Non-Language Arts

Modules
1. Sports Communication
2. Workplace communication
3. Social Issues
4. Debating

TOPIC 3 – By
WORKPLACE Miss Tayyaba Bibi
tbibi@eduhk.hk
COMMUNICATION
CONTENT
 Warm-up Activity
 Scheme of Work: Module of Workplace Communication
 General Description
 Learning targets
 Key text types
 Assessment

 Sample Unit Plan

Activities
Tasks
 WARM-UP: NAMES OF
JOBS FROM A – Z
A H O V

B I P W

C J Q X

D K R Y

E L S Z

F M T  

G N U  
 WARM-UP: NAMES OF
JOBS FROM A – Z
Astronaut Headmaster/ Orthodontist Violinist/ Vet
Hairstylist
Banker Interpreter/ Interior Postman/ Writer
designer psychologist
Carpenter/ Judge Pedagogical Application?
Quality control X-ray technician
Cardiologist • Xxx officer / Quilter /
Quantum physicist

Doctor/ Dentist Kindergarten Real estate agent Youth worker/

teacher Yoga instructor
Engineer Librarian/ Linguist Salesperson Zoologist

Florist/ Mechanic/ Teacher  

Firefighter /Farmer Mathematician/
Musician
Game designer/ Nurse Usher/ Urban  
Geologist planner
 WARM-UP: NAMES OF
JOBS FROM A – Z
Astronaut Headmaster/ Orthodontist Violinist/ Vet
Hairstylist
Banker Interpreter/ Interior Postman/ Writer
designer psychologist
Carpenter/ Judge Pedagogical Application?
Quality control X-ray technician
Cardiologist officer / Quilter /
 Alphabets serve as prompts;Quantum
forces students to think of
physicist
jobs that they may not think of immediately
 A-Z: makes
Doctor/ Dentist brainstorming more
Kindergarten Real interesting
estate agent Youth worker/
 Insertsteacher
an element of challenge, i.e. U, X, Y, Z Yoga instructor
Engineer Cater forLibrarian/ Linguist Salesperson
learner diversity: Zoologist
1. Ask Ss to brainstorm jobs for just A – I only
Florist/ 2. ProvideMechanic/ Teacher
Ss hints where necessary,   who
e.g. ‘B’ is a person
Firefighter /Farmer
works in Mathematician/
a place where money is saved or borrowed.
Musician
Game designer/ Nurse Usher/ Urban  
Geologist planner
SCHEME OF WORK:
WORKPLACE For reference
COMMUNICATION
GENERAL DESCRIPTION
 Introduce learners to different text-types related to the workplace
 Engage learners in a range of workplace tasks (e.g. making and
handling telephone enquiries, conventions and style of business emails,
handling of complaints, writing memos)
 to develop their knowledge and skills to use the language in a
practical way and gain confidence in using English to communicate
with others about work-related matters.
 Learners will develop language skills, presentation skills, organization
skills and interpersonal skills in the process.
TEACHING OBJECTIVES
Aim:
1. To familiarize learners with different types of workplace
correspondence (both oral and written);
2. To develop learners’ understanding of the vocabulary,
language, formats, styles and conventions used in spoken
and written communication in the workplace;
3. To help learners to apply the knowledge and skills they
have learned in their production of workplace-related
texts;
4. To enhance learners’ ability to carry out workplace-related
activities by providing them with chances to practice and
demonstrate their language and communication skills in
simulated areas.
WORKPLACE
COMMUNICATION -
TASKS
Reading & Writing texts:
E.g. business memos, e-mails, and letter of complaints.

Listening & Speaking skills to develop skills in handling spoken

communication in the workplace.
E.g. telephone enquiries and job interviews.
TEXT-TYPES AND
CORRESPONDENCE RELATED TO
WORKPLACE COMMUNICATION
Business memos
Emails
Sales/promotional materials
Meeting agendas
Minutes
Telephone enquiries
Complaints
Sales presentations
Job interviews* (recommended reading)
ASSESSMENT
Assessment in the Workplace Communication module will focus on
learners’ demonstration of their ability to:
- write appropriate texts (i.e. business memos/ e-mails/ minutes/
promotional materials)
- speak in a suitable style for workplace purposes (i.e. job
interviews/telephone inquiry)
 
