Communicative English Course for ESL



Communicative English Course for ESLHappy Valley Summer Camp Members of State CollegeA course development project designed for non-native speakers from different countries enrolled in Happy Valley Summer Camp 2014 of State College.APLNG 493/ Yuan XieNovember 2013Table of ContentsIntroductionBackground of Happy Valley Summer CampCourse Context and Problematizing Course Development FrameworkNeeds AssessmentDetermining Goals and ObjectivesConceptualizing ContentSelecting and Developing Materials and activitiesOrganization of Content and ActivitiesEvaluationCourse Syllabus1. Course Description 2. Course Overview3. Required Textbook and Materials4. Assessment and EvaluationLesson PlansLesson Plan for Week 2- Eating in State College: Before Going out to EatLesson Plan for Week 3- Eating in State College: When Eating in RestaurantsLesson Plan for Week 4- Eating in State College: Culture WorkshopAppendix of ResourcesⅠ. IntroductionBackground of Happy Valley Summer CampHappy Valley Summer Camp is an annual program sponsored by The Pennsylvania State University since 2005. Students aging between 12-16 years old from different nationalities (usually junior high school students) can apply for this program and get enrolled for the purpose of learning English and getting to know more about American culture. Happy Valley offers courses related with local life, the introduction of PSU, American history and arts and so on. This program provides its members with various chances of learning and using English in a real local setting, and experiencing the colorful daily social life in State College. The main goal of this program is to improve the ESL learners’ English in a communicative way, to know about PSU for future education, and to give both the students and local faculty of Happy Valley an opportunity to share the culture values and differences.Course Context and Problematizing According to my own experience of learning English as a second language, I have encountered problems of applying what I learned in textbook into real life communication. Though I benefited a lot from the traditional method of teaching English which focused more on grammar and written English, I do hope that I could have more chance to learn English in a more communicative way. There is a tendency in pedagogical methods that teachers start to shift their focus from grammar to listening and speaking, and the purpose of learning English as a way of communication is being gradually highlighted.This communicative course designed for students with diversified language backgrounds who participate in the Happy Valley Summer Camp mainly aims at helping students adapt into local life. This course offers a pattern of learning English that puts the students in the setting of the local environment and gives them chances to learn English in productive and communicative manner. The skills of listening and speaking in daily communication in specific social situations are highly emphasized even though grammar and vocabulary also take a considerable part of the course design. Apart from the English skills mentioned above, this course is also designed to draw students’ attention to the culture and conventions of the local areas which is part of language learning and benefits students in a long term.Since there is no required textbook for this course, the first challenge I might face is to choose appropriate teaching materials that match the English proficiency of the students and achieve the communicative goal of learning English. Multiple resources from local life and mass media can be applied with the full consideration of diversity and culture. In addition, students should be given the chances to explore the daily life with the usage of what they learn in class. I’m inclined to less controlled and student-centered teaching method for this course.II.Course Development FrameworkNeeds AssessmentThis course is designed in the specific social setting of State College for fifteen junior high school students from different countries. The main purpose of these students to apply for Happy Valley Summer Camp is to improve their English in a native environment with much more chances to experience local culture. This course aims not only to teach students general English skills like grammar, pronunciation and so on, but more importantly to teach them English that can be used in daily life to help them adapt to local life and encounter less communicative problems with local people. The professional goals of the students enrolled have not been decided yet since they are all junior high school students. Thus, the academic and professional English study may aim too high for students and may not be necessary for the students at their English proficiency level. The level of the instruction provided is lower intermediate level with the major focus on communicative skills. Communicative English Course for ESL Learners is an annual curriculum designed for students who first come to America with communicative problems in daily life. The needs of the students have been negotiated with members of Happy Valley Summer Camp and parents who decide to send their children to our program. The major purpose of this curriculum is to help students