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Write a short message in English D1.LAN.CL10.09 Trainee Manual

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Write a short message in English

D1.LAN.CL10.09

Trainee Manual

Write a short message in

English

D1.LAN.CL10.09

Trainee Manual

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Quentin Derrick Project Manager: Alan Maguire Editor: Alan Maguire DTP/Production: Daniel Chee, Mai Vu, Jirayu Thangcharoensamut

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Priority Tourism Labour Division”.

This publication is supported by Australian Aid through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2012.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from various stock photography suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.

Additional images have been sourced from Flickr and are used under:

http://creativecommons.org/licenses/by/2.0/deed.en

http://www.sxc.hu/

File name: TM_Write_a_short_message_in_English_310812.docx

© ASEAN 2012 Trainee Manual

Write a short message in English

Table of contents

Introduction to trainee manual ........................................................................................... 1

Unit description ................................................................................................................. 3

Assessment matrix ........................................................................................................... 5

Glossary ....................................................................................................................... 7

Element 1: Demonstrate the ability to take messages from oral input ............................... 9

Element 2: Write short instructional messages................................................................ 29

Element 3: Write short messages of appreciation, apology and explanation for absence 41

Presentation of written work ............................................................................................ 63

Recommended reading ................................................................................................... 65

Trainee evaluation sheet ................................................................................................. 67

© ASEAN 2012 Trainee Manual Write a short message in English

Introduction to trainee manual

© ASEAN 2012 Trainee Manual

Write a short message in English 1

Introduction to trainee manual

To the Trainee

Congratulations on joining this course. This Trainee Manual is one part of a „toolbox‟ which is a resource provided to trainees, trainers and assessors to help you become competent in various areas of your work.

The „toolbox‟ consists of three elements:

A Trainee Manual for you to read and study at home or in class

A Trainer Guide with Power Point slides to help your Trainer explain the content of the training material and provide class activities to help with practice

An Assessment Manual which provides your Assessor with oral and written questions and other assessment tasks to establish whether or not you have achieved competency.

The first thing you may notice is that this training program and the information you find in the Trainee Manual seems different to the textbooks you have used previously. This is because the method of instruction and examination is different. The method used is called Competency based training (CBT) and Competency based assessment (CBA). CBT and CBA is the training and assessment system chosen by ASEAN (Association of South-East Asian Nations) to train people to work in the tourism and hospitality industry throughout all the ASEAN member states.

What is the CBT and CBA system and why has it been adopted by ASEAN?

CBT is a way of training that concentrates on what a worker can do or is required to do at work. The aim is of the training is to enable trainees to perform tasks and duties at a standard expected by employers. CBT seeks to develop the skills, knowledge and attitudes (or recognise the ones the trainee already possesses) to achieve the required competency standard. ASEAN has adopted the CBT/CBA training system as it is able to produce the type of worker that industry is looking for and this therefore increases trainees chances of obtaining employment.

CBA involves collecting evidence and making a judgement of the extent to which a worker can perform his/her duties at the required competency standard. Where a trainee can already demonstrate a degree of competency, either due to prior training or work experience, a process of „Recognition of Prior Learning‟ (RPL) is available to trainees to recognise this. Please speak to your trainer about RPL if you think this applies to you.

What is a competency standard?

Competency standards are descriptions of the skills and knowledge required to perform a task or activity at the level of a required standard.

242 competency standards for the tourism and hospitality industries throughout the ASEAN region have been developed to cover all the knowledge, skills and attitudes required to work in the following occupational areas:

Housekeeping

Food Production

Food and Beverage Service

Introduction to trainee manual

2 © ASEAN 2012 Trainee Manual Write a short message in English

Front Office

Travel Agencies

Tour Operations.

All of these competency standards are available for you to look at. In fact you will find a summary of each one at the beginning of each Trainee Manual under the heading „Unit Descriptor‟. The unit descriptor describes the content of the unit you will be studying in the Trainee Manual and provides a table of contents which are divided up into „Elements‟ and „Performance Criteria”. An element is a description of one aspect of what has to be achieved in the workplace. The „Performance Criteria‟ below each element details the level of performance that needs to be demonstrated to be declared competent.

There are other components of the competency standard:

Unit Title: statement about what is to be done in the workplace

Unit Number: unique number identifying the particular competency

Nominal hours: number of classroom or practical hours usually needed to complete the competency. We call them „nominal‟ hours because they can vary e.g. sometimes it will take an individual less time to complete a unit of competency because he/she has prior knowledge or work experience in that area.

The final heading you will see before you start reading the Trainee Manual is the „Assessment Matrix‟. Competency based assessment requires trainees to be assessed in at least 2 – 3 different ways, one of which must be practical. This section outlines three ways assessment can be carried out and includes work projects, written questions and oral questions. The matrix is designed to show you which performance criteria will be assessed and how they will be assessed. Your trainer and/or assessor may also use other assessment methods including „Observation Checklist‟ and „Third Party Statement‟. An observation checklist is a way of recording how you perform at work and a third party statement is a statement by a supervisor or employer about the degree of competence they believe you have achieved. This can be based on observing your workplace performance, inspecting your work or gaining feedback from fellow workers.

Your trainer and/or assessor may use other methods to assess you such as:

Journals

Oral presentations

Role plays

Log books

Group projects

Practical demonstrations.

Remember your trainer is there to help you succeed and become competent. Please feel free to ask him or her for more explanation of what you have just read and of what is expected from you and best wishes for your future studies and future career in tourism and hospitality.

Unit description

© ASEAN 2012 Trainee Manual

Write a short message in English 3

Unit description

This unit deals with the skills and knowledge required to write short messages in the workplace.

Unit Code:

D1.LAN.CL10.09

Nominal Hours:

60 hours

Element 1: Demonstrate the ability to take messages from oral

input

Performance Criteria

1.1 Write a concise, clear message from oral input

1.2 Use clear handwriting

1.3 Include all necessary information

1.4 Ensure all abbreviations are clear to the reader

1.5 Use correct spelling of names and addresses

Element 2: Write short instructional messages

Performance Criteria

2.1 Structure a message into a logical set of instructions

2.2 Ensure instructions are clear and unambiguous

2.3 Use polite forms when requesting someone to carry out a set of instructions

Element 3: Write short messages of appreciation, apology and

explanation for absence

Performance Criteria

3.1 Write a short message of thanks and apology to develop and maintain good working relationships

3.2 Write a short message explaining a temporary absence

3.3 Use appropriate expressions to start and finish the message

3.4 Use accurate grammar and vocabulary to express ideas

Unit description

4 © ASEAN 2012 Trainee Manual Write a short message in English

Assessment matrix

© ASEAN 2012 Trainee Manual

Write a short message in English 5

Assessment matrix

Showing mapping of Performance Criteria against Work Projects, Written

Questions and Oral Questions

Work

Projects

Written

Questions

Oral

Questions

Element 1: Demonstrate the ability to take messages from oral input

1.1 Write a concise, clear message from oral input 1.1 1, 2 1

1.2 Use clear handwriting 1.2 3 2

1.3 Include all necessary information 1.1, 1.2 4, 5, 6 3

1.4 Ensure all abbreviations are clear to the reader 1.3

7, 8, 9, 10, 11, 12

4

1.5 Use correct spelling of names and addresses 1.4 13, 14 5

Element 2: Write short instructional messages

2.1 Structure a message into a logical set of instructions

2.1 15 6

2.2 Ensure instructions are clear and unambiguous 2.1 16 7

2.3 Use polite forms when requesting someone to carry out a set of instructions

2.1 17.18, 10 8

Element 3: Write short messages of appreciation, apology and explanation for absence

