ENGL 152 Transition - suagm.edu 102 - 152 eight... · Understanding and Using English Grammar ......

Prep. 11-04-03. Maria Mulero

Rev.12-11-03. Prof. Barbara Richter

Rev. 08-13-07. Prof. Juanita Perez

Sistema Universitario Ana G. Méndez Metro Orlando University Center

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Engl 152 / Engl 102

Intermediate Communicative English: Speaking Two

© Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados.

© Ana G. Méndez University System, 2003. All rights reserved.

English 152/102 Intermediate Communicative English 2


Prep. 11-04-03. Maria Mulero Rev. 12-11-03. Prof. Barbara Richter Rev. 08-13-07 Prof. Juanita Pérez

TABLE OF CONTENTS Page

Syllabus ...........................................................................................................3 Workshop One..................................................................................................8 Workshop Two ...............................................................................................11 Workshop Three.............................................................................................13 Workshop Four...............................................................................................15 Workshop Five .............................................................................................. 17 Workshop Six…………………… …………………………………………………19 Workshop Seven……… ……………………………………………….……....21 Workshop Eight……………………………………………………….…………....23 .. Appendix A……………………………………………………………..….……….. 26 Appendix B ............................................................................................... ..…28 Appendix C………………………………………………………….………………..29 Appendix D…………………………………………………………….………..……30 Appendix E……………………………………………………………….……..……31 Appendix F……………………………………………………………….…….....….32 Appendix G……………………………………………………………………..…....33 Appendix H…………………………………………………………………….….….34 Appendix I……………………………………………………………………..……...35 Appendix J………………………………………………………………..…………..36 Appendix K……………………………………..……………………..…………..….37 Appendix L……………………………………………………………………………38




Study Guide

Course Title: Intermediate Communicative English: Speaking Two

Code: ENGL 152 / ENGL 102

Duration: Eight Weeks

Pre-requisite: ENGL 151

Description: Course in which students practice language that can be put to

immediate use and learn appropriate language for various situations.

General Objectives:

As outcome of this course, students will

1. Become “functional bilinguals” in today's changing world.

2. Feel comfortable expressing ideas, feelings, and opinions in English.

3. Develop a sense of success, security, and achievement as they learn to improve

English language skills.

4. Learn English as it is spoken so that they initiate natural conversations in and

outside class.

5. Use English in a variety of real-life situations.

Text and Resources:

Steven J. Molinsky and Bill Bliss, 2001. Side by Side, Third Edition. (2A) Longman

Materials

• Spanish – English dictionary

• English – Spanish dictionary

• English – English dictionary




References and Supplementary Materials:

Azar, Betty. Understanding and Using English Grammar. (1998). Upper Saddle

River, NJ: Pearson.

Thomson Heinle

Rosetta Stone: Language Learning Success (Level 2) (2003)

The McGraw-Hill College Handbook. (1994). NY: McGraw-Hill.

Evaluation:

Description Total Points Percentage Appendix

Attendance Each Class 10 pts each = 80 pts 8% B

Participation Each Class 10 pts each = 80 pts 8% B

Five Oral Reports 5 x 20 pts = 100 pts 10% H

Assignments Each Class 8 x 20 pts = 160 pts 16%

Essays 5 X 20 pts. = 100 pts 10% D-E-G

Five Dialogues 5 x 20 pts. = 100 pts. 10% H

Four Quizzes 4 x 25 pts. = 100 pts 10%

Learning Journal 8 x 10 pts = 80 pts 8% C

Group Work 5 x 20 pts. = 100 pts. 10% F

Five Labs 5 x 20 pts. = 100 pts 10% I, J

All written works will be

placed in a PORTFOLIO*

TOTAL PTS. = 1000 100%

See the Appendix for each of the criteria for information and rubrics.

The following table shows the value of letter grades given in the course:

A 100 - 90

B 89 - 80

C 79 - 70

D 69 - 60

F 59 - 0




Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated

in English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the

course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to

use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the

delivery of instruction must be conducted in the language taught (Spanish or

English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require

more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up

the missing work, if applicable. The facilitator will decide on the following:

allow the student to make up the work, or allow the student to make up the

work and assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in

on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.




4. If a student is absent to more than one workshop the facilitator will have the

following options:

• If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

• If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can

be made up. If the student provides a valid and verifiable excuse, the

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own (See Academic Honesty Policy)

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not

allowed to the classrooms.




12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module,

do not limit your investigation. There are many search engines you can use

for your search. Here are some of them:

• www.google.com

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

The facilitator may make changes and add additional web resources if deemed

necessary.




Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers, our

focus is on making connections between facts and fostering new understanding in

students. We will also attempt to tailor our teaching strategies to student responses

and encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students

use to perceive the world and the assumptions they make to support those

models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the quality

of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.




Workshop One

Topics: Verb tense (simple past and present, present and future continuous), the phrase: like to, and time expressions

Specific Objectives

At the end of the workshop, the students will be able to:

1. ask for and give personal information.

2. inquire about intention.

3. express likes and dislikes.

4. discover and explore common interests.

5. work in cooperative groups.

6. describe present, past, and future actions.

7. talk about birthdays, gifts, and friendship.

