workforce readiness #52

MiraCosta College Noncredit ESL Program 12/3/2018

INTRODUCTION

EL CIVICS #52 UNIT WORKPLACE READINESS OR SOFT SKILLS

This guide will take you through the Workplace Readiness or Soft Skills

#52 Objective: “Research, identify and utilize workplace readiness or soft skills

(Personal Qualities, Customer Care Skills, Leadership Skills) necessary to succeed in

post-secondary education training and career.”

There are three tasks for this assessment at the Intermediate Low –

Advanced Level, Tasks 1, 2, 3.

In Task 1: Respond to a Business Phone Call (24 points possible) The student will play the role of an employee in a place of business and will answer the telephone, identify the caller’s need, provide information, ask questions to clarify or to ascertain details, and take a message for the intended recipient. The examiner will play the role of 1

Content A; (BL-A) Student will participate in a stimulated phone exchange which will include up to 10 interactions (BL=6, BH=7, IL-HI=8, A=10)

Mandated components at all levels: *Answer the phone and close the phone conversation appropriately *Apologize that intended recipient of call is not available and offer to take a message for intended recipient *Initiate 2 questions to ascertain important details *Utilize a clarification strategy to confirm understanding

Higher level task may also include: *Use appropriate register to greet caller (title + last name) *Restate/paraphrase caller’s problem using caller’s name *Inform caller or next steps regarding message *Respond to one additional question from caller *Recap/summarize message notes in closing the phone conversation

Content B: (Advanced only – 4 points possible) The student will participate in role-play in which the student relays the message received in content A task to the intended recipient. The examiner plays the role of the role of the

intended recipient of the call. The student will respond to recipient’s request for messages

and relay key information such as caller’s name and contact information, reason for call, or action required and respond to clarification questions when asked.

Page 5: The first page of Task 1 contains a suggested list of activities and

materials.

Pages 6-13: Activities practicing how to respond to a business phone call.


Page 14: Task 1: Assessment

Page 15: Rubric Responding to a Business Call: Task 1. The task

is worth 24 points.

In Task 2: Complete a Phone Message (8 points) Student will complete an authentic (IL-A) telephone message form during

the role conducted in task one. Required components will increase in

complexity according to level and may include:

*Intended recipient’s name

*Caller’s name

*Contact information

*Date/time

*Level of urgency

*Key message information

Points Possible: 8

Page 15: The first page of Task 2 contains a suggested list of activities and materials.

Pages 16-18: Guided Practice. Students practice taking a phone message.

Page 19: Assessment: Task 2. Complete a Phone Message.

0: Workforce Readiness Rubric: Task 2– The task is worth 8 points.

Page 21: The first page of Task 3 contains a suggested list of activities.

In Task 3, Write a Business Communication

Student will follow information on a completed phone message form to write a one-paragraph (IL) or two-parapgraph (IH) customer service email to respond to a client complaint.

Student will assume the role of a business owner or companyemployee and write a 3-4 paragraph business letter to promote a product or service his/her company offers (ADV)


Pages 22-25: Guided practice. Ss practice writing a business letter.

Page: 26-27: Assessment Task 3

Page 28: Final Score Tasks 1, 2, 3.

Pages 29: Additional Resources

Tasks 1, 2, 3 will be scored together for the final scoring of this unit.

REMINDER - The activities in this packet are meant to be suggestions for your use on

completing the objectives. These additional assessments are not meant to be

“additional work for you and your students.” They are to be incorporated into your

regular classroom activities.


WORKPLACE READINESS OBJECTIVE: TASK 1 Levels: IL-ADV

Task 1 Materials Suggested Activities

Student will play the role of an employee in a place of business and will answer the telephone, identify the caller’s need, provide information, ask questions, take message for intended recipient.

