Martin Kelly
Using the Tutor Guide:
Communication Units in HNCs and HNDs
The purpose of this document is to provide a
selection of formative exercises that will:
•Provide interesting exercises to motivate
learners
•Increase learners’ confidence in their ability to
communicate effectively in English
•Prepare learners to successfully pass the
summative assessments
Communication Units in
HNCs and HNDs
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Introduction
Planning for the delivery of communication
Introducing learners to communication skills
Ways to communicate
Developing English language skills
FAQs
Getting Started
Planning for the delivery of
communication
• Icebreaker activities
• Practical activities
• Sample activities
Introducing learners to
communication skills
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Self-reflection
Developing a learning plan
Teaching & learning resources
Formative & summative work
Ways to communicate
• Spoken communication
• Written communication
• Social media communication
• Language skills review
– own language; English language
• Learning plans
Developing English Language Skills
Outcome 1: Reading
Identifying the writer’s purpose:
Think of 10 purposes a writer may have.
Write these using the infinitive form
of the verb.
Examples of Purpose
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To give or ask for information
To give instruction
To persuade
To sell, promote/market
To report
To evaluate
To complain
To respond to others
To make recommendations
To encourage
Approaches to Outcome 1
Reading
1. Discussing newspaper articles : impact of
language and tone on the reader.
2. Collecting useful words and expressions –
personal dictionary.
3. Examining ways in which a communication
could be improved e.g. adding graphics,
changes to language, structure, layout.
Approaches to Outcome 2
Writing
Try the portfolio of business writing approach
rather than one 1500 word report
(SCQF level 7)
1. Write an 800 word report
2. Produce notice of a meeting, agenda,
minutes, emails, business letters – total 700
words
3. Use this material as a basis for Outcome 3
Report Writing
Encourage students to write reports about
areas of interest. This will prepare them for
the business report assessment.
For example:
• Improving canteen facilities in the
university
• Music business
• Sport business
• Fashion business
Approaches to Outcome 3
Talking and listening
1. Create a comfortable environment
2. Ask students to state their names before they
begin
3. Write down questions and points made on
whiteboard
4. Positively reinforce contributions
Guiding a discussion
• Keep the discussion focused.
• Draw students into the discussion. What is
your view? How do you feel about that?
• Clarify contributions – ask student to clarify a
point, encourage them to give examples.
• Refer to useful phrases and common
business expressions in the Guide.
Frequently Asked Questions (FAQs)
There is a FAQ section in the Guide giving
answers to many questions tutors ask.
This will be updated as and when new questions
arise.
Check the web site for updates periodically:
http://cn.sqa.org.uk
Workshop: The importance of good
punctuation.
Workshop Group Exercise:
Punctuation
Punctuate the following
correctly.
“A woman without her man is
nothing.”
Workshop Group Exercise:
Spelling
Explain this:
Ghoti is pronounced fish.
Workshop Group Exercise:
Spelling
ghoti
gh as in enough (ɪˈnʌf)
o as in women
(wɪmɪn)
ti as in nation
(neɪʃ(ə)n)
Workshop Group Exercise:
Speaking
It’s not what you say, it’s the way that you say it.
Explain the difference in each of the following
sentences.
I sent him a letter.
I sent him a letter.
I sent him a letter
Sharing Good Practice
1. What strategies do you employ to motivate
your students?
2. How do you encourage students who are
reluctant to participate in oral
communication?
3. What additional learner support do you offer
your students?
4. Comment on the support materials on the
website.