English Department Mohammediaprofenglish.weebly.com/uploads/4/1/1/2/41125889/workplace_cours… · Asking Informational Questions Verbs and verb phrases in questions Asking Clarifying

Course Code: ENG LI SH Course Name: Professional Level: Essential

Efforts will be made to meet the individual learnin g needs of students to promote student successwith respect to meeting the expectations of this co urse.

English Department Mohammedia

Issued 20th March 2014

Course Description: In this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace.

The course is organized by strands that extend listening and talking skills, reading and viewing skills, and writing skills. In all strands, thefocus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts.

Students build on their strategies and engage in the processes involved in talking, listening, reading, viewing, writing, and thinking. Studentsreflect regularly upon their growth in these areas.

Overall Course Expectations or Strands:

Listening, talking, thinking, reading, viewing, and writing effectively in school, everyday, and workplace life

Writing in journal form and other forms

Understanding the patterns and forms in texts help me to understand, remember, and communicate

Taking responsibility for my own learning and using my voice as a self-advocate

Students will understand their roles in the community through an understanding of themselves

Students will learn to recognize bias in texts and in media

Practicing thinking skills to solve problems and make decisions

Practicing appropriate language usage, grammar and spelling conventions

Making real life connections between classroom activities and the world of work

Making real life connections between classroom activities and their own personal journeys

Personal assessment of journey and of academic progress

Overall Graduate Expectations:

Teachers will help guide the students on their journey of English proficiency through meaningful discussion and analysis of dialogues, storiesand of ideas and concepts. The essential English course will allow students to understand English at different areas of work and thereby helpthem to communicate effectively and fluently.

My signature below indicates that I have read the Course Handout, and I am in agreement with its contents.

I nstructor ’s Signature: __________ __________________ Date: _________________

Student’s Signature: _____________________________ ___ Date: _______________

Student Name: ________________________

Textbook # : _________ _________________

TABLE OF CONTENTS

WORKPLACE COMMUNICATION PROFICIENCY IN ENGLISH

1. COURSE PURPOSE

2. COURSE OBJECTIVES

3. COURSE OUTLINE

4. COURSE MODULE

a. Module Description

b. Module Pre-requisite

c. Module Terminal Performance Objective (TPO)

d. Module Content

3. COURSE OUTLINE

WORKPLACE COMMUNICATION PROFICIENCY IN ENGLISH FOR MOROCCAN WORKERS

TOPIC

CONTENT DURATION REMARKS

1 DEMONSTRATION OF FORMAL AND INFORMAL LANGUAGE

FORMS 15 hrs

a) Greetings and expressions of gratitude

b) Expressions of apologies

c) Expressions of opinion and viewpoints

d) Work instructions

e) Personal details

f) Common shapes, space and area

g) Job related conditions and work progress

h) Job related problems, incidents and accidents

2 WRITING OF LANGUAGE FORMS OF WORK RELATED TASKS

15 hrs

a) Various types of work related forms and checklists

b) Logbooks

c) Job related regulations and instructions

d) Employment documents

Note: One (1) Day = six (6) contact hours

4. COURSE MODULE

TOPIC 1 : DEMONSTRATION OF SELECTED FORMAL AND INFORMAL LANGUAGE FORMS


This topic covers comprehension of formal and informal language forms such as greetings, gratitude, apologies,opinions, instructions, briefings and warnings. It also covers oral expressions of selected formal and informallanguage forms such as demonstrations of greetings, gratitude, apologies, opinions, instructions, briefings andwarnings and describing shapes, space, area, physical conditions, work related progress, problems, incidents andaccidents.


The trainee candidates must be literate and numerate


Perform demonstration of selected formal and informal language forms using selected language so that socialgreetings, expressions of gratitude, apologies, personal opinions and social viewpoints are demonstrated uponinstructions, briefings and warnings are acted upon and personal details, shapes, space and areas, physicalconditions, work related progress, problems, incidents, and accidents are described in accordance to workspecifications and condition requirements.

d. Module Content

TOPIC OUTLINE TOPIC 1

TASK NO KNOWLEDGE SKILLS

01.01

01.02 1. Greetings and expressions of gratitude. - Demonstrate greetings, expressions

01.03 a) Daily social and formal greetings. of gratitude and social and formal addressing.

01.04 b) Social and formal addressing.

01.05

Demonstration ofSelected Formaland InformalLanguage Forms

01.06 2. Expressions of apologies. - Demonstrate expressions of apologies.

01.07 a) Sorry.

02.01 b) Excuse me.

02.02 c) Please forgive me.

02.03

02.04 3. Expressions of opinion and viewpoints. - Demonstrate expressions of opinions

02.05 a) Yes/no, agree/disagree and viewpoints.

02.06 b) Affirmation /confirmation

02.07

02.08 4. Work instructions - Respond to and act upon briefings and oral warnings.

02.09 a) Briefings and oral warnings - Conduct oral instructions and briefings.

