by a soldier named Colonel Sanders.

Advertising and Logo

The company adopted the shorter form of its name, i.e. KFC, in (3) (When?).

There are three most widely believed causes for doing so:

• the name would turn people's attention away from 'chicken', as the chain was moving to offer other foods;

• the unhealthy connotations of 'fried' would be avoided;

• a shorter name would be more attractive to (5) (Who?).

Recently, the company has begun to re-use the Kentucky Fried Chicken name. The Kentucky Fried Chicken name can be seen on some buckets of chicken. As of (7) (When?), the company's website uses Kentucky Fried Chicken for the logo in the United States.

History

The first 'Kentucky Fried Chicken' outlet was opened in (9) (When?). Sanders sold the business in 1964 for US$2 million, and it has since been sold three more times, most recently to PepsiCo.

Products

KFC's Original Recipe was (11) (What?). What makes it so special is that it is prepared from 11 herbs and spices. Other than fried chicken, many KFC restaurants serve crispy chicken and side dishes like coleslaw, wedges, mashed potatoes with gravy and corn on the cob. KFC also offers other dishes such as hamburgers, pork ribs, Honey BBQ wings and desserts - though not all may be found in all locations. Some menu items are innovations in regional stores. The management in (13) (Where?), for example, introduced the Colonel Burger in 1977 and the Hot & Crispy Chicken in (15) (When?).

Countries with KFC

KFC restaurants can be found in most countries in the world. It is one of the most popular Western fast-food chains in mainland China. KFC is also very popular in Japan, particularly during (17) (When?), where people in large cities often have to reserve buckets of chicken beforehand. One of the most famous KFC restaurants in the U.S. is located in Georgia. This store is notable for a 56-foot tall sign that looks like a chicken.

(Adapted from Wikipedia, the free encyclopedia)

(25)

KFC Student B

KFC, or Kentucky Fried Chicken, is a chain of fast food restaurants from the United States of America. It was founded by a soldier named (2) (Who?).

Advertising and Logo

The company adopted the shorter form of its name, i.e. KFC, in 1991. There are (4) (How many?) most widely believed causes for doing so:

• the name would turn people's attention away from 'chicken', as the chain was moving to offer other foods;

• the unhealthy connotations of 'fried' would be avoided;

• a shorter name would be more attractive to young people.

Recently, the company has begun to re-use the Kentucky Fried Chicken name. The Kentucky Fried Chicken name can be seen on some (6) (What?). As of 2007, the company's website uses Kentucky Fried Chicken for the (8) (What?) in the United States.

History

The first 'Kentucky Fried Chicken' outlet was opened in 1952. Sanders sold the business in 1964 for (10) (How much?), and it has since been sold three more times, most recently to PepsiCo.

Products

KFC's Original Recipe was fried chicken and French fries. What makes it so special is that it is prepared from 11 herbs and spices. Other than fried chicken, many KFC restaurants serve crispy chicken and (12) (What?) like coleslaw, wedges, mashed potatoes with gravy and corn on the cob. KFC also offers other dishes such as hamburgers, pork ribs, Honey BBQ wings and desserts - though not all may be found in all locations. Some menu items are innovations in regional stores. The management in Singapore, for example, introduced the Colonel Burger in 1977 and the (14) (What?) in 1990.

Countries with KFC

KFC restaurants can be found in most countries in the world. It is one of the most popular Western fast-food chains in (16) (Where?). KFC is also very popular in Japan, particularly during Christmas, where people in large cities often have to reserve buckets of chicken beforehand. One of the most famous KFC restaurants in the U.S. is located in Georgia. This store is notable for a 56-foot tall sign that looks like a (18) (What?).

(Adapted from Wikipedia, the free encyclopedia)

(26)

Learning Activity 5

Part A

For the KFC text the following areas of information are included:

• Advertising and logo

• History

• Products

• Location

Complete the following sentences which describe the above four areas of the company.

1. The first KFC outlet in 1952.

2. It a soldier named Colonel Sanders.

3. It is western fast-food chain in mainland China.

4. The company of its name in 1991.

5. The management the Colonel Burger in 1977.

6. KFC restaurants world.

Part B

Which of the phrases in the blanks in Part A are used to:

a. ... talk about the setting up of the business?

b. ... describe the reduction of letters in a word or expression?

c. ... explain the start of a new product?

d. ... describe the first ever restaurant to be available to the public?

e. ... explain how much people in a country like the restaurant?

f. ... talk about the global situation of a company?