3.1 Write a short message of thanks and apology to develop and maintain good working relationships

3.1 20, 21, 22,

23 9

3.2 Write a short message explaining a temporary absence

3.2 24, 25, 26,

27 10

3.3 Use appropriate expressions to start and finish the message

3.2 28 11

3.4 Use accurate grammar and vocabulary to express ideas

3.2 29 12

Assessment matrix

6 © ASEAN 2012 Trainee Manual Write a short message in English

Glossary

© ASEAN 2012 Trainee Manual

Write a short message in English 7

Glossary

Term Explanation

Abbreviation The act or product of shortening.

Absence The time in which someone is away.

Action The state or act of doing something.

Activity The state of being active or doing something.

Apology To say sorry for something.

Clarify To make something easier to understand.

Confirm To verify.

Concise Clear and succinct.

Context A setting or circumstances surrounding something that occurs.

Instructions Detailed directions on procedures.

Logical Making sense.

Match To find a link that corresponds to something else.

Mingle To mix with others.

Mistake An error.

Modal verb An auxiliary verb (such as „can‟ or „could‟) that expresses modality.

Noun A person, place, thing, quality or action.

Polite Showing consideration for others.

Preposition A word or phrase connected to a verb that shows relation to something else (such as on, at, in, under, next to).

Request To ask for.

Sequence In an order.

Glossary

8 © ASEAN 2012 Trainee Manual Write a short message in English

Term Explanation

Signal To indicate something.

Summarise To present in a short, concise way.

Task A job or action.

Text message A message sent by mobile phone.

Temporary Not permanent.

Unambiguous Clear and precise.

Verb Action, state or doing word.

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 9

Element 1:

Demonstrate the ability to take

messages from oral input

1.1 Write a concise, clear message from oral input

Introduction

Writing messages from oral input in a foreign language can be extremely challenging. In order to write an effective message you must understand all of the important information that has been shared, be able to summarise the information, and be able to write the information in a clear and concise manner. Trying to remember every word is not effective and will usually mean you miss important information. Listening for key information is a necessary skill for being able to take notes effectively.

Listening for specific information

The first step in writing a clear and concise message is to understand all of the key information. When listening for important information for messages you must:

Recognize who the person is that is providing the information

Understand who the message is for

Understand the action or content of the message

Identify the time

Identify the urgency (urgent, not urgent).

Element 1: Demonstrate the ability to take messages from oral input

10 © ASEAN 2012 Trainee Manual Write a short message in English

Activity 1

Listen to the recording and fill in the missing words in the transcript below. Check your answers with your partner.

Who is calling From where

(location) For who

Action or message

details

Transcript

Caller: Hi, it‟s __________________ here calling from the ____________________

I am phoning to leave a message for _____________________ Could you tell him his

_____________________ for the ____________________ is confirmed?

Thanks

Useful language

When listening to someone providing information for a message, there are certain words that signal important information.

Nouns

Nouns are important words as they tell us about people, places and things.

Verbs

In messages, verbs tell us what to do. Just having information is not enough to write a clear message. You need to know what the action the person giving the message wants you or someone else to take.

Time, days, numbers and dates

Listening for time, days, numbers and dates is important and when you hear them you should write them down.

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 11

Signal words

If the message you are listening to describes how to do something or it is long, you need to write down the steps or stages in the process. Sequencing words like first, next, then, after that, let you know that important information is coming up and that you should get ready to listen carefully.

Many words in English are not required to understand the meaning of a text or message.

Example

You trainer will read out a message. Listen to the message from some parents to their son and answer the questions:

1. What is the boy‟s name?

2. Where are the parents?

3. How many things must the boy do while the parents are away?

4. What things must he do?

Check with your partner to see if you have the same answers. Your trainer will now put the message on the screen. Check your answers. How many did you get correct?

Look at the summary of the message below. Does it provide all of the important information? Check the full message.

Message summary:

Take out rubbish – Mondays

Feed cat and dog – 5pm every day. Food in fridge. Dog =1kg meat, Cat = 1 tin

Bring in paper every morning

Pick up sister from train station Thurs. 10th March, 8pm Phone: 123 456789.

Things to do while we are away

Michael,

Your mother and I go on holiday tomorrow. While we are away don‟t forget to do the following things.

Firstly, every Monday you need to put all of the rubbish in the bin outside. This is important otherwise the house will smell horrible. Next, you need to feed the dog and cat each day at 5pm. The dog eats 1kg of meat and the cat eats one tin of cat food. Their food is in the fridge. The paper gets delivered every morning at 6am, so you should bring it inside when you wake up. On Thursday the 10th March, you will need to pick your sister up from the train station at 8pm. Her phone number is 123 456789, if you need to call her.

Love

Mum and Dad

Element 1: Demonstrate the ability to take messages from oral input

12 © ASEAN 2012 Trainee Manual Write a short message in English

Summarising a message

Read the message below and write a summary of the message using only the important words. Check with your partner when you have finished.

Message for Chris.

Hi Chris,

I will be out of the office tomorrow for a meeting.

Could you do some things for me?

First, I need you to unlock the training room doors first thing in the morning (8am). The keys are in the top drawer under the cash register. Also, can you put the class lists on the training room doors, please? Finally, can you tell the teachers that their books are on their desks in the training rooms.

Thanks! See you on Friday.

Ruth

Activity 2

Your trainer will play a recorded phone message. Listen to the recording, take notes and then write a message summarising the message. When you have finished, tell the message to your partner and check if you have shared all the information required.

1.2 Use clear handwriting

Introduction

English handwriting can look very different from printed or typed English. Individual letters can also look totally different. During the course of your job, you may need to interpret what someone has written. For example, a message, an evaluation form, a handwritten letter or fax, a person‟s family name. It is helpful to be aware of the different ways letters might be written by hand. It is also important for you to make sure your own handwriting is clear and can be understood by others.

