Septiyani Wafda 109014000077 VB
Book Response Form
Book title : Industrial English
Author : T C Jupp and Susan Hodlin
Publisher : Hainemann Educational Books London
Date Published:
1975 Number
of pages: 330
Genre : Reference
PART
ONE
CHAPTERS
How adequate is orthodox language teaching theory and
method to the communicative task?
I think this chapter told about the aim
of the language course. It will give us some information whatever our purposes
to build some language course, our aim must be same that teaching language that
effective for real communication.
Communicating at work in a second language.
The chapter told about how to teach
language teaching depends on learners’ communicative requirements and
opportunities. We have to know how language is used, and at how and where
communication breaks down.
Communication breakdowns and in adequacies.
This chapter is about the nature of the
language communication. It will told us how
to make some course that make a student able to speak with native speaker in
daily conversation clearly and fluently.
Designing language teaching items for particular
communicative need.
This chapter
discusses about daily communication. I
think this chapter would give us the information about the use of languge in social
life, etc.
A concept for a functional language course.
This chapter told
about how to build good language course. This chapter should tell us about the
basic of the language course and about the concept of learning strategies for
immigrant worker.
The
investigation of language requirements in an employment situation including the
assessment of learners.
The chapter maybe tells
us about how to use our experience for making choices about language learner’s
needs in some situation. It’s also tell us about what linguistic skills
involved.
The contents and methodology of the Industrial English
teaching materials.
The chapter told about methods of industrial English teaching
materials. Maybe the chapter will discuss about how we apply the methods of teaching
materials.
The participation of other people in communicative
improvement.
This eight chapter probably talk about learner improvement. This
chapter should talk about how to affect the improvement of language learner.
Evaluation of communicative improvement.
This last chapter of the first part is
about the report of learner improvemnt. Maybe it will discuss about the aim of
the course.
PART
TWO
CHAPTERS:
Building confidence, establishing teaching
methods, basic grammar.
The chapter discuss
about how to built our convidence, how to establish teaching method and basic
grammar. It will give us the way to get some confidence and etc.
Simple social learning, instruction and faults,
request.
I guess this chapter
would tell us about how to make a simple social learning. And give us further
information about the description about instruction and faults and request.
Responding in more complicated situation:
measuring and accuracy.
This chapter
probably will teach us about how to respond something in the complicated
situation. And give usa lot of sentence pattern.
All about the factory.
Maybe this is would
tell us about the language in the factory. And this chapter will give us some
example of sentence pattern that related to the language in the factory.
Explanation and apologies: cultural differences
of behavior: solving problem
Maybe
this chapter will teach us about how to make some sentence if we wanted to ask
apologies to someone. This chapter also give us the chapter about it.
Taking the initiative, responding in difficult
situations, cultural matters, revision.
The last chapter of part two maybe
discussed about the communicative language pattern. This chapter will show us
some initiative sentence in difficult situation.
CONTENT
PART
ONE
1. How adequate is orthodox language teaching theory and
method to the communicative task? (page; 5)
1.1. The importance of language function
1.2. The important of the learner’s particular needs
1.3. The language teaching revolution
1.4. An example of the structural method in practice
1.5. Other methods
1.6. summary
2. Communicating at work in a second language. (page
14)
2.1. The employment situations of Asian workers
2.2. A typical workplace
2.3. Use of language
3. Communication breakdowns and in adequacies. (page
20)
3.1. The unpredictable pattern of problems for the
foreigner
3.2. Expected pattern of communication
3.3. Some characteristics of communication breakdowns
4. Designing language teaching items for particular
communicative need. (page 25)
4.1. Difficulties with names and forms of address
4.2. Sikh Punjabi names and forms of address
4.3. The English system of names and forms of address
4.4. A scheme of language teaching items for English names
and forms of address
4.5. Conclusion
5. A concept for a functional language course. (page
31)
5.1. A learning scheme for Asian workers
5.2. A course scheme for Industrial English for Asian
immigrants
5.3. A general framework for functional language training
6. The investigation of language requirements in an
employment situation including the assessment of learners. (page 38)
6.1. General plan of investigation
6.2. General information about the firm
6.3. Discussion with relevant members of management and supervision
6.4. Observation in the relevant sections or departments
6.5. Tape recording of work language
6.6. Assessment and selection of trainees
7. The contents and methodology of the Industrial English
teaching materials. (page 46)
7.1. The scheme of subject matter and language contents
7.2. The content and progress of the course
7.3. Classroom methodology
7.4. How to teach the course
8. The participation of other people in communicative
improvement.
