Workplace Course Outlines-Libre

Course Code: ENGLI SH
Course Name: Professional

Level: Essential
Efforts will be made to meet the individual learning needs of students to promote student success
with respect to meeting the expectations of this course.
English Department
Mohammedia
Issued 20th March 2014
Course Description:
I n this course, students focus on extending their literacy and communication skills to prepare for success in their daily lives, in the workplace.
The course is organized by strands that extend listening and talking skills, reading and viewing skills, and writing skills. I n all strands, the
focus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts.
Students build on their strategies and engage in the processes involved in talking, listening, reading, viewing, writing, and thinking. Students
reflect regularly upon their growth in these areas.
Overall Course Expectations or Strands:
Listening, talking, thinking, reading, viewing, and writing effectively in school, everyday, and workplace life
Writing in journal form and other forms
Understanding the patterns and forms in texts help me to understand, remember, and communicate
Taking responsibility for my own learning and using my voice as a self-advocate
Students will understand their roles in the community through an understanding of themselves
Students will learn to recognize bias in texts and in media
Practicing thinking skills to solve problems and make decisions
Practicing appropriate language usage, grammar and spelling conventions
Making real life connections between classroom activities and the world of work
Making real life connections between classroom activities and their own personal journeys
Personal assessment of journey and of academic progress
Overall Graduate Expectations:
Teachers will help guide the students on their journey of English proficiency through meaningful discussion and analysis of dialogues, stories
and of ideas and concepts. The essential English course will allow students to understand English at different areas of work and thereby help
them to communicate effectively and fluently.
My signature below indicates that I have read the Course Handout, and I am in agreement with its contents.
I nstructors Signature: ____________________________ Date: _________________
Students Signature: ________________________________ Date: _______________
Student Name: ________________________
Textbook # : __________________________
TABLE OF CONTENTS
WORKPLACE COMMUNICATION PROFICIENCY IN ENGLISH
1. COURSE PURPOSE
2. COURSE OBJECTIVES
3. COURSE OUTLINE
4. COURSE MODULE
a. Module Description
b. Module Pre-requisite
c. Module Terminal Performance Objective (TPO)
d. Module Content
3. COURSE OUTLINE
WORKPLACE COMMUNICATION PROFICIENCY IN ENGLISH FOR MOROCCAN WORKERS
TOPIC
CONTENT DURATION REMARKS
1 DEMONSTRATION OF FORMAL AND INFORMAL LANGUAGE
FORMS
15 hrs
a) Greetings and expressions of gratitude
b) Expressions of apologies
c) Expressions of opinion and viewpoints
d) Work instructions
e) Personal details
f) Common shapes, space and area
g) Job related conditions and work progress
h) Job related problems, incidents and accidents
2 WRITING OF LANGUAGE FORMS OF WORK RELATED TASKS
15 hrs
a) Various types of work related forms and checklists
b) Logbooks
c) Job related regulations and instructions
d) Employment documents
Note: One (1) Day = six (6) contact hours
4. COURSE MODULE
TOPIC 1 : DEMONSTRATION OF SELECTED FORMAL AND INFORMAL LANGUAGE FORMS
This topic covers comprehension of formal and informal language forms such as greetings, gratitude, apologies,
opinions, instructions, briefings and warnings. It also covers oral expressions of selected formal and informal
language forms such as demonstrations of greetings, gratitude, apologies, opinions, instructions, briefings and
warnings and describing shapes, space, area, physical conditions, work related progress, problems, incidents and
accidents.
The trainee candidates must be literate and numerate
Perform demonstration of selected formal and informal language forms using selected language so that social
greetings, expressions of gratitude, apologies, personal opinions and social viewpoints are demonstrated upon
instructions, briefings and warnings are acted upon and personal details, shapes, space and areas, physical
conditions, work related progress, problems, incidents, and accidents are described in accordance to work
specifications and condition requirements.
d. Module Content
TOPIC OUTLINE
TOPIC 1
TASK
NO
KNOWLEDGE SKILLS
01.01
01.02 1. Greetings and expressions of gratitude. - Demonstrate greetings, expressions
01.03 a) Daily social and formal greetings. of gratitude and social and formal addressing.
01.04 b) Social and formal addressing.
01.05
Demonstration of
Selected Formal
and Informal
Language Forms
01.06 2. Expressions of apologies. - Demonstrate expressions of apologies.
01.07 a) Sorry.
02.01 b) Excuse me.
02.02 c) Please forgive me.
02.03
02.04 3. Expressions of opinion and viewpoints. - Demonstrate expressions of opinions
02.05 a) Yes/no, agree/disagree and viewpoints.
02.06 b) Affirmation /confirmation
02.07
02.08 4. Work instructions - Respond to and act upon briefings and oral warnings.
02.09 a) Briefings and oral warnings - Conduct oral instructions and briefings.
02.10
02.11
5. Personal details
- Describe personal details
02.12
a) name
02.13
b) identification
02.14
c) age
d) origin
e) religion
TOPIC OUTLINE
TOPIC 1
TASK
NO
KNOWLEDGE SKILLS
f) status
g) qualification
h) work experience
Demonstration of
Selected Formal
and Informal
Language Forms