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 13

Handwriting examples

Handwriting

a a a A b b b B c c c c

d d d D e e e E f f f f

g g g G h h h H i i i I

j j j J k k k K l l l L

m m m M n n n N o o o O

p p p P q q q Q r r r R

s s s S t t t T u u u U

v v v V w w w W x x x X

y y y Y z z z Z

Here are three examples of the same sentence written by three different guests:

We found the service rather poor but the staff were friendly.

We found the service rather poor but the staff were very friendly.

We found the service rather poor but the staff were very friendly. We found the service rather poor but the staff were very friendly.

Element 1: Demonstrate the ability to take messages from oral input

14 © ASEAN 2012 Trainee Manual Write a short message in English

Activity 3

Write a short message. In the message you should include:

Who you are

Who you are writing the message to

What the message is

A time that you want the activity to happen or be completed by

Thank you.

When you have finished, you should give the note to someone in the class and they must take notes and explain to you the main points of the message. Check their understanding of the message to see if it is correct. Ask the student if they were able to read your handwriting easily.

Examples

Sometimes when you are taking a message from the phone or from someone speaking to you, there isn‟t a lot of time to complete the notes or details of the message. This is often when your handwriting becomes messy or difficult to read. Look at the examples below and summarise each message. Discuss with your partner. Are they easy to read?

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 15

1.3 Include all necessary information

Introduction

When taking a message from oral input, it is important to be able to capture all of the important data in note form in order to respond appropriately with the correct action. Missing some key information can lead to making a mistake or forgetting to carry out the details of the message. It is also important to use clear handwriting so other people reading your message can understand it.

Important information

Although messages will differ greatly depending on the situation, certain language is common in most messages. It is important that you are able to hear key words or information and often this language will include:

Days of the week

Dates

Times

Phone numbers

People‟s names

Place names

Company names

Measurements: kilograms, distance, heights

Directions.

There are also often signal words that let you know important information is coming. When you hear these words you should get ready to write down the details. These signal words include:

Sequence words: first, then, next, after that, also, finally

Requests: Could you..?, Would you…?, Don’t forget to…?, I need you to…?, You should…?, Please,…, Remember…

Element 1: Demonstrate the ability to take messages from oral input

16 © ASEAN 2012 Trainee Manual Write a short message in English

Activity 4

Read the messages below and circle all of the important words such as dates, times, people‟s names, places, phone numbers. Then look to see if there are signal words that come before the important information. Write a summary of the important information using as little amount of words as possible. Share with your partner and see who was able to identify all of the important information with the least amount of words.

Message 1:

Matt,

I ordered the food for the party tomorrow

night. All of the food will arrive at 8am at

the venue, The Golden Pig, 45 Main Street.

The supplier’s number is 0903 678 999 and his

name is Mike. Could you collect the food from

him in the morning? Also, Mary from Spring

Florists will bring the flowers at 10am.

Remember to get a receipt from them. One more

thing, don’t forget to bring my knives! I

left them in the kitchen at work.

See you tomorrow.

Vicky

Message 2:

Hi Susie,

Could you arrange the meeting room for the

management meeting at 6pm tonight? You will need to

organize 15 chairs and notebooks for everyone. Also,

put a bottle of water and a glass in front of each

participant. You should set up the laptop and

projector as well and order some light snacks. Mixed

sandwiches should be fine. If you need me you can

call me on 01212 494742.

Thanks

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 17

Larry

Message 3:

Hi Paul, this is Mary from Front Office. We had a family check in this morning and their

son was quite ill. It seems he ate something that wasn’t fresh. I said I would check on

them later but I have been too busy. Could you go to their room and check that the boy is

OK please? Their room number is 1703 and their name is Jones. The boy’s name is

Phillip. Also, it might be nice if you take some lemonade to give to the boy. I left a can in

the staff fridge so you can take that with you. One more thing, Doctor Matthews’

number is 061287678 and you should take his number with you just in case.

Cathy

Practice

Your trainer is going to play a video for you. Listen to the message and take notes. You will only watch the recording once. Write the message and give to your partner to check. Watch the recording again and check if your partner wrote down all of the information correctly.

When you have finished write a short message and read it out to your partner. Your partner should write down notes and then tell you what the message is. Check to see if your partner is correct. Only read the message once.

Element 1: Demonstrate the ability to take messages from oral input

18 © ASEAN 2012 Trainee Manual Write a short message in English

1.4 Ensure all abbreviations are clear to the reader

Introduction

Writing notes from oral input can be challenging as you do not have a lot of time to take down all of the information. If you try to write every word, you will most likely miss a lot of the information and you will not be able to complete the actions from the message. Using abbreviations are a great way to collect message details without having to remember every word. It is important to listen for key information and to make sure you understand the abbreviations. Also, if you are writing a message for someone else, you must make sure that they understand any abbreviations you use.

Context or location

It is not always necessary to write full grammatical sentences to convey meaning, especially in a short message. If the context is strong, that is you know what the person sharing the message is talking about or where they are, then it is easier to understand what the content of the message might be. Look at the example dialogue below. Is there a lot of grammar? Are there any verbs? Do you understand what the message or conversation is about? Discuss with your partner.

Conversation in a coffee shop

Waiter: Tea or coffee?

Customer: Coffee, please.

Waiter: Milk, sugar?

Customer: Both, please.

Waiter: 4.50, please.

Customer: Thanks!

Waiter: Thank you!

Useful language

Grammar is not always required to understand a message. There are also many ways that language can be shortened or abbreviated to make it easier to write a message. Each industry or profession has its own abbreviations that are understood by most people who work in these fields. Some abbreviations are common to more general areas such as position titles in the workplace.

Look at the common job titles below. Have you seen them before? D you know any other abbreviations?

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 19

Common abbreviations – Job titles

HR Human Resources

HRM Human Resources Manager

HRD Human Resources Department

GM General Manager

CEO Chief Executive Officer

Dir Director

Dr. Doctor

CFO Chief Financial Officer

AM Assistant Manager

S&M Sales and Marketing

BDM Business Development Manager

PA Personal Assistant

DOS Director of Studies

VC Vice-Chairman

VD Vice-Director

BOD Board of Directors

BOM Board of Management

R&D Research and Development

There are many more abbreviations for job titles. Look at the Hotel organisational chart below and match the abbreviations with their full spelling. The Hospitality and Tourism industry has its own set of abbreviations that are very common and specific to the profession.

Element 1: Demonstrate the ability to take messages from oral input

20 © ASEAN 2012 Trainee Manual Write a short message in English

Food and Beverage Manager Housekeeping Manager General Manager

Personal Assistant Chief Financial Officer Rooms Division Manager

Front Office Manager

Useful language for messages

There are many common abbreviations that are generally recognised by most Native English speakers when writing messages. One of the most common is „Re:‟. For example, „Alan phoned re: the dinner booking tonight.‟ Re: here means „regarding‟. It is very common in emailing especially in subject lines. There are many other common abbreviations that can help you when writing a message but you must make sure the reader understands the abbreviations.

