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Thematic Unit

(Assignment 3)

Johnson George Kunnel

EDER 669.53 L03

Dr. Hetty Roessingh

University of Calgary

April 26, 2015

Surviving the First Week at Canadian Workplace

(A Thematic Unit for LINC Level 7 Learners)

The LINC (Language Instruction for Newcomers to Canada) program, initiated and funded by the government of Canada, aims to provide language instruction to adult immigrants and refugees in order to facilitate their social, cultural and economic integration into Canadian society. The LINC programs do not follow prescribed syllabus or text books, but instead the Service Providing Organizations (SPOs) try to follow LINC Curriculum Guidelines targeting integrated people as envisioned by Freire (1975). The guidelines leave room for “an unwritten curriculum” (Miller and Seller, 1990), where the instructors need to demonstrate expertise in terms of ESL curriculum design, CLBs, communicative competencies, and principled eclecticism.

LINC learners are placed in appropriate classes (LINC levels pre-benchmark to 7) through placement tests. It is expected that students who complete LINC Level 7 (with exit CLB 8) are ready to take up jobs or join post-secondary education in Canada. Most of the learners have had formal but traditional education in their own countries, and have learned English mostly through rote grammar-translation methods. Hence, in this thematic unit, ample emphasis has been placed on BICS (Basic Interpersonal Communication Skills) as well as CALP (Cognitive Academic Language Proficiency – Cummins 1984) for social, educational, cultural and economic integration of LINC learners.

This thematic unit titled “Surviving the First Week at Canadian Workplace” aims to promote learner centred and mostly task-based (Willis & Willis 1997) eclectic approach by following the principles of integration, recycling, spiralling, sequencing, and scaffolding outlined in LINC Curriculum Guidelines. This thematic unit also attempts to showcase how educators and learners will be able to understand the “encoded curriculum ideologies concerning what language use is, how learning is to happen, and the division of power and responsibility between teachers and learners” (Littlejohn p.180). The Nine Essential Skills are applied in the tasks referenced to CLB Can Do Statements and each developmentally appropriate (Krashen 1984) task has both function and form in context (Mellow 2002). Learners acquire language skills by performing tasks that reflect authentic, relevant, everyday communication tasks that facilitate newcomers’ social, cultural and economic integration into Canada. As learners progress through the unit, they remain engaged responding to a range of media and text types in a familiar but informing cohesive theme about Canadian workplace. New vocabulary and target language are introduced and recycled when appropriate. The materials provide frequent exposure to authentic input which is rich and varied to cater to different styles, mode and medium as well as purposes.

The skill-using activities are communicative, requiring language skills and strategies to interpret and convey meaning. The task outcomes reflect what a learner can do in the four skill areas (speaking, listening, reading and writing). Group work and projects have been incorporated

to develop independent, social and research skills leading to life-long learning skills. Assessments in this thematic unit are both formative and summative with a focus on the performance of level appropriate contextualized tasks rather than on the learner’s knowledge of thematic content or discrete grammar items.

This thematic unit consists of 10 integrated (but also stand-alone) lessons. The unit has been prepared for LINC Level 7 (Exit CLB 8) with the most popular LINC class schedule in mind (3 hours per day / 15 hours per week). There are ten 3-hour long (with 10 minutes break) lessons that can be ideally completed in two weeks. Each lesson has an integrated approach, but the first half of each lesson has focus on listening and speaking while the second half focuses on reading and writing. So, the thematic unit can be adapted for shorter duration skill-specific programs that are also popular among LINC learners. Concepts of anytime anywhere technology driven online learning also has been incorporated, but instructors can choose to remain within limits and feasibility. This unit can also be successfully used in other high intermediate ESL programs that prepare learners for Canadian workplace.

For instructors planning to use this thematic unit:

1. The learning materials in this unit have been prepared to encourage e-learning and thereby minimize paper use (Go green!). Pick and choose when copying materials. If you are in a LINC program, sign up for free LINC courseware (www.learnit2teach or www.edulinc.ca ) or use other free platforms like wikispace.

2. Grouping in this thematic unit is based on class strength of 16. You may choose to make changes as necessary, but it is important to pre-plan the grouping.

3. There is a focus on the productive skills (speaking and writing); each day learners complete two tasks in the class (speaking and writing). Listening and reading activities are enabling tasks leading to productive skills.

4. Daily task instructions (speaking and writing), and the assessment handouts should be provided to the learners before starting the unit.

5. Forms and functions acquired in one skill should naturally be transferred to other skills across each lesson, across the lessons, across the units and across the levels. So the tasks in this unit are designed to provide opportunity to recycle forms and functions while introducing new ones as well.

http://www.edulinc.ca/

http://www.learnit2teach/

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 1 of 10Getting In(All About Me)

Class Strength: 16 adult learners Duration: 170 minutesTheme: Surviving the First Week at Canadian Workplace

Learning Objectives (CLB 8 curricular targets)

Listening: Understands the intent of expressions and responses Identifies the purpose of formal welcomes

Speaking: Expresses and responds to formal welcomes Provides information in a professional manner Uses appropriate level of formality

Reading: Interprets sequence and location signals and implied meanings Infers correct sequence Follows instructions as required to complete a task

Writing: Conveys a sense of audience in language and format Reduces information to main points with accurate supporting details Addresses the purpose of the task.

Grammatical KnowledgeVocabulary:o Mumble, enunciate,

succinct, current, consistent, potential

Forms:o Present / past

perfecto Subordinating

conjunctions

Functions:o Recognize speaking

conventionso Reproducing and

reducing informationo Use formatting

conventions

Pronunciation:o Stress in compound

wordso Emphasis on focus

words

OtherStrategies:o Take noteso Prepare and deliver

short presentationso Use writing processo Use key-boarding and

word processing skills

Concepts:o Meetingso Level of

formalityo Protocolo Professionalism

Materials:o Task instructions / handouto Listening: online video / 4:01 minutes

https://www.youtube.com/watch?v=uWEWVkcgsMMo Reading: handout (How to Write a Bio)o Writing: Task Instruction / handout & learners’

own resumeo Analysis: online video / 2:15 minutes - chose

video segment 1:35 to 3:50 sec. https://www.youtube.com/watch?v=IxunO4S96F4

o Homework: Task instruction / handout

https://www.youtube.com/watch?v=IxunO4S96F4

https://www.youtube.com/watch?v=uWEWVkcgsMM

Stage / Rationale & Time Procedure Inter-action Pattern

I = Instructor Lr = Learner Lrs = LearnersWC=whole class

Task 1 In groups of three, describe to each other your first day of work in your country of origin. If you never had a job, describe what you know usually happens on the first day of job in your country.

In the same group, talk about a possible job you are going to start in the near future. Discuss what you may have to do on the first day at a Canadian workplace. What might be the challenges?

Watch the video. Listen to Gilda talk about introducing yourself, and answer the questions (see handout).

Compare your answers with a partner.

Instructor elicits ideas and writes them on the board, and orients students towards the importance of introducing oneself effectively on the first day.

Pre-Task (20 minutes)-introduce topic and objectives- create interest-personalize topic- recall language and content useful for task completion

I – WCLrs –Lrs

Lrs –Lrs

Lr

Lr –Lr

Lrs – I

Task Cycle: Task (10 minutes)-learners use the language they already have to express themselves spontaneously with confidence-instructor observes / notes learner strengths and weaknesses

Work with a partner. Read task instructions (see handout) and complete the role-play. Switch roles after 5 minutes.

Instructor acts as time keeper and observer, making notes on points to cover in the feedback portion of the task reporting stage.

Lr – Lr

I

Task Cycle: Plan (10 minutes)-prepare to report /present / publish about how the task was done / what was done

Learners prepare to present their role-play introducing themselves, and to respond to the following questions:

1. What information did you include in your role-play?

2. What language did you use?3. What was challenging about this task?

Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr -Lr

I – Lr

Lesson 1 of 10 continued next page…

Lesson plan - Lesson 1 Continued….Page 2 of 3.Stage / Rationale & Time Procedure Inter-action

PatternTasks Cycle: Reporting (20 minutes)-opportunity for learners to present what they did, and share their thoughts on how they completed the task-opportunity for all other learners to notice how else / differently the task could be completed

Instructor chooses 2 pairs to present their role plays and to respond to the questions from task preparation stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

Lrs – WC

I – WC

Post Task: Analysis (10 minutes)-raise consciousness-opportunity for learners to focus on language / cultural appropriateness in introducing self at workplace

Watch the video on elevator pitch and fill in the handout. What language is used? (see handout)

Lr

Post Task: Practice (10 minutes)-build confidence

Work with another partner and complete the task again. This time focus on the use of discourse organizers and appropriate content.

Lr – Lr

Break Time (10 minutes)Task 2 Work with a partner and answer the questions.

(see handout)

Instructor elicits answers from the class.

Work individually and complete the reading comprehension tasks.Instructor elicits answers from the class.

Lr – Lr

WC – I

Lr

WC – I

Pre-Task (20 minutes)- recall language and content useful for task completion


Individually read the task instructions (see handout) and complete your bio.


Lr

I


Learners prepare to present their bios and to respond to the following questions:1. What information did you include in your

bio?2. What language did you use?3. How did you organize your bio?4. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr

I

Lesson plan - Lesson 1 Continued….Page 3 of 3.Stage / Rationale & Time Procedure Inter-action


Students post their bios on the class-room walls. They walk around and read each other’s’ work and take notes on format, formality and the language used.Instructor chooses 2 students to present their bios by displaying it on ELMO and to respond to the questions from the previous stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

Lr – Lrs

ILr – WC


Read the sample bio. Pay attention to how the details are ordered. Underline sentences in present / past perfect tense. Circle subordinating conjunctions.Instructor circulates and helps students with accuracy and understanding.

Lr

I – Lr

Post Task: Practice (8 minutes)-build confidence-build accuracy

Work with a third partner and complete the speaking task again. This time focus on the use of appropriate verb tenses subordinating conjunctions.

Lr – Lr

Homework: (2 minutes) Post your rewritten bio on the Discussion Board (www.edulinc.ca ). Read a couple of bios from your classmates and make creative comments.

ILr


Course: LINC 7 (All Skills) CLB Level: 8 Lesson 1 of 10Getting In(All About Me)

Class Strength: 16 adult learners Duration: 170 minutesTheme: Surviving the First Month at Canadian Workplace

Learning Materials / Tasks / Handouts(To be copied by instructor as required)

Task 1

Pre-Task: In groups of four, describe to each other your first day of work in your country of origin. If you never had a job, describe what you know usually happens on the first day of job in your country.

In the same group, talk about a possible job you are going to start in the near future. Discuss what you may have to do on the first day at a Canadian workplace. What might be the challenges?

Your instructor will play a video (https://www.youtube.com/watch?v=uWEWVkcgsMM 4 minutes). Individually, listen to Gilda talk about introducing yourself and answer following questions

1. What are three reasons why introductions are not usually effective? 2. What are three tips that Gilda gives for improving self-intros?


Share your answers with the class.

Task: Work with a partner and complete the following task.

This is the first day of job in your own field of specialization in Canada. On the first day itself, you have been invited to the company’s monthly staff meeting. During the meeting, your manager has invited you to introduce yourself. In pairs role-play (talk to your partner) as if you are introducing yourself to your colleagues at the meeting. Swap your role and do the role-play again. (10 minutes).

Post Task Analysis: As a class watch the video on elevator pitch and fill in the handout.

(https://www.youtube.com/watch?v=IxunO4S96F4 Time: segment 1:35 to 3:50 seconds)

Don’ts when introducing yourself Dos when introducing yourself Language used


https://www.youtube.com/watch?v=uWEWVkcgsMM

Post-Task Practice: Work with another partner and do the role-play again. This time focus on the use of discourse organizers and appropriate content. Use the information you have got from other presentations and the feedback from your instructor.

Task 2

Pre-Task 1: Work with a partner and answer the following questions.

1. Have you ever introduced yourself in writing? Where and why? 2. What is a bio? Where and when do you need a bio?

Share your ideas with the class.

Pre-Task 2: Read the following online article and complete the enabling tasks that follow.

How to Write a Bio for a Work WebsiteBy Irene A. Blake, Demand Media

The biography you write for a company or personal work-related website acts as a form of advertising that can help colleagues, a current or potential employer or clients to quickly determine if you’re the right person for a job. As a result, it must describe you, your background, work ethic and personality in a clear and succinct fashion. Although you may have many professional or personal details to include in a work website bio, writing it shouldn’t take a long time. You simply need to prepare the details beforehand and then insert them into a basic work-bio format. Post your bio on educlinc.ca / discussion board

Prepare DetailsStep 1: Review bios on your company’s website to get an idea of what the company expects. If you’re writing a bio for a personal, but work-related, website, review bios on websites you frequently visit that relate to your career field or position.

Step 2: Make a short list of your greatest professional achievements and awards. For example, if you’re a sales professional, you might add to the list a high-sales award you won or the total amount of sales you made for your company in a month, quarter or the year.

Step 3: Write down some of your qualifications, skills and education including degrees and certifications. If you received professional or career-related academic honors, note those as well.

Step 4: Create a short list of additional professional and personal information that you feel relates to your career and personality, such as professional memberships, volunteer work, current projects and hobbies.

Step 5: Decide on a length for your biography. A short biography is typically 5 to 8 sentences, approximately 150 to 200 words or less, in length. A long biography depends on the website requirements and is usually two to three short paragraphs in length

Write BiographyStep 1: Write the first sentence outlining who you are, the name of the company or organization you currently work for, or your business name, and your area or areas of expertise.

Step 2: Make the next sentence about your past within the same career field if applicable.

Step 3: Use the lists you prepared to outline, in a new paragraph, your achievements, education, certifications, professional memberships, current work-related projects and volunteer work. If you’re writing a long bio, add hobbies or a fun fact at the end.

Step 4: Ask several people -- colleagues, supervisors, family members and friends -- to review your bio and provide feedback. After you receive the feedback, edit your biography as needed.

Tips Imagine you’re describing someone else to a colleague or client in a face-to-face

conversation when writing your biography. Write your biography using third person "he" or "she" pronouns.

If you want contact information -- phone number, email address or both -- to appear in your biography, place the information at the end.

Warnings Always use your full name in the first sentence unless informal speech is acceptable for your

work situation. Always use the same version of your name after the first sentence for consistency. For

example, if you use your last name, continue using it throughout the bio instead of switching between your last name, first name and full name.