1. Role-Play

2. Role-Play Practice

3. Identifying

4. Scrambled Conversation

5. Realia: Taking a message

6. YouTube lesson

7. YouTube worksheet

8. Tips for Success

9. Task 1 Assessment

10.Workforce Readiness Rubric: Task 1

1. Role-Play: Ss learn how to respond to a business phone call.

2. Ss write role-play for practice.

3. Have Ss identify how to respond to a business call.

4. Ss cut out strips from dialogue to put in correct order.

5. Ss learn to take a message on message pad.

6. Ss research on YouTube business phone conversations.

7. Worksheet helps students take notes

8. Review tips on how to take a professional message at a workplace.

9. Task 1 Assessment. 10.Score with the Workforce Rubric:

Task 1.


Role Play: Respond to a Business Call Student will play the role of an employee in a place of business and will answer the

telephone, identify the caller’s need, provide information, ask questions to clarify or to

ascertain details, and take a message for the intended recipient.

Examiner will play the role of the caller (supervisor, customer, or co-worker) with a

problem.

Secretary Baxter Company. Good morning.

Caller Hello. I’d like to speak to Ms. Smith.

Secretary May I ask who’s calling?

Caller This is John Tanner from the U-Haul Moving Company.

Secretary

Hold on a minute, and I’ll put you through to Mr. Smith’s extension.

Secretary She isn’t available right now. Would you like me to take a message or do you want to leave a message on her voicemail?

Caller

Please tell her that I called and I look forward to hearing back from her.

Secretary All right. I’ll give her the message. Have a good day!

(Ms. Tanner returns to her office)

Hi Ms. Tanner, you have a message. (secretary hand her a piece of paper with the information from the caller)


Task 1

Role Play Dialogue Practice

Students will fill in missing information found in role-play between the secretary and caller.

Secretary (greeting)

Caller (state question)

Secretary (ask who’s calling)

Caller (identify self)

Secretary (identify caller’s need)

Secretary (take message)

Caller (call back)

Secretary (provide information from caller)


Task 1

Role-Play Identifying Practice

Student will respond “Yes” or “No” to the following questions from dialogue.

How to Respond to an Incoming Call YES NO

1. Answer the incoming call with the company’s name and greeting.

2. Listen to the caller’s request.

3. Ask who’s calling.

4. Transfer the call to the employee’s extension.

5. If the employee doesn’t pick up, offer to take a message.

6. Take a message.

7. Wish the caller a good day.

8. Give the message to the employee.

Students will write additional questions and responses from caller to

employee.

1. _________________________________________________________________.

2. _________________________________________________________________.

3. _________________________________________________________________.

4. _________________________________________________________________.


Task 1

Scrambled Conversation

Cut into strips and have students separate into caller’s part and their own part. Then,

scramble the strips and reassemble as a conversation, tape on paper.

Hello.

Ralphs Supermarket.

This is John.

How can I help you?

May I speak with Mr. Jones

I’m sorry. He is not here right now.

Can I take a message?

Yes, I bought some bad meat at this store.

I’m sorry. Can you say that again slowly, please?

What is your name?

My name is Greg Hawkins.

What is your number?

(760) 123-4567


Okay, I will give him your number.

Thank you for your help.

Thanks for calling, and I’ll make sure you hear back from him.

Have a nice day.

Good-bye.

Task 1

Taking a Message Practice After the greeting, students will practice different ways in taking a message.

1. “I’m sorry”

2. An explanation

a. She’s not in the office right now.

b. He’s in a meeting.

c. She’s away from her desk at the moment.

3. Offer to take a message

a. Can I take a message?

b. May I take a message?

c. Would you like to leave a message?

4. Get the caller’s name

a. What is your name?

b. Can I have your name?

c. Can you please spell your name?

d. Note: Native English speakers often say “N as in Nancy” or “B as in Boy” to

avoid confusion. They may say “double L” or “double “O” for LL or OO.

5. Repeat the message

a. So, you would like _____________________

b. Should I tell him ______________________


6. Get the phone number

a. Can I have your phone number, please?

b. Read the number back to the caller.

7. End the conversation

a. I’ll see that she gets the message.

b. I’ll make sure he gets the message.

c. Have a nice day.

d. Have a good day. Good-bye.

e. Thanks for calling.

Other phrases:

• I’m sorry. Can you repeat that slowly, please?

• Can you spell that please?

• Can I have your name again?

• Can I have your phone number again?