(page 62)
8.1. The contribution and needs of English-speakers
8.2. Briefing on language training course
8.3. Reinforcement of language course
8.4. Background seminar about Asian employees
9. Evaluation of communicative improvement. (page
68)
9.1. Improvement in English language of learners
9.2. Post-course language assessment administered by
supervisors
9.3. Supervisor and charge hand reactions to the progress
of students
9.4. The effect of the course on output and production
9.5. Other possible effects of language training
9.6. Further follow-up
PART
TWO
10. Building confidence,
establishing teaching methods, basic grammar (page 80)
10.1.
Counting
10.2.
Letters and numbers
10.3.
Following instruction
10.4.
Meeting and greeting
10.5.
Personal pronouns and possessives
10.6.
A factory job
10.7.
Daily routine
10.8.
Dramatic listening dialogues
11. Simple social learning,
instruction and faults, request (page 118)
11.1.
Dates and times
11.2.
Arriving at work
11.3.
Colours
11.4.
A factory process or job including
looking out for faults
11.5.
Introduction, personal names and leaving
work
11.6.
Asking politely
11.7.
Starting a conversation
12. Responding in more
complicated situation: measuring and accuracy (page 155)
12.1.
Following instruction
12.2.
Measuring
12.3.
Understanding people
12.4.
Past simple tense
12.5.
Asking for help
12.6.
Weighing
12.7.
Taking a message
12.8.
Incorrect and correct
12.9.
Some personal items
12.10.
Dramatic listening dialogues
13. All about the factory
(page 205)
13.1.
General information about the factory
13.2.
The overall manufacturing process
13.3.
Jobs
13.4.
Safety and accidents
13.5.
Quality and faults
14. Explanation and
apologies: cultural differences of behavior: solving problem (page 238)
14.1.
Present perfect tense
14.2.
Apologies and explanations
14.3.
Indicating and contrasting quantity
14.4.
Talking an Asian language
14.5.
Faults analysis and corrections
14.6.
Solving problems
14.7.
Behavior which can cause offence
15. Taking the
initiative, responding in difficult situations, cultural matters, revision
(page 270)
15.1.
Solving personal problems
15.2.
Solving work problems
15.3.
Formal situations at work
15.4.
Social behavior
15.5.
Talking about Asian and English customs
15.6.
Revision
QUESTION AND ANSWER
PART
ONE
1. How adequate is orthodox language teaching theory and
method to the communicative task? (page 5)
1.1. The importance of language function
What is the importance of language function?
The
simple and typical grammatical labels only occasionally tell us about the
function of a piece of language – for example, the imperative can be used for
instructions. A detailed linguistic analysis would show other important
correspondences between formal features and function – for example, in
intonation. However, although there are these important correlations, language
functions are never confined to one set of language forms.
1.2. The important of the learner’s particular needs
What is the important of the learner’s particular
needs?
The
teacher has more precise responsibilities: he should not consider some
unspecified or ideal user of English; he has a group of learners in front of
him who have, or will have, particular communication needs in particular
situations. This, therefore, is the second major principle involved in teaching
a foreign language: the centrality of the learner’s needs to all the teacher’s choices.
This is a relevant principle for any group of learners anywhere although it is obviously
more relevant in the case of adults who have themselves chosen to learn a
second language. Any learner of English anywhere in the world has access to
English through seeing signs and advertisements in English. Wherever there is a
group learning English for special purpose, the learners will have common needs
and common opportunities.
1.3. The language teaching revolution
When is the language teaching revolution?
The
upsurge in English language teaching was accompanied by the introduction of new
methods and materials in the classroom particularly during the 1960s. These
changes were often radically and can be called a language teaching revolution.
1.4. An example of the structural method in practice
What is an example of the structural method in
practice?
Here
is an example of situation which poses these questions. The ministry of Foreign
Trade in a small country, heavily dependent upon foreign trade, decided to give
a high priority to teaching foreign languages to key personnel who had to deal
with foreign business people in the capital, or who might live abroad as part
of a trade mission. The ministry was advised to release the language trainees
for four hours daily every week for a year if they wanted to see really
dramatic progress; which meant taking key people away from their desks, and
often living the individual in the situation of having to catch up in his own
time on vital work. The ministry equipped two languages laboratories, bought
what they were advice were the most suitable material, and trained their
teachers. The materials recommended were a typical modern audio-visual course
may mostly based on selection and grading by structural criteria with some additional
‘situational’ language.
