Business Correspondence: the Letter of Enquiry

Università Cà Foscari Venezia
Scuola Interateneo di Specializzazione per la Formazione degli
Insegnanti della Scuola Secondaria
Indirizzo Lingue Straniere
A.A 2008-2009
Tesi di Diploma di Specializzazione
Classe di Abilitazione: 46 I
Business Correspondence:
the Letter of Enquiry
Specializzanda: ANNA BONALDO – matr. R11078
Relatrice: prof.ssa MARILENA MARCANTONI
Supervisore di tirocinio: prof.ssa PAOLA DE MATTEIS
INDICE
1. Introduzione
p. 2
1.2 Motivazione della scelta
2
1.2 Il contesto scolastico
3
1.3 Una proposta didattica
8
2. Il progetto didattico
12
3. Allegati
29
4. Bibliografia e sitografia
55
1
1. Introduzione
1.2 Motivazione della scelta
Il presente lavoro nasce dalla rielaborazione di un lavoro svolto per il Laboratorio di
Didattica dei Linguaggi Speciali, tenuto dalla professoressa M. Marcantoni, nell’A.A.
2008-2009 e tiene conto di quanto si è appreso e sperimentato nei corsi della SSIS (corsi
teorici, laboratori, tirocinio) e di precedenti esperienze personali (di formazione e
professionali).
Il percorso didattico proposto riguarda la comprensione e redazione di una tipologia di
lettera commerciale, la lettera di richiesta informazioni (o enquiry), il linguaggio speciale
utilizzato è quello dell’inglese economico-commerciale (Business English).
L’interesse per questo aspetto della lingua è nato qualche anno fa in occasione della
frequenza di un corso post lauream mirato all’inserimento professionale in azienda negli
ambiti del marketing e delle relazioni commerciali con l’estero. Successivamente la breve
collaborazione presso l’ufficio commerciale estero di un’azienda ha consentito di
utilizzare concretamente la lingua di specialità: in tale occasione si è potuto sperimentare
l’importanza non solo di possedere un’adeguata competenza comunicativa e un lessico
specialistico corretto e preciso ma anche di conoscere i processi e le relazioni interni alle
aziende per poter operare in modo adeguato.
Durante i corsi di Didattica dei Linguaggi Speciali e di Laboratorio di Didattica dei
linguaggi Speciali si è avuto modo di riflettere sull’insegnamento della lingua di
specialità e di elaborare un percorso che è stato ripreso e ampliato nel presente lavoro.
Infine il tirocinio SSIS ha permesso di conoscere da vicino una realtà scolastica lontana
dalla propria esperienza personale (avendo la sottoscritta una formazione scolastica
liceale ed esperienze di insegnamento nella scuola media inferiore); infatti esso è stato
svolto presso l’Istituto d’Istruzione Superiore ‘J.F. Kennedy’ di Monselice (PD), il quale
raggruppa vari istituti tecnici con molteplici indirizzi. Le classi presso cui è stato
effettuato il tirocinio appartengono all’indirizzo ERICA, nel quale l’insegnamento delle
lingue straniere (tre alla fine del quinquennio) accanto alle discipline economiche è
significativo e qualificante.
2
1. 2. Il contesto scolastico
Quando si imposta un percorso didattico di linguaggi speciali risulta essenziale avere un
quadro preciso della tipologia di scuola cui esso si rivolge; infatti il percorso di studi, le
discipline studiate, e il profilo professionale previsti influenzano contenuti e livello
linguistico della proposta didattica. I bisogni dei discenti variano secondo la tipologia di
scuola (uno studente che si appresta a diventare meccanico avrà necessità per esempio di
sapere leggere delle istruzioni tecniche in lingua straniera, mentre uno studente di un
istituto turistico deve concentrarsi sulla lingua speciale del turismo) e influenzano i
curricoli anche di lingua straniera. É per questo motivo che verrà dedicato spazio alla
presentazione della scuola per la quale è stata ideata la proposta didattica del presente
lavoro.
Il percorso di studi denominato ERICA (acronimo di Educazione alle Relazioni
Interculturali nella Comunicazione Aziendale) è la versione sperimentale del corso per
Periti Aziendali e Corrispondenti in Lingue Estere (PACLE), uno degli indirizzi degli
Istituti Tecnici Commerciali. Questo percorso di studi è nato dalla richiesta, da parte della
realtà economica e del mondo del lavoro in generale, di una figura professionale che
affianchi ad una solida preparazione culturale generale una forte competenza linguistica e
comunicativa.
Al termine del corso di studi si consegue il diploma di Perito aziendale e corrispondente
in lingue estere (ERICA), che consente quindi l’accesso a tutte le facoltà universitarie (in
particolare quelle ad indirizzo linguistico ed economico).
Caratteristiche generali del corso
Il corso ERICA, rispetto al normale indirizzo PACLE (che ha una natura prevalentemente
tecnica) si caratterizza per:
•
una forte rilevanza data alle lingue straniere con il rafforzamento del monte ore
per le prime due lingue straniere (quinquennali) e l’inserimento di una terza
lingua straniera (a partire dal triennio), nonché la presenza di un insegnante
madrelingua per un’ora la settimana;
3
•
l’introduzione dello studio della Storia dell’Arte e del territorio per rispondere alle
esigenze del settore turistico;
•
il rafforzamento dello studio della lingua e letteratura italiana e delle culture dei
paesi delle lingue comprese nel piano di studi;
•
lo studio della geografia generale ed antropica (usi e costumi dei popoli);
•
l’insegnamento di elementi di legislazione ed economia aziendale, disciplina che
introduce lo studente al quadro complessivo del mondo produttivo così da
agevolarlo nell’apprendimento dei linguaggi afferenti il settore economico,
giuridico, aziendale.
Il diplomato ERICA al termine degli studi dovrebbe possedere:
•
solide conoscenze di cultura generale nella lingua madre e buone conoscenze in
tre lingue straniere nonché la padronanza dei linguaggi settoriali;
•
capacità di conversare e gestire trattative in ambito aziendale in tre lingue
straniere;
•
capacità di operare in diversi settori economici e culturali, avendo studiato sia
materie umanistiche, letterarie ed artistiche, sia materie economiche, giuridiche e
aziendali;
•
capacità di servirsi in modo efficace delle nuove tecnologie dell'informazione e
comunicazione;
•
abitudine ad affrontare con competenza e professionalità nuove situazioni di
lavoro;
•
attitudine all'auto-apprendimento e aggiornamento costante;
•
padronanza delle problematiche aziendali viste nella loro interezza, con approccio
interdisciplinare e interculturale e con concreti riferimenti giuridici ed economici;
•
capacità di lavorare autonomamente e in gruppo; sensibilità al processo di
comunicazione, verbale e non verbale e capacità di produrre atti comunicativi
chiari ed efficaci.
Profilo professionale e opportunità d’impiego
È previsto che lo studente impari ad utilizzare i linguaggi settoriali sia dal punto di vista
ricettivo che di quello produttivo e sappia redigere testi sia in italiano che nelle lingue
4
straniere studiate. La sua dimestichezza con le lingue straniere favorisce il suo
inserimento in contesti organizzativi ed organismi privati e pubblici nazionali ed
internazionali, di tutti i settori produttivi: industriali, commerciali, dei servizi e del
terziario avanzato, e ovunque sia richiesta la conoscenza delle lingue straniere.
Il percorso di studi mira all’acquisizione da parte dello studente di abilità trasversali che
lo rendono adatto a vari ambiti occupazionali: attività connesse col turismo e ricezione
alberghiera, agenzie di viaggio, aziende di trasporto e compagnie aeree e navali;
segreteria e pratiche aziendali import-export; servizi con l'estero e comunicazione
d'impresa; ricerche di mercato e agenzie pubblicitarie; marketing e relazioni pubbliche;
contabilità aziendale; gestione e ricezione congressuale e fieristica; servizi linguistici di
traduzione e editoria; settore del credito, bancario e assicurativo (ufficio estero); enti
artistici (gallerie, musei, mostre); settore della moda e del design.
L’insegnamento dell’inglese, prima lingua straniera.
Indicazioni generali.
I programmi relativi all’insegnamento della prima lingua straniera (inglese) nel biennio
prevedono uno studio generalizzato dell’inglese, mentre lo studio della lingua di
specialità si concentra nel triennio. Le finalità del triennio mirano a potenziare i seguenti
aspetti:
•
la competenza comunicativa che permetta di interagire in vari contesti;
•
la comprensione interculturale;
•
la consapevolezza che lingue e culture appartenenti allo stesso ceppo mantengono
una matrice comune attraverso il tempo pur nella diversa evoluzione;
•
l’educazione linguistica in stretto contatto con la lingua italiana (in un rapporto
comparativo sistematico e nei processi di fondo che sono alla base dell’uso e dello
studio di ogni sistema linguistico);
•
la consapevolezza dei propri processi di apprendimento che permetta la graduale
acquisizione di un metodo di studio autonomo e organizzato.