• Can you repeat your message, please?


Task 1

YOUTUBE LESSON Go to www.youtube.com

Search “Business phone call conversation”

Choose “Telephone English – BEP 69A: Answering the Telephone in English”

Instructions:

1. Play the video until after the first dialogue.

2. Let students work in small grops to answer the questions on the following

worksheet.

3. Play the video through the part that analyzes the business phone call.

4. Pause to ask students if they have anything to add or want to comment

further.

5. Play the second dialogue.

6. Stop the video before the anyalysis where it says, “First, Amy answer the

phone very professionally”

7. Play the video about the four parts of a professional greeting so students can

take notes.

8. Stop after the prompt, so students can practice out loud with a partner.

9. The remainder of the video is about being the caller, which is outside the

scope of the Tasks for this unit, but may be interesting to students.


Task 1

Worksheet for “Telephone English” YOUTUBE Video

Which are basic skills for answering a call and taking a message?

______ Pleasant tone of voice ______ Identify yourself and company

______ Positive attitude ______ Find out how you can help caller

______ Be prepared ______ Be a good listener

Why do people smile while talking on the telephone?

Justine’s phone call

1. How would you describe Amy’s attitude?

2. Does Justin seem prepared?

3. What is the problem that Amy had?

4. What is the problem that Justin had?

Max’s phone call

1. In what ways is this phone call better than the first call?

2. What information does Amy include in her first sentence?

3. How does Mark Rand introduce himself?

4. List the parts of a professional greeting and examples of each (below)


Task 1

Tips for Success

• Phone greetings need to be pleasant and sincere

• Phone greetings need to be brief

• Answer your phone with a proper business phone greeting

• Repeat and confirm

• Make sure you understand everything

• Close each call with a summary of the action

• Be very careful with things like telephone numbers and times

Summary

✓ Telephone greetings are a powerful part of doing business. To be successful, keep

phone greetings simple. Practice being pleasant. Remain sincere. Be brief.

✓ People respond to kindness on the phone. If greeting is gruffy or rushed, chances are

the caller will become gruff.

✓ If the call is answered pleasantly, chances are the caller will respond pleasantly, and

hopefully the caller is easier to work with.

✓ Keep a note pad near you to write down information

✓ Learn to sit up straight in your chair, take a breath and smile before answering a

call. It will help you to avoid sounding tired at the end of the day.


Assessment Task 1: Respond to a Business Phone Call Score ____

Secretary Baxter Company. Good morning.

Caller Hello. I’d like to speak to Ms. Smith.

Secretary May I ask who’s calling?

Caller This is John Tanner from the U-Haul Moving Company.

Secretary Hold on a minute, and I’ll put you through to Mr. Smith’s extension.

Secretary She isn’t available right now. Would you like me to take a message or do you want to leave a message on her voicemail?

Caller Please tell her that I called and I look forward to hearing back from her.

Secretary All right. I’ll give her the message. Have a good day!

(Ms. Tanner returns to her office)

Hi Ms. Tanner, you have a message. (secretary hand her a piece of paper with the information from the caller)


Respond to a Business Phone Call Rubric: Task 1

Content A: (IL-ADV) Student will participate in a stimulated phone exchange which will

include up to 10 interactions (IL-IH=8, ADV=10)

Points Possible: 24

Student Name: _________________________

Level: _______ Score: _______ Pass/No Pass _______

Points Possible: 24 Level: IL - Advanced

Scoring Rubric Points

Content A

Utterance is appropriate, complete and delivered in a professional manner with appropriate register (formal or informal) situation. There may be errors, but they do not interfere with meaning.

2

Utterance is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the utterance can be understood with inference.

1

Utterance is inappropriate, incomprehensible, or incorrect, or there is no utterance.

0

Content B

Information provided is correct, clear, complete, and delivered in a professional manner. There may be errors, but they do not interfere with meaning.

4

Information provided is mostly correct, appropriate. Some errors may require inference.

2

No information provided or information is incorrect or incomprehensible.

