Module:	Study, School life and Work
Unit:		Part-time Work?
Task 2:	Making the Right Choice

Description

In Part 1, learners read 4 case studies of fellow students who wish to take up part-time work. Learners discuss in groups whether these 4 people should take up part-time work and also suggest ways to address their needs without taking up part-time work. 

In Part 2, learners read 8 advertisements for part-time jobs. One of the 4 people in Part 1 has decided to take up one of these jobs. Learners write a letter to persuade him/her not to take up the job and suggest alternatives.

In Part 3, learners give advice to people taking up part-time work on how to lead a healthy life.

In Part 4, learners write about their experiences as a part-timer.

5 Fundamental Intertwining Ways of Learning and Using Knowledge
	Communicating	(Learners discuss whether the people in the 4 case studies 					should take up part-time work. They write about their 					experiences as a part-timer.)
	Conceptualizing	(Learners conceptualize about the advantages and 						disadvantages of particular part-time positions.)
	Inquiring		(Learners find out information about different jobs and 					people’s experience of working part-time.)
	Reasoning		(Learners argue whether it is advisable for them to take up 					part-time work, which jobs are suitable and give reasons.)
	Problem-solving	(Learners suggest possible part-time work or alternatives to the 				4 people.)

Learning Targets (KS4) (Only relevant parts of the Learning Targets in the syllabus are presented below.)
To develop an ever-improving capability to use English
�h	to establish and maintain relationships in school and work situations (IDa)
�h	to converse, compare, argue and justify points of view about feelings, interests, preferences, ideas, experiences and plans (IDb)
�h	to produce or exchange a range of more complex written messages (IDc)
�h	to analyze, organize and present information on familiar and unfamiliar topics (KDa)
�h	to identify and discuss ideas in written texts, make connections, refine or generate ideas, express or apply them (KDc)
�h	to identify and define more complex problems from given information, consider related factors, explore options, solve the problems, explain and justify the solutions (KDd)
�h	to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events, incorporating where appropriate reflections on their significance (EDd)

Learning Objectives
�\	Text-types
advertisements
discussions
letters
stories
reports

�\	Vocabulary
	Names of occupations: salesman etc.
	Adjectives to describe qualities required for different jobs: outgoing, physically fit etc.
	Adjectives to describe job-related experiences: frustrated, demanding etc.
	Special terms such as Comprehensive Social Security Assistance

�\	Language Items and Communicative Functions (KS3)
e.g.	Use adverb phrases and adverb clauses etc. to justify one’s behaviour and point of view in simple situations
		Lucy’s health and studies will surely suffer as a result of her work.
e.g.	Use modals and common expressions to make refuse suggestions and proposals
		I suggest that Catherine should become a volunteer instead.
	e.g.	Use modals and common expressions to ask for and give advice on matters, 		including those related to one’s studies
		I think Jeffrey should try to buy second hand equipment.

�\	Language Skills 
	1.	Speaking (KS4)
		Present information, ideas and feelings clearly and coherently
- present feelings, views and arguments with suitable reasoning, suggestions and strategies
- use language appropriate to situations of different levels of formality
- use persuasive devices effectively

		Participate effectively in an oral interaction 
- make judgements and suggestions, support and develop each other’s views,  disagree and offer alternatives, reply, ask relevant questions, explain, give   examples, and use common expressions where appropriate
- lead or guide discussion and negotiations effectively using strategies
- solicit sharing of experiences, views, attitudes and values

	2.	Reading (KS3)
		Understand, interpret and analyze different written texts
- make use of the knowledge of the world to make sense of the written text
- acquire and organize information relevant to specific tasks

	3.	Writing (KS4)
		Present information, ideas and feelings clearly and coherently
- plan and produce coherent and structured texts
- present different views and arguments clearly and logically
- adjust the balance of ideas and length of the writing to meet the requirements of a variety of text-types
- use appropriate linguistic and structural devices, a variety of structures and range of vocabulary to achieve desired purposes
- use persuasive devices effectively

�\	Language Development Strategies (KS4)
	- Develop thinking skills
�Y	use reasoning skills (analyze for a particular purpose, make inferences, deduction, conclusion, etc.)
�Y	explore alternatives and speculate about consequences
�Y	generate criteria and principles for action and judicial thinking

	- Work with others
�Y	communicate to the point, explain precisely and clearly, describe with colour, motion, emotion and beauty
�Y	employ negotiation skills to solicit support, reach agreement or solve     problems

�\	Attitudes
- Confidence in using English (KS1)
- Keenness to participate in activities leading to improvement of knowledge and skills in the language (KS1)
- Sensitivity towards language use in the process of communication (KS1)
- An awareness of the potential influences (both positive and negative) of language use on other people’s feelings and direction of thinking (KS3)
- A critical attitude towards the ideas and values in spoken English texts (KS4)

Module:	Study, School Life and Work
Unit:		Part-time Work?
Task 2:	Making the Right Choice

Part 1

The following are 4 case studies of fellow students who wish to take up part-time work. 