Gli obiettivi della lingua straniera sono:comprendere dettagliatamente e sostenere
conversazioni telefoniche di natura professionale legate all’ambito turistico e
5
commerciale; comprendere e saper redigere lettere commerciali, opuscoli turistici, testi di
carattere regolativo, moduli di vario tipo, istruzioni d’uso; sostenere conversazioni che
simulano situazioni professionali; sapere partecipare a discussioni su avvenimenti di
natura non solo professionale ma anche generale; relazionare su argomenti di natura
generale e professionale, comprendere e redigere documenti commerciali e curricula;
comprendere e redigere resoconti e relazioni su argomenti precedentemente trattati e
saper riassumere documenti di carattere economico e commerciale; tradurre dalla lingua
straniera comunicando correttamente i significati.
Il livello linguistico atteso in uscita dalla scuola dovrebbe essere almeno B2 per quanto
riguarda l’inglese.
Dall’analisi di questi obiettivi emerge come lo studente sia chiamato ad acquisire una
competenza comunicativa che gli permetta di esprimersi nell’ambito professionale in
modo completo, ma anche una competenza tecnica precisa (deve avere ben chiare le idee
su cosa sia una lettera commerciale, sui vari passaggi previsti in una transazione
commerciale, sulle leggi del marketing etc.).
Le programmazioni dei docenti.
Sulla base dei colloqui e dell’analisi delle programmazioni dei docenti del corso di studi
ERICA presso l’ITC ‘Kennedy di Monselice’, per quanto riguarda l’insegnamento
dell’inglese al triennio emerge che nel terzo anno gli alunni continuano lo studio
dell’inglese generale e vengono introdotti allo studio dell’inglese turistico, English for
Tourism (tra i contenuti, l’introduzione alla sistemazione alberghiera, trasporti, industria
turistica etc.). Vengono anche svolti alcuni moduli di letteratura, relativi allo studio dei
generi letterari. A partire dal quarto anno all’inglese turistico e alla letteratura (con
relativo inquadramento storico) si affianca l’inglese economico/commerciale (Business
English).
Un’ora la settimana è svolta in compresenza con un insegnante madrelingua;
quest’insegnante ha lo scopo principale di sviluppare le abilità di produzione e
interazione orali degli studenti, inoltre contribuisce alla realizzazione di un percorso
interculturale corretto. Gli argomenti spaziano dalla civiltà a simulazioni di situazioni
professionali, a discussioni su argomenti generali (di attualità normalmente).
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Per quanto riguarda l’insegnamento del Business English (che verrà trattato nella
proposta didattica del presente lavoro), come già detto in precedenza, esso si attiva a
partire dal quarto anno e include sia la comprensione e redazione di documenti
commerciali sia la conoscenza della teoria e della tecnica commerciale.
Consultando le programmazioni dei docenti emergono i seguenti contenuti:
•
IV anno: impostazione di una lettera commerciale, lettere di richieste
informazioni, offerte, ordini; telefonate; per quanto riguarda la tecnica
commerciale, si studiano gli elementi fondamentali dell’economia, tipologie
aziendali, importazioni ed esportazioni, multinazionali, franchising, fasi di una
transazione, incoterms, produzione e fasi della distribuzione delle merci;
•
V anno: revisione delle varie tipologie di lettera commerciale, lettere di lamentela,
simulazioni di transazioni (comprensione e redazione di tutta la documentazione
necessaria dalla fase di richiesta informazioni fino all’invio delle merci ed
eventuali lamentele o contestazioni); relativamente alla teoria e tecnica
commerciale gli studenti affrontano il tema del sistema finanziario (borsa e
banche), il marketing, l’economia di mercato internazionale, le tipologie di
politica aziendale.
L’insegnamento della lingua di specialità non viene limitato semplicemente
all’insegnamento/apprendimento del lessico specialistico, ma anche ad una riflessione
continua sui processi sottostanti per esempio alla realizzazione di progetti o alla stesura di
documenti specifici (ad esempio come, quando, perchè, con chi si svolge una transazione
commerciale etc.). Viene data molta importanza alle abilità operative (i saper fare) visto
che lo studente deve essere preparato a sapersi destreggiare in ambito professionale una
volta terminati gli studi.
Si pone anche l’accento sull’importanza di stabilire raccordi possibili con le altre materie,
in modo che i contenuti proposti nella lingua straniera abbiano carattere trasversale nel
curricolo. Gli argomenti normalmente presentati in lingua straniera vengono affrontati in
altri ambiti disciplinari: Trattarli in lingua straniera permette spesso una revisione, un
approfondimento e un’ulteriore riflessione su processi e meccanismi presenti in ambito
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aziendale, economico, legislativo. Allo studente in lingua straniera non vengono richieste
solo
conoscenze
ma
anche
considerazioni
personali,
riflessioni,
valutazioni,
comparazioni.
La ridondanza di certi contenuti permette l’approfondimento di concetti e processi
affrontati anche in altre discipline (diritto, economia, seconda lingua straniera...), creando
relazioni interdisciplinari tra i contenuti e permettendo di coglierne sfumature,
somiglianze e differenze tra le varie lingue e culture nonché di sviluppare le abilità
trasversali comuni alle varie discipline (ad esempio le abilità di comprensione di una
lettera commerciale o di analisi e comparazione delle situazioni sono fondamentalmente
le stesse sia in italiano che in inglese o tedesco).
Valorizzare l’aspetto dell’interdisciplinarietà conferisce inoltre allo studio delle materie
in generale maggiore significatività: le varie discipline non sono percepite più come
preparazione futura dello studente.
1.3. Una proposta didattica
Il percorso didattico proposto sviluppa un’unità didattica inserita in un modulo di
Business English. L’argomento trattato riguarda la lettera di richiesta informazioni (letter
of enquiry), adattata al contesto commerciale/aziendale. Come già indicato nel paragrafo
precedente, la comprensione e stesura di lettere commerciali rappresentano un momento
importante del programma di lingua straniera, visto il profilo professionale delineato dal
corso di studi: lavorare nell’ufficio commerciale di un’azienda o presso un’agenzia
turistica, per esempio, implicherà naturalmente la capacità di saper leggere e scrivere
adeguatamente delle lettere. Le lettere concepite nell’unità didattica possono essere viste
anche come lettere inviate via email, benché nell’aspetto mantengano una struttura da
lettera su carta (nell’intestazione o nell’indicazione della data); è pur vero che nelle email
si può spesso ravvisare un registro più informale, tuttavia in questa unità ci si concentrerà
sulla formalità (vista anche la tipologia di lettera, che diventa quasi un biglietto da visita
visto che il mittente deve presentarsi per la prima volta al destinatario).
Nelle lezioni dell’unità si procederà prima con la lettura e l’analisi di una lettera, quindi
con l’individuazione della fraseologia tipicamente usata nelle lettere di richiesta
informazioni; successivamente verranno svolti esercizi per sistematizzare e applicare il
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nuovo lessico specialistico e consolidare la consapevolezza relativa al processo
sottostante alla stesura di una lettera di richiesta informazioni (partecipanti, finalità,
contenuti); infine gli studenti redigeranno delle lettere sulla base di dati forniti. L’unità si
conclude con una verifica formativa nella quale verranno misurate le abilità di
comprensione e di produzione scritta di una lettera di enquiry e la conoscenza del lessico.
L’approccio dunque usato per analizzare e scrivere lettere è quello del genere, che
prevede che i testi di un certo tipo (le lettere, in questo caso le lettere di richiesta
informazioni) abbiano lo stesso scopo e presentino un linguaggio e delle caratteristiche
simili (per cui una lettera differisce da una relazione e così via). Questo tipo di approccio
viene spesso usato nell’insegnamento della lingua di specialità (E. Frendo, Teach
Business English, pp. 81-82).
La motivazione degli studenti viene sostenuta proponendo una varietà di esercizi (scritti e
orali) e soprattutto ricreando situazioni professionali che gli studenti potrebbero trovarsi
ad affrontare (comprendere una lettera di richiesta informazioni o saperne riferire i
contenuti sono possibili contesti con cui lo studente in futuro potrebbe misurarsi).
Presentare attività che riproducano contesti reali è molto importante nell’insegnamento
dei linguaggi speciali in quanto vi è (o dovrebbe esserci) una motivazione insita nello
studente che la apprende: lo sviluppo di abilità professionali spendibili in un futuro
lavorativo dovrebbero già di per sè rappresentare uno stimolo per lo studio della lingua di
specialità. Nella predisposizione delle attività si è cercato di tenere sempre presente
quest’aspetto, cercando di ancorarle il più possibile a situazioni reali, nei contenuti o
nelle modalità di gestione: nei contenuti presentando documenti autentici (o comunque
facsimile) e esercizi che ricreino situazioni concrete, nella gestione soprattutto attraverso
il lavoro in coppia o di gruppo. Infatti lavorare in coppia o in gruppo permette agli
studenti di sperimentare modalità che molto probabilmente si troveranno ad usare una
volta inseriti nel mondo del lavoro, dove il sapersi relazionare e collaborare con gli altri
per il raggiungimento di obiettivi comuni è tanto importante quanto avere le giuste
competenze linguistiche. È importante ribadire agli studenti anche questo positivo aspetto
del lavoro a coppie e a gruppi, per rendere ancor più significativo (e dunque motivante)
ciò che si sta facendo.