Can you think of other useful words to replace those in the sentences above?

• The first KFC outlet was started in 1952.

Part C

Discussion: What is your favourite fast food restaurant? Why?

(27)

Section G: Presentations

Learning Activity 1

In your groups, decide if the statements about a good presenter are true or false.

A good presenter...

a. reads a speech word for word from a sheet of paper.

b. uses complex, detailed visual aids.

c. tells the audience not to ask questions.

d. tells the audience about the content of the presentation at the beginning.

e. reads from the screen with her / his back to the audience.

f. keeps eye contact with everyone.

g. uses words to signal the audience s/he is changing topic.

h. walks around quite a lot.

i. puts her / his hands in her / his pockets to avoid unnecessary use of hands.

j. talks very quickly to keep everyone interested.

k. sums up the main ideas at the end.

l. repeat or clarify your point if they seem to have difficulty in understanding.

(28)

Learning Activity 2

Part A

Listen to a presentation of a company and take notes below to complete the fact file.

1. Name of the company: Eco Car Ltd

2. Year the company was founded:

3. Number of factories now:

4. Company product:

5. Number of products:

6. Reason for popularity of products: They are not run at a great cost to

7. Company slogan:

8. Colour of cars:

9. Company's future plan: To move into the

10. Any other information you heard:

(29)

Now listen again and complete the gaps below.

I'd by welcoming you all here today. My name is Mandy Wong and I'm one of the managers for Eco-car Ltd. The presentation today our company, its history, location, products and advertising.

So, let me begin by my talk today. , I'll give you a brief account of the history of Eco-car Ltd. Then

our current product range.

I'll give you a brief description of our new advertising campaign. Please feel free at the end of the presentation.

Right, at the history of our company. The company was founded in 2004 by two brothers who had the idea of producing a car which runs off 100% organic energy. They started with just one small room to build it in! Now we have two large factories in the Northern Territories.

So, the current product range. At the moment we have five different Eco-car products. These range from our original car - the Friendly Juicer - to the highly successful Wonder Car which has won several international prizes. We believe that these products will continue to be particularly popular because they go against the modern trend around the world of luxury items that run at a great cost to the world's environment.

(30)

Good. of the kind of products

we have introduced since we started out in 2004. Now to

our new advertising campaign and how I believe it is going to perform in the face of some very strong competition in this sector.

Think Green, Think Eco-Car. That's our new slogan and our idea is to offer a range of cars on the market that are three different types of green - only green - a light, a pale and a dark green. I hope you like this idea.

Ok then . Eco-car is now a well established player in the car manufacturing market of Hong Kong, focussing on organic fuels. We face strong competition in the market but we feel we are in a strong position with our highly specialised products. Our plan to move into the international export market should ensure that the company continues to grow in the coming years.

That of my presentation today. Now, if there are any questions...

(31)

Section H: Presentation of a famous company

Learning Activity

You and your colleagues are going to introduce your company at a career talk at a secondary school. With the aid of the company presentations you have listened to and read about and the handout 'Presentations - functions and language' on the next page, give a short talk of about five minutes about your company. You should spend some time researching information and rehearsing before you do your presentation.

(32)

Presentations - functions and language 1. Introducing yourself, your

colleagues and your talk

Good morning. My name's (...). I'm the project director.

This is my colleague (...) who is in charge of...

2. Stating the title / subject / purpose

We are here to talk to you about...

We are going to present our findings on...

The purpose of this presentation is to...

This talk is designed to...

3. Outlining / sequencing

We have divided our presentation into (...) sections. They are...

We can break the project down into the following fields (...)

OR

We can break the project down into the following fields(:) (followed by 'Firstly', 'Secondly', etc.)

4. Stating the length

I will only take (...) of your time to give you the basic background. My colleagues will then take over.

We are planning to be as brief as possible.

The presentation should last about (...)

5. Referring to questions

We'd be glad to answer any questions at the end of the talk.

If you have any questions, please feel free to interrupt.

6. Convincing your audience

We strongly believe...

We are convinced...

In our experience, these types of websites are extremely...

7. Summarising and concluding

That covers all we wanted to say today.

Let me just run through the points we have covered.

9. Referring to answered questions

Does that answer your question?

