Folder: Materials

Students: Carolina Rodríguez G. Geraldine Torres C.

Course: English as a Foreign Language MethodologyProfessor: Mg. Roxanna Correa P.Sección: ED1112C_1

Concepción, 16th November. 2014

1

ACTIVITY 1: Are you ready to order?

AIM: TSSBAT identify situations that they have experienced before in their life and share some of them with the class orally and in written form.

1) - Listen and read the dialogue.Waiter: Good afternoon. A table for two? Dave: Yes, please. Waiter: Smoking or non-smoking? Sarah: Non-smoking. Waiter: Right this way.(They walk to a table. Dave and Sarah sit down and the waiter gives them menus.)Waiter: I’ll be back in a few minutes to take your order.

(After 7 minutes, the waiter returns.)Waiter: Are you ready to order? Dave: I think so, but can I ask? What is Beef Stroganoff? Waiter: it´ s beef cut into small pieces and served in a sour cream and white wine sauce. Dave: Ok, that sounds good. I’ll have that. Waiter: Excellent. And that comes with your choice of French fries, fried mushrooms, or rice. Dave: I’ll have rice. Waiter: Anything to start?Dave: I’ll have the French Onion soup. Waiter: OK. And what can I get you? Sarah: Is the Spaghetti and Meatballs very large? Waiter: Yes, it’s a big portion. Sarah: Oh, I’m not very hungry.Waiter: Then can I recommend the Chicken with Mushrooms? That comes with noodles, but it’s not too big. Sarah: Ok. I’ll take Chicken and Mushrooms; and a salad to start. Waiter: Very good. And what can I get you to drink? Dave: A Coke, please. Sarah: I’ll have orange juice. Waiter: Oh, I’m afraid we’re out of orange juice. But we have pear, apple, grape, and kiwi-banana. Sarah: Kiwi-Banana? That sounds interesting. I’ll try that. Waiter: Excellent. I’ll be back with your drinks in a minute.

Now discuss these questions with a partner and try to remember a real situation.

1. What kinds of problems have you had in a restaurant?2. Have you ever had very bad customer service?3. Has a waiter/waitress ever mixed up your order?4. Have you been rude in a restaurant?5. Have you complained to a manager about a waiter or waitress?6. Have you ever refused to pay for your meal?

2

ACTIVITY 2: Go shopping

AIM: TSSBAT to express needs and preferences when they want to buy something, orally form.

1) Create a dialogue imagine that you are going shopping. You have to base your conversation in the situation described below. You can create your own phrases or you can use the ones given if you need it.

Situation: You are inside a store, wanting to ask the salesperson whether the t-shirt is available in a bigger size or whether the shoes are available in a smaller size. How do you do that in English again? How do you ask for a specific size? The following example sentences will help you to find the right words when going shopping.

Examples of phrases to start to talk in a shop:

SalespersonMay I help you? / Can I help you?Are you looking for something in particular?How can I help you?Is someone looking after you?

CustomerTo politely ask something, the customer can start his or her question with "Excuse me …”.I am looking for a pair of trousers, sport shoes, a DVD…Do you have any…?Do you have these in a size smaller/ bigger, too?Could you tell me where the … is /are?Where can I find the…?Do you sell…?I need …

Examples of things that you can buy: electronic devices, cloths, furniture, food, decoration, etc.

3

ACTIVITY 3: What do you know about these occupations?

AIM: TSSBAT identify positive and negative aspects of some occupations and to express their preferences about some of these occupations as well, in an orally and written form.

1) Choose one these jobs and:a- Mention positive aspects (such as: workday, workplace, implements, colleagues, uniform, personal

development, etc.) e.g.: A carpenter has to use different kinds of tools every day. He works in a workshop.

b- Try to identify some risks for the person who performs one of these activities. e.g.: A chef has to be in charge of many people. She has to give them clear instructions.

c- Would you like to choose one those occupations as a real job for you to do? Why?e.g.: I would like to be a fisherman because…

4

ACTIVITY 4: Do you like the world in which we are living?