6. Common shapes, space and area - Describe shapes, space and area
a) common measures of length, width and
height
b) common measures of weight
c) common shapes triangle, square,
rectangle, round, sphere, cube, pyramid, etc.
7. Job related conditions and work progress
- Describe job related conditions and work progress.
a) working environment and conditions
dangerous, hazardous, restricted, etc.
b) working steps and procedures including job
sheet, time sheet, etc.
8. Job-related problems, incidents and accidents
- Describe job related problem, incidents and
a) personal problems
accidents.
b) working problems and issues
c) workplace accidents
Attitude / Safety
sheet, time sheet, etc.
a) Polite / Sincere
b) Honest
c) Hardworking
d) Friendly
TOPIC 2 : WRITING OF LANGUAGE FORMS OF WORK RELATED TASKS
This topic covers the interpretation of written language forms of work related tasks such as checking of forms,
checklists, logbooks, regulations, work manuals and instructions and the writing of personal details, notes and
messages and work related reports and completion of forms, checklists and logbooks.
The trainee candidates must be literate and numerate
Perform interpretations in selected language using work related documents such as forms, checklists, logbooks,
manuals, reports and instructions so that documents are identified and personal details, notes and messages and
reports are written, forms checklists and logbooks are completed in accordance to requirements.
d. Module Content
TOPIC OUTLINE
TOPIC 2
TASK
NO
KNOWLEDGE SKILLS

03.01 1. Various types of work related forms and checklists. - Write personal details
03.02 a) Common forms used at the workplace - Differentiate, recognise, identify and
03.03 leave, requisition (order), security, etc. complete work related forms and checklists
b) Common work process checklists.
03.04
Writing of
Language Forms
of Work Related
Tasks.
03.05 2. Logbooks - Differentiate, recognise, identify and

04.01
a) Purpose and usage of logbooks and complete work logbooks

04.02 work records

04.03 - Differentiate, recognise, identify and complete

04.04 3. Job related regulations and instructions work regulations and instructions

04.05 a) company Dos and Donts - Write memos, notes and messages

04.06 b) simple memos, notes and messages - Check work step and related procedures

c) working steps and procedures including - Differentiate, recognise and identify

job sheet, time sheet, etc. signages

d) standard operating procedures

e) signages

TOPIC OUTLINE
TOPIC 2
TASK
NO
KNOWLEDGE SKILLS
4. Employment documents - Differentiate, recognise, identify and complete
a) passport and work permit work related employment documents
b) terms and conditions of employment
Attitude / Safety
a) Polite / Sincere

b) Honest / Hardworking

c) Adhere to rules and regulations.

d) Attention to details
e) Responsible / Accountable
Writing of
Language Forms
of Work Related
Tasks.

Course Timeline:

Topic 1
Unit 1:__________________________________.
Unit 2:__________________________________.
Unit 3:__________________________________.
Unit 4:__________________________________.
Unit 5:__________________________________.
Unit 6:__________________________________.
Unit 7:__________________________________.
Unit 8:__________________________________.
Topic 2
Unit 1:__________________________________.
Unit 2:__________________________________.
Unit 3:__________________________________.
Unit 4:__________________________________.
Evaluation Policies
St udent Evaluat ion St ruct ure:
:
Knowledge/ Underst anding 25%
Applicat ion 25%
Communicat ion 25%
Thinking/ I nquiry 25%
Unit Evaluat ion = 30% of t he final mark. Final Evaluat ion = 70% of t he final mark.
Final Evaluat ions will include:
2. Feedback will also be provided for st udent learning skills. Working independent ly, t eamwork,
organizat ion, work habit s/ homework, and init iat ive are assessed apart from st udent achievement in
t he four cat egories out lined above and will conform t o t he coding:
E Excellent G Good S Satisfactory N - Needs I mprovement
3. Assignment s submit t ed aft er t he due dat e est ablished by t he t eacher will receive a penalt y in
accord wit h our Board Assessment & Evaluat ion Policy Document as out lined in t he st udent agenda.
4. Should a st udent miss an evaluat ion due t o a legit imat e absence, in accord wit h our Board A&E
Policy Document , t he st udent and t eacher will make arrangement s t o address t he missed
evaluat ion in a t imely manner. I n t he cases of ext ended vacat ion or prolonged absence,
consult at ion wit h t he appropriat e administ rat or is required.
5. I n t he event t hat t he st udent does not make up t he missed evaluat ion( s) , a zero may be assigned.
I f it is det ermined t hat t he evaluat ion( s) has/ have been missed as a result of a skip/ t ruancy or
has/ have been plagiarized, a zero may be assigned.
6. For all ot her cases of absence and/ or missed evaluat ions ( including absence during t he final
examinat ion period) , please refer t o our Board A&E Policy as out lined in t he st udent agenda.
May God bless your efforts this semester!
Resources:
The course will use a variety of resources which
will be distributed to students during the first
week of the course. The text and all other
resources assigned to each student are the
responsibility of the student.
Resources for this course include:
_________________
_________________
_________________
_________________
_________________
_________________
Any damage incurred will result in payment for
replacement.
In the unfortunate circumstance that a resource is lost, please
ask your teacher about the replacement cost.
ACQUISITION OF LANGUAGE FUNCTIONS
AND GRAMMATICAL FORMS
Language Functions and Examples of Forms
Language Function Examples of Language Forms
Expressing needs and likes
Indirect/ direct object, subject/ verb agreement, pronouns
Describing people, places, and things Nouns, pronouns, adjectives
Describing spatial and temporal relations
Prepositional phrases
Describing actions
Present progressive tense, adverbs
Retelling/relating past events
Past tense verbs, perfect aspect (present and past)
Making predictions
Verbs: future tense, conditional mode
Asking Informational Questions
Verbs and verb phrases in questions
Asking Clarifying Questions
Questions with increasing specificity
Expressing and Supporting Opinions
Sentence structure, modals (will, can, may, shall)
Comparing
Adjectives and conjunctions, comparatives, superlatives, adverbs
Contrasting
Comparative adjectives
Summarizing
Increasingly complex sentences with increasingly specific
vocabulary
Persuading
Verb forms
Literary Analysis
Sentence structure, specific vocabulary
Cause and Effect
Verb forms
Drawing Conclusions
Comparative adjective
Defining
Nouns, abstract nouns, pronouns, and adjectives
Explaining
Verb forms, indicative verb, declarative sentences, complex
sentences, adverbs of manner
Generalizing
Common, collective and abstract nouns, verb forms,
nominalizations
Evaluating
Complex sentences; increasing specificity of nouns, verbs, and
adjectives; correlative conjunctions
Interpreting
Language of propaganda, complex sentences, nominalizations

