MODULE OVERVIEW
Congratulations. Your product proposal has been approved by management. Now it will go through a production process to be developed and manufactured. This Module will take you through the following stages: from understanding various processes and how a company is structured; through to the initial outsourcing process; to drawing up product specifications; then to negotiating with suppliers all around the world to order parts; launching production; and lastly making the final presentation of the product to your Board of Directors.
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TEACHER’S MANUAL: General introduction to the module
MODULE 3 DEVELOP AND MAKE: understanding processes and company structure; contracts and specifications; telephoning; intercultural negotiations and launching production
Total time: 22,5h
SCENARIO:
Congratulations. Your product proposal has been approved by management. Now it will go through a production process to be developed and manufactured. In addition, you will have to negotiate with suppliers.
GENRES:
● Procedures (description of process)
● Instructions
● Telephone calls
● Business emails and letters
● Negotiations
● Presentations
● Proposals (contact potential suppliers or companies to outsource production)
● Specifications (sent to other factories abroad that have to manufacture your product according to your strict specifications)
● Reports
Socialising
Learning objectives for the whole module
Within the area of communicating an innovative product or project
SKILLS
● Becoming acquainted with developing and manufacturing processes: brainstorming, finding out about technical specifications, contracts. Understanding how a company functions. Understanding technical processes and factories.
● Reading: Product and process descriptions and specifications; contracts; visual aids.
● Writing: Describing processes. Textual and visual information, contracts, product design specifications.
● Listening: Product /process descriptions and presentations, interviews, discussions, factory tour, cultural interactions.
● Speaking interaction: brainstorming and discussing. Participating in informal meetings. Socialising in a conference setting. Speaking on the telephone. Anticipating questions for the Question-Answer period at the end of presentations. Describing and inventing technical processes.
● Speaking production: Product presentations. Presentations to Board of Directors. Introducing oneself and one’s product to conference attendees.
LANGUAGE
● Vocabulary: Telephoning, business correspondence, contracts, meetings, negotiations, socialising, technical vocabulary for specifications, processes, figures and numbers;
● Grammar & Discourse: Describing sequences and stages within a process (from initial stages- raw materials- to middle stages to final product, agreeing / disagreeing, reaching consensus, making / accepting / rejecting proposals, time expressions, passive forms, phrasal verb adjectives, modal verbs, tenses and verb forms, comparative and superlative forms, making suggestions / recommendations, asking for / giving opinion;
● Pronunciation: Accent awareness, intonation, pitch, ‘-ough’ forms.
INTERCULTURAL COMMUNICATIVE COMPETENCE (IC): Dealing and socialising with overseas visitors and suppliers
VIRTUAL REALITY: 2 VR activities in this module: the first in Task 1 (Activity 4) and the second (gamification) in Task 3 (Activity 2).
TASK 1: Groundwork: Outsourcing and Negotiating
Learning objectives for task 1:
SKILLS
READING:
● B1 I can identify the type of technical text, such as technical processes, contracts, procedures
● B1 I can quickly read through longer texts in order to locate specific factual information
● B2 I can extract the information in the different sections of a technical document, if I can reread difficult sections and consult the dictionary.
● C1 I can understand detailed and complex reports, articles and contracts within my field, with the occasional use of a dictionary.
● C1 I can understand in detail specialized texts and complex factual documents in my professional field, such as technical manuals, project descriptions, and legal contracts, with the occasional use of a dictionary.
WRITING: Drawing up a contract
● C1 I can write about complex subjects in a contract, underlining what I consider to be the salient issues.
LISTENING
● B1 I can understand the information content of the majority of recorded or broadcast video material on topics of scientific or professional interest delivered in clear standard speech.
● B1 I can understand the main points of a talk on topics related to my field if the participants use clear standard language and the delivery is relatively slow and clear.
● B2 I can follow the essentials of talks and reports and other forms of professional presentations in my field.
● B2 I can use a variety of strategies to achieve comprehension, including listening for main points and using contextual clues.
● C1 I can understand a wide range of idiomatic expressions and colloquialisms, appreciating differences in style and register, in accord with different contexts and situations.
● C1 I can easily use contextual, grammatical and visual clues to infer attitude, mood and intentions and anticipate what will come next.
SPEAKING PRODUCTION
● B2 I can contribute personal ideas and defend them with arguments in a technical discussion.
● C1 I can give oral reports about technical and professional subjects.
SPEAKING INTERACTION
● B1 I can show agreement or disagreement about what has been said, politely.
● B2 I can initiate, maintain and end discourse naturally with effective turn-taking.
● B2 I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.
● C1 I can use language flexibly and effectively for social and professional purposes.
LANGUAGE
● Vocabulary: Language of negotiations and contracts, manufacturing, corporate and technical vocabulary, telephoning
● Grammar & Discourse: The language of negotiating, modal forms, agreeing / disagreeing
● Pronunciation: Spoken English accents, intonation (persuasion, agreeing, disagreeing, negotiating)
GENRES: Negotiations, specifications, contracts
INTERCULTURAL COMMUNICATIVE COMPETENCE (IC):
Dealing and socialising with overseas visitors and suppliers. Understanding how socialising and negotiating function in different cultures (Middle-Eastern, Asian, American, European, Latin …). Being aware of how intercultural aspects can affect negotiating scenarios and their outcomes.