Is that clearer?

8. Inviting questions

Are there any questions?

Would you like to ask us some questions?

Are there any unclear points?

(33)

Section I: Self-access learning task

Use this page to make notes. You could start like this:

Prepare a two-minute presentation in English to a potential employer about the kind of work you would like to do or the type of company you would like to work for when you finish school or university. Practise before doing the presentation and record it so that you can review your own performance.

Hi, my name's ... and I'm going to talk to you about my hopes for the future.

(34)

Unit 2 Employment

Section A: Group discussion

Have you ever been interviewed for a part-time job? When? What kind of job was it?

Did you ask a member of your family about an interview that s/he had had in the past? Share the story with the class.

Section B: Vocabulary

Learning Activity 1

In your groups, brainstorm adjectives used to describe personal and professional characteristics (e.g. reliable, outgoing).

Learning Activity 2

If you had to choose five of these adjectives / adjectival phrases for a teacher, which ones would you choose? Why?

hard-working independent creative sociable well-organised good at languages fun

ambitious trustworthy energetic flexible good at teamwork

good at time management imaginative artistic good with people competitive physically fit

productive good at money making good at following orders smart and clean polite patient

confident clever good at giving orders

(35)

Learning Activity 3

Part A

Can you think of any other words or phrases to describe positive attributes?

Punctual

Part B

Write a sentence for two words or phrases you have chosen from the boxes above (you should use a different grammar structure for each).

Example:

1. If you are a pilot, you have to be trustworthy.

2. We are looking for a hard-working and reliable person for the post.

1.

2.

Learning Activity 4

You are going to play a describing game. Try to use some of the adjectives from the previous activities to help you. You have to describe a job (see the example in the box on the next page) while your partners make their guesses. When your partners get the answer, one of them can continue the game by describing another job. When you have used up the six jobs given, each person writes down three more jobs on small pieces of paper and places them in the centre of the table. Now continue to play with your own choices of jobs. Use the space given to make some notes.

Taxi driver

Builder

Beautician

Dancer

Shop assistant

Waitress

(36)

Example language box

A: For this job, you have to be very fit and healthy. You need to be confident and enjoy performing to others.

B: A dancer.

A: That's right. Your turn.

Dos Don'ts

1 Sit up straight 2 Look alert

3 Scratch the back of your head 4 Hold your neck

5 Rub your nose 6 Cross your arms 7 Make eye contact 8 Stare at the floor 9 Look uninterested

You can use this space to make notes for your descriptions:

Section C: Job interviews

Learning Activity 1

Part A

Your body language is important in an interview as it shows the interviewer your attitude. Look at the actions below and decide whether they should be dos or don'ts in an interview.

(37)

Can you think of any more recommendations for body language? Write them in the box.

Learning Activity 2

In groups, write down some of the common questions asked in interviews, using the hints provided in the brackets.

1. (reasons for applying)

Can you tell us why ?

2. (the interviewee to introduce himself or herself)

Could you tell ?

3. (reasons for being eligible or suitable for the job)

Why do you ?

4. (strong and weak points)

What are ?

5. (preference for working alone or in a team, and reasons)

Do you ?

6. (questions to ask interviewers)

Do you ?

(38)

Learning Activity 3

You are going to take part in an interview role-play. Look at the advertisement for a restaurant manager below. In groups of six or seven, four of you will be jobseekers, the others employers.

Choose which role you would like. You will have a chance later to swap roles. When you have chosen your role, employers form a group together; read the 'Employer Card' below and design some questions to ask (you can also use the questions from the previous page).

Jobseekers, you must choose a number (from 1 to 4) before reading the role cards.

Employer Card

You are the owner of a Cantonese Restaurant in Central. You need to employ an experienced manager to work in your restaurant. The requirements for this position are that the candidate:

1) Must have at least 5 years' experience as a restaurant / catering manager because the person will be in charge of both the front of house and back of house operation.

2) Must speak fluent English and Cantonese.

3) Must have recognised training.

4) Must be looking for a long-term position.

Desirable qualities and experiences (preferred but not essential) are:

1) Leadership qualities.

2) Experience of working in a Cantonese restaurant.

3) Being organised, efficient, punctual and hard-working.

4) Ability to build good relationships with co-workers.

5) Having a reasonable command of Putonghua.

