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Page 1: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

Tâche finale : Faire une vidéo pédagogique pour montrer comment gérer les plaintes de

clients (ce qu’il ne faut pas faire et ce qu’il faut faire)

Tâches intermédiaires possibles :

- Ecrire une lettre pour se plaindre

- Jouer une scène entre un vendeur et un client difficile

Supports :

- vidéos youtube :

Restaurant : managing complaints

http://www.youtube.com/watch?v=HjB9H1qDKcE

Managing customer complaints

http://www.youtube.com/watch?v=JCrxf5UEK0M&feature=related

- texte écrit : témoignage sur internet

Activités langagières :

- Compréhension orale

- Expressions orale et écrite

Objectifs linguistiques :

- Les excuses : sorry for ; apologize for ; my fault

- Les adjectifs de sentiments négatifs: dissatisfied, rude, angry, agitated, frustrated, disrespectful, unpleasant

positifs : satisfied, willing to help, helpful, available, pleasant, respectful, polite

- Recommendations: SHOULD + BV et SHOULD + have + PP

- May I…? What can I do for you? How may I help you? Would that be OK for you?

- Present perfect: I’ve been waiting for… / it’s been repaired twice

- Formation des adverbes: adjectifs + -ly

- Vocabulaire de la vente: sales assistant, supervisor, on the house, delays, customers, sell, electric mall

Séance 1

Page 2: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

Support: expérience du voyage à Londres de la classe

Activité langagière : expression orale

Objectifs linguistiques : lexique de la vente + proposition clivée + adverbe + révision du but + should

Activité 1: Harrods

How was your trip?

What did you like the most?

What I liked/appreciated the most is …

What I didn’t really like is …

Harrods: what do you think about this store (= big shop)? The items and the staff (the sales assistant).

Talk about it in your group.

Au tableau:

What surprised me is the…/how …

What I found great is the…/how …

[mise en commun]

Wealthy population

Classy items

Great variety of food

Welcoming people; helpful; pleasant; willing to show things; polite

What for? In order to have an impeccable reputation among people from all kind of social backgrounds.

Activité 2 : la vidéo “electric mall”

[Montrer les 15 1ères secondes.]

What’s going on ?

A customer is in an electric mall.

She would like information. So she goes to see a sales assistant. But he turns around angrily.

Your reaction?

It’s bad = inappropriate.

A sales assistant should always:

Page 3: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

- be willing to help/helpful

- Pleasant with customers

- Make/keep the customer happy/satisfied

- Answer pleasantly

What for?

- In order to sell more

- = So that the customer buys more

- So that customers talk about the store positively

[Montrer jusqu’à 27’’]

Reaction ?

This is what sales assistants should do with customers.

This is how sales assistants should react with customers.

Homework: think of one experience you’ve had (or someone you know) about a sales assistant who wasn’t

professional. Be able to tell what happened. (1 minute)

Séance 2

Support: texte à trou (the cockroach)

Activité langagière: compréhension écrite

Objectifs linguistiques: should have + PP

Texte complet :

My worst restaurant experience was actually in Japan. We were in Nara, visiting a friend, and went to one of

those cafe lunch type places on the top floor of a shopping mall. I ordered rice pilaf. All was going well, and

the food came to our table, and looked just like shrimp rice pilaf should look. I took the container of kraft

parmesan cheese and shook it over my pilaf- the lid popped off, and the fattest cockroach I’d ever seen fell out

and literally ran across my plate and off the table, and he was out the door. I swear to you this is a true story.

The other diners saw it too, and the restaurant brought me a new plate of food but alas, still made me pay for it.

I’m not that squeamish, and I wasn’t upset exactly- but I think the restaurant staff should have been more

apologetic about it.

Today, you’re going to read a text. This is the beginning of the text:

“My worst restaurant experience was actually in Japan.” Reaction?

A person is going to tell the story of his/her worst experience in a restaurant.

Page 4: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

What could we do to understand the text more easily?

Anticipate: what bad experiences we can have in restaurants.

[Groupe de 4]

Make a list of the things that could go wrong for a customer in a restaurant. The winner is the group with the most

ideas.

- Slow service = delay

- Cold food

- Food/beverage spilt on the customer

- Beverage spilt that burnt the customer

- Strands of hair in your plate

- Insects in your salad

- Disgusting food / wine

- Too much salt / too many spices

- Not enough sauce/salt/pepper

[Mise en commun]

Now, read the text: (donner “shrimp”)

My worst restaurant experience was actually in Japan. We were in Nara, visiting a friend, and went to one of

those cafe lunch type places on the top floor of a shopping mall. I ordered rice pilaf. All was going well, and the

food came to our table, and looked just like shrimp rice pilaf should look. I took the container of kraft parmesan

cheese and shook it over my pilaf- the lid popped off, and the fattest /////////////////////////// I’d ever seen fell out

and literally ran across my plate and off the table, and he was out the door. I swear to you this is a true story.

