Martin Kelly

Using the Tutor Guide:Communication Units in HNCs and HNDs

The purpose of this document is to provide a selection of formative exercises that will:•Provide interesting exercises to motivate learners•Increase learners’ confidence in their ability to communicate effectively in English•Prepare learners to successfully pass the summative assessments

Communication Units in HNCs and HNDs

• Introduction• Planning for the delivery of communication• Introducing learners to communication skills• Ways to communicate• Developing English language skills• FAQs

Getting Started

Planning for the delivery of communication

• Icebreaker activities• Practical activities• Sample activities

Introducing learners to communication skills

• Self-reflection• Developing a learning plan• Teaching & learning resources• Formative & summative work

Ways to communicate

• Spoken communication• Written communication• Social media communication• Language skills review – own language; English language• Learning plans

Developing English Language SkillsOutcome 1: Reading

Identifying the writer’s purpose:

Think of 10 purposes a writer may have. Write these using the infinitive form of the verb.

Examples of Purpose

• To give or ask for information• To give instruction• To persuade• To sell, promote/market• To report• To evaluate• To complain• To respond to others• To make recommendations• To encourage

Approaches to Outcome 1Reading

1. Discussing newspaper articles : impact of language and tone on the reader.

2. Collecting useful words and expressions – personal dictionary.

3. Examining ways in which a communication could be improved e.g. adding graphics, changes to language, structure, layout.

Approaches to Outcome 2 Writing

Try the portfolio of business writing approachrather than one 1500 word report (SCQF level 7)1. Write an 800 word report2. Produce notice of a meeting, agenda,

minutes, emails, business letters – total 700 words

3. Use this material as a basis for Outcome 3

Report Writing

Encourage students to write reports aboutareas of interest. This will prepare them forthe business report assessment.For example:• Improving canteen facilities in the university• Music business• Sport business• Fashion business

Approaches to Outcome 3Talking and listening

1. Create a comfortable environment2. Ask students to state their names before they

begin 3. Write down questions and points made on

whiteboard4. Positively reinforce contributions

Guiding a discussion

• Keep the discussion focused.• Draw students into the discussion. What is

your view? How do you feel about that?• Clarify contributions – ask student to clarify a

point, encourage them to give examples.• Refer to useful phrases and common business

expressions in the Guide.

Frequently Asked Questions (FAQs)

There is a FAQ section in the Guide giving answers to many questions tutors ask.This will be updated as and when new questions arise. Check the web site for updates periodically:http://cn.sqa.org.uk

Workshop: The importance of good punctuation.

Workshop Group Exercise: Punctuation

Punctuate the following correctly.

“A woman without her man is nothing.”

Workshop Group Exercise: Spelling

Explain this:

Ghoti is pronounced fish.

Workshop Group Exercise: Spelling

ghoti

gh as in enough (ɪˈnʌf)

o as in women (wɪmɪn)

ti as in nation (neɪʃ(ə)n)

Workshop Group Exercise: Speaking

It’s not what you say, it’s the way that you say it.Explain the difference in each of the followingsentences.

I sent him a letter. I sent him a letter.I sent him a letter

Sharing Good Practice

1. What strategies do you employ to motivate your students?

2. How do you encourage students who are reluctant to participate in oral communication?

3. What additional learner support do you offer your students?

4. Comment on the support materials on the website.