(Source: How to write a bio http://smallbusiness.chron.com/write-bio-work-website-37472.html )

Enabling Task 1: Answer the following questions.

1. What is the advantage of having an effective bio? 2. What are the two stages involved in creating an effective bio? 3. How long is a typical bio? 4. What do you include in the second paragraph of your bio? 5. Can you use first-person in your bio?

http://smallbusiness.chron.com/write-bio-work-website-37472.html

Enabling Task 2: Locate all the hyphenated words in the passage and list them in the space provided below. Then in pairs read aloud the words and listen to stress patterns. Which syllable in which word is stressed?

Now listen to your instructor read aloud the hyphenated words. Did you have the same stress patterns? If not, try again.

Enabling Task 3: Complete the following sentences using the words in the box.

Succinct Expertize Face-to-face Consistency Potential

1. Too many people give up and settle for just a fraction of what they can be, failing to realize their ………………

2. The inscription that inspired me was ………….…. and to the point.3. Add enough melted butter to make mixture of the right ………… to shape.4. They invite me to appear at conferences to share my ………………...5. Unlike ……..…….. bargaining over a dodgy motor, deals are negotiated through an

intermediary.

Task Cycle: This is your first day of job at a Canadian workplace. Use the information from the reading (pre-task above) and write your own bio for your company website. Use the information from your own resume to complete the task

Note to the instructor: Students should be reminded in advance to bring their own resumes they prepared in the previous thematic unit “Looking for a Job”.

Task Analysis: Read the following bio. Could present / past perfect tense be used in other sentences too?

Some of you may have already met Jenny Han who has joined our Multimedia Group in Calgary branch as Assistant Manager. She is trained to perform highly in different fields such as journalism, broadcasting, filmmaking, and event organization. Her dedication is what sets her apart from anybody else. Jenny Han comes from an ICT background with a BSc in Computer Science from JKUAT. Her most recent positon was with Dual-Media Centre as a media system developer. Jenny is also passionate about filmmaking and has directed, produced, and even performed in her free time during the summer. She is well-rounded individual who lives with passion, dedication, and grace. Please join me in welcoming Jenny to Multimedia Group Inc.

Source adapted from: http://www.wikihow.com/Sample/Third-Person-Bio

http://www.wikihow.com/Sample/Third-Person-Bio

Practice 1: Using the words in parentheses, complete the text below with the appropriate tenses (past simple, present perfect or past perfect).

Source: http://www.englishpage.com/verbpage/verbs12.htm (Check answers online / complete other exercise)

Practice 2: Did you use present /past perfect in your bio today? Was it possible? Write two sentences that you used or you could include in your bio today.

1. …………………………………………………………………………………………………………………………….2. …………………………………………………………………………………………………………………………….

Homework: Based on the feedback you have received today, rewrite your bio. Post your bio on www.edulinc.ca . Respond to a couple of posts from your classmates.


http://www.englishpage.com/verbpage/verbs12.htm

Lesson 1 - Answer Key

Task 1: Pre-Task

1. What are three reasons why introductions are not usually effective? Forget, body language, mumbling

2. What are three tips that Gilda gives for improving self-intros? Prepare, practice, be aware of body language (loud, enunciate, don’t mumble, eye contact, smile, stand straight)

Task 2: Enabling Task 1

1. What is the advantage of having an effective bio? help colleagues, a current or potential employer or clients to quickly determine if you’re the right person for a job

2. What are the two stages involved in creating an effective bio? (preparing details, writing )3. How long is a typical bio? ((150-200 words) 4. What do you include in the second paragraph of your bio? (achievements, education,

certifications, professional memberships, current work-related projects and volunteer work)

5. Can you use first-person in your bio? (No)

Enabling Task 3: Complete the following sentences using the words in the box.

Succinct Expertize Face-to-face Consistency Potential

1. Too many people give up and settle for just a fraction of what they can be, failing to realize their potential ………………

2. The inscription that inspired me was succinct………. and to the point.3. Add enough melted butter to make mixture of the right consistency…… to shape.4. They invite me to appear at conferences to share my expertise……...5. Unlike face-to-face…….. bargaining over a dodgy motor, deals are negotiated through an

agent.

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 2 of 10Getting Along(Office Politics)


Learning Objectives (CLB 8 curricular targets)

Listening: Identifies implied meanings and stated and unspecified details Identifies situations and relationships between participants Identifies speakers’ purpose and intent

Speaking: Asks follow up questions Clarifies and confirms information Expresses and qualifies opinions, feelings, doubts and concerns Participates effectively in interactions

Reading: Locates and integrates relevant information across paragraphs Identifies main ideas and supporting details

Writing: Uses language, format and content appropriate and relevant to the situation and audience Conveys a sense of audience in language and format Addresses the purpose of the task

Grammatical KnowledgeVocabulary:Slanderous, tattle, camaraderie, harbinger, erosion, reputation, innocuous, resentment

Forms:o Tag questionso Modals of

necessity (must, have to , ought to, have got to )

Functions:o Giving reasonso Expressing hopeo Expressing opiniono Reportingo Making request

Pronunciation:o Chunkingo Intonation in tag

questions

OtherStrategies:o Skimmingo Scanningo Take noteso Use writing process

Concepts:o Brevityo Appropriatenesso Hope

Materials:o Task instructions / handouto Listening: online video / first 3 minutes

https://www.youtube.com/watch?v=HoYExKhIwU4o Analysis: online video – second half (3 to 6 minutes)

https://www.youtube.com/watch?v=HoYExKhIwU4o Reading: handouto Writing: Task Instruction / handouto Analysis: online video / 2:15 minutes - chose

video segment 1:35 to 3:50 sec. https://www.youtube.com/watch?v=IxunO4S96F4

o Practice: handout / modals of necessityo Homework: Task instruction / handout


https://www.youtube.com/watch?v=HoYExKhIwU4




Task 1 In groups of four, discuss: What do employees talk about during lunch break in your country of origin? What about in Canada?

In the same group, talk about a possible job you are going to start in the near future. Discuss how you may interact with your colleagues during lunch break. What might be the challenges?

Watch the TV talk show (first three minutes only) about office gossip and answer the questions (see handout).


Instructor elicits ideas and writes them on the board, and orients students about the dangers of office gossip.

Pre-Task (15 minutes)-introduce topic and objectives-personalize topic- create interest- recall language and content useful for task completion

I – WCLrs –Lrs

Lrs –Lrs

Lr

Lr –Lr

Lrs – I


Work in new groups of four. Read task instructions (see handout) and complete the role-play.

Instructor regroups the learners and acts as time keeper and observer, making notes on points to cover in the feedback portion of the task reporting stage.

Lrs – Lrs

I


Learners prepare to present their role-play introducing themselves, and to respond to the following questions:1. New employee: What was your strategy to deal

with office politics?2. Everyone: What language did you use?3. Everyone: What exactly was challenging about this

task? (about language and content)Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr -Lr

I – Lr/s

Lesson plan - Lesson 1 Continued….Page 2 of 3.


Tasks Cycle: Reporting (25 minutes)-opportunity for learners to present what they did, and share their thoughts on how they completed the task-opportunity for all other learners to notice how else / differently the task could be completed

Instructor chooses 2 groups to present their role plays and to respond to the questions from task preparation stage.

Instructor provides feedback, including attention to forms and functions.

Lrs – WC

I – WC


Individually read the information about intonation in tag questions (see handout).

Instructor helps with deducing the intonation patterns.

Lr


Work in the same task group and complete the task again. This time focus on the use of tag questions and appropriateness.

Lrs – Lrs

Break Time (10 minutes)Task 2 Work with a partner and answer the questions.

(see handout)


Work individually and complete the reading comprehension tasks.Instructor elicits answers from the class.

Lr – Lr

WC – I

Lr

WC – I



Individually read the task instructions (see handout) and complete your email to your boss.


Lr

I


Learners prepare to present their emails and to respond to the following questions:1. What information did you include in your email?2. What language did you use? Did you use any

vocabulary / structure from the reading passage?

3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr

I

Lesson plan - Lesson 1 Continued….Page 3 of 3.



Students get into groups of three and read each other’s’ work and take notes on format, formality and the language used.

Instructor chooses 2 students to present their emails by displaying it on ELMO and to respond to the questions from the previous stage.

Instructor provides feedback, including attention to forms and functions.

Lr – Lrs

I

Lr – WC


Individually, read the sample email. Pay attention to how the details are ordered. Underline modals of necessity. Circle subordinating conjunctions.Instructor circulates and helps students with accuracy and understanding.

Lr

I – Lr


Work individually and complete the handout on modals of necessity and prohibition. Compare your answers with a partner.

Lr – Lr

Homework: (2 minutes) Read a story here about office politics (see handout).Post your response on the Discussion Board (www.edulinc.ca ) discouraging someone from office politics.

ILr


Course: LINC 7 (All Skills) CLB Level: 8 Lesson 2 of 10Getting Along(Office Politics)



Task 1

Pre-task: In groups of four discuss: What do employees talk about during lunch break in your country of origin?

Picture source: http://www.buzzintown.com/article-review--worrying-about-office-politics-can-trip-you/id--5510.html

As a class watch the TV talk show and answer the following questions.(https://www.youtube.com/watch?v=HoYExKhIwU4 - first three minutes).

1. When does gossip turn negative?

2. Give an example of negative gossip the talk show host mentions.

3. How does gossip affect the gossiper?

4. What is an indication of crossing the line when gossiping?

5. How do you create a new culture?

Task: Work in groups of four. For one of you, this is your first week at a Canadian workplace. You are enjoying your lunch and there are three other coworkers (gossipers) at your table in the lunch room. Join the conversation.

Post-Task Analysis: Read the following explanation of intonation in tag questions. Did you use the same intonation patterns in your role-play?


http://www.buzzintown.com/article-review--worrying-about-office-politics-can-trip-you/id--5510.html



http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-tag-questions.htm

Source: http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-tag-questions.htm

Practice: Do the role-play once again. This time focus on intonation on tag questions and appropriateness of questions asked.

Task 2

Pre-Task: Read the article about workplace gossip below and answer the questions that follow.

What Is Gossip?

“Gossip” is endowed with several meanings. To some, it refers only to malicious or actionable talk about someone beyond the person’s hearing; some believe that gossip involves just untrue tales, while others think it can include truthful remarks. Still others consider “gossip” to be any talk of a person’s or institution’s affairs—whether personal or professional, innocuous or slanderous.

For instance, Peter Vajda, an Atlanta-based speaker and author on speaker on business coaching, defines workplace gossip as a form of workplace violence, noting that it is “essentially a form of attack.” TLK Healthcare, an Austin, Texas-based health care recruiting company, includes among gossiping employees those who tattle to the boss with no intention of offering a solution or speaking to co-workers about a problem. But some amount of workplace gossip is actually healthy, according to Rieva Lesonsky, CEO of GrowBiz Media, a media and custom-content company for small businesses.

“It shows camaraderie among your team,” Lesonsky explained in a phone interview with SHRM Online. “But if it’s starting to hurt someone’s feelings or affect morale or attitude, that’s

http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-tag-questions.htm

when the line’s been crossed. You have to be really observant to know when that happens.” Sometimes gossip “is a harbinger of something that’s true and it makes you aware of something, as a manager, that you need to work on,” she added.

Dangers of GossipWorkplace gossip can be very serious, however, if the gossiper has significant power over the recipient, wrote authors Nancy Kurland and Lisa Hope Pelled in their article “Passing the Word: Toward a Model of Gossip and Power in the Workplace,” which appeared in the April 2000 issue of The Academy of Management Review. Some negative consequences of workplace gossip are:

Erosion of trust and morale. Lost productivity and wasted time. Divisiveness among employees as people take sides. Hurt feelings and reputations. Attrition due to good employees leaving the company because of an unhealthy work

environment.

Company PoliciesIn their employee handbooks, many companies have formal policies restricting gossip. Given the recent NLRB ruling, how can they be sure these policies aren’t “overly broad” so as to become unenforceable?

First, the policy should explicitly state that it’s not meant to limit employees’ right to talk about wages, hours or working conditions; rather, it is aimed at gossip about non-work-related issues, Hyman said. Beyond that, he added, organizations have to decide where the line is between innocuous banter among colleagues and conversations that could lead to legitimate concerns about health, safety or harassment. “Frankly, you’ll never stop people from talking about how so-and-so is cheating on a spouse or came in this morning smelling like booze,” Hyman noted. “That’s human nature. But there’s definitely a line you need to draw, for instance, where safety is concerned, or [with] issues of harassment, or if somebody feels talked about because of their race or sex. Then it becomes a liability if it’s not addressed.” Lesonsky said employers can’t use no-gossip policies to forbid normal griping about supervisors, which the Laurus Technical Institute appeared to try to do.

“As a manager, you do have to suck it up a little, because there’s bound to be some amount of resentment toward the boss,” she said. “If someone says, ‘He’s really hard-nosed,’ you’ve got to let that go. But if it starts to be something like, ‘She drinks every day at lunch,’ it’s going to undermine your authority and credibility, and that’s when you may need to take action.”

Writing policies prohibiting gossip may be tricky enough that companies may instead want to focus on educating employees about the dangers of talking about co-workers behind their backs, said Hyman. “Work this into a broader initiative addressing whatever you want to call the behavior—whether bullying or just unprofessional conduct.”

Lesonsky said another approach is to hire a business coach. “There are ones who specialize in team attitude, and they’re a lot like a marriage counselor,” she explained. “They sit people down and discuss what’s at the root of [the gossip], and maybe they learn that people feel resentful because the manager favors certain employees. Depending on where you are on the managerial team, you have to check the whole train to make sure there isn’t a weak link somewhere.”

Source: http://www.shrm.org/hrdisciplines/employeerelations/articles/pages/office-gossip-policies.aspx#sthash.CS1LbaWM.dpuf

Enabling Task 1: Did the following words stop you from reading for comprehension?

o slanderouso tattleo camaraderieo harbingero erosiono reputationo innocuouso resentment

Now go back to the passage and guess the meaning from the context. Then look up a dictionary to check your understanding.

Enabling Task 2: Skim and scan the text and answer the following questions

1. According to Susan, what is the reason for workplace gossip? 2. What are three examples that Susan provides? 3. What is an example of gossip backfiring on you? 4. What should you do if you don’t have an answer? 5. What happens if a leader starts gossiping?

