STIC - Automotive:
Work Search (Module 2)
Contacting Employers  at Work
(Topic 2)
Content
The terminology in this lesson will be presented and practised within
a functional language context: calling employers for an appointment.
Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1 - Conversation 1
- Handout 2 - Sample Commercial
- Handout 3 - Conversation 2
- Handout 4 - Conversation 3
Other materials needed: phones with taping capabilities
or a "pick-up" (available from Radio Shack) to record calls, and tape
recorder Methodology
Introduction
(5 minutes)
1. Ask participants how they feel about talking about themselves.
In many cultures it is frowned upon to praise oneself. Because today's
job market is so competitive, explain to the class that it is important
to tell employers not only that they are competent, but also that
they are "the best person for the job." Making cold calls to employers
is often a very good way to get your résumé to employers
who are not currently advertising work opportunities. It also shows
employers that you are motivated. The objective of the cold call
is not necessarily to 'get a job,' but rather to make yourself known
to employers either for future hiring opportunities or to be referred
to other mechanics who are currently hiring. (Remind the participants
that for the next lesson, they need to bring in an application form
that they have obtained from an employer).
Pre-Tasks
1. (10 minutes)
Have participants read Handout
1 alone or in pairs and brainstorm as a class what the mechanic
could have done to improve the call.
2. (30 minutes)
Distribute Handout 2 and get a
participant to volunteer to read it aloud. Critique volunteer's
pronunciation, intonation and word stress, then give a mini-lesson
using Facilitator's Guide to Handout 2.
3. (30 minutes)
Have participants write their own "30-second
commercial" (to be accommodated on most answering machines) "selling
themselves" to employers.
4. (20 minutes)
Have participants present their
commercial to a partner while the partner times them and offers them
feedback. Remind them to keep in mind the stress rules; you can even
have them underline which syllables are stressed and circle the words
in the sentence that are stressed. (In smaller classes, each participant
can present it to the rest of the class). Monitor the pairs' vocabulary
as well, ensuring that participants are using opening gambits such
as "My name is..." instead of "I am..."
Task
(30 minutes)
1. In pairs, have participants read
Handout 3, then complete Handout 4.
Have volunteers perform their version for the class.
Post Task
1. (outside class)
Have participants find in the
Yellow Pages a garage that isn't too far away from their home and
tape themselves calling them using their commercial to set up appointments
to drop off their resume.
2. (60 minutes)
Play the taped calls in class and
get feedback from the participants.
* Remind the participants again that for the next lesson, they need
to bring in an application form that they have obtained from an employer.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Work
Search: Topic 2 [110 KB, 10 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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