LANGUAGE FOR HOSPITALITY LEVEL 2

UNIT 1 STUDY SKILLS ACTIVITY 2 MAKE A POSTER

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ACTIVITY 2

MAKE A POSTER

OUTCOMES

8963 Access and use information from texts

SO 1 Identify the main ideas in different text types.
SO 2 Read and respond to texts for a variety of purposes.

SO 3 Use a range of reading and viewing strategies to make meaning of texts.

8964 Write for a defined context

SO 1 Write for a specific audience and purpose.

SO 2 Use grammatical structures and writing conventions.
SO 3 Adapt language to suit context.
SO 4 Draft and edit own writing.

8967 Use language and communication in occupational learning programmes

SO 1 Find and use suitable learning resources.

SO 2 Use learning strategies.

SO 3 Manage occupational learning materials.

SO 4 Plan and gather relevant information for a given context.

SO 5 Function in a team.
SO 6 Reflect on how characteristics of the workplace and occupational context affect

learning.

LEARNING ACTIVITIES

In the learning activity the learners will:

• analyse a poster
• do a first draft of a poster
• assess a partner’s poster.

This activity should take three to four hours

ASSESSMENT ACTIVITY

In the assessment activity learners will:

• do a final draft of a poster.

The assessment should take about one hour

LANGUAGE FOR HOSPITALITY LEVEL 2

UNIT 1 STUDY SKILLS ACTIVITY 2 MAKE A POSTER

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INTRODUCTION

HOW

If your class has adequate access

to computers, let learners create

posters on computer. It could be

done during computer lessons, and

also assessed by the lecturer from

a technical point of view.

If computers are a problem, then

let your learners make posters by

hand. The advantage of this is that

they can use colour.

WHEN

Posters should be made soon after

learners have learned about a

process or structure related to the

hospitality industry. Consult with

the Core lecturer about the timing

and content.

It is best to use a structure/process

that the learners find difficult, as

the poster will compel them to

grapple with the subject matter.

SIZE OF POSTER

If the poster is done on

computer, print it on A4.

Use the photocopier to

enlarge it to A3.

If the poster is hand-drawn,

use an A3 sheet or larger.

WHAT

In this activity your learners will

design a poster that will illustrate
a structure or process that is used

in the hospitality industry.

WHY

How will making a poster help

your learners understand and

remember a structure or process?

Firstly, learners have to

understand a structure or process

in order to represent it on a

poster. It compels them to address
areas that they do not understand.

Secondly, the act of writing

something down helps them

remember it.

Thirdly, graphics are a good

memory device.

Lastly, having their work

(attractively-presented) up on

their walls will help them with

their studying.

LANGUAGE FOR HOSPITALITY LEVEL 2

UNIT 1 STUDY SKILLS ACTIVITY 2 MAKE A POSTER

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STARTING OFF

Before your learners start making their posters,
there are a couple of issues to discuss with them:

1. what is a poster?
2. who is this poster for?
3. what is the point of doing this poster?

4. what is a process?
5. what is structure?
6. what makes a poster good?

1. What is a poster?

Your learners should be able to answer this question.

Posters are usually associated with advertising or giving
information. This poster should illustrate a structure or
process. Whatever the purpose, a poster contains only

essential information, often in point form. They are usually
bigger than A4 as the makers' want them to be seen from a
distance.

2. Who is this poster for?

This poster (illustrating a structure
or process) is for the learner who
designs it - to be used a study aid.

3. What is the point of doing this poster?

It is to help the learner understand and

remember a hospitality process. In other

words, it is a study aid. The graphics are a

useful aid to remembering something,
and the poster’s accessibility (on a wall)
means that the learner can look at it

frequently without having to wade through
notes to find it. By looking at it frequently
the learner will remember longer.

LANGUAGE FOR HOSPITALITY LEVEL 2

UNIT 1 STUDY SKILLS ACTIVITY 2 MAKE A POSTER

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Examples of processes:

• the digestion of food
• blood circulation

• applying for an ID book
• getting a driver’s licence
• opening a bank account

• giving mouth-to-mouth

resuscitation

• changing a wheel
• baking a cake
• checking in to a hotel.

4. What is a process?

Ask your learners to give
examples of processes.
Can they:

(a) work out what they have in

common and, from that,

(b) explain what a process is.

Characteristics of a process

The main concepts that learners need
to come up with is that a process:

(a) is a series of steps that
(b) usually occur in the same order
(c) every time this action is performed.

Why the same order?

Ask your learners why the steps in a process always happen in the same

order. If they look at you blankly then give them a few examples, e.g.:

• why does one do a written driver’s test before the practical test?
• why does a first aider first check that a victim’s mouth and throat

are clear before giving mouth-to-mouth resuscitation?

• what would happen if one broke an egg into

a cake after it had been in the oven?

• why does a soccer player warm up before

a match and not after the match?

• what could happen if you gave a guest a

room key before you recorded their details?

