Workshop on the Non Language Arts Modules English … December 2014 English Language Education...

12 December 2014

English Language Education Section,Curriculum Development Institute, Education Bureau

Workshop on the Non‐Language Arts Modules : Learning English through Workplace Communication

• a better understanding of the module ‘Learning English through Workplace Communication’ in the Elective Part of the three‐year senior secondary English Language curriculum;

• gained some ideas on how to plan the module, in particular how it could be integrated with other curriculum components (i.e. the Compulsory Part, other elective modules and the SBA) to enhance students’ four language skills, grammar knowledge, vocabulary building strategies and awareness of text‐type features;

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• learnt more about how to select and design learning activities/materials for the implementation of the module;

• acquired some strategies for teaching the module and the use of assignments, assessment and feedback for improving learning and teaching; and

• shared your experience in planning/implementing the module or related learning and teaching activities with other participants.

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To what extent do you agree or disagree with the following statements?

1. The Workplace Communication module places emphasis on theteaching of vocational English.

2. It is not necessary for students to produce all sorts of workplace‐related text‐types in the module.

3. Students’ achievements in the Workplace Communicationmodule are measured by their performance in writing tasks.

4. The Workplace Communication module benefits mainly the lessadvanced students who are likely to enter the workforce upon S6graduation.

Activity 1

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Activity 2aIn your group, a) write down all text‐types related 

to workplace communication;b) circle the text‐type that you hear; 

andc) raise your hand when you have 

circled 4 text‐types in a row! 

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• The text‐types that I have circled above could be used to help develop my students’ speaking and listening skills.

• The text‐types that I have NOT circled above could be used to help develop my students’ reading and writing skills.

• To facilitate the development of all the four language skills, students should be exposed to a balanced variety of written and spoken text‐types.

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Different text‐types provide meaningful contextsfor the learning and purposeful use of languageknowledge and skills. Conscious learning andexplicit, systematic teaching of different text‐types,including the features they involve, enable learnersto become more proficient language users.

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You have asked your students to complete the following task:

Read the draft reply written by a student. What doyou think are the problems of the draft? How couldthe draft be improved?

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Activity 3

Task: You are a Customer Service Officer of Johnson Electronics Limited. Yesterday you received a letter from a customer who complained about a repairman failing to show up at the agreed time to fix a defective oven. Your supervisor has asked you to write in response to the letter of complaint.  Write the reply. 

Understanding the Topic 

Purpose:

Role of the Writer:

Audience:

Format:

Topic:

To explain and offer solutionsCustomer Service Officer of Johnson Electronics LimitedCustomer of Johnson Electronics LimitedA letter of reply to a complaintA complaint about poor after‐sale service

To enable students to comprehend and produce a range of spoken and written text‐types related to workplace communication, it is important to familiarise students with:• words/expressions for different language functions

• the appropriate register (i.e. degree of formality) for communicating politely

• the organisational framework

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Teaching organisational framework

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Setting the scene: What is the context for writing? Why do I need to write?Body: What is the writing for – to inform, persuade or explain?

Conclusion: What impact do I want to make on the reader(s) ultimately?

Describe the complaint being referred toRespond to the relevant facts of the problem provided by the customer

Propose option(s) to resolve the issueOffer an apology and appeal to the customer for trust in the business

A typical structure of a reply to a complaint

A generic organisational framework across text-types

Minutes Leaflet Interview notes

Speech Statistics Survey report

Formal letter Note sheet Advertisements 

Memo Article Email

Webpage Presentation Discussion

Workplace‐related text‐types in the HKDSE English Language Exams

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Activity 4

Skills to be focussed on: _____________________Learning objectives: ________________________Tasks to be completed:________________________________________________________________________________________________________

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Read through the job advertisements and think of an activity that help to develop students language skills

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Possible Approaches to Implementing the Elective Module

1. Arranging module‐specific lessons‐ 2‐3 module‐specific lessons in each week/cycle 

throughout a year‐ module‐specific lessons in one or two blocks at different 

times of a year 

2. Integrating into the school‐based curriculum‐ The elective module coherently integrated with the 

Compulsory Part, one/several elective module(s) or the SBA component

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Meaningful use of Reading/ WritingListening/ Speaking

Vocabulary

Text-types

Grammar Forms &Communicative

Functions

through exploration of themes in varied contexts by adopting different approaches and strategies

The Compulsory Part

SBAElective modules

Integrate: to combine two or more things in order to become more effective (from the Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press)

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The Language Arts Modules• Learning English through Drama• Learning English through Popular Cultures• Learning English through Poems and Songs• Learning English through Short Stories