learn English in a native communicative way with little change. However, a questionnaire (see Resource A) will be given out for new members at the beginning of the summer camp to find out the most problematic and frequent issues they have in daily communication and to assess their needs of English course at the same time. The purpose of the questionnaire is to find out my students’ background information such as the amount of education they have received in English, some specific skills of English that require more practice and instructions, etc. It also allows my students to think about their perception of their English skills and the expectation for taking this course. In addition, I will recall my own experience as an ESL learner and the problems I had at the first time when I came to State College. This need assessment will shed more light on how I format all the materials and contents, and give me a chance to think in the perspective of both a teacher and an ESL learner.2. Determining Goals and ObjectivesThe main goal of this curriculum is for ESL learners who have little or no experience in America to feel comfortable to live in State College and to have a better understanding of local culture and native English. They should be able to use English with social appropriateness in specific situations, and to encounter less misunderstanding in daily communication. To achieve this goal, students are expected to reach the following objectives by the end of this course:1) Students will be able to enlarge their vocabulary of daily life usage.2) Students will be able to improve the accuracy and fluency of their spoken English so as to improve the intelligibility and comprehensibility of pronunciation during their speech with the native speakers.3) Students will be able to handle their daily issues with native speakers and complete their daily tasks on their own, like going shopping, reserving a restaurant etc.4) Students will develop better strategies of using English with social appropriateness according to the people they talk with and the circumstances in which the conversation takes place3. Conceptualizing ContentI use a mind map and a pyramid to illustrate the choices I have made about the language skills and language knowledge that will be included in my curriculum. The main focus of this course is to draw students’ attention to the cultural aspect of English learning and put the setting of English teaching in the daily conversation. All the content-based materials in this course serve the function of enabling students carry out daily activities effectively and comfortably on themselves and in social groups.CultureCommunicative skills(Social appropriateness)General Basic English Skills: Vocabulary, grammar, pronunciation etc.The Pyramid of Language LearningMind MapWriting: Able to write daily messages and notices according to the specific situation Speaking:Able to express one’s ideas clearly and speak with social appropriatenessReading:Able to read for key information and look for information that one needsListening: Able to understand key information and underlying meaningLanguage skills and language knowledge (social appropriateness and cultural background)Backbone: Learning English for the purpose of daily communication in social contextsIndividual: Carry out daily activitiesImprove English proficiency levelSocial groups: Adapt into local environmentSocially attached to the local community 4. Selecting and Developing Materials and activitiesThe materials that I choose for this curriculum serve the goal of building up a connection between language learning and practical usage of language. There is no required textbook for this course, but the materials can be retrieved from local restaurants, hotels, markets and so on. It contains diversified information that is related to local life and American culture, and it also provides basic practice of English skills. It is a combination pedagogical task and real world task that involves the primary focus on meaning and usage of language. The language teaching for this curriculum is not limited within traditional classroom, but more integrated into social community. Students are encouraged to share their knowledge and experience they gain in daily life, which is based on language learning but deeply rooted in social context and cultural background. During this process, I will take the role of a lighthouse, that is, to direct the possible and effective routes for the students in their journey of language learning. At the same time, I am a person who shares their experience and understanding of learning English, and encourage them to explore more during their journey. I hope that my students will acquire more than language learning and position themselves as life adventurers in a foreign country.5. Organization of Content and ActivitiesThis curriculum follows the system of both language learning and culture workshop. Topics on living in State College like Eating in State College, Going Shopping in State College, and Tour Trip in State College and so on are discussed in class. Lessons on instructions and language practices are conducted before the culture workshop is addressed for each topic. Students’ language learning is acquired through