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A parte questa prospettiva ‘professionale’, il lavoro a coppie/gruppi presenta anche altri
benefici: oltre ad educare al rispetto per le altrui opinioni e contributi, insegna ad
organizzare e distribuire i compiti, a rispettare tempi, a lavorare insieme per un comune
scopo, a capire che si può imparare dagli altri e si può insegnare, sviluppa la
consapevolezza che insieme si possono ottenere anche risultati migliori e che
collaborazione non è sempre sinonimo di facilità e rapidità, ma richiede impegno e
responsabilità.
È stato inoltre proposto un approccio euristico per quanto riguarda il lessico: agli studenti
non sono state fornite liste di parole o espressioni nuove, si è preferito che gli studenti
pervenissero ad esse attraverso l’analisi dei materiali. In tal modo l’apprendimento del
lessico è stato reso più operativo, coinvolgendo direttamente gli studenti; inoltre è stata
data la possibilità di sperimentare una strategia per imparare qualcosa di nuovo(quella
appunto di incrementare il proprio vocabolario ricavandolo dai testi stessi)
autonomamente. D’altronde compito della scuola è anche quello di insegnare ad imparare
in modo autonomo, preparando gli studenti ad affrontare le sfide che incontreranno nella
loro futura vita professionale. Ulteriore stimolo alla costruzione di un apprendimento
autonomo sarà il continuo feedback che l’insegnante richiederà agli studenti sulle attività
svolte, al fine di stimolare la riflessione sul proprio operato e sulle strategie adottate, per
giungere ad una sempre maggiore consapevolezza del proprio processo di
apprendimento.
Due delle lezioni presentate nell’unità prevedono l’utilizzo del computer (con i software
Word e Powerpoint e le applicazioni di HotPotatoes).
La scelta di usare le nuove tecnologie è stata dettata da più fattori. Innanzitutto esse
permettono di variare l’offerta didattica; in secondo luogo permettono agli studenti
contemporanei, appartenenti alle generazioni dei ‘digital natives’, di usare strumenti a
loro spesso più consoni di carta e penna e di esprimere la propria creatività; inoltre il
computer è ormai lo strumento insostituibile di qualsiasi ufficio, quindi rientra nella
prospettiva del corso di studi di rendere l’insegnamento il più vicino possibile alla realtà
lavorativa.
Le applicazioni di HotPotatoes sono state utilizzate per esercizi essenzialmente sul
lessico e le strutture sintattiche, quasi tutti destinati al lavoro individuale, mentre con
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PowerPoint e Word gli studenti avranno la possibilità di creare dei lavori in gruppo. Non
si può negare il fatto che i lavori eseguiti e gli esercizi proposti usando il computer
possano essere più facilmente condivisi rispetto a quelli su supporto cartaceo: possono
essere salvati, scambiati, rielaborati, rivisti a casa individualmente (come nel caso degli
esercizi con HotPotatoes che possono essere eseguiti per un numero illimitato di volte):
questo rappresenta un ulteriore vantaggio delle tecnologie in ambito glottodidattico.
Il ruolo dell’insegnante in questo percorso didattico sarà quello del coordinatore e
facilitatore, ovvero predisporrà i materiali e coordinerà lo svolgimento delle lezioni,
fornirà aiuto quando necessario ma sempre lasciando spazio all’operatività e all’attiva
partecipazione degli studenti.
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2. IL PROGETTO DIDATTICO
Title of the
learning unit
School
Business Correspondence: the Letter of Enquiry
Istituto d’Istruzione Superiore; indirizzo Pacle (progetto Erica)
The school is located in Monselice (PD), in an area characterised by
Target audience
a flourishing tourist business as well as the presence of small and
large factories, and where the contacts between local and foreign
companies are very frequent. The learning unit is aimed at a fourthyear class including 18 students (14 girls and 4 boys): they like
studying foreign languages and are in general motivated to learn
them in order to have more opportunities in their future professional
career.
Level
Type of ESP
B1 in receptive skills; on average B1 in writing and speaking skills
Business English
Language
Five classes a week.
exposure per
week
ESP exposure per In this class there are 160 fifty-five-minute classes of English per
year
year; 55 classes are dedicated to Business English, while the rest is
divided into English for Tourism, literature and General English.
Time of the year The learning unit will be developed in the first term. It belongs to
and expected
the second module dedicated to Business English, which will start at
contact time
the end of October and will last about ten hours.
General aims
As far as Business English classes are concerned, during the course
students should:
•
improve their linguistic and pragmatic competence;
•
experience situations similar to those of a professional
environment;
•
learn the stages in commercial transactions and explore them
in depth;
•
develop and practise the skills which are necessary in a
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professional setting.
Module
This is the second module of the year dedicated to Business English.
It is titled ‘Enquiries’ and is divided into three learning units:
1. Telephone enquiries (3 hours)
2. The Letter of Enquiry (4½ hours)
3. Replying to enquiries (2½ hours)
Objectives of the
module
At the end of the module students should:
•
know what an enquiry is and the process behind it (who are
the participants, why and how an enquiry is made, how to
reply to an enquiry);
•
know specific vocabulary used in enquiries;
•
be able to make telephone enquiries;
•
be able to read and write letters of enquiries;
•
to able to reply to an enquiry :
•
be able to gather information on products and services
through telephone and written enquiries;
•
be able to exchange information;
•
have developed their ability to cooperate with their
classmates.
Expected contact The learning unit ‘The letter of enquiry’ will be carried out over four
time of the
lessons (two lessons per week). Part of a fifth lesson will be used for
learning unit
a test
Rationale
This learning unit is aimed at a class of teenagers who are preparing
to enter the professional world. The knowledge of foreign languages
as well as of other disciplines (economics, law,..) is what
characterizes their qualification and should allow them to be
employed in different fields of business (tourism, administrative and
commercial departments…). Whatever the field, they are expected
to be able to interact with foreign people appropriately.
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Besides consolidating their written and oral competences, in the
previous year the class was introduced to ESP, more precisely
English for Tourism. Only in the fourth year do they approach
Business English. In the first module dedicated to Business English,
they were introduced to some basics, focusing especially on lexis
(they
have
familiarized
with
the
principal
channels
of
communication in foreign trade, the kinds of companies and the
participants in transactions). Throughout the year communicative
and vocational competences especially concerning transactions will
be developed. In the second module they will analyse the usual first
step of a transaction, that is the enquiry.
This specific learning unit will focus on written enquiries. In the
previous year the class studied the layout and general phraseology of
an English formal letter. They will now examine in depth the
contents of a letter of enquiry, the process which lies behind it (why
it is written, who the participants are, the sources) and they will
learn to write one. The unit will follow a few steps: first students
will do activities of reading comprehension about samples in order
to understand what a letter of enquiry is, how it is structured and the
specific phraseology; then they will work on the lexis and on single
sentences; finally they will write complete letters.
The activities try to reproduce a real-life context and enable
students to improve and apply skills and carry out tasks which are
similar to those performed in a professional environment. In fact,
although the title of the unit may suggest that the focus will be on
written abilities, speaking and listening skills will also be developed
in more than one activity (not only to make students practise them
but also to make them experience real-life situations.)
Students’ motivation is supported by a variety of exercises and also
by the awareness that most of what they do in class reflects possible
future situations. Moreover, students should be stimulated through
14
activities which directly involve them and require active
participation.
The unit will consider formal letters (which can be also be sent by
email). Informal register which can be sometimes used in emails will
be analysed in separate units.
Pre-requisites
Students:
•
know the structure of a business letter;
•
have already written samples of business letters and memos;
•
have already been introduced to the main steps in a business
transaction (enquiry, offer, negotiation, order, delivery,
complaints);
•
can skim and scan a text in order to find relevant details and
specific information;
Vocational
•
are able to work in pairs and groups;
•
are able to use Power Point for presentations;
•
are able to use Hot Potatoes applications.
At the end of the learning unit students should:
objectives of the
•
have improved their skills in business correspondence;
learning unit
•
be able to understand the details of a written enquiry;
•
be able to write a letter of enquiry;
•
be able to report the contents of a letter of enquiry;
•
have improved their Business English vocabulary;
•
have practised how to learn new words and expressions from
authentic materials.
Educational
objectives
At the end of the module students should:
•
have experienced the importance of working in group to
achieve better/quicker results;
15
•
have experienced the importance of respect for others’
opinions and work;
•
Language
objectives
have developed self-confidence and responsible attitudes.
By the end of the learning unit students should:
•
have enriched their vocabulary;
•
have improved their writing skills, through guided writing
exercises;
•
have improved their reading skills, through the use of
skimming and scanning strategies;
•
have practised their speaking, interacting and listening skills
Methodological
The approaches used in this learning unit are Weak Communicative
approach
Language Teaching (where learners communicate and where tasks
are completed by means of interaction with other learners) and TaskBased Learning (where the focus is the task: students are given an
activity in which they use language to achieve a specific outcome).
Students very often work in pairs or in groups, which should help
them achieve better/quicker results and allows them to interact with
someone else in English. Moreover students must be trained to work
and cooperate with other people, since this will occur frequently in
their future professional life.
The tasks proposed try to reproduce real-life activities (such as
writing a letter, prepare a presentation, a dialogue between two
colleagues) in order to let students participate in meaningful
communication, which improves both learning and motivation.
The teacher coordinates and monitors the development of the
activities, stimulates students to participate; he/she does not provide
the right answers but helps students intervene and reflect .