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Comic strips about the workplace:• http://www.glasbergen.com/• http://www.jantoo.com/

Salient features of comic strips• Humour (e.g. jokes)• Irony (a satirical tone)• Word play (e.g. double meaning of words)• Use of thought / speech bubbles (i.e. informal/ conversational language and tone) 

• Concise and to‐the‐point• A hidden message or metaphorical meaning

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Songs about the workplace and worklife:Hard Days Night (Beatles)http://www.youtube.com/watch?v=WUIEZ5hst_E

9 to 5 (Dolly Parton)http://www.youtube.com/watch?v=T‐gqMpZroy8

Minimum Wage (The Expendables)http://www.youtube.com/watch?v=qGwE5exs1kw

The Employment Law Sing‐A‐Long Song http://www.youtube.com/watch?v=qMjz6WktOno

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Songs about the workplace and work life:Jack of All Trades (Bruce Springsteen)http://www.youtube.com/watch?v=3OAl932TqhY

My Cubicle (Parody of James Blunt “I am Beautiful”)https://www.youtube.com/watch?v=uxqsWHpznsg&list=RDuxqsWHpznsghttp://www.youtube.com/watch?v=9Abt3xjaaig

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Themes: Work lifeLanguage features/poetic techniques in the lyrics• Simile• Metaphor• Alliteration• Rhyming words (both end rhymes and internal rhyme)• Imagery• Colloquial language forms common in lyrics

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The Non‐Language Arts Modules• Learning English through Debating• Learning English through Social Issues• Learning English through Sports Communication

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Debating on workplace related motions: 1. Should a legal limit be imposed on weekly working 

hours?2. Should the minimum wage in Hong Kong be raised to 

$40 per hour?3. Should working fathers be entitled to paid paternity 

leave?4. Should social media be blocked in the workplace?5. Should secondary school graduates take a gap year to 

gain work experience before their tertiary education?27

Exploring workplace‐related social issues:• Labour rights• Corporate social responsibility• Discrimination in the workplace (gender, race, age, religion, sexual orientation, family status)

• Stress at work and work‐life balance• Social welfares to encourage full employment (e.g. low‐income working family allowance, Work Incentive Transport Subsidy Scheme)

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Could you think of some activities to connect students’ learning experience in the Workplace Communication module with the following modules?• Learning English through Drama• Learning English through Short Stories• Learning English through Sports Communication

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•Make a proposal to a company on ways to enhance the corporate image through promoting care for the community and social responsibility

Social Issues

• Make a presentation to persuade your colleagues to support your proposal on setting up a daycare centreDebating

• Write a letter of appeal to local businesses to ask for donations and sponsorships for a sports eventSports

• Act out a scene in which a customer complains about bad serviceDrama

• Read/write an acrostic poem about a particular jobPoems and Songs

• Write a story/diary entry about a horrible night at the workplaceShort Stories

• Create a commercial to promote your company’s new  product    

Popular Culture

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Reading Non‐fiction books about: • workplace etiquette• workplace attitudes• career planning• workplace skills• successful people

Some Possible Titles: Non‐fiction• Women in Business (by David Evans) • Seven  Habits of Highly Effective People (by Stephen R. Covey)• Creating a Career Mind: Steps For Your Success (by Judy Chin 

and Laura Fink) • How To Get a Job: The Ultimate Guide To Getting Your Dream 

Job (by Andrew Adams)• Job Interview Success (by Oscar Goldman)• Etiquette in the Workplace (by Jane Carlson)

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Fiction books about:• workplace romance• balance between life and work• sexual harassment in the workplace

• Office boredom and tedium 

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Some Possible Titles: Fiction• The Devil Wears Prada (by Lauren Weisberger )• Personal Days (by Ed Park)• A Visit from the Goon Squad (by Jennifer Egan)• Flippin' the Script (by Aisha Ford) • Then We Came to the End (by Joshua Ferris)• Slab Rat (By Ted Heller)• What Stays in Vegas (by Beth Labonte) 

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Films, TV series and documentaries about:• Business ethics• The work life of different occupations in different fields and trades

• Office politics and business rivalry• Relationships between employers and employees

• Stories of successful businesses or leading business people

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Possible Film Titles• The Devil Wears Prada (2006; David Frankel)http://www.youtube.com/watch?v=zicgut4gpwU• Up in the Air (2009; dir: Jason Reitman)• The Social Network (2010; dir: David Fincher)• Jobs (2013; dir: Joshua Michael Stern) • Bridget Jones’s Diary (2001; dir: Sharon Maguire)

