English For Specific Purposes
Duration of course: 10 modules of 90 minutes
http://www.mediafire.com/?r3qjz22xvthcyja
Setting
• On board cruseliners
Needs Analysis
• Classes disigned for hostesses that will start to work in cruseships and need to practice English speaking abilities that have to do with: giving instructions and answering questions on activities and ship facilities for tourists on board.All new applying members for this job must already have a certain knowledge of the English language.
• All applying members must take an English Knowledge Test . If they score more than 60% then they can take the course, if they score lower they will not be accepted for the course and job.
Rationale
• The classes are mainly design for improving the speaking abilities of the hostesses that are just staring to work on cruiseliners .There are 10 classes of 90 minutes, divided into two parts, there is an evaluation after the 1rst part or the 5th class by making a role play with two or more classmates.At this level they should already be able to develop and informative dialogue for the tourist. In the second part (classes form 5 to 10) students will learn to solve the needs of the passangers as well as to solve some problems that may arise and that require their attention on board.
The first classes students will learn the basic part, like introducing yourself ,greetings,giving instructions. New vocabulary is given at the beginning that students will use throughout the program . The activities are designed through dynamic conversation using vocabulary exercises and asking and answering question exercises, Later in the intermediate level the activities are focused on giving instruction on the location of places and time (when ,where, what, who). And finally when they get to an advanced level they are led to more fluent conversation on “giving information” on cruiseship activities and wants and needs of the tourists.
Objectives
• At the end of the course students should have the capability of giving clear instructions in English for tourists on board cruise ships.
• Students should learn the vocabulary of the setting they are to work in.
• They should be able to answer questions regarding places, time and location of the things and activities on board
Syllabus
Date Activities Objectives
May 7 activating students interest ,on board Students should
vocabulary exercises understand and name
( show video of cruises) the most common
things on board,and
be motivated to start
the course.
May 10 Interview ,introducing Hostesses should be
oneself with classmates able to introduce and
using filling in the blank greet passengers
exercises politely.
May 14 Give information of places Hostesses should be
and instructions of how to get able to answer
to certain places,using where, questions concerning
asking and answering questions in locations on board.
Pairs using where.Instructions like
Right,left, turn, next ,around to be
used.
May 17 Information exercises on time Hostesses should be
Using when,asking and answering able to give informa
question exercises using when. tion on the time of
events on the ship.
May 22 Elaborate dialogues starting Students should be in
from greeting the passenger to condition to elaborate
answering questions of where a complete dialogue
is the room , pool ect. And time of in a real life situation
some events like buffet , disembark on board from
going off shore tours ect..Use role greeting tourists to
plays for this activities (groups of 3) guiding them in the
ship.
May 25 Students practice answering questions Hostesses should be
with the needs of tourists using I want in condition of
I need. understanding the
needs of tourist to
give them a good
service.
May 28 Practice solving problems that may arise Hostesses should
through questions and demands like: understand
loosing objects, room service medical questions regarding
assistance,Give examples of the questions. special needs or
Problems that
tourists may have.
June 1 Give a list of different ativities that the ship To aknowledge
has and practice dialogues by making students the different
give information on this activities. activities on the
ship and have the
ability to transmit
them clearly.
June 4 Practice giving information on the places they are Students should
to visit by describing the place and inform on weather learn to describe
time of staying ect..(descriptive adjectives ) places and
conditions.
June 8 Practice a role play using all the process from a Hostesses should
situation where tourist need something special to be in condition of
informing them of activities.(Group work). giving proper
perform in front of class. answers for
solving tourists
needs and inform
them of activities.