pedagogical tasks in class and real world tasks outside the classroom. For details, please see the syllabus.EvaluationThere are mainly two aspects with regard to the assessment of what my students have learned in class. First of all, they will be assigned real world tasks that are relevant to what we studied in class. They are encouraged to go out into the community and accomplish daily tasks as both individual and a part of a social group. Students should demonstrate how they use English learning in everyday life and how they benefit from that. The interactions in real life should be reflected and recorded if possible after class, which functions as a way for students and teacher to review and assess. The reflection papers are not going to be graded but to be shared in class. Then, group or individual presentations and role plays will also occur in class to show how students have learned in class and in social community.The effectiveness of the course is assessed in two aspects. Firstly, it is crucial to set specific objectives that match the English learning exactly. A time frame is estimated and used to test the effectiveness of how the course goes on. Students should be activated to accomplish certain objectives within an approximate time period. Secondly, if this cannot be achieved, the tentative class schedule should be modified according to the feedback from the students. The feedbacks can come from both the performances of in-class activities and the reflection paper from students’ assignments.III.Course SyllabusCommunicative English Course for ESLHappy Valley Summer Camp Members of State CollegeStart dateJuly 8th, 2014Instructor XXXTimesWednesday 9:00-11:00am Contact 814-XXX-XXXClass locationConference Hall 202Email HYPERLINK "mailto:XXX@psu.edu" XXX@psu.eduOfficeThomas 134Office HoursWednesday 8:00am-12:00pmCourse Description This course focuses on teaching English in a communicative way and it is highly related with the local culture and daily life of State College. Fifteen junior high school students (lower intermediate or intermediate level ESL learners) aging from 13-15 years old is going to take this course at the beginning of the summer camp. Most of they are faced with the challenges of their first time living in State College not only with the problems of understanding daily conversations but also social appropriateness of communications and behaviors.Course OverviewThis curriculum includes contents and materials from many aspects of local life, which will provide the students with an overview of how Americans use English in everyday life. Students who have limited knowledge about local American culture will have chance to learn how to order in a restaurant, how to go to see a doctor, how to go shopping in local market and so on. This curriculum is not necessarily test- oriented, but students will eventually be expected to use what they have learned in class in their daily life and its long term goal is to improve students’ overall English proficiency level with content-based materials and instructions. Required Textbook and Materials:There is no required textbook for this course. All required materials will be supplied by the instructor. The resources mainly come from local environment and are community- based with authentic usages of English. In addition, some activities and practices are from online resources with a full use of video, images, and so on. Visual aids are highly commended in the process of teaching and learning to arise students’ interests in learning and give them a deep impression of the content they are unfamiliar with.Assessment and Evaluation: This is a non-grading course. However, I will provide many chances for students to do self-assessment and give/ receive feedbacks to/ from their peers. The evaluation can be bidirectional between the students and the teacher. The value of this course is to offer students a place where they can share their language learning experience and learn from each other. Students are highly encouraged to reflect on what they have learned from this course and from others’ and their own experiences. I will evaluate students’ performances through in-class activities and the real world tasks that they have accomplished after class. Audio records and reflection papers are recommended for teacher’s evaluation and students’ self- assessment.Tentative class scheduleDay In-class topicsObjectivesIn-class activitiesHomework and evaluationsWeek 1WGet started1. Students get familiar with the content and outline of the course. 