MODULE: WORKPLACE
COMMUNICATION
Unit 1: Jobs & Description Unit 2: On the Job Duties

Task 1: career advice Task 3: Business Email –Letter of

Complaint
- Vocab: jobs + description
- Learn about the conventions of
- Interview (Yes/ No & open- business emails
ended questions)
- Write (reply to) letter of complaint
Task 2: role-playing a telephone
call
- learn about telephone skills
- role-playing a telephone call to
make an appointment
Materials are adapted from CDC resources
TASK 1: CAREER 1. Interview as a career
advisor
ADVICE
 ACT 1 – DISCUSSION

There are many different jobs in Hong

Kong and around the world. Which job
would you like to do later on?

Prepare sub-categories of different types of jobs for a guided-mind map

Pedagogical Application:
• To activate interest
• To activate prior knowledge by developing language connected to the
topic (i.e. jobs and job descriptions)

Mode of interaction: T   S/S/S

Field-specific types of jobs: biology/ maths/ geo/ arts
Working hours: PT/ FL/ night shifts/ 9-5
Outdoors:
Indoors:
Education background: formal education, BS/BA //postgraduate/ vocational
training
Governt  disciplinary/ customs/ immigration/ admin/ vs Private
Employment: contractual/ self-employed / tenured
Income: high rang – low rang
Skills: soft skills etc
Licenses: driver’s license/ coaching/ QTS
 PREPARE SUB-CATEGORIES OF
DIFFERENT TYPES OF JOBS
FOR A GUIDED-MIND MAP:
E.g. Working hours: 9 – 5/ unstable/ Night shift/ pull-time/ part-time
- Benefits: health insurance/ dental & medical care/ annual leaves/ maternity leave
- Education requirement: formal education vs on-the job training
- licenses: driver’s license/ mechanics/ coaches
- Field: science/ education/ governance/ environment etc
- skills: soft skills/ hard skills
- income: high range – low range salary
- workplace environment: indoors and outdoors
- workplace attire: uniform/ casual wear/ suits
- employment terms: self-employed vs contracts
 ACT 1 – DISCUSSION

There are many different jobs in Hong

Kong and around the world. Which job
would you like to do later on?

Variations???

1. [S   S]
2. [Ss/Ss  T]
 ACT 2 – VOCABULARY
A. Match five jobs in column A to the descriptions in column B.

Column A: Job Column B: Description

a. Advertising salespeople B help customers with their banking activities.
___
 
b. Tellers
___
D analyze and convert spoken or written words
c. Market researchers from one language into another.
 
d. Interpreters and translators
___
A sell airtime on radio and TV stations and
e. Customer service representatives page space in newspapers and magazines.
 
f. Chefs
___ try to solve client complaints.
g. Merchandise displayers  E
___ perform a variety of clerical and
h. Secretaries H
administrative tasks needed to run an office.
i. Computer programmers
j. Buyers and purchasing agents
ACT 2 – VOCABULARY
B. In groups, write descriptions of three jobs and test the classmates.
[You may use the names of jobs from act 1]
1. This job requires you to …
2.
3.

Target: Intermediate to Advanced learners

 ACT 3 - VOCABULARY

A Careers Advisor is someone who helps people

to think and make choices about the kind of job
they might find interesting when they leave
school.

Career Advisor: Would you like to travel a lot for your job?