Language Objectives

Students will be able to:

1. Use effective strategies of informal and formal discussions, including listening

actively and reflectively, and speaking so others can understand.

2. Convey ideas in writing.

3. Read with understanding.

Website addresses

http://members.aol.com/Jakajk/ESLLessons.html

http://a4esl.org/q/j/ck/wo-proverbs.html

http://www.2.gsu.edu/~wwwesl/egw/jones.htm

http://a4esl.org/

http://iteslj.org/v/el/

Assignments Prior to Workshop One

1. Read about 4 or 5 famous people that you admire and write down the things

that you find they have in common with you.

2. Find a game in a website listed above that you'd like to play.

3. Find and list five websites useful for ESL students.

4. List three things you have accomplished and three things you would like to

accomplish.

5. Write an essay (for topic See Appendix H and for Guidelines see Appendix E)




Activities

1. Facilitator will start the class with the following icebreaker activity:

Find 4 to 5 famous people who have something in common with you.

Example Maria Felix and I share the same name. I was born on the same day as Billy Joel, May 9th. I was born in the same place as Ricky Martin. Like Bruce Willis I only have daughters.

2. Facilitator will discuss the objectives of the course and will provide the class with

an overview of the course.

3. Facilitator will discuss with the group the evaluation criteria, scores, the assignments,

and the Portfolio

4. The facilitator will introduce the new vocabulary and students will repeat it. The facilitator.

will check students’ understanding and correct pronunciation. Time will be provided

so students can practice the vocabulary and the concepts introduced.

5. Class will be divided in small groups and they will talk about things they like to do.

Students will write their preferences in a chart and then each group will share with

the rest of the class. Students will compare and contrast among them the things they

have or do not have in common.

6. Facilitator will introduce time expressions by listing some of them on the board

and then asking students to add the expressions they know to the list.

7. Students will pair up and will interview each other about things they did last summer

using past time expressions. Students will report about two things they found interesting

of what his/her partner has stated in the conversation.

8. Facilitator will present to the class a short reading passage written in the simple present.

Students will read and identify the simple present tense. Students then will change all the

verbs written in the simple present to the simple past. Discussion of the activity will occur.

9. Guided by the facilitator the students will play Memory Chain. Students will be asked to

answer the question” What did you get on your last birthday?” The first student will respond

to the question, and then the second student will repeat what the first one said and will add

his/her response. The third student will repeat what the other two students stated and will




add his/her response and this will continue until all the students have had a chance to play

the game.

10. Using a concept map, the facilitator will present the word friendship to the students.

Class will be divided in small groups and students will talk about the concept of

friendship and what does a friend mean to them. Facilitator will circulate around the

room to correct pronunciation.

10. Facilitator will ask students to write a list of the things they are planning on doing

on the weekend, next month, for their birthdays, the summer and the holidays.

Students will be practicing the present and future continuous.

11. Facilitator guides the group through several exercises to practice what they have

learned in the workshop.

12. Assessment: Learning Journal:




Workshop Two

Topics. Count/Non-count nouns, partitives, and imperatives.

Specific Objectives


1. talk about buying food.

2. be a guest at Mealtime.

3. describe dining and food preferences.

4. order meals and eat in a restaurant.

5. discuss recipes.

6. express likes and dislikes.

7. use negative statements.

Language Objectives


1. plan and write a shopping list.

2. read and understand ads and coupons.

3. distinguish between count and non-count nouns and use the quantifies

correctly when speaking and writing. -

.Websites

http://owl.english.purdue.edu/handouts/esl/eslcount.html

Assignments prior to Workshop Two

1. Visit the websites and do the following activities.

http://owl.english.purdue.edu/handouts/esl/eslcount.html

Basic sentence parts

Read descriptions. See bottom of page. Do two practice exercises on count

and non-count nouns listed there.

2. Browse the site http://ohiou.edu/esl/English

Speaking / Speaking skills / Giving an oral report

3. Bring a shopping form or ad from a supermarket.




4. Visit the computer lab to complete several hours using our programs. Use the log

provided on Appendix L to keep a record of the time and date the Lab was used.

The report generated by the program will be handed-in to the facilitator.

Activities

1. Facilitator will toss a beanbag to the students to review the vocabulary words

learned on Workshop One. The student to whom the beanbag is tossed will say

one of the words learned or practiced in the previous workshop.

2. Facilitator will present the new vocabulary for this lesson and students will repeat

and practice the words.

3. Students will be asked to plan and write a shopping list.

4. Using ad from the supermarket, students will decide how much groceries cost.

5. Working in small groups, students will compare and contrast prices for each

article and will determine which supermarket saves them the most money.

6. Class will be divided in small groups and they will role-play a trip to the

supermarket. Group will write a skit and will present it to the class.

7. Each student will write down a favorite recipe. (Those who don’t have one will use

the recipe for white rice). Class will be divided in small groups and they will

discuss their recipes among them. Groups will select the best recipe to present to

the rest of the class.

8. Class will be divided in small groups and will work in creating a menu for a

restaurant. Student will also create a conversation and prepare a skit to be carried

out in a restaurant. This skit will include the vocabulary learned in this lesson. and

will be presented to the class.

9. Each group will discuss the website exercises.

10. Facilitator will select various exercises so students can practice orally and in

writing.