SAMPLE CLASS MATERIAL
I. Introduction
Activating background information and motivation
(Video)
VOCABULARY ACQUISITION
Passport Travel Dinner
Citytour Credit card Child
Baggage Custom Room
Handbag Suitcase Glasses
Keys Check in Vouchers
Camera Waiter Reception
Gate Drinks Swimming pool
Transfer Lunch Gym
Boarding Breakfast Off shore
Port Dutyfree Cash
1. When you travel you need a document to pass through customs
a. Check
b. I.D
c. Passport
d. Receip
2. The person that offers you service like food or drinks on board
a. Captain
b. Hostess
c. Receptionist
d. Waiter
3. The personal items that you carry when you travel are inside a
a. Handbag
b. Box
c. Car
d. Jacket
4. You carry your cloth when you travel in a
a. Car
b. Suitcase
c. Pocket
d. Plastic ba
5. When passengers get on the ship they are
a. walking
b. playing
c. boarding
d. swimming
6. Choose the items from the list that tourists need for going in a cruise.
7 . Describe step by step ,using the words above, all the process that a tourist goes through when he boards the ship.
INTRODUCING YOURSELF
Practice introducing yourselfs
1. H.Hello , my name is ____________ welcome aboard
T. Hello my name is _________ and we are three passengers.
ON BOARD LOCATIONS
Apply where and directions:right, left, straight, in front, turn
Practice with a partner
1. T.Where is the swimming pool?
H. The swimming pool is on the second deck you have to walk straight , turn right and take the elevator .
II.
ON BOARD ACTIVITIES
Answering questions from tourists.(Want, needs,activities)
After you finish take turns in asking your partner and vice versa.
1. I want to have lunch in my room ,can I get room service please?
2.I lost my glasses how can I find them?
3. Is there any special activity on board?
Monday, November 14, 2011
Wednesday, October 26, 2011
Nursery School Lesson Plan
NURSERY SCHOOL
LESSON PLAN
Background
Theme: Bodyparts
Lesson Topic: Different Bodyparts
Grade: Kindergarten, age 4-5
Standars: Public school
N students: 15
Preparation
Content Objectives
• Children will be able to identify the different bodyparts in English.
Language Objectives
• Children will learn to pronounce the different bodyparts in English
Learning Strategies
• Visual images of the different bodyparts using chants and songs,physical movements.
Key Vocabulary
• Head, Arms, Legs, Feet, eyes, mouth, lips,ears,nose.
Materials
• songs and chants on bodyparts
• data show,
• flashcards
Motivation
• Motivational chants on bodyparts
• Matching games, bodyparts.
• Applied physical movements to enhance psychomotor learning
Presentation
• Tell children that you will play games concerning bodyparts.
• Ask children where are the respective bodyparts; make them signal them .
• Ask, what can you do with them.Objective: Children will have a background on different bodyparts before the activities.
• Give children flashcards on different bodyparts.Objective:make children aknowledge the bodyparts
• Make a matching game matching different bodyparts.Objective:To develop rational thinking and social interaction for cognitive and affective objectives.
• Play a game where children can identify the bodypart asked by the teacher.
Practice /Application:
• Make children stand up and make a round circle
• Ask questions concerning bodyparts, where are they, what do you do with them.
• Make children imitate ,through physical movements, the chants.
Review/ Assesment:
• Ask each child to show the respective bodypart ,where is it and what do you do with it.
• Make children identify the bodyparts through games.
Extension:
• Make children draw a puppet with the bodyparts mentioned.
http://kidsfront.com/words/body_parts.html
LESSON PLAN
Background
Theme: Bodyparts
Lesson Topic: Different Bodyparts
Grade: Kindergarten, age 4-5
Standars: Public school
N students: 15
Preparation
Content Objectives
• Children will be able to identify the different bodyparts in English.
Language Objectives
• Children will learn to pronounce the different bodyparts in English
Learning Strategies
• Visual images of the different bodyparts using chants and songs,physical movements.
Key Vocabulary
• Head, Arms, Legs, Feet, eyes, mouth, lips,ears,nose.
Materials
• songs and chants on bodyparts
• data show,
• flashcards
Motivation
• Motivational chants on bodyparts
• Matching games, bodyparts.
• Applied physical movements to enhance psychomotor learning
Presentation
• Tell children that you will play games concerning bodyparts.
• Ask children where are the respective bodyparts; make them signal them .
• Ask, what can you do with them.Objective: Children will have a background on different bodyparts before the activities.
• Give children flashcards on different bodyparts.Objective:make children aknowledge the bodyparts
• Make a matching game matching different bodyparts.Objective:To develop rational thinking and social interaction for cognitive and affective objectives.