As your learners will probably guess, a step in
a process often depends on the previous step(s) having been
completed successfully.

Examples in hospitality

Ask your learners for

examples of processes in

the hospitality industry.

LANGUAGE FOR HOSPITALITY LEVEL 2

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1

5. What is structure?

Give your learners

Worksheet 1

. In this

worksheet your learners will examine the
structure of different objects/
buildings/systems/teams.

They will then:

(a) work out what they have in common

and, from that,

(b) explain what “structure” means.

We would recommend that learners work in
pairs and that you assign at least two objects
to each pair. Assign mechanical objects (car,
computer) to mechanically-minded learners.
Similarly, assign sports teams
to sports fans.

Add your own examples

too.

Feedback on Worksheet 1

The main point to get across in

the discussion of their answers is
that structure has to do with
how parts are grouped.

Examples from hospitality

If your learners choose to
do their poster on a
structure (rather than a
process) they can choose a
topic from the list below.
Do one example with
them.

A poster giving the main
sections and sub-sections
of one of the following:

• the hospitality sector
• the staffing of a hotel
• the computer system

for checking in

• the layout of a kitchen
• the layout of a buffet

• the drinks in the bar
• the storeroom for

cleaning equipment

Add to this list after

consultation with the

Core lecturers.

Worksheet 2

Once your learners have

understood the concept of
structure, the focus will shift to
what makes a poster good
(Worksheet 2).

When your learners have
completed Worksheet 2 they
should have come up with the
points that are on the Criteria for
Assessment.

Give each learner a copy of the

Criteria for Assessment

sheet and

discuss it with them. They will
then use these criteria as a guide
when doing their posters. A rough
draft of the poster could be
assessed by a peer, using the
Criteria for Assessment.

2

INTEGRATED ASSESSMENT

You could use the poster as

an assessment instrument

for both Language and

Core subjects.

LANGUAGE FOR HOSPITALITY LEVEL 2

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5. What makes a poster good?

Give each learner a copy of

Worksheet 2

,

which deals with this question. Let them do
the worksheet on their own for about five
minutes, before discussing their thoughts
with a partner. Then have a report-back
session with the whole class.
The following points should emerge:

A good poster has:

• a clear heading
• sufficient content to be understandable

• only information that is necessary
• steps that are numbered and in the correct order
• appropriate and grammatical language, correct spelling

• a font which can be read from about two metres away
• clear writing where every letter of every word is clearly

visible

• fonts which vary in size depending on their function

e.g. heading in bigger font than font used for describing
a step

• “white space” between steps

• graphics which are relevant to the topic
• graphics which enhance the content – not distract from it
• features, such as arrows, which are used consistently

CRITERIA FOR ASSESSMENT

Use your learners’ comments during the report-back session as the basis for a compiling list
of criteria for assessing a poster. Add you own criteria too. Type up the list
and give each learner a copy. Discuss it with your learners and explain that the
questions will also serve as a guide during the making of their posters.

We have included an example of a

Criteria for Assessment

sheet (see the end of

this activity).

OTHER APPLICATIONS

Making posters is a good way of making sense of structures, roles and functions.
This type of poster could link to several Core Unit Standards, for example:

XX17 Describe the sectors of the hospitality, travel and tourism industries
AS 6 Handle and dispose of waste
XX22 Operate a payment point and process payments
XX11 Describe layout, services and facilities of the organisation
AS12 Launder Guest clothes.

LANGUAGE FOR HOSPITALITY LEVEL 2

UNIT 1 STUDY SKILLS ACTIVITY 2 MAKE A POSTER

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WORKSHEET 1

WHAT IS STRUCTURE?

In this worksheet we will find out what structure is by looking at some examples.

Answer the questions in the boxes and then look for similarities in answers.

A

NEWSPAPER

• What types of articles, information, facts, opinions, photos, drawings

etc does a newspaper have? Think of as many as possible.

• How would you group these items? Which belong together? Why?

• Where in the newspaper are they usually found? Front, middle, back?

A CAR

• A car has many parts. Write down as many as you can think of.

• How would you group these parts? Which of them belong together? Why?

• What names would you give each of the above groups?

• Why do you think parts of a car are grouped and named?

A HOUSE

• A house is made up of many parts. What are they?

• Can any of these parts be grouped? How?

• Think about the kitchen in your house. What objects

can be found in your kitchen (or a friend’s kitchen)?

• How are these objects grouped? Which are packed together?

Are they all packed in the same cupboard? If not, where are
they packed/shelved? Why?

MUSIC SHOP

• How is a music shop organised? Under what

sections are CDs grouped?

• What sub-sections do these sections have?

• In which section would you look for a CD by

your favourite singer?

LANGUAGE FOR HOSPITALITY LEVEL 2

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WORKSHEET 1

(p. 2)

THE WORLD

• What physical features does the world have?

Name as many as you can think of.

• How would you group these features?
Which belong together? Why?