During group work, the teacher keeps a low profile: s/he monitors
16
the work discreetly, but does not overtly interfere or correct (unless
there is a significant problem). Students are thus compelled to
depend on their own resources and on reciprocal collaboration: this
should help them develop a sense of responsibility and selfconfidence.
At the end of the lesson the teacher with students summarises what
have been done and asks students what they have learnt, what they
found more difficult. This feedback helps students to reflect upon
their learning process: it is a means to raise students’ awareness
about what they are doing and help them find more effective ways of
working, so that they can continue working efficiently and usefully,
even after school learning. Moreover, through the final feedback the
teacher can check whether the activity was too easy, too difficult,
etc. (it a useful tool for teachers to test whether their choices were
correct or should be redirected).
Class
management
Individual work, pair-work, group-work.
Blackboard, chalk, computers, exercise book, dictionaries, Power
point Software, Hot Potatoes applications.
Tools
New technologies will be used mainly to increase motivation; as
nowadays students are ‘digital natives’, they should like using NT in
class.
Worksheets containing exercises and texts, exercises using
Materials
Hotpotatoes applications. The texts of the letters have been taken
from coursebooks and from internet.
Language used
The lesson is delivered in English, but Italian is used by the teacher
whenever he/she sees that the comprehension of the tasks or of the
texts is not clear; students are asked to speak in English, but they can
use Italian if they are not able to express anything.
Skills involved
Reading, writing, speaking, interacting, listening.
17
Assessment
1. A formal test will be done at the end of the learning unit. It is a
progress test, which aims at checking the progress that students have
made in mastering the material taught; it concerns the knowledge of
vocabulary, reading comprehension and writing competence. The
test will last no more than 35 minutes.
2. The teacher will use an observation grid (attachment 11) to
monitor the students’ group-work (lesson 4): the indicators will
concern their ability to cooperate with and respect their classmates,
the participation in carrying out the task assigned, and the outcome
(presentation) of the task. The teacher will observe the students
while they are working in group.
18
THE LEARNING UNIT: ACTIVITIES
LESSON 1
Warming up (10 minutes)
In the previous learning unit students analysed telephone enquiries. Since they are now
approaching the same subject (enquiries) in letters, they are asked first to reflect upon the
differences between speaking and writing. The teacher projects the following statement
from George Orwell:
‘A scrupulous writer, in every sentence that he writes, will ask himself at least four
questions, thus: 1. What am I trying to say? 2. What words will express it? 3. What image
or idiom will make it clearer? 4. Is this image fresh enough to have an effect?’
(from "Politics and the English Language”, 1946)
The teacher makes sure that students understood the meaning of the quotation, then s/he
asks them to discuss in pairs the following questions:
1. Consider Orwell’s statement: do you think you are a scrupulous writer? Which of the
four points you follow when you are writing?
2. Do you think one asks himself/herself the same questions when speaking? Why?
3. Do you think that speaking is more spontaneous than writing? Why?
4. If you had to communicate with someone you did not know, would you prefer to speak
or write to him/her?
The teacher randomly asks some students to present their ideas to the class.
The activity should help students recollect their ideas about written communication.
In this phase the teacher explains the objectives of the learning unit and of this lesson
(that is, read a letter of enquiry and analyse its structure and contents). It is essential for
students to know what they are to do and why, so that they can choose the best strategy to
perform the tasks and become more aware of their learning process. This also develops
motivation and a constructive attitude towards the activities: as a result, the learning
process should become more meaningful.
19
Reading activity
Prereading (5 minutes)
The teacher gives the students a worksheet containing a letter concerning a request for
information and some exercises (see attachment 2, pp. 30).
Exercise 1. Before reading the letter, students have to do an exercise (see attachment 1):
it contains a list of steps to be followed when writing different types of business letters
and students have to choose those which are suitable for a letter of enquiry. They briefly
discuss the results.
The exercise enables students to collect their pre-knowledge and make some predictions
about the contents of this kind of letter, which should help them in the process of reading
comprehension.
Reading (3 minutes)
The teacher himself/herself reads the letter aloud, in order to provide the right
pronunciation of words (especially new words). After reading the teacher asks if there are
unknown words; however, s/he does not translate immediately the words: s/he tries to
stimulate students’ skills of guessing the meaning from the context. Then students have to
carry out some exercises.
Reading comprehension (17 minutes)
Exercise 2. Students work on the layout of the letter individually: they are given a list of
definitions of the several parts of a business letter and they have to match them with the
exact part of the letter they have just read. They correct the exercise in plenary; orally
they must say all they remember about each part of a letter in general (i.e. signature: it is
followed by the writer’ printed name and position in the company.) This exercise should
help them revise what they know about the layout of a formal letter (which they studied
in the previous year, while studying English for Tourism: this is the first lesson of the
year in which they deal with it again).
Exercise 3. Students have to answer some questions about the contents of the letter, using
skimming and scanning strategies. They write the answers on their exercise book. They
20
compare their results with a classmate and then in plenary. This exercise aims not only to
make the meaning of the letter clear but also to make students reflect upon the process
which lies behind a letter of enquiry (why an enquiry is written, where the addressee can
be found, who the participants are…)
Writing (15 minutes)
In the third exercise they have to write a memo to their boss in which they refer the
contents of the letter they have just analysed. They work in pairs. Some memos will be
read in plenary. If there is not enough time the reading will take place in the following
lesson. They can use an informal style (i.e. contracted forms). This exercise aims to make
the letter more meaningful: they are involved in a real life situation (a report to a possible
future boss) and they will experience what may happen when a letter of enquiry is
received.
Summarising (3 minutes)
At the end of the lesson the students with the teacher summarise what has been done and
what has been learnt. This helps both students reflect upon their work and their learning
process and the teacher to evaluate the effectiveness of the lesson.
Homework (2 minutes)
Students have to do two exercises (attachment 9 p. 47) which focus on vocabulary and
reading. The first exercise is a cloze reading: students have to complete a text about
written enquiries using specific words; in the second one they have to reorder the parts of
a letter and rewrite it. The exercises are devised to make students revise what they did in
class.
LESSON 2
Two students correct the homework (5 minutes).
Analysis of lexis (30 minutes)
The teacher explains the objectives of the lesson, that is, find, learn and practise (orally)
specific lexis.
21
In the first activity students will work on the lexis normally used in letters of enquiry.
They work first individually and then in pairs. Two worksheets (A and B) are used (see
attachment 3 pp 32-37). Half of the students are given sheet A, the other half sheet B.
Every student is given a worksheet containing three letters. The two worksheets contain
similar letters, which in fact present several expressions and situations, in order to
provide students with as many expressions as possible.
On their exercise book they have to complete a table containing words or phrases which
are used to express:
how the sender found the company they are writing to (the sources);
how they present their own business;
how they express their own interest about the services/products of the addressee’s
company;
how they make the request;
what they want to receive from the company;
how they conclude the letter.
The students can use both a bilingual and a monolingual dictionary to check the meaning
of unusual or new words. Each student first analyses his/her own letters individually, then
works with a classmate with a different sheet to integrate his/her results with the
classmate’s.
In plenary the teacher will ask each pair to correct a part of the table. Students have to
check and if necessary complete their own tables or point out the words/expressions that
have been missed during the correction.
The aim of the activity is to provide the students with the basic vocabulary to be used
when writing a letter of enquiry and to reflect upon the type of information the sender is
requesting. Instead of being given a list of expressions, students are directly involved in
the process of finding the lexis. This approach should help them understand and practise
how to learn new words and expressions by themselves: they are given materials (letters),
tools (dictionaries) and help (teacher’s guidelines and classmates’ cooperation). This
exercise focuses on achieving autonomy in learning.
22
Possible problems: students may have some problems with the meaning of some words,
despite the use of a dictionary. They can help each other; if necessary the teacher
provides the translation.
Role play. (15 minutes)
Students work in pairs. They have to choose one of the letters that have been analysed
(the teacher makes sure that all the letters are chosen by at least one pair) and imagine
working in an office: they are two employees who discuss the contents of the letter (see
attachment 4 for the role cards.) Students have to play both roles. They have ten minutes;
they can work on more than one letter.
Finally, in plenary the teacher asks some pairs to present their dialogue.
This activity reproduces a real-life context and enables students to practise their speaking
and interacting skills.
Summarising
Students summarise the contents of the lesson. Teacher especially asks if they found
work on the letters to be useful.
Homework
They have to revise the new expressions and words analysed in class and do some
exercises aimed to practise and extend the lexis used in letters of enquiry (see attachment
9, pp. 48-49). In ex. 1 they have to reorder jumbled sentences, in the second one they
have to complete sentences with missing words, in the third one they have to write some
sentences appropriate to a letter of enquiry (the input of the sentences is in Italian: in fact
if they work in an office, most probably they will be given instructions in Italian).
LESSON 3
The class work in the multimedia laboratory. Students correct homework in plenary (5
minutes). Then the teacher explains what they are going to do and the objectives:
23
improve their knowledge and use of lexis and their reading and writing skills in letters of
enquiry.