• Play a game where children can identify the bodypart asked by the teacher.
Practice /Application:
• Make children stand up and make a round circle
• Ask questions concerning bodyparts, where are they, what do you do with them.
• Make children imitate ,through physical movements, the chants.
Review/ Assesment:
• Ask each child to show the respective bodypart ,where is it and what do you do with it.
• Make children identify the bodyparts through games.
Extension:
• Make children draw a puppet with the bodyparts mentioned.
http://kidsfront.com/words/body_parts.html
Wednesday, October 12, 2011
Bloom Taxonomy
BLOMM´S TAXONOMY APLLYED TO
KING ARTHUR READING LESSON PLAN
• The objectives are mainly focused on Cognitive Knowledge because the main point is reading comprehension abilities and vocabulary acquisition.
• The Activities based on prereading are mainly focused on using Knowledge to recall previeusly learned material that students have on King Arthur. Meanwhile in the while reading stage comprehension is used to grasp new material by asking questions ,matching and getting the main idea on this short text Apllication is used in the post reading stage to apply learned vocabulary and grammar. Analysis is to break down the paragraphs to understand them better ad clarify doubts. The Synthesis is used when students need to infer new situations applied to their lifes .Finally Evaluation is used all the time when measuring their reading comprehension abiliy and acquired vocabulary through the exercises.
• The Action words are used in all the activities like analyze . complete, match , apply,examine ect..
KING ARTHUR READING LESSON PLAN
• The objectives are mainly focused on Cognitive Knowledge because the main point is reading comprehension abilities and vocabulary acquisition.
• The Activities based on prereading are mainly focused on using Knowledge to recall previeusly learned material that students have on King Arthur. Meanwhile in the while reading stage comprehension is used to grasp new material by asking questions ,matching and getting the main idea on this short text Apllication is used in the post reading stage to apply learned vocabulary and grammar. Analysis is to break down the paragraphs to understand them better ad clarify doubts. The Synthesis is used when students need to infer new situations applied to their lifes .Finally Evaluation is used all the time when measuring their reading comprehension abiliy and acquired vocabulary through the exercises.
• The Action words are used in all the activities like analyze . complete, match , apply,examine ect..
Automaticity and Cognitive Load
AUTOMACITY AND COGNITIVE LOAD
1. Automaticity is when we do something even without thinking ,when we learn an action by doing it over and over again finally we automatically perform the action, examples are: riding a bike, driving , operating computers or machinery all these becomes a habit . It also happens with human behavior we use “automatic response patterns” to respond before a stimulus even without noticing it like if someone issues a request we tend to answer automatically.
2. We develop automaticity by repeating an action over and over again by learning how to do it and by practice, as the saying goes: “Practice makes perfect”.
3. A good example on how teachers can change the amount of “exrenous cognitive load” in an assignment would be by having a good lesson plan before starting the activitiy , giving clear instructions and by making a “Rubric” so the students know what is expected of them. It is also positive to base the knowledge in what they understand. When the “Cognitive Load” is to much it´s also good idea to give more time for the assignments to be handed in.
4. When I have an accumulation of tasks in different subjects together with activities in my job, I feel that the cognitive load is to much and my memory des not work to well.
1. Automaticity is when we do something even without thinking ,when we learn an action by doing it over and over again finally we automatically perform the action, examples are: riding a bike, driving , operating computers or machinery all these becomes a habit . It also happens with human behavior we use “automatic response patterns” to respond before a stimulus even without noticing it like if someone issues a request we tend to answer automatically.
2. We develop automaticity by repeating an action over and over again by learning how to do it and by practice, as the saying goes: “Practice makes perfect”.
3. A good example on how teachers can change the amount of “exrenous cognitive load” in an assignment would be by having a good lesson plan before starting the activitiy , giving clear instructions and by making a “Rubric” so the students know what is expected of them. It is also positive to base the knowledge in what they understand. When the “Cognitive Load” is to much it´s also good idea to give more time for the assignments to be handed in.