The other diners saw it too, and the restaurant brought me a new plate of food but alas, still made me pay for it.

I’m not that squeamish, and I wasn’t upset exactly- but I think the restaurant staff should have been more

apologetic about it.

-Sea

Guess the word in the blank.

It’s an insect.

[projeter l’image du cafard au tableau]

How did the restaurant react after this mistake?

They brought another plate.

What does Sea think about it?

Page 5: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

It’s not enough: “the restaurant staff should have been more apologetic about it.”

Propose the right behaviour from the staff:

- Apologize = say sorry → They should have said sorry = apologized. - Serve coffee or dessert on the house → They could have served coffee on the house. - Give a discount on the bill → They could have given a discount.

[explication de SHOULD + have + PP]

Homework: DM (CE + expression orale en continu)

ENGLISH HOMEWORK due on ……………………………………………………2012

A. Read the following text and answer the questions.

We decided to try the new Country Market Buffet that opened just outside the city. We were seated and ordered

coffees and breakfast. The waitress brought our coffees and my wife added some cream and started stirring. Up

from the murkey depths floated a dead fly. I thought "wow, not a good start" as I began to stir my coffee...and

up from the murkey depths floated a dead fly. Two dead flies in two coffees to the same table. Wow.

We're pretty laid back, and we like to give places benefit of the doubt, so we decided to stay, get new coffees

(although I couldn't really drink mine afterwards) and order food. The food was edible, but not great. But what

happened next cemented that we won't be going back.

We went to the counter to pay and I asked that the coffees be taken off the bill, and explained that there were

flies in them. The counter staff was very apologetic, and called a manager to adjust the bill. The manager comes

over, is told what happened, and says to me "Did you tell your server? None of the servers said anything about

it." She then took the coffees off and that was it. No apology or anything.

Employees acting unprofessional is one thing, but when a MANAGER doesn't even apologize AND questions

the customer in a way that suggests they're lying, that's unexcusable. Apparently they make enough money off

of truckers and local customers that they can afford to lose customers, which is good because we won't be going

back.

1. Give one adjective to qualify this experience: _____________________________________________________

2. Place: _____________________________________________________________________________________

3. Problem? __________________________________________________________________________________

4. How did the staff react?

Page 6: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

The counter staff____________________________________________________________________________

The manager said the customers should have ____________________________________________________+

__________________________________________________________________________________________+

__________________________________________________________________________________________

B. Talk about one bad experience you’ve had (or someone you know) in a shop or in a restaurant. Use linking

words + “should have PP” + vocabulary from this lesson. (1 minute) Ten words are allowed on a small piece of

paper.

Situation Linking words (mots de liaison) +

adverbial phrase of time (CC de tps)

Should have + PP Shouldn’t have + PP

When:

Where:

Who:

Problem:

Consequence:

Outcome (=dénouement):

Séance 3

Support: histoire des élèves + vidéo

Activité langagière: expression orale + compréhension orale

Objectifs linguistiques: révision du prétérit, mots de liaison

1ère activité : DM

[Correction de la CE du DM]

[En groupe de 4 élèves : PPC]

Choose the worst experience.

Now, present the worst experience in front of the class (story told by another pupil) : + amélioration / injection de

vocabulaire.

Page 7: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

2ème activité: la vidéo

SCRIPT How the waitress shouldn’t handle complaints from a customer: « Excuse me. I’ve been waiting for an hour for my food and now that I get it, it’s completely cold. “I’m sorry but that’s not my fault. We have a new cook who’s still not so familiar with everything. And we have unexpectedly many guests. So things can take a while.” “Well, so please take the food with you and bring me a warm one.” How the waitress should handle the complaint: “Excuse me.” “Yes please.” “I’ve been waiting for an hour for my food and now it’s completely cold. ” “I am very sorry. We have unexpectedly many guests and that’s why there are some delays in the kitchen. May I take the food with me and bring you another fresh one? Will that be OK for you? “Yes please.” … “There you are. Here’s your fresh food. Sorry again. I apologise. Maybe I offer you some coffee and dessert on the house?” “Yes please.” “Thanks a lot and have a nice meal Sir.”

[Montrer la vidéo en entier sauf l’intro et le titre]

Reaction ?

There are 2 scenes but it’s the same situation.

What changes is the waitress’s attitude.

In the first scene, she is not really pleasant contrary to the 2nd one.

What kind of document is it? Who made it? It’s a video that teaches waiters how to handle complaints. It’s certainly

made by the restaurant.

