Activity 4: Problems (English)
1. PLAY the video segment
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In the video, Tye explains that Sophie buys all the latest gear and lives 'like there's no tomorrow'.
Sophie seems to always buy what she wants, regardless of price or quality. |
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2. When you have a problem with goods or services you have purchased, the first step is often to contact the seller by telephone.
Examples of problems include:
- Received a bill or invoice and find you have been overcharged
- Goods supplied by mail arrived incomplete or incorrect
ADD 4 more examples to the list.
3. Use one of the examples above, or one from your own experience. Build a description of the situation by filling out the details. Who was the seller? What was the product or service? When did you buy/order it? What happened?
4. What would be your purpose/s in ringing the seller? CHOOSE one from the following:
a. To express your anger
b. To express your disappointment
c. To ask for clarification
d. To demand redress or compensation
e. To persuade
f. To provide information
5. Keeping your purpose in mind, what kind of language choices will you make? How will you start the call? Who will you ask to speak to? What will you tell them? What will you ask them? What tone should you use? What might the seller say? How would you expect them to respond?
Work in pairs to ROLE PLAY your calls.
It will be important to keep a record of the call, because if the problem is not fixed, you may end up needing to demonstrate what you have done to remedy the problem. What information will you need to note down?
6. If possible, make an audio recording of your phone call. Replay or perform the role play for the rest of the class. DISCUSS : Was the call effective? What made the call effective or not? How could the call be improved? What was something that was just right about the call?
This activity can be found in the NSW Money Stuff Teacher resource book - English page 19.
Explore additional learning activities (which include extension and revision tasks) in the print resources section under Print resources - Victoria.
Linked Learning Outcomes - NSW
Stage 6 English Preliminary (Standard)
Syllabus Outcomes
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student develops language relevant to the study of English.
3. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.
Stage 6 English Preliminary (Fundamentals of English)
Syllabus Outcomes
1. A student recognises the ways in which changes in context require changes in form.
2. A student understands how the responder interacts with text and context to shape meaning.
3. A student develops language relevant to the field of English.
4. A student responds to and composes texts for a range of purposes and audiences, in various forms, modes and media.
Stage 6 English Preliminary (English as a Second Language)
Syllabus Outcomes
1. A student demonstrates understanding of the relationships between composer, responder, text and context.
2. A student develops language relevant to the study of English.
3. A student demonstrates understanding of how audience, and purpose affect the language and structure of texts.
4. A student describes the ways different technologies and media of production affect the language and structure of particular texts.
Learning Outcomes – Victoria
Victorian Essential Learning Standards (VELS) - Discipline-based Learning
Domain: English
Dimensions: Reading, Writing, Speaking and Listening
Level 5
Students critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes
Students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues.
Level 6
Students compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.
Students draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
Learning Outcomes - Western Australia
(English)
LS 4.2 Considers the appropriateness of text form and register and the conventions of non-verbal communication in relation to audience when listening and speaking in familiar situations.
LS 4.4 Draws on a range of strategies and deliberately adjusts listening and speaking to meet the needs of the task.