2. Students introduce themselves.1. Course introduction.2. Individual introduction.Reflect on what interests you most and what scares you most when you first live in State College.Prepare the visual depiction for the next class.Week 2 WEating in State College: Before Going to Eat1. Get familiar with the local restaurants and the foods they serve, and choose a suitable place for a specific event or date.2. Make reservations1. Warming-up activity: ask for students’ experience of eating in a local restaurant. (students articulate the problems and the most exciting things that they have experienced)2. Draw a poster of a dish/ dishes that he/she has once ordered and the name of the restaurant (get prepared before the class), and present it in pairs in the class.3. Team work: design a menu with the dishes/ foods the other students has presented for a specific event/ date. (Set up a specific imaginary situation in which you want to reserve this restaurant with the consideration of the type of the restaurant, the atmosphere there, and the people you are going to eat with, etc.)4. Watch a YouTube video of making phone calls for reservation and identify the information needed for reservation with an information card; role-play the reservationWrite a short article about the comparison of one traditional food of your country for an important event and the one that Americans have on that date (Bring it to the next class and share it in a team).Week 3WEating in State College:When Eating in Restaurant1. Learn words and idioms that are frequently used in restaurants.2. Make polite requests for services (order)3. Understand questions and come up with appropriate responses1. Filling in the blanks with the missing vocabulary terms2. How to order in a restaurant- the use of modal verbs.3. Watch a YouTube video of how to order and identify the modal verbs used in the dialogue4. Maze of Jumble sentences 5. Role-play: waiter and customers (speak with appropriate usage of words and intonation; use the vocabulary in activity one)1. Reflection paper: The problems they once encountered with and how would they deal with it after this class.2. Do an audio record of their dining experience in a local restaurants; do self-evaluation about how the interactions went on.Week 4WEating in State College:Culture Workshop1. Make, accept or decline invitations.2. Table manners3. Financial issues: who pay for the bill? (the video of Friends and the video of YouTube- FIGHT over dinner bill )1. Ask students to work in group and come up with a list of issues that need to be considered before you make an invitation as a host.2. Role play- 1) survey: ask for time available, food preferred, etc. 2) one student makes invitations, the other(s) accept or decline it with consideration of social appropriateness.3. Table manners: YouTube video (students discuss about the questions and problems they have to dine out in a restaurant; watch the video and pay attention to the issues mentioned; pause the video; ask for students comments and solutions for specific situations mentioned; go on with the video and check students’ answers)4. Ask students to work in group and design a role-play in which they need to show some behaviors that are not proper in restaurants. Other students in class need to point out the misbehaviors. 5. Watch the YouTube video of Friends and Chinese way of paying for bill. Compare the culture behind that and recall what it is like in your country.Write a short article about the differences of table manners and the way to make/ accept/ decline an invitation between your country and America.Week 5WGoing Shopping in State College: Finding a right place for shopping1. Ask for directions and the position of the market.2. Read posters of coupon and promoting sales1. Pair Work: Use the map of State College. Student A gives directions and student B marks the route without sharing the map with SA. After finishing the drawing, they can check if the route is correct or not.2. Study the sale flyer of Trader Joe’s and read for key information.Reflect on one experience you have to decide on a place for shopping with your family or friends, and think about how this class benefits you for the next time shopping.Week 6WGoing Shopping in State College: Buying a product1. How to buy products in a real market. (Ask for price, type of product, quality, materials etc.)3. How to buy products online? (Filter your choice of product by category, write shipment address, read comments online, etc) (Take the example of buying clothes)1. Flea market game: ask students to bring one piece of “product” that they want to sell in class. Everyone in class takes the role of both seller and buyer and practice conversations with each in real selling context.2. Use to learn the category of clothes. (Nouns, idiots, etc).3. Describe and Guess: Ask students to describe another student (without mentioning the name of the student) in class with proper usage of adjectives and nouns. (Get familiar with the nouns and adjectives)1. Reflect on the selling and bargaining conversation in Flea market game. What did you buy? How did you do the deal? What do you think the conversation went on?2. Look for online information about the local travel agents, and get prepared to share it with your classmates in the next class.Week 7WTraveling in State College:Stay in State College1. Know about famous sightseeing in State College.2. Make up a schedule for one-day trip in State College3. Be able to choose a travel agent 1. Role-play: student A lives in State College for a period of time and student B comes to visit him/her. A is going to introduce the attractions and things to do in State College and make a schedule for one-day trip in State College.2. Share your information of a local travel agent with your group members and decide on one agent after the discussion about schedule, time, price, service, etc.Narrative writing practice: tell your experience of one-day trip in State College.Week 8WTraveling in State College:Various fantastic destinations1. Be able to book a hotel with proper consideration of the price, location, service quality and the people who stay in.2. On the flight and transit the flight1. Pair work: students are given flyers and websites information of the local hotels. They should work in pair, discuss the information they have, and make a decision on which hotel to stay in with reasons. Each pair is going to present the information they have and the decision they make with detailed reasons.2. Listening comprehension practice: use YouTube video click to show a part of the speech of the air hostess about the safety instructions. 