02.10

02.11 5. Personal details - Describe personal details

02.12 a) name 02.13 b) identification 02.14 c) age

d) origin

e) religion


TASK NO KNOWLEDGE SKILLS

f) status

g) qualification

h) work experience

Demonstration of Selected Formal and Informal Language Forms

6. Common shapes, space and area - Describe shapes, space and area

a) common measures of length, width and

height

b) common measures of weight

c) common shapes – triangle, square,

rectangle, round, sphere, cube, pyramid, etc.

7. Job related conditions and work progress - Describe job related conditions and work progress.

a) working environment and conditions –

dangerous, hazardous, restricted, etc.

b) working steps and procedures including job

sheet, time sheet, etc.

8. Job-related problems, incidents and accidents - Describe job related problem, incidents and

a) personal problems accidents.

b) working problems and issues

c) workplace accidents Attitude / Safety

sheet, time sheet, etc. a) Polite / Sincere

b) Honest

c) Hardworking

d) Friendly

TOPIC 2 : WRITING OF LANGUAGE FORMS OF WORK RELATED TASKS


This topic covers the interpretation of written language forms of work related tasks such as checking of forms,checklists, logbooks, regulations, work manuals and instructions and the writing of personal details, notes andmessages and work related reports and completion of forms, checklists and logbooks.


The trainee candidates must be literate and numerate


Perform interpretations in selected language using work related documents such as forms, checklists, logbooks,manuals, reports and instructions so that documents are identified and personal details, notes and messages andreports are written, forms checklists and logbooks are completed in accordance to requirements.

d. Module Content


TASK NO

KNOWLEDGE SKILLS

03.01 1. Various types of work related forms and checklists. - Write personal details

03.02 a) Common forms used at the workplace – - Differentiate, recognise, identify and

03.03 leave, requisition (order), security, etc. complete work related forms and checklists

b) Common work process checklists.

03.04

Writing ofLanguage Formsof Work RelatedTasks.

03.05 2. Logbooks - Differentiate, recognise, identify and 04.01 a) Purpose and usage of logbooks and complete work logbooks

04.02 work records 04.03 - Differentiate, recognise, identify and complete 04.04 3. Job related regulations and instructions work regulations and instructions 04.05 a) company ‘Do’s’ and ‘Don’t’s’ - Write memos, notes and messages 04.06 b) simple memos, notes and messages - Check work step and related procedures c) working steps and procedures including - Differentiate, recognise and identify job sheet, time sheet, etc. signages d) standard operating procedures e) signages


TASK NO

KNOWLEDGE SKILLS

4. Employment documents - Differentiate, recognise, identify and complete

a) passport and work permit work related employment documents

b) terms and conditions of employment Attitude / Safety

a) Polite / Sincere

b) Honest / Hardworking

c) Adhere to rules and regulations.

d) Attention to details

e) Responsible / Accountable

Writing ofLanguage Formsof Work RelatedTasks.

Course Timeline:

Topi c 1

Unit 1:__________________________________.Unit 2:__________________________________.Unit 3:__________________________________.Unit 4:__________________________________.Unit 5:__________________________________.Unit 6:__________________________________.Unit 7:__________________________________.Unit 8:__________________________________.Topi c 2

Unit 1:__________________________________.Unit 2:__________________________________.Unit 3:__________________________________.Unit 4:__________________________________.

Evaluation Policies

Student Evaluat ion St ructure ::

Know ledge/ Understanding 2 5 %Applicat ion 2 5 %Com m unicat ion 2 5 %Think ing/ I nquiry 2 5 %

Unit Eva luat ion = 3 0 % of the f ina l m ark . Fina l Evaluat ion = 7 0 % of the f ina l m ark .

Fina l Evaluat ions w ill include:

2. Feedback will also be provided for student learning sk ills . Working independent ly, team work,organizat ion, work habits/ hom ework, and init iat ive are assessed apart from student achievement inthe four categories out lined above and will conform to the coding:

E – Excellent G – Good S – Satisfactory N - Needs I mprovement

3. Assignm ents subm it ted after the due date established by the teacher will receive a penalty inaccord with our Board Assessment & Evaluat ion Policy Document as out lined in the student agenda.

4. Should a student m iss an evaluat ion due to a legit im ate absence, in accord w ith our Board A&EPolicy Docum ent , the student and teacher will make arrangements to address the m issedevaluat ion in a t imely m anner. I n the cases of extended vacat ion or prolonged absence ,consultat ion with the appropriate adm inist rator is required.

5. I n the event that the student does not make up the m issed evaluat ion(s) , a zero may be assigned.I f it is determ ined that the evaluat ion(s) has/ have been m issed as a result of a skip/ t ruancy orhas/ have been plagiar ized, a zero may be assigned.

6. For all other cases of absence and/ or m issed evaluat ions ( including absence during the finalexam inat ion period) , please refer to our Board A&E Policy as out lined in the student agenda.