Exercises with Hot Potatoes (40 minutes)
In the first part of the lesson students do some exercises prepared by the teacher using the
exercises editor Hot Potatoes, which they have already used. The main advantages of this
kind of exercises are:
•
being ‘digital natives’, many students may find it more attractive working with
computers than with pen and paper;
•
students can have immediate and personal feedback at the end of the exercise so
that they can evaluate their performance objectively; if there are mistakes they can
correct them;
•
the exercise can be done as many times as one desires;
•
every student can carry out the whole exercise because the application, when
required, gives hints (of course, the final score takes into account the amount of
hints provided).
Most exercises are carried out individually, but students may help each other.
Students follow the instructions in a Word document file (attachment 5, p. 39), which
also contains hyperlinks to the Hot Potatoes exercises. Students have to follow the
sequence in the document. The teacher will require general feedback about each exercise;
in fact, since hints may be requested from the applications, everybody is able to complete
the exercise, but it may be useful to reflect upon the most difficult items in plenary and
explain why they were tricky.
Exercise 1.
Mixed-up sequence (3 minutes). Students have to reorder the correct sequence of the
contents in a letter of enquiry. The exercise summarises the structure of an enquiry letter
and brings up the topic of the following exercises.
Cloze (5 minutes). Students have to complete a letter with words given in scrambled
order. The exercise aims to develop reading skills and revise the vocabulary.
24
Crossword (5 minutes). This exercise implies the revision of vocabulary, but without a
context. It has mainly been devised as an amusing exercise. The definitions, however, are
not so easy as one would expect.
Mixed-up letter (5 minutes). Students have to reorder the parts of a letter of enquiry. The
sentences have been split into two or three parts. The exercise requires a clear idea of the
structure of a letter of enquiry and reading skills.
Matching (3 minutes). Eight sentences have been split into two. Students have to reform
the original sentences by matching the two parts. This exercise implies the use of reading
skills as well as the knowledge of the phraseology used in enquiries.
Cloze. (3 minutes). The exercise contains sentences with missing prepositions.
Creative exercise. (15 minutes). Students prepare an exercise for their classmates: they
work in pairs. They have to write five sentences using the Hot Potatoes application
Jmatch (for a matching exercise) or Jcloze (for a filling-the-gaps exercise):
1. a sentence to close an enquiry
2. a sentence to present the company
3. a sentence to require a ………(leaflet, brochure, catalogue….)
4. a sentence to mention the source (magazine, fair, agent…)
5. a sentence to express why you are writing the enquiry.
These applications are straightforward to use and students are already familiar with them
(however, the teacher very quickly shows, with a video projector, the few steps to create
an exercise). Then students propose the exercises to at least one couple of classmates
(they can use a pen drive to share the files).
Through this exercise students practise writing and revise the lexis recently learnt; maybe
they will also suggest corrections to the sentences proposed by their classmates: doing
that they experience collaborative working. Moreover, they should be more motivated
when they create sentences for others than when they write for themselves or for the
teacher: in a sense, their task has a more meaningful purpose.
Feedback. The teacher asks how they felt when they prepared the exercise for other
students and when they did the exercises made by their classmates: this should help
25
students reflect upon the responsibility towards others’ learning and respect for others’
work.
Listening (15 minutes)
Students listen to a phone call (they are acquainted with telephone enquiries). The teacher
warns them that the contents of the phone call will be used to carry out the homework.
Before listening the teacher tells students that they are to analyse a telephone enquiry
and, to stimulate students’ predictions, asks them:
What can be asked in a telephone enquiry?
The students quickly discuss the answers, then they are given a list of questions. They
listen to the phone call twice.
The questions are:
Is Mr Morris a new customer?
What kind of goods are they talking about?
What kind of clothes is Mr Morris interested in?
Are the samples available?
What kind of T-shirts does he want?
Do teenagers prefer light or bright colours?
How many T-shirts does Mr Morris order?
What is the price of the T-shirts?
How will he pay?
In plenary students compare their results; if there are doubts, they can have a third
listening. (see attachment 7 for the tapescript of the call).
Homework
Students have to write a letter of enquiry using the information from the phone call they
listened to in class. The input of the exercise (attachment 9 p.49) clearly specifies what
they have to include. The teacher says that at the beginning of the following lesson some
letters will be read in plenary in order to point out possible problems.
26
LESSON 4
Students work in the multimedia laboratory.
Homework correction (5 minutes). Firstly they correct the homework: two letters are read
and if there are mistakes (in vocabulary or grammar) they are corrected by the students
themselves (the teacher intervenes only when there are problems); anyone can suggest
alternative expressions or words.
Group work
Students work in groups of three. The groups are arranged by the teacher, and should be
heterogeneous, including weaker and stronger students. Each group appoints a student
responsible for the task (who has to coordinate the work of the group), a secretary and a
spokesperson. They can use a bilingual and a monolingual dictionary.
Writing (25 minutes). Each group has to write a letter of enquiry following the
instructions (see attachment 8): they play the role of a company which writes a request
for information. Each group is assigned a different letter.
They also have to prepare two or three slides (using Power Point) in which they present
the participants in the letter (the addressee and addresser and their business), the source,
why the letter is written, the request of the letter.
Presenting (25 minutes). In plenary the spokesperson quickly illustrates the PP
presentation and also projects the final letter, which is read aloud; the classmates can
suggest possible corrections or ask for explanations. If necessary the teacher intervenes to
clarify doubts or correct mistakes.
During the whole activity students are asked to interact in English as much as possible
(both when they have to express their opinions and their doubts and when they negotiate
with each other or suggest alternative solutions).
The teacher monitors the development of the work discreetly, but does not overtly
interfere or correct. The aim is that students use their own resources as much as possible:
they know that the teacher is there, but they should feel that they are totally responsible
for the task. The teacher intervenes only if there is a significant problem.
27
The activity aims at making students write business letters and also reflect, through the
presentations, upon the elements necessary to write a letter of enquiry. Moreover they
may experience situations which could occur in their professional life, especially working
in teams that are not freely arranged and where collaboration, participation, respect for
and ability to negotiate with other people are as essential as job skills.
LESSON 5
Students do a progress test to check what they have learnt. The test consists in 4 exercises
divided into two parts which are evaluated separately (since they are concerned with
different skills).
Exercises 1-3 assess vocabulary and reading comprehension. The first exercise is a cloze
text dealing with enquiries; in the second exercise students are asked to match jumbled
parts of sentences; in the third one they have to read a letter and answer some questions.
The fourth exercise checks writing skills: students have to write a letter following
instructions.
28
3. ALLEGATI
Attachment 1
Exercise 1
Thick what you should do when writing a letter of enquiry:
1. refer to any enclosures such as catalogues, samples, etc., being sent under separate
cover
2. give concise information about your own business
3. mention where you obtained the name of the firm you are writing to
4. thank the writer for his/her enquiry, quoting the reference number and date if
possible, or otherwise the contents
5. if relevant, give information about the state of the market in your area for the
goods you are interested in
6. supply all the information required
7. make your request or requests in a concise and clear way
8. refer clearly to the previous correspondence
9. end with a suitable close soliciting a prompt reply
(answer key: 1, 3, 5, 7, 9)
29
Attachment 2
Dreamtime Movies Universal Ltd
54 Oxford Road, Skagnes SK3 4RG
Tel: 0223 123 4567 Fax: 0223 765 4321
Email: [email protected]
November 15th, 2008
Lingua Services Galactic Ltd
69 Milk Street
LONDON SW7 6AW
Dear Sirs
Translation Brochure
I should be grateful if you would send us your brochure and price list about your
translation services.
We are currently developing our sales literature and web sites and are interested in
translating these into five languages apart from English.
I look forward to hearing from you.
Yours faithfully
Andrea Philips
Andrea Philips
Marketing Manager
2. Consider the layout of the letter above and the following definitions: write the
number of the definitions in the part of the letter to which they refer.
1. Sender
5. Subject line
2. Date
6. Body of the letter
3. Addressee
7. Complimentary close
4. Salutation
8. Signature
30
3. Scan the letter and write the answers to the following questions. Compare your
answers with a classmate.
1. Who is the letter from?
2. Who is the letter addressed to? What is the country?
3. What is the main purpose of the letter? (an offer/ a complaint/…)
4. What is the sender’s request?
5. Why does the sender need the service offered by the addressee?
6. What is the business of Lingua Services Galactic Ltd?
7. In your opinion, where can the sender have found the data of the addressee?
8. Reflect on the style of letter. Is it formal or informal? Why?
Answer key ex. 2
1. …from Dreamtime Movies Universal Ltd
2. …to Lingua Services Galactic Ltd, in the UK.
3. …an enquiry.
4. …a brochure and a price list.
5. …they are developing sales literature and web sites and they need translation service.
6. …they provide translation services.
7. …in a magazine/newspaper/on the internet…
8. …formal (no short forms, indication of the writer’s position…)
31
Attachment 3
SHEET A
1.
Alexanders
Kirkburn Mills of Scotland
PO. Box 2, Peterhead, Scotland AB4 6SA
Email: [email protected]
Zignago Tessile S.p.A.
Via Marzotto, 8
30025 FOSSALTA DI PORTOGRUARO (VE)
Italy
4th March 2005
Dear Sirs,
We are woolen yarn spinners and cloth weavers in Peterhead, Scotland and are looking for
linen yarns to develop a new Spring range which we wish to launch next year.