AIM: TSSBAT consider positives and negatives interventions they can utilize in order to preserve normal environmental conditions and the ecosystem around the place where they live, in an orally and in written form.

- Discuss with a partner: considering the place in which you live and the current environmental issues…Think about what ecological interventions and nature preservation actions you can do, and then choose which of them you can apply in your town. Present your ideas in front of the class.

Which of them do you think can be positive? e.g.: I think that turn off the artefacts that I´m not using can be helpful.

Which of them can be negative?e.g.: I think that to plant trees needs lot of care if we don´t know how to do it.

Which of them do you think is too difficult to do?e.g.: I believe that recycle things are the most difficult action to do.

5

6

ACTIVITY 5: Education and School idioms.

AIM: TSSBAT identify and use some idioms expressions that are related to the everyday-school language, in orally and in written form.

What is an idiom? An idiom is a combination of words that has a meaning that is different from the meanings of the individual words themselves. It can have a literal meaning in one situation and a different idiomatic meaning in another situation. It is a phrase which does not always follow the normal rules of meaning and grammar.

1- Now, you have to visit this web page: http://www.idiomconnection.com/education.html 2- Then, you have to look for around 5 idioms that truly call your attention. 3- Next, you have to describe just 3 of them, and tell why you have chosen those three idioms and how you can

use it in everyday language. 4- Create a ppt and use one slide per each idiom presenting your ideas.

For example:

7

know one's ABCs

- to know the alphabet or the most basic things about something.

Ex. The students worked hard and everyone knew their ABCs very well.

I chose this idiom because

ACTIVITY 6: Global warming and climate change

AIM: TSSBAT talk about climate change and its consequences orally and in written form.

1. Go to the following Webpage and revise the different contents provided on Global Warming

http://www.theguardian.com/environment/interactive/2011/aug/15/everything-know-climate-change

2. Read the following concepts and create a possible headline for the topic. (Look for the meaning of them if you don’t know).

8

Carbon emissions Clean

Development Mechanism (CDM)

Kyoto Protocol

Emission Trading System (ETS)

Outsourced emissions

global cooling

greenhouse effect

bioenergy

technology ozone

Ice age

IPCC biofuels

Practice:

3. Identify the parts of news in the following example.

News | November 6, 2014

NASA rolls out enhanced, mobile-friendly climate site By Carol Rasmussen,NASA Earth Science News Team

NASA's Global Climate Change website tracks key indicators of climate change, include the retreat of glaciers and the shrinking of ice sheets around the world. Credit: Shutterstock

NASA has relaunched its Webby Award-winning website, Global Climate Change, with enhanced interactive features that play on any mobile device, state-of-the-art visuals, and new sections on climate change solutions and the people behind the science.

First launched in 2008, the Global Climate Change website provides easy-to-understand information about the causes and effects of climate change and the ways NASA studies them, along with the latest climate news from the agency, graphics and visualizations. 

Highlights of the redesign include:

An improved Vital Signs dashboard, providing interactive charts with continuously updated data on atmospheric carbon dioxide, sea level rise, Arctic ice extent, global temperature and other key indicators of climate change

Visualizations of change over time from NASA's Scientific Visualization Studio A section that focuses on science and technology advances that are providing essential data for adapting to and

mitigating the effects of climate change Making a Difference , a section that highlights NASA's climate researchers and the work they do

The updated site retains popular features of the earlier version, including the Images of Change gallery, the Climate Time Machine and the Eyes on the Earth data visualization tool.

The website is optimized for most mobile devices, including smartphones and tablets.

"NASA is a world leader in Earth system science and climate research, and it's important that we make the content of our work accessible to the general public," said Peg Luce, deputy director of NASA's Earth Science Division. "The continuing popularity and recognition of this site underscores the need for credible resources with timely climate change information."

9

NASA's Global Climate Change website is produced by the Earth Science Communications team at JPL with support from NASA Headquarters.  JPL is a division of the California Institute of Technology in Pasadena. 

http://www.thenewsmanual.net/Manuals%20Volume%202/volume2_25.htm

Production:

4. Groups of 3 create a piece of news following the given structure, sharing the news only with the teacher to check grammar and content.