3. Role-play: a student does several things on the airplane and some of them are forbidden during the flight. Let the other students identify the errors and give corrections.4. Cards of things-to-do to transit the flight. Students in groups are given cards with a sentence of what to do during the airplane transition. Students should discuss them and place them in right order.Write about your destination for winter break with the introduction of the place you plan to go, why you choose to go there, how you get there and what to do there.Week 9WGoing to see a doctor in State College:Before seeing a doctor1. Find a right place for medical care2. Be able to make appointment with doctor1. Where Will You Go? Differentiate among the following health facilities and their services for your students. Tell why a person might choose to use each one. Include very general information about cost, convenience, insurance, and critical nature of the problem. Emergency Room/Walk-in Clinic/ County Health Department/ Doctor’s Office2. Schedule/Cancel/Re-schedule Appointments. Use the attached handout that includes a phone call to the doctor’s office and a call to re-schedule or cancel an appointment. Have the learners practice each dialogue aloud with a partner. Practice pronunciation. Have the students change the dialog by changing the symptoms, times, or vocabulary. Reflect on how you benefit from this class and what can be used in this class to help you when you need medical care.Week 10WGoing to see a doctor in State College:When you see a doctor1. How to check in before you see a doctor.2. How to talk about health problems: Learn the phrases used to describe feelings and illness1. Practice the attached dialog “When You Get There.” Ask class members to identify, based on the dialog, the information they will need to give when they arrive at an appointment. Add one more item to the list the class makes: Bring to the appointment any medicine or vitamins that you are taking. The doctor will want to see these.2. Picture Identification: Review Body Parts and Symptoms. Draw a picture of a person on the board and review various body parts. Have the students come to the board and write a sentence using each word. Correct the sentences, letting the class help identify any errors. 3. Follow Up Appointments. Sometimes when you see a doctor, he/she will tell you to come back in several days or weeks. As you leave the office, you set up an appointment to come back. Let students practice the dialogue Making a Follow-Up Appointment. Use the appointment cards with this exercise. Both the dialog and the appointment cards are included at the end of this lesson.Journal Work. Summarize what you learned in this lesson with a sentence or more about each of the following topics. What critical phrases did you learn? How do you choose where you will go to get medical help? What did you learn about making and keeping a doctor’s appointment? What happens when you check in at a doctor’s office?Week 11WTopics brought up by studentsBe able to identify the problem and search for solutions on municating with the local friends for language help is another way of learning authentic English.Students are working in group of three to give a presentation with the focus on one topic that they have problem with in their daily communication. They take the role of teacher and share their experience of learning English in a native or pedagogical way.Students should give comments and feedbacks to their peers’ presentation.Week 12WIndividual Presentation Draw students’ attention to the culture aspect of the language they learn and the daily issues they have. Be able to reflect their own culture and share it with students from other countries. On one specific topic of culture with the comparison between America and your home country.IV.Lesson PlansLesson Plan for Week 2 Topic: Eating in State College: before going out to eatLearning objectives: 1. Get familiar with the local restaurants and the foods they serve.2. Choose a suitable place for a specific event or date.3. Make reservations in restaurantMaterials and tools (For more details, please refer to the Appendix of Resources):1. Handout survey2. Visual depiction- posters (prepared by students)3. Setting cards4. YouTube video access: HYPERLINK "; . Information card6. Role-play card (reservation)Time Procedure Purpose 15minHandout survey (in pairs):1. Each student gets one piece of paper with the questions and information about their past experience of dining/ eating in a local restaurant. They take turns to ask their partner questions and fill the survey with