May God bless your efforts this semester!

Resources:The course will use a variety of resources whichwill be distributed to students during the firstweek of the course. The text and all otherresources assigned to each student are theresponsibility of the student.

Resources for this course include: _________________

_________________

_________________

_________________

_________________

_________________

Any damage incurred will result in payment forreplacement.

In the unfortunate circumstance that a resource is lost, pleaseask your teacher about the replacement cost.

ACQUISITION OF LANGUAGE FUNCTIONSAND GRAMMATICAL FORMS


Language Functions and Examples of Forms

Language Function Examples of Language Forms Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns

Describing people, places, and things Nouns, pronouns, adjectives

Describing spatial and temporal relations Prepositional phrases

Describing actions Present progressive tense, adverbs

Retelling/relating past events Past tense verbs, perfect aspect (present and past)

Making predictions Verbs: future tense, conditional mode

Asking Informational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Questions with increasing specificity

Expressing and Supporting Opinions Sentence structure, modals (will, can, may, shall)

Comparing Adjectives and conjunctions, comparatives, superlatives, adverbs

Contrasting Comparative adjectives

Summarizing Increasingly complex sentences with increasingly specificvocabulary

Persuading Verb forms

Literary Analysis Sentence structure, specific vocabulary

Cause and Effect Verb forms

Drawing Conclusions Comparative adjective

Defining Nouns, abstract nouns, pronouns, and adjectives

Explaining Verb forms, indicative verb, declarative sentences, complexsentences, adverbs of manner

Generalizing Common, collective and abstract nouns, verb forms,nominalizations

Evaluating Complex sentences; increasing specificity of nouns, verbs, andadjectives; correlative conjunctions

Interpreting Language of propaganda, complex sentences, nominalizations

Sequencing

Adverbs of time, relative clauses, subordinate conjunctions

Hypothesizing and speculating

Modals (would, could, might), compound tenses (would have been)

Summarizing Modals (would, could, might), compound tenses (would have been)

ACQUISITION OF LANGUAGE FUNCTIONS AND GRAMMATICAL FORMSALL GRADES

Language Function: BEGINNING [A1] ELEMENTARY [A2] PRE- [B1] UPPER [B2]

INTERMEDIATE INTERMEDIATE ADVANCED [C1] TARGET

FORMS: Students demonstrate minimalcomprehension of generalmeaning; gain familiarity with thesounds, rhythms and patterns ofEnglish. Early stages show noverbal responses while in laterstages one or two word responsesare expected. Students respond insingle words and phrases, whichmay include subject or a predicate.Many speech errors are observed.(bear, brown)

Students demonstrateincreased comprehensionof general meaning andsome specific meaning; useroutine expressionsindependently and respondusing phrases and simplesentences, which include asubject and predicate.Students show basic errorsin speech. (The bear isbrown. He is eating.)

Students demonstrate goodcomprehension of generalmeaning; increasedcomprehension of specificmeaning; responds in morecomplex sentences, withmore detail using newlyacquired vocabulary toexperiment and formmessages. (The brownbear lived with his familyin the forest.)

Students demonstrateconsistent comprehensionof general meaning; goodunderstanding of impliedmeaning; sustainconversation, respond withdetail in compound andcomplex sentences;actively participate usingmore extensive vocabulary,use standard grammar withfew random errors. (Canbears live in the forest ifthey find food there?)

Students’ comprehensionof general and impliedmeaning, includingidiomatic and figurativelanguage. Studentsinitiate and negotiateusing appropriatediscourse, variedgrammatical structuresand vocabulary; use ofconventions for formaland informal use.(Would you like me tobring pictures of thebear that I saw lastsummer?)

One or two-word answers (nounsor yes/no) to questions aboutpreferences, (e.g., two, apples, ortree)

Simple sentences withsubject/verb/object. “Ilike/don’t like—(object)—.” I need a /some —(object)—.”

Elaborated sentences withsubject/verb/object

Sentences withsubject/verb/object anddependent clause

Complex sentences,perhaps with tags orembedded questions

Sentence Structure: The basic sentence structures that we use to express needs and likes are foundations of the more complex sentence structure we use for academic purposes.

2. Language Function: Describing People, Places and ThingsBEGINNING EARLY

INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Common nouns and adjectives Simple sentences with theverb to be, using commonnouns and adjectives.“The (my, her) ______ is/are _______. A (it) has/have _________.”

Elaborated sentenceshas/have/had oris/are/were with nounsand adjectives

Compound sentences withmore specific vocabulary(nouns, adjectives)

Complex sentences withmore specific vocabulary(nouns, adjectives)

Nouns Pronouns and Adjectives: Students learn to understand and generate oral and written language with nouns, pronouns and adjectives.