Yes  travel & tourism industry – a tour guide

ACT 3 - VOCABULARY
1. travel abroad –
2. work nights –
3. work outside –
4. help others in need due to illness –
5. educate or train others –
6. protect people –
7. work with children –
8. drive a vehicle – driver/chauffer/ captain/ pilot
9. operate a computer –
10. design and create buildings – architect/ interior designer/ engineer
11. buy products –
12. work from home –
13. persuade others to buy things –
14. repair things –
15. sew things –
 ACT 3 - VOCABULARY
1.  travel abroad – tour guide// businessman/woman
2.  work nights – nurse
3.  work outside – gardener
4.  help others in need due to illness – doctor
5.  educate or train others – teacher
6.  protect people – policeman / policewoman
7.  work with children – kindergarten teacher
8.  drive a vehicle – bus / taxi driver
9.  operate a computer – data analyst
10.  design and create buildings – architect / interior designer
11.  buy products – buyer / merchandiser
12.  work from home – freelance writer
13.  persuade others to buy things – salesperson
14. repair things – mechanic / handyman
15. sew things – tailor/ fashion designer
 ACT 3 - VOCABULARY
1.  travel abroad – tour guide// businessman/woman
2.  work nights – nurse
3.  work outside – gardener
4.  help others in need due to illness – doctor
5.  Catering
educate or train others – teacherfor Learner Diversity
6.   For
protect less
people advanced
– policeman students,
/ policewoman
7.  work with children – kindergarten teacher
8.  a For
drive more
vehicle – busadvanced
/ taxi driverstudents,
9.  operate a computer – data analyst
10.  design and create buildings – architect / interior designer
11.  buy products – buyer / merchandiser
12.  work from home – freelance writer
13.  persuade others to buy things – salesperson
14. repair things – mechanic / handyman
15. sew things – tailor/ fashion designer
ACT 4
A B C D

First, in pairs,
interview each other
about the kind of
activities they like to
do.

After the interview, each student from the pair will pair
up with a member from the other pair to discuss what
job is suitable for their partners.
 ACT 4 – PART A
Yes / No questions Open questions

1. Which languages do you

1. Does the job that interests you speak?
involve...? 2. Where do you think you will
2. Do you prefer…or…? work?
3. Do you like…? 3. Who would you like to work
4. Do you enjoy...? with?
5. Do you intend to...? 4. What kind of skills do you
6. Do you hope to…? hope to learn?
7. Would you like to…? 5. What type of work interests
8. Would you mind…? you?
LET’S GIVE IT A GO!
Write 4 Yes/No questions & 4 open-ended questions for the
interview.
~5-7 mins
Catering for Learner Diversity
 
For less advanced students, you might like to ask students to set only five
questions, including three yes / no questions and two open-ended questions.
 
For more advanced students, you might like to ask them to write their own
questions first before they see the structures given.
ACT 4 – PART B
When Part A is done, the following procedure takes place:
Student A and Student B form into pairs and take turns to
interview each other.
Student C and Student D form into pairs and do the same.
Ask students to note down their partner’s answers on a sheet
of paper.
ACT 4 – PART C

In Part C, use the note sheet and the answers you got
from your partner to discuss what will be a suitable
job for the partner you interviewed.

Spend 5 – 7 mins filling in the note sheet

Is your partner suitable to be a teacher?
Any surprise findings?
 TASK 2 – 1. Telephone call –
booking a consultation
TELEPHONING with Career Advisor
~10 MINS BREAK
TASK 3 – BUSINESS 1. Formal/ Informal Emails

EMAIL 2. Letter of complaints

TASK 3: BUSINESS EMAIL

Context:
You will soon start your summer internship at the Shenzhen
Games Supplies. Brush up your knowledge of Business
Emails before you officially start your internship as you will
be handling administrative duties for the company.
ACT 1 – FORMAL VS
INFORMAL EMAILS
A. Match formal phrases/expression with their equivalent informal
versions
1.c 2.d 3.a 4.b 5.f 6.h 7.g 8.e

B. Match the language examples for formal writing in the table with
the functions below. Write the numbers of the formal phrases in
the boxes provided below. (An example has been done for you.)

Offering help= Requesting action or information=

Giving information= Closing greeting= 7
Concluding= Referring to previous activities=
Opening greeting= Referring to added documents=
ACT 1 – FORMAL VS
INFORMAL EMAILS
C.
i. When you don’t know the name of the person in a
formal letter, use Dear Sir/Madam for an opening
Yours faithfully
and _________________ for a closing greeting.
ii. When you know the name of the person in a formal
letter, use Yours
Dear + Mr./Ms/Mrs/Miss for an opening
sincerely

and _________________ for a closing greeting.

 
 ACT 2 – TRUE OR FALSE
Work in groups of 3, decide which of the following statements about
emailing are true (T) or false (F). After you have written down the
answers, read the emailing tips on the next page and check if your
answers are correct.

Answers:
2. F
Q: When should the “useful tips for emailing”
3. T
be distributed to students?
4. F
5. F
6. T
7. T A: Have students work in pairs to decide if the statements
8. T are true or false.
9. F Encourage discussion > answer checking independently
10. T afterwards (if necessary, go over the ans)
ACT 3 - PROOFREADING

In activity 3, students have to apply their

understanding of business emails.