11. Assessment:

a. Quiz.

b. Learning Journal




Workshop Three

Topics: Future tense, Maybe, Might, Time Expressions, Contractions (will, will not)) and Personal Pronouns

Specific Objectives


1. use verbs in future tense,

2. express possibility (might, maybe),

3. inquire and express about probability,

4. provide warnings,

5. use time expressions,

6. use contractions for will, will not, and

7. personal pronouns.

Language Objectives


1. ask and report information,

2. convey ideas in writing using the future tense, and

3. read with understanding the selections assigned.

Websites

http://esl.about.com/library/gramma/blgr_contractions.htm

http://www.mcwdn.org/contract/contract.html

Assignments prior to Workshop Three

1. Visit these websites and complete exercises listed.

.a) http://www.ccc.commnet.edu/grammar

(Exercise on tense sequence)

b) http://www.ccc.commnet.edu/grammar

(Go to Quizzes and do Exercises 48-100)

c) http://annex.ncwc.edu/writing_lab/nc/esl/setvi/prints/SETVI2GP.html

(Exercise on modals)

2. List five things you’d like to do in the future and five things you might do.




Activities

1. In small groups, students will discuss the web exercises assigned.

2. Students will work in pairs to review vocabulary.

3. Facilitator will introduce time expressions by using a set of matching cards in

which half of the cards of the set contain a sentence and the other cards contain the

time expressions. The cards will be distributed among the students and they will

have to match the sentence with the time expressions. Each pair of students will

read their matched cards to the rest of the class.

4. Facilitator will introduce the contraction for will by providing a chart with several

sentences in two columns, one will have the full sentence and the other will have the

contraction (example: I will return soon. - I’ll return soon). Class will practice on the

contractions and will do the exercises on contractions assigned by the facilitator.

5. Students will be asked to write five predictions about the future and then get into

groups of three to create a conversation using the following framework:

A.: I will _______________.

B: Do you really think ______________?

C.: Yes, I think ________ will or No, I’m sure__________ won’t.

6. Facilitator will present the modal might and maybe. Students will be explained that

might is used to describe possibility in the present and future. Students will be given oral

practice on these and then will be divided in small groups to create a conversation on

what things they might do next summer.

7. Students will be asked to write a list of warnings they would give in the hurricane

season. Students will discuss these and then create other lists of warnings for other

situations or places. Facilitator can also use the Telephone Activity in which the

class is divided in groups of 5 or 6 and will sit in circles. The facilitator will whisper a

set of warnings to one student and this student whispers it to a second student, and

so on until the message gets to the last student. The last student says the message

to the class and the facilitator will check if the message is the same as it started. The

group with the most accurate message wins.

8. Each student will present an oral report to the class.

9. Assessment: Learning Journal




Workshop Four

Topic: Adjectives (Comparative and Superlative), Comparative Expressions,

Possessive Pronouns

Specific Objectives

At the end of the workshop, the students will be able to

1. use comparative and superlative mode,

2. describe people, places, and things. give and take advice,

3. express opinions and dissatisfaction,

4. inquire about certainty and uncertainty,

5. express agreement and disagreement, and

6. use possessive pronouns.

Language Objectives


1. acquire and evaluate information by listening and reading,

2. interpret and communicate information orally and in writing, and.


Websites

http://www.globalvil.com/eslsites/grammar.htm

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/adjective.html

http://www.chompchomp.com/terms/adjectives.htm

Assignments prior to Workshop Four

1. Bring three packages of cookies to class.

2. Do the following internet exercises.


3. Select one exercise for comparatives and one for superlatives.

4 Visit the computer lab to complete several hours using our programs. Use the log

provided on Appendix H to keep a record of the time and date the Lab was

used. The report generated by the program will be handed-in to the facilitator.




Activities

1. Students will review the vocabulary words learned in the previous workshop by

an activity called, Do You Remember the Word? In this activity, the students will be

able to identify the words or concepts by the initial letter, by its function in the

sentence or by its meaning.

2. Students will work with a partner and will describe each other using this week's

vocabulary.

3. A discussion guided by the facilitator will take place in which the students will

discuss using more, most, and the endings –er and -est to make comparisons.

4. Facilitator will guide the group through the exercises on superlative and

comparative.

5. The group will discuss practice exercises.

6. Working in small groups, the students will compare cookies and determine

nutritional quality. Results and findings will be placed in a graphic organizer (three

column chart) and will be discussed.

7. Facilitator will introduce the possessive pronouns to the students by using TPR

and different objects in the classroom. Students will work on the exercises and will

discuss their answers

7. Students will review internet quizzes and clarify doubts they may have.

8. Students will pair up to discuss prices, quality, and department store shopping.

and will create a dialogue. The dialogues should include comparatives, expressions

of opinions and dissatisfaction, agreements and disagreements and possessive

pronouns. Students will present their dialogue to the class

9. Assessment:

Quiz

Learning Journal




Workshop Five

Topic: Using Imperatives, Giving Directions, Comparing, Using Adverbs

Specific Objectives


1. use imperatives.

2. give and take directions.

3. locate various places around town.

4. demonstrate difference between superlative and comparative.

5. explain various ways of using superlative and comparative.

6. describe people’s action by using adverbs

7. ask and offer feedback.