the information answered by their partners.2. Conclude the most frequent problems they have in restaurant and the most exciting thing they have had. Share them in the class.Warming-up activity to make students recall their experience of eating in local restaurant. Identify the problems they have. By communicating with their partner and sharing the experience, they realize that they are not the only ones who have problems or questions. Thus, they will be willing to talk about the trouble they have and be activated to search for answers and helps.30minVisual depiction (prepared before this class): draw a picture of a dish that impresses you most.Introduce a dish/ food you once had in a local restaurant with the name of the dish, the type of the restaurant, the ingredients, taste and rating. (individually)Use visual aids to give students a direct and impressive image of the dish or food, that is, what it looks like and how it tastes. Students will have a better understanding of various foods of different types and styles.Vocabulary study.10minBreak10min20minTeam work (a group of 3): each group will be given a card telling them a specific setting/ date/ event, and they need to pick up several dishes that have been introduced in the former procedure to make a menu, and choose a restaurant that is most suitable for the event/ date.Give a presentation about your group’s decision (description of the event, the food and restaurant you choose, and why you make such choice.)This real-world task allows students to put what they learn in practice. The main purpose of knowing the dishes and restaurants well is to choose a proper place to eat. Students will have a chance to think about this in class.Practice of speaking in a communicative way.15min15minStudents are going to listen to a YouTube video about how to make reservation before going to the restaurant. Since the video has a subtitle, students are not going to watch it. But they will be given an information card to list all the information needed for reservation. For the second time, students are shown the video with subtitle and they can check their answers.Role-play: students are going to work in pairs. They will have a role-play card telling them whether it is waiter or customer. They can write down the information they need before they do role-play. They should pay attention to the appropriateness of speaking and make sure that they have clearly expressed/ understood the information.Listening comprehension.Listening for key information.Be able to know what information should be provided and how to express them clearly.5minAssignments and questionsWrite a short article about the comparison of one traditional food of your country for an important event and the one that Americans have on that date (Bring it to the next class and share it in a team).Lesson Plan for Week 3Topic: Eating in State College: When Eating in RestaurantsLearning objectives: 1. Learn words and idioms that are frequently used in restaurants.2. Make polite requests for services (order)3. Understand questions and come up with appropriate responsesMaterials and tools (For more details, please refer to the Appendix of Resources):1. Worksheet of vocabulary2. Worksheet of dialogue with the usage of modal verbs3. YouTube video access: HYPERLINK "; 4. Maze of jumble sentences 5. Worksheet of role-play: waiter and customersTime Procedure Purpose 15minReview: form groups of three students and share their short articles about the comparison between an American dish and a traditional dish of their country.Review the knowledge of American food talked about in the last class; Appreciate various cultures;Practice students’ written skills of writing comparison.15minLearn frequently used idioms in restaurants. Work in pairs and fill in the space with the expressions listed on the right side of the paper. Each pair takes turn to read their answers to the whole class and check the answers at the same time.For one thing, this practice can help them know more native and colloquial expressions that can be used in restaurants. For another thing, they will encounter less misunderstanding when they hear others use those expressions.Sentences are given, which makes it easier for students to guess the meaning of those idioms.15minUse modal verbs to order. Students are given a handout with a dialogue that takes place in a restaurant. Students should work in pairs and take the role of either the customer or the waiter. Ask students this question before they start reading:What do you find in this dialogue that makes the speakers sound polite?Give students an example of how to use modal verbs to make their requests more polite and appropriate. Rules of usage are clearly illustrated in the example, but teacher can give more explicit instructions if students have problems.15minShow students a YouTube video of ways to order. Students should be reminded of paying attention to the usage of modal verbs and the steps of ordering.For the first time, students won’t see the subtitle. They are required to take notes of the modal verbs they hear and the steps of ordering. Teacher and students are going to go over the subtitle together for the second time of the video. Also, students should pay attention to the questions of the waitress and how the customer responds to her.It is a listening practice of higher level of difficulty than the last procedure, but it draws students’ attention to the usage of modal verbs as well. It reinforces the understanding of how to order in a polite way and the steps of ordering in a real restaurant. 