3. Language Function: Describing LocationBEGINNING EARLY


Demonstrated comprehension oftotal physical responsecommands, including prepositions(e.g., on, off, in, out, inside,outside)

Simple sentences withprepositional phrases(e.g., next to, beside,between, in front of, inback of, behind, on theleft/right, in the middle of,above, below, under)

May include twoprepositional phrases withmore difficultprepositions (e.g., in frontof, behind, next to)

Complex sentences withphrases using prepositions (e.g., beneath, within)

Complex sentences withphrases using prepositions(e.g., beneath, within)

Prepositional Phrases: Students learn to understand and generate oral and written language with prepositional phrases.

4. Language Function: Describing ActionBEGINNING EARLY


Demonstrate comprehension (perform or describe actions)

Present progressive Variety of verb tenses anddescriptive adverbs

Adverb clauses tellinghow, where, or when

Adverb clauses tellinghow, where, or when.

Present Progressive Tense, Adverbs: Students learn to understand and generate oral and written language skills with present progressive tense and adverbs.

5. Language Function: Retelling/Relating Past EventsBEGINNING EARLY


Single words in response to pasttense question

Simple sentences withpast progressive “ __(pronoun) ___ was/were_____-ing.”

Simple sentences withregular and irregular pasttense verbs“Yesterday/Last ____/On

Compound sentencesusing past tense andadverbs

Present progressive/pastperfect tense withspecialized prepositions“_____ have/has been

Past Tense Verbs: Students learn to understand and generate oral and written

___day (pronoun) ____ -ed (prep. phrase or otherdirect object).” First ___and then __ . Finally

___-ing since/for ____. “ language with past tense verbs.

6. Language Function: Making PredictionsBEGINNING EARLY


In response to questions, mayrespond by circling, pointing, andso on, or answer with one or twowords

“The _____ is/are going to ______.”

“The ________ will ________.”

Conditional (could, might)mood in complexsentences

Conditional (could,might) mood in complexsentences

Verbs: Future Tense, Conditional Mood: Students learn to understand and generate oral and written language with future tense verbs and conditional mood.

7. Language Function: Asking Informational QuestionsBEGINNING EARLY


Simple questions about familiaror concrete subjects

Present or presentprogressive tensequestions with to be

Who, what, where, whyquestions with do or did

Detailed questions withwho, what, when, where,why and how

Detailed questions withexpanded verb phrase

Verbs and Verb Phrases in Questions: Students learn to understand and generate oral and written language with verbs and verb phrases in questions.

9. Language Function: Expressing and Supporting OpinionsBEGINNING EARLY


“I like/don’t like ______ (concrete topics).”

“I think/agree with(don’t) ______.”

“I think/agree with(don’t) ____ because

“In my opinion ____should ____ because/so

Complex sentences usingmodals and clauses

Sentence Structure

8. Language Function: Asking Clarifying QuestionsBEGINNING EARLY


Not Applicable Formula questionsclarifying classroomprocedures, rules androutines

Formula questionsclarifying classroomprocedures, rules androutines

A variety of fairly specificquestions clarifyingprocedures or content

Varied, specific questionsclarifying procedures orcontent

Questions with Increasing Specificity

_____.” ______.”

10. Language Function: ComparingBEGINNING EARLY


Single words or phrases inresponse to concrete comparisonquestions

Sentences withsubject/verb/adjectiveshowing similarities anddifferences

Subject/verb/adjective,but _____. Adjective with –er or –est

Varied sentence structureswith specific comparativeadjectives and phrases

Complex sentencestructure with specificcomparative language

Adjectives and Conjunctions

11. Language Function: ContrastingBEGINNING EARLY


Sentences withsubject/verb/adjectiveshowing similarities anddifferences

Subject/verb/adjectivelike ____ butsubject/verb/adjective

Subject/verb/adjective,both subject/verb, but

Approximately usedidiomatic phrases andcontrasting words (e.g.,whereas, and in contrast)

Comparative Adjectives

12. Language Function: SummarizingBEGINNING EARLY


Simple sentences with keynouns, adjectives, andverbs

Compound sentenceswith and/but

Conjunctions thatsummarize (to conclude,indeed, in summary, inshort)

Conjunctions thatsummarize (indeed,therefore, consequently)

Increasingly Complex Sentences with Increasingly Specific Vocabulary

13. Language Function: PersuadingBEGINNING EARLY


Imperative verb forms Complex sentences withfuture and conditional

Complex sentences withvaried verb forms and tagquestions, idiomaticexpressions or embeddedclauses

Verb Forms

14. Language Function: Literary AnalysisBEGINNING EARLY


Single words for character andsetting

Simple sentences(subject/verb/adjective)

Compound sentenceswith and, because,

Descriptive language inmore complex sentences

Specific descriptivelanguage in complex

Sentence Structure and Specific Vocabulary

(subject/verb/object) before, after sentences

15. Language Function: Cause and Effect BEGINNING EARLY


Answer cause and effectquestion with a simpleresponse

Descriptive sentenceswith past tense verbs

Complex sentences withpast tense verbs

Conditional: “If ___had/hadn’t _____. _____ would/wouldn’t have_____.”

