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8/10/2019 Course Design: English Course for Waitrons
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UNIVERSIDAD DE LOS LAGOSHumanities and Arts DepartmentEnglish Teaching and Translation rogramme
Table of Contents
Students! "ois#