1.5. Other methods
What are the other methods?
This
discussion of current methodology and practice has concentrated mainly upon ‘structural
methods’ because this have come to underlie nearly all approaches whatever
their label. However, some material mixes structuralism with attention to
‘situation’. As a general theory this has a number of practical weaknesses. But
in the fact ‘the situational method’ is not a full theory of language teaching,
but more an appendix to the structural method.
1.6. Summary
What is the summary?
1.7. The
intention of this critical analysis is not to suggest that the structural
approach is useless, but that alone it is inadequate to meet the two principles
outlined earlier in this chapter; the principles of teaching rules of use as
well as rules of form, and the principle that the learners’ needs should be
central to all the choices a teacher makes.
2. Communicating at work in a second language. (page
14)
2.1. The employment situations of Asian workers
What are the employment situations of Asian workers?
Numbers
of Asians are also employed in service industries which offer poor wages as
well as difficult hours and conditions – for example, transport, hospitals,
cleaning and public catering. Communication with the public is often an
integral part of these jobs from every point of view. Again this is often not
recognized or is ignored, and Asian workers in these situations really have an
even more urgent need for language training in English than those in the
industrial situation.
2.2. A typical workplace
What is a typical workplace?
We
shall now examine a typical work situation in some detail. We have chosen as an
example the finishing and assembly department of a company making plastic
electrical fittings. The department employs sixty women, of whom thirty-five do
not speak English as their first language. The work situation consists of women
at long benches using simple individual machines to finish or assemble the
product. They have to fetch and deliver the items, they have to fetch and
deliver the items, they have to maintain consistent quality, and after
assembling the items, they may have to pack them. There are three chargehands
and one supervisor in the department, all of whom are English.
2.3. Use of language
What is the use of language?
In
most industrial work situations the use of language can be classified under the
following very broad headings:
1. Work language
a. Language associated with immediate job situations.
b. Language required for work flexibility, for unusual
situations, and for increased responsibility.
2. Social language
a. Language for social contact.
b. Language for individual employee to communicate about
his rights and problems.
3. Communication breakdowns and in adequacies. (page
20)
3.1. The unpredictable pattern of problems for the
foreigner
What is the unpredictable pattern of problems for the
foreigner?
A foreign
worker seldom knows no English at all unless he has just arrived. Many Asians
may have learned some English before coming to England. But, as we have already
discussed, the actual ability to communicate in English depends on much more
than knowledge of the linguistic features of English. It has often been a
painful and frustrating experience for more educated immigrants who thought
they ‘knew’ English before coming to England to discover that they cannot
participate in the simplest communicative situations.
3.2. Expected pattern of communication
What is expected pattern of communication?
A
native English-speaker probably has these expectations about the pattern of
communication stretching over a day (and longer). Therefore, if the immigrant
fails in part of the overall pattern, he is potentially affecting all the rest
of it.
3.3. Some characteristics of communication breakdowns
What are some characteristics of communication
breakdowns?
We
shall now consider communication breakdowns on the level of particular transactions.
Again the two types of breakdown occur; communication breakdowns where nothing
is said, or breakdowns where the wrong thing is said or understood.
4. Designing language teaching items for particular
communicative need. (page 25)
4.1. Difficulties with names and forms of address
Which difficulties with names and forms of address are?
Most
English as a foreign language courses give very little attention to the use of
names and forms of address in English. Often names are first introduced in
structural practice with the verb ‘to be’:
I’m
John Smith. He’s Fred Jones. You’re Mary Davies.
These difficulties arise because the system of names
and the uss of names in calling for equivalent purposes are quite different in
England and in the various areas of the Asian subcontinent from which the
immigrant groups have originated.
4.2. Sikh Punjabi names and forms of address
What are Sikh Punjabi names and forms of address?
A Sikh
Punjabi normally has a three-part name based on the following system:
a. The given name
b. The complimentary suffix
c. The sub-caste name
d. Given-name variations
e. Calling practices and forms of address.
4.3. The English system of names and forms of address
What is the English system of names and forms of
address?