Our Italian agent, Mr P.G. Mora, has recommended your company as reliable suppliers of
linen yarns and we would be grateful if you could send us a selection of yarn types and shade
cards to establish qualities.
We look forward to hearing from you in the next future.
Yours faithfully
ALEXANDERS (KIRBURN MILLS)
Alan J. Bannatyne
Design/Sales
(Example of answer key: Letter 1
how the sender found the company they are writing to: our Italian agent has
recommended your company…
how they present their own business: We are woolen yarn spinners and cloth weavers in
Peterhead,
how they express their own interest about the services/products of the addressee’s
company: your company as reliable suppliers
how they make the request we would be grateful if you could send us
32
what they want to receive from the company: a selection of yarn types and shade cards to
establish qualities)
2.
Golden Gate Engineering
Prince Square, Prince Street, Kowloon
15 January 2009
ProSkills Training Centre
Jubilee Building
Silver Road
Wan Chai
Dear Sir or Madam,
Enquiry about Quality Control Course
I am writing to enquire whether your company could offer a course
on Quality Control for our managers.
I saw your advert in the HK Daily on Tuesday, 13 January 2009, and
the Quality Control Training Course (Ref.: QC 101 ) mentioned in
the advert might be suitable for us. I would like to know if it is
possible for you to offer a 3-month training course starting before or,
at the latest, on Monday, 2 February 2009, for a group of 20. Could
you send us some information about the teaching staff and the
possible schedule for this course?
I am looking forward to receiving your reply.
Yours faithfully,
Chapmen Au
Chapmen Au
Managing Director
33
3.
Rich Lucky Trading Company
345, Nathan Rd, Kowloon, H.K.
19 January 2009
Hi-fashion Garment Ltd
Unit 398
Shek Kip Mei Industrial Estate
Dear Sir or Madam
Request for Catalogue
Please send me your current catalogue.
Your company was recommended to me by Ms. Elsie Wong of Far Eastern
Logistics. Our African customer is interested in importing a range of printed
100% cotton cloth.
I look forward to hearing from you.
Yours
K.K. Chan
K.K. Chan
Merchandiser
34
SHEET B
4
Kenneth Beare
2520 Visita Avenue
Olympia, WA 98501
Jackson Brothers
3487 23rd Street
New York, NY 12009
September 12, 2000
To Whom It May Concern:
With reference to your advertisement in yesterday's New York Times, could
you please send me a copy of your latest catalogue. I would also like to know
if it is possible to make purchases online.
Yours faithfully
(Signature)
Kenneth Beare
Administrative Director
English Learners & Company
35
5
Joseph Mason p.l.c
Master Paintmakers since 1800
1 ST RULE STREET WANDSWORTH ROAD LONDON SW8 3EH
TELEPHONE 01 720 9742 email: [email protected]
Parenti Pennelli S.p.A.
Viale Garibaldi 138
60100 ANCONA
Italy
January 8 2007
Dear Sirs,
We visited your stand at the Italian Trade Exhibition in London last month and saw
your range of spray guns.
We are leading paint manufacturers as well as hardware wholesalers for the London
area and can assert that the demand for reliable articles of this kind is very keen on our
market.
We should like to know whether you can supply us within the next two months with
the following items from your catalogue:
No. 3500
No. 2000
spray guns
spray guns
model AZ-555
model AZ-557
Please let us know your best terms for export purchases and exact delivery times.
A prompt reply would be grateful appreciated.
Yours faithfully,
Robert Hopkins
Manager
36
6
FOODSTUFFS & BEVERAGES
Cooper Station P.O. Box 138
New York, NY 10276-0138
Email: [email protected]
CASONI FABBRICAZIONI LIQUORI SPA
VIA ROMA 123 - 41034 FINALE EMILIA (MODENA)
1st September 2006
Dear Sir/Madam,
I have been given your name and address by the Italian Trade Commissioner in New
York as a producer of sambuca and possibly other liqueurs and aperitifs. We also
visited your stand at the Food Fair in Dallas on Monday, 30 August 2006.
We are supplying various Italian foodstuffs and beverages to restaurants
specializing in Italian cuisine, and we also wholesale to a variety of retailers.
We are interested in importing sambuca and other liquor products for our clients.
If you are interested in supplying us, could you let us have your current catalogue,
export pricelist and terms of delivery.
We look forward to hearing from you in the near future.
Your most sincerely,
Rupert Kurgham
Sales Manager
The texts of the letters have been taken entirely or partially from:
http://esl.about.com
http://elc.polyu.edu.hk/
Transactions: the Basics, the Know-how, the Background, by G. BRUNNER, A.
STRACHER, Zanichelli, 1999
37
Attachment 4
Role cards
Student A :You are an employee of ……..and you have just received this letter. You talk
to your colleague about the contents of the letter.
Student B: Your colleague has just received a letter of enquiry. You ask him/her
questions about it. Your questions must include:
who is writing /why they are writing /what the sender is interested in /
what is the sender’s business /what they expect to receive from your company.
38
Attachment 5
(Word document that students find on the computer desktop)
1. Before starting an exercise, read instructions carefully. Use the ‘hint’ button only if
necessary and only after checking your work
Do the exercises in the following order:
1. reorderparagraphs.htm
2. clozeletter.htm
3. crosswords.htm
4. letter_reorder.htm
5. match_sentences.htm
6. prepositions.htm
The teacher will tell you the maximum time for each exercise.
2. Work in pairs. Write five sentences following instructions:
•
a sentence to close an enquiry
•
a sentence to present the company
•
a sentence to require a ………(leaflet, brochure, catalogue…)
•
a sentence to mention the source (magazine, fair, agent…)
•
a sentence to express why you are writing the enquiry.
Use the applications Jmatch or Jcloze. You have no more than 7 minutes. Then propose
your exercise to the classmates sitting next to you.
39
Attachment 6
Texts of the HotPotatoes exercises
1. In a letter of enquiry what is the correct sequence of the paragraphs?
Jumbled order
Right order
Source of the supplier's address. /Information about the writer's company./Request for a catalogue, prices,
terms, etc.Reference to reply or to future business.
2. Complete the text using the words below in scrambled order. You have no more
than 5 minutes. Read all the text before filling the gaps. Reflect before checking
your answers.
delivery / work / literature / list / larger / demand / yours / market / supply / them / name /
manufacturers / sirs
Dear
,
We obtained your
our country.
and address from the Chamber of Commerce and Industry of
We understand that you are
growing on our
of outdoor lamps. As the
for this article is
, we are contacting the main European manufacturers asking
to submit the following to us for evaluation:
- all available
, i.e. illustrated catalogues, brochures etc.;
- wholesale export price
- expected terms of
and applicable discount
and payment.
We should have in mind a first
following orders maybe considerably
of 50 streets lamps, but the quantity of the
if your article meets with the approval of the
Board of Architects with whom we closely
.
Your earliest attention to this matter would be most appreciated.
Truly
,
THE TROPICAL COMPANY
A.S. Lee
Partner
40
(Dear Sirs,
We obtained your name and address from the Chamber of Commerce and Industry of our country.
We understand that you are manufacturers of outdoor lamps. As the demand for this article is growing on
our market, we are contacting the main European manufacturers asking them to submit the following to us
for evaluation:
- all available literature, i.e. illustrated catalogues, brochures etc.;
- wholesale export price list and applicable discount
- expected terms of delivery and payment.
We should have in mind a first supply of 50 streets lamps, but the quantity of the following orders maybe
considerably larger if your article meets with the approval of the Board of Architects with whom we closely
work.
Your earliest attention to this matter would be most appreciated.
Truly yours,
THE TROPICAL COMPANY
A.S. Lee
Partner)
3. Crossword
Down
1. the price proposed.
3. to provide something that has been
ordered.
4. hings that are made to be sold.
6. to ask for something to be delivered.
Across
2. They make goods.
5. It contains the goods/services of a
company.
7. It shows the price of each product.
8. It follows an order.
9. a request for information.
41
4. Put the parts in order to form a complete letter.
Dear sirs,
we saw your advert in last month's Trading Today. We have been in the market for 50
years. The demand for garden scissors is growing and we are looking for new suppliers.
Please let us have all available information about your products and a quotation on a first
order of 50 articles. We look forward to receiving your answer.
5. Match the items on the right to the items on the left to form complete sentences
Sentences in jumbled order.
Sentences in the correct order.
If your goods are of good quality
We wonder
- they will sell well here
- if you will agree.
42
When you visit our stand
we will show you the whole range of our
production
As soon as you send us your terms - we shall place an order
We should be grateful
- if you could send us your terms as soon as
possible
We will not order from a competitor - until you send us your most favourable
quotation.
6. Choose the correct preposition among those into brackets.
1. We saw your stand
the Fair
Milan. (in/at)
2. We have been producing gift articles
(for/since/on/of)
3. Please let us have a quotation
(of/for/to/with)
4. If we are satisfied
company
the beginning
model No 87, along
the century.
your latest catalogue.
your prices, we shall place a larger order
your
once. (in/with/to/at/by).
5. We look forward
receiving your reply. (at/to)
1. We saw your stand at the Fair in Milan. (in/at)
2. We have been producing gift articles since the beginning of the century. (for/since/on/of)
3. Please let us have a quotation for model No 87, along with your latest catalogue. (of/for/to/with)
4. If we are satisfied with your prices, we shall place a larger order with your company at once.
(in/with/to/at/by).