0


COMPLETE A PHONE CALL OBJECTIVE: TASK 2

Level: IL-ADV


Students will complete an authentic telephone message form during the roleplay conducted in Task 1. Required components will increase in complexity according to level and may include: Intended recipient’s name, caller’s name, contact information, date/time, level or urgency, key message information, signature

1. Complete a phone message

2. Sample scripts

3. Message pad

4. Practice Scenarios

5. Assessment Scenario

6. Workforce

7. Rubric: Task 2

1. Familiarize Ss with how to take a phone message.

2. Direct Ss to research on YouTube on business messages, brainstorm ideas in groups.

3. Ss practice taking message on real message template.

4. Use the Readiness: Task 2 Rubric to score the assessments.


Task 2

Complete a Phone Message

Student will complete an authentic telephone message form during the role conducted

in task one. Required components will increase in complexity according to level and

may include the following: intended recipient’s name, caller’s name, contact

information, date/time, level of urgency, key message information, signature.

Directions:

o Familiarize your students with the parts of the phone message.

o Have students practice with the “Scrambled Conversation” message and others

from Task 1 Scripts for callers:

Hello. My name is Mrs. Brown. Is Miss Patty there?

Please tell Miss Patty that I cannot meet her at the restaurant tomorrow.

My number is (860) 427-5921

Good morning. This is Mr. Chow from the Sales Department. Is Mr. Taylor there?

Please tell him that we need to order more toner for the copy machine.

My extension is 4606

Hello. May I speak with Ms. Martin

My name is Jane from the book store.

Please tell her that the books that she ordered are available, except for the one by Dr.

Cook. She can pick up the other books in Room 101.

My number is (602) 551-9902


Task 2

Taking a Phone Message

Students will search www.youtube.com > business phone calls. Prompt students what

phone message to give when working on taking a message. Use the ones below first,

then have students brainstorm ideas for other prompts.

Sample Prompts for Scripts:

There is bad traffic. I will be late.

I want a copy of my bill. My dry cleaning got lost.

The heater is not working.

I want my money back. My golf cart got stolen.

I need to rent a truck. MY hamburger was cold. I’d like an appointment for 3:00pm

Student’s Brainstorm Ideas:

Task 2


TAKING A PHONE MESSAGE PRACTICE Students will use real message template and write down information.

Task 2


Assessment Task 2: Taking a Phone Message Students will complete an authentic telephone message form during the role

conducted in Task 1. Scoring: 8 points (IL-ADV)

Task 2


Rubric Task 2

Complete a Phone Message


Content

IL-Adv: 90% of the assigned items on the authentic phone message form are completed accurately and neatly with no errors that interfere with meaning.

8

IL-Adv: 75% of the assigned items on the authentic phone message form are completed accurately and neatly with no errors that interfere with meaning.

6

IL-Adv: 50% of the assigned items on the authentic phone message form are completed accurately and neatly with no errors that interfere with meaning. BH: 90% of the assigned items on the simplified message form are completed and are mostly correct and legible.

4

BH: 75% of the assigned items on the simplified message form assigned to BH students are completed and are mostly correct and legible. BL: 90% of the assigned items on the simplified message form assigned to BL students are completed and are mostly correct and legible.

3

BL-BH: 50% of the assigned items on the simplified message form are completed and are mostly correct and legible.

2

All levels: The phone message form is not completed and/or is not at all correct or is not comprehensible.

0

Student Name: __________________________

Level: ______ Score: ______ Pass/No Pass______


Task 3

WRITE A BUSINESS LETTER: TASK 3

Level: IL-ADV


Student will

follow information on

a completed phone

message form to write a one

paragraph (IL)

or two paragraphs

(IH) customer service email

to respond to

a client’s complaint. OR

student will assume the

role of a business

owner or

company employee and

write a 3-4 paragraph to

promote a

product for his/her

company.

1. Respond to

customer complaint

2. Sample emails

3. Business Letter

4. Writing sample

5. Assessment: Task 3

1. Help Ss understand how to help with a customer’s complaint.

2. Ss read complaints sent by email; Ss write one of their own.

3. Ss practice writing a business letter to promote a service.

4. Direct Ss through the writing sample promoting a service. Use highlighters for vocabulary practice as well as how to write 3-4 paragraphs.