When using an abbreviation more than once you can write the full form the first time then put the acronym or abbreviation in brackets to explain the abbreviation and then you can use the abbreviation in the remaining part of the message. For example:

„Hi Bob, the Human Resources Department (HRD) rang to speak to the General Manager (GM) but he wasn‟t in. Could you ask the GM to ring HRD when he gets in, please?‟

This way of explaining an abbreviation is also used with acronyms. For example:

„The Federal Aviation Authority (FAA) sent an email explaining that all Small and Medium Enterprises (SMEs) must lodge new applications. The FAA wants SMEs to complete the forms ASAP.‟

What does ASAP mean?

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 21

Activity 5

Read the message below and re-write it in full. Check with your partner to see if you have the same understanding.

Message:

Hey Linh,

I’m writing re: the function for 200pax tmw night.

Who’s in charge of F&B? Also, is the GM attending?

CUL8R

Chris

Common abbreviations – Hospitality and Tourism industry

HOD Head of Department FOC Free of Charge

F&B Food and Beverage GMT Greenwich Mean Time

OH&S Occupational Health and Safety GPS Global Positioning System

SOP Standard Operating Procedure IHA International Hotel Association

FO Front Office Tkt Ticket

Pax Person/people Twn Twin bed

kgs kilograms Dbl Double bed/room

mins minutes Sgl Single

am morning VAT Value Added Tax

pm afternoon/evening ASAP As soon as possible

Mgr Manager Urg Urgent

PA Personal Assistant Imp Important

hr hour Ans Answer

4WD Four wheel drive Q&A Question and Answer

Element 1: Demonstrate the ability to take messages from oral input

22 © ASEAN 2012 Trainee Manual Write a short message in English

Common abbreviations – Hospitality and Tourism industry

Arr: Arrive/arrival morn Morning

Dep: Depart/departure Rm Room

COB Close of Business Ph Phone

COD Cash on Delivery ADR/Add Address

Text message abbreviations

Mobile phones have become extremely popular in the world today and you may have to text a message to someone or your supervisor may need to text you. There are many abbreviations for text messaging in English.

Note: Text message abbreviations are very informal and change frequently. You must make sure you and the receiver understand the meaning of the abbreviation before you use it. Often text message abbreviations are used in emails and written messages too.

Activity 6

Look at the message below. What does it mean?

Text message:

GR8 2 CU last nite! Can u snd me your adr asap, plz? G2G OTW.

CUL8R!

Activity 7

In small groups write down all of the English text message abbreviations you know. The group with the most abbreviations wins! There are some examples below to help you.

GR8 OTT G/F B/F TBC TBA B4 DV8 OTB KISS TLK2ULTR

Write a message to your partner using text message abbreviations. See if they understand.

Element 1: Demonstrate the ability to take messages from oral input

© ASEAN 2012 Trainee Manual

Write a short message in English 23

1.5 Use correct spelling of names and addresses

Introduction

In the service industry you will be required to take down customer‟s personal details which may include name, address, email address and various other information. It is important that you can hear the key information and be able to confirm through spelling. The alphabet in English has many different sounds and it is critical that you can hear and say the alphabet correctly.

The Alphabet

Say each letter of the alphabet then write the letter into the correct sound group.

Some are already done for you.

/eɪ/ /ɪː/ /e/ /ɑɪ/ /əʊ/ /uː/ /ɑː/

A

__

__

__

B

__

__

__

__

__

__

__

F

__

__

__

__

__

__

I

__

O

U

__

__

R

Practice spelling your full name with your partner.

Element 1: Demonstrate the ability to take messages from oral input

24 © ASEAN 2012 Trainee Manual Write a short message in English

Clarifying the correct spelling of names

Sometimes it is difficult to hear people‟s names clearly, especially on the telephone or when they are talking.

We can use the NATO phonetic alphabets, an internationally recognized system to check the spelling.

Spelling names with NATO phonetic alphabets

Your trainer will play a recording. Follow the conversation below as you listen to

the recording.

Front desk attendant: Welcome to the Sands Hotel. May I take your name please?

Mr Aggarwal: My name is Aggarwal. Mr Mansoor Aggarwal.

Front desk attendant: Could you spell your family name for me please?

Mr Aggarwal: A-g-g-a-r-w-a-l.

Front desk attendant: So that‟s A for Alpha, G for Golf, G for Golf, A for Alpha, R for Romeo, W for Windy, A for Alpha, L for Lima. Is that correct sir?

Mr Aggarwal: Yes, that‟s correct.

Now read the full chart of NATO phonetic alphabets below:

Letter Phonetic letter Letter Phonetic Letter

A Alpha N November

B Bravo O Oscar

C Charlie P Papa

D Delta Q Quebec

E Echo R Romeo

F Foxtrot S Sierra

G Golf T Tango

H Hotel U Uniform

I India V Victor

J Juliet W Windy

K Kilo X X-Ray

L Lima Y Yankee

M Mike Z Zulu

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Activity 8

Now spell your own name, and other trainees’ names, using these NATO phonetic

alphabets.

For example:

My name is Andrew. That‟s A for Alpha, N for November, D for Delta, R for Romeo and E for Echo and W for Windy.

You should learn this system because during this course, and in your future work, you may need to use it.

Activity 9 – Mingle

Move around the class and ask students for their full name and address. If you cannot understand, ask them to spell. Use the NATO alphabet.

First name Surname Address

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26 © ASEAN 2012 Trainee Manual Write a short message in English

Work Projects

It is a requirement of this Unit that you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the date agreed to.

1.1 Bring in three examples from your workplace of notes you have written from a meeting with your supervisor or from a telephone call.

1.2. Provide your trainer with three messages you have written by hand from your workplace.

1.3. Provide your trainer with a list of common abbreviations used in your workplace. Explain the meaning of each abbreviation to your trainer.

1.4. Bring three examples of bookings, orders or messages you have taken which include names, dates, numbers or addresses.

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Summary

Demonstrate the ability to take messages from oral input

Taking messages from oral input is challenging in a foreign language. To be able to write an effective message you should:

Listen for key words

Use abbreviations where appropriate

Use clear handwriting so others can understand the message

Include all necessary information

Spell names and addresses correctly.

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Element 2: Write short instructional messages

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Element 2:

Write short instructional messages

2.1 Structure a message into a logical set of

instructions

Introduction

Short written messages are common in the workplace and in everyday life. Text messaging has become one of the most popular ways to communicate and is also used as a means of communication for work-related matters. It is important to summarise the main points when writing a message and to use abbreviations where appropriate but it is also necessary to put instructions or actions into a logical order. If you put your instructions in the wrong order, the task will not get completed properly.