The safest English name to
use is always the surename. The use or non-use of a title with the surename is a significant
choice (Mr., Mrs., and Miss). Nick-names are widely used in workplaces
as well as ethnic first names – e.g. ‘Paddy’ and ‘Jock’. Other forms of
address. Amongst woman in factory originally intimate forms are freely
used: ‘love’, ‘darling’, ‘dear’, etc.
4.4. A scheme of language teaching items for English names
and forms of address
What is a scheme of language teaching items for
English names and forms of address?
Two
important factors in these schemes are that the complexity of the items
develops slowly and that they are well spaced out in time. This illustrates the
difference between teaching linguistic items and language functions. The
learner has to grasp the actual use of the item and modify his behavior on the
shop-floor in this respect before he has ‘learned’ it. The presentation of all
the material in a single block would be impractical in terms of changed
language behavior.
4.5. Conclusion
What is the conclusion?
We
have tried to show in this chapter how certain broad principles of language learning
and the communicative needs of Asian workers can be taken account of in
designing teaching items.
5. A concept for a functional language course. (page
31)
5.1. A learning scheme for Asian workers
What is a learning scheme for Asian workers?
What
follow is a very simplified scheme of some factors involved for Asian workers
in mastering effective functional language for their work situation. This
scheme is largely based on the broad classification of language-communication
at work. An obvious way of constructing such a ladder would be simply in terms
of the complexity and difficulty of the main areas of functional language
involved.
5.2. A course scheme for Industrial English for Asian
immigrants
What is a course scheme for Industrial English for Asian
immigrants?
We
shall examine aims, priorities, and constraints which must determine many
points in the construction of a language training programme. There are two
principal aims in running an English course for Asians at work:
a. To teach the English the learner needs for him immediate
job, and to enable him to communicate more freely about the work situation in
general and so to become a more effective and flexible worker able to take more
responsibility.
b. To teach the English needed for simple social contact
within the work place between the learner and native English-speaking workers.
This is essential for good industrial relations and also for attractive working
conditions for employees’ of all origins. And besides, communication being
social, aim a
cannot be achieved without aim b.
5.3. A general framework for functional language training
What is a general framework for functional language training?
There
is increasing demand for functional language courses for commerce, industry,
and higher education, and these are often run at work for group with similar
needs. The general principles and scheme presented in this book have been
successfully applied by one of the authors in the very different context of
fairly advanced written English course within large commercial organizations in
the Middle East.
6. The investigation of language requirements in an
employment situation including the assessment of learners. (page 38)
6.1. General plan of investigation
What is the general plan of investigation?
a. General and swift tour of entire site to grasp general
nature of processes, products, and work, and to observe distribution of labour
on site.
b. Discussion with relevant management and supervision.
c. English assessment interviews with all non-English
speakers; or a representative sample; or those considered by
management to have language and communications problems.
d. Close observation and understanding of department(s)
from which student will be drawn.
e. Tape recording for instructions and job descriptions
for a number of representative jobs at present done by potential language
trainees, or which it is planned they should be able to do after the language
course.
6.2. General information about the firm
What is the general information about the firm?
List
of all departments.
Work
done in each
Main
categories of jobs in each
Size
and composition of workforce.
Organization
of work (shifts, bonus scheme, piece-work, etc.).
6.3. Discussion with relevant members of management and supervision
What is the discussion with relevant members of
management and supervision?
Most
people cannot talk in much detail or with understanding about communication
problems. For this reason, the discussion should always concentrate upon concrete
examples. Even in a company which recognize a language-communication problem,
there will be people who deny it; and this will be a true the closer one gets
to the shop-floor where junior management will not want to suggest they have
not got the situation completely under control.
6.4. Observation in the relevant sections or departments
What observation in the relevant sections or
departments?
a. Social interaction
b. Language of immediate job situation
c. Language for flexibility and increased responsibility
d. Language for simple social contact
e. Language for formal personal situations
f. Altitudinal factors affecting in the use of English
g. Things that are disliked by Asians and English about
each other
h. Shift or daily time table
6.5. Tape recording of work language
What is a tape recording of work language?
The
usual supervisor, chargehand or instructor should instruct someone on a
representative sample of jobs in the department, and everything said should be
recorded. There is usually a good deal of overlap or similarity between jobs,
so the number of key jobs can be reduced to quite a small number.
6.6. Assessment and selection of trainees
Which assessment and selection of trainees?
We
have found it best to base assessment of individual face-to-face interview. The
aim of this is both to select a class which is reasonably homogeneous in terms
of initial knowledge of English and have similar English language needs, and to
gain some initial understanding of individual linguistic and communicative weaknesses.