Language Objectives


1. listen actively and speak so others can understand when giving directions.

2. express themselves correctly using the oral and the written language.

3. read with understanding the directions and instructions given

Websites


http://virtual.yosemite.cc.ca.us/lumanr/902_stuff/imperatwrit.htm

http://grammar.ccc.commnet.edu/grammar/adverbs.htm

Assignments prior to Workshop Five

1. Bring an Orlando map to class.

2. Visit http://virtual.yosemite.cc.ca.us/lumanr/902_stuff/imperatwrit.htm

Do exercises on imperatives.


provided on Appendix H to keep a record of the time and date the Lab was used.


4. Write an essay (See Appendix D, E and G)




Activities

1. Facilitator will guide the students to review the vocabulary learned in the previous

workshop by using the Beanbag Toss.

2. The facilitator will divide the class in small groups and will give to each group a

list of places to locate on their maps. Groups will write the directions describing how

to get to the places assigned on foot, by car or bus. Students will also be able to play

the game, True or False?, in which they will make a statement about the location of

a place and another student will say if it is true or false. If it is false, the student that

answered must give the correct location.

3. Students will have additional practice on giving and asking for directions and

using imperatives .Students can also play the game, Name that Place!, in which the

students choose a place, write the directions for it (without mentioning the name of

the place), read the directions aloud to the group and students will try to identify the

place.

4. Facilitator will introduce the adverbs to the students by writing several sentences

on the board. Students will repeat the sentences and will give example of their own.

5. The facilitator will start a sentence and students will finish it for example, teacher

will say,“ A careful driver….. ,and students will say, “drives carefully”., and so on.

6. Facilitator will guide students in practicing more on adverbs, adjectives and the

comparative and superlative mode.

7. Each student presents an oral report.

8. Assessment: Learning Journal.




Workshop Six

Topic: Past Continuous, Reflexive Pronoun, Time expressions and the While Clauses

Specific Objectives


1. use past continuous tense

2. demonstrate sympathy

3. .use reflexive pronouns

4. use the while –clauses.

5. use time expressions.

6. recognize the importance of time.

7. admit errors and mistakes

Language Objectives


1. asking and reporting information using time expressions.

2. express sympathy to others orally and in writing.


Websites

http://grammar.ccc.commnet.edu/grammar/pronounsl.htm


http://www.grammar-monster.com/lessons/pronouns.htm

http;//www.usingenglish.com/glossary/pronoun.html

Assignments prior to Workshop Six

1. Study the forming of the past continuous:

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pascon.htm

2. Complete the exercise on:

http://www.english-zone.com/verbs/pst-pprg.html

3. Take the quiz on

http://www.james.rtsq.qc.ca/virtgram/pastprog.htm

4. Find a picture in a magazine that depicts a lot of activity and bring it to class.

5. Write an essay (See Appendix)




Activities

1. Students will review the vocabulary learned in the previous workshop.

2. Students will discuss the exercises assigned.

3. Facilitator will present the new vocabulary and the past continuous tense and

will check for understanding. 4. Students will practice on the past continuous by making up statements and speaking about things they were doing last night when another event happened. 5. Students will use the picture that they brought to class to do a Show and Tell activity. They will show the picture to the class and will describe what is happening in it by using the past continuous tense. The class will listen to the description and will ask questions about it. 6. Facilitator will guide the students to discuss situations or things that have happened while they have been in the doctor’s office, in school, at the stores, etc. 7. The facilitator will present the reflexive pronouns to the class which have been

placed on the board or on a poster. Students will be able to identify them and use them in sentences.

8. Students will work in small groups to create a dialogue in which they need to use the following line: “That’s terrible! How did it happen? Students will present to the class the conversation they have created. 9... Students will write two things they had to do yesterday, last weekend, and last year.

They will pair up with another student and will compare their lists. Using a chart, students will be able to create a schedule of the activities they do during the week.

10. Students will present their Oral report. 11. Assessment: a. Quiz b. Learning Journal




Workshop Seven

Topic: Expressions of Ability, Obligation, Modal Could and Too + Adjective

Specific Objectives


1. express past and future ability

2. express past and future obligation.

3. .give an excuse

4. use to + adjective in sentences.

5. express regret and certainty.

6. inquire about satisfaction.

7. describe feelings and emotions.

Language Objectives


1. listen attentively and speak expressing ability and inability using could.

2. write a list of obligations they have (school, home, work, society, community).


Websites

http://www.english-zone.com/index.php?ID=1

http://a4esl.org

http://www.chompchomp.com/terms/adjectives.htm

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/adjective.html

Assignments prior to Workshop Seven.

1. Read and do the exercises from the websites given above.

2. Write an essay.

3. Write on an index card a list of the duties and obligations you have at home.


provided on Appendix H to keep a record of the time and date the Lab was used.





Activities

1 Students will play “charades” to review the vocabulary learned in the previous

workshop. Facilitator will explain to the students that charades is a game of

pantomimes in which they have to “act out” a word or phrase without speaking,

while the other members of the team try to guess what it is. The objective is for

teams to guess the phrase as quickly as possible.