Task: Write an email to your manager/supervisor asking for an appointment to discuss office politics. You have read about office politics in Canada, but you are not sure if your colleagues are crossing the line by talking behind the back.

http://www.shrm.org/hrdisciplines/employeerelations/articles/pages/office-gossip-policies.aspx#sthash.CS1LbaWM.dpuf

Post Task Analysis: The following email has nine errors relating to proper business letter conventions. Circle and correct them.

From: Marisa RomerSent < Monday September 12, 2009>To: LucindaSubject: Re.Dear Lucinda;

On August 25, 2009, I bought a floor lamp in your store. Unfortunately, I wasn’t able to use it because it did not work properly. Every time I switched it on, it switched off by itself after about 30 minutes. I took the lamp back to the store but the salesgirl refused to give me my money back. I had a telephone conversation with you about it and you confirmed that your store’s policy is to exchange faulty merchandise rather than refund the money. Unfortunately, the lamp that I want is no longer available at your store. Given these circumstances, I would like to request that you refund my money.

I want to hear from you soon.

Cheers,

Marisa Romer

Source adapted from: LINC 5-7 Activities Book Vol.2

Post-Task Practice:

Modals of Necessity - Must, Have got to, Have to

Choose the correct answer for each sentence.1. According to the law, drivers ______________ at stop signs.

A. ? must to stopB. ? must stopC. ? must stopping

2. If Richard wants to become a professional musician, he ______________ every day.A. ? haves to practiseB. ? has to practiseC. ? have to practise

3. Friend: _________________________ pay to see the doctor?Brother: No, she ________________ because she has medical insurance.

A. ? Must your sister / musn'tB. ? Do your sister have to / don'tC. ? Does your sister have to / doesn't

4. If you have a pet dog, you _____________ feed it every day or it will die!A. ? has got toB. ? have got toC. ? have got

5. In order to log on to the Internet, Sally __________ her user I.D.

A. ? must enterB. ? has got to enteringC. ? have to enter

6. Mr. Wu: Hi, Mark. Where's your dad?Mark: Oh, he ______________ to work because there was an emergency.

A. ? had to goB. ? had got to goC. ? musted go

7. When a police officer asks to see your driver's license, you _____________ to him/her.A. ? have got show itB. ? must to show itC. ? have got to show it

Source: http://web2.uvcs.uvic.ca/ELC/STUDYZONE/330/grammar/330-modals-necessity1.htm

Homework: Read a story here (http://articles.chicagotribune.com/keyword/office-gossip). Post your response on the Discussion Board / www.edulinc.ca , discouraging someone from office politics.

Lesson 2: Answer Key

1. According to Susan, what is the reason for workplace gossip? stressed2. What are three examples that Susan provides? Downsizing, lay-offs, changes 3. What is an example of gossip backfiring on you? Get fired 4. What should you do if you don’t have an answer? Tell him / her you will get back later5. What happens if a leader starts gossiping? Others will follow /do the same

Post-Task Analysis: 1. The letter does not include the sender’s address.2. The manager’s title should be Ms. instead of Mrs.3. The date is written incorrectly. It should not include the day of the week.4. The salutation should be Dear Ms. Minto, not Dear Lucinda.5. The salutation should be followed by a colon, not a semi-colon.6. The opening sentence does not state the purpose of the letter.7. The closing sentence is not polite.8. The complimentary closing is not appropriate.9. The word “salesgirl” is not gender-neutral.

Source: LINC 5-7 Activities Book Vol.2


http://articles.chicagotribune.com/keyword/office-gossip

http://web2.uvcs.uvic.ca/ELC/STUDYZONE/330/grammar/330-modals-necessity1.htm

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 3 of 10Getting Out(Emergency Evacuation)


Learning ObjectivesListening:

Follows sequence markers or other linguistic clues to infer order of steps Responds with actions to directions and instructions

Speaking: Uses correct sequence of steps Uses clear references and provides necessary details Checks to confirm understanding Asks relevant questions to gather, share, analyse and compare information

Reading: Present the information contained in a flow chart Identifies contexts and situations

Writing: Provides accurate and detailed descriptions, explanations and accounts of events in clear

sequence Conveys clear message to the reader Conveys sense of audience in language and format

Grammatical KnowledgeVocabulary:o Duck & cover, cordon

off, evacuate, pull station, explosion, spill, hazardous

Forms:o Imperatives

in conditional sentences

o Sequence markers

Functions:o Sequencingo Giving warningo Reproducing

information

Pronunciation:o Emphatic stress (in

negatives)

OtherStrategies:o Take noteso Preparednesso Synthesizing

Concepts:o Accuracyo Safetyo Rules

Materials:o Pre-task: floor plan / handout & instructionso Task instructions / handouto Listening: (https://www.youtube.com/watch?

v=5tjgNoaJmVgo https://www.youtube.com/watch?v=SYC4Tpnuetg o Reading: flow chart handouto Writing: Task Instruction / handouto Analysis: sample descriptiono Homework: Task instruction / handout

https://www.youtube.com/watch?v=SYC4Tpnuetg

https://www.youtube.com/watch?v=5tjgNoaJmVg




Task 1Work in small groups and label your schools’ floor plan (see handout). Mark all the exits from the building. Are there as many entry points as exit points? Why?

Watch the video about emergency evacuation and answer the questions (see handout).




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Work with a partner. Read task instructions (see handout) and complete the role-play. Switch roles. Take the new employee around your school building.


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Learners prepare to present their role-play taking someone around the school building, and to respond to the following questions:1. What information did you include in your role-

play?2. What language did you borrow from the video you

just watched?3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

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Lesson plan - Continued….Page 2 of 3.Stage / Rationale & Time Procedure Inter-action



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Instructor role-plays the task with a capable learner.

Other learners take notes on useful language for giving instructions and warning (sequencers, expressions for asking for clarification, and appropriate vocabulary)

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Work with another partner and complete the task again. This time focus on sequencers, expressions for asking for clarification, and appropriate vocabulary.

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Break Time (10 minutes)Task 2 Work in groups of three and discuss

“Emergency Evacuation at Workplace”. When and how? (see handout)In groups of four, describe to each other one of the emergency evacuation procedures on the flow chart below.Instructor elicits answers from the class.

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WC – IPre-Task (10 minutes)- recall language and content useful for task completion


Individually, describe the emergency evacuation procedure for your company bulletin board.


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Learners prepare to present their documents and to respond to the following questions:1. What format did you adopt?2. What information did you include in your

documents?3. What language did you use?4. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and

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helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.



Individuals get back to their pre-task groups and compare the documents they have prepared, and take notes on format, formality and the language used.Instructor chooses 2 students to present their bios by displaying it on ELMO and to respond to the questions from the previous stage.Instructor provides feedback, including attention to forms, formality and functions, vocabulary and pronunciation.

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Look at the sample description of the evacuation procedure written by another employee. What is wrong with it? What changes would you make? Why it not appropriate for CLB 8 writing tasks?

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Read the following sentences (conditionals in conjunction with imperatives). Follow the pattern and write / rewrite three sentences for the flow chart you just described.

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Homework: (2 minutes) Go to the website (see handout) and prepare instructions for evacuation from your classroom in case of fire, bomb threat, earthquake, chemical spill etc. (as assigned to your group). Post your work on classroom bulletin board within two days.

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** Assignment / Project: (see assignment handout for details)Instructions for Learners: For this assignment you will work in groups of four. You will each visit a company (total of 4 companies in Calgary for your group) and conduct a survey of safety at workplace.1. As a group decide on what questions you would ask the fire marshals in the company.2. Call the company to make an appointment to talk to a fire marshal.3. Read the fire evacuation procedure posted in the company for the public.4. Compile your results from the survey / interviews. Include graphs / charts.5. Compare the evacuation procedures with that in your own school.6. Make a group presentation (30 minutes) in the class about your survey results and

recommendations7. In the presentation, describe your experience completing the project, describe the results of your

survey and the group results, and make suggestions and recommendations to your school Emergency Planning Committee (committee members will be invited to your group presentations in the class). .

8. This assignment is 15 % of your final grade. You have three weeks to complete this assignment. Read SPEAKING assessment rubric on the following pages for details on how you will be assessed.

Important: This assignment provides the opportunity to practice / use a variety of forms, functions, concepts and strategies you will be learning in this thematic unit.

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 3 of 10Getting Out(Emergency Evacuation)



Pre-Task: Work in small groups and label your schools’ floor plan (Use copies of the plan in the classroom). Mark all the exits from the building. Are there as many entry points as exit points? Why?

Source: http://d.lib.ncsu.edu/collections/catalog/ncar1596-001-bx0001-009-003_0001

Pre-Task 2: As a class watch the video (https://www.youtube.com/watch?v=5tjgNoaJmVg https://www.youtube.com/watch?v=SYC4Tpnuetg Building and Office Evacuation) and answer the following questions. You will watch the video twice.

https://www.youtube.com/watch?v=SYC4Tpnuetg


http://d.lib.ncsu.edu/collections/catalog/ncar1596-001-bx0001-009-003_0001

http://d.lib.ncsu.edu/collections/catalog/ncar1596-001-bx0001-009-003_0001/pages/ncar1596-001-bx0001-009-003_0001#p

1.Source: http://www.cartoonmotivators.com/fire-evacuation-very-calm.html

1. What are some reasons for evacuating a building? List four.

2. Every organization should have an evacuation plan and everyone should be …….. with the plan.

3. Emergency evacuation plan is developed by …………………………

4. …………………………… points are used to assist orderly evacuation.

5. External meeting places should be well ……………………….

Compare / share your answers with a partner.

Task (Work in pairs (supervisor and new employee): This is your first week at workplace. Your supervisor has given you a map that shows emergency evacuation plan from your work station and is giving you a tour of the building.

Supervisor: Give direction and instructions as you take a new employee around your workplace. Use the floor plan for your own school (from pre-task) and take the employee around.

New Employee: Ask for clarification and details. At the end, summarize the directions to demonstrate your understanding of what your supervisor has told you.

Task 2:

Pre-Task: In groups of four, describe to each other one of the emergency evacuation procedures on the flow chart below.

http://www.cartoonmotivators.com/fire-evacuation-very-calm.html

http://www.cartoonmotivators.com/fire-evacuation-very-calm.html

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.cartoonmotivators.com/fire-evacuation-very-calm.html&ei=jyY8VZGbOpHjsASHu4CIDQ&bvm=bv.91665533,d.cWc&psig=AFQjCNGeFFnbzP2ZQ8IS4y6mYUAKNMAdqQ&ust=1430091806924583

Source: http://www.slideshare.net/palpoelsayed/building-evac-flow-chart

Task: This is your first week at your new workplace. Your supervisor has provided you with an emergency evacuation flow chart. He / she has asked you to write a description of the flow chart to be posted on the bulletin board along with the flow chart. Write a short description of emergency evacuation plan as shown on the flow chart.

Post-Task Analysis: Here is a sample of the description of the evacuation procedure written by another employee. What is wrong with it? What changes would you make? Why it not appropriate for CLB 8 writing tasks?

Emergencies Requiring/May Result in a Building Evacuation Fire Earthquake Terrorist Event Hazmat Spill (Bomb threat, explosion, etc.) Duck & cover. After shaking stops, exit building. Do not Life Threatening Alarm activate the fire alarm Explosion Bomb Threat Pull Station. Activated Yes No Call 997 if immediate rescue or medical assistance is required Evacuate the spill Evacuate Building site. Warn others to stay away 997. Take cover, then exit Do not handle or touch Call 999automatically notified. Call building if directed by object. Move to a safe with specific info (exact Emergency Response area. Do not activate location, type of incident) if Team. Do not activate the fire alarm. If safe, stop the spill it can be done safely the fire alarm Call 999. Evacuate Call 999. Cordon Call 997 the building if directed off the area. Call

http://www.slideshare.net/palpoelsayed/building-evac-flow-chart

by the Emergency Waste Management Response Team SLAD 19022007.

Safety, Health & Environment Sanitation Supply Chain Stakeholder Relations Management Employee & the Community Work Life Balance Welfare Philanthropy Sports, Arts & Culture Conservation

Chemical Safety JSA Chemicals are common in all workplaces. Properly utilized, they are great tools in the performance of our jobs. Improperly used, they can cause serious injuries. Some guidelines include: You have a right to know about every chemical you use. Know where your Checklist Book is located! Study the Checklist, before you use any chemical for the first time! Follow label and instructions exactly. Do not use anything for which you have not received proper training. Use any Personal Protective Equipment, as per the instructions. Never mix chemicals, for any reason. Always ensure that you are aware of what you are using. Check the label each time you pick up a chemical! If it has no label, or an improper label, destroy it!

Practice: Read the following sentences (conditionals in conjunction with imperatives). Follow the pattern and write / rewrite three sentences for the flow chart you just described.

1. If you finish painting the bedroom, start the bathroom

2. If you arrive on time, come to the meeting

3. If it rains, take an umbrella

4. If the food is cold, put it in the microwave

5. If you can’t find the answer, ask your teacher

Homework: Go to http://www.safety.uwa.edu.au/incidents-injuries-emergency/procedures and prepare instructions for evacuation from your classroom in case of fire, bomb threat, earthquake, chemical spill etc. (as assigned to your group). Post your work on classroom bulletin board within two days.


Task 1: Pre-Task 2

1. What are some reasons for evacuating a building? List four. (fires, chemical spills, toxic or e explosive gases, explosions, violent behaviour, bomb thread

2. Every organization should have an evacuation plan and everyone should be …….. (familiar) with the plan.

3. Emergency evacuation plan is developed by ………………………… (emergency planning committee)

http://www.safety.uwa.edu.au/incidents-injuries-emergency/procedures

4. …………………………… (assembly) points are used to assist orderly evacuation. 5. External meeting places should be well ……………………… (clear of the building).