...is now looking for a

Restaurant Manager

Competitive salary offered Requirements:

- At least 5 years' relevant experience - Fluent in English and Chinese

- Excellent communication and interpersonal skills - Immediate availability preferred

(39)

Learning English through Workplace Communication Jobseekers - Using the advertisement and your Jobseeker Card, prepare what you are going

to say before conducting the role-play.

Employers - In addition to the questions in Learning Activity 2, think of at least four more questions to ask jobseekers.

Jobseeker Card 1

You are 35. You completed a diploma programme in restaurant management in Guangzhou.

You have worked in a Cantonese restaurant in Tuen Mun for 5 years. You were a waiter for 3 years and an assistant manager for 2 years there. You left the job because you had an argument with the restaurant owner over the menu. Your English and Putonghua are quite good.

You are 30. You are Cantonese. You are from Hong Kong. You obtained an Associate Degree in Hospitality Management and then worked in a Cantonese restaurant in Kowloon Bay for 4 years. In the Cantonese restaurant, your job was Assistant Manager and you left the job because you wanted to be a manager. Your English is poor.

You are Australian. You are a college graduate from the Food and Beverage Management College of Melbourne. You are 24 and were top of your management course. You are ambitious and want to work as a manager in a Cantonese restaurant but have no experience. You speak fluent Cantonese and English.

You are from Shenzhen. You are 38 years old. You have loved Cantonese food ever since you tried it. You have no formal training but have worked as a manager in a small Cantonese restaurant in Shenzhen for 7 years. You hope to open your own Cantonese restaurant one day but are still saving up the money. Your English and Putonghua are excellent but your Cantonese is a little weak.

(40)

Learning Activity 4

You are going to role-play some job interviews. Before the interviews, look at the interview tips and some useful functions and language for interviews on the next page.

When the employers and the candidates are ready, you may get together in one large group of around 6 or 7. During the interviews, employers must listen attentively because they will be asked to decide who the best candidate is.

When you are all ready, begin the interviews in your groups, all of the employers working together to ask one candidate their questions. You have about three minutes to ask each candidate your questions. (You should use the prompts below for help).

Which jobseeker was chosen and why?

Greet the candidate and ask her / him to introduce herself / himself.

Ask the candidate about her / his relevant qualifications and experience.

Ask the candidate if s/he has any questions.

Ask the candidate about her / his personality, interests and weaknesses /

strengths.

Ask the candidate about her / his reasons for applying.

(41)

Interview tips

Before the interview:

1. Find out about the company first: environment; services; products; projects; training;

promotion opportunities.

2. Predict questions you might be asked and prepare good answers for them (write down keywords to help you to remember your answers, e.g. proactive, good at team-working).

3. Think of useful questions you would like to ask.

4. Ask different friends or family members to help you to practise several times before the interview.

5. Relax and enjoy the interview as a very useful learning experience.

Interviews - functions and language 1. Talking about why you're

interested in this position

This job would offer professional development.

This company has a very good reputation.

2. Talking about your qualifications

I did quite well in my HKDSE exams.

I received ... for my English.

I passed ...

3. Talking about your experience

I've got lots of experience in this field.

I have had two part-time jobs.

My last job finished in March last year.

4. Talking about you

I am a very organised person.

I feel that I could play a key role in the company.

I get on really well with people.

5. Talking about your interests

I'm really keen on ... (computers) I enjoy ... ing (meeting people)

6. Talking about responsibilities

I am ready to take on more responsibilities.

I enjoy having responsibilities.

7. Describing your weak points

Sometimes I'm a bit too + adjective (e.g.

serious, hard-working), and this might ...

(e.g. make my colleagues feel uncomfortable).

I think I get too + adjective/adjectival phrase (e.g. involved / caught up) in my work. That sometimes means ... (e.g. I am thinking about work even at lunch or at home).

8. Asking questions

If I were offered the job, ... how soon could I start?

... would there be any on-the-job training provided?

What expansion plans does the company have? Would I get the chance to be part of those plans if I were offered the job?

(42)

Interviewer

Hello, what do you want?

Interviewer Why?

Interviewer

Have you worked before?

Candidate

To get some money.

Candidate

I'd like a job please.

Learning Activity 5

Part A

Below is a dialogue during an interview. As you can see, it is not a good one. With your partner, re-write the dialogue in the boxes.