Sequencing

Adverbs of time, relative clauses, subordinate conjunctions
Hypothesizing and speculating

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

ACQUISITION OF LANGUAGE FUNCTIONS AND GRAMMATICAL FORMS
ALL GRADES
Language Function:
BEGINNING [A1] ELEMENTARY [A2] PRE- [B1] UPPER [B2]
INTERMEDIATE INTERMEDIATE
ADVANCED [C1] TARGET
FORMS:
Students demonstrate minimal
comprehension of general
meaning; gain familiarity with the
sounds, rhythms and patterns of
English. Early stages show no
verbal responses while in later
stages one or two word responses
are expected. Students respond in
single words and phrases, which
may include subject or a predicate.
Many speech errors are observed.
(bear, brown)
Students demonstrate
increased comprehension
of general meaning and
some specific meaning; use
routine expressions
independently and respond
using phrases and simple
sentences, which include a
subject and predicate.
Students show basic errors
in speech. (The bear is
brown. He is eating.)
Students demonstrate good
comprehension of general
meaning; increased
comprehension of specific
meaning; responds in more
complex sentences, with
more detail using newly
acquired vocabulary to
experiment and form
messages. (The brown
bear lived with his family
in the forest.)
Students demonstrate
consistent comprehension
of general meaning; good
understanding of implied
meaning; sustain
conversation, respond with
detail in compound and
complex sentences;
actively participate using
more extensive vocabulary,
use standard grammar with
few random errors. (Can
bears live in the forest if
they find food there?)
Students comprehension
of general and implied
meaning, including
idiomatic and figurative
language. Students
initiate and negotiate
using appropriate
discourse, varied
grammatical structures
and vocabulary; use of
conventions for formal
and informal use.
(Would you like me to
bring pictures of the
bear that I saw last
summer?)
One or two-word answers (nouns
or yes/no) to questions about
preferences, (e.g., two, apples, or
tree)
Simple sentences with
subject/verb/object. I
like/dont like(object)
. I need a /some
(object).
Elaborated sentences with
subject/verb/object
Sentences with
subject/verb/object and
dependent clause
Complex sentences,
perhaps with tags or
embedded questions
Sentence Structure:
The basic sentence
structures that we use
to express needs and
likes are foundations
of the more complex
sentence structure we
use for academic
purposes.
2. Language Function: Describing People, Places and Things
BEGINNING EARLY
INTERMEDIATE
INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
Common nouns and adjectives Simple sentences with the
verb to be, using common
nouns and adjectives.
The (my, her) ______
is/are _______. A (it)
has/have _________.
Elaborated sentences
has/have/had or
is/are/were with nouns
and adjectives
Compound sentences with
more specific vocabulary
(nouns, adjectives)
Complex sentences with
more specific vocabulary
(nouns, adjectives)
Nouns Pronouns and
Adjectives: Students
learn to understand and
generate oral and written
language with nouns,
pronouns and adjectives.
3. Language Function: Describing Location
BEGINNING EARLY
INTERMEDIATE
Demonstrated comprehension of
total physical response
commands, including prepositions
(e.g., on, off, in, out, inside,
outside)
prepositional phrases
(e.g., next to, beside,
between, in front of, in
back of, behind, on the
left/right, in the middle of,
above, below, under)
May include two
prepositional phrases with
more difficult
prepositions (e.g., in front
of, behind, next to)
phrases using prepositions
(e.g., beneath, within)
phrases using prepositions
(e.g., beneath, within)
Prepositional Phrases:
Students learn to
understand and generate
oral and written
language with
prepositional phrases.
4. Language Function: Describing Action
BEGINNING EARLY
INTERMEDIATE
Demonstrate comprehension
(perform or describe actions)
Present progressive Variety of verb tenses and
descriptive adverbs
Adverb clauses telling
how, where, or when
Adverb clauses telling
how, where, or when.
Present Progressive
Tense, Adverbs:
Students learn to
oral and written
language skills with
present progressive tense
and adverbs.
5. Language Function: Retelling/Relating Past Events
BEGINNING EARLY
INTERMEDIATE
Single words in response to past
tense question
past progressive __
(pronoun) ___ was/were
_____-ing.
regular and irregular past
tense verbs
Yesterday/Last ____/On
Compound sentences
using past tense and
adverbs
Present progressive/past
perfect tense with
specialized prepositions
_____ have/has been
Past Tense Verbs:
Students learn to
oral and written
___day (pronoun) ____ -
ed (prep. phrase or other
direct object). First ___
and then __ . Finally
___-ing since/for ____. language with past tense
verbs.
6. Language Function: Making Predictions
BEGINNING EARLY
INTERMEDIATE
In response to questions, may
respond by circling, pointing, and
so on, or answer with one or two
words
The _____ is/are going
to ______.
The ________ will
________.
Conditional (could, might)
mood in complex
sentences
Conditional (could,
might) mood in complex
sentences
Verbs: Future Tense,
Conditional Mood:
Students learn to
oral and written
language with future