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 4 of 10Calling Around(Telephone Etiquette )



Identifies emotional state, mood and attitude from tone and intonation Identifies functional value of utterance (suggestions & recommendations)

Speaking: Participates in professional telephone calls Clarifies and confirms information Describes problems and clarifies details Asks relevant questions to gather, share, analyse and compare information

Reading: Scans texts and makes inferences to select the relevant information Identifies contexts and situations

Writing:

Addresses the purpose of the task Uses complex structures with only occasional difficulties Provides accurate and detailed descriptions, explanations and accounts of events in clear

sequenceGrammatical Knowledge

Vocabulary:o Etiquette, exceptional,

cold call, on hold, persistent, jargon, call go through

Forms:o Tag questionso Yes / No

questionso Phrasal verbso Subordinating

conjunctions

Functions:o Summarizeo Explaino Reproducing and

reducing information

Pronunciation:o Voice toneo Function wordso Grammatical

intonation

OtherStrategies:o Take noteso Use writing process

Concepts:o Phone

etiquetteo Tacto Workplace

expectations

Materials:o Pre-tasko Task instructions / handouto Listening: online video / 15 minutes

https://www.youtube.com/watch?v=leabFC3ec6wo Reading: handouto Writing: Task Instruction / handouto Analysis: (https://www.youtube.com/watch?v=0AKLMXzwjYw ).

o Analysis: Sample writing from learnerso Practice: Phrasal verbso Homework: Task instruction / handout



Task 1 In groups of three discuss: What is easier for you, talking face to face or talking on the phone? Why? What are the difference between calling a friend and calling someone from your workplace? Meaningful and memorable

Watch and listen to the video on making workplace telephone calls meaningful and memorable. Use point-form outline and take detailed notes.


Instructor elicits ideas and writes them on the board, and orients students towards workplace telephone


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https://www.youtube.com/watch?v=0AKLMXzwjYw

https://www.youtube.com/watch?v=leabFC3ec6w

etiquettes.Task Cycle: Task (10 minutes)-learners use the language they already have to express themselves spontaneously with confidence-instructor observes / notes learner strengths and weaknesses

Work in groups of three. Read task instructions (see handout), sit back to back to simulate telephone conversation and complete the role-play. Switch roles after 5 minutes.


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Learners prepare to present their role-play their telephone conversation, and to respond to the following questions:

1. What was difficult about completing the listening task / taking notes?

2. What was difficult about the speaking task?3. What language did you focus on?


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Instructor chooses 2 groups to present their role-plays and to respond to the questions from task preparation stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

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Watch the video. List five suggestions for better telephone skills for Meera (see handout).

Instructor circulates and helps students with accuracy and understanding

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Work with another partner and complete the task again. This time focus on tone, intonation and phrasal verbs.

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Break Time (10 minutes)Task 2 Match the words with their meanings. (see

handout)


Work individually and complete the second task by filling in the missing words.Instructor elicits answers from the class.

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Individually read the task instructions (see handout) and write an email to your supervisor.


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Learners prepare to present their bios and to respond to the following questions:1. How did you begin your email?2. What information did you include?3. What language did you use? Did you use

complex sentences?4. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

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Students post their emails on the class-room walls. They walk around and read each other’s’ work and take notes on format, formality and the language used.Instructor chooses 2 students to present their bios by displaying it on ELMO and to respond to the questions from the previous stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

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Post Task: Analysis (10 minutes)-raise consciousness

Read the sample email. Pay attention to how the details are ordered. Underline sentences in

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-opportunity for learners to focus on language / cultural appropriateness in introducing self at workplace

future tense. Circle subordinating conjunctions.

Instructor circulates and helps students with accuracy and understanding

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Work with a partner and complete the exercises using appropriate phrasal verbs.

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Homework: (2 minutes) Make a real telephone call to one of your class mates. Record your call and post your recording on the Discussion Board (www.edulinc.ca ). Listen to a couple of posts/calls from your classmates and make creative comments.

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Course: LINC 7 (All Skills) CLB Level: 8 Lesson 4 of 10Calling Around(Telephone Etiquette)



Task 1

Pre-Task 1: In groups of three discuss:

1. What is easier for you, talking face to face or talking on the phone? Why? 2. What are the difference between calling a friend and calling someone from your workplace?


Pre-Task 2: As a class watch the video on making workplace telephone calls meaningful and memorable. (https://www.youtube.com/watch?v=leabFC3ec6w ) Use point-form outline and take detailed notes.

Task: Work in groups of three (new employee, customer and supervisor). This is your first week at your new workplace. You are answering a regular customer at your company who has been following up with the employee from whom you have just taken responsibilities. You may have to place the call on hold to check information with your supervisor. Sit back to back to simulate telephone call and do the role-play.

Task Analysis: Watch / listen to a sample telephone call. (https://www.youtube.com/watch?v=0AKLMXzwjYw ).

List five suggestions to improve Meera’s telephone etiquettes.

Post-Task Practice: Work with a partner. Complete the following telephone conversation with the right questions. Use tag questions where appropriate.

Source: http://www.settlementatwork.org/lincdocs/linc5-7/telephone.calls/LINC6/05.asking.for.information/05.asking.info.act1.gf.htm

Task 2

Pre-Task 1: Use the words in the box to complete the sentences below.

http://www.settlementatwork.org/lincdocs/linc5-7/telephone.calls/LINC6/05.asking.for.information/05.asking.info.act1.gf.htm



https://www.youtube.com/watch?v=leabFC3ec6w

Source: http://www.settlementatwork.org/lincdocs/linc5-7/telephone.calls/LINC6/05.asking.for.information/05.asking.info.act1.gf.htm

Task: This is your first week at your new workplace. Your supervisor asked you to watch a training video (the one you watched at the beginning of the class today) to improve your telephone skills. Having watched the video, write an email to your supervisor summarizing what changes you are going to make when calling or answering customers.

Post-Task Analysis: Use a sample from a competent student with adequate forms and functions. Project the sample on the screen and get students to note complex sentences. Elicit other examples from the class.

Post-Task Practice: Complete the sentences with the most suitable phrasal verb.

a. ‘The phone’s ringing.’ – ‘I’ll ________ it ________ .’b. Sorry, I’ve got to go now. I’ll ________ you ________ later.c. ‘Could I speak to Mr. Barring, please?’ – ‘I’ll ________ you ________ .’d. I tried to call you several times last night, but I couldn’t ________________ . There

must have been something wrong with the lines.e. I was going to explain the details when suddenly we were ________________ .f. Could you ________________ for a moment. I’ll check the figures for you.g. Why don’t you ________________ his number in the directory?h. I was waiting for a couple of minutes but there was no answer, so I ________________ .i. Could you _________ Harry _______ ? I’d like to talk to him as well.j. Sorry, I can’t hear you very well. Could you ________________ ?

Source: http://www.ujaz.feec.vutbr.cz/texty/practical_english.pdf

Homework: Visit the following website and complete the exercise. Check the answers after completing it.

http://rua.ua.es/dspace/bitstream/10045/8794/37/telephoneconv.pdf


http://rua.ua.es/dspace/bitstream/10045/8794/37/telephoneconv.pdf

http://www.ujaz.feec.vutbr.cz/texty/practical_english.pdf

http://www.settlementatwork.org/lincdocs/linc5-7/telephone.calls/LINC6/05.asking.for.information/05.asking.info.act1.gf.htm

Post-Task Practice:

a. ‘The phone’s ringing.’ – ‘I’ll pick it up.’b. Sorry, I’ve got to go now. I’ll call/ ring you back later.c. ‘Could I speak to Mr Barring, please?’ – ‘I’ll put you through.’d. I tried to call you several times last night, but I couldn’t get through. There must have

been something wrong with the lines.e. I was going to explain the details when suddenly we were cut off.f. Could you hold on for a moment. I’ll check the figures for you.g. Why don’t you look up his number in the directory?h. I was waiting for a couple of minutes but there was no answer, so I hung up.i. Could you put Harry on? I’d like to talk to him as well.j. Sorry, I can’t hear you very well. Could you speak up?

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 5 of 10Getting Noticed(Dressing Appropriately)



Identifies speakers’ purpose and intent Interprets approval and disapproval Evaluates the validity of suggestions or proposed solutions

Speaking: Responds to minor conflicts or complaints Describes problems and clarifies details Asks relevant questions to gather, share, analyse and compare information

Reading: Distinguishes facts and opinions Scans texts and makes inferences to select the relevant information

Writing: Conveys a sense of audience in language and format for a memo Conveys the intended explicit and implied meaning Addresses the purpose of the task

Grammatical KnowledgeVocabulary:o Attire, fun-loving,

project, dress code, acceptable, inappropriate, violate, conservative

Forms:o Reduced clauseso Modals of

obligationo Discourse

organizers

Functions:o Giving reasonso Explaining ruleso Comparingo Advising / warningo Responding to

warning / advise

Pronunciation:o Contrastive stresso Forced choice

intonationo Informational stress

OtherStrategies:o Skimmingo Scanning

Concepts:o Appropriatenesso Rules

Materials:o Task instructions / handouto Listening / video: (https://www.youtube.com/watch?

https://www.youtube.com/watch?v=he9aBwFWzaY

o Taking notes o Professionalism v=he9aBwFWzaY )o Post Task Analysis: (https://www.youtube.com/watch?

v=M2_JAFIqgJQo Reading: handouto Writing: Task Instruction / handouto Analysis: sample memoo Homework: Task instruction / handout



Task 1

In groups of four study the pictures below and discuss appropriate and inappropriate dress at workplace. Brainstorm as many words / expressions as possible. Be prepared to present your list to the class.

Watch the video about workplace attire for women and add words, expressions and language to your list.




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Work in pairs. You are human resource manager. You have noticed that a few employees are not following the dress code. Use your notes and talk to your colleague about appropriate and inappropriate dress at workplace. Swap your role. Switch roles after 5 minutes.


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Task Cycle: Plan (10 minutes)-prepare to report /present /

Learners prepare to present their role-play introducing themselves, and to respond to the

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https://www.youtube.com/watch?v=M2_JAFIqgJQ



publish about how the task was done / what was done

following questions:1. What information did you include in your role-

play?2. What language did you use?3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

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Instructor role-plays with a capable learner. Other learners take notes on language and appropriateness.

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Work with another partner and complete the task again. This time focus on the use of discourse organizers, reduced clauses and contrastive stress.

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Break Time (10 minutes)Task 2 Work individually and complete the reading

task. (see handout)


Work individually and complete the reading comprehension tasks. (see handout)


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Task Cycle: Task (20 minutes)-learners use the language they already

Individually read the task instructions (see handout) and complete the writing task.

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have to express themselves spontaneously with confidence-instructor observes / notes learner strengths and weaknesses


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Learners prepare to present their memos and to respond to the following questions:1. How did you format your memo?2. What language did you use? (formal /

informal? Show examples.)3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage

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Students post their memos on the class-room walls. They walk around and read each other’s’ work and take notes on format, formality and the language used.Instructor chooses 2 students to present their memos by displaying it on ELMO and to respond to the questions from the previous stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

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Read the sample memo. Pay attention to the format. Underline sentences with reduced clauses and modals of obligation.Instructor circulates and helps students with accuracy and understanding.

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Complete the exercise on reduced clauses and then rewrite sentences in your memo to include reduced clause.

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Homework: (2 minutes) Post your rewritten memo on the Discussion Board (www.edulinc.ca ). Read a couple of memos from your classmates and make creative comments.

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Course: LINC 7 (All Skills) CLB Level: 8 Lesson 5 of 10Getting Noticed(Dressing Appropriately)



Pre-Task: In groups of four look at the pictures below and discuss appropriate and inappropriate dress at workplace. Brainstorm as many words / expressions as possible. Be prepared to present your list to the class.

1.Picture source: http://pixgood.com/inappropriate-dress-in-the-workplace.html

Pre-Task 2: As a class watch the video about workplace attire for women and add words, expressions and language to your list from pre-task. (https://www.youtube.com/watch?v=he9aBwFWzaY )

Task: Work in pairs. You are a human resource manager. You have noticed that a few employees are not following the dress code. Use your noes form pre-task and talk to a new employee about appropriate and inappropriate dress at workplace. Swap your role do the role-play again.



http://pixgood.com/inappropriate-dress-in-the-workplace.html

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://pixgood.com/inappropriate-dress-in-the-workplace.html&ei=j5IqVdndIOq1sATdtYGIBw&bvm=bv.90491159,d.cWc&psig=AFQjCNGkjMUXNicwP7Y9eOWw9qOYaHwl-g&ust=1428939536421349

http://si.wsj.net/public/resources/images/OA-AF819_Cov_Ca_20060804185756.jpg

http://www.google.ca/imgres?imgurl=http://frontrunnercasting.com/front/wp-content/uploads/2012/10/WardrobeExamples_FEMALES1.jpg&imgrefurl=http://galleryhip.com/unprofessional-dress-in-the-workplace.html&h=1650&w=1275&tbnid=eerZ9XyRsRRsmM:&zoom=1&docid=2ewcc9HnJyEyWM&ei=Do4qVda2DsOHsQS5iICABA&tbm=isch&ved=0CGoQMyhiMGI4yAE

Post-Task Analysis: As a class watch the video (https://www.youtube.com/watch?v=M2_JAFIqgJQ) . How is this conversation different from your role-play? How could this be made better?

Task 2

Pre-Task: This is your first week at your new workplace. Your supervisor has asked you to read company’s workplace attire policy on the website. Here is the information from your company website. You don’t have a lot of time to read and understand every word in the passage. As you read, guess the meaning of the following words from the context.

1. Determine …………………………………………………………………………

2. Badge …………………………………………………………………………

3. Regardless …………………………………………………………………………

4. Grooming …………………………………………………………………………

5. Discretion …………………………………………………………………………

6. Ripped …………………………………………………………………………

7. Designated …………………………………………………………………………

8. Implementing …………………………………………………………………………

When you have finished, check with a partner and then refer to a dictionary to make sure you have guessed the right meaning from the context.

Workplace Attire Policy

Workplace attire must be neat, clean, and appropriate for the work being performed and for the setting in which the work is performed. Uniforms may be required for certain positions. Departments may determine appropriate workplace attire for their area. Supervisors should communicate their department’s workplace attire and appearance guidelines to staff during the orientation and evaluation period or during the trial period. Any questions about the department’s guidelines for attire should be discussed with the immediate supervisor. Regardless of dress, all staff must carry or wear the Duke identification badge at all times while at work. In patient care areas, the identification badge should be prominently displayed according to department guidelines.

Guidelines

Staff are expected at all times to present a professional, businesslike image to patients, visitors, customers, students and the public. Acceptable personal appearance, like proper maintenance of work areas, is an ongoing requirement of employment with Duke.

Certain staff may be required to meet special dress, grooming and hygiene standards, such as wearing uniforms, depending on the nature of their job.

At its discretion, schools/entities/departments/units may allow staff to dress in a more casual fashion than is normally required. On these occasions, employees are still expected



to present a neat appearance and are not permitted to wear ripped or disheveled clothing, athletic wear or similarly inappropriate clothing.