2 Facilitator will introduce the modal could and the rules too + adjective to the class.

3. Students will practice the modal and the statements. Facilitator will check for understanding. 4. Students will get into groups of 4 or 5 and will create a dialogue in which they will talk about their duties and obligations. Students will use the modal could and the too + adjective in the conversation. 5. Students will create a survey to inquire about the abilities that the other students have now or had when they were younger. They will share their findings with the rest of the group. 6. Facilitator will tell the students that they will play Memory Chain, which is a game where the students will try to remember what other students said. The facilitator will start by saying, “ Last night we had a meeting, and nobody came! What happened? Each student will think about a reason why they were not able to attend and once the first student says it; the second student will repeat it and will add the second statement about him/herself, then the third student will repeat what the other two have stated and will add his/her statement. This will continue until all students have had a chance to participate in the game.

7. Students will present their oral report. 8. Assessment: Learning Journal




Workshop Eight

Topic: Medical Vocabulary, Must, Should, Review of the future

Specific Objectives


1. recognize and use common medical vocabulary

2. express concern and worries.

3. .recognize the difference between must and should.

4. express want and desire.

5. inquire about health and nutrition

6. use expressions that indicate ownership.

7. make plans by telephone

Language Objectives

The students will be able to:

1. develop medical and health vocabulary.

2. write a list of obligations they have (school, home, work, society, community).


Websites

http://www.english-zone.com/index.php?ID=1

http://www.usingenglish.com/quizzes

http://esl.about.com/od/grammar/glossary/qt/t_expression.htm

Assignments prior to Workshop Eight.

1. Work on the websites given above.

2. Plan and prepare the Oral Report

3. Put together the Portfolio. Follow the guideline and the checklist (Appendix J)




Activities

1. Facilitator guides a discussion reviewing the vocabulary and concepts learned in

the previous workshop.

2 Facilitator will present the new vocabulary. Students will repeat it and practice the new vocabulary. Facilitator will check understanding 3. Guided by the facilitator, students will make a list of the steps they follow when they go to the doctor’s office. They will share with the group. 4. Students will work in small groups and will write questions as “ Why do you have to stand on a scale? or Who will take your blood pressure?, etc. 5. Each group s will create a skit in a doctor’s office or at a hospital. Students will act their skit in front of the rest of the group. 6. Students will present their Oral Reports. 7. Assessment:: a) Quiz b) Learning Journal




Appendix A

Student’s Progress Report Sheet

Student’s Name __________________________ Course ____________________

Term ________________________ Facilitator ______________________

Criteria Possible Points

Points Obtained

Comments Signatures

Workshop One

� Attendance � Participation � Essay � Group Work � Assignment � Learning Journal

10 10 20 20 20 10

Workshop Two

� Attendance � Participation � Assignment � Essay � Dialogue � Group Work � Computer Lab � Learning Journal � Quiz

10 10 20 20 20 20 20 10 25

Workshop Three

� Attendance � Participation � Assignment � Dialogue � Essay � Group Work � Oral Report � Computer Lab � Learning Journal

10 10 20 20 20 20 20 20 10

Workshop Four

� Attendance � Participation � Assignment � Dialogue � Computer Lab Form � Quiz

10 10 20 20 20 20 20




� Learning Journal 10

Criteria Posible Points

Points Obtained

Comments Signatures

Workshop Five

� Attendance � Participation � Assignment � Oral Report � Computer Lab Form � Learning Journal

10 10 20 20 20 10

Workshop Six

� Attendance � Participation � Assignment � Oral Report � Group Work � Dialogue � Quiz � Learning Journal

10 10 20 20 20 20 25 10

Workshop Seven

� Attendance � Participation � Assignment � Dialogue � Essay � Computer Lab Form � Learning Journal

10 10 20 20 20 20 10

Workshop Eight

� Attendance � Participation � Assignment � Dialogue � Group Work � Quiz � Learning Journal � Portfolio

10 10 20 20 20 25 10

Total Points Obtained _____________________ % Obtained______________ Grade ______

Student’s Signature Date

Facilitator’s Signature Date




Appendix B

Class Participation and Attendance Rubric (Possible Points 20)

Student’s Name:___________________________________Date:_____________

Course Title:_________________________Professor:______________________

Class Participation Excellent Satisfactory No Compliance

Rating Scale 2 1 0

Criteria Day

1

Day

2

Day

3

Day 4

Day

5

Day

6

Day

7

Day

8

Grand

Total

*Attendance (10 points per class)

Demonstrates mastery of topic by providing information and data valuable to the class discussions.(2 points)

Demonstrates interest in the group discussions by listening and respecting other’s opinion(2 points)

Participates actively in the class discussions and contributes with ideas that are relevant to the topic (2 points)

Uses adequate verbal communication skills (2 points)

Demonstrates initiative and creativity in the class activities. (2 points)

Total Points Obtained

% Obtained

Student’s Signature ____________________________ Date___________________ Facilitator’s Signature ___________________________ Date __________________




Appendix C

Learning Journal Rubric

Student Name: ________________________________Daily Journal # :_______

Course__________________________________Date:_____________________

The rubric will be used each week. You must have an entry each week. Your journal is a

reflection of the class and should answer the following questions:

1) What have you learned? 3) Have you had a prior exposure to the topic?

2) How did you feel about the lesson/class? 4) How would you apply it in other assignments?

and other classes?