tense verbs and
conditional mood.
7. Language Function: Asking Informational Questions
BEGINNING EARLY
INTERMEDIATE
Simple questions about familiar
or concrete subjects
Present or present
progressive tense
questions with to be
Who, what, where, why
questions with do or did
Detailed questions with
who, what, when, where,
why and how
Detailed questions with
expanded verb phrase
Verbs and Verb Phrases
in Questions: Students
learn to understand and
generate oral and written
language with verbs and
verb phrases in
questions.
9. Language Function: Expressing and Supporting Opinions
BEGINNING EARLY
INTERMEDIATE
I like/dont like ______
(concrete topics).
I think/agree with
(dont) ______.
I think/agree with
(dont) ____ because
In my opinion ____
should ____ because/so
Complex sentences using
modals and clauses
Sentence Structure
8. Language Function: Asking Clarifying Questions
BEGINNING EARLY
INTERMEDIATE
Not Applicable Formula questions
clarifying classroom
procedures, rules and
routines
Formula questions
clarifying classroom
procedures, rules and
routines
A variety of fairly specific
questions clarifying
procedures or content
Varied, specific questions
clarifying procedures or
content
Questions with
Increasing Specificity
_____. ______.
10. Language Function: Comparing
BEGINNING EARLY
INTERMEDIATE
Single words or phrases in
response to concrete comparison
questions
Sentences with
subject/verb/adjective
showing similarities and
differences
Subject/verb/adjective,
but _____.
Adjective with er or est
Varied sentence structures
with specific comparative
adjectives and phrases
Complex sentence
structure with specific
comparative language
Adjectives and
Conjunctions
11. Language Function: Contrasting
BEGINNING EARLY
INTERMEDIATE
Sentences with
showing similarities and
differences
Subject/verb/adjective
like ____ but
Subject/verb/adjective,
both
subject/verb, but
Approximately used
idiomatic phrases and
contrasting words (e.g.,
whereas, and in contrast)
Comparative Adjectives
12. Language Function: Summarizing
BEGINNING EARLY
INTERMEDIATE
Simple sentences with key
nouns, adjectives, and
verbs
Compound sentences
with and/but
Conjunctions that
summarize (to conclude,
indeed, in summary, in
short)
Conjunctions that
summarize (indeed,
therefore, consequently)
Increasingly Complex
Sentences with
Increasingly Specific
Vocabulary
13. Language Function: Persuading
BEGINNING EARLY
INTERMEDIATE
Imperative verb forms Complex sentences with
future and conditional
varied verb forms and tag
questions, idiomatic
expressions or embedded
clauses
Verb Forms
14. Language Function: Literary Analysis
BEGINNING EARLY
INTERMEDIATE
Single words for character and
setting
Simple sentences
(subject/verb/adjective)
Compound sentences
with and, because,
Descriptive language in
more complex sentences
Specific descriptive
language in complex
Sentence Structure and
Specific Vocabulary
(subject/verb/object) before, after sentences
15. Language Function: Cause and Effect
BEGINNING EARLY
INTERMEDIATE
Answer cause and effect
question with a simple
response
Descriptive sentences
with past tense verbs
past tense verbs
Conditional: If ___
had/hadnt _____. _____
would/wouldnt have
_____.
Verb Forms
16, Language Function: Drawing Conclusions
BEGINNING EARLY
INTERMEDIATE
with past tense verbs in
simple sentences
with conjunctions such as
although, because, that
with idiomatic phrases
and passive voice
Comparative Adjectives
17. Language Function: Defining
BEGINNING EARLY
INTERMEDIATE
Patterned responses: A table is
furniture. A boy is a person.
Simple terms, aspects of
concrete and familiar
objects, regular nouns
singular and plural,
personal pronouns,
present tense, simple
sentences
Connected text including
irregular nouns, personal,
possessive pronouns and
adjectives with some
irregular past tense verbs
Concrete and abstract
topics using irregular
nouns, singular and plural,
personal and possessive
pronouns and adjectives
Clear, well-structured,
detailed language on
complex subjects,
showing controlled use of
nouns, pronouns,
adjectives
Nouns, Abstract Nouns,
Pronouns, Adjectives:
Students learn to define
concrete and abstract
objects/concepts with
correct nouns, pronouns,
and adjectives
18. Language Function: Explaining
BEGINNING EARLY
INTERMEDIATE
Main points in familiar
idea or problem with
some precision using
simple indicative verb
forms in simple
declarative sentences
(Large oaks grew in the
park/ The length of the
room is 40 feet.)
Explain simple,
straightforward
information of immediate
relevance, using regular
verbs and adverbs of
manner in declarative
sentences and compound
sentences (Maria planted
the petunia seeds
carefully.)
Get across important
points using declarative,
compound and complex
sentences, regular and
irregular verb forms
Complex: As I came
home, I stopped at the
store.
Compound: The children
who came in early had
refreshments, but those
who came late had none.
Get across which point
he/she feels is most
important using regular
and irregular verb forms,
adverbs of manner and
compound-complex
sentences.
Adverbs of manner: The
children who sang loudly
got a cookie, but those
who didnt sing had none.
Verb Forms- Indicative
verb (makes a statement
of fact), Declarative
