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Activity 1: What are the overall objectives of the module ‘Learning English through Workplace Communication’? • To familiarise learners with different <strong>types</strong> of workplace correspondence • To develop learners’ understanding of the vocabulary, language, formats, styles and conventions used in spoken and written communication in the workplace • To help learners to apply the knowledge and skills they have learned in their production of workplace-related <strong>text</strong>s • To enhance learners’ ability to carry out workplace-related activities through providing them with opportunities to practise and demonstrate their language and communication skills in simulated tasks 10
Suggested learning focuses of the module (from the Suggested Schemes of Work for the Elective part of the Three-year Senior Secondary English Language Curriculum) Suggested no. of lessons: 50 •Building knowledge and vocabulary of different trades/businesses •Starting a scrapbook of a selected trade/business •Concepts relating to organisations •Handling business telephone calls •Memo writing •Conventions and style of business letters •Handling complaints •Planning the final project 11
Page 1 and 2: NSS Learning and Teaching Series fo
Page 3 and 4: • learnt more about how to develo
Page 5: Ask three of the participants who a
Page 8 and 9: • provide opportunities for learn
Page 12 and 13: Suggested learning focuses of the m
Page 14: Target knowledge, skills and attitu
Page 17 and 18: Activity 2b Which of the following
Page 19 and 20: Different text-types provide meanin
Page 21 and 22: To ask for favour/assistance Could
Page 23 and 24: Activity 3b In what ways are expres
Page 25 and 26: Activity 4a With your partner, brai
Page 27 and 28: 10. elephant dung inspector 5. stag
Page 29 and 30: Activity 4b In your group, brainsto
Page 31 and 32: Example 2 - Barista at coffee shop
Page 33 and 34: Learning Activity 1 Job: customer s
Page 35 and 36: Learning Activity 3 Job: secretary
Page 39 and 40: While Modules, Units and Tasks are
Page 41 and 42: Context Purpose Involves learners i
Page 43 and 44: Task 1 - Job search Students have t
Page 45 and 46: Task 1 - Job search Students have t
Page 47 and 48: Activity 6 Read the unit overview b
Page 49: Activity 7 In your group, create a
Page 52 and 53: ‣SBA ‣Elective modules Integrat
Page 54 and 55: Reading Fiction books about: - work
Page 56 and 57: TV series about work life • e.g.
Page 58 and 59: 1. What language knowledge and skil
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Catering for Learner Diversity Ever
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An illustration with a series of th
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Why Wedding Planning? Advertising &
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Part 1: Background/Introduction Tas
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Differentiated instruction strategi
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Part 4: Preparing for Wedding Expo
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Part 5: Wedding Expo Tasks/Activiti
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In your group, Activity 8 a) identi
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Part 2: Recruiting Staff Applicatio
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Part 4: Preparing for Wedding Expo
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Assessing students’ learning in t
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Setting assessment tasks The follow
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Language • Using work-related and
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Assessment Task 1 You are the secre
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Students are required to use: Langu
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Assessment Criteria 1. Assessment b
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Suggested feedback on content … I
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… … Students want to know what
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Students are very interested to hea
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Suggested follow-up activity (I) Ai
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• Ask students to explain how the
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Suggested follow-up activity (II) A
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• Demonstrate with an example Who
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HKDSE Examination and Workplace Com
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Text-types in 2012 HKDSE English La
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Experience Sharing Activity 10 In y
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Thank you 112
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