Excellent Satisfactory Unsatisfactory Final

Rating Scale 2 1 0 Score

Criteria Day

1

Day

2

Day

3

Day

4

Day

5

Day

6

Day

7

Day

8

Grand

Total

Student turned in the journal on time assigned

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

Sentences are written using appropriate syntax, punctuation, verb usage, and grammar

Entry indicates that the student is learning according to the course outcomes.

Total Points:

(Possible Points) 10

Student’s Signature: _______________________________ Date ____________

Facilitator’s Signature: _____________________________ Date ____________




Appendix D

Essay Rubric

Student Name: ____________________________ Date: _________________

Course Title____________________________ Professor ________________

Levels Level 2

Satisfactory

Level 1

Unsatisfactory

Scale 2 1

Criteria Possible Points Points Obtained by Student

Content

Introductory statement is clear and well stated

2

Major or relevant details are exposed in essay

2

Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.

2

Sentences are cohesive and ideas flow as the essay is read

2

Establish a writer's relationship with the subject, providing a clear perspective on the subject matter and engaging the audience's attention.

2

Draw conclusions that reflect the relationships or significant outcomes of the discussion.

2

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.

2

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)

2

Uses grammar appropriately and correctly

2

Manages and uses verbs appropriately and correctly

2

Total Points 20 points (70% content and 30% language)

Total Points Obtained by Student: ______=_____%

Student’s Signature: __________________________ Date ________________

Facilitator’s Signature: _________________________Date ________________




Appendix E

Guidelines for Writing an Essay

An essay is a literary composition that presents the writer’s ideas about a specific topic. The basic steps for writing an essay are:

• Think or brainstorm on the topic to be developed. • Research on the topic. Use quotes and give the appropriate credit to your

resources. • Plan on what you are going to be writing. You need to have in consideration

the audience (who you are writing for) and the purpose of writing the essay (why you are writing the essay). Make an outline of the principal ideas-The ideas in mind should be specifically related with the main topic.

• Develop a topic sentence. It’s very important to incorporate an introductory paragraph which should be a general view of the topic. If the theme is implied in the topic, it should be read pointing out the key words.

• Write ideas with specific details that will support them. Details will support the main topic and at the end, may help in the production of a good and relevant conclusion.

• Use transitional words which will help to connect ideas from one paragraph to another and will help the reader to follow the flow of ideas in the essay.

• Review the written document for grammar and spelling and this is a must. • Edit the document. Corrections should be made through the whole document. • Last, read the essay as if you were the reader and not the writer. A good

example about this process is making a good exercise comparing, contrasting, summarizing, explaining and/or relating the ideas to be sure there are no repetitions. The writer should guarantee the reader a good and clear message. Make sure that your essay has an introduction, a body and a conclusion.

Other Guidelines to follow when writing an essay or any written assignment:

1. Neatly handwritten or typed on standard white paper

2. Write your name, course, workshop, identify the assignment, and date of

submission on top left corner of the paper.

3. Write your resources. In the essay this will be on a separate page at the

end of the document.

4. Use APA Format.




Appendix F

Group Work Rubric

(Possible Points 20)

Student’s Name ______________________________Date ________________

Course Title __________________________ Professor _________________

Rating Scale

Excellent 4

Very Good 3

Satisfactory 2

Poor 1

Did no Comply 0

Criteria 4 3 2 1 0 N/A Grand Total Student comes to the

group prepared for the

group work.

Student participates in a

constructive manner and

encourages others to

participate also in a

constructive manner.

Student is a good, active

listener and promotes

positive human relations

in the group.

Student supports his/her

position in a strong and

thoughtful manner and

disagrees in an agreeable

manner.

Student can reach

compromises and shares

the responsibility of

helping the group to get

the job done according to

directions and on time. .

Total Points




Appendix G

Topics for Oral Reports, Essays and Dialogues– ENGL 152

Oral Report Workshop

#

Dialogue Workshop

#

Essay Workshop

#

The Ideal Gift

Eating at a Restaurant

My Personal Goals 1

Favorite Food Talking About Future Plans

My Life as a Cell Phone

Best Recipe Shopping at a Department Store

A Day in the Emergency Room of a Hospital

Plans for the Future

Asking for Directions

How to Use a Camcorder/ IPod / DVD Player, Lab Top (select just one to write about)

Note: Facilitator will decide on the topic and the workshop that each of these will be presented or written.




Appendix H

Oral Presentation Rubric

Student Name: ________________________ Date___________________

Proficient Limited Did Not Comply

Rating Scale

2 1 0

Criteria Possible Points Points Obtained by Student

Content

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

2

The speaker takes into account the specific knowledge and experience of the listener

2

The speaker uses arguments which are adapted to the values and motivations of the specific listener.

2

The speaker uses delivery to emphasize and enhance the meaning of the message.

2

The speaker delivers the message in a lively, enthusiastic fashion.

2

The volume varies to add emphasis and interest.

2

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."