• Why do you think there are names for
these groups of features?

THE HUMAN BODY

• The human body has many parts. Write down as many as you can think of.

• How would you group these parts? Which of them belong together?

Why?

• What names would you give each of the above groups?

• Why do you think parts of a body are grouped and named?

A COMPUTER

• A computer is made up of many parts. What are they?

• Can any of these parts be grouped? How?

• Think about the CPU. How would you group the components of the CPU?

SOCCER

(or any team sport)

•

What are the positions in a team?

•

On what part of the field can players in

these positions play?

• Which of these players have a similar function?

What names are given to these groupings?

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WORKSHEET 2

ANALYSE A POSTER

Look at the poster below and the answer the following questions:

1. What about it is done well? Name at least three aspects, giving reasons.
2. What would you change? (Add, leave out, modify etc) Suggest at least three

changes, giving reasons.

chicken dish

roll chicken pieces in flour and

place in greased pyrex dish

3. spread chutney over the chicken pieces

4. pour two cups of orange

juice over the chicken

5. cook for one and a half hours at 180˚C

6. when cooked, make gravy from the sauce

and serve chicken with rice and vegetables
don’t forget to wash up afterwards

mix a sprinkling of salt and pepper and a
variety of herbs into a cup of flower

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ASSESSMENT

Formative Assessment

Once your learners have discussed Worksheet 2 and the criteria for assessment are
in place, then they are ready to do the first draft of their poster. Remind them to
keep the

Criteria for Assessment

handy as a guide.

Be available to learners during this stage. If your learners have problems, try not to

give advice. Rather ask questions which will lead them to a solution that is
appropriate for their poster e.g. What alternatives can you think of? Why is that
section bothering you? Can you identify specifically what you want to change?
Where could you create more white space?

Throughout this activity ask learner about the links between steps. By seeing the
logic of a process, learners will be able to understand it better. In turn, if one
understands something it is easier to remember it.

When your learners have completed the first draft let them assess it against all of
the criteria for assessment. They should note any further changes they intend
making and then exchange posters with a partner. They will then assess each
other’s posters, using the Criteria for Assessment.

Summative Assessment

When your learners have made the necessary changes (identified during self- and
peer-assessment) they can hand in their final draft. You will use the same Criteria
for Assessment to mark their posters. If any learners haven’t made the grade they

can do a third draft of the poster, after discussing it with you.

APPLICATION TO HOSPITALITY LEVEL 3

Your learners could do posters at Level 3 too. It would be a way of

consolidating what they have learned in this activity.

Below are some poster topics relating to Level 3 work:

1. How to plan a function (process)

2. The data system on a computer (structure and process) (XX10)

3. The lines of communication in the organisation (structure)

4. Prepare x dish or cocktail (process) (FP24/29/30/31/34/56)
5. Prepare a carvery or buffet table (process and structure) (FS12)

6. Prepare kegs and gas cylinders for use (process) (FS16)

The codes above are the codes of Core Unit Standards. Once again it
would be a good idea to use the Core Unit Standards as the basis for
the content of the posters .

LANGUAGE FOR HOSPITALITY LEVEL 2

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CRITERIA FOR ASSESSMENT

POSTER

SELF, PEER AND ASSESSMENT BY THE LECTURER

Name of learner

Class

QUESTION

Yes/No

COMMENT

CONTENT

1. Is there sufficient content?

Y

N

2. Is the content relevant to the topic?

Y

N

3. Are the steps in the process presented in the
correct order?

Y

N

4. Are the main sections and sub-sections of a
structure clearly indicated?

Y

N

STRUCTURE, FORMAT AND LAYOUT

5. Is the heading big and bold?

Y

N

6. Are the steps in the process clearly marked?

Y

N

7. Do the fonts vary in size according to their
function?

Y

N

8. Is there white space between the steps of the
process/sections of the structure?

Y

N

9. Can the poster be read from two metres away?

Y

N

10. Are the graphics relevant to the topic?

Y

N

11. Do the graphics enhance the content (rather
than distract from it)?

Y

N

LANGUAGE

12. Is the language used appropriate to the
audience and purpose of the poster?

Y

N

13. Is the language reasonably grammatical?

Y

N

14. Is all the spelling correct?

Y

N

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CRITICAL OUTCOMES

The following Critical Outcomes and Developmental Outcomes are reflected in the above

activity.

1.

Identify and solve problems in which responses display that responsible decisions using

critical and creative thinking have been made

3. Organise and manage oneself and one’s activities responsibly and effectively

4. Collect, analyse, organise and critically evaluate information

5. Communicate effectively using visual, mathematical and/or language skills in the modes

of oral and/or written presentation.

DEVELOPMENTAL OUTCOMES

In order to contribute to the full personal development of each learner and the social and
economic development of the society at large, it must be the intention underlying any

programme of learning to make an individual aware of the importance of:

1.

Reflecting on and exploring a variety of strategies to learn effectively.