Any staff member who does not meet the standards set by his or her school/entity/department/unit will be required to take corrective action, which may include leaving the premises to change clothing. Hourly-paid staff will not be compensated for any work time missed because of failure to comply with designated workplace attire standards.

Rationale for Workplace AttireThere are three business-related reasons for implementing workplace attire guidelines:

1. to ensure safety while working;2. to present or create a professional or identifiable appearance for patients, visitors,

customers, students or the public; and3. to promote a positive working environment and limit distractions caused by provocative

or inappropriate dress. Source: https://www.hr.duke.edu/policies/expectations/attire.php

Bonus Task:

If you finish early try to find the words from the pre-task 1 here:

Word Search Puzzle

Q E S O A D W G R C I C D Q UI W N D E T A N G I S E D B EE M A I Y Y B Y M P P I Q Y PJ N P O M I X Z K P K Z R I VC I D L K R N Q I O D Z E J SD J I B E R E R J I U G G L LL N I R G M W T S P I N A I YP V O I K M E C E I X I R K XH T X O E S R N G D W M D A VE M L F D E K K T D E O L D AI Y G S T N Y U P I J O E B TE M H I Q F T U M T N R S X DE S O J X Q J J G V I G S E DN N P T L M B A D G E B P Q BA S J U F C P K W D V Y A P P

Pre-Task 2: What words or chunk of information do you need to convey the above information to another person? Read and underline / highlight / take notes so that you can effectively reproduce the information.

https://www.hr.duke.edu/policies/expectations/attire.php

Task: This is your first week at your new workplace. As a new employee you have had the opportunity to research company policy on dress code. Your boss has noticed that not all employees adhere to the new policy. She has asked you to prepare a memo about company dress code policy to all staff. Summarize the information from your company website (reading above) and write a brief memo.

Post Task Analysis: Read the following memo. How is the format different from your memo? Is the language formal or informal? What makes it formal or informal?

Cana-Vista Company

Dress Code Policy: Business Casual

Cana-Vista Company has established a business casual dress code policy. While Cana-Vista employees are not required to wear what is traditionally considered formal business attire, appropriate standards of professionalism must be followed.Employees are expected to maintain a clean and neat appearance at all times, dressing in a manner appropriate for the work being performed and consistent with safety rules and considerations. Workplace attire must not serve as a distraction to other employees, customers or other visitors, and may not cross the line between “business casual” and “casual”.Jeans that are not faded and free from stains or tears as well as khaki or twill bottoms are acceptable, as are collared shirts, sweaters and other similar attire. Employees who wish to wear business suits may do so, but this level of formality is not required of Cana-Vista employees.Examples of items considered too casual and/or inappropriate include:

Revealing clothing that exposes your back, chest, stomach, navel, underwear (front or back) or that reveals too much cleavage

T-shirts of a casual nature, such as those printed or embroidered with sayings or team logos, a well as those intended to be worn as undershirts

Tops with spaghetti straps, halter tops or muscle shirts Tops that are transparent or see-through, or that give the appearance of such

Employees are expected to comply with the Cana-Vista dress code policy, maintaining an appropriate image for the workplace any time they are at work or otherwise representing Cana-Vista, such as during professional association meetings and business travel. Failure to adhere to this policy may result in appropriate disciplinary action, up to and including termination of

employment.

Source adapted from: http://cf.ltkcdn.net/business/files/1440-Business-Casual-Dress-Code-Policy.pdf

Post-Task Practice: Find reduced clauses below and then rewrite at least two sentences in your memo to include reduced clauses.

3. I don't know where it is. Let's ask the woman talking on the phone.4. When we were downtown, we saw a lot of tourists taking pictures of each other.5. The people hurt in the accident were taken to hospital.6. During the celebration, the police arrested people drinking in public.7. I gave it to the kid wearing the blue running shoes, but he isn't here now.

Source adapted from: http://web2.uvcs.uvic.ca/elc/studyzone/490/grammar/reduced-adjective-clauses-general1.htm

Homework: Rewrite your memo to include the information you received in the class. Post your rewritten memo on the Discussion Board (www.edulinc.ca ). Read a couple of memos from your classmates and make creative comments.

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 6 of 10Getting Involved(Participating in Social Events)



Understands suggestions and proposed solutions Identifies main ideas Identifies factual information, explanations and opinions

Speaking: Indicates possible solutions, recommends the best ones and gives reasons Asks relevant questions Appropriately opposes or supports a stand or solution Presents information using connected discourse

Reading: Identifies purpose of the message Identifies reader /writer relationship

Writing: Expresses main ideas and supports them with details Conveys a clear message to the reader Provides accurate and detailed descriptions

Grammatical KnowledgeVocabulary:o Numerous, royalty,

facility, brand new, to channel, auctions, one of a kind, to be green

Forms:o Modalso Comparative

and superlative degrees

o Discourse organizers

Functions:o Describingo Making suggestionso Clarifying

Pronunciation:o Linking (consonants

to vowels)o Non-verbal

communication

OtherStrategies: Concepts: Materials:


http://web2.uvcs.uvic.ca/elc/studyzone/490/grammar/reduced-adjective-clauses-general1.htm

http://cf.ltkcdn.net/business/files/1440-Business-Casual-Dress-Code-Policy.pdf

o Take noteso Prepare and deliver

short presentationso Use writing process

o Freedom of expression

o Thoroughnesso Persuasiono appropriateness

o Task instructions / handouto Listening / video: https://www.youtube.com/watch?

v=bndlDQdU_yc )o Reading: handout / lettero Writing: Task Instruction / handouto Analysis: sample emailo Homework: Task instruction / handout



Task 1Work in small groups. Describe the most interesting fundraising event you remember from your previous/current workplace or school life. What was special about this event? What was the purpose of the event?

Watch the video and note down all the ideas for fundraising. What words / expressions are used to describe the event?




I – WCLrs –Lrs

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Work in groups of four and role-play company meeting to discuss fundraising activities (see handout).


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Learners prepare to present role-play company’s meeting, and to respond to the following questions:

1. What strategy did you adopt in your role-play?

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https://www.youtube.com/watch?v=bndlDQdU_yc


2. What language did you use?3. Did you use vocabulary from the listening task?4. What was challenging about this task?


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PatternTasks Cycle: Reporting (20 minutes)-opportunity for learners to present what they did, and share their thoughts on how they completed the task

Instructor invites one group do the role-play the meeting and to respond to the questions from task preparation stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation (comparatives, superlatives, modals)Instructor helps with accuracy and appropriateness.

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Watch / Listen to a talk on persuasive language. Which of the following persuasive techniques did you use? What modals did you use?Learners take notes on language used for persuasion.

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Work with a partner and complete your part of the task again. This time focus on the use of (comparatives, superlatives, modals, discourse organizers)

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Break Time (10 minutes)Task 2

Individually, read letter from your company and complete the tasks that follow (see handout).

At the end of the discussion, instructor elicits ideas from the class.

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Task Cycle: Task (20 minutes)-learners use the language they already have to express themselves

Individually read the task instructions (see handout) and complete the email. Your social committee has invited suggestions for

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spontaneously with confidence-instructor observes / notes learner strengths and weaknesses

its fundraising activities. As a new employee, make a suggestion. Describe the activity.Instructor acts as time keeper and observer, making notes on points to cover in the feedback portion of the task reporting stage.

I


Learners prepare to present their emails and to respond to the following questions:1. How did you start your email?2. Did you borrow anything from the reading

task?3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

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Students post their emails on the class-room walls. They walk around and read each other’s’ work and take notes on format and the language used.Instructor chooses 2 students to present their emails by displaying it on ELMO and to respond to the questions from the previous stage.Instructor provides feedback, including attention to forms and vocabulary (word forms)

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Read the sample email. Pay attention to the format. Is the email persuasive enough? Is the language appropriate?

Instructor circulates and helps students with accuracy and understanding.

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In pairs, make present your idea for fundraising. This time give ample reasons and compare your idea with other ideas in the letter.

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Homework: (2 minutes) Rewrite the email you have written and post on the discussion board.

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Course: LINC 7 (All Skills) CLB Level: 8 Lesson 6 of 10Getting Involved(Participating in Social Events)



Task 1:

Pre-task: Work in small groups. Describe the most interesting fundraising event you remember from your previous / current workplace or school life. What was special about this event? What was the purpose of the event?

As a class, watch the video and note down all the ideas for fundraising. What words / expressions are used to describe the event? ( https://www.youtube.com/watch?v=bndlDQdU_yc )

Task: Get into groups of 4 and complete this task.

This is your first week at your new workplace. Your company has convened a meeting to discuss fundraising activities for its social events. As a new staff you understand the importance of making your presence noticed. Present your idea for fundraising and persuade the members to accept your idea.

Task Analysis: Watch / Listen to a talk on persuasive language. Which of the following persuasive techniques did you use? What modals did you use? (https://www.youtube.com/watch?v=5DAsbxr-iA0 )

https://www.youtube.com/watch?v=5DAsbxr-iA0


Task 2:

Pre-Task: Read the following letter from your company’s social committee and complete the tasks that follow.

Hello everyone,

Here are some of the fundraising activities we would like to continue into the next year, but we would love to have more fun-loving and creative ideas for the next year. We would also like to draw the interests of nonmembers as well in the coming year.

Auction Action: An auction draws interest from the local community if the items include general-interest goods and luxury gifts such as cases of wine, dinner for two at a swanky restaurant or antique furniture. Ask local businesses to donate gift cards, gift baskets, or treats such as chocolates or microbrewed beers. Other nontangible auction items may include a free guided tour of historic buildings in your area, pet-walking services or lawn mowing for a month. Advertise the auction in a local weekly paper and on social media community pages.

Yard Sale Simplicity: A yard sale is a simple one- or two-day event with all proceeds going to the social club. This type of fund-raiser works best if there are many members in the club -- each member donates unwanted items for the sale, then volunteers from within the club host and run the yard sale. Pair it up with a bake sale, selling homemade cookies, cakes and brownies at the event, or acquire a booth at a local event such as a farmer's market to sell the homemade treats.

Car-Wash Weekend: Pair with a local business with plenty of parking space to hold a weekend car wash. This works well for social clubs involving high school or college-age students who can hold signs up from the sidewalk advertising the event. Volunteers from the club wash and dry the vehicles. The club keeps all the proceeds or may pay a small percentage to the business owner for using water and space, if the business owner is not a member of the social club.

Email your ideas to social committee secretary.

Tom VeegsSecretary – Social CommitteeTel: 403 – 333-4444Email: [email protected]

Adapted from / source: http://www.ehow.com/list_5977814_social-club-fundraising-ideas.html

Task: Your social committee has invited suggestions for its fundraising activities. As a new employee, email your suggestion to the secretary. Describe the activity.

Post-Task Analysis: Read the following email. How is it formatted? What language is used? How could this be made more persuasive to sell your idea? Is the formality level appropriate?

Dear Sir / Madam:

You asked for ideas. My name is Sing Sung. I am a new employee, and I have one idea here.

If you organize an ugly tie day, wear the ugliest tie you have, and would love to get rid of. Anyone at work that day can demand your tie in exchange for their own, and you have to then wear that tie the rest of the day until someone else demands a trade. (You can also demand a trade yourself.) Women can do the same thing with shoes or scarves. (They can also seize the opportunity to dispose of ties they’ve long wanted their husbands to get rid of.)

If you want more ideas, you can email me.

Sincerely,

http://www.ehow.com/list_5977814_social-club-fundraising-ideas.html

mailto:[email protected]

Sing SungNew employee

Adapted from: http://www.laughterremedy.com/articles/25_ideas.html

Practice: In pairs, make present your idea for fundraising. This time give ample reasons and compare your idea with other ideas in the letter.

Homework: Go to http://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_statements.htm and complete the quiz on second conditional sentences.

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 7 of 10Getting By(Getting Organized)



Follows sequence markers, cohesive devices or other linguistic clues to infer order of steps Evaluates the validity of suggestions or proposed solutions Identifies speakers’ purpose and intent

Speaking: Clarifies and confirms information Checks to confirm information Uses correct sequence of steps Describes problems and clarifies details Asks relevant questions to gather, share, analyse and compare information

Reading: Finds and integrates 3 or 4 pieces of information for comprehension and use Scans texts and makes inferences to select the relevant information

Writing: Conveys a sense of audience in language and format for an email Conveys the intended explicit and implied meaning

Addresses the purpose of the taskGrammatical Knowledge

Vocabulary:o Clutter, supplies,

dedicate, misplace,

Forms:o Conditionalso Modals of

Functions:o Recognize speaking

conventions

Pronunciation:o Non-verbal

communication

http://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_statements.htm

http://www.laughterremedy.com/articles/25_ideas.html

pile, productivity, action-file

necessityo Past modal

o Reproducing and reducing information

o Non-word vocalization


short presentationso Use writing processo Use key-boarding and

word processing skills

Concepts:o Constructive

feedbacko Thoroughnesso Level of

formalityo Organizationo Business

Materials:o Task instructions / handouto Listening video:

(https://www.youtube.com/watch?v=t8KJNJPeFiso Reading: handout / cardso Writing: task instructiono Analysis: student sampleso Analysis: conditionals handouto Homework: Task instruction / handout



Task 1In groups of three, make a list of things you may have to do at your new workplace on the first day / first week. How are you going to make it happen?

Watch the video and complete the sentences.




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This is your first week at your new workplace. Your supervisor has agreed to help you get organized in your workspace. Listen to your supervisor and ask for clarification when required.


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I

https://www.youtube.com/watch?v=t8KJNJPeFis


Learners prepare to present their role-play company’s meeting, and to respond to the following questions:

1. What strategy did you adopt in your role-play?2. What language did you use?3. Did you use vocabulary from the listening task?4. What was challenging about this task?


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Instructor invites two pairs do the role-play and to respond to the questions from task preparation stage.Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

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Watch the video and take notes. What language is used by the supervisor to give instructions? What language is used to ask for clarification? What is the new vocabulary you could have used in your role-play?Learners take notes on language used for persuasion.

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Work with a partner and complete the task again. This time focus on the use conditionals and modals. Pay attention to non-verbal communication and non-word vocalization.

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Get into your group (1, 2, 3 or 4). Share what you understand about the topic given to you.

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Pre-Task (15 minutes)

- recall language and content useful for task completion

Discuss details and give examples. After 8 minutes, make new groups (A, B, C and D): one each from different groups (Jigsaw)Work individually and complete the reading task. (see handout)At the end of the discussion, instructor elicits ideas from the class.