Page 8: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

Now, listen carefully to make a list of the changes. Complete the chart.

What I heard What I understood (the differences)

Séance 4

Support: vidéo

Activité langagière: expression orale

Objectifs linguistiques: should have + PP

Fin de l’activité sur la 2ème vidéo

In the first scene, the waitress shouldn’t have talked about the flaws in the kitchen.

She also should have apologized for the delay.

She should have offered to take his food back.

When she brought a new plate, she should have apologized again and she should have offered something to

compensate; something on the house.

Now, prepare an oral message « Tips to handle angry customers” for new waiters using: should/shouldn’t;

always/never; adverbs

[PPC par groupe devant la classe. Chaque élève a quelque chose à dire. ]

Page 9: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

Homework:

- Learn the dialogue by heart (photocopy)

- Watch the video: http://www.youtube.com/watch?v=uoS2hx2zFng and write down the dialogue. Highlight the

structures that you can use for another dialogue.

Séance 5

Support: video at the electric mall Activité langagière: compréhension orale Objectifs linguistiques: “may I help you?” “waste my time” “get me the supervisor” + révisions des adverbes +

shouldn’t have PP

[video à partir de 0’25]

Intro: it explains that you have to handle difficult situations as a sales assistant.

Bad situation: [donner le mot “shaver”]

“How may I help you?”

“ I bought a shaver and it doesn’t work. I want a refund.”

“Oh, I’m so sorry sir but maybe there’s some way …”

“…don’t waste my time! I want my refund, now! Where’s the supervisor? Get him here.”

“I’m so sorry Sir. But we don’t do refunds. However, under the terms of this product guarantee, we can have it

repaired.”

“Repaired? You want to get it repaired? You*****!!! I’ll let you know. This lousy shaver of yours has been repaired,

twice! Stop wasting my time! If you can’t get me my refund, you’re useless! Get me your supervisor. Otherwise, …”

Comments: a very dissatisfied customer but put yourself in his shoes.

Make a list of adverbs he uses : differently, professionally, immediately, quickly, clearly, calmly, politely.

Make a recap using the adverbs :

Customers react differently in situations. We have to act professionally :

Page 10: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

- Always remain positive and polite

- Establish the nature of the complaint immediately and quickly

- Handle the situation with discretion if the customer is agitated by leading him/her to a quiet corner within the

store.

- Explain the company policies clearly + calmy and politely

- Get = seek assistance from your supervisor immediately if the complaint is beyond your personal responsibilities

- Always show empathy

With this, you can turn negative situations into negative ones.

Séance 6

Support: même vidéo Activité linguistique: expression écrite et orale Objectifs linguistiques : réinvestissement de toutes les structures et lexique du cours

- Say what the shop assistant should/shouldn’t have done.

- Rewrite the scene accordingly.

- Act out in front of the class.

Homework: Make a video for new shop assistants. There will be 2 scenes:

- What should be done with a dissatisfied customer

- What shouldn’t be done

The scene must take place elsewhere than a restaurant or an electrical mall. Don’t forget to add comments

(signs/voice over etc).

One video = 2 students = 5 minutes

Page 11: Tâche finale : Faire une vidéo pédagogique pour … · from the murkey depths floated a dead fly. ... We're pretty laid back, ... the waitress shouldn’t have talked about the

SUPER SALES ASSISTANT

1ère STG – B1/B1+

Isabelle DUCARROZ – Lycée l’Oiselet – Bourgoin Jallieu – Académie de GRENOBLE

NAME : EVALUATION DE LA VIDEO – Super Sales Assistant

A2 B1-1 B1-3

DUREE

QUALITE DES IDEES

2 minutes

Très peu d’idées et/ou

idées vues en classe

1 pt

3 minutes

Des idées nouvelles mais

peu approfondies

2 pts

5 minutes

Sujet original et

approfondi

3 pts

ETENDUE LINGUISTIQUE Possède un répertoire de

langue élémentaire

(situations courantes au

contenu prévisible).

Réinvestit peu le

vocabulaire/structures

du cours.

1 pt

Possède suffisamment

de moyens linguistiques

pour s’exprimer sur des

sujets courants mais le

vocabulaire est limité.

Réinvestit quelques mots

du cours.

2 pts

Possède une gamme

assez étendue de langue

pour décrire des

situations imprévisibles.

Maîtrise le vocabulaire

du cours.

4 pts

CORRECTION

LINGUISTIQUE

Peut utiliser des

structures simples

correctement mais

commet encore

systématiquement des

erreurs élémentaires

1 pt

Fait preuve d’une

correction suffisante

dans les situations

prévisibles.

2 pts

Assez bon contrôle

grammatical dans

l’ensemble.

3 pts