At the same time the learners must represent the main level of communication
problem which exists in the company.
7. The contents and methodology of the Industrial English
teaching materials. (page 46)
7.1. The scheme of subject matter and language contents
What is the scheme of subject matter and language
contents?
The
scheme proved a very useful broad method of classifying many of the language
situations we observed in order to judge the balance between the different
roles and functions and to judge the situation of common language use within
and between them. In designing a particular teaching item, it was obviously
necessary to define role and function more closely so as to take the most
useful decision on linguistic content and learning methodology.
7.2. The content and progress of the course
What is the content and progress of the course?
We
have found it reassuring and useful for the students to supply them with
summary notes of the main points in each section after they have completed the
section. Some students can already read English, and others can get a relation
or friend to go over the notes with them. The printed word is an important
symbol of education and, although it is impossible to teach reading in the time
available, such notes provide help and encouragement.
7.3. Classroom methodology
What is classroom methodology?
The
teaching and learning methods used in the course have been determined by the
following factors:
a. Learners will already be successfully communicating in
English to however limited and inaccurate an extent and their passive knowledge
will be more extensive.
b. In spite of a, the majority of learners will lack of
confidence and will already be convinced of their inability to learn English
extensively and systematically because of their repeated failure to communicate
in so many situations.
c. This is entirely a course in spoken English – no
written.
d. Asian learners will be unfamiliar with modern teaching
methods.
e. Learners must be able to transfer the language they
learn to the real-situation outside and apply it successfully.
7.4. How to teach the course
How to teach the course?
Both
management and employees who come to the course will be expecting a really
substantial and dramatic improvement. And the responsible teacher can hope for
no less; he has perhaps three months in which to help the learner out of the
sticky swamp of failure to communicate in English, on to some firm ground. The
learner can then proceed after the course to come to terms with more and more
English as a result of this momentum. These three months is probably a one-and-of-all
opportunity for the learner to ‘take-off’ into learning English. The teacher
must expect and insist upon no less.
8. The participation of other people in communicative
improvement.
(page 62)
8.1. The contribution and needs of English-speakers
What is the contribution and needs of
English-speakers?
The
presence of native English-speakers and the need for an immigrant to communicate
with them is one of the unique advantages of running in-company language
training which must be utilized to the fullest extent for practice,
reinforcement, and extension. An Asian worker will have to communicate with his
chargehand, foreman, shop steward, and fellow-workers in English if they are native-speakers
and these people need to be including in the language-training process.
Supervisory staffs are particularly important because they can alter practice,
such as the use of interpreters, and they can motivate the learners as a
representative of the factory management. The language course present a unique
opportunity to give supervisory staff some permanent understanding of
communication difficulties and cultural factors – an understanding which is essential
to effective and fair management of a mixed workforce. This is something which
will have a much wider effect among employees than just upon the course
participants. It will affect all the Asians, present and future, who are
employed in the department or by the company.
8.2. Briefing on language training course
What is briefing on language training course?
We
have found the following scheme an effective approach to the briefing session:
a. Introductory remarks
b. The present level and performance of trainees for the
language course.
c. Overall analysis of communication needs and
difficulties in the company arising from the investigation.
d. Some examples of communication breakdowns, their
nature and how they can be overcome.
e. The content of the language course and why.
f. The contribution of supervisory staff.
g. Realistic expectations and results.
8.3. Reinforcement of language course
What is reinforcement of language course?
Chargehand
and supervisors, shop stewards and others interested should be spoken to at least
once a week and asked to report on the progress of the workers who are on the
course. The best way of getting effective co-operation is to give a weekly
summary of the work done to the chargehand or supervisor along with suggestions
on how it can be practiced. Practical suggestions on how it can be practiced.
Practical suggestions for follow-up activities are made a connection with many
teaching items and thereafter a teacher should devise his own on terms of his
own situation.
8.4. Background seminar about Asian employees
What is the background seminar about Asian employees?
Groups
of about fifteen staff attend two seminars lasting about three hour each.
Careful attention is given to case study material and discussion of the
participants own departments. The emphasis throughout the seminars is upon
presenting information and discussing its relevance to good communication. A
package is provided for all participants summarizing this background
information and the contents of the seminars.
9. Evaluation of communicative improvement. (page
68)
9.1. Improvement in English language of learners
What is the improvement in English language of
learners?