Verb Forms

16, Language Function: Drawing Conclusions BEGINNING EARLY


Comparative adjectiveswith past tense verbs insimple sentences

Comparative adjectiveswith conjunctions such asalthough, because, that

Comparative adjectiveswith idiomatic phrasesand passive voice

Comparative Adjectives

17. Language Function: DefiningBEGINNING EARLY


Patterned responses: “A table isfurniture. A boy is a person.”

Simple terms, aspects ofconcrete and familiarobjects, regular nounssingular and plural,personal pronouns,present tense, simplesentences

Connected text includingirregular nouns, personal,possessive pronouns andadjectives with someirregular past tense verbs

Concrete and abstracttopics using irregularnouns, singular and plural,personal and possessivepronouns and adjectives

Clear, well-structured,detailed language oncomplex subjects,showing controlled use ofnouns, pronouns,adjectives

Nouns, Abstract Nouns, Pronouns, Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives

18. Language Function: ExplainingBEGINNING EARLY


Main points in familiaridea or problem withsome precision usingsimple indicative verbforms in simpledeclarative sentences(Large oaks grew in thepark/ The length of theroom is 40 feet.)

Explain simple,straightforwardinformation of immediaterelevance, using regularverbs and adverbs ofmanner in declarativesentences and compoundsentences (Maria plantedthe petunia seedscarefully.)

Get across importantpoints using declarative,compound and complexsentences, regular andirregular verb formsComplex: “As I camehome, I stopped at thestore.” Compound: “The childrenwho came in early hadrefreshments, but thosewho came late had none.”

Get across which pointhe/she feels is mostimportant using regularand irregular verb forms,adverbs of manner andcompound-complexsentences. Adverbs of manner: Thechildren who sang loudlygot a cookie, but thosewho didn’t sing had none.

Verb Forms- Indicative verb (makes a statement of fact), Declarative Sentences, Complex Sentences, Adverbs of Manner: Students learn to develop and use explanations using appropriate verb forms, declarative and complex sentences and adverbs of manner.

19. Language Function: Generalizing BEGINNING EARLY


Imperative mode:expresses command(Take me home. Stay

Indicative mode: makes astatement of fact (Thetemperature is low.)

Subjunctive mode:expressing a conditioncontrary to fact or

Nouns – Common, Collective and Abstract Nouns; Verb Forms:

there.) Collective nouns name, asa unit, the members of agroup (herd, class, jury,congregation).

Abstract nouns: namethings or ideas that peoplecannot touch or handle(beauty, honesty, comfort,love).

expressing a doubt (Ifonly he were here.)

Students learn to develop and use generalizations using abstract nouns, verb forms and nominalizations.

20. Language Function: EvaluatingBEGINNING EARLY


Adjectives that point outparticular objects (that wagon,those toys, each person, everygirl)

Number adjectives: (two men, tenships, the third time, the ninthboy)

Adjectives used to limit: (few horses, much snow,little rain)

Evaluate simple directexchange of limitedinformation on familiarand routine matters usingsimple verbs andadjectives. Correlative conjunctionsare used in pairs: both –and; not only – but also(Neither the teacher northe students could solvethe problem.)

Qualify opinions andstatements precisely inrelation to degrees ofcertainty/uncertainty,belief/doubt, likelihood,etc.

Convey finer, precise shades of meaning byusing, with reasonableaccuracy, a wide range ofqualifying devices, suchas adverbs that expressdegree (This class is toohard.); clauses expressinglimitations (This is aschool van, but it is onlyused for sports.); and complex sentences

Complex Sentences; Increasing Specificity of Nouns, Verbs, and Adjectives; Correlative Conjunctions: Students learn to understand and use complex sentences using very specific nouns, verbs and adjectives.

21. Language Function: Interpreting BEGINNING EARLY


Interpret a single phrase at a time,picking up familiar names, words,and basic phrases (D’Onofriochocolates are the best.)

Interpret short, simpletexts containing thehighest frequencyvocabulary

Interpret short, simpletexts on familiar mattersof a concrete type, whichconsist of high frequencyeveryday or school-related language

Interpret a wide range oflong and complex texts,appreciating subtledistinctions of style andimplicit as well as explicitmeaning

Interpret criticallyvirtually all forms of thewritten languageincluding abstract,structurally complex, orhighly colloquial non-literary writings

Language of Propaganda, Complex Sentences: Students learn to identify and interpret the language of propaganda and use complex sentences.

22. Language Function: SequencingBEGINNING EARLY


Subject (The girl who was sick wenthome.) Natural sequencing

Direct object (The story that I read waslong.) Indirect object

Prepositional object (I found the book thatJohn was talking about.)

Possessive (I know the woman whosefather is visiting.)Subordinate conjunctions-

Object of comparison(The person whom Susanis taller than is Mary.)