Evaluation:

5. Record the audio of the news and present it to the class, provide a questionnaire or handout with comprehension questions to the audience. (Creation of authentic materials)

10

ACTIVITY 7: Gender Equality at Work (WEBQUEST)

AIM: TSSBAT talk about a controversial issue orally.

INTRODUCTION Gender Equality at Workplaces by Elizabeth BroderickTASK 1. Look for Elizabeth Broderick, Sex Discrimination Commissioner

for Australia for SkyNewsAustralia in Youtube.2. List the main ideas of her speech and send them to my e-mail.3. Look for unknown words and create a glossary for sharing in class.4. Prepare a ten minutes speech about your opinion on Gender Equality at Work.

RESOURCES Read the first 5 pages of the following interview to make your knowledge deeper and to help you to organize your ideas. 

http://www.un.org/womenwatch/uncoordination/network/network-vol16-Jan-April-2012.pdf

CREDITS http://www.un.org/womenwatch/uncoordination/network/network-vol16-Jan-April-2012.pdf

11

ACTIVITY 8: Living in a hurry!

AIM: TSSBAT organize activities according to a fixed plan orally and in written form.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

8.10-9.10

9.20-10.20

10.30-11.30

11.40-12.40

12.50-13.50

12

Wash my hair - wash my clothes – clean the room – study - help to prepare lunch – go for a walk with the dog – do my homework –

sleep – watch a movie

14.00-15.00

15.10-16.10

16.20-17.20

FROM 5 TO 7

FROM 7 TO 9

FROM 9 TO 11

FROM 11 TO 1 AM

Discuss:

1. In groups of 3 establish a routine for a university student including the activities in the square.

2. In the same group, create a perfect time table for you including all the activities.

3. Design a poster about your perfect timetable proposal.

4. Next class, present your work in front of your classmates.

13

ACTIVITY 9: Tackling Child Hunger

AIM: TSSBAT give opinions to nowadays problems, such as scarcity of food supplies, orally.

Child Hunger is one of the social problems that affect the most African countries.

1. Watch the following video on scarcity of basic supplies. (Warm-up)

http:// www.youtube.com/watch? v=wPn1L0z85ak

2. In groups of 4, debate a possible solution for solving child hunger problem in the word.

Contextualizing:

3. Prepare a campaign to tackle one of the social problems of your country.

4. Prepare a 3 minutes video exposing your solution based on evidence and scientific arguments.

5. Share your videos with the class.

ACTIVITY 10: Homeless Syrian Children

AIM: TSSBAT acknowledge different issues concerning children and discuss possible solutions, orally.

14

1. Watch the following video about children in the Syrian Conflict.

http://www.youtube.com/watch?v=un4cZOKFK3M

2. Brainstorming: Group work

Write in the whiteboard all the words related to war and children conflicts.

3. Contextualize: Group work

In groups of 5 people, talk about Chilean groups, which work in favor of homeless children.

4. In the same group, prepare a power point or Prezi presentation showing your conclusions on the topic and what can be your measures to fight this problem.

Scoring Instruments

1) Rubric to assess activities number 1, 2, 3, 5, 6, 7, 8, 9 and 10.

15

Adopted from: http://priskapriestbportfolio.files.wordpress.com/2013/01/rubric-2.png

2) A rating scale (self-assessment) for activity number 4.

16

Adopted from: http://www.yale.edu/ynhti/curriculum/images/2008/2/08.02.01.01.jpg

17

3) Checklist for activities 6 and 8.

Student’s name:

Topic:

Content YES NOUses informative title, headingsIdentifies problem or gap in knowledgeFocuses on key points, not extraneous detailsUses logical pattern of organizationUses correct grammar, spelling, and punctuation

Visual Display

Appropriate number of words and images (not overloaded)Font sizes can be read easilyBackgrounds do not interfere with text or diagramsAdequate white space makes organization of information clearImages are high quality and relevant to purposeColor choices are attractive and easy to viewFormatting conventions are applied consistently

TOTAL POINTS

Adopted from: https://nnlm.gov/scr/training/.../poster_checklist.doc

18