One of
the clearest ways of the evaluating linguistic progress is to administer some
of the items in the ore-course assessment as part of the final evaluation. But
the final evaluation test will also need to include a number of new items
specifically related to the content of the language course.
9.2. Post-course language assessment administered by
supervisors
What is post-course language assessment administered
by supervisors?
The
chargehands and supervisors in closest daily contact with students are asked to
administer a six-item assessment the week after the course finishes. Questions
are asked when the appropriate opportunity arises in the normal course of the
job so that the student is unaware he is being assessed. In all cases it must
be agreed with the chargehands and supervisors that none of the students used
the particular language function effectively before the course started.
9.3. Supervisor and charge hand reactions to the progress
of students
What are supervisor and charge hand reactions to the
progress of students?
A thorough
evaluation of improvement in student’s ability to communicate in his work place
and the effect of this on his level or efficiency could be immensely
complicated and time-consuming. The only practical way to try to judge it is to
ask for the opinion of each student’s immediate boss. This type of reaction
evaluation is obviously unreliable, but is a very useful indicator. For
example, if, in the opinion of a charghend, two of his operators are now more
useful and flexible, this indicates a lot in terms of his relationship with
them and the demand she is making on them, and is likely to be reflected in
real performance whether or not the opinion is objectively true.
9.4. The effect of the course on output and production
What is the effect of the course on output and
production?
If
students are being withdrawn from their jobs during the working day, one might
expect a proportionate drop in their output. This will reveal itself either in
short-work or in excess overtime in the department. Both these points should be
checked, and if neither has occurred, or in less than proportion, an increase
in productivity has resulted. Where a department is on piecework, the output of
each individual can be easily checked.
9.5. Other possible effects of language training
What are the other possible effects of language
training?
In
some cases language training can also affect the following factors:
a. Tension and frustration between English speakers and
non-English speakers.
b. Drift away from the company of non-Asian workers.
c. Suitability for industrial training.
d. Impediments to up-grading and promotion.
e. Labor turnover.
9.6. Further follow-up
How to further follow-up?
As a
form of constructive follow-up and further work, we have experimented with
fortnightly visits to students after the end of the course. At each visit
students are given a task which is checked on the next visit.
PART
TWO
10. Building confidence,
establishing teaching methods, basic grammar (page 80)
10.1.
Counting
What is counting?
Counting is the written
numbers are in general use throughout the Asian subcontinent so their
recognition is seldom a major problem.
10.2.
Letters and numbers
What are letters and
numbers?
Recognition of
letters of the alphabet on their own and in combination with numbers.
10.3.
Following instruction
What is following
instruction?
Following
instruction is an imperative form with useful verb.
10.4.
Meeting and greeting
What are meeting and
greeting?
A stes of formulae
for telling someone your name, for greetings, and for parting.
10.5.
Personal pronouns and possessives
What are personal
pronouns and possesive?
Personal pronouns
are the words such as, I, you, they, we, he, she, it. And possessives are such
as my, your, their, our, his, her, its.
10.6.
A factory job
What is a factory
job?
A factory job is an
idea of a job description and of the way language can be used accurately in
relation to factory jo
10.7.
Daily routine
What is daily
routine?
Daily routine is
activity which is done every day.
10.8.
Dramatic listening dialogues
What are dramatic
listening dialogues?
Dramatic listening
dialogues are dialogues those are used by the learners in order to train
student in careful listening and comprehension.
11. Simple social
learning, instruction and faults, request (page 118)
11.1.
Dates and times
What are dates and
times?
Dates and times is a
material which is given to a student in order to make them know about
vocabulary of days and date and expressions of time.
11.2.
Arriving at work
What is arriving at
work?
Arriving at work is
when people come to their work in the morning and they talk to their fellow
English workers.
11.3.
Colours
What are colours?
Colours are some material
which given to the learners about what are colours and how to use them in daily
expression.
11.4.
A factory process or job including
looking out for faults
What is a factory
process or job including looking out for faults?
A factory process or
job including looking out for faults is an question-answer activity among the
workers to discuss a problem.
11.5.
Introduction, personal names and leaving
work
What is
introduction, personal names and leaving work?
Introduction,
personal names and leaving work is process to tell someone about ourselves,
names, or works in the first meeting
11.6.
Asking politely
What is asking
politely?
Asking politely is
using polite forms and words when asking for something especially to the older
person.
11.7.