Sentences, Complex
Sentences, Adverbs of
Manner:
Students learn to develop
and use explanations
using appropriate verb
forms, declarative and
complex sentences and
adverbs of manner.
19. Language Function: Generalizing
BEGINNING EARLY
INTERMEDIATE
Imperative mode:
expresses command
(Take me home. Stay
Indicative mode: makes a
statement of fact (The
temperature is low.)
Subjunctive mode:
expressing a condition
contrary to fact or
Nouns Common,
Collective and Abstract
Nouns; Verb Forms:
there.)
Collective nouns name, as
a unit, the members of a
group (herd, class, jury,
congregation).
Abstract nouns: name
things or ideas that people
cannot touch or handle
(beauty, honesty, comfort,
love).
expressing a doubt (If
only he were here.)
Students learn to develop
and use generalizations
using abstract nouns,
verb forms and
nominalizations.
20. Language Function: Evaluating
BEGINNING EARLY
INTERMEDIATE
Adjectives that point out
particular objects (that wagon,
those toys, each person, every
girl)
Number adjectives: (two men, ten
ships, the third time, the ninth
boy)
Adjectives used to limit:
(few horses, much snow,
little rain)
Evaluate simple direct
exchange of limited
information on familiar
and routine matters using
simple verbs and
adjectives.
Correlative conjunctions
are used in pairs: both
and; not only but also
(Neither the teacher nor
the students could solve
the problem.)
Qualify opinions and
statements precisely in
relation to degrees of
certainty/uncertainty,
belief/doubt, likelihood,
etc.
Convey finer, precise
shades of meaning by
using, with reasonable
accuracy, a wide range of
qualifying devices, such
as adverbs that express
degree (This class is too
hard.); clauses expressing
limitations (This is a
school van, but it is only
used for sports.); and
complex sentences
Complex Sentences;
Increasing Specificity of
Nouns, Verbs, and
Adjectives; Correlative
Conjunctions:
Students learn to
understand and use
complex sentences using
very specific nouns,
verbs and adjectives.
21. Language Function: Interpreting
BEGINNING EARLY
INTERMEDIATE
Interpret a single phrase at a time,
picking up familiar names, words,
and basic phrases (DOnofrio
chocolates are the best.)
Interpret short, simple
texts containing the
highest frequency
vocabulary
Interpret short, simple
texts on familiar matters
of a concrete type, which
consist of high frequency
everyday or school-
related language
Interpret a wide range of
long and complex texts,
appreciating subtle
distinctions of style and
implicit as well as explicit
meaning
Interpret critically
virtually all forms of the
written language
including abstract,
structurally complex, or
highly colloquial non-
literary writings
Language of
Propaganda, Complex
Sentences:
Students learn to identify
and interpret the
language of propaganda
and use complex
sentences.
22. Language Function: Sequencing
BEGINNING EARLY
INTERMEDIATE
Subject
(The girl who was sick went
home.)
Natural sequencing
Direct object
(The story that I read was
long.)
Indirect object
Prepositional object
(I found the book that
John was talking about.)
Possessive
(I know the woman whose
father is visiting.)
Subordinate conjunctions-
Object of comparison
(The person whom Susan
is taller than is Mary.)
Adverbs of time,
Relative clauses,
Subordinate
conjunctions:
(I hit him and he fell over.) (The man to who[m] I
gave the present was
absent.)
used to join two
grammatical parts of equal
rank (Although he worked
hard, he did not finish his
homework.)
Students learn
sequencing using
adverbs of time, relative
clauses and subordinate
conjunctions.
23. Language Function: Hypothesizing and Speculating
BEGINNING EARLY
INTERMEDIATE
Auxiliary verbs that
indicate futurity: will and
shall
Auxiliary verb indicating
desire or intent: would
Auxiliary verbs include
modal verbs, which may
express possibility: may,
might, can, could.
Modals (would, could,
might), Compound
Tenses (would have
been):
Students learn to
hypothesize and
speculate using modals
and compound tenses.
24. Language Function: Summarizing
BEGINNING EARLY
INTERMEDIATE
Copy out short texts;
can copy out single words and
short texts
Paraphrase short written
passages in a simple
fashion, using the original
text wording and
ordering; pick out and
reproduce key words and
phrases or short sentences
from a short text within
the learners limited
competence and
experience
Summarize extracts from
news items, interviews or
documentaries containing
opinions, argument and
discussion; summarize
the plot and sequence of
events in a poem or play;
collate short pieces of
information from several
sources and summarize
them for someone else
Summarize a wide range
of factual and imaginative
texts, commenting on and
discussing contrasting
points of view and the
main themes
Summarize information
from different sources,
reconstructing arguments
and accounts in a
coherent presentation of
the overall result
Modals (would, could,
might), Compound
Tenses (would have
been):
Students learn to
summarize and speculate
using modals and
compound tenses.
0
Communication in the Workplace
12-week course for limited English speakers
offered by ______________Learning Center
MOHAMMEDIA
1
Goals
To increase participants understanding of Real spoken English