Virtual Reality activity: Making a telephone call and being able to react to different outcomes presented over the phone.
TASK 2: Pre-Production: Understanding Processes and Specifications
Learning objectives for task 2:
SKILLS
READING
● B1 I can identify the different sections of specialized articles: abstract, introduction, methods, discussion, conclusions, acknowledgements and references; and recognize key information within each section.
● B1 I can identify different types of graphs and tables, and their purpose.
● B2 I can adapt my style and speed of reading to different texts and purposes and consult appropriate reference sources selectively.
● B2 I can understand articles on specialized topics occasionally using a dictionary and other reference sources to check specific vocabulary.
● B2 I can extract the information in the different sections of a technical document, if I can reread difficult sections and consult the dictionary.
● B2 I can understand a fairly wide range of specific and more complex texts, with the occasional use of a dictionary, if I can re-read difficult sections.
WRITING
● B1 I can write simple connected texts on technical topics which are familiar.
● B1 I can use the passive voice to express ideas that require an impersonal construction or when it is more convenient to stress the thing done than the doer.
● B2 I can write clear and detailed texts such as reports and texts of presentations on topics related to my fields of interest, varying my vocabulary and style according to the kind of text.
● B2 I can write a report passing on information.
● B2 I can write e-mails highlighting the personal significance of events and experiences.
LISTENING
● B2 I can understand the majority of video documents dealing with processes.
SPEAKING PRODUCTION: explaining a process, giving an update / progress report (B2)
● B2 I can give clear and detailed descriptions on subjects related to my field.
● C1 I can present clear and detailed reports integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
SPEAKING INTERACTION: interacting with departmental Head and other colleagues, brainstorming (B1/B2)
● B1 I can enter unprepared in to conversation or brainstorming sessions on topics that are familiar or of professional interest.
● B2 I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.
LANGUAGE
● Vocabulary: technical processes / specifications, language of complaints, e-mails
● Grammar & Discourse: comparing, sequencing, passives
GENRES: Meetings, procedures, specifications, reports, business letters and e-mails
TASK 3: Manufacturing and Presenting
Learning objectives for task 3:
SKILLS
READING:
● B1 I can understand short documents that consist mainly of high-frequency job-related language.
● B1 I can quickly read through texts in order to locate specific factual information
WRITING: flow charts, User’s manual, presentation slides (B2/C1)
● B2 I can use a variety of cohesive devices to mark clearly the relationships between ideas within technical essays, summaries or compositions.
● B2 I can plan, review and check my pieces of writing with the help of a dictionary and other reference sources.
● C1 I can write clear, well-structured texts on complex subjects related to my fields of interest, supporting my arguments, giving relevant examples, and ending with an appropriate conclusion.
● C1 I can write clear, detailed and well-structured descriptions in a style according to the reader in mind.
LISTENING
● B2 I can understand extended speech in presentations and follow even complex lines of argument provided the topic is reasonably familiar.
● C1 I can understand extended speech in presentations even when it is not clearly structured.
● C1 I can understand lectures, talks and presentations in my professional or academic field of interest even when the subject is complex.
SPEAKING PRODUCTION
● B2 I can give a clear, systematically developed presentation accompanied by visual aids to transmit significant points and relevant details.
● B2 I can present clear detailed descriptions on a wide range of subjects related to my field of interest.
● C1 I can make clear, well-structured presentations on complex subjects related to my fields of interest, supporting my arguments, giving relevant examples, and ending with an appropriate conclusion.
SPEAKING INTERACTION
● B2 I can take an active part in discussion in familiar contexts, understanding and answering questions, and expressing my views.
LANGUAGE
● Vocabulary: Figures, graphs
● Grammar & Discourse: The language of presentations, signposting, introduction / conclusion
● Pronunciation: Intonation, pitch
GENRES: presentations, troubleshooting, procedures
VIRTUAL REALITY: Gamification / VR game on maintaining production in a factory
FOLLOW-UP/REFLECTION UPON TASKS TO ACTIVATE LEARNING
Analyze the presentation you’ve given (and other students’ presentations if you’re in a class). How well did you do? Do you think the presentation(s) was/were effective enough (i.e. convincing)?
Practice writing a confirmation letter to a supplier and draw up a contract.
Write a first draft of the user’s manual to accompany your product.
The following self-assessment grid can be used as a general guideline at different stages of the module (Source: ACPEL)
Common European Framework of Reference for Languages – Self-assessment grid
| A1
Basic User |
A2
Basic User |
B1
Independent user |
B2
Independent user |
C1
Proficient user |
C2
Proficient user |
||
| Understanding |
Listening |
I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. | I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. | I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. | I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. | I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. | I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. |
|
Reading |
I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. | I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. | I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. | I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. | I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. | I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. | |
| Speaking |
Spoken interaction |
I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. | I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself. | I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). | I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. | I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.
|
I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. |
|
Spoken production |
I can use simple phrases and sentences to describe where I live and people I know. | I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. | I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. | I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. | I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. | I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. | |
| Writing |
Writing |
I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. | I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something. | I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. | I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. | I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind. | I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works. |