5. We look forward to receiving your reply. (at/to)
43
Attachment 7
Listening exercise. Tapescript
Receptionist: C. Limited. Can I help you?
J. Morris. My name is John Morris and I’m interested in your new line of casual wear.
Receptionist: Hold on Mr Morris. I’ll put you through the enquiry department.
Mr Jonson: Mr Jonson speaking. How can I help?
J. Morris: Well, I’d like to see your new line of clothes for teenagers
Mr Jonson: What is the reference number please?
J. Morris: Hold on. Here it is. It’s K9203
Mr Jonson: K9203. I see. Casual Wear.
J. Morris:That’s right. We would like samples of jeans and T-shirts. Would they be
available?
Mr Jonson: Just a moment. Let me check. You’re lucky. They were out of stock last
week but we have them in stock now. Are you interested in plain T-shirts or patterned
ones?
J. Morris:Well, we would like to see spotted T-shirts. These patterns are really trendy at
the moment.
Mr Jonson: I agree with you. Spotted. Do you prefer light or bright colours
J. Morris: Well, teenagers seem to prefer bright colours don’t you agree?
Mr Jonson. I do. Ok bright colours for you. What about fabrics: silk, cotton, linen?
J. Morris: Could you tell me the price?
Mr Jonson: Well the price depends on the order you place. For large orders you could
have a 10% discount. Silk is the most expensive but we can offer you a competitive price
for cotton and linen
J. Morris: We need 100 pairs of jeans and 150 T-shirts, 75 spotted, 15 mixed plain
colours and 25 striped T-shirts
Mr Jonson: Let’s see. 100 pairs of jeans and 150 T-shirts, 75 spotted, 15 mixed plain
colours and 25 striped T-shirts. I can offer you a 5% discount on this order.
J. Morris: That’s fine. What about delivery times and methods of payment?
Mr Jonson: We are quite busy at the moment but I suppose we could ship the goods
within a week
J. Morris: A week? Not bad
Mr Jonson: You can pay by bank transfer or letter of credit as you prefer.
J. Morris: Bank transfer or letter of credit. I see. I’ll talk to my boss and I’ll let you know.
Thanks.
Mr Jonson: You are welcome.
44
Attachment 8
Group 1
Your company urgently needs the supply of 2500 halogen lamps. Write to an English
firm.
Introduce your firm as a leading Italian supplier for the engineering industry.
Say that you found them through their agent in the UK.
Stress that the lamps must be extremely resistant and durable since they are to be used in
heavy-duty industrial conditions.
Ask for their availability and terms of consignment and payment.
Solicit a prompt reply
Group 2
You are the General Manager of a firm and you write to ask for information.
Introduce your company as a leading Italian firm operating in the field of security
systems.
You write to an American firm asking for information about their new door-lock
Specify that you have seen their stand at the American Trade Exhibition in Milan
Point out that domestic competition is very keen and that their offer should therefore be
extremely favourable.
Group 3
You are employed in the offices of Market Communications, a British company whose
Italian branch is based in Bologna,..
Introduce your company specialised in market research and which is collecting
information about many technological innovations in the field for the Italian market.
Tell them you obtained their name through Oil & Gas Journal.
Ask them to send you descriptive material about their tools and services.
Ask them information about prices and discounts.
45
Group 4
You are the Executive Director of an Australian company and you write to an Italian
company to request samples.
Introduce your firm as a specialised furniture manufacturer.
Say that you found their address in the magazine Guida Mobili 07/08.
Ask them if they sell lining (‘foglie’) for furniture and if they can send them samples of
sheets in every colour.
Ask also for the price lists and terms of payment.
Group 5
You are a young professional secretary and are planning to start an import/export agency
from your home. You write to a company specialised in office equipment and furniture.
Introduce yourself and specify why you need office equipment and products.
Tell them that you have seen their catalogue and you are interested buying ACER 60
laptop, XSC home office furniture and Richo GH photocopier.
Ask them the prices of the products and if there are discounts if they are bought together.
Group 6
You are the Director of Ceriani Hotel, located in Abano Terme. You write to Burlington
Warehouses, in the UK
Say that your hotel is specialised in thermal treatments.
Specify you found their name through web search while looking for firms selling
traditional wallpaper.
Ask them to send samples of their products (code SCX, TRC, OBC) and pricelist.
Say that you urgently need to receive the material since you are going to renovate the
hotel.
46
Attachment 9
HOMEWORK
Lesson 1
Complete the text using the words in the box.
information
product
date
enquiry
interests
company
address
written
advertisement
ask
magazine
We write an …………..when we want to …………for more information concerning a
…………… service or other information about a product or service that ……….. us.
These letters are often …………….. in response to an ………………..that we have seen
in the paper, a……………………, a commercial on television when we are interested in
purchasing a product, but would like more ………………..before making a decision.
Remember to place your or your company's ……………….at the top of the letter (or use
your company's letterhead) followed by the address of the ………………you are writing
to. The ………….can either be placed double spaced down or to the right.
Answer key:
We write an enquiry when we want to ask for more information concerning a product,
service or other information about a product or service that interests us. These letters are
often written in response to an advertisement that we have seen in the paper, a
magazine, a commercial on television when we are interested in purchasing a product,
but would like more information before making a decision. Remember to place your or
your company's address at the top of the letter (or use your company's letterhead)
followed by the address of the company you are writing to. The date can either be placed
double spaced down or to the right
Reorder the following letter. Re-write it in your exercise book.
….Will you please send us your catalogue and full details of your export prices and terms
of payment, together with samples of the leather used and, if possible, specimens of some
of the articles themselves.
….Yours faithfully
….There is a steady demand in France for high quality goods of this kind. Sales are not
high, but a good price can be obtained for fashionable articles.
….Dear Sirs,
….We are looking forward to hearing from you.
47
….We have heard from the British Chamber of Commerce in Paris that you are
producing for export hand-made horse-riding equipment in natural leather.
Answer key:
Dear Sirs,
We have heard from the British Chamber of Commerce in Paris that you are producing
for export hand-made horse-riding equipment in natural leather.
There is a steady demand in France for high quality goods of this kind. Sales are not
high, but a good price can be obtained for fashionable articles.
Will you please send us your catalogue and full details of your export prices and terms of
payment, together with samples of the leather used and, if possible, specimens of some of
the articles themselves.
We are looking forward to hearing from you.
Yousr faithfully
Lesson 2
1. Reorder the words and write complete sentences
1. an/ would/ grateful / for / be / early/ we / reply
2. be / response / would / prompt / appreciated / a / greatly
3. can / if / us/ the/ send / know / you / we / us / please / samples / let / requested.
4. doing / look / to / your / business / we / with / forward / company.
5. the / from / hope / we / future / hear / you / in / near / to
2. Complete the sentences with the words in the box
brochure
goods
sample
up-to-date
price
discounts
1. Would you please let us have your ……………..list?
2. We would like to have further details about the ……. you produce.
3. Could you please send us a …………….. of each of the following items.
4. We are also interested in ……………..offered for regular purchases and large orders.
5. Will you please let us have your …………….. for holidays to Great Britain?
6. We would be grateful if you could send us your ……………..catalogue.
48
3. Write appropriate sentences for a letter of enquiry. Follow the instructions.
1. Scrivi che hai trovato il nome dell’azienda nella rivista ......
2. Scrivi che sei un grossista di.....e vuoi ampliare il tuo mercato.
3. Scrivi che vorresti ricevere un campione della loro merce.
4. Scrivi che vorresti avere informazioni riguardo possibili sconti sulla merce.
5. Scrivi una frase conclusiva in cui speri di ricevere presto una risposta.
answer key
Exercise 1
1. We would be grateful for an early reply.
2. A prompt response would be greatly appreciated.
3. Please let us know if you can send us the samples we requested.
4. We look forward to doing business with your company.
5. We hope to hear from you in the near future.
Exercise 2
1. Would you please let us have your price list?
2. We would like to have further details about the goods you produce.
3. Could you please send us a sample of each of the following items.
4. We are also interested in discounts offered for regular purchases and large orders.
5. Will you please let us have your brochure for holidays to Great Britain?
6. We would be grateful if you could send us your up-to-date catalogue.
Lesson 3
Writing
Imagine you are John Morris: you run a clothes shop. You have read an ad on Fashion
Magazine of a company selling clothes. Instead of making a phonecall, you write an
email of enquiry in which you present yourself, say what your source of information is
and include the following details in your request:
- Sample of jeans and T-shirts;
- Price list and quotation;
- Delivery time and methods of payment.
Close the letter appropriately.
49
Attachment 10
ASSESSMENT
TEST
A. Reading and vocabulary.
1. Complete the following text with the words in the box
sales
prompt
request
business
transaction
catalogues
goods
obtained
firm
An enquiry is often the first step in a commercial ……………. You may use this type of
letter to ask for ……………, price-lists and samples, or you may request a quotation and
information on …………… terms.