1.	In groups of four, discuss whether they should take up part-time jobs and give reasons.

2.	Suggest alternatives to each one of them. Instead of taking up part-time work, what else can they do to address their needs? 

3.	Each group will select a spokesperson to report their conclusions to the whole class. After listening to all the groups, the class will vote for the group with the best suggestions.

Case 1: Michael			

Michael is tall and strong and spends a lot of time on sports activities in school. He lives very far away from school. His grades are average. He wants a part-time job so that he can buy more expensive sports equipment.

Case 2: Pansy			

Pansy is very smart and is the best student of the form. She is quiet and shy. She wants to take up a part-time job to gain some work experience and develop more confidence when working with other people. She has strong computer skills.

Case 3: Nick			

Nick’s father has been out of work for a long time and his mother may soon lose her job. Nick wants very much to earn some money for the family. His grades in school are not very good. He is polite and hardworking.

Case 4: Lucy			

Lucy has average grades in school. She is the only child in the family and her parents are busy at work all the time. She feels bored at home. She wants to take up a part-time job because she thinks it may be fun. She loves music and plays the piano and violin.

Module:	Study, School Life and Work
Unit:		Part-time Work?
Task 2:	Making the Right Choice

Part 2

The 4 people in Part 1 - Michael, Pansy, Nick and Lucy - have read the following 8 advertisements for part-time work and have made the following choices:
	Michael:	Distributing leaflets
	Pansy:		Chinese Character Input
	Nick:		Poster Distribution
	Lucy:		Fish and Chips Shop

You think one of them has selected a job highly unsuitable for him/her. Write a letter of about 150 words to persuade him/her not to take up the job. You may consider the factors discussed in Task 1 such as:
�h	his/her need for a part-time job
�h	the working hours
�h	travelling time
�h	the pay
�h	effects on his/her health and studies
�h	nature of the work
�h	his/her personality and skills
�h	alternatives which may address his/her problem

Teachers’ notes:
1.	Different learning activities may be used according to learners’ ability.
2.	Less able learners may be asked to carry out a group discussion of the 8 part-time jobs and consider their suitability for the 4 candidates. Teachers can also suggest related ideas and vocabulary.
3.	More able learners may be asked to use the case of a real or fictitious friend in writing this letter. The characteristics and circumstances of this person will be revealed through the letter.	

Advertisements for Part-time Jobs

 Salesman / Saleslady 

We sell desk-top vacuum cleaners for use in the office or home. Sales staff are required to run stalls in shopping malls in different parts of Hong Kong. 
Pleasant and outgoing personality required.
Working hours: 4 to 9 pm every day
Pay: $25 per hour and $5 commission on every machine sold

 Telephone Interviewers

We are looking for interviewers to conduct surveys over the phone. 
Applicants should have good telephone manners. Good command of Cantonese, English and Putonghua preferred.
Working hours: 7 to 10 pm at least 3 times a week
Pay: $50 per hour

 Distributing Leaflets

Part-time staff required to distribute leaflets in the streets.
Working hours: 6 to 9 pm
Pay: $20 per hour

 Newspaper Delivery

Help needed for newspaper delivery in this district. 
Must be fit and strong, able to cycle with a stack of newspapers.
Working hours: 6 to 7 am every day
Pay: $10 per delivery per month

 Piano or Violin Teacher 

Piano or violin teacher required to teach 8-year old child once a week preferably on Mondays.
Pay: $150 per hour	

 Chinese Character Input

Part-time staff are required by a Chinese newspaper. 
Working hours: 7 to 10 pm at least 3 times a week
Pay: $100 per day.
Staff must be prepared to work overtime if need arises.

 Poster Distribution

Part-time staff are required to put up posters in the streets. 
Pay: $200 per 1000 sheets
Must be prepared to work in different districts of Hong Kong.

 Fish and Chips Shop

Part-time staff required to assist in kitchen.
Working hours: 4 to 8 pm at least 3 days a week
Pay: $80 per day 

Module:	Study, School Life and Work
Unit:		Part-time Work?
Task 2:	Making the Right Choice

Part 3

Your friend has decided to take up a part-time job despite your advice. In groups of 4, discuss and make up a list of points to remind your friend how he/she can make the most of his/her part-time job and still lead a healthy life. 

Teachers’ notes:
�h	Teachers may vary the demands on learners by assigning them specific areas for discussion, for example, different groups will come up with ideas on how to make sure that their health, studies or social life will not suffer as a result of their taking up part-time work.
�h	Teachers may provide them with some examples such as the following:
1.	Make sure that you bring some snacks to work.
2.	Make sure you have enough sleep over the weekend.
3.	Sleep on the bus or MTR.
4.	Organize your time well.

Module:	Study, School Life and Work
Unit:		Part-time Work?
Task 2:	Making the Right Choice

Part 4

You have taken up one of the above part-time jobs. Write a letter to a friend describing your experiences on the job. You may feel excitement, disappointment, regret or a mixture of different emotions. Again, you may think about the general ideas about part-time jobs in Task 1 and apply them to the particular job you have chosen.

Teachers’ notes:
Learners may be asked to produce other kinds of writing, such as a poem, a diary entry or a story.