2

Language

The speaker pronounces words in a clear and correct manner so as to make language easily understood to others

2

Correct use of grammar and verb conjugation

2

Use of correct use of vocabulary words to express message

2

Total 20 pts

(70% of content 30% of

language)

Total of Points Obtained by

Student:_________ = ______%

Student’s signature: _____________________________Date_______________

Facilitator’s Signature: ___________________________Date_______________




Appendix I

Internet Grammar Practice

(Possible Points 20)

This rubric will be used each time you use the Computer Lab or when you have been assigned to work

on the websites to practice your grammar. You must demonstrate your practice of grammar every

week. Use the chart below to fill in the information necessary which demonstrates your practice.

**Please keep in mind that you are responsible in completing the assignments even if you were not in

class.

Rating Scale Excellent Very Good

Good Satisfactory

Not Attempted

Total

Criteria (4 points each)

4 3 2 1 0

Demonstrates sufficient

knowledge of grammar

throughout most of the

assignment

Demonstrates appropriate

use of grammar, spelling

and syntax with no errors.

Consistently demonstrates

appropriate, efficient, and

accurately sequenced use

of the software.

Consistently shows clear,

insightful, and accurate

connections between the

English Language

concepts and the results of

the computer exercises.

Generated Computer

Reports are turned in on

time and shows students

have spent reasonable time

practicing English.

_______________________________ ___________________________

Student’s signature Facilitator’s signature

Date _________________________________ Date _________________________




Appendix J

Computer Lab Log-In Sheet

Make copies if necessary. Also attach the report that the program provides you.

Date

Time / Total of Hours

Program Used

Reflection What did you do or

learn?

Signature of Lab Facilitator or

Representative

Total of Hours Worked = ___________ Student’s Signature _________________________




Appendix K

Portfolio Checklist Student’s Name ________________________________ Date: ________________________

Course: _______________________________ Facilitator:__ _________________________

Criteria Meet Does

Not

Meet

Comments

Presentation: >Neatness

>Format (as requested by facilitator)

Completeness:

>All tasks have been included as

requested by the facilitator

Clarity:

>Well organized

>Well written

>Easy to understand

Information:

>Accurate

>Adequate

>Important

Support:

>Sources and references are included

>Reflections are well reasoned

Graphic Organizers:

>Relate to the course

>Provide information

>Indicate Understanding

Documentation:

>Adequate

>Credible

>Relate to the Course

Student’s Signature ___________________________________ Date ________________

Facilitator’s Signature _________________________________ Date _______________




Appendix L

Suggested Activities that can be used with this Course

Icebreakers

Activity 1. Introductions. a. Facilitator explains to the group that they will take part in an activity designed to help them get to know each other and discover what they have in common. b. Each person writes down in complete sentences answers to the following questions: What is your name? What color do you feel fits your personality? What model of car do you think is appropriate to your self-image? What is the name of a fictional character with whom you can identify? c. Each person introduces him or herself giving name, color, car, and fictional character and briefly explains each choice. d. Facilitator responds with questions or comments.

Activity 2. Mood shifter. Imagination.

a. Facilitator suggests group relax and open their minds to new ways of thinking and perceiving. b. He or she explains that they will answer a few questions and then expand on their answers. c. Facilitator chooses questions from the following list. d. When everyone has responded to at least one question, facilitator wraps up, perhaps to ask how is this like what we do in brainstorming, problem solving or probing of basic assumptions? List of questions. 1. What color is the letter "S"? 2. What does happiness look like? 3. What color is today? 4. What does purple taste like? 5. What does your self-image sound like? 6. What texture is the color green? 7. What color is the smell of your favorite scent? 8. What does love look like? 9. What is your favorite sense? 10. What color is your favorite song? 11. What texture is your favorite scent? 12. What does winter sound like? 13. How old is the letter "P"? 14. How does the letter "M" feel? 15. What color is the fragrance of soap?




.Activity 3. Tension Breakers. a. Knots. Get the group to clump together tightly. Each person joins hands with two different people. Then they have to work themselves into a circle without breaking hands. b. Balloon pop. Let everyone blow up a balloon as big as possible without bursting it. Each person sticks or ties the balloon into his belt or holds it at the waist. Everyone works with the others to form a group. The group moves inward slowly, the object being to pop all the balloons. If the group is large enough, the activity can be done in teams, each side counting the explosions it makes. c. Pass out crossword puzzles prepared ahead of time. Keep a copy of the answers. Let participants work on them in groups of three or four. Or make a large jigsaw puzzle for the whole class to work on.

Activity 4. Innovative small group organizers.

a. Pass out two animal crackers apiece as people come in. Tell them "one to eat and one to keep." When time comes for the activity, ask each to locate his or her partner by making the sound the animal makes. Then join partnerships of compatible animals for teams of four. b. Pass out partially completed crossword puzzles in two different sets. Let group members hunt for answers by finding who has the piece each is missing. c. Use a pack of cards or numbers in doubles, triples, quadruples. For maximum diversity, if the group is large enough, work out a rotation so everyone works with every other person at least once. For subject matter, pair nouns with unusual adjectives. Make a puzzle of the day's lesson. Split common English proverbs and let group match them. Practice principle parts of difficult irregular verbs for groups of three. Partner groups for exercises on comparative and superlative.