Shop Assistant required for fashionable retail store

• Training offered

• Good salary

Candidate

Of course, my uncle's got a shop.

Candidate

Too tired. Can't think of any.

Interviewer

Have you got any questions for me?

Part B

When you have finished re-writing the dialogue, act it out with your partner.

(43)

Section D: Application / Cover letter

Learning Activity 1

You are going to write a cover letter for a job you would like to apply for. To familiarise yourself with application letters, read the letter below and try to complete the note sheet on the next page.

Flat A 10/F Block 6 Fa Yuen Court 13 Lai Shing Road Tai Po

New Territories 5 March 20XX Mr Anthony Wong

Human Resources Manager Youth Alliance

Room 1124A 11/F Global Building 266 Nathan Road Kowloon

Dear Mr Wong

I am writing to apply for the position of part-time Activity Assistant advertised in Careers Post on 3 March 20XX.

I graduated from St. James College and have completed the Hong Kong Diploma of Secondary Education examination, with Level 5 in Liberal Studies and English Language.

As the Vice-president of the Social Service Group and the Student Union in the last two years of my senior secondary education, I had gained valuable experience in organising walkathons for the school, joint-school talent quests and English day-camps for newly arrived children in the neighbourhood. I have also been a member of the International Red Cross Movement since 20XX to assist in the promotion of health care services in the community, which I thoroughly enjoy.

I aspire to be a social worker and I would like to join Youth Alliance in organising inspiring and empowering activities for the less privileged youngsters in Hong Kong and mainland China. I believe my cheerful personality, experience in conducting community services and enthusiasm for serving the needy make me a very suitable candidate for the post.

I would be most grateful if you could kindly arrange an interview so that I could explain my qualifications further. I am available for an interview anytime and I could be easily reached on 9876-5432 or ericyoung@mail.com. I look forward to hearing from you.

Thank you for your kind consideration.

Yours sincerely

Eric Young

(44)

Points to note when writing a job application letter

The layout and content of an application letter is as follows:

Applicant's address

Yours sincerely 8)

Applicant's name in print

Note:

The following should be avoided in writing an application letter:

- Using 9) language such as contractions (e.g. I'm) and colloquial expressions (e.g. "Holding activities is my cup of tea!")

- Writing all information in one long paragraph

- Writing too much about the organisation because the potential employer is interested in information about the 10)

Dear + Mr / Mrs / Ms / Miss + surname of addressee (if known)

Introduction: State the 4) applied for and where it is advertised Body paragraphs (2 to 3): Briefly describe the qualifications, 5) , skills,

6) and interests that are relevant to the job applied for, why the applicant would like to apply for the job and why s/he is a suitable candidate

Ending: Express the readiness to be invited for an 7) and the wish to receive a favourable reply from the potential employer 1)

Addressee's 2) Addressee's title Name of organisation

3) of organisation

(45)

Learning Activity 2

Here is an example of an application / cover letter. A student who has just finished his HKDSE examination is writing to an accountancy firm to apply for the Accounting Clerk position advertised recently. Put the parts of the letter in the correct order. Then, find and underline ten language errors in the letter and write the correct words above them. An example has been provided for you.

1. 2. 3. 4. 5.

Dear Mr Ng

taking

a) Thank you for take the time to review my application.

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

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

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

e) I am written 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 my interest in business would make me a useful member of your company.

Yours sincerely

Colin Cheung

(46)

Learning Activity 3

You are going to write a cover letter for one of the jobs mentioned in this unit or in an advert that interests you. Before you write, make sure you go over the notes on cover letter writing that follow.

(47)

Cover letters Contents

You should include the following in a cover letter:

1. Which job you are interested in and where and when you saw the advertisement 2. Why you would like this job and why you are the best person for it

3. When you will be able to go for an interview

The Cover Letter is different from the CV. It acts as a sample of your writing skills. It gives you the opportunity to expand on the facts (such as relevant qualifications and experience) in a systematic and persuasive way.

In your cover letter, you can describe your experiences and how they suit the job you are interested in. For example, the job you plan to apply for stresses the importance of customer care. You might consider saying 'My experience shows that I enjoy meeting people and helping them to achieve their objectives. In fact, last year, I received an in-company award for "best customer assistant"'.