Sequencing and signal words

Often instructions need to be carried out in a specific order. The following recipes are a good example where you must follow the steps in the correct order or the recipe will not turn out properly. There are many occasions in the hospitality and travel industry where following a set of instructions in the correct order is required, such as responding to a complaint, checking-in a guest, following a recipe or cleaning the floor.

It is important to use language that helps the person reading a message know in which order they should carry out tasks. There are several words in English that explain the order in which to complete a set of instructions.

Look at the recipe below. Underline or circle the words that show you the order in which to complete the instructions.

Basic Cupcake Recipe

Ingredients:

200g unsalted butter

1 teaspoon of vanilla extract

1 cup caster sugar

3 eggs

2 ½ cups of self-raising flour

½ cup milk

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Method

First, preheat the oven to 180 degrees Celsius and line a muffin pan with paper cases. Next, beat the butter, vanilla and sugar in a bowl until light and fluffy. Then add the eggs one at a time, beating after each egg is added to the mixture.

After that, put the mixture into a big bowl and add half of the flour then stir in half of the flour. Next, repeat with the remaining milk and flour.

Finally, put two tablespoons of mixture into the prepared muffin pan and bake in the oven for 15-17minutes.

After cooking, take the cupcakes from the oven and let them cool.

Useful language

Sequencing words that you can use to order a set of instructions include:

First, second, third…..

Firstly, secondly, thirdly….

Then

Next

After that

Also

Finally, lastly.

You could also write your message using dot points ▪ or numbers 1/, 2/, 3/.

Activity 10

Read the sequence for responding to a complaint. Summarise the main points and put it into the correct order. Use the sequencing words from above.

Responding to a complaint

Apologise again

Offer a solution

Summarise the problem so you show you understand

Apologise

Let the customer know you understand their feelings

Sequence – Taking out the rubbish

Look at the pictures below describing the process for disposing of rubbish in the workplace. Write a short message describing how to take out the rubbish. Make sure you explain all the steps. Use sequencing words to help you.

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1.

2.

3.

4.

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

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Process – Going to the airport

Look at the pictures below which explain the checking-in procedure at an airport. They are not in the correct order. Write a short message to explain how to check-in in the correct order. Use sequencing words or numbers to help you.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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2.2 Ensure instructions are clear and

unambiguous

Introduction

There are many things to consider when writing a message from handwriting to vocabulary and grammar. When writing a detailed message which includes instructions, it is important to make sure that the instructions you outline are clear and that there is only one way to interpret the actions. Ambiguous instructions and unclear messages can lead to mistakes, frustration and can actually increase the amount of work you must do to complete a set of tasks.

Writing clear messages and instructions

When writing a set of instructions there are certain things you can do to make the message clear and unambiguous. To ensure your message is clear you should:

Use simple language

Be precise

Use specific vocabulary

Include diagrams or pictures, if they can assist understanding

Use point form, bullet points or numbers

Avoid long explanations and complex sentences

Put instructions in a logical order

Avoid language that is confusing or unclear

Use neat handwriting

Use sequencing words: first, next, then, after that, finally.

Activity 11

Look at the message below. What is the main point of the message? Is it clear? What language or words make the message unclear?

Hi Eddie, I would like you to complete some things for me, if that is OK with you. I need you to try and fix the dishwasher which broke last night. The thing on the inside is not working properly, I think but I am not sure. Maybe it is the other thing with the red handle on it but perhaps that is not it either. You could try to ask a professional but that might cost a lot of money which is not really the best idea but they know how to fix it I would imagine as this is their job. Anyway, do the best you can and if you can’t fix it, it doesn’t matter because we can use the one in the main kitchen.

Bye

Olga

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Now rewrite the message to make it clearer. Use simple language, point form and

clear instructions. Check your message with your partner.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Write clear instructions

Look at the pictures below which describe the process of how to tie a tie. Use the pictures to write the instructions. Remember to use sequencing words or point form and make sure the instructions are in a logical order.

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How to make an origami dove

Look at the steps below for making an origami dove. Write the instructions and give to your partner. See if they can follow the instructions to complete the task.

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2.3 Use polite forms when requesting someone to

carry out a set of instructions

Introduction

Being polite is important in all communication, whether with a manager, colleague or customer. You should always remember to use please and thank you when you ask someone to do something for you. There are also other ways of requesting people to carry out a set of instructions that are more polite than using imperatives or commands. When speaking, we often use please and thank you, but it is also important to be polite when you write instructions. Saying please and thank you should always be a part of any instructions that you give.

Activity 12

Look at the sentences below. Write please or thank you in the appropriate place.

1. ______________ for working overtime last night!

2. Could you call the customer, ______________?

3. Two coffees, _______________?

4. ______________ for all your help!

Useful language

Often, when giving instructions, it is necessary to use imperatives or commands. For example, ‘Take out the rubbish!’ or ‘Take the guest’s luggage first, then give them a drink’. In the right context, using commands for instructions are quite acceptable. When requesting someone to do something for you, there is language that you can use that is more polite than commands. ‘Could’ and ‘would’ are polite modal verbs that are useful when requesting someone to do something.

Remember that when you write an email do not use capital letters as this may mean you are shouting. For example, you should write ‘Please call me later’ not ‘CALL ME!’.

Look at the examples below. Which is the most polite sentence? Why?

1. Get me a towel!

2. Get me a towel, please!

3. Could you get me a towel?

4. Could you get me a towel, please?

5. Would you mind getting me a towel?

6. Would you mind getting me a towel, please?

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Sentence 6 is the most polite. Adding ‘please’ makes any request more polite and you should always use it. Using ‘could’ and ‘would’ are more polite because they are asking the person if they can do something unlike imperatives or commands which direct or tell someone to do something.

Activity 13

Rewrite the requests below to make them more polite. The first one has been done for you. Use ‘could’ or ‘would’.

1. Get me another drink! Could you get me another drink, please?

2. Pay the bill! _____________________________________

3. Book the tour! _____________________________________

4. Clean the floor! _____________________________________

5. Phone the guest! _____________________________________

6. Make me a coffee! _____________________________________

Would you mind…?

‘Would you mind…?‟ is a polite way of requesting someone to do something. Read the information below then complete the task.

Would you mind…..?

Use ‘Would you mind….?’ to politely ask someone to do something. You can add ‘please’ to make the request more polite.

Would you mind telling me your room number, please? (instead of „Tell me your room number.‟)

Would you mind picking up your coat from the floor, please? (instead of „Pick up your coat from the floor.‟)

Would you mind smoking outside, please? (instead of „You must smoke outside.‟)

A strange thing about asking ‘Would you mind..?’ is that when the other person answers ‘No’, they mean ‘Yes’.