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Task Cycle: Task (20 minutes)-learners use the language they already have to express themselves spontaneously with confidence

Individually read the task instructions (see handout) and complete the email.Instructor acts as time keeper and observer, making notes on points to cover in the feedback portion of the task reporting stage.

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Learners prepare to present their emails and to respond to the following questions:1. How did you start your email?2. What language did you use?3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

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Students post their emails on the class-room walls. They walk around and read each other’s’ work and take notes on format and the language used.


Instructor provides feedback, including attention to forms and vocabulary (word forms)

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Read the sample email. Pay attention to the format. Underline the language used for persuasion.


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Complete the task to review conditionals. Lr – Lr

Homework: (2 minutes) Rewrite your email. Based on what you have done and what you have heard from the presentations and feedback, reconsider the functions and forms. Post your rewritten email on the Discussion Board (www.edulinc.ca )

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Course: LINC 7 (All Skills) CLB Level: 8 Lesson 7 of 10Getting By(Getting Organized)



Pre-task: In groups of three, make a list of things you may have to do at your new workplace in the first week. How are you going to make it happen? How busy is your workplace?


Image source: http://money.howstuffworks.com/business/starting-a-job/5-tips-for-getting-organized-at-work.htm#page=3

Pre-Task 2: As you watch the video, answer the following questions. (https://www.youtube.com/watch?v=t8KJNJPeFis )

1. When is Desk Day celebrated?

2. What is the interview about?

3. What are two signs of being organized?

4. What should you have to be organized?

5. What’s the biggest problem in getting organized?

6. How can you be organized using emails?

7. What is the most important tip for people who say they do not have time?

1. What are three general tips given by Kristen?

.

Task: This is your first week at your new workplace. Your supervisor has agreed to help you get organized in your workspace. Talk to your supervisor and ask for clarification when required.

Post task Analysis: As a class, watch the video and take notes (https://www.youtube.com/watch?v=Me99QGFn4qo ) . What language is used by the supervisor to give instructions? What language is used to ask for clarification? What is the new vocabulary you could have used in your role-play?

Task 2

Pre-Task: Get into your group (A, B, C or D). Share what you understand about the topic given to you. Discuss details and give examples. After 8 minutes, make new groups: one each from different groups (A, B, C, and D - Jigsaw). What is each one’s sub-topic and what is the general topic for all the four of you?

Card A

On your first day of work, start an organizational system. Before you receive a significant workload, you’ll have an established routine to keep you on track. Use an app like Evernote, which you can access on your computer and mobile device, to track information, lists, tasks and more. Ask employees who do similar work what their organizational method is and any advice they

https://www.youtube.com/watch?v=Me99QGFn4qo


http://money.howstuffworks.com/business/starting-a-job/5-tips-for-getting-organized-at-work.htm#page=3



can give.

If your company uses specific software, adapt to its various uses and organizational properties. For example, construction workers who don’t use the normal office organization techniques should check out software that’s specific to their industry.

Card B

A great way to stay on top of meetings, deadlines and tasks is to use the existing calendar on your email account. Whether you choose your work email calendar or a Gmail account, it’s helpful to mark all events on the calendar. Since you’ll constantly be using your email, you’ll have easy and consistent access to this calendar.

You can also use the calendar to add alerts, particularly for recurring events. If you have a weekly meeting, set up your calendar to automatically remind you. Similarly, you can use your work calendar to invite and set up meetings with coworkers.

Card C

You may prefer to write tasks down on paper or use websites designed to keep you on track, such as Basecamp. Basecamp allows you to see all of your assignments, update their status and cross them off when finished.

Organize your to-do list by creating a color-coding system to distinguish priority level or related subjects. If you keep your to-do list electronically, cross items off rather than deleting them. This way, you’ll still be able to keep track of finished assignments and feel a sense of accomplishment.

Card D

As your position develops, you’ll start to receive countless emails each day. Learning early how to prioritize and organize them will benefit you greatly throughout your career.

Most email providers come with tabs and filters to organize emails into categories, including the ability to “flag” emails as important. This will also help you to quickly decipher which emails hold precedence, although you should generally reply to every email as soon as possible.

Find a system that best works for you and for achieving your tasks. You may also want to invest in an email organization app. Yahoo! Voices suggests Thunderbird, an app designed to keep all of your email accounts in one place while providing organizational tools.Source:http://www.brazencareerist.com/blog/2013/09/20/5-simple-ways-to-get-organized-at-work/

Writing task: Write an email thanking your supervisor for helping you with organizing and getting settled. Mention how the training was helpful, and how you plan to stay organized.

Post Task Analysis: Read the sample email projected on the screen and analyse the future continuous tense.

(Note to the instructor: Students have already written three emails in this thematic unit, so use one of the samples from a competent student for task analysis).

Post-Task Practice: Complete the following exercise on conditionals. Your instructor is going to project the online task on the screen. Do it as a class.

Click here to complete the task: http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/allcnd1.htm

Homework: Prepare your daily schedule for tomorrow (see below the template).

http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/allcnd1.htm

http://www.brazencareerist.com/blog/2013/09/20/5-simple-ways-to-get-organized-at-work/

Lesson 7 - Answer Key

Task 1 / Pre-Task 2: As you watch the video, answer the following questions. (https://www.youtube.com/watch?v=t8KJNJPeFis )

1. When is Desk Day celebrated? Third Thursday in October 2. What is the interview about? Getting organized at workplace3. What are two signs of being organized? Productive and functional 4. What should you have to be organized? Have office supplies, spend 30 minutes every week5. What’s the biggest problem in getting organized? Paper 6. How can you be organized using emails? Send emails, check only during office hours7. What is the most important tip for people who say they do not have time? Prioritize 2. What are three general tips given by Kristen? Prepare have to do list, clear your desk, have office

organizing day

Task 2 / Pre-Task 2

A. Create a routine

B. Actually use your email calendar

C. Have a central to-do list

D. Don’t drop the ball on email

General Topic: Simple Ways to Get Organized at Work


Course: LINC 7 (All Skills) CLB Level: 8 Lesson 8 of 10Getting Paid(Employee Benefit Plans)



Evaluates the validity of suggestions or proposed solutions Identifies speakers’ purpose and intent Identifies language functions

Speaking: Provides accurate and somewhat detailed descriptions, explanations or accounts. Shows awareness of appropriate eye contact, body language, volume and rate Clarifies and confirms information Makes recommendations

Reading: Finds and integrates 3 or 4 pieces of information for comprehension and use Scans texts and makes inferences to select the relevant information Access information using effective search strategies

Writing: Identifies purpose of forms and its sections Spells and uses punctuation, capitalization, dates and numbers

Grammatical KnowledgeVocabulary:o Disability, extended,

incentives, group plan, vision plan, access, features, retiree, tailored

Forms:o Comparative

degreeo Conditionalso Modals of

necessity

Functions:o Make

recommendations / suggestions

o Describe / explaino Ask for clarification

Pronunciation:o Non-verbal

communicationo Non-word

vocalizationo Intonation in Yes/No

questions

OtherStrategies:o Take noteso Reading for detailso Synthesizing

Concepts:o Thoroughnesso Level of

formalityo Healthcare

policyo Employee

benefits

Materials:o Task instructions / handouto Listening video:

https://www.youtube.com/watch?v=sK-dXN0U2BM

o Reading: handouto Writing: task instructiono Analysis: student sampleso Analysis: handouto Homework: Task instruction / handout





Task 1In groups of four, discuss “Employee Benefit Plan.” Have you ever had one? What are the benefits to having a plan?

Watch the video and complete the vocabulary task.




I – WCLrs –Lrs

Lrs –Lrs

Lr

Lr –Lr

Lrs – I


This is your first week at your new workplace. Your human resource manager has agreed to help you choose the right employee benefit plan. Listen to your supervisor and ask for clarification when required.


Lr – Lr

I



5. What strategy did you adopt in your role-play?6. What language did you use?7. Did you use vocabulary from the listening task?8. What was challenging about this task?


Lr -Lr

I – Lr




Lrs – WC

I – WC


Instructor role-plays with a competent learner. What language is used by the manager to suggest options? What language is used to ask for clarification? What is the new vocabulary you could have used in your role-play?Learners take notes on language used.

Lr


Work with a partner and complete the task again. This time focus on the use conditionals and modals. Pay attention to non-verbal communication and non-word vocalization.

Lr – Lr


Work individually and complete the reading tasks. (see handout)At the end of the discussion, instructor elicits ideas from the class.

Lr

WC – IPre-Task (15 minutes)- recall language and content useful for task completion

Task Cycle: Task (20 minutes)-learners use the language they already have to express themselves spontaneously with confidence

Individually read the task instructions (see handout) and complete the form.Instructor acts as time keeper and observer, making notes on points to cover in the feedback portion of the task reporting stage.

Lr

I


Learners prepare to present their forms and to respond to the following questions:1. How confident are you about your task

completion?2. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr

I

Lesson plan - Continued….Page 3 of 3.



Students post their forms on the class-room walls. They walk around and read each other’s’ work and take notes on format and the language used.

Instructor chooses 2 students to present their forms by displaying it on ELMO and to respond to the questions from the previous stage.


Lr – Lrs

ILr – WC


Compare your form with your partner’s form. Do you both have the same information? Is your form legible?Instructor circulates and helps students with accuracy and understanding.

Lr

I – Lr


Based on the reading, the role-plays you have watched and the feedback from your instructor what changes will you make to your first role-play? Do the role-play once again.

Lr – Lr

Homework: (2 minutes) Research online for various healthcare benefit plans. Write a short description of the one you might opt for. Post your description on the discussion board (www.edulink.ca )

ILr

http://www.edulink.ca/

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 8 of 10Getting Paid(Employee Benefit Plans)



Pre-Task: In groups of four, discuss “Employee Benefit Plan.” Have you ever had one? What are the benefits to having a plan?

Listen to a recording about employee benefit plan (https://www.youtube.com/watch?v=sK-dXN0U2BM ). You will hear the following words being mentioned. Listen and guess what these words mean. Then discuss with your friend.

Disability, extended, incentives, group plan, vision plan, access, features, retiree, tailored

Be prepared to share your ideas with the class.

Task: Work with a partner. You are a human resource manager. Talk to a new employee about employee benefit plans in your company and help him / her to make the best decision. The new employee should ask questions if anything is not clear to you. Both of you may use the reading handout below.

Post-Task Analysis: The instructor role-plays the conversation with a competent student. Other students listen for the language of comparison and contrast.


http://realaccountingservices.com/wp-content/uploads/2013/09/Employee-Benefit-Plan-Audits.jpg

Post-Task Practice: Which of the following did you use during your conversation? Role-play the conversation once again. This time try to use a few comparisons and contrasts.

Task 2:

Pre-Task: Read the information sheets below (the letter and the brochure from Happy Life Insurance Unlimited) and answer the questions that follow.

Group Benefits Happy Life Insurance Unlimited

My-LINC Centre

Group Policy No. 422432

Dear Mr. Kummel,

My-LINC Centre is happy to enclose your new prescription drug card.

With effective November 29, 2014 your healthcare plan has been changed to include a prescription drug card with mandatory generic substitution and a $12,000 calendar maximum per person. This means that the amount you can be reimbursed for your prescriptions is limited to the cost of the lowest-priced generic alternative. Please ask your doctor to prescribe the generic equivalent whenever possible. You can still request the brand name drug your doctor has prescribed, but you will have to pay the difference in cost between the lowest-priced generic drug and the brand name drug.

Paramedical practitioners will now be covered up to $400.00 per calendar year.For any claims inquiries feel free to call Happy Life Insurance at 1-800-957-1234.

Your employee package includes: Drug Cards for you, your spouse and any dependents over the age of 21. If you require a drug card for a dependent under the age of 21, please let your Human

Resource Department know and they will order one.

Benefit statement indicating the information that we have on our benefit payment system.

LTD volumes, health and dental coverage and dates of birth for you and your dependantsIf any of this information is incorrect please contact Human Resource Department and they can update the Happy Life Insurance system. The enclosed brochure has detailed information about how to use your drug card “Fast-sure.”

Truly,

Manager

Happy Life Insurance

Happy Life Insurance Unlimited

Welcome to Fast-Sure Claims!

Paying for your prescriptions has never been so easy.The Fast-Sure card is an electronic payment system that provides on-the-spot submission of prescription drug claims at almost any pharmacy in Canada.It’s a convenient, easy-to-use alternative to submitting paper claim forms. Your personalized Fast-Sure card is provided to you as part of your Happy Life group coverage and is administered by our pharmacy benefits manager (PBM) experts.

Using your assure card:

When filling prescriptions, provide your Fast-Sure card to the pharmacist before the prescription is filled. The pharmacist will require the following information:

Name Address and postal code Telephone number Date of birth Relationship to the plan member Plan sponsor name (e.g. your employer) Plan number Plan member ID number

Based on this information, the pharmacist is able to confirm your eligibility and drug coverage. Our PBM electronically pays the pharmacist the amount covered by your plan. You pay the pharmacist only the portion not covered by your plan, if any.Always provide your card when filling a prescription

For security reasons, pharmacies generally don’t share computer systems, even if they are part of the same chain. If you forget your card, you can still get your prescription filled. However, you will have to pay the full amount of your prescription up front and submit a paper Fast-Sure Card Claim Form with the receipt for reimbursement.

Keep your information current: All of your dependents must be registered with your plan sponsor to be covered through your Fast-Sure card. Only you can register dependants or update information. Be sure to advise your plan administrator of any changes to your address or your marital status if you adopt or have a baby, or if any of your children are attending university. Inform the pharmacist of any changes to your benefits, or if you have been issued a new Fast-Sure card.

Enabling Task1: While reading the letter and the brochure, you took the following notes. Double check if the notes you took is accurate by writing True or False in the boxes next to the statements.

Statement (your notes) True / False

1 Health care plan covers $1200 per year per person.

2 I can buy only the lowest-cost prescription at the pharmacy.

3 If I call an ambulance, the plan will cover $400 a year.

4 Changes to the plan must be made through my workplace.

5 I cannot use the new card outside my province.

Enabling Task 2: While reading the letter and the brochure, you also wrote some questions to help you understand them better. Now go back to the letter and the brochure and answer the following questions by writing short answers (1 to 4 words or numbers).

Questions Answers

1 How can the doctor help?

2 What should the member do to get more information about the plan?

3 Can any dependent get a card?

4 What’s the purpose of the brochure?

5 Can a member get reimbursement if s(he) is forgets the card?

Task: Fill out extended healthcare and vision care claim form below. For better quality print, please visit the website mentioned at the bottom of the form.