If the advertisement asks for certain qualifications or qualities, try to show that you have what they need. However, try not to use too many adjectives to describe yourself: 'I am very hard-working and reliable' is not really necessary. Also, try not to exaggerate your talents. 'I deeply feel concerned about the customer care I offer and try, to the very best of my ability, to be a thoughtful and doting assistant' is not really advisable either.

It is a good idea to mention something about the company you are applying to. It shows you have done some background research. However, do not write too much about the company.

Your reader already knows about that and wants to hear about you.

Layout

The layout of a cover letter should consist of the following:

Heading

Your name and contact information, the date and the address of the company you are writing to.

Salutation and introduction

You should start: Dear + the name of the person you are writing to. You should continue 'I am writing with regard to the post of ... in the (name of source, e.g. SCMP) on the ... (date of the issue)'. Then state why you are interested and why you are good for the job.

Body paragraphs

Focus each paragraph on one relevant period of experience and / or study (if they are related).

Talk about relevant examples to prove where you got these skills and how you have used them before. When you refer to your CV, just mention it ('as you can see from my CV'). Do not repeat the information word for word.

Ending

Repeat at the end why you are a suitable candidate and tell your potential employer that you

(48)

would be very grateful if s/he would invite you for interview. Close with 'Yours sincerely', as you know the reader's name, and sign your name below. Below the signature, print out your name so that it is easy to read.

Useful things to remember

Try to get everything on one page with a nice look to the layout. Do not use contractions.

Single spaces are fine for your cover letter. Leave a space between the addresses and dates in the heading. Leave a space between your heading (contact information) and greeting ('Dear ...'). Leave a space between each paragraph. Make sure you proofread your letter or give it to peers and / or family to do it. There should not be any errors in grammar, typing, or layout. If there are, you are at a disadvantage from the start.

Getting an interview

A carefully prepared and well-written cover letter is a good first step to getting an interview.

Useful phrases

I am very interested in the above post of ... advertised in the ...

I believe my educational background in ... corresponds to the qualifications of this post.

I attended a recruitment talk given by ... at your company in ...

Over the last few years I have developed analytical and team working skills that I believe could be useful for your company (because) ...

I will graduate in ... (sciences) this year with a ...

I believe my educational background in ... , my ... skills and ... experience would enable me to make a strong contribution to your company.

I did very well in my final year.

As well as having taken subjects relevant to this post, I can offer other skills that could be useful for your needs in the future.

I am attracted to ... because of ...

During holiday periods, I have had two jobs.

I found the work at ... particularly challenging because ...

It was during this job that I really found my skills in ... very useful and I learnt a lot about ...

I am available for an interview on ...

I would greatly appreciate the opportunity to have an interview to discuss at greater length how I could be a part of your team in the future.

Thank you for taking the time to review my application.

I look forward to hearing from you.

Yours sincerely,

(49)

Learning English through Workplace Communication Written programme or schedule for the

meeting

General agreement

The person who leads or presides at a meeting

Conference of people in different locations, using technology such as satellite and web cams

A point for discussion (as listed on an agenda)

Raised hands to express an opinion in a vote

Wr itten record of ever ything said at a meeting and follow up action requested a

c c

v c

i

s of

h m g d a e a n

u e n n c s s s o h c i a r n p r s o e

e d i v o e r e c f o n n e c

e t m i

h o s w of d h s n a s i e m n u t

Section E: Meetings

Learning Activity 1

Below is a set of jumbled words related to meetings. Solve the anagrams as quickly as you can.

(50)

Learning Activity 2

You are going to do a running dictation. Your teacher will put up some tips for preparing and holding meetings on the board / wall. In your group, two of you will be runners who will go to the board / wall to read what the tips are and return to the group to report. The other two will be secretaries to write down the tips that the runners report on. The first team to complete the list is the winning team (as long as there are no spelling mistakes).

1.

2.

3.

4.

5.

6.

(51)

Learning Activity 3

Match the language for meetings in the table below to the functions they perform. One has been done for you as an example.

Functional language for meetings

a) Getting the chairperson's attention

b) Agreeing

c) Asking for opinions d) Clarifying with a question e) Advising and suggesting f) Disagreeing

g) Asking for spelling h) Giving opinions i) Asking for repetition j) Ending the meeting k) Asking for contributions l) Correcting information

1. (Mister / Madam) chairperson, excuse me for interrupting.