Instructions:
Read the email of complaint that your colleagues
received, then read the replies written by your
colleagues. Help them proofread and identify the
errors in Draft reply 1 and 2.

(Hint: You may consider their levels of formality.)

ACT 3 - PROOFREADING

Draft reply 1 - issues Draft reply 2 - issues

1. Tone: too informal  1. Closing is missing
punctuation / opening /
Chinglish or colloquial 2. Insincere / language is
expressions exaggerated

2. Concrete action is missing 3. indirect

3. informal
ACT 3 - PROOFREADING

Draft reply 1 - issues Draft reply 2 - issues

1. “hello!”  informal opening 1. Not direct/exaggerated
language
2. “la”  formal business
emails should not contain 2. Closing is missing
Chinglish/colloquial
expressions
3. Punctuations
4. Informal closing
 ACT 4 – WRITING A REPLY TO
COMPLAINT EMAIL
Write a more appropriate reply to the
email of compliant in Activity 3 using the
tips for emailing on ‘Opening and closing
emails’ on the next page.
A reply to a complaint should include:
1. Acknowledge / Apologize.
2. Explain what has happened.
3. Promise action / Describe what actions
you are going to take.
4. Finish with a closing statement (more
apologies or hope for future good
relations).

~15 mins
ASSESSMENT
In circular mode of assessment:
Group 1  Group 2  Group 3  Group 4  Group 5  Group 6 
Group 1
Assess your classmates’ written work.
- Is the opening appropriate? (i.e. correct title used?)
- Is an explanation provided?
- Were future actions reasonable and described clearly?
- Was the closing statement appropriate?
- Was the overall register (tone) appropriate?
 ACT 4 – MODAL TEXT
Dear Mr. Lao
 
Thank you for your email. I am very sorry to hear that these problems occurred.
 
Apparently, there was a misunderstanding between the shipping clerk and our warehouse
staff.
 
I have written to the shipping department and have been assured that the new shipment was
sent to you two days ago. You will receive it tomorrow.
 
Once again, please accept my apologies. This will not happen again.
 
Yours sincerely
Karen Chun
Customer Services
 Activities 5 – 8 will be skipped.

Please self-study the notes, especially the scaffolding

materials.

Answers will be uploaded onto Moodle with this

PowerPoint for your reference.
 IDEAS FOR ASSIGN 2 –
UNIT PLAN
Example 1 Example 2

Task:
To design a Valentine’s dinner menu for two
for a hotel restaurant
Possible sub-tasks:
Holding a meeting to discuss the matter
Conducting a survey to find out about
people’s interests and preferences
Designing the menu
Producing a piece of promotional material for
the restaurant
Doing a presentation highlighting the special
features of the menu
Task:
To launch a new line of skin care products
Possible sub-tasks:
Holding a meeting to discuss packaging and
promotional strategies
Designing the packaging of the products
Producing a plan to advertise and promote the
products
Preparing a pamphlet to introduce the products
Planning a program for a 3-hour promotional
event at a shopping arcade
REMINDERS
 Finalize Pairing for Assign 2
 Link:
https://docs.google.com/document/d/1YXykxa2OcqfgmXbQTbpZ
W_u3pPCvkm23m3_PsH3IcbI/edit?usp=sharing

 Assignment 1.1 – Extended In-class group task

 Due: 9th October @23:59
RECOMMENDED
READING
Otlowski, M. (2008). Preparing University EFL Students
for Job Interviews in English: A Task-Based
Approach. Asian EFL Journal (Busan), 26, 1.
 TAYYABA’S PERSONAL
ANNOUNCEMENT
Swimming academy for women from Ethnic Minority background

Date & Time: 16th October (2p.m. to 3 p.m. & 3 p.m. to 4 p.m.)

Recruiting: 3 - 4 female volunteers

Criteria:
 Want to make friends from diverse cultures and ethnicities
 Enjoy swimming
 Photo taking
 Adequate Instagram/Facebook user

Reward:
 Certificate of appreciation for your community service
 Reference Letter (upon request)

If interested, email: tbibi@eduhk.hk