A: Would you mind moving your things, please?

B: No, not at all.

This means B does not mind – so they will move their things.

A: Would you mind moving your things, please?

B: Yes, I would!

This means B does mind – so they won‟t move their things!

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38 © ASEAN 2012 Trainee Manual Write a short message in English

Activity 14

Look at the request below and the responses. Does the second person agree or not? Write agrees or does not agree. The first one has been done for you.

‘Would you mind turning down the television, please?’

Response Answer

Yes, I would! Does not agree

No problem!

Why should I?

Not at all.

I would actually.

No, that‟s fine.

Sure!

I will.

Yes.

I‟m sorry, no.

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Work Projects

It is a requirement of this Unit that you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the date agreed to.

2.1 Provide your trainer with five messages from your workplace which show:

A logical set of instructions

Use sequencing words

Ensure instructions are clear and unambiguous by using simple language, starting a new line for each instruction, use point form or numbers for actions

Use polite forms to ask people to do something for you.

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Summary

Write short instructional messages

When writing short instructional messages, it is important to put instructions in the correct order. It is not helpful when instructions are stated in a disorganised manner. This leads to confusion and delays. When writing short instructional messages, you should:

Use a logical order for any instructions

Use sequencing and signal words to help explain the order in which to carry out the actions

Use simple language, point form or numbering to ensure instructions are clear and unambiguous

Use polite forms when requesting someone to carry out a task or tasks for you.

Element 3: Write short messages of appreciation, apology and explanation for absence

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Element 3:

Write short messages of appreciation,

apology and explanation for absence

3.1 Write a short message of thanks and apology

to develop and maintain good working

relationships

Introduction

Everybody makes mistakes sometimes and everybody does a good job sometimes. It is important, in the workplace, to admit when we have made a mistake and apologise for it. It is also important to recognise and acknowledge when someone has done something to help you. A short message or email apologising for a mistake or thanking someone for their help, makes a work environment comfortable and pleasant.

Message of thanks

In any job you will often need help whether to lift something because it is too heavy, or because it is so busy that you need extra staff. When you request people to help you, it is important to acknowledge their assistance. Writing a short message of thanks is an effective way to show you appreciate the help. Below are some useful expressions that you can use to say thanks:

Thanks so much for……

Thanks a lot for …….

Thanks, I really appreciate……

Thank you, I couldn‟t have ……….. without your help.

It is important to be specific about why you are thanking someone when you write a message of appreciation. Always write why you are thanking the person. For example:

‘Thanks for helping with the function last night. We couldn’t have done it without

you.’

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Activity 15

Look at the situations below. Write a short message of thanks for each situation. The first one has been done for you. Remember to use somebody‟s name!

1.

Carol, Thanks for working late last night!

2.

_____________________________________________

3.

_____________________________________________

4.

_____________________________________________

5.

_____________________________________________

Working

late

Helping during busy time

Cleaning the kitchen

Making coffee for the meeting

Phoning the airline

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Apologising

Thanking someone for their help is an important part of work and apologising for making a mistake is just as important. You should always admit when you have made a mistake and apologise to the person or people affected by the mistake. Like a message of thanks, a short apology message should also explain what you are apologising for.

There are many situations in the workplace where you need to apologise. Some common mistakes include:

Forgetting to do something

Doing something the wrong way

Not knowing how to do something

Being late

Getting angry

Not communicating effectively.

When writing a short message of apology, it is important to say ‘sorry’ and what you are sorry for. For example:

I‟m sorry for being late yesterday.

I apologise for forgetting to ……

I‟m sorry I was angry with you.

I‟m sorry for not informing you. I should have sent you an email.

Activity 16

Look at the examples below. Write a short message apologising for each situation. The first one has been done for you.

1.

I’m sorry I was late.

2.

______________________________________________

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3.

______________________________________________

4.

______________________________________________

5.

______________________________________________

6.

______________________________________________

Activity 17

In small groups, discuss a time when you made a mistake. Explain:

What you did wrong

How you felt

What you did to solve the problem

How you apologized.

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3.2 Write a short message explaining a temporary

absence

Introduction

Often there will be times at work you may have to leave your position to do something. You might have to help a guest or get something from a storeroom, for example. You should always leave a short message explaining where you have gone so that your colleagues or supervisors know where you are. Leaving a message to explain a temporary absence is polite, professional and is a good example of effective communication.

Be back in 5 mins!

There will be times when you are working that you will have to leave your position to attend to something else. This is quite common but it is important that you inform people where you have gone and when you will return. Leaving a message is an effective way to let your colleagues know where you are. A message can be handwritten, sent by phone (text) or emailed. It is important to write it down though so you have evidence that you informed other staff about why you left your station.

Look at the diagram below. In pairs write some common reasons for why people have to leave their work place temporarily.

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Useful language

There are many reasons why you might have to leave work temporarily. When writing a message to explain where and why you have gone you can use:

I had to ……

I have gone…..

I will be…..

I am in/at/….

I needed to ……

I‟ve gone to….

It is also important to write when you will return to work. You can use ‘will’ in this situation if you are certain when you will return or ‘should’ if you can‟t be sure when you will be back. For example:

I had to go to the toilet. I will be back in 5 mins

I‟ve gone to the cool room. I should be back in 15 or 20 mins

I am in the bar helping with the function. I should be back in half an hour. Call me if you need me sooner

Sorry, I missed the bus. I will be late to work. I should be there by 10.00am.

Activity 18

Look at the situations below. Write a short message explaining why you had to leave. The first one has been done for you.

1.

I have gone to the toilet. I will be back soon!

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2.

__________________________________________________

3.

__________________________________________________

4.

__________________________________________________

5.

__________________________________________________

6.

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__________________________________________________

7.

__________________________________________________

8.

__________________________________________________

9.

__________________________________________________

10.

__________________________________________________

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Activity 19

Look at the messages explaining a temporary absence below. Are they appropriate?

Discuss why or why not in small groups.

1. Sorry I was late. I was watching the football and I forgot the time.

2. Jack, I have gone to the toilet. I will be back in 1 hour.

3. Mary, I have gone to the hospital with the Commis Chef. He cut his hand. I should be back by 2pm.

4. Dear Phil, I won‟t be coming to work today. Thanks!

5. Owen, I am in the restaurant helping Fiona. They are really busy and don‟t have enough staff. Call me if you need help.

3.3 Use appropriate expressions to start and finish

the message

Introduction

It is important to leave a message when you have to leave your station, but it is also important to use the correct level of formality depending on the person receiving the message. It is usually better to be more formal than informal but if you are writing a message to a colleague who you know well, then the message could be more informal and direct. If you are writing a message to your supervisor, you should use more formal language. You should start all messages politely and finish them in an appropriate manner as well.