To improve participants speaking and listening, or reading and writing skills
To develop participants soft skills such as team work, problem-solving, and decision
making via project learning methodology
Specific, measurable, and observable objectives will be determined for each course
offering, based on specific needs of the employer and participants
Content Overview
Communication in the Workplace is designed for limited English speakers. It is
student-generated, meaning that as it covers language skills and basic workplace com-
petencies it is also open-ended and reliant upon student input. While the instructor is an
expert in the areas of teaching and language, the students are likely to know more about
their workplace the routines, processes, tasks, and challenges than the instructor. As
a result, the students are instrumental in identifying needs, problems, and solutions. The
instructors task is to help the students learn what they need to communicate effectively
in the workplace.
The course integrates workplace content with English language instruction. Participants
explore the culture of work and compare the U.S. work culture to the culture of work in
their native countries with an eye to ways they could adapt to function effectively in the
U.S. They explore the organization in which they work and how they fit into that broader
context. They focus on communicating in the workplace context. Finally, participants
decide and follow through on their own workplace communication-related project. The
project is presented to members of the larger workplace community.
Given that the course is only 12 weeks (24 hours) and language development is a long
process, specific objectives are identified via a needs assessment prior to the first class.
The needs assessment would include discussions with management and an assessment of
participant language performance levels and needs. It is important to have the assessment
prior to the course start date so that the most appropriate activities and materials can be
selected without wasting limited class time.
NOTE: Each unit includes multiple implementation ideas. The instructor should select
only those that are appropriate based on the needs and English level of ability of the
participants. It is not expected that all the ideas will be implemented.
2
Getting Started: Needs Assessment (3 hours)
Employees are assessed for English language skills. The assessment tool used is
determined by the focus of the course. A focus on verbal skills means employees will be
assessed primarily on verbal (listening and speaking) abilities and needs; a focus on
literacy skills means employees will be assessed primarily on reading and writing skills
and needs.
Supervisors and managers are consulted (one-on-one conversations or in a focus group)
to determine specific objectives and areas of improvement.
3
Unit 1: The Culture of Work (4 hrs)
Objectives:
! To define work culture or culture o
! To identify common and accepted wor
! To compare these practices with pract
! To identify how ones work fits into th
Key Vocabulary:
Culture
Teamwork
Decision-making
Problem-solving
Supervision
Responsibilities
Tasks
Duties
Roles
Job titles as appropriate
Implementation Ideas:
Lower Levels
! Have students individually create communication maps: have students put
themselves in the middle and identify (draw) other people they communicate with
at work, what about, in what way (speaking/listening, reading, writing), and how
frequently. Have students share maps and add to them as appropriate. Ask the
following questions: Can others accomplish their work without the work you do?
Can you accomplish your work without the work of others? Who do you go to
when you have a problem or question? Why that person?
! Have students complete chart or simple form with the following information:
name, job title, responsibilities, duties or tasks, tools/equipment. Students can do
this for job in native country, current job, and/or job they would like to have.
Students can do it for themselves or interview a partner. Discussion questions can
include: How do you know what to do each day? How did you learn what to do?
What happens when there is a problem (something goes wrong)? What do you
do? What does your supervisor do? What happens when everything goes well?
! Use pictures and/or photos to teach vocabulary related to students jobs (action
words, nouns, prepositions, adjectives). Pictures and words can be made into
flash cards for matching activities (matching word and picture) and for games
(e.g. go fish).
! Use English at Work: A Toolkit for Teachers photo cards, workbook exercises
as appropriate.
Higher Levels
! Mapping activity (as above) or further discussion of how work fits into the wider
context of life in their native countries and in the US. Questions for discussion
may include: How many hours, on average, do people work? Do they work more
than one job? What else do they do with their time? In the US, when we first
meet someone, we often ask: what do you do? (i.e. what is your job?); is that
true in their countries also? Etc.
4
! From above mapping activity, identify areas of difference between here and ones
native country and areas where they have difficulties or challenges.