4. When I have an accumulation of tasks in different subjects together with activities in my job, I feel that the cognitive load is to much and my memory des not work to well.
Monday, October 10, 2011
Metacognition; 3 ideas for class
METACOGNITION
I.Three best ideas on Metacognition to apply in the classroom:
grade 11
1. Give a text to read on “Searching for earth like planets in star systems”.
• Time to read: 25 minutes ,
Time for task development: 2 hrs
• After each paragraph extract the main ida of it.
• Develop 2 questions on items that you think are important about the paragraph and answer them.
• Make an outline on this text emphasizing: I.Main idea
A. Secondary ideas
1.Details
• Write a conclusion on this text , giving your point of view on this type of space research.
• Extra points for the ones that finish before due time.
2. Give the class a research assignment on smoking habits:
• Time limit: 1 week
• Make a survey with 10 people asking them about their smoking habits.
• Choose the questions that you will ask with Yes or No reply.
• Find out about smoking habits in chile and percentages.
• Write your conclusions on this research
• Make sure you organize your tasks in order, which of this activities will you do first and second…?
3. Make the class write a paper on a “famous person that you admire” focusing on biography ,deeds and explain why you chose this person ,(investigate on his life).
• Time limit: 1 week (group pairs)
• Make an outline to organize your ideas that you will express in this paper; how will you start this paper ?
• Make a powerpoint presentation on this person, concentrating on the most important facts that you investigated as well as the reasons why you chose this character.
I.Three best ideas on Metacognition to apply in the classroom:
grade 11
1. Give a text to read on “Searching for earth like planets in star systems”.
• Time to read: 25 minutes ,
Time for task development: 2 hrs
• After each paragraph extract the main ida of it.
• Develop 2 questions on items that you think are important about the paragraph and answer them.
• Make an outline on this text emphasizing: I.Main idea
A. Secondary ideas
1.Details
• Write a conclusion on this text , giving your point of view on this type of space research.
• Extra points for the ones that finish before due time.
2. Give the class a research assignment on smoking habits:
• Time limit: 1 week
• Make a survey with 10 people asking them about their smoking habits.
• Choose the questions that you will ask with Yes or No reply.
• Find out about smoking habits in chile and percentages.
• Write your conclusions on this research
• Make sure you organize your tasks in order, which of this activities will you do first and second…?
3. Make the class write a paper on a “famous person that you admire” focusing on biography ,deeds and explain why you chose this person ,(investigate on his life).
• Time limit: 1 week (group pairs)
• Make an outline to organize your ideas that you will express in this paper; how will you start this paper ?
• Make a powerpoint presentation on this person, concentrating on the most important facts that you investigated as well as the reasons why you chose this character.
Thursday, October 6, 2011
Writing Lesson Plan
WRITING LESSON PLAN
FAVORITE SPORTS
(Glogster)
Background
Theme: Your Favorite Sports
Lesson Topic: Poster informative on favorite sports.
Grade:9
Preparation
Content Objectives
• Students should identify their favorite sports
• They should be able to form an informative poster on different sports.
• They should be acquainted with healthy lifestyle.
Language Objectives
• Students should be able to write informative short texts on a favorite sports.
• They should learn new vocabulary when investigating on sports.
• Students should learn to use persuasive interesting written language to describe sports and healthy lifestyle ,using lots of descriptive adjectives.
Learning Strategies
• Use informative videos and web sites on different sports and aknowledge vocabulary and descriptive written strategies.
Key Vocabulary
• Competition, olimpics, exercise, healthy, fit, amateur sports, professional sports.
Materials
• Informative videos on sports
• Pictures of your favorite sports and sports stars
• Written stories on sports competition
Motivation
• Ask students what are their favorite sports.
• Show them a list of different sports (video or pictures).
• Show students cases of healthy lifestyle.
• Ask students what sports are the most popular.
• Make students infer on what sports contributes best to a healthy life style.
Presentation
• Gather information on your favorite sports ( pictures , written stories , sportstars)Objective: Students should gather knowledge on different amateur and professional sports.
• Present an informative text on favorite sports and healthy life style.Objective:Students should learn how to write a short descriptive text .