When writing an enquiry, you should:
•
start by mentioning where you …………… the name of the …………… you are
writing to
•
give concise information about your own ……………
•
if relevant, give information about the state of the market in your area for the
…………… you are interested in
•
make your …………… in a concise and clear way
•
end with a suitable close soliciting a …………… reply
……/9
2. Match the phrases below to form complete sentences.
1. We have read about your company
… that were displayed on your stand at
Berlin Exhibition.
2. The American Chamber of Commerce in
….speak highly of your machines.
Rome informed us
3. Our associates, Messrs Smith and
….in a CNN programme.
Ferrars,
4. We have heard about your latest
…. in The Economist newspaper.
equipment
5. We were impressed by the selection of
….that you were interested in supplying
tools
computers to the Italian market.
……/5
50
3. Read the letter and complete the grid.
Bertolotto G. Sas
Ingrosso Arredi da Esterni
Via Palermo, 12
Milano (Italy)
Our. Ref. : GB7ts
20th October 2008
Messrs Horton & Miles
50/51 High Holborn
London WC1 V 6EG
England
Dear Sirs,
We read your advertisement in this month’s issue of Abitare.
We are wholesalers of outdoor furniture and we are interested in
your range of metal wire garden chairs as we have a request for 50
of these chairs. Moreover, since we are expanding our market, we
might need larger orders.
We should be pleased to receive your catalogue and your latest
price list. If your prices compare favourably with others, we are
ready to pass you an immediate order.
A prompt reply would be appreciated.
Yours
faithfully,
Paolo Marini
Paolo Marini
Buyer
1.
2.
3.
4.
5.
6.
7.
8.
What country does the letter come from?
Is Bertolotto a manufacturer? What do they do exactly?
Where did thy get the addressee’s name and address?
What do Horton and Miles manufacture?
Why is Bertolotto contacting Horton and Miles?
In which case will Bertolotto buy Horton and Miles’ products?
What do they wish to receive?
Might Bertolotto buy further goods from Horton and Miles?
……/16
B. Writing
You work for a company (Simons & Sons, 35 Weakfield Road, Oxford OX4 5LD).
Write a letter of enquiry for stationery materials (pens, papers, notebooks…) to
Burlington Stationery Ltd, 2 Lytham Road, Preston SW8 3EH (UK). Remember the
51
correct layout of a letter (address, date,…) Write the letter following the points
below.
•
Introduce your company.
•
Say how you found the name of the company you are writing to.
•
Make appropriate requests for information about products, prices, discounts in
case of regular purchases, terms of payment.
•
Close the enquiry.
(do not use the same expressions you have found in the letter of exercise 3.)
..../20
Answer key
Exercise 1 An enquiry is often the first step in a commercial transaction. You may use
this type of letter to ask for catalogues, price-lists and samples, or you may request a
quotation and information on sales terms.
When writing an enquiry, you should:
• start by mentioning where you obtained the name of the firm you are writing to
• give concise information about your own business
• if relevant, give information about the state of the market in your area for the
goods you are interested in; make your request in a concise and clear way
• end with a suitable close soliciting a prompt reply)
Exercise 2.
1. We have read about your company in The Economist newspaper.
2. . The American Chamber of Commerce in Rome informed us that you were
interested in supplying computers to the Italian market.
3. Our associates, Messrs Thornton and Bros, speak highly of your machines.
4. We have heard about your latest equipment in a CNN programme
5. We were impressed by the selection of the tools that were displayed on your stand
at Berlin Exhibition.
Exercise 3.
1. From Italy
2. No, they are wholesalers of outdoor furniture.
3. From Abitare, a magazine.
4. Metal wire garden chairs.
5. The need garden chairs.
6. If Horton and Miles’ prices are favourable.
7. A catalogue and latest price list.
8. Yes, they are expanding their market.
52
Attachment 11
ASSESSMENT GRIDS
Evaluation for exercise 1-3
Exercise 1
9 points
Exercise 2
Exercise 3
Total score
5 points
16 points
30 points
Score
30
28-29
24-27
21-24
18-20
15-17
< 15
Mark
Outstandin g: 10
Very good: 9
Good: 8
Fairl y good: 7
Acceptable: 6
Unsatisfactory: 5
Seriousl y inadequat e: 3-4
Evaluation grid for exercise 4
Language
(grammar,
spelling,
punctuation)
Many serious
mistakes; the text
is
incomprehensibl
e
Several
mistakes; the text
is partially
comprehensible
Despite some
mistakes, the text
is
comprehensible
on the whole
The text is fully
comprehensible,
despite a few
mistakes
The text is
completely
comprehensible
and correct.
Task
fulfilment
Contents
(development of
the points)
Organization
(coherence and
cohesion)
Register
Style
Vocabulary
The text does
not fulfill half
of the task.
There are no
details
There is no
organization
Incorrect
use of
register.
Poor
syntax
Incorrect
1
The text fulfils
only half of
the input.
The points are
partially
developed
Poor
organization
Not
always
appropriat
e register.
Not always
appropriate
2
The text fulfils
the input on
the whole,
although some
points are
neglected.
The text is
almost
complete
There are some
correct details
for each point
Logical
organization
although some
parts are not
completely clear
Appropria
te register.
Simple
and
repetitive
syntactic
structures
Fluent
syntax
Fairly
appropriate
3
Many and clear
details
Clear and logical
organization
Appropriate
4
The text is
complete
The text is fully
developed and
there is good
reworking
Appropriate
and varied
5
Total score
53
Score
30
Layout: partially correct (1 point) /correct (2 points)
Score
32
30-31
27-29
23-26
19-22
16-18
< 15
Total score: 32
Mark
Outstandin g: 10
Very good: 9
Good: 8
Fairl y good: 7
Acceptable: 6
Unsatisfactory: 5
Seriousl y inadequat e: 3-4
Observation grid for the group-work
Pa r t i c i p at i o n
( i n t e r es t
an d
c on t r i b ut i on t o t h e
wo r k )
Co l l a bo r a t i on
with
r e s pe c t f o r t h e o t h er s
and
P r es e n t at i on
( o r g an i z a t i o n o f t h e
c o nt e n t s
an d
creativity)
S c or e
e nt hu s i a s ti c
and
c r e at i ve p a r t i c i p a t i o n
F ul l r e s p ec t f o r t he ot h e r s ’
o pi ni o n s a n d wo r k a n d f u l l
c o l l a bo r a t i o n
wi t hi n
the
gr ou p
Al m o s t a l wa ys r e s pe c t f o r
t h e o t h er s ’ op i n i o ns an d
wo r k
an d
c ol l ab o r at i on
wi t hi n t h e gr o up
A cc e p t ab l e r e s pe c t f o r t h e
o t h er s a n d co l l a b or at i on
C om p l e t e a nd c l e ar ,
with
p er s o n al
c o n t r i b uti on
and
r e m a r ks
C om p l e t e a n d cl ea r
5
N e ar l y c o mp l e t e , b ut
s o me t i me s i mpr e c i s e
3
( p a ss )
Li t t l e
r e sp e c t
an d
c o l l a bo r a t i o n
No r e s p e c t an d c ol l ab o r a t i o n
F a i r l y i nc o r r e c t
i nc o m pl et e
V er y i n c o r r ec t
i nc o m pl et e
and
2
and
1
Th e r e
is
a l wa ys
p ar t i c i pa t i on
t h r o ugh ou t t h e wo r k
s e s s i on
T he r e
is
often
p ar t i ci pat i o n
and
i n t e r es t
Li t t l e p a r t i c i p ati on
No p a r t i c i p at i on
4
Total score: 15
Score
15
13-14
11-12
9-10
7-8
1-6
Mark
Very good: 9
Good: 8
Fairl y good: 7
Adequate: 6
(pass)
Inadequate: 5
Seriousl y inadequat e: 4
54
4. BIBLIOGRAFIA E SITOGRAFIA
BALBONI P., 2000, Le Microlingue Scientifico-Professionali, Torino, UTET.
BRUNNER G. e A. STRACHER, 1999, Transactions: the Basics, the Know-how, the
Background, Bologna, Zanichelli.
DOLCI R., Materiali del corso di Laboratorio di Tecnologie Glottodidattiche A.A.
2007/2008, Venezia.
FRENDO E., 2005, Teach Business English, Harlow, Longman.
IERACE G. e JACKSON K., 2007, Business is Business, Torino, Loescher.
LUDBROOK G., Materiali dei corsi di Didattica della Lingua Inglese e Laboratorio di
Didattica della Lingua Inglese A.A. 2008/2009, Venezia.
MARCANTONI M., Materiali del corso di Laboratorio di Didattica dei Linguaggi
Speciali A.A. 2008/2009, Venezia.
SCRIVENER J., 2005, Learning Teaching, Londra, Macmillan.
SERRAGIOTTO G., Materiali del corso di Didattica dei Linguaggi Speciali A.A. 20082009, Venezia.
THOMSON-MARTINET, 1994, A Practical English Grammar 4th edition, Oxford,
Oxford University Press
Programmi per il biennio e il triennio progetto Erica dell’ITC ‘Kennedy’ di Monselice.
Piano dell’Offerta Formativa a.s. 2007/2008 dell’ITC ‘Kennedy’ di Monselice in
http://www.iis-kennedy.it/
http://www.onestopenglish.com
http://esl.about.com
http://elc.polyu.edu.hk
http://hotpot.uvic.ca/
55