Activity 5. Visual and audio exercises. a. Do posters Provide flip chart paper and markers. Let each pair diagram and illustrate a different part of the day's work. With a difficult problem and three teams, limit one to words, the other two to diagrams, all on same subject. b. Compose songs. Pass out sheet music of common children's songs and two or three xylophones or other simple musical instruments. Have groups choose a melody and write new words for it to learn grammatical points. Let each group sing its song and encourage audience to compose new verses. c. Print out on posters words that rhyme with vocabulary group has already used. Each person posts beside one word an old rhyming word in one color and a new word in another color.




Conversational Activities

Activity 6. Interview and introduction.

Interview a classmate using the questions below. Take notes and prepare a dialogue to act it out to the rest of the group.

1. What is your name? 2. Where do you live? 3. Where do you come from? 4. Do you have children? 5. Are you married? 6. How long have you been in Florida? 7. Why did you move to Florida? 8. Do you work? 9. Where do you work? 10. What three words would you use to describe yourself?

Activity 7. Talk about great and not-so-great gifts.

a. What is the perfect gift for the people on this list? Be ready to share your answers with the rest of the class. Use complete sentences

1) Mother 2) Son or daughter 3) Brother 4) Sister 5) Mother–in–law 6) Father–in-law 7) Friend 8) The pope 9) President Bush 10) Fidel Castro 11) Saddam Hussein 12) Osama Bin Laden 13) Jennifer Lopez 14) Michael Jordan 15) Sammy Sosa

b. What was the worst gift you've ever received? Explain why it was a bad gift. c. What was the best gift you have ever received? Explain why.




Games

Activity 8. Maze.

Find the days of the week, months of the year and seasons. Classify words in logical order.

A U G U S T W F E B R U A R Y A S D F G

F G H H L U Q W E R T Y U I O J U N E W

S D F H G E H J K K L M N B V U C D S E

A F J U R S T Y U I O I F A L L F C Q D

S G K R R D E C E M B E R T F Y A Z W N

D H L S F A F T J N N M I Y K P E X E E

M O N D A Y T G E S U N D A Y K Y C R S

Z F V A P R I L D U T Y A U H I U C T D

X D G Y T R T Y U M F G Y H J J J V R A

C S B Q G A U T U M N U G B A N N B S Y

V A I A B W E E K E D D N N N M B B E Y

B A J S H S E S P R I N G J U G F N P U

N Q N W N E D A H T N O M K A R X N T I

M W O E W I N T E R Y V P I R R O U E O

L E K R E S D U D T T E Z K Y F C H M P

K R M F D M A R C H E M A I W D T G B L

J T P Y N D F D Z Z W B O R S D O F E K

H Y L G E V A A R N S E P T E M B E R J

G U M U S M A Y D B Q R Y E B A E G H H

G I N H D S E A S O N R T A V A R B N G




Activity 9: Vocabulary Bingo

How to play: Use the vocabulary learned in class to play Bingo. Write a different word in each of the boxes. The facilitator will say a word and if you have the word in one of your boxes, you cross it out. When all of your letters are crossed out, you will say “Bingo”. The first student who says “Bingo” wins.




Songs: Activity 10: Using songs to teach grammar (Facilitator can omit verbs to teach the simple past)

This Used To Be My Playground (Madonna)

This used to be my playground, this used to be my childhood dream,

This used to be the place I ran to, whenever I was in need of a friend,

Why did it have to end? And why do they always say don’t look back?

Keep your head held high, don’t ask them why because life is short,

And before you know, you’re feeling old and your heart is breaking,

Don’t hold on to the past, well that’s too much to ask.

This used to be my playground, this used to be my childhood dream,

This used to be the place I ran to, whenever I was in need of a friend,

Why did it have to end? And why do they always say no regrets?

But I wish that you were here with me, well then there’s hope yet,

I can see your face, in our secret place, you’re not just a memory,

Say goodbye to yesterday, those are words I’ll never say (I’ll never say).

This used to be my playground (used to be), this used to be our pride and joy,

This used to be the place we ran to, that no one in the world could dare destroy.

This used to be our playground (used to be), this used to be our childhood dream,

This used to be the place we ran to, I wish you were standing here with me.

Page printed from: http://www.esl-lounge.com/songs/songthisusedtobemy.shtml

Date Printed: Aug 26 2007

esl-lounge.com

©2001-2006 Neil Coghlan




Activity 11: Song ( grammar: to teach contractions, present continuous, simple present), Concept: Friendship

That's What Friends Are For (Burt Bacharach)

And I never thought I´d feel this way,

And as far as I´m concerned,

I´m glad I got a chance to say,

That I do believe I love you!

And if I should ever go away,

Well then close your eyes and try,

to feel the way we do today!

And then if you can remember . . .

Keep smiling!

Keep shining!

Knowing you can always count on me,

For sure!

And that´s what friends are for!

For good times!

And bad times!

I´ll be on your side forever more!

That´s what friends are for!

And so, by the way, I thank you and then,

For the times when we´re apart,

Well then close your eyes and know,

These words are comin´ from my heart!

And then if you can remember . . .

Keep smiling!

Keep shining!

Knowing you can always count on me,

For sure!

And that´s what friends are for!

In good times!

And bad times!

I´ll be on your side forever more!

That´s what friends are for!

Page printed from: http://www.esl-lounge.com/songs/songthatswhatfriends.shtml

Date Printed: Aug 26 2007

esl-lounge.com

©2001-2006 Neil Coghlan

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