Adverbs of time, Relative clauses, Subordinate conjunctions:

(I hit him and he fell over.) (The man to who[m] Igave the present wasabsent.)

used to join twogrammatical parts of equalrank (Although he workedhard, he did not finish hishomework.)

Students learn sequencing using adverbs of time, relative clauses and subordinate conjunctions.

23. Language Function: Hypothesizing and SpeculatingBEGINNING EARLY


Auxiliary verbs thatindicate futurity: will andshall

Auxiliary verb indicatingdesire or intent: would

Auxiliary verbs includemodal verbs, which mayexpress possibility: may,might, can, could.

Modals (would, could,might), CompoundTenses (would havebeen): Students learn tohypothesize andspeculate using modalsand compound tenses.

24. Language Function: SummarizingBEGINNING EARLY


Copy out short texts; can copy out single words andshort texts

Paraphrase short writtenpassages in a simplefashion, using the originaltext wording andordering; pick out andreproduce key words andphrases or short sentencesfrom a short text withinthe learner’s limitedcompetence andexperience

Summarize extracts fromnews items, interviews ordocumentaries containingopinions, argument anddiscussion; summarizethe plot and sequence ofevents in a poem or play;collate short pieces ofinformation from severalsources and summarizethem for someone else

Summarize a wide rangeof factual and imaginativetexts, commenting on anddiscussing contrastingpoints of view and themain themes

Summarize informationfrom different sources,reconstructing argumentsand accounts in acoherent presentation ofthe overall result

Modals (would, could,might), CompoundTenses (would havebeen): Students learn tosummarize and speculateusing modals andcompound tenses.

0

Communication in the Workplace

12-week course for limited English speakers

offered by ______________Learning Center


MOHAMMEDIA

1

Goals

To increase participants’ understanding of Real spoken EnglishTo improve participants’ speaking and listening, or reading and writing skills

To develop participants’ “soft skills” such as team work, problem-solving, and decision

making via project learning methodology

Specific, measurable, and observable objectives will be determined for each course

offering, based on specific needs of the employer and participants

Content Overview

Communication in the Workplace is designed for limited English speakers. It is

student-generated, meaning that as it covers language skills and basic workplace com-

petencies it is also open-ended and reliant upon student input. While the instructor is an

expert in the areas of teaching and language, the students are likely to know more about

their workplace – the routines, processes, tasks, and challenges – than the instructor. As

a result, the students are instrumental in identifying needs, problems, and solutions. The

instructor’s task is to help the students learn what they need to communicate effectively

in the workplace.

The course integrates workplace content with English language instruction. Participants

explore the culture of work and compare the U.S. work culture to the culture of work in

their native countries with an eye to ways they could adapt to function effectively in the

U.S. They explore the organization in which they work and how they fit into that broader

context. They focus on communicating in the workplace context. Finally, participants

decide and follow through on their own workplace communication-related project. The

project is presented to members of the larger workplace community.

Given that the course is only 12 weeks (24 hours) and language development is a long

process, specific objectives are identified via a needs assessment prior to the first class.

The needs assessment would include discussions with management and an assessment of

participant language performance levels and needs. It is important to have the assessment

prior to the course start date so that the most appropriate activities and materials can be

selected without wasting limited class time.

NOTE: Each unit includes multiple implementation ideas. The instructor should select

only those that are appropriate based on the needs and English level of ability of the

participants. It is not expected that all the ideas will be implemented.

2

Getting Started: Needs Assessment (3 hours)

Employees are assessed for English language skills. The assessment tool used is

determined by the focus of the course. A focus on verbal skills means employees will be

assessed primarily on verbal (listening and speaking) abilities and needs; a focus on

literacy skills means employees will be assessed primarily on reading and writing skills

and needs.

Supervisors and managers are consulted (one-on-one conversations or in a focus group)

to determine specific objectives and areas of improvement.

3

Unit 1: The Culture of Work (4 hrs)

Objectives:

⇒ To define “work culture” or “culture o

⇒ To identify common and accepted wor

⇒ To compare these practices with pract

⇒ To identify how one’s work fits into th

Key Vocabulary:

Culture

Teamwork

Decision-making

Problem-solving

Supervision

Responsibilities

Tasks

Duties

Roles

Job titles as appropriate

Implementation Ideas:

Lower Levels

Have students individually create communication maps: have students put

themselves in the middle and identify (draw) other people they communicate with

at work, what about, in what way (speaking/listening, reading, writing), and how

frequently. Have students share maps and add to them as appropriate. Ask the

following questions: Can others accomplish their work without the work you do?

Can you accomplish your work without the work of others? Who do you go to

when you have a problem or question? Why that person?

Have students complete chart or simple form with the following information:

name, job title, responsibilities, duties or tasks, tools/equipment. Students can do

this for job in native country, current job, and/or job they would like to have.

Students can do it for themselves or interview a partner. Discussion questions can

include: How do you know what to do each day? How did you learn what to do?

