BOOK IMPRENTA.indd 1 13-01-11 11:22-young-people... · Digital Processing and Design ROBERTO GAMEZ Editing and Proof Reading MARTHA EPPERSON / MARY MOLONEY ... Iquique - 2010 BOOK

BOOK IMPRENTA.indd 1 13-01-11 11:22

HERE AND THERE YOUNG PEOPLE IN CHILE AND THE USAA VIDEO COURSE TO DEVELOP INTEGRATED LANGUAGE SKILLS AND CULTURAL KNOWLEDGE

AuthorsHERNAN PEREIRALUCIA RAMOSROGER GEE

Student AssistantsROMINA CASTILLOKARINA DIAZPAULINA PEÑACAMILLA CAROCACAROLINA CARRASCOCAMILA ALEGREJESUS ZULETAFLAVIO ZENTENO

Digital Processing and DesignROBERTO GAMEZ

Editing and Proof ReadingMARTHA EPPERSON / MARY MOLONEY

Video EditingSERGIO CHAVEZ / SERGIO PIZARRO

Soundtrack MAURICIO SANTANDER

Printed byEmelnor Impresores, Iquique, Chile.

Inscripción en el Registro de Propiedad Intelectual Nº 198926ISBN Nº 978-956-345-050-7

First edition: December, 2010

This book was published with fundsprovided by the Undergraduate Programs at

Universidad Arturo Prat and with the collaboration of Holy Family University.

This publication is protected by Copyright, and permission should be obtained from the authors prior to any prohibited reproduction, storage in a retrieval system, or transmision in any form or by any means, electronic, mechanical, photocopying, recording or likewise. To obtain permission(s) to use material from this work, please submit a written request to: [email protected]@unap.cl [email protected]


HERE AND THERE

Young people in Chile and the USAA video course to develop integrated language skills and cultural knowledge

ByHernán Pereira - Lucía Ramos - Roger Gee

Iquique - 2010


Introduction

This book is part of the Education Innovation Project at Universidad Arturo Prat. Its publication falls under Universidad Arturo Prat’s policies aimed at promoting new methodological strategies to enhance students’ learning experiences. It is also the fruitful result of a group of professors’ work who are highly committed to improving their own professional development. The aim was to produce effective teaching material to help undergraduate students as well as future and in-service teachers of English.

One of their main challenges was to develop a project which combines and integrates theory, multimedia, and multicultural topics that not only reflect but also help teach future generations of students in both Chile and the United States. In addition to this objective, professors Hernán Pereira, Lucía Ramos and Roger Gee, used their vast experience to select and later work with eight students from Universidad Arturo Prat. Earlier this year, four of these students travelled to the city of Philadelphia in the United States where they developed essential activities for the project during their time at Holy Family University. This experience was certainly a factor which aided in the success of Here and There, Young People in Chile and the USA. From a theoretical perspective, the book’s methodology reflects communicative instruction. While traditional foreign language components such as grammatical structures and vocabulary are included, linguistic skills are developed through meaningful tasks connected to the students’ real world. Thus, the learners are not only motivated solely by the lesson or topic presented but also through their needs, interests and own cultural background.

Each topic was prepared with video interviews and footage recorded both in Iquique and Philadelphia. One perceives a well planned parallel throughout the lessons which highlights the linguistic, cultural, and intercultural similiarities between Chile and the United States. These similarities may trigger meaningful discussions regarding the topics presented as well as the need for the use of English.

Because communicative language instruction, a new methodology for many authors, encourages others to learn from another person’s reality, it also creates opportunities for personal and professional development. Furthermore, when authentic and everyday English is emphasized, it also stimulates creative language production. As such, the tasks in this teaching material not only promote creative language production but also personal and professional development.


As D. Freeman (2007) once noted, a story is proposed and its aim is to establish a link between the text and the student’s reality. In this case, the students here connect their reality to the lesson through the use of video, photographs and text. Later, students can use the very same material to creatively express his/her own ideas. During this process, the teacher will also use the material to mediate and guide the students through their use of the language. Graves (2000) also states that in developing and producing teaching material, it is important to obtain balance through activities and exercises. The Communicative Language Instruction used and presented in this book meets such a need and definitely stimulates the use of English while emphasizing the use of integrated language skills.

Finally, Here and There, Young People in Chile and the USA represents a significant contribution to the teaching of English and the development of communicative skills in a globalized world that goes beyond its cultural and geographical boundaries.

María Verónica FríasDirector of the Undergraduate Program Division at UNAP


Acknowledgments

We would like to thank the following friends and colleagues for their constructive comments, invaluable collaboration and thoughtful advice:

María Verónica Frías, who as the Director of the Undergraduate Program Division at UNAP, awarded the funds from the 2009 Innovation Grant Contest.

Sister Francesca Onley, PhD, CSFN, who as President of Holy Family University graciously provided housing at HFU for one of the authors and four students where an essential part of this project was developed.