Starting a conversation
How to start a
conversation?
To start
conversation we could give an information to the audience about aur identity.
Or we can use some beginning word when meet new people.
12. Responding in more
complicated situation: measuring and accuracy (page 155)
12.1.
Following instruction
What is following
instruction?
Following
instruction is we follow what the instructor order by understanding his or her
language.
12.2.
Measuring
What is measurement?
Measurement is a
material that tells about comparative and superlative form.
12.3.
Understanding people
How to understanding
people?
To understanding
people we have to recognize what people say. If we don’t understand, we may ask
his anymore with polite word such as “pardon”.
12.4.
Past simple tense
What is past simple
tense?
Past simple tense is
a tense that give us some information that happen in the past.
12.5.
Asking for help
How to ask for help?
To ask for help we
have to say it by ‘excuse me’ or ‘can you help me please?’.
12.6.
Weighing
What is weighing?
Weighing is some
material that introduces vocabulary and expression used in weighing.
12.7.
Taking a message
What is taking a message?
Taking a message is understanding
the sender meaning by listening to the message and repeating it and also
replying it.
12.8.
Incorrect and correct
What is incorrect
and correct?
It is part that
discuss our response to people utterance whether it is correct or incorrect.
12.9.
Some personal items
What are some
personal items?
Some personal items
are something that depend on our self such as phone number or address.
12.10.
Dramatic listening dialogues
What is dramatic
listening dialogues?
Dramatic listening
dialogues are dialogues those are played to learners in order to train student
in careful listening and comprehension.
13. All about the
factory (page 205)
13.1.
General information about the factory
What is general
information about the factory?
General information
about the factory is a material which convey information about and increase
interest in general work environment while at the same time teaching and
practicing English.
13.2.
The overall manufacturing process
What is the overall
manufacturing process?
The overall
manufacturing process is the process that shows students how their own job fits
into the overall processes in the factory and the department.
13.3.
Jobs
What is job?
Jobs is a part which
patterns of sentence related to a job is discussed.
13.4.
Safety and accidents
What are Safety and
accidents?
Safety is a something
that make a worker safe when doing his job and accident is something bad happen
when the safety breaks down.
13.5.
Quality and faults
What are quality and
faults?
Quality and faults
is a material which discusses the sentence patterns when worker say about
quality and faults that occurs in a work.
14. Explanation and
apologies: cultural differences of behavior: solving problem (page 238)
14.1.
Present perfect tense
What is present
perfect tense?
Present perfect
tense is a tense to express what we have done now and future.
14.2.
Apologies and explanations
How to ask apologies
and give explanations?
We have to use
formal language when we give some explanation especially in front of the
audience. And we use good language when we ask for apologies to someone.
14.3.
Indicating and contrasting quantity
How to Indicate and
contrast quantity?
To indicate and contrast
quantity we can use some contrast word, such as many, etc.
14.4.
Talking an Asian language
What is Talking an
Asian language?
Talking an Asian
language is we talk to people that can con speak English well, and then we use
their original language and translate it to English anymore such as translator.
14.5.
Faults analysis and corrections
What are Faults
analysis and corrections?
Faults analysis and
corrections is discussing and reporting upon major faults.
14.6.
Solving problems
How to solve
problems?
To solve the problem
we need the language not only to respond, but also we have to give some advice
about that situation.
14.7.
Behavior which can cause offence
What is Behavior
which can cause offence?
Tthe activity that
usually we do but it maybe could make someone angry for example teasing or
mocking.
15. Taking the
initiative, responding in difficult situations, cultural matters, revision
(page 270)
15.1.
Solving personal problems
How to solve
personal problem?
To solve personal
problem we have to provide the necessary language and share it to believeble
people.
15.2.
Solving work problems
How to solve work
problems?
To solve the problem
is we need to discuss with another person about the aspect of learner’s jobs.
And English is needed to communicate with other.
15.3.
Formal situations at work
What are Formal
situations at work?
Formal situations at
work is a situation when learner have to say in formal language such as meeting
and interview.
15.4.
Social behavior
What is Social
behavior?
Social behavior is a
language that people usually communicate with other people.
15.5.
Talking about Asian and English customs
What is talking
about Asian and English customs?
Talking about Asian
and English customs is introducing cultural topics and the idea of differences
and comparison between English custom and original custom.
15.6.
Revision
What is Revision?
Revision is some activity to renew something older in order to make
it better and useful.
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