What happens when there is a problem (something goes wrong)? What do you

do? What does your supervisor do? What happens when everything goes well?

Use pictures and/or photos to teach vocabulary related to students’ jobs (action

words, nouns, prepositions, adjectives). Pictures and words can be made into

flash cards for matching activities (matching word and picture) and for games

(e.g. go fish).

Use English at Work: A Toolkit for Teachers – photo cards, workbook exercises

as appropriate.

Higher Levels

Mapping activity (as above) or further discussion of how work fits into the wider

context of life in their native countries and in the US. Questions for discussion

may include: How many hours, on average, do people work? Do they work more

than one job? What else do they do with their time? In the US, when we first

meet someone, we often ask: ‘what do you do?’ (i.e. what is your job?); is that

true in their countries also? Etc.

4

From above mapping activity, identify areas of difference between here and one’s

native country and areas where they have difficulties or challenges.

Discuss with students the purpose or aim of the organization and how they

contribute to this purpose or aim. Read together relevant pieces of employee

manual. Have students compare what is written with their own perspectives and

experiences.

Mapping activity for ‘work culture’ – have students brainstorm associated ideas.

Then have them put those ideas in the context of the workplace. Define “work

culture” as “the customs, beliefs, and work styles that characterize a company or

work group”. Discuss differences and similarities between work culture here and

in native countries. As students discuss, chart on board characteristics such as

Working together (teams) vs. alone

Decision making and problem solving

(managers/supervisors only vs. workers too)

Listening and acting on instructions vs. contributing

suggestions

Being OK to ask questions vs. not OK

Workers being expected to speak at meetings vs. workers

being expected to listen at meetings

Having specific duties vs. general responsibilities

Receiving specific instructions and watched over by boss

vs. being monitored in a general way

Being given positive feedback and praise vs. being given

criticism when something is done wrong

View Workplace Essential Skills video, unit 6 (Ready for Work); workbook

exercises as appropriate.

Have students write about any of the discussion topics above, either in class or as

homework. Have students share their writings with each other. Use the writing to

identify grammar points to teach.

5

Unit 2: Communication at Work (8 hours)

Select one: Focus on Listening/Speaking

Focus on Reading/Writing

Focus on Non-Verbal Communication

Objectives:

⇒ To understand the ‘circle of communication’ and identify the roles of listener (or

reader) and speaker (or writer)

⇒ To acquire key vocabulary and common phrases needed to communicate at work

⇒ To develop literacy skills

⇒ To identify and practice ways of demonstrating understanding (or lack of) and

ways of asking questions

Key Vocabulary:

Verbal and Non-verbal Communication

Gestures and Body Language


Focus on Listening/Speaking

Lower Levels

Practice correct pronunciation of key vocabulary and phrases (word-level and

rhythm of sentences).

Have students identify key words used at work (equipment, instruction words,

etc.). Have them match pictures and words and/or create sentences using words.

Have students role play typical work dialogues, identified here and in Unit 1.

Identify and practice ways of showing understanding or lack of (excuse me, can

you repeat that, slower please, I don’t understand, etc.).

Teach and have students practice specific tenses and time indicators as

appropriate; discuss why tenses matter.

Use English at Work: A Toolkit for Teachers radio show for listening practice.

Depending on interest and need, address such workplace communication topics as

Schedules

Pay and benefits

Responsibilities and tasks

Safety and health

Directions and instructions

Work problems

Customer service

Applying/interviewing for a new job/promotion

Possible materials to use include English at Work: A Toolkit for Teachers

(beginners); Workplace Plus (beginners through high intermediate), Make Your

Mark series (Hotel Industry, Health Service, Food Service, or Retail) (advanced).

6

Higher Levels

Diagram ‘circle of communication’ and discuss with students the roles of speaker

and listener and purposes of speaking and listening. Purposes may include: to

convey and receive information, to share ideas/opinions, to persuade, to entertain,

to instruct and learn, to request, etc. Discuss also elements of speaking and

listening.

Have students practice asking questions (direct and embedded); review correct

word order, verb tenses and time indicators.

View English for All (episodes 1-4 pertain to work). Select episodes or vignettes

based on other specific content or grammar interests. Have students discuss:

What did they do well or not do well? How could they improve the

communication?

Depending on interest and need, address such workplace communication topics as

Schedules

Pay and benefits

Responsibilities and tasks

Safety and health

Directions and instructions

Work problems

Customer service

Applying/interviewing for a new job/promotion

Possible materials to use include English at Work: A Toolkit for Teachers

(beginners); Workplace Plus (beginners through high intermediate), Make Your

Mark series (Hotel Industry, Health Service, Food Service, or Retail) (advanced).

View Workplace Essential Skills units 9-12 as appropriate (The Language of

Work, Communicating with Co-Workers and Supervisors, Working Together, and

Communicating with Customers).