Starting a message

When you begin a message, you should always address the person that you are sending or leaving the message for. This stops any confusion in who you are addressing. Like a letter, you can address the receiver using „Dear‟ or you can just use their name. You can also say ‘hi’ which is less formal. For example:

‘Dear Jim, I had to help in the kitchen. Will be back in 30 mins.’

‘Hi Mary, I have gone to the toilet. I will be back in 10 mins.’

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Activity 20

Write a short message to explain that you have gone somewhere. Use another student‟s name from your class. Remember to say when you will return. Give the message to the person in the class and see if they can understand. Use the situations below to help you.

Finishing a message appropriately

Beginning a message with the receiver‟s name is a polite way to start a message and finishing the message politely is also important. If you have asked someone to do something for you then you should thank the person at the end of your message. Writing your name at the end of a message is also necessary to make sure the receiver knows who wrote the message.

Examples

Look at the message examples below. What type of message is each one? (text message, email, handwritten) How do you know?

Example 1:

‘Hi Jane, I had to go to head office to pick up some things. I will be back at 2pm. Call me if you need anything. Thanks.

Julie’

Example 2:

„It‟s Mike here. Am running late. CU @ 9.15am. Thx!‟

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Example 3:

Dear Fiona,

Thank you so much for working late last night. It was really busy and you did a great job. I hope you aren‟t too tired today. Can I take you for lunch today to say thanks? Let me know if you would like to go.

Once again, thanks!

Sincerely,

Adam

Adam Smith

F&B Manager

The Beach Hotel

Activity 21

Write three different messages: a text message, a handwritten message and an email message. One message should explain a temporary absence, another thanking someone and the last message should apologise for something.

Remember to start the message correctly by using the receiver‟s name and greeting them. Use the correct level of formality depending on who you are writing too. There are some examples below to help you.

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3.4 Use accurate grammar and vocabulary to

express ideas

Introduction

When writing short messages in English, it is important to use simple language that is unambiguous and clear. Although messages are often quite short, using correct grammar and vocabulary is necessary to make sure that the receiver can understand your message clearly. It is always a good idea to learn new vocabulary, as being able to use specific words can help you to express your ideas more accurately.

Grammar – Phrases with go

Phrases with ’go’

Go to

Use go to + place

I go to work at 8am. I went to the cinema last night. The Management team has gone to the Magnolia Terrace restaurant.

Go for

Use go for + activity

Let‟s go for a walk. I went for lunch. John and Michelle have gone for a swim.

Go on

Use go on + longer activity

Let‟s go on a trip. They went on a tour. The Smith‟s have gone on a river cruise.

Go + gerund (verb + ing)

Use go + verb + ing for shopping, and many sports

Let‟s go shopping. Frank went running last night. They‟ve gone sailing today.

NOTES: Do not use to with home: I would like to go to home now.

Do not use to before a gerund: On Sunday, I went to shopping.

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Activity 22

Complete the sentences below using: go, go to, go for, go on. The first one has been done for you.

1. I want to go sailing tomorrow.

2. I want to ______ France in spring.

3. Let‟s ______ a picnic in the park.

4. Would you like to ______ a trip to the mountains?

5. It‟s late. I must ______ home now.

6. Would you like to ______ a meal after work?

7. I need to ______ the Post Office.

8. It‟s too cold to______ swimming.

9. Is there a good place to ______ fishing?

10. Perhaps you would prefer to ______a tour of the city.

Activity 23

Put the words into the right order. Remember to use capital letters and punctuation. Follow the example.

Example:

every go winter We skiing

We go skiing every winter.

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can for meal? go Where Chinese a I_

go to like on cruise? a Would harbour you

to year. to I go Italy next want

Need home before o’clock. go to I five

have drivers The taxi strike. on gone

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Grammar

Prepositions of time – at, on, in

Use at with times

The restaurant opens at 7pm. at 5 o‟ clock, at midnight , at lunchtime at New Year at the moment at

Use on with dates and days

We will arrive on the 25th of May and leave on the 28th.

on Fridays, on Saturday morning, on New Year‟s Day

Use in for long periods of time (months, seasons, years)

The hotel opened in March

in December, in Summer, in 2008

Use in for morning, afternoon and evening (but at night) The gift shop is open in the morning and in the afternoon but not at night.

Do not use a preposition of time with yesterday, tomorrow, last, next

I phoned yesterday. We will move you tomorrow. We arrived last night. We leave next week.

Activity 24 – at, on or in?

Which preposition do you use with these time words? Put the words into the correct column. One has been done for you.

April last year weekdays 2006 the morning 7am

10 o‟clock the weekend

Tuesdays January Monday afternoon

night

winter Thursday the evening next week public holidays tomorrow

No preposition at on in

April

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No preposition at on in

Activity 25 – Which word?

Write at, on, in or x (no preposition) to complete the sentences. One has been done for you.

1. Shana and Frank checked in on the 25th and checked out on the 28th.

2. Frank phoned ________ yesterday from Hong Kong.

3. They bought sunscreen ________ the morning from the gift shop.

4. The restaurant opens _______ 7pm and closes ______ 1am every day.

5. The gym opens daily ______ 6am.

6. Shana and Frank drank champagne _______ Shana‟s birthday.

7. They may go back to the hotel _______ next year.

8. There are no harbour view rooms available ______ the moment.

9. The hotel is very busy _____ New Year.

10. The night market is open _______ Saturdays and Sundays ________ summer.

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Activity 26 – Which word?

Read the text below and write the best word in each space. If the noun doesn‟t need an

article, write X in the space.

Write the best word into each space. If the noun doesn’t need an article, write x in the spa

a an the some X (no word necessary)

The M a g n o l I a T e r r a c e

Restaurant

The hotel restaurant is very popular with ________ guests. _______ menu has

_________ wide range of ________ Chinese, Thai, Japanese and Western dishes,

to cater for all ________ tastes. ________ most popular dishes are La Zi Ji Ding

(very spicy chicken), Fried Rice, Ginger Beef, and Peking Duck. ________ food is

well-cooked, tender, and non-oily, and ________ portions are generous. ________

noodles are fresh – they are made every morning on ________ noodle-making

machine. Most of ________ dishes are served with ________ rice, and ________

guests can choose from ________ wide range of ________ fine wines and beers.

There are ________ traditional dance performances every Friday and Saturday

night.

________ restaurant is on ________ level three, and is open daily from 11.00am to

1.00am. It seats up to ________ 150 diners (60 in the smoking section and 90 in the

non-smoking section).

________ casual attire is appropriate, and ________ reservations are

recommended.