• They should present their point of view on their favorite sport by answering this questions: Why do you like it? do you think it´s healthy? do you practice it? Is it popular in Chile?Objective:Students should learn how to infer information in a critical way and develop personal points of view as well as relating sports activities for a healthy life style.
Practice /Application
• Give background knowledge on some popular sports
• Explain to students how to write this essay on sports concentrating on
1. choosing a sport 2. describing it ,3 answering the questions mentioned above.
Review/Assesment
• After finishing the activities make students vote for the “most popular sport in the class”.
• Ask the class to relate this sports to a healthy lifestyle.
• What benefits(both physical and social) could you have by practicing this sports ?
• Which sports are apllyable to the reality in this country?
• Do you think people practice sports often in this country?
Extension
• Make students choose a sport that is practical so that they can apply it in a school program for reducing obesity and social delinquential problems. Make sure you mention how often the students should practice it. (Group work and posted).
http://aureliom.edu.glogster.com/lesson-plan-your-favorite-sports/
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2099074
FAVORITE SPORTS
(Glogster)
Background
Theme: Your Favorite Sports
Lesson Topic: Poster informative on favorite sports.
Grade:9
Preparation
Content Objectives
• Students should identify their favorite sports
• They should be able to form an informative poster on different sports.
• They should be acquainted with healthy lifestyle.
Language Objectives
• Students should be able to write informative short texts on a favorite sports.
• They should learn new vocabulary when investigating on sports.
• Students should learn to use persuasive interesting written language to describe sports and healthy lifestyle ,using lots of descriptive adjectives.
Learning Strategies
• Use informative videos and web sites on different sports and aknowledge vocabulary and descriptive written strategies.
Key Vocabulary
• Competition, olimpics, exercise, healthy, fit, amateur sports, professional sports.
Materials
• Informative videos on sports
• Pictures of your favorite sports and sports stars
• Written stories on sports competition
Motivation
• Ask students what are their favorite sports.
• Show them a list of different sports (video or pictures).
• Show students cases of healthy lifestyle.
• Ask students what sports are the most popular.
• Make students infer on what sports contributes best to a healthy life style.
Presentation
• Gather information on your favorite sports ( pictures , written stories , sportstars)Objective: Students should gather knowledge on different amateur and professional sports.
• Present an informative text on favorite sports and healthy life style.Objective:Students should learn how to write a short descriptive text .
• They should present their point of view on their favorite sport by answering this questions: Why do you like it? do you think it´s healthy? do you practice it? Is it popular in Chile?Objective:Students should learn how to infer information in a critical way and develop personal points of view as well as relating sports activities for a healthy life style.
Practice /Application
• Give background knowledge on some popular sports
• Explain to students how to write this essay on sports concentrating on
1. choosing a sport 2. describing it ,3 answering the questions mentioned above.
Review/Assesment
• After finishing the activities make students vote for the “most popular sport in the class”.
• Ask the class to relate this sports to a healthy lifestyle.
• What benefits(both physical and social) could you have by practicing this sports ?
• Which sports are apllyable to the reality in this country?
• Do you think people practice sports often in this country?
Extension
• Make students choose a sport that is practical so that they can apply it in a school program for reducing obesity and social delinquential problems. Make sure you mention how often the students should practice it. (Group work and posted).
http://aureliom.edu.glogster.com/lesson-plan-your-favorite-sports/
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2099074
Speaking lesson plan
SPEAKING LESSON PLAN
CULTURAL DIFFERENCES
(Webquest)
Background
Theme: Cultural differences
Lesson Topic: What are the differences and similarities in cultures around the globe?
Grade: 9
Preparation
Content Objectives
• Students will find out about the way of life of countries like India, Russia, Chile, USA,China ect…
• Students should identify the cultural differences of these countries concerning mainly race, food and customs.
• They will compare these differences with the Chilean way of life.
Language Objectives
• Students will be able to discuss the differences in customs between China,U.S.A,Russia,India …..
• Students will be able to convince an audience with clear language of the benefits of traveling to one of this countries.
• They should be able to inform the class of the cultural aspects of this countries.