Source: https://www.asebp.ab.ca/resources/forms/asebp017_ehc_vision_claim.pdf

https://www.asebp.ab.ca/resources/forms/asebp017_ehc_vision_claim.pdf

Post-Task Analysis: Compare your form with your partner’s form. Do you both have the same information? Is your form legible?

Post-Task Practice: Based on the reading, the role-plays you have watched and the feedback from your instructor what changes will you make to your first role-play? Do the role-play once again.

Homework: Research online for various healthcare benefit plans. Write a short description of the one you might opt for. Post your description on the discussion board (www.edulink.ca )

Lesson 8 – Answer Key

Statement (your notes) True / False

1 Health care plan covers $1200 per year per person. False

2 I can buy only the lowest-cost prescription at the pharmacy. False

3 If I call an ambulance, the plan will cover $400 a year. True

4 Changes to the plan must be made through my workplace. True

5 I cannot use the new card outside my province. False

Questions Answers

1 How can the doctor help? Prescribe generic equivalent

2 What should the member do to get more information about the plan?

Call at 1-800-957-1234

3 Can any dependent get a card? No

4 What’s the purpose of the brochure? Explain Fast-Sure usage

5 Can a member get reimbursement if s(he) is forgets the card?

Yes

http://www.edulink.ca/

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 9 of 10Getting On Time(Punctuality at Workplace)



Identifies implied meaning Identifies some nuances in attitude Identifies the functional value of utterance (warnings)

Speaking: Opens, maintains and closes a phone conversation in a professional way Asks follow up questions to keep the conversation going. Indicates problems and makes recommendations Asks relevant questions to gather, share, analyse and compare information

Reading: Finds and integrates 3 or 4 pieces of information for comprehension and use Scans texts and makes inferences to select the relevant information

Writing: Conveys a sense of audience in language and format for an email Conveys the intended explicit and implied meaning Addresses the purpose of the task

Grammatical KnowledgeVocabulary:o Monochromic,

polychromic, pre-conception, isolated, show up, pull down, wrap up, run slides, stressed out

Forms:o Present / past

perfect / past simple

o Subordinating conjunctions

Functions:o Give

recommendations and warnings

o Recognize speaking conventions

o Use formatting conventions

Pronunciation:o Reductions /

shortening wordso Pitch


short presentationso Use writing processo Reading for details

Concepts:o Timeo Hopeo Level of

formality

Materials:o Task instructions / handouto Listening / video: (https://www.youtube.com/watch?

v=vYt7qPDnEyw ) .o Reading: handout / cardso Writing: Task Instruction / handouto Analysis: ( http://study.com/academy/lesson/cultural-

perceptions-of-time-in-organizations-monochronic-and-polychronic-time.html ).

o Analysis: Students’ sample writingo Homework: Task instruction / handout

Stage / Rationale & Time Procedure Inter-action

http://study.com/academy/lesson/cultural-perceptions-of-time-in-organizations-monochronic-and-polychronic-time.html



https://www.youtube.com/watch?v=vYt7qPDnEyw


PatternI = Instructor Lr = Learner Lrs = LearnersWC=whole class

Task 1Work in group of three. Watch the first two minutes of this video about concept of time in North America. Have you had similar experience? Do people understand time the same way in your country? Why?

Now watch the second part of the video. Is one concept of time better than the other?



I – WCLrs –Lrs

Lrs –Lrs

Lr

Lr –Lr

Lrs – I


You have been working in Canada for a few years now. You heard that your friend who is comparatively new to Canada will be joining your company very soon. Give him / her a call and talk about the importance of punctuality at workplace in Canada. Offer to work with him on this. Sit back to back to simulate telephone conversation.


Lr – Lr

I



1. How did you start your telephone conversation?2. What language did you use?3. Did you use vocabulary from the listening task?4. What was challenging about this task?


Lr -Lr

I – Lr

Lesson plan - continued….Page 2 of 3.Stage / Rationale & Time Procedure Inter-action



Lrs – WC

I – WC


Watch the video and take notes. What language is used by the supervisor to give recommendations / warnings? What language is used to ask for clarification? What is the new vocabulary you could have used in your role-play?Learners take notes on language used for persuasion.

Lr


Work with a partner and complete the task again. This time focus on the use of because, if conditionals, modals etc.

Lr – Lr

Break Time (10 minutes)Task 2 Individually read the text given to you and write

at least three questions for your classmates to answer (8 minutes).Get into groups of three (Text A, B & C) and exchange your text and your set of questions. At the end of the discussion, instructor elicits ideas from the class.

Lr – Lr

WC – I

LrWC – I



Individually read the task instructions (see handout) and complete the email. Write an email(see handout).Instructor acts as time keeper and observer, making notes on points to cover in the feedback portion of the task reporting stage.

Lr

I


Learners prepare to present their emails and to respond to the following questions:1. How did you start your email?2. What language did you use? Did you

borrow anything from the previous class?3. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr

I

Lesson plan - continued….Page 3 of 3.



Students post their emails on the class-room walls. They walk around and read each other’s’ work and take notes on format and the language used.



Lr – Lrs

ILr – WC


Read the sample email. Pay attention to the format. Underline the language used for organizing ideas.


Lr

I – Lr


Complete the task to review compound sentences and then review your own email.

Lr – Lr

Homework: (2 minutes) Read the blog below and reply to the blog. http://buzzcheryl.blogspot.ca/2011/01/7-benefits-of-punctuality.html Let your voice be heard. Do you have a story to share about time concept / management?

ILr

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 9 of 10

http://buzzcheryl.blogspot.ca/2011/01/7-benefits-of-punctuality.html


Getting On Time(Punctuality at Workplace)



Task 1

Pre-Task: Watch the first two minutes of this video about concept of time in North America (https://www.youtube.com/watch?v=vYt7qPDnEyw ) .

Have you had similar experience?

Do people understand time the same way in your country? Why?

Now watch the second part of the video. Is one concept of time better than the other?

Task: You have been working in Canada for a few years now. You heard that one of your friends who is comparatively new to Canada will be joining your company very soon. Give him / her call and talk about the importance of punctuality at workplace in Canada. Offer to work with him on this. Sit back to back.

Task Analysis: Watch this video and note down the language used to talk about the difference and similarities. ( http://study.com/academy/lesson/cultural-perceptions-of-time-in-organizations-monochronic-and-polychronic-time.html ). What other language did you use? How else could it be done?




http://thearticulateceo.typepad.com/.a/6a0128763842f6970c0153910febb2970b-pi

Task 2:

Pre-Task 1: Read the following text and write at least three questions for your classmates to answer.

(Note to the instructor: Give separate cards to individual students in groups of three - jigsaw).

Card A

Monochronic cultures like to do just one thing at a time. They value a certain orderliness and sense of there being an appropriate time and place for everything. They do not value interruptions. They like to concentrate on the job at hand and take time commitments very seriously.

A monochronic time system means that things are done one at a time and time is segmented into precise, small units. Under this system time is scheduled, arranged and managed.

The United States is considered a monochronic society. This perception of time is learned and rooted in the Industrial Revolution, where "factory life required the labor force to be on hand and in place at an appointed hour" (Guerrero, DeVito & Hecht, 1999, p. 238). For Americans, time is a precious resource not to be wasted or taken lightly. "We buy time, save time, spend time and make time. Our time can be broken down into years, months, days, hours, minutes, seconds and even milliseconds. We use time to structure both our daily lives and events that we are planning for the future. We have schedules that we must follow: appointments that we must go to at a certain time, classes that start and end at certain times, work schedules that start and end at certain times, and even our favorite TV shows, that start and end at a certain time.” [1]

As communication scholar Edward T. Hall wrote regarding the American’s viewpoint of time in the business world, “the schedule is sacred.” Hall says that for monochronic cultures, such as the American culture, “time is tangible” and viewed as a commodity where “time is money” or “time is wasted.” The result of this perspective is that Americans and other monochronic cultures, such as the German and Swiss, place a paramount value on schedules, tasks and “getting the job done.” These cultures are committed to regimented schedules and may view those who do not subscribe to the same perception of time as disrespectful.

Source adapted from: http://en.wikipedia.org/wiki/Chronemics

Card B

Polychronic cultures like to do multiple things at the same time. A manager's office in a polychronic culture typically has an open door, a ringing phone and a meeting all going on at the same time. Though they can be easily distracted they also tend to manage interruptions well with a willingness to change plans often and easily. People are their main concern (particularly those closely related to them or their function) and they have a tendency to build lifetime relationships. Issues such as promptness are firmly based on the relationship rather than the task and objectives are more like desirable outcomes than must do's.

http://en.wikipedia.org/wiki/Chronemics

http://en.wikipedia.org/wiki/Edward_T._Hall

http://en.wikipedia.org/wiki/Industrial_Revolution

http://en.wikipedia.org/wiki/Society

http://en.wikipedia.org/wiki/United_States

If you live in the United States, Canada, or Northern Europe, you live in a monochronic culture. If you live in Latin America, the Arab part of the Middle East, or sub-Sahara Africa, you live in a polychronic culture.

Interactions between the two types can be problematic. Monochronic businessmen cannot understand why the person they are meeting is always interrupted by phone calls and people stopping by. Is it meant to be insulting? When do they get down to business?

Polychronic businessmen cannot understand why tasks are isolated from the organisation as a whole and measured by output in time instead of part of the overall organisational goal. How can you separate work time and personal time? Why would you let something as silly as a schedule negatively impact on the quality of your relationships?

You can quickly see the problems. Recognising whether you are dealing with a polychronic or monochronic culture and the attendant differences in how time and relationships are valued is crucial to being able to communicate effectively across cultures.

Card C

The concept of time is viewed very differently across cultures. In some cultures time and punctuality are of low importance, but in cultures where people run their lives by the clock, arriving late for a meeting is usually considered rude and unacceptable.

Canada is a culture that places immense value on time and punctuality, and the Canadian workplace is greatly influenced by time. An employee’s attendance and punctuality are taken into consideration when measuring job performance.

Most employers will overlook the fact that an employee is five minutes late from time to time. However, if an employee is repeatedly late for work, this will be viewed as a lack of interest in the job, and is considered a valid reason for firing someone.

When people can’t help being late for a meeting, it is customary to phone ahead, apologize and agree to a new date and time to meet. Many Canadians will not wait longer than 10 – 15 minutes for someone who has arranged to meet them for a business appointment.

Canadian employers highly value employees who have good attendance records; who show up for every shift they are scheduled to work; who are on time for staff meetings; who complete tasks in a timely manner; and who return promptly from coffee and lunch breaks.

If you are new to the Canadian workplace, or will shortly be seeking employment in Canada, it will benefit you considerably to know that being on time for work and meeting deadlines demonstrates to your employer that you are a dependable employee, that you care about your employer and your co-workers and that you care about keeping your job!

Source: http://www.canadawise.com/canadas-workplace-culture-timekeeping/

http://www.canadawise.com/canadas-workplace-culture-timekeeping/

Pre-Task 2: Get into groups of three (Text A, B & C -jigsaw) and exchange your text and set of questions. After five minutes, answer the questions orally.

As a group, discuss if Canadian culture is mostly monochromic or polychromic.

Task: send an email back to your friend (see speaking task for details) thanking for the phone call as well as the articles she/he sent you (the articles from the pre-task above). Explain how the phone call and the articles would help you.

Post Task Analysis: Read the sample email projected on the screen. How is the text organized? What language is used to thank and to describe?

(Note to the instructor: Students have already written four emails in this thematic unit, so use one of the samples from a competent student for task analysis).

Practice: Read the following information and review your email. Rewrite a couple of sentences to include compound sentences.

Source: http://web2.uvcs.uvic.ca/elc/studyzone/490/grammar/review-of-sentence-types.htm

Homework: Read the blog below and reply to the blog. Let your voice be heard. Do you have a story to share? http://buzzcheryl.blogspot.ca/2011/01/7-benefits-of-punctuality.html


http://web2.uvcs.uvic.ca/elc/studyzone/490/grammar/review-of-sentence-types.htm

Course: LINC 7 (All Skills) CLB Level: 8 Lesson 10 of 10 Getting Together(Workplace Meetings)

Class Strength: 16 adult learners Duration: 170 minutesTheme: Surviving the First Month at Canadian WorkplaceListening:

Identifies situations and relationships between participants Identifies emotional state, mood and attitude from tone and intonation Understands the intent of expressions and responses

Speaking: Opens, maintains and closes a meeting in a professional way Hold the floor and resume after interruption Uses modals with appropriate levels of politeness Holds the floor, shares the floor and thanks others for their contribution Asks follow up questions to keep the conversation going.

Reading: Identifies register and style Scans and makes inferences Identifies organization of text

Writing: Expresses main ideas and supports them with details Coveys essential information Addresses the purpose of the task

Grammatical KnowledgeVocabulary:o Start the ball rolling,

say it in a nutshell, go on a tangent, stick to the point, recap, wrap up, speak your mind

Forms:o Parallel

structureso Coordinating/

Subordinating conjunctions

o Modals

Functions:o Expressing opinionso Recognize speaking

conventionso Reproducing and

reducing informationo Use formatting

conventions

Pronunciation:o Chunkingo Emphatic stresso Non-word

vocalizationo Tone


short presentationso Use writing process

Concepts:o Business

meetingso Workplace

expectationso Protocolo Time

Materials:o Task instructions / handouto Listening: LINC 5-7 Activities Book 2o Reading: handouto Writing: Task Instruction / handout / agendao Analysis: sample expressions for meetingso Homework: Task instruction / handout



Task 1Discuss in groups of four:1. Have you ever participated in a workplace meeting? What was it about? What was your role in it?2. Are meetings common in your profession? If so, what types of meetings are they usually: one-on-one or group meetings?

Individually, listen to a talk about meetings. List eight elements of an effective meeting mentioned by the speaker. (LINC Vol 2 Audio 6.1 volume 2)


Guess or look up the meanings of the expressions from the listening. Discuss which expressions refer to actions taken at the beginning, middle or end of a meeting.



I – WCLrs –Lrs

Lrs –Lrs

Lr

Lr –Lr

Lrs – I


Work in groups of eight and role-play company’s monthly meeting. See handout and the meeting agenda for your role.