! Discuss with students the purpose or aim of the organization and how they
contribute to this purpose or aim. Read together relevant pieces of employee
manual. Have students compare what is written with their own perspectives and
experiences.
! Mapping activity for work culture have students brainstorm associated ideas.
Then have them put those ideas in the context of the workplace. Define work
culture as the customs, beliefs, and work styles that characterize a company or
work group. Discuss differences and similarities between work culture here and
in native countries. As students discuss, chart on board characteristics such as
" Working together (teams) vs. alone
" Decision making and problem solving
(managers/supervisors only vs. workers too)
" Listening and acting on instructions vs. contributing
suggestions
" Being OK to ask questions vs. not OK
" Workers being expected to speak at meetings vs. workers
being expected to listen at meetings
" Having specific duties vs. general responsibilities
" Receiving specific instructions and watched over by boss
vs. being monitored in a general way
" Being given positive feedback and praise vs. being given
criticism when something is done wrong
! View Workplace Essential Skills video, unit 6 (Ready for Work); workbook
exercises as appropriate.
! Have students write about any of the discussion topics above, either in class or as
homework. Have students share their writings with each other. Use the writing to
identify grammar points to teach.
5
Unit 2: Communication at Work (8 hours)
Select one: Focus on Listening/Speaking
Focus on Reading/Writing
Focus on Non-Verbal Communication
Objectives:
! To understand the circle of communication and identify the roles of listener (or
reader) and speaker (or writer)
! To acquire key vocabulary and common phrases needed to communicate at work
! To develop literacy skills
! To identify and practice ways of demonstrating understanding (or lack of) and
ways of asking questions
Key Vocabulary:
Verbal and Non-verbal Communication
Gestures and Body Language
Focus on Listening/Speaking
Lower Levels
! Practice correct pronunciation of key vocabulary and phrases (word-level and
rhythm of sentences).
! Have students identify key words used at work (equipment, instruction words,
etc.). Have them match pictures and words and/or create sentences using words.
! Have students role play typical work dialogues, identified here and in Unit 1.
! Identify and practice ways of showing understanding or lack of (excuse me, can
you repeat that, slower please, I dont understand, etc.).
! Teach and have students practice specific tenses and time indicators as
appropriate; discuss why tenses matter.
! Use English at Work: A Toolkit for Teachers radio show for listening practice.
! Depending on interest and need, address such workplace communication topics as
Schedules
Pay and benefits
Responsibilities and tasks
Safety and health
Directions and instructions
Work problems
Customer service
Applying/interviewing for a new job/promotion
Possible materials to use include English at Work: A Toolkit for Teachers
(beginners); Workplace Plus (beginners through high intermediate), Make Your
Mark series (Hotel Industry, Health Service, Food Service, or Retail) (advanced).
6
Higher Levels
! Diagram circle of communication and discuss with students the roles of speaker
and listener and purposes of speaking and listening. Purposes may include: to
convey and receive information, to share ideas/opinions, to persuade, to entertain,
to instruct and learn, to request, etc. Discuss also elements of speaking and
listening.
! Have students practice asking questions (direct and embedded); review correct
word order, verb tenses and time indicators.
! View English for All (episodes 1-4 pertain to work). Select episodes or vignettes
based on other specific content or grammar interests. Have students discuss:
What did they do well or not do well? How could they improve the
communication?
! Depending on interest and need, address such workplace communication topics as
Schedules
Pay and benefits
Responsibilities and tasks
Safety and health
Directions and instructions
Work problems
Customer service
Applying/interviewing for a new job/promotion
Possible materials to use include English at Work: A Toolkit for Teachers
(beginners); Workplace Plus (beginners through high intermediate), Make Your
Mark series (Hotel Industry, Health Service, Food Service, or Retail) (advanced).
! View Workplace Essential Skills units 9-12 as appropriate (The Language of
Work, Communicating with Co-Workers and Supervisors, Working Together, and
Communicating with Customers).
Focus on Reading/Writing
Lower Levels
! Review alphabet and reasons for needing to know it, sentence structure, paragraph
structure, as appropriate for the students level.
! Have students practice dictionary skills.
! Have students practice filling out sample forms used at work.
! Identify types of workplace materials commonly used or where students have
difficulties.
! Have students practice reading/writing as needed and appropriate such documents
as pay stubs, benefits information, instructions (written and/or pictorial), memos,
charts and diagrams, forms, time cards, messages and notes, signs, labels, job