5. Ss write (email) from the 3-4 paragraphs in #5. Must be written in class for this final assessment. *optimally, Ss email as attachment for final grading.

6. Use the Workforce Rubric:

Task 3

7. Add Tasks 1,2,3 for Final Score on this unit.

Task 3


Respond to a Customer Complaint Student will follow information on a completed phone message form to write a

one paragraph (IL) or two-paragraph (IH-ADV) customer service email to

respond to a client’s complaint.

Directions: Discuss with students why it is important to be professional, polite,

and humble when responding to a complaint.

• What would happen if you were rude?

• What are some polite ways to respond to a complaint?

• Should you say “I’m sorry” when you did not do anything wrong?

• What would be the result of being defensive?

• Should you respond to every complaint?

• What are some ways to make a customer feel satisfied?

What to Include in a Written Response to a Complaint

1. Greeting

2. Say what the complaint was

3. Apologize

4. Explain what you will do to fix it

5. Signing off

6. Your position in the company

Task 3


In groups, have students practice what to say if they were responding to

different scenarios. They can write an email as a group.

• You work for Amazon: A toy arrived broken in the mail

• You work for Sears: The dishwasher broke after a month

• You work for Perez Auto: The car was scratched by the mechanic

• You work for Burger King: The drive thru didn’t give them all their food

• You work for Pizza Hut: The pizza was not cooked all the way

• You work for Mary’s Tailoring: A button was missing

• You work for Denny’s Restaurant: The customer did not like the salad

Have students choose one scenario and write a response to the complaint

individually.

Sample Emails

Dear Mrs. Brown,

I received your message about the wrinkle in your dress. It is our goal at

Manor’s Dry Cleaning to iron all of the garments completely. We are sorry that

we did not perfectly prepare your dress. Please bring your dress to our store so

we can fix the problem immediately. We also will give you store credit of $10

to be used for any service at our store.

Best regards,

Mike Dobbs

Owner of Manor Dry Cleaning

Task 3


Dear Mr. Samson,

I received your message that your truck is still leaking oil. We would like to look

at your engine again to see what is wrong. We apologize for the

inconvenience. You will the first customer that we help on Saturday morning,

and we will have an answer to this problem by noon.

Sincerely,

Bob Stuart

Mechanic

Write a Business Letter to Promote a Service

Student will assume the role of a business owner or company employee and

write a 3-4 paragraph to promote a product or service his/her company offers

(ADV) NOTE* Optimally, this task would be completed using a word processor

and sent to the examiner electronically.

For Instructors: This is a 3-4 paragraph assignment. Teach the students the

proper salutations and valedictions for a professional letter. Teach the format of

how it is laid out on the page. The content of the letter should include an

introduction, body, and conclusion. The introduction can include introduction of

themselves as owner, number of years of experience, persuasive argument of

why the recipient of the letter should buy their service. The conclusion would be

an invitation to get in contact, how to get in contact, their hope to make an

agreement to start serving the recipient soon, etc.

With Students:

What type of business would you like to own? Brainstorm a list of common

services in a community.

Imagine that you were the owner of a company that offered a service. Why

would a future customer choose your business instead of other businesses?

Make a list of possible reason.

Task 3


Assign a service to groups, using 3x5 cards:

House cleaning computer repair private coaching

Clock repair flower delivery wedding planner

Landscaping tailoring catering

List the three strongest reasons for a potential client to do business with you.

Draft a paragraph naming and supporting these reasons.

Add to the draft an introduction. Then add a conclusion.

Task 3: In class, have students brainstorm and outline Task 3 about window

washing. Students can write or type the business letter. While the students can

practice writing the letter at home, make sure that students clear their desks,

use blank scratch paper for pre-writing, and do not copy a draft that they

did at home. They must write the entire letter individually in class.


Task 3

Paragraph Writing Sample

(adapted from www.letter writingservice.net)

Sales Letter Writing

Dear Mr. Brown:

As of this point of the year, everybody is considering making their own vacation plans or

even home improvements. If you consider a major recreational expense or home

improvement for this year, you may be interested in finding out about what Amazing

Loans National Bank can offer.