Dr. Lenard Soroka, EdD, who as Dean of the Education School at HFU, made arrangements and assisted us in a successful and fruitful stay.

Marta Herrera, who as Coordinator of the Innovation Program at UNAP, consistently helped facilitate the administration of the project.

Patrick Grugan, Jason Slowik, Chalise Saunders, Hudson Guillot, Cathiana Laguerre-Jospeh, Yi Cao, Tim O’Driscoll in Philadelphia who showed great generosity and patience while sharing part of their lives with us during the interviews.

Giorgio Bruna, Philip Maltry, María Francisca Castro, Samantha Nelson, Patricia Polanco in Chile who also showed great generosity and patience while sharing part of their lives with us during the interviews.

Martha Epperson, Mary Moloney, Rosa Retamales, and Raquel Silva, who rigorously reviewed the draft and suggested some necessary corrections.

Sergio Chávez and Sergio Pizarro, who helped us transform the video footage and interviews into a professionally edited video course.

Roberto Gámez, a talented designer who helped us turn our ideas and photographs into a textbook for young students.

Mauricio Santander, a generous and experienced composer who created the soundtrack for the video course.


About the Authors

Hernán Pereira Palomo (M. Ed.) is the Head of the English Teaching Program at Universidad Arturo Prat, Iquique, Chile, where he currently teaches English, American and English Literature and Instructional Media. His research interests are related to Educational Technology and Audiovisual Materials in EFL Teaching, and he has authored several books on photography, language teaching and American culture.

Lucía Ramos Leiva currently teaches English, Linguistics and Methods in the English Teaching Program at Universidad Arturo Prat in Iquique, Chile. She holds a Post-Graduate degree in Applied Linguistics and an MA in Education from Universidad de Tarapacá. She is the former Head of the English Teaching Program (2007-2009) and has worked in both the accreditation process for the program and the university. She was the Head of the English Department at Lirima School (1990-1999). Her research interests are related to applied linguistics and English teaching material design.

Roger W. Gee, PhD, is an Associate Professor at Holy Family University in Philadelphia, Pennsylvania (USA), where he is the Director of the Master of Education in TESOL and Literacy Program. His research interests include language proficiency, reading rate, and reading comprehension. He has spoken at conferences in North and South America, Europe, and Asia. He has published in regional and international TESOL publications.


A Note for the Teacher This book is the result of an innovative project where students of Universidad Arturo Prat (UNAP) learned the theoretical and technical background in order to produce a textbook and video course focusing on the young people of Chilean and American cultures. The UNAP students were assisted by the three authors who also designed the teaching material. The goal of the tasks and activities is to develop both integrated language skills and cultural knowledge about the two countries.

The project included the following stages:- A workshop to train the students in the use of video and digital cameras.- A training course where students became acquainted with the methods and techniques to transform the video footage into

activities to teach English.- Fieldwork both in Iquique (Chile) and Philadelphia (USA) to record interviews of young people involved in sports, arts, high

school or college studies, and community programs.- Video editing in a professional studio.

The textbook is intended to help students learn English through the learners’ own culture as well as the target culture, thereby making English more accessible. As Díaz-Rico explains “{It} permits the students to draw on their own cultural knowledge as they make sense of English.” (Díaz-Rico, 2008, p. 286) An important feature of the text is that it includes authentic spoken language by both young people in Chile and in the United States. The language of the English language learners in Chile is available for students to analyze for errors, while the language of the young people in the United States offers model of naturally produced language for study.

The video course suggests guidelines to integrate language skills and develop cultural knowlewdge. Who better than the teacher to know that the level of the students varies from course to course or from school to school. This may depend on the previous exposure to the language they have had or number of hours a week for the English class. Please, consider all modifications and changes you think necessary to make your teaching more effective and meaningful.

Testing should be approached as a task to be developed at the end of each unit. However, those teachers who like a more traditional type of evaluation may rely on traditional items types such as asking and answering questions; true-false statements; multiple choice; and vocabulary identification, among others. However, there is always room for informal and formative assessments that can and should be incorporated into every lesson.

We hope Here and There, Young People in Chile and the USA, will help both students and teachers make English learning more effective and enjoyable, as well as promote cultural understanding and tolerance through the activities designed for its use.