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Possible TV Series• The Office (2005‐2013)• Workaholics (2011‐now)• ER (1994‐2009)• Ugly Betty (2006‐2010)• Drop Dead Diva (2009‐now)• Ally McBeal (1997‐2002)• 30 Rock (2006‐2013) 

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Integrating SBA with the Module• As the executive committee members of the Careers Club, you 

are preparing an exhibition, which is a part of the Careers Week, on a leading business figure in the world. You have to:

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Task 1 • Research and read stories of successful business people• Fill out fact sheets about their biodata and achievements

Task 2 Discuss the following with other committee members based on the information collected and the completed fact sheets: The factors and qualities leading to the success of the business 

people you have read about The challenges and difficulties they have encountered in setting up 

their business and how they tackle them Which leading business figure to feature in the exhibition and the 

reasons why he/she is the most suitable to be introduced to students

Task 3 Write the board display materials on the chosen business figure. Identify five aspects of the figure’s life you would like to present and set appropriate subheadings. Write 1‐2 short paragraphs under each section.  

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• Language knowledge and skills in focus and how the skills can be transferred

• Coverage of text‐types• Selection of appropriate learning materials• Activity design (e.g. meaningful job contexts, connection between tasks)

• Assessment of students’ learning outcomes

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• Provides contexts for – meaningful and purposeful use of English for communication

– integrated use of language skills– application of knowledge in grammar and vocabulary

• Uses a wide range of learning and teaching materials and text‐types

• Promotes a learner‐centred approach 

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Purpose

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Product

Hands‐on experience, enquiry and problem‐

solving

Application of knowledge and skills

Context

You are a job seeker. You have enrolled for a courseorganised by a career coaching agency which preparesyoung people for job seeking. In the course, you will betrained on how to search for jobs from job ads, apply forjobs and prepare for job interviews.

The coach of the course requires you to complete thefollowing tasks:1. Searching for a job suitable for yourself2. Writing a CV and a job application letter3. Prepare for job interviews

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Context? Purpose?

Product?

Task 1 – Job searchStudents have to:•read sample job ads and learn about their features•play matching games to understand job duties and requirements•read job ads from own sources, choose a job that suits them and explain their choice

Task 2 – Job applicationStudents have to:•listen to a presentation about CV writing•study sample CVs and job application letters•write a CV•write a job application letter for the job they have chosen

Task 3 – Job interviewStudents have to:•discuss the possible questions to be asked at job interviews•prepare written responses to possible questions•watch video clips on job interview etiquette and skills•role‐play a job interview

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What are the text‐types involved?

Task 1 – Job searchStudents have to:•read sample job ads and learn about their features•play matching games to understand job duties and requirements•read job ads from own sources, choose a job that suits them and explain their choice

Task 2 – Job applicationStudents have to:•listen to presentation about CV writing•study sample CVs and job application letters•write a CV•write a job application letter for the job they have chosen

Task 3 – Job interviewStudents have to:•discuss the possible questions to be asked at job interviews•prepare written responses to possible questions•watch video clips on job interview etiquette and skills•role‐play a job interview

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What are the language skills involved?

Task 1 – Job searchStudents have to:•read sample job ads and learn about their features•play matching games to understand job duties and requirements•read job ads from own sources, choose a job that suits them and explain their choice

Task 2 – Job applicationStudents have to:•listen to a presentation about CV writing•study sample CVs and job application letters•write a CV•write a job application letter for the job they have chosen

Task 3 – Job interviewStudents have to:•discuss the possible questions to be asked at job interviews•prepare written responses to possible questions•watch video clips on job interview etiquette and skills•role‐play a job interview

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What is the language knowledge involved?

•Features of job ads•Content, language and structure of CVs job application letters

Activity 5

In your group, create a short workplace unit consisting of at least two tasks that involve different text‐types and language skills.  

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Learning and Teaching Resources• EDB websites

– Resource packages by CDIhttp://cd1.edb.hkedcity.net/cd/eng/030210EDB_Workplace/EDB_Workplace.html– NET Section ‐ Networking bookletshttp://www.edb.gov.hk/en/curriculum‐development/resource‐support/net/workplace‐communication.html– Language Learning Support Sectionhttp://cd1.edb.hkedcity.net/cd/languagesupport/resource/r_l_sec.htm#ks4– One‐stop Portalhttp://minisite.proj.hkedcity.net/edbosp‐eng/cht/home.html

• Examples of other resources on the Internet– BBC– British Council– YouTube

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Thank you

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