Customer Service Teamwork

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Your Name: Nathan Hall

SHEPHERD Lesson Title -- Focusing our attention on teamwork.

Time: (75-85 minutes) Date: September 24, 2011

Learning Objective: Students will be able to identify the difference between cleft, inverted and fronted sentences. Students will be able to produce cleft, inverted and fronted sentences. Students will be able to recognize cleft, inverted and fronted sentences in an authentic text.

Students will be able to connect cleft, inverted and fronted sentences with the genre in which they are mostlycommonly used.

Instructor Activities What will you do

to facilitate learning?

Learner Activities What will

your learners DO to learn?Materials Minutes

S

Set & state objective:

Today our focus in on teamwork in

customer service. And just as each person

on the team has different roles, so doeseach part of a sentence. And just like a

team, different parts of sentence can bemoved into different positions to changehow things are done.

Listen None

< 1

Hook:

What are some of the jobs on a sports

team?

On a sports team, each player, coach, and

Listen and respond to question. Computer and

projector orSmartboard.


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i h diff l l E h

come in three parts: cleft, inverted, and

fronted sentences. We will look at all three

today.

E

Evaluate initial:

Show some sentences on the screen and

ask students what is the difference betweenthem.

What might be the reasons for writing it

these ways?

Have students come up with categories

based on the sample sentences and writethem on the white board.

Read and respond.

Write.

Computer &

Projector orSmartboard

White board

and markers

10

Participation Hold:

Put students into groups of 2-4 people.

There should be at least 3 groups and a

maximum of 4. Hand out one role card toeach group. If there are three groups, take

out the owners card. Each group readsover the situation and the role they are

given. They need to describe how they arefeeling and what they think should be done.

Everyone in the group should write thisdown so every person has a copy.

Each person in the group is numbered andthe class is then regrouped according to

h i b ( 1 h 2

Read, discuss, and write.

Read, listen, and discuss.

Role cards

Notes.


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had said? Did it change their mind? Do they

agree? What would they add to it?

Groups then go through the worksheet onthe reading and try to find sentences in

each of the sections that demonstrate

fronting, clefting, and inversion. They thentry to see if they fit any of the categories stillwritten on the whiteboard. Do they fit or dothe categories need refining or additions?

The class then discusses the sentencesthey found and try to decide what type of

fronting they are. The students are thenshown the different categories that thethree types are normally used in. They thencompare their categories with the new

categories. Do they match up well? What

categories would the sentences they found

in the reading match up w ith?

Each group is then given a set of customer

service situations and they must write

appropriate fronting sentences. They writethose sentences under the category title

they believe that it best fits. They must writeat least two sentences for each frontingtype and mark what type on the sheet.

Groups then exchange and correct eachothers sheets. The sheets are then

returned to the original group and a person

Read, search, and discuss.

Discuss.

Read, write, correct, and discuss.

Handout onreading.

None.

Customer

service

situationshandout.


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R

Reflect:

What is the purpose of using fronting?Where could you use fronting in thesituations where you use English? Would it

be used more in speaking or writing? How

could you practise using it this week?

Listen and respond. None. 3 min.

D

Dismiss:

Tomorrow we will look at some customer

service situations in more detail and write

out some customer service policiespracticing what we have learned today.

Listen None.< 1 min.


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Read over your situation below. Discuss how you feel about the situation and whatyou think should be done about it. This might be done by you or by someone else.

You are Mitch, an actor who been making a lot of mistakes lately in his

performances on stage. The reason for all of the problems is that your sister

has found out that she has a serious illness and will need a lot of help.

Read over your situation below. Discuss how you feel about the situation and what

you think should be done about it. This might be done by you or by someone else.

You are Bob, the director of a theatre production. You have an actor, Mitch,who has been making a lot of mistakes lately on stage because he just

found out that his sister has a serious illness and will need a lot of help.

Read over your situation below. Discuss how you feel about the situation and whatyou think should be done about it. This might be done by you or by someone else.


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CHAPTER 8 - TEAMWORKThe Actors Make the Cast

You have five seconds to enjoy it, and then you remember who you didn t thank. HELEN HUNT

[Section A] After three nights of Mitch flubbing his lines and missing his cues, thecast members are grumbling about having to pull his weight. The rest of us know our

lines. Why should we have to cue him all the time? Yeah, why isnt Bob doing anything

about it? It isnt right. Each of us is responsible for our part except for Mitch. He just

doesnt seem to care. Bob asks the cast to stay for a short meeting. Everyone, except

Mitch, gathers backstage. First,I want to thank you for the great job you ve done so far. I

also want to thank each of you for helping Mitch. I hoped that he could pull things

together by now, but he hasnt been able to. Before talking to you, I asked Mitch if it was

all right for me to share what s going on, and its OK with him. Right before our first

performance, he found out that his sister has been diagnosed with a serious illness and

will require a lot of care. You and the rest of the cast immediately go from griping to

concern for Mitch and his sister. This changes the whole picture. Mitch didn t want to

say or do anything to upset the play, and he wants to stay with the production. I m

confident that once he works through this problem, he ll perform as he did in rehearsals.

