STIC - Automotive:
Workplace (Module 1)
Taking an Order from a Customer to
Clients (Topic 1)
Content
The terminology in this lesson will be presented and practised within
a functional language context: asking for clarification.
Delivery
Make as many copies as necessary of the following handouts  :
- Introductory Handout 1 and 2
- Handout 1 - Pre-task 1
- Handout 2 - Strategies for asking for repetition and
clarification
- Handout 3 - Conversation 1 (two pages)
- Handout 4 - Synonyms Exercise
- Handout 5 - Order Form
- Handout 6 - Situations
- Handout 7 - Conversation 2
- Handout 8 - Task 4 - Vehicles and codes
- Terminology List (Optional)
Other materials needed: copies of The Yellow Pages, (latest version)
for all (or pairs) of participants.
Methodology
Course Introduction
1. (10 minutes)
Because this is the first class of the terminology workshop, participants
may have some pre-conceived ideas and expectations about learning new
vocabulary. For example, they may assume that a large portion of class
time may be spent looking words up in the dictionary. It is a good idea
to go around the class and ask each participant what he/she expects from
the course. Then it is important to make participants aware of how the
course will be delivered and about the role of terminology within a task-based
curriculum. Also, make sure participants understand that their participation
and involvement is critical to the success of the workshop. They are,
after all, the experts. Distribute Introductory Handouts 1 and 2 for
the participants to read.
In addition, it is important to note the term AST (Automotive Service
Technician) will be used throughout the curriculum instead of the term
the participants will most likely be familiar with: mechanic. This change
reflects the fact that mechanics now have the added responsibility of
working with a computerized diagnostic system. As a result their role
has expanded to include the duties of a technician. Introduction
(5 minutes)
1. Ask ASTs how many actually took
orders from customers in their previous workplaces. Make them aware
of the importance of, especially those working in a smaller shop,
taking orders from customers. Therefore it is important that they
know the questions to ask to record that information accurately.
Encourage participants to volunteer in class because communication
cannot be learned through reading and listening only. Tell the participants
that there will be many opportunities throughout the course for them
to put into practice what they learn. Those participants who volunteer
in class will benefit the most because they will actually be using
the skills they need on-the-job.
Pre-Tasks
(45 minutes)
1. Ask two participants to volunteer
for a role-play. Have them turn their backs to one another to simulate
a telephone conversation between a customer with car trouble and
an AST. Then distribute Handout 1 to partner A (the customer) and
instruct him to 'phone' the AST. As they are role-playing, write
what they are saying in the form of a dialogue on the board. 2. Correct the conversation on the board so that it is grammatically
correct. For example, if the AST says, "What year your car is?," elicit
the correct word order from the class. If no one knows, present the
grammatical formula for word order using question words, along with
several examples on the board until the class understands. Likewise,
if the AST says the customer's name wrong or gets one of the digits
in the phone number wrong, correct with class. Then distribute Handout
2 to go over with the class strategies for politely asking for repetition
and clarification.
3. (45 minutes)
Select two participants to role-play Conversation
1 (Handout 3). Record on paper or
cassette what they are saying.
- Assign Handout 4 to participants and ask them to
do the synonyms exercise to help them expand their choice of phrases.
Correct as a class.
- A dictation in order to practise listening and writing
may be part of the pre-tasks for this topic. Dictate these names:
- Toyota Corolla
- Jeep Cherokee
- Mercedes-Benz
- Chevrolet Corvette
- Mitsubishi
- Chrysler
- Oldsmobile
- Hyundi Isuzu Volkswagon
- Cabriolet
Pronunciation of these terms may also be practised.
Task
(30 minutes)
1. Distribute the order form (Handout
5) and the situations on Handout 6 to the class. Put the participants
into pairs and ask them to each practise getting information and
writing it on the order form. After they've had time to practise,
select a volunteer pair to "perform" the role-play for the class
to critique. Post Task
(20 minutes)
1. Elicit from the class where to
look in the Yellow Pages for auto parts suppliers and write their
answers on the board. 2. Distribute copies of Handout 7 and have a volunteer
pair read aloud. Distribute copies of the Terminology List and go
over vocabulary in bold with participants making sure they understand
the terminology and idioms.
3. As an out-of-class post task, ask participants
to go through their Yellow Pages at home and make a list of suppliers
to call. Distribute copies of Handout 8 and have them phone the suppliers
they have listed to get the prices for the auto parts in the handout.
(Make sure participants have time to do this assignment during business
hours.)
4. After, have a class discussion to compare the
prices and stock availability participants found in their research.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Workplace:
Topic 1 [140 KB, 19 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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