10minBreak 20minMaze of jumble sentences. Students should work in pair to find the final destination in the maze. It is a chart with six in column and six in row. Every square contains one sentence, and students should make up a dialogue with the correct order of the sentences to find the final destination.Students reorganize the sentences according to the correct sequence of speech. They should consider the questions of the waiter as well as the responses from the customer. Students will have fun and learn the appropriate responses to questions.20minRole-play: waiter and customers (speak with appropriate usage of words and intonation; use the idioms in activity one and the polite expression of request with modal verbs)Students review what they learn in this class and make up a dialogue on their own. It serves the purpose of communicative interaction, and it reinforces the understanding of the skills and knowledge they learn.10minAssignments and questions:1. Reflection paper: The problems they once encountered with and how would they deal with it after this class.2. Do an audio record of their dining experience in a local restaurants; do self-evaluation about how the interactions went on.Let students reflect how they will use what they learn in their real life and how this course is going to help them with communication.Listen to the authentic speech they had with the local waiters and waitresses, and identify the problems they have during their communication by themselves.Lesson Plan for Week 4Topic: Eating in State College: Culture WorkshopLearning objective:1. Make, accept or decline invitations.2. Table manners3. Financial issues: who pay for the bill? (The video of Friends and the video of YouTube- FIGHT over dinner bills)Materials and tools (For more details, please refer to the Appendix of Resources):1. Information card for making an invitation2. YouTube videos accesses: HYPERLINK "; HYPERLINK "; 3. YouTube videos accesses: Friends HYPERLINK "; Fight over dinner bills: HYPERLINK "; Time Procedure Purpose 10minReview: students are going to share their experience of dining in a local restaurant about the problems they have and the solutions they came up with. If they have questions, others can give their opinions or suggestions.Students are encouraged to use English in social life after class, which is an important step for successful language learning.5minAsk students if they have ever invited other out to dinner or lunch. How did they do that? Ask students if they have ever been invited out to dinner or lunch. How did they reply to that?Recalling past experiences can make students understand the meaning of this content, and how it will benefit their language learning and communication.10minBased on their past experience, ask students to work in groups and come up with a list of issues that need to be considered before you make an invitation as a host.Use an information card to list all the things needed to be considered.Make up a situation in which students need to handle a real world task. 15minGroup work: Role play1) survey: ask for the information you need (based on the information card)2) One student makes invitations, the other(s) accept or decline it with consideration of social appropriateness.Display the knowledge they have and practice language in a social conversation to see if it works well.20minTable manners: YouTube video (students discuss about the questions and problems they have to dine out in a restaurant; watch the video and pay attention to the issues mentioned; pause the video; ask for students comments and solutions for specific situations mentioned; go on with the video and check students’ answers)Language learning should be taught with regard to cultural aspect. Students should be aware of the social etiquettes which may be different from the ones in their own country. Students need to reflect their own experiences and see if their manners are proper or not. YouTube video is also a good material for students to practice listening comprehension.10minBreak 20minAsk students to work in group and design a role-play in which they need to show some behaviors that are not proper in restaurants. Other students in class need to point out the misbehaviors. It is fun for students to practice English and it also functions as an evaluation of how much the students understand the videos in the last procedure.20minWatch the YouTube video of Friends and Chinese way of paying for bill. Compare the culture behind that and recall what it is like in your country.Two interesting videos in which the actors and actresses exaggerate the cultural differences in real life. It will stimulate students’ memory of what their culture is like.10minAssignments and questions:Write a short article about the differences of table manners and the way to make/ accept/ decline an invitation between your country and America.One of the strengths that an ESL class of diversified cultures has is that