Im sharing this news with you because its not right for you to wonder whats going on.We need to stick together as a team and help Mitch through this tough time. All of you

assure Bob that you will do whatever it takes to help Mitch.

[Section B]Bob shared Mitchs news with the cast because he sensed the memberswere becoming disgruntled for doing more than their share. Can you imagine, if Bob had not said

anything? The entire production would have suffered because the actors were tired of Mitchs

poor performance. Not only did Bob share the news with the cast, he thanked them for helping

Mitch. He stressed the importance of working together to assist Mitch until he gets back ontrack. Because Bob communicated the news to the group and stressed the need for teamwork, the

t illi t ll t th


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Focus Types:

InversionA part of the sentence is moved

to the front and the subject andverb switch places.

Rarely have I ever been late for class.

Not only was he late, but he also forgot

his homework.

Cleftsentences

Itor a Wh- word is moved to the

front followed by the verb be andthen the focus object. This is then

followed by that, who, when, orwhich and the rest of the

sentence.

It was John who ordered the pizza.

It was the pizza that made John sick.

What I want is a pizza.

FrontingA portion of the sentence is

moved to the front followed by

the rest of the sentence.

At noon today Bob is speaking to the

graduates.

Helpful he wasnt.

After reading Chapter 8 Teamwork, work together with your group to find examples of the

three focus elements listed above. Find:

Three examples in Section A Two examples in Section B Two examples in Section C

Try to figure out what type of focus element is used in each sentence and what category and whythe writer chose to use that type. Write the sentences and your answers in the boxes below:


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Customer Service Situations

Read over the customer service situations and then write a focus sentence for each one in thechart below. Make sure you write at least two sentences for each focus type (fronting, inversion,and cleft sentences). When you are done, write down in the category column the reason you

chose to use that type.

1. A customer calls you and asks why their order hasnt come in yet.2. You get an email from a customer complaining about the recent increase in prices.3. You have a customer who wants to return an item long after the return policy date.4. A customer is unhappy with something they think they purchased from you, but they

dont have a receipt and you have never sold that product in your store.5. A customer wants to speak to the manager.6. You are explaining to a customer why product A is better than product B for their

situation.

7. A customer thinks that their product is broken, but it isnt and they havent beenfollowing the instructions properly.

8.

A customer is very unhappy and you want to let them know that you understand theirsituation.

9. You want to let a customer know that this product is very reliable and you havent hadany problems with it at all.

Category Cleft Sentence Fronting Inversion


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Sentence Focus type Reason

After three nights of Mitch flubbing his lines and missing his

cues, the cast members are grumbling about having to pull

his weight

Before talking to you, I asked Mitch if it was all right for me

to share whats going on, and its OK with him.

Right before our first performance, he found out that his

sister has been diagnosed with a serious illness and will

require a lot of care.

Not only did Bob share the news with the cast, he thanked

them for helping Mitch.

Because Bob communicated the news to the group and

stressed the need for teamwork, the actors were willing to

pull together.

It is true that two can do it better than one, as long as the twoare working toward the same goals.

As a customer service star, you can ensure all of you are

working toward the same goals by developing your group into

a united team, one in which everyone works together,

supports each other, and strives to achieve the team goals.

Fronting

Fronting

Fronting

Inversion

Fronting

Cleft sentence

Fronting

Introduce the topic

Introduce a topic

Emphasize contrast

Link information for

contrast

Emphasize and element

Argue a point

Introduce a topic


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Sample Sentences

It was a used car that John bought fromthe shop down the street.

From the shop down the street, Johnbought a used car.

Not only did John buy a used car, but hegot it from the shop down the street.


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Sample Sentences S-V-O:

John bought a used car from the shop down thestreet.

Focused: It was a used car that John bought from the shop

down the street. (Cleft sentence)

From the shop down the street, John bought aused car. (Fronting) Not only did John buy a used car, but he got it

from the shop down the street. (Inversion)


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S-V-O Sentences

Mary phoned Bill yesterday. (Cleft) They are not pretty, but they are affordable. (Fronting)

I have never experienced such a rainy day. (Inversion) John Lennon would be 70 if he were alive today.

(Inversion)

I didnt do it for the money. (Cleft) John, Mary, Bob, Tony, Clara, Nicky, and Tom werepassengers on the boat that sank. (Inversion)

Customer Service Teamwork

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