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Vocabulary – collocations

Collocations are two or more words that go together well. Collocations are used by Native English speakers all the time as they sound natural. For example, a Native English speaker would use „take a quick shower‟ not „take a fast shower‟. Learning collocations is a great way to increase your vocabulary quickly by learning groups of words that go together rather than learning individual words. Some words have lots of collocations and these groups of words are good to learn.

For example – money

Money combines with verbs, adjectives and nouns to form collocations.

Verbs:

Save money, spend money, make money, earn money, take money, steal money.

Adjectives:

Pocket money, spending money, prize money, holiday money.

Nouns:

Money system, money machine, money order, money supply.

Learning vocabulary in topics is an excellent way to widen your vocabulary. Learning collocations within a topic or word group can increase your vocabulary quickly.

There are lots of collocations that combine with ‘break’ and these expressions are very common:

Break in, break out, break up, break a glass, break a record

Take a break, have a break

Weekend break or mid-week break

Short break, long break, work break, lunch break, tea break, coffee break

Half-time break, quarter break.

‘Work’ has many collocations as well.

For example:

Work for, work on, work at, work in, work out, work under

Work mate, work colleagues, work time

Work long hours, work break, work too much, work hard, work smart.

Element 3: Write short messages of appreciation, apology and explanation for absence

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Write a short message in English 59

Activity 27

Look at the diagram below. Add as many words that you can think of that combine well with „football‟. You can use your dictionary if you like. Some examples have been done for you.

Activity 28

Many verbs have strong collocations that are very common. Look at the examples below and in pairs write as many collocations that you can think of for the verbs. Some examples have been done for you.

football

manager

team

club

Take

out the rubbish

over the reins

on a project

in a stranger

away food

from the

poor

Element 3: Write short messages of appreciation, apology and explanation for absence

60 © ASEAN 2012 Trainee Manual Write a short message in English

Get

up early

out of bed

go

home

to bed

shopping

Element 3: Write short messages of appreciation, apology and explanation for absence

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Work Projects

It is a requirement of this Unit that you complete Work Projects as advised by your Trainer. You must submit documentation, suitable evidence or other relevant proof of completion of the project to your Trainer by the date agreed to.

3.1 Provide your trainer with two messages of thanks and two messages of apology from your workplace. Explain the situation and contexts to your trainer and what happened after you sent the messages.

3.2. Provide three examples of messages explaining a temporary absence from the workplace. Include:

Appropriate start and finishing expressions

Accurate grammar and a wide range of specific vocabulary.

Element 3: Write short messages of appreciation, apology and explanation for absence

62 © ASEAN 2012 Trainee Manual Write a short message in English

Summary

Write short messages of appreciation, apology and explanation

for absence

When writing a short message of appreciation, apology or explanation for absence, it is important to:

Use appropriate ways to start and finish the message

Use accurate grammar

Use specific vocabulary that is relevant to the message

Use the correct level of formality.

Presentation of written work

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Presentation of written work

1. Introduction

It is important for students to present carefully prepared written work. Written presentation in industry must be professional in appearance and accurate in content. If students develop good writing skills whilst studying, they are able to easily transfer those skills to the workplace.

2. Style

Students should write in a style that is simple and concise. Short sentences and paragraphs are easier to read and understand. It helps to write a plan and at least one draft of the written work so that the final product will be well organized. The points presented will then follow a logical sequence and be relevant. Students should frequently refer to the question asked, to keep „on track‟. Teachers recognize and are critical of work that does not answer the question, or is „padded‟ with irrelevant material. In summary, remember to:

Plan ahead

Be clear and concise

Answer the question

Proofread the final draft.

3. Presenting Written Work

Types of written work

Students may be asked to write:

Short and long reports

Essays

Records of interviews

Questionnaires

Business letters

Resumes.

Format

All written work should be presented on A4 paper, single-sided with a left-hand margin. If work is word-processed, one-and-a-half or double spacing should be used. Handwritten work must be legible and should also be well spaced to allow for ease of reading. New paragraphs should not be indented but should be separated by a space. Pages must be numbered. If headings are also to be numbered, students should use a logical and sequential system of numbering.

Presentation of written work

64 © ASEAN 2012 Trainee Manual Write a short message in English

Cover Sheet

All written work should be submitted with a cover sheet stapled to the front that contains:

The student‟s name and student number

The name of the class/unit

The due date of the work

The title of the work

The teacher‟s name

A signed declaration that the work does not involve plagiarism.

Keeping a Copy

Students must keep a copy of the written work in case it is lost. This rarely happens but it can be disastrous if a copy has not been kept.

Inclusive language

This means language that includes every section of the population. For instance, if a student were to write „A nurse is responsible for the patient‟s in her care at all times‟ it would be implying that all nurses are female and would be excluding male nurses.

Examples of appropriate language are shown on the right:

Mankind Humankind

Barman/maid Bar attendant

Host/hostess Host

Waiter/waitress Waiter or waiting staff

Recommended reading

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Recommended reading

Parkinson, D., 2002, Really Learn 100 Phrasal Verbs, OUP, UK

Swan. M. & Walter. C., 2009, Oxford English Grammar Course – Basic, OUP, UK

Underhill, A., 2005, Sound Foundations: Learning and Teaching pronunciation, Macmillan, UK

Websites and online learning

Clearinghouse of ESL Lesson Plans and Resource www.csun.edu/~hcedu013/eslplans.html

Dave‟s ESL café www.eslcafe.com/

Delta‟s ESL Links www.delta-systems.com/links.cfm

English as a Second Language www.rong-chang.com/

English Club.com www.englishclub.com/index.htm

Grammar Safari www.iei.uiuc.edu/web.pages/grammarsafari.html

Mark‟s ESL World www.marksesl.com/main_page.html

Online Writing Lab www.owl.english.purdue.edu/handouts/esl/

One stop English www.onestopenglish.com

Recommended reading

66 © ASEAN 2012 Trainee Manual Write a short message in English

Trainee evaluation sheet

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Write a short message in English 67

Trainee evaluation sheet

Write a short message in English

The following statements are about the competency you have just completed.

Please tick the appropriate box Agree Don’t

Know

Do Not

Agree

Does Not

Apply

There was too much in this competency to cover without rushing.

Most of the competency seemed relevant to me.

The competency was at the right level for me.

I got enough help from my trainer.

The amount of activities was sufficient.

The competency allowed me to use my own initiative.

My training was well-organized.

My trainer had time to answer my questions.

I understood how I was going to be assessed.

I was given enough time to practice.

My trainer feedback was useful.

Enough equipment was available and it worked well.

The activities were too hard for me.

Trainee evaluation sheet

68 © ASEAN 2012 Trainee Manual Write a short message in English

The best things about this unit were:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

The worst things about this unit were:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

The things you should change in this unit are:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________