Amazing Loans offers a loan which is applied towards the equity that you have for your

home. Amazing Loans may be easily used to purchase a car or anything else that you

have always wanted. They may also be used for the standard FHA home improvement

loans, including ones that you can use in creating a private swimming pool. If you have

certain expenses and you want to know if they can be covered as well, we can discuss

your options with you.

Of course, an Amazing Loan does not only apply to recreational items, but it can also be

used as equity that can be used for the college costs for your children. Also, if you have

equity for your home and are interested in discussing your option regarding the

possibility of borrowing in lieu of that equity, all you need to do is complete the

attached postage-paid card.

Drop the card in the mail and you can expect an Amazing Loans National Bank officer to

call you in order to explain your options as well as the possibilities in answering any

potential questions you may have. Allow us to make all your dreams come true.

If you have further questions, please do not hesitate to call us at XXX-XXX-XXXX or

email us at [email protected]. If you decide to call us, one of our

representatives will be able to answer the call and any inquiries that are related with

the loans that we offer.

Sincerely,

Mike Peters

Loan Officer


ASSESSMENT TASK 3: WRITE A BUSINESS COMMUNICATION

Student Name: ________________________ Level: _______

Score: Pass/No Pass

Description: Write a Business Communication

Student will follow a picture prompt and write a business communication of four sentences (BL) or one-paragraph (BH) such as to report needs for supplies at a business, OR such as the student will follow information on a completed phone message form to write a one- paragraph (IL) or two- paragraph (IH) customer service email to respond to a client complaint, OR such as the student will assume the role of a business owner or company employee and write a 3-4 paragraph business letter to complain about a product or service another company has provided OR to promote a product or service his/her company offers (ADV).

Note: Optimally, this task would be completed using a word processor and sent to the examiner electronically. Points Possible: 27 Level: Beginning Low - Advanced



Task 3: Write a Business Communication

Student Name: ___________________________________________

Level: __________ Score: ____________ Pass/No Pass ____________

Student will follow a picture prompt and write a business communication of four sentences

(BL) or one-paragraph (BH) such as to report needs for supplies at a business.

OR

Such as the student will follow information on a completed phone message form to write a one-

paragraph (IL) or two-paragraph (IH) customer service email to respond to a client complaint,

OR

Such as student will assume the role of a business owner or company employee and write a

3-4 paragraph business letter to complain about a product or service another company has

provided OR to promote a product or service his/her company offers (ADV)

Note: Optimally, this task would be completed using a word processor and sent to the examiner

electronically.

Points

Possible:

27 Level: Beginning Low - Advanced


Content

Adv: Addresses all parts of the task effectively. There are at least three paragraphs.

The tone and vocabulary choices are appropriate.

18

Adv: Addresses all parts of the task adequately; some ideas may not be well stated;

may require minimal interference; contains at least three paragraphs. IH: Addresses

all parts of the task effectively in two paragraphs. Vocabulary choices are appropriate.

14

Adv: Addresses the task in general way but may have gaps; many ideas may not be

well stated; may lack appropriate or sufficient vocabulary, requires some inference;

may be loosely organized and/or fewer than three paragraphs. IH: Addresses the task

adequately in two paragraphs. Some ideas require inference. Vocabulary choices are

mostly appropriate.

12


Adv: Addresses the writing task minimally but relation to the task is evident; may be

unfocused or unclear; may not demonstrate understanding of business

communication IH: Addresses task in a general way but ideas require inference to

understand, and some sentences may not be clearly related to topic; may be less

than two paragraphs. Some appropriate vocabulary is used. IL: Addresses all parts of

the task appropriately; ideas are comprehensible; The tone and vocabulary choices

are appropriate. The writing may contain minor errors that do not distract the reader.