2. I'm positive that...

3. How do you feel about...?

4. I totally agree with you.

5. I agree with you up to a point, but...

6. I recommend that...

7. Have I made that clear?

8. Could you repeat what you just said?

9. Could you spell that, please?

10. Are there any more comments?

11. That's not what I meant.

12. Well, that seems to be all the time we have today.

Answers

a 1 e i

b f j

c g k

d h l

(52)

Learning Activity 4

In this activity, you are going to role-play a meeting. Read the situation below.

Your school has decided to send five to ten students to work as student trainees at a television broadcasting company.

Go into groups of five. Only ONE student from each group can be sent to work as a student trainee. Each student must convince the chairperson (neutral) why s/he should be chosen.

This type of experience will mean that those students who go will have an impressive CV.

They will also earn some money!

Hold a meeting to decide who should be given the chance to go. Try to convince the others that you should be able to represent your school in the community. You only have a maximum of two minutes to sell yourself.

Before starting, elect a chairperson, who will lead the meeting, and a secretary, who will take notes. If you are the chairperson, you may refer to the notes on chairing a meeting on the next page. If you are the secretary, the notes on writing agenda and minutes on pages S48-49 may help you.

You can make some notes below before and during the meeting.

(53)

Chairing a Meeting

1. A chairperson is the one responsible for leading the meeting and should bear in mind the following:

Starting the meeting

• Start the meeting on time

• Introduce yourself and welcome everyone, especially new members

• State clearly the purpose of the meeting During the meeting

• Invite every member to speak (and if the meeting involves presentations by members, try to allow an equal amount of time for each presentation)

• Listen carefully to what members say and avoid taking sides during the discussion

• Politely remind members of the purpose of the meeting if they have drifted from the topic

• Summarise the key points of discussion, where appropriate, before moving on to the next topic

• In the case that an argument or a conflict arises between members, smooth it over by encouraging them to reason sensibly without getting emotional, focussing on the issue rather than the person, and reminding them about what is acceptable behaviour

Closing the meeting

• Thank members for their contributions

• Finish the meeting on time

2. Below are some useful expressions for chairing a meeting grouped under different functions.

Getting started

• Good morning / afternoon everyone.

• Let's get started / start the meeting.

• The purpose of the meeting is ... / We are here today to ...

• Shall we start with / I'd suggest we start with (e.g. John, Mary), who will tell us ...

Making a reminder

• May I suggest we be as concise as possible, as there are a number of things to consider?

• Let us not spend too much time on this as our focus today should be ...

Moving on to another topic

• If there aren't any questions, let's move on to ...

• If no one has any further point to make, let's go on to ...

Making a summary

• Let me quickly summarise what we have said / discussed so far.

• So if you allow me to summarise, we have discussed today ...

Ending the meeting

• Right, it looks we have covered everything.

• Thank you for your views / contributions. We have made good progress today.

• If there are no other comments, I'd like to bring the meeting to a close.

• Thank you for your participation.

(54)

Writing agenda and minutes

The secretary of a meeting is responsible for writing down what has been discussed. The written record of what has been discussed at a meeting is called the minutes of a meeting.

They provide a summary of the main points that have been covered. Very often, the secretary also needs to prepare the agenda, which is the list of items that will be discussed at a meeting.

Below is a sample of an agenda and minutes. The example on agenda shows how the items for discussion are generally arranged and sequenced and the example on minutes provides the general layout that you may wish to follow.

Agenda

Monthly Meeting of the Sales Team Agenda

Date: 5 May 20XX Time: 10 am

Venue: Conference Room

1. Confirmation of minutes of last meeting 2. Matters arising

3. Report on market survey 4. A.O.B.

Minutes

Minutes of Monthly Meeting of the Sales Team

Date: 5 May 20XX Time: 10 am

Venue: Conference Room Present:

Timothy Fu, Head of Sales Team (Chairman) Michelle Chan, Sales Representative

Cecilia Ho, Marketing Manager Samson Ng, Sales Manager

Cody Lam, Sales Representative (Secretary) Apologies:

Evan Li, Production Manager

1. Confirmation of minutes of last meeting

The minutes of the last monthly meeting of the Sales Team on 23 April 20XX were confirmed without amendments.

2. Matters arising

Miss Ho pointed out that there had been a significant decrease in sales due to the economic downturn and that new strategies would be necessary to boost sales. Mr Fu agreed that action had to be taken and suggested a meeting be held with the Marketing