Contents

Introduction .................................................................................................................................................................................................................. 4

Acknowledgments ...................................................................................................................................................................................................... 6

About the authors ....................................................................................................................................................................................................... 7

A note for the teacher ................................................................................................................................................................................................ 8

Contents ......................................................................................................................................................................................................................... 9

Samantha Nelson It’s exciting when some waves come .................................................................................................................................. 10

Giorgio Bruna Fly and catch the ball ..................................................................................................................................................................... 14

María Francisca Castro The benefits of helping people overcome poverty ................................................................................................ 18

Philip Maltry A paraglider who feels safer in the air ......................................................................................................................................... 22

Patricia Polanco Night owl and early bird ............................................................................................................................................................ 26

Chalise Saunders, Hudson Guillot, Cathiana Laguerre-JosephA great motivation to succeed in life ....................................................................................................................................................................... 30

Yi Cao As long as you can communicate everything goes well ...................................................................................................................... 34

Jason Slowik A window into the lives of many people ..................................................................................................................................... 38

Tim O’Driscoll To my knowledge, it’s only played in Philadelphia ............................................................................................................... 42

Patrick Grugan Touching people from all walks of life ...................................................................................................................................... 46

Video transcripts .......................................................................................................................................................................................................... 50




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2. You will have to sit in groups for this task. The teacher will give you envelopes with words. These words were used by Samantha in her interview and some others are related to the topic. You will have to explain the meaning of these words to the other groups and they have to guess what the word is. The group that guesses more words will win the game. The teacher will time you, you will have just one minute to give a good definition without saying the word, of course, and you can not use synonyms.

For the teacher: Type a list of words from the text and add other words and expressions related to the topic, words you know the students know. Put at least four words inside an envelope and hand out the envelopes to the groups. Give the students time to decide who is going to explain the word or the expression. Give the winners a prize.

3. Here are some parts of the text you listened while you were watching the video. In groups try to put in order the sentences in the paragraphs and then number the paragraphs as it corresponds. If you need help, ask the teacher to play the video again.

the surfing boards and all that well, we start… when we go to the tent you have to… if you don’t have your wetsuit on, you have to put it on. And then you stretch all your muscles. And sometimes on the sand, you practice getting up so it’s… It’s about an hour or so. It starts at 10 in the morning and it finishes at 12. And then from 12 to 2. And then you go for a jog, you kinda know what to do before you go in. And then you go and choose the boards…. And then you get in to the water. Because sometimes you sta… you kinda stand up but you lose your balance and you fall. It’s… I don’t know how to explain it actually. When you stand up and you’re actually going it’s like. And… it’s exciting when some big waves come. And it’s kind of extreme, I don’t know. The feeling that you get when you stand up on the board it’s quite amazing “Oh my God! I did it! I actually stood up.”“ But, they do that here?” My mom told me to go to surfing lessons. She said: “Do you want some surfing lessons?” and I said: But I went and at first I didn’t like it because I couldn’t actually stand on the surfing board

but “No, you... you like the sea, you like the ocean. When you stand up you’ll like it.” After a month or so I did it. I could stand up and I liked it. I really liked it. But at first I said: “Mom, don’t do it anymore, don’t pay for it ‘cause I don’t like it” and she said: And she was right. ‘cause I don’t actually know that.’

Project work

1. In groups of four (depending on the amount of students in the class) choose one water sport that you like or that you would like to practice one day. Prepare a presentation that covers the following information:

a. Name of the sport.b. Personality traits a person should have to practice this sport.c. Physical characteristics a person should have to practice that

sport.d. The type of training a person should follow to practice this sport.e. The type of diet a person should follow to have the strength to

practice this sport.f. The appropriate age to practice this sport.g. The type of equipment needed to practice this sport. h. The best places for this sport to be practiced.i. The amount of time you need to be good at this sport.

In order to have correct information you can ask the Science and PE teachers to help you. You can also contact a nutritionist. Do not get all the information from internet, try to look for those teachers in the school that know about these topics.Prepare a power point presentation, illustrate it with nice pictures and present it to the rest of the class.

2. It is worldwide known that practicing sports prevents us from developing a variety of diseases such as stress, that is one of the most common diseases of the 21st century. However, people


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usually do not have time to practice sports because they have to work a lot or they have to study and work at the same time and these activities consume our time and energy.

In groups design a survey to know and dignose the lifestyle of your classmates or school mates. You can also do this with people that you know or ask people in your neighbourhood.

Decide who you are going to apply this survey to and the number of people you will need. Then write a short composition about the information you collected and draw your conclusions and make some recommendations. Type your work, hand it in, and share the results with the rest of the class.



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PRE-LISTENING ACTIVITIES

1. Answer the following questions orally. a. Do you know what sport is related to the World Cup?b. Do you remember when the last World Cup took place?c. How often does this championship take place?d. What countries participated?e. Did Chile have a leading role?f. What country won the World Cup?g. Do you know who were the first ones to play this sport? Where? 2. Take a look at these pictures. Who are the players in these pictures? Where are they from? What position do they play?

Complete the chart

NAME NATIONALITY POSITION SOCCER TEAM

1______________________________________________________

2______________________________________________________

3______________________________________________________

4______________________________________________________

5______________________________________________________

6______________________________________________________

7______________________________________________________

Pick out your favorite soccer player and write the most important facts about his life.

My favorite soccer player is…….

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 2 3

4 5 6

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BOOK IMPRENTA.indd 1 13-01-11 11:22-young-people... · Digital Processing and Design ROBERTO GAMEZ Editing and Proof Reading MARTHA EPPERSON / MARY MOLONEY ... Iquique - 2010 BOOK