it offers students chances to hear about the voices from different cultures. It keeps reminding students of their ethnic and social identity, but practices their English (L2 learning) at the same time. V.Appendix of ResourcesResource A. Need Assessment QuestionnaireName:__________________ Nationality: ___________________ Native Language:_____________Years of Learning English:__________________________The first time to live in America: Yes___ How long_____/ No____English Proficiency:HighMiddleLowSpeakingListeningWritingReadingWhat excites you about living in State College? ____________________________________________________________________What scares you about living in State College? ____________________________________________________________Are there specific topics you want to focus on in this course?_________________________________________________________________________What do you hope to learn from this course?_____________________________________________________________________________________Resource B: Lesson Plan for Week 2 Topic: Eating in State College: before going out to eat1. Handout surveySurvey of dining experiencesName of the restaurant____________ Category of the restaurant: American Dining__ Asian Dining__ Bakeries__ Cafes__ Chinese Dining__ Fast Food__ Italian Dining__ Japanese Dining__ Mexican Dining__ Pizza__ Streak Houses__ Takeout & Delivery__ others__People you eat with__________Foods/Dishes you had______________________________________________Most exciting thing________________________________________________Most problematic thing_____________________________________________2. Setting cards:Setting 1Eating out with your friends to celebrate the victory of your soccer ball team.5 people Setting 2Eat alone during the class break and have 15 minutes to eat.1 personSetting 3Dining out with your host family to express your thankfulness for their hosting.4 people Setting 4Have lunch with your professor to talk about your current study and problems you have.2 peopleSetting 5Dining out with an American family to celebrate the Christmas.6 people.3. YouTube videoHYPERLINK "; . Information cardInformation cardFor example,Time 9:00___________ ______________________ ______________________ ______________________ ______________________ ______________________ ___________5. Role-play card (reservation)WaiterInformation you heard:1.______________________2.______________________3.______________________4. _____________________5.______________________Add more if you need. CustomerInformation you said:1. _____________________2.______________________3.______________________4.______________________5.______________________Add more if you need.Resources C: Lesson Plan for Week 3Topic: Eating in State College: When Eating in Restaurants1. Worksheet of vocabulary2. Worksheet of dialogue with the usage of modal verbs (access: HYPERLINK " S1 Ordering food in a restaurant/19-29 S1 Ordering food in a restaurant _modal verbs 'would like' & 'can'.pdf" 'would%20like'%20&%20'can'.pdf) 3. YouTube video access: HYPERLINK "; 4. Worksheet of Maze of Jumble sentences.1234561Can we have a booth?No, thank you.By the way, could I have the bill now?Can I have iced tea with lemon, please?Sure, two iced tea with lemon. Take your time to order.Hello sir. Are you ready to order?2The food is cold and salty.Sure. Please take your time. Great. Please let me know if you need help.Can I bring you some drinks?Ok, this way, please.Well, not yet. What do you recommend?3Here is my visa card.Can we have an extra chair, please?Yes, thank you. The food is fantastic.May I have your name, please?Yes, it’s William Smith.I like the baked potato with hot sauce and the grilled salmon with lemon. By the way, today’s special is Smoked Pork Loin with braised cabbage and mustard sauce.4Thank you sir. Have a good night.That was delicious!Hello. I have reserved a table for two.Is everything fine?Yes, I’d like the Stuffed Croissant French Toast. That sounds good. I will have the pork loin, please.5We would like separate bills, please.I’m sorry but I asked for a table by the window.Could you pass me the salt, please?Do you take visa?Do you want some dessert?The same for me please. But can I have the hot sauce?6I’m afraid this is not our dish.I’d like the chips instead of mashed potatoes.No, please. It’s on me.Excuse me, but we have been waiting for over an hour. Is service included?Sure. Two Smoked Pork Loin with braised cabbage. One with mustard sauce and another with hot sauce. Answer: 1-45. Worksheet of role-play: waiter and customers： HYPERLINK "; Lesson Plan for Week 4Topic: Eating in State College: Culture Workshop1. Information card for making an invitationInformation Card of InvitationPeople you invite:Time:Place:________:_____________________________:_____________________________:______________________________:_____________________________:_____________________________:______________________2. YouTube videos accesses: HYPERLINK "; HYPERLINK "; How to signal to your waiter & other table etiquette tipsIf Someone has Food Stuck in Their Teeth: Dining Etiquette3. YouTube videos accesses: Friends HYPERLINK "; Fight over dinner bills: HYPERLINK "; over dinner bills ................
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