Lr – Lr

I


Learners prepare to present their role-play company’s monthly meeting, and to respond to the following questions:1. What strategy did you adopt in your role-play?2. What language did you use?3. Did you use vocabulary from the listening task?4. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr -Lr

I – Lr



Instructor invites both groups to respond to the questions from task preparation stage.

Instructor provides feedback, including attention to forms and functions, vocabulary and pronunciation.

Lrs – WC

I – WC


Instructor role-plays with a capable learner. Other learners take notes on language and appropriateness.

Lr


Work with another partner and complete the task again. This time focus on the use of discourse organizers and appropriate content.

Lr – Lr


In groups of three, discuss: What is a point-form outline? How is it helpful? Where do you use it?Work individually and complete the reading task. (see handout)

At the end of the discussion, instructor elicits ideas from the class.

Lr – Lr

WC – I

Lr

WC – I



Individually read the task instructions (see handout) and complete the writing task.


Lr

I


Learners prepare to present their bios and to respond to the following questions:4. How did you format your outline?5. What language did you use?6. What was challenging about this task?Instructor writes / projects report planning questions on the board. Then walks around and helps learners as required with accuracy and makes notes on points regarding forms and functions to be addressed in the reporting stage.

Lr

I



Students post their outlines on the class-room walls. They walk around and read each other’s’ work and take notes on format and the language used.Instructor chooses 2 students to present their outlines by displaying it on ELMO and to respond to the questions from the previous stage.Instructor provides feedback, including attention to forms and vocabulary (word forms)

Lr – Lrs

ILr – WC


Read the sample outline. Pay attention to the format. Underline parallel structures. What is wrong with this meeting agenda?Instructor circulates and helps students with accuracy and understanding.

Lr

I – LrPost Task: Practice (8 minutes)-build confidence-build accuracy

Complete the exercise and then review your outline for parallel structures.

Lr – Lr

Homework: (2 minutes) Go to http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/parallelism_quiz.htm and complete the quiz on parallel structures.

ILr

http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/parallelism_quiz.htm


Course: LINC 7 (All Skills) CLB Level: 8 Lesson 10 of 10Getting Together(Workplace Meetings)



Task 1

Pre-Task: In groups of four discuss the following questions:

1. Have you ever participated in a meeting? What was it about? What was your role in it?

2. Are meetings common in your profession? If so, what types of meetings are they usually - one-on-one or group meetings?

Pre-Task 2: A. Listen to a talk about meetings. List eight elements of an effective meeting mentioned by

the speaker. (Audio 6.1 volume 2 )

…………………………. ………………………….

…………………………… ……………………………

……………………………….. ……………………………

……………………………….. ………………………….

B. Guess or look up the meanings of the following expressions. Make your own sentences with each one. Discuss which expressions refer to actions taken at the beginning, middle or end of a meeting.

1. start the ball rolling 5. say it in a nutshell2. speak your mind 6. go on a tangent3. stick to the point 7. beat around the bush4. recap 8. wrap up

Task: In group of eight, role-play a monthly meeting. One of you is new to the company. Others should assume roles such as a manager /chair, time-keeper, social committee secretary etc. Each member gets a different card with a different role. Take notes as you discuss.

Cana-Vista Monthly Meeting

Time: From………………… to…………………… Location: Room………..……………………………

Chair: …………………………………………….Secretary: ………………………………………

Agenda Items3. Welcome new staff (2 minutes)4. Monthly report (5 minutes)5. New dress code (…….)6. Punctuality (……..)7. Social Committee Fundraising (………..)8. Flex-time proposal (……………..)9. Other business (…………….)

Post-Task Analysis: Get into groups of four (make two groups from the previous group of eight) and discuss if your group used the following expressions. Who used them? What was the function? (see below).

Source: LINC Activities Book Volume 2 http://www.moresettlement.org/LINC5-7Activities/LINC_5-7_Classroom_Activities_Volume2.pdf

Task 2

Pre-task: Discuss the following questions in small groups:

What is a point-form outline? How is it helpful? Where do you use it?

Writing task: Use the agenda you looked at in the beginning of the class today and your notes from the monthly meeting to prepare a point form outline.

Task Analysis: What is wrong with this agenda below? How is it different from yours?

http://www.moresettlement.org/LINC5-7Activities/LINC_5-7_Classroom_Activities_Volume2.pdf

Source: http://usf.vc/wp-content/uploads/2014/01/Example-Board-Agenda-by-Unitus-Seed-Fund.pdf

http://usf.vc/wp-content/uploads/2014/01/Example-Board-Agenda-by-Unitus-Seed-Fund.pdf

Post-Task Practice: Complete the following exercise and then review your outline for parallel structures.

Source: http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/parallelism_quiz.htm

Homework: Go to http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/parallelism_quiz.htm and complete the quiz on parallel structures. When you finish, scroll down and click on ‘Check Answers.”



Surviving the First Week at Canadian Workplace – Assessments

As suggested in LINC 5-7 Curriculum Guidelines, the assessments in LINC class will be formative and summative as well as learner-led and instructed-led.

Learners are informed and empowered to assess their own learning. Learners working on CLB 8 will be required to manage a Language Proficiency Portfolio. Formative and on-going assessment will be monitored by learners using their portfolios. The selected entries in the portfolio will be informed and guided by CLB Can Do Statements.

This thematic unit (Surviving the First Week at Canadian Workplace) is 20% of the final grade on a 12 week long LINC course.

1. Speaking / Presentation / Project (15% on final grade )2. Writing / one of the four emails chosen by the learner at the end of the unit (5%)

Note: Formal Listening and Reading assessment will not be done in this unit.

Portfolio Based Language Assessment (PBLA)

1.Students will be collecting and organizing their in-class and out-of-class work in their portfolio binders on a regular basis. They are allowed to work on / re-do the tasks on their own (self-paced) to improve their language proficiency. At the end of the term, learners will be asked to reorganize their portfolio entries by including task samples that they think meet at least 75% of competency in particular areas reflecting CLB Can Do Statements. As the thematic units are in progress, the instructor will remind students about the Can Do Statements / objectives they are working on so that the learners can specifically focus on them. Paper copies can be stored in the folders

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.customtoronto.ca/folders/folio/colorplay-eco-executive-portfolio-folder.html&ei=HB09VZS7JcqIsQTP2IDgDw&bvm=bv.91665533,d.cWc&psig=AFQjCNG21SNbP4it0lAJK_wUyukM6e-6Kg&ust=1430154839799622

and audio / video files can be stored either on CDs or online (www.edulinc.ca )

CLB 8 Can Do StatementsSelf-Assessment

Note to the students: As we complete this thematic unit titled “Surviving the First Week at Canadian Workplace” we will be practising the language competency highlighted in yellow. As you complete the tasks each day, assess yourself and checkmark the statements if you think you can do it with at least 75% confidence. Refer to the language assessment rubrics on the following pages when you assess your speaking and writing competency.

Listening / CLB 8

I can understand moderately complex formal and informal communication related to life experience, general knowledge, and specialized or work-related situations when

the communication is face-to-face (one-on-one or in small groups) or on the phone the communication is moderate in length the information includes abstract concepts and ideas

Interacting with othersUnderstand social conversations.

Getting Things DoneUnderstand communication intended to influence or persuade.

Comprehending Instruction Follow long, detailed instructions and directions (over 12 steps) for technical and non-technical tasks.

Comprehending Information Understand group interactions about abstract and complex ideas on familiar

topics.Understand informal or semi-formal presentations up to about 20 minutes

long. (in week 3)

Speaking / CLB 8

I can communicate with confidence in most daily routine social, educational and work situations present concrete and some abstract information on a range of familiar topics use an adequate range of grammatical structures in connected discourse when

I speak face-to-face, online, on the phone, or in familiar or unfamiliar groups the situation is informal to formal

Interacting with others


Participate in less routine social conversations for most everyday purposes. Make short professional phone calls.

Getting Things done Propose or recommend solutions to problems in familiar areas.

Giving instructions Give instructions and directions for a broad range of technical and non-technical tasks, procedures, and processes.

Sharing InformationGive detailed information one-on-one and in small group discussions or

meetings. Give presentations (up to about 20 minutes long) on familiar, concrete, or

abstract topics based on research. (in week 3)

Reading / CLB 8

I can understand most moderately complex reading materials when the text is moderate in length the text is factual, descriptive or argumentative with opinions and implied

meanings the vocabulary includes a range of concrete, abstract or specialized terms,

and idiomatic language Interacting with others

Understand social messages for a variety of purposes. Getting Things done

Locate, integrate, and use 3 or 4 pieces of information from formatted texts. Get information from business service texts containing proposals,

recommendations and statements of rules, regulations, and policies.

Comprehending Instructions Follow extended instructions with up to about 13 steps or 8-15 paragraphs for

specialized tasks. Comprehending Information

Understand extended descriptions, feature articles, reports, and narrations. Interpret and use information in charts, diagrams, tables, graphs, and flow

charts. Access and use several pieces of information from different online reference

sources.

Writing / CLB 8

I can write clear, moderately complex texts, write well-organized paragraphs with clearly expressed main ideas and good supporting details, write with good control when

I write for a familiar or clearly defined audience the topic is related to my own experiences or ideas

Interact with others

Write formal and informal messages (about 3 paragraphs long) for a range of social purposes. Getting things Done

Write for many purposes to communicate at work, with businesses, or with places providing a

service. Complete and provide written responses in a range of detailed forms with

over 40 items. Reproducing Information

Listen and take notes to prepare for writing instructions about established procedures.

Make an outline or summary of a text that is up to 2 pages long. Sharing Information

Write for many purposes to communicate at work, with businesses, or with places providing a

service. Complete and provide written responses in a range of detailed forms with

over 40 items.

Project Based AssessmentEach thematic unit in LINC class will have a project to be completed by the learners. In this unit (Surviving the First Week at Canadian Workplace), the project will be introduced in the third lesson, and learners have approximately three weeks to work in groups and to complete the project / task.

Instructions for Learners: For this assignment you will work in groups of four. You will each visit a company (total of 4 companies in Calgary for your group) and conduct a survey of safety at workplace.

1. As a group decide on what questions you would ask the fire marshals in the company.2. Call the company to make an appointment to talk to a fire marshal.3. Read the fire evacuation procedure posted in the company for the public.4. Compile your results from the survey / interviews. Include graphs / charts.5. Compare the evacuation procedures with that in your own school.6. Make a group presentation (30 minutes) in the class about your survey results and

recommendations7. In the presentation, describe your experience completing the project, describe the results of

your survey and the group results, and make suggestions and recommendations to your school Emergency Planning Committee (committee members will be invited to your group presentations in the class). .

8. This assignment is 15 % of your final grade. You have three weeks to complete this assignment.

Read SPEAKING assessment rubric on the following pages for details on how you will be assessed.

Important: This assignment provides the opportunity to practice / use a variety of forms, functions, concepts and strategies you will be learning in this thematic unit.

Have fun using the language! Have fun learning!

Important: This scoring grid should be copied for each of the learners.

Speaking Task Scoring Grid (CLB 7-9)

Surviving the First Week at Canadian Workplace – Project Presentation

Overall Objectives: Task A, B & C

Effectively meets all the task requirements Yes / No

Grammatical errors rarely impede understanding Yes /No

Uses a wide, complex, and diverse vocabulary with natural expressions and phrases Yes /No

Accent and occasional mispronunciations do not affect communication Yes /No

Speech flows naturally; hesitations and the need for rephrasing are rare Yes /No

Analytical Objectives: Task A, B & C(All of the above objectives must be answer with “Yes” to be considered for CLB 8 or 9)

Have all 5 of these objectives been met?

No Yes Yes, easily

Message conveyed clearly; extra effort occasionally required by the listener [1]

Message is conveyed effectively; very little effort is required of the listener [2]

Conveys message with sophistication and precision; no effort is required by the listener [3]

Speaker uses a variety of complex grammatical structures accurately; errors cause misunderstanding occasionally[1]

Very good control over a wide range of grammatical structures, errors still occur but are very minor to impact [2]

Excellent control over a wide range of complex structures; infrequent errors never impede understanding [3]

Adequate range of vocabulary and word choices are usually natural [1]

A range of complex, diverse vocabulary, with natural expressions and phrases [2]

Native-speaker-like range of vocabulary and expressions [3]

Pronunciation intelligible; rarely impede understanding [1]

Pronunciation does not affect communication [2]

Pronunciation never affects communication [3]

Occasional hesitation, rephrasing, and self-correction are not distracting [1]

Fluent; produces extended responses [2]

Fully fluent; produces extended responses with ease [3]

CLB 7 or less CLB 8 CLB 9 or above

Comments (if any): *Source: Adapted from CLB 5-10 Exit Task Assessment Document

Writing: Learners choose one of the four emails written in this unit and submit for grading (5% of final grade).

Important: This scoring grid should be copied for each learner.

Writing Task Scoring Grid (CLB 7-9)Surviving the First Week at Canadian Workplace – Email / Learner Choice

Overall Objectives: Task A, B, C & D

Effectively meets all the task requirements Yes / No

Demonstrates an appropriate sense of audience in language, format and content Yes /No

Text is effectively organized and the ideas are always very clearly expressed Yes /No

Only a few minor errors in grammar, vocabulary, spelling and punctuation Yes /No

Reader requires little or no effort to fully understand the message Yes /No

Analytical Objectives: Task A, B, C & D

(All of the above objectives must be answer with “Yes” to be considered for CLB 8 or 9)

Have all 5 of these objectives been met?

No Yes Yes, easily

Main ideas are very clearly expressed and well supported [1]

Text as a whole is coherent and logically developed with ideas always very clearly expressed [2]

Text is interesting, stylistically complex and clear in intent and tone.

[3]

The writer uses a variety of complex grammatical structures accurately; errors cause misunderstanding occasionally[1]

Very good control over a wide range of complex structures; errors still occur but are very minor in impact. [2]

Excellent control over a wide range of complex structures; errors are infrequent and never impede understanding. [3]

Writer uses an adequate range of vocabulary and word choices are usually natural. Extra effort occasionally required by the reader. [1]

Writer uses a range of complex, diverse vocabulary, with natural expressions and phrases [2]

Native-writer-like range of vocabulary and expressions. [3]

CLB 7 or less CLB 8 CLB 9 or above

Comments (if any):

*Source: Adapted from CLB 5-10 Exit Task Assessment Document

Documents

Prepare Details - esllearningbydesign.comesllearningbydesign.com/...unit_johnson-kunnel.docx · Web viewWhich syllable in which word is ... Learners prepare to present their documents