Focus on Reading/Writing

Lower Levels

Review alphabet and reasons for needing to know it, sentence structure, paragraph

structure, as appropriate for the students’ level.

Have students practice dictionary skills.

Have students practice filling out sample forms used at work.

Identify types of workplace materials commonly used or where students have

difficulties.

Have students practice reading/writing as needed and appropriate such documents

as pay stubs, benefits information, instructions (written and/or pictorial), memos,

charts and diagrams, forms, time cards, messages and notes, signs, labels, job

descriptions, want ads/job postings, etc. Possible materials to use include English

at Work: A Toolkit for Teachers (beginners); Workplace Plus (beginners through

high intermediate), Make Your Mark series (Hotel Industry, Health Service, Food

Service, or Retail) (advanced).

7

Higher Levels

Discuss with students the purposes and elements of reading and writing (similar to

listening/speaking, as above).

Have students practice dictionary skills.

Have students practice filling out sample forms used at work.

Identify types of workplace materials commonly used or where students have

difficulties.

Have students practice reading/writing as needed and appropriate such documents

as pay stubs, benefits information, instructions (written and/or pictorial), memos,

charts and diagrams, forms, time cards, messages and notes, signs, labels, job

descriptions, want ads/job postings, etc. Possible materials to use include English

at Work: A Toolkit for Teachers (beginners); Workplace Plus (beginners through

high intermediate), Make Your Mark series (Hotel Industry, Health Service, Food

Service, or Retail) (advanced).

Use written case studies for reading and problem solving.

Discuss and have students practice reading strategies: identifying main ideas,

using context clues to gain word meaning, using pictures, charts etc. to help

understanding.

Have students do journal writing.

Use Workplace Essential Skills chapters 13 (A Process for Writing), 14

(Supplying Information), and 15 (Writing Memos and Letters) as appropriate.

Focus on Non-Verbal Communication

Intermediate and Advanced Levels only

Use pictures to identify how a person is feeling and what message they convey.

Use Workplace Essential Skills, unit 9 (The Language of Work), pages 20-23.

View video segments (e.g. from Workplace Essential Skills or English for All)

with sound off and discuss what message the person is sending by their body

language. Then view same segment with sound on and compare words with body

language: are they sending the same message?

Share/compare gestures used in different countries and their meanings; identify

areas for miscommunication.

8

Unit 3: Project Selection (2 hours)

Objectives:

⇒ To model and help/encourage students to use a decision making process

(brainstorming ideas, evaluating feasibility and interest, pros and cons, and

selecting one idea to follow through on)

⇒ To determine what needs to be done to accomplish the project, by when and by

whom

Key Vocabulary:

Problem

Problem solving

Decision making

Team

Brainstorm


Review issues (problems, topics) raised in previous units and results of pre-

assessment to identify those of particular interest and concern among students.

Brainstorm ideas for projects; map ideas on the board, grouping together related

ideas.

For a whole class project, vote on the ideas and select the one(s) of most interest;

identify related ideas or components of the same idea.

For small group or individual projects, allow students to select.

Determine what students already know and what they need to know.

Discuss what students would like their co-workers and/or supervisors to know

about the issue.

Share feelings students have about the issue selected.

Determine what tasks need to be done to complete the project and assign

responsibilities.

Identify resources of information.

NOTE: Projects could be anything from: students presenting their job

tasks/responsibilities; students sharing ideas for improvements at work; students giving

information about themselves and their cultures; presenting short role plays or dramas;

researching and explaining clearly a particular workplace issue such as benefits, health

and safety, co-worker relations; creating a bilingual or multilingual vocabulary list or

phrase sheet; etc.

9

Unit 4: Research and Preparation (6 hours)

Objectives:

⇒ To develop research skills

⇒ To prepare material for written and/or oral presentation


Discuss formats for making a good presentation

Collect information. Discuss how to evaluate sources and encourage students to

critique them. Emphasize importance of presenting material in their own words and

documenting sources

Work on student writings, presentations, poster displays, as appropriate (draft, edit,

and finalize writings)

Practice oral presentations

Invite co-workers, supervisors, and managers as appropriate to the presentation

Unit 5: Presentation (1-2 hours)

Objectives:

⇒ To present a final product representing student learning (ideally this would have

both an oral and a written component, regardless of focus selected in Unit 2)

⇒ To evaluate project and presentation


Have students present to audience of co-workers, supervisors, and/or managers as

appropriate

Share written product with others in the workplace, as appropriate

Display posters

Have audience complete short evaluation (for oral presentations)

Unit 6: Evaluation (2 hours)

Objectives:

⇒ To evaluate students (reaction to course and learning)


Conduct post-assessment

Discuss feelings about/reactions to the presentations

Discuss next steps in learning

Hand out certificates of completion

Documents

English Department Mohammediaprofenglish.weebly.com/uploads/4/1/1/2/41125889/workplace_cours… · Asking Informational Questions Verbs and verb phrases in questions Asking Clarifying