10

IH: Addresses the task minimally even though two paragraphs may not be

identifiable. Sentences are comprehensible and related to topic, but lacks appropriate

vocabulary. IL: Addresses all parts of the task adequately. The sentences are

comprehensible and related to the topic, but lacks appropriate vocabulary. At least

one paragraph is written. May contain minor errors that do not confuse

comprehension. BH: Addresses all parts of the task adequately. The sentences are

comprehensible and related to the topic. At least four sentences are written. May

contain minor errors that do not confuse comprehension.

8

IL: Addresses the task in a general way. Some sentences may require inference to

understand. The writing lacks topic sentence, supporting details and/or conclusion. At

least one paragraph is identifiable, but lacks appropriate vocabulary. BH, BL:

Addresses the task in a general way. Some sentences may require inferences to

understand. At least four sentences are identifiable.

6

BH, BL: Addresses the task minimally but relationship to topic is evident. May lack

appropriate or sufficient detail or focus. Many sentences require a substantial degree

of inference to understand ideas. Less than one paragraph (BH) or fewer than four

sentences are identifiable.

4

BL: Sentences may not be identifiable but some words are linked to topic. At least

two sentences seem to have been attempted.

2

All Levels: Nothing written or content is incomprehensible or completely

inappropriate.

0

Grammar, Structure and Mechanics

Adv: Writing contains almost no errors in grammar, structure, spelling, capitalization,

or punctuation.

6

Adv, IH: Writing contains only minor errors in grammar and/or structure that do not

interfere with understanding and/or minor errors in spelling, capitalization, or

punctuation that do not distract the reader.

5

Adv, IH, IL: Writing may contain some errors in grammar, structure, spelling,

capitalization, and/or spelling that may slow comprehension and/or distract the

reader but errors do not require inference for understanding. BH: Grammar e.g. verb

tenses, word order, etc. is mostly correct; most of the words are spelled correctly.

4


Adv, IH, IL: Writing contains grammatical errors that require the reader to infer

meaning. There may be spelling, capitalization and/or punctuation errors that slow

comprehension. BH, BL: Writing contains some errors in grammar, structure,

capitalization and/or spelling that may slow comprehension and/or distract the

reader, but meaning can be understood.

3

IH, IL, BH, BL: The writing contains errors in grammar, structure, spelling,

capitalization, or punctuation that require the reader to use significant inference to

understand meaning.

2

IL, BH, BL: Errors in grammar, structure, spelling, capitalization, or punctuation make

the writing difficult to comprehend even with inference.

1

All Levels: Writing is incomprehensible. 0

Format, Neatness and Legibility

Adv, IH, IL, BH: Form is correct. Writing is neat and legible. BL: Writing is neat and

legible. Most of the letters are correctly formed.

3

Adv, IH, IL, BH: Form is mostly correct. Writing is mostly neat and legible. BL: Writing

is mostly neat and legible. Most of the letters are correctly formed.

2

Adv, IH, IL, BH: Form is minimally correct. Writing may be legible but is not neat. BL:

Writing may be legible but is not neat. Letters are minimally correctly formed.

1

All Levels: Writing is not legible.

Student Name: ___________________________________________

Level: __________ Score: ____________ Pass/No Pass

____________

Content Adv: Addresses all parts of the task effectively. There are at least three paragraphs. The tone and vocabulary choices are appropriate.

18

Adv: Addresses all parts of the task adequately; some ideas may not be well stated; may require minimal interference; contains at least three paragraphs. IH: Addresses all parts of the task effectively in two paragraphs. Vocabulary choices are appropriate.

14

Adv: Addresses the task in general way but may have gaps; many ideas may not be well stated; may lack appropriate or sufficient vocabulary, requires some inference; may be loosely organized and/or fewer than three paragraphs. IH:

12


Addresses the task adequately in two paragraphs. Some ideas require inference. Vocabulary choices are mostly appropriate. Adv: Addresses the writing task minimally but relation to the task is evident; may be unfocused or unclear; may not demonstrate understanding of business communication IH: Addresses task in a general way but ideas require inference to understand, and some sentences may not be clearly related to topic; may be less than two paragraphs. Some appropriate vocabulary is used. IL: Addresses all parts of the task appropriately; ideas are comprehensible; The tone and vocabulary choices are appropriate. The writing may contain minor errors that do not distract the reader.

