понедельник, 16 ноября 2015 г.

Portfolio notes(my record of work from BC online course)

This is one of the ways portfolio notes can be done. Here I would like to share the idea of how vocational language can be taught .It's a good way of how self-reflection can be done as well.
Record of work summary and rationale
Oksana Yerokhina
CiSELT unit and title
  CIS 6.1 English for vocational purposes
URL or activity name showing how record of work relates to a new idea from CiSELT
Development area
 Understanding possible work environment: improving  skills and providing education through real-life communication that leads learners to analysis and practice at each stage of interaction
Type of record of work cosen
Portfolio notes
I have chosen English for vocational purposes: Language knowledge and skills development as my record of work because it proves the importance and demonstrates the necessity of introducing and practicing the language on the basis of real-life situations in the course of Business English. Having done exercises from the online course and studied the material, I made an attempt to implement some of the ideas suggested into my course.
The aim was to understand the functional language and then to practice it using realia. The ideas from the course used: prediction as pre-watching task (knowing the title of the video “When dealing with rude customer, what’s the best approach?” Ls predicted   troubles the staff may have and the ways to solve them); pictures (that is video, here)-situations matching as while- watching task: Ls were asked to watch the video, but the sound was off. Seeing the staff in the video Ls had to suggest/predict the answers (role-playing-pair work) bearing in mind speakers’ job position, mimes, gestures and facial expression. To cope with the task they were given some key words and phrases for “customer-staff” communication. Having practiced that, Ls watched the video again and this time the sound was on. The task for post- watching   was to compare own answers and then choose the right one. The purpose was to check the understanding of functional language. At the end the Ls were given the home task: to write the dialogue between the customer and one of the 3 representatives of the staff from the video (general manager, director of human sources or executive chef). The aim was to practice speaking/ writing politely and improve skills and knowledge gained at the lesson.
Vocational English understanding and practicing went rather well and the Ls themselves came to the conclusion that it was quite useful to have such real- life practice. The aim which was thought to be achieved was achieved.
The thing is that Business English course is optional, so the Ls who were in class had rather good level of English.  When working with the activities to improve vocational English Ls were   successful and everything went   well. Anyway, there was some misunderstanding when doing listening. Some background noise,   pronunciation differences and professional jargon (i.e. rapport)   caused slight problems. Though, the general idea of the video was understood and through practice Ls managed to improve their language skills, enjoy the beauty and benefit of vocational English.

For the next time: to avoid some misunderstanding when doing  listening I would give key words and phrases for Ls to study and understand them  beforehand;to improve vocational English I would give Ls some different tasks from the online course, e.g. watch the video and complete the missing words, multiple choice questions, and I will try to adapt “bricklaying exercise” to the topic: Ls may try asking LOTS and then HOTS questions (according to Bloom’s taxonomy) when acting the dialogues between the staff and the customers (“ground bricks” will be LOTS questions and “bricks on the top” will be HOTS questions). Of course, the template will be given.

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