descriptions, want ads/job postings, etc. Possible materials to use include English
at Work: A Toolkit for Teachers (beginners); Workplace Plus (beginners through
high intermediate), Make Your Mark series (Hotel Industry, Health Service, Food
Service, or Retail) (advanced).
7
Higher Levels
! Discuss with students the purposes and elements of reading and writing (similar to
listening/speaking, as above).
! Have students practice dictionary skills.
! Have students practice filling out sample forms used at work.
! Identify types of workplace materials commonly used or where students have
difficulties.
! Have students practice reading/writing as needed and appropriate such documents
as pay stubs, benefits information, instructions (written and/or pictorial), memos,
charts and diagrams, forms, time cards, messages and notes, signs, labels, job
descriptions, want ads/job postings, etc. Possible materials to use include English
at Work: A Toolkit for Teachers (beginners); Workplace Plus (beginners through
high intermediate), Make Your Mark series (Hotel Industry, Health Service, Food
Service, or Retail) (advanced).
! Use written case studies for reading and problem solving.
! Discuss and have students practice reading strategies: identifying main ideas,
using context clues to gain word meaning, using pictures, charts etc. to help
understanding.
! Have students do journal writing.
! Use Workplace Essential Skills chapters 13 (A Process for Writing), 14
(Supplying Information), and 15 (Writing Memos and Letters) as appropriate.
Focus on Non-Verbal Communication
Intermediate and Advanced Levels only
! Use pictures to identify how a person is feeling and what message they convey.
! Use Workplace Essential Skills, unit 9 (The Language of Work), pages 20-23.
! View video segments (e.g. from Workplace Essential Skills or English for All)
with sound off and discuss what message the person is sending by their body
language. Then view same segment with sound on and compare words with body
language: are they sending the same message?
! Share/compare gestures used in different countries and their meanings; identify
areas for miscommunication.
8
Unit 3: Project Selection (2 hours)
Objectives:
! To model and help/encourage students to use a decision making process
(brainstorming ideas, evaluating feasibility and interest, pros and cons, and
selecting one idea to follow through on)
! To determine what needs to be done to accomplish the project, by when and by
whom
Key Vocabulary:
Problem
Problem solving
Decision making
Team
Brainstorm
! Review issues (problems, topics) raised in previous units and results of pre-
assessment to identify those of particular interest and concern among students.
! Brainstorm ideas for projects; map ideas on the board, grouping together related
ideas.
! For a whole class project, vote on the ideas and select the one(s) of most interest;
identify related ideas or components of the same idea.
! For small group or individual projects, allow students to select.
! Determine what students already know and what they need to know.
! Discuss what students would like their co-workers and/or supervisors to know
about the issue.
! Share feelings students have about the issue selected.
! Determine what tasks need to be done to complete the project and assign
responsibilities.
! Identify resources of information.
NOTE: Projects could be anything from: students presenting their job
tasks/responsibilities; students sharing ideas for improvements at work; students giving
information about themselves and their cultures; presenting short role plays or dramas;
researching and explaining clearly a particular workplace issue such as benefits, health
and safety, co-worker relations; creating a bilingual or multilingual vocabulary list or
phrase sheet; etc.
9
Unit 4: Research and Preparation (6 hours)
Objectives:
! To develop research skills
! To prepare material for written and/or oral presentation
! Discuss formats for making a good presentation
! Collect information. Discuss how to evaluate sources and encourage students to
critique them. Emphasize importance of presenting material in their own words and
documenting sources
! Work on student writings, presentations, poster displays, as appropriate (draft, edit,
and finalize writings)
! Practice oral presentations
! Invite co-workers, supervisors, and managers as appropriate to the presentation
Unit 5: Presentation (1-2 hours)
Objectives:
! To present a final product representing student learning (ideally this would have
both an oral and a written component, regardless of focus selected in Unit 2)
! To evaluate project and presentation
! Have students present to audience of co-workers, supervisors, and/or managers as
appropriate
! Share written product with others in the workplace, as appropriate
! Display posters
! Have audience complete short evaluation (for oral presentations)
Unit 6: Evaluation (2 hours)
Objectives:
! To evaluate students (reaction to course and learning)
! Conduct post-assessment
! Discuss feelings about/reactions to the presentations
! Discuss next steps in learning
! Hand out certificates of completion

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