10

IH: Addresses the task minimally even though two paragraphs may not be identifiable.

Sentences are comprehensible and related to topic, but lacks appropriate vocabulary. IL: Addresses all parts of the task adequately. The sentences are comprehensible and related to the topic, but lacks appropriate vocabulary. At least one paragraph is written. May contain minor errors that do not confuse comprehension. BH: Addresses all parts of the task adequately. The sentences are comprehensible and related to the topic. At least four sentences are written. May contain minor errors that do not confuse comprehension

8

IL: Addresses the task in a general way. Some sentences may require inference to understand. The writing lacks topic sentence, supporting details and/or conclusion. At least one paragraph is identifiable, but lacks appropriate vocabulary. BH, BL: Addresses the task in a general way. Some sentences may require inferences to understand. At least four sentences are identifiable.

6

BH, BL: Addresses the task minimally but relationship to topic is evident. May lack appropriate or sufficient detail or focus. Many sentences require a substantial degree of inference to understand ideas. Less than one paragraph (BH) or fewer than four sentences are identifiable.

4

BL: Sentences may not be identifiable but some words are linked to topic. At least two sentences seem to have been attempted

2

All Levels: Nothing written or content is incomprehensible or completely inappropriate.

0


Grammar, Structure and Mechanics Adv: Writing contains almost no errors in grammar, structure, spelling, capitalization, or punctuation.

6

Adv, IH: Writing contains only minor errors in grammar and/or structure that do not interfere with understanding and/or minor errors in spelling, capitalization, or punctuation that do not distract the reader.

5

Adv, IH, IL: Writing may contain some errors in grammar, structure, spelling, capitalization, and/ or spelling that may slow comprehension and/or distract the reader but errors do not require inference for understanding. BH: Grammar e.g. verb tenses, word order, etc. is mostly correct; most of the words are spelled correctly.

4

IH, IL, BH, BL: The writing contains errors in grammar, structure, spelling, capitalization, or punctuation that require the reader to use significant inference to understand meaning.

3

Adv, IH, IL: Writing contains grammatical errors that require the reader to infer meaning. There may be spelling, capitalization and/or punctuation errors that slow comprehension. BH, BL: Writing contains some errors in grammar, structure, capitalization and/or spelling that may slow comprehension and/or distract the reader, but meaning can be understood.

2

IL, BH, BL: Errors in grammar, structure, spelling, capitalization, or punctuation make the writing difficult to comprehend even with inference

1

All Levels: Writing is incomprehensible. 0


Workforce Readiness Objective: Final Score

Add the scores of the tasks together for the final score. Use the rating scale below to

determine if a student has passed or not passed.

Rating Scale

Total Points Possible 59

Advanced: 50

Intermediate High: 35

Intermediate Low: 28

Beginning High: NA

Beginning Low: NA

Final Scores Task 1 __________________

Task 2 __________________

Task 3 __________________

Total __________________


Additional Resources Teach students enough office vocabulary that they can write between 4-6 sentences

about what supplies are needed in an office.

Some ways to create your own class vocabulary list:

• Students’ prior knowledge

• Oxford Picture Dictionary p 182-183

• Graphics in this unit

1. Memory Game

Bring in the objectds and have students pronounce what they are.

1. Lay some of them on a table and cover with a sheet.

2. Students gather around. Uncover the ojbects.

3. Students look carefully at what they are seeing for 30 seconds.

4. Cover the ojbects again. Students go back to desk and write from memory

what was there. “There are three paperclips” or “There is one

notebook.”

5. After five minutes of writing, uncover the objects so students can check their

sentences.

6. Play it again with a different grouping of objects.

2. Hangman

Students choose letters one at a time to guess the office vocabulary word.

3. Computer Lab Time: Online Lessons and Quizzes

www.eflnet.com

Vocabulary>office supplies> list of videos, activities, word search multiple choice

4. YouTube: Search….

“ESL Vocabulary – Office Work

“Lean English – English Vocabulary – Work/Office Supplies

“Basic English Vocabulary 25: Office Supplies”

workforce readiness #52

Documents