Learning Strategies
• Use videos or any informative material on the respective countries for the presentation as well as new vocabulary .
Key Vocabulary
• Custums, cultural, food, drinks,travel, cloth, climate, entertainment,work
Materials
• Travel guides
• Google maps or printed maps
• Photographs of the different countries
• Informative tourist videos of respective countries
• Flags or any other object identifying the country
Motivation
• Ask students if they know something about the culture of other countries.
• Which country would they like to visit and why.
• Ask students to infer information on what country is more conservative in it`s culture ,which is more liberal,
• Make them tell the difference between the Chilean culture and other countries
• Which of the different countries presented did you like best ?
• Make them present the information in a way as to convince the tourist to visit this place.
Presentation
• Gather the respective information on the chosen country.(videos, charts, maps, flags. pictures ect… Objective: To become acquainted with different cultures.
• Make them present the information as a travel agent convincing a tourist to visit a respective country, following a given order :Objective: Students should be able to convince an audience with a clear and fluid discourse.
1. Theme
2. Intro(Addressing audience)
3. Location (Maps) how to get there
4. Most important relevant factors (Race, religion, socialstructure,custums)
Practice/Application:
• Give some background information on some countries, their location and principal aspects though a video .
• Show them how to make the presentation through examples of travel agents expositions.
Review/ Assesment:
• After finishing the presentation ask students the most relevant factors of their presentation ,which factors presented will be more attractive for the tourist?
• Ask which country is farther away and which is the most expensive to spend a vacation there?
EXTENSION: Make students construct an “ideal place” to visit and live emphasizing on the way of life they think will be more attractive for the visitor or immigrant.
http://www.zunal.com/webquest.php?w=115121
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2099062
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2099069
CULTURAL DIFFERENCES
(Webquest)
Background
Theme: Cultural differences
Lesson Topic: What are the differences and similarities in cultures around the globe?
Grade: 9
Preparation
Content Objectives
• Students will find out about the way of life of countries like India, Russia, Chile, USA,China ect…
• Students should identify the cultural differences of these countries concerning mainly race, food and customs.
• They will compare these differences with the Chilean way of life.
Language Objectives
• Students will be able to discuss the differences in customs between China,U.S.A,Russia,India …..
• Students will be able to convince an audience with clear language of the benefits of traveling to one of this countries.
• They should be able to inform the class of the cultural aspects of this countries.
Learning Strategies
• Use videos or any informative material on the respective countries for the presentation as well as new vocabulary .
Key Vocabulary
• Custums, cultural, food, drinks,travel, cloth, climate, entertainment,work
Materials
• Travel guides
• Google maps or printed maps
• Photographs of the different countries
• Informative tourist videos of respective countries
• Flags or any other object identifying the country
Motivation
• Ask students if they know something about the culture of other countries.
• Which country would they like to visit and why.
• Ask students to infer information on what country is more conservative in it`s culture ,which is more liberal,
• Make them tell the difference between the Chilean culture and other countries
• Which of the different countries presented did you like best ?
• Make them present the information in a way as to convince the tourist to visit this place.
Presentation
• Gather the respective information on the chosen country.(videos, charts, maps, flags. pictures ect… Objective: To become acquainted with different cultures.
• Make them present the information as a travel agent convincing a tourist to visit a respective country, following a given order :Objective: Students should be able to convince an audience with a clear and fluid discourse.
1. Theme
2. Intro(Addressing audience)
3. Location (Maps) how to get there
4. Most important relevant factors (Race, religion, socialstructure,custums)
Practice/Application:
• Give some background information on some countries, their location and principal aspects though a video .
• Show them how to make the presentation through examples of travel agents expositions.
Review/ Assesment:
• After finishing the presentation ask students the most relevant factors of their presentation ,which factors presented will be more attractive for the tourist?
• Ask which country is farther away and which is the most expensive to spend a vacation there?
EXTENSION: Make students construct an “ideal place” to visit and live emphasizing on the way of life they think will be more attractive for the visitor or immigrant.
http://www.zunal.com/webquest.php?w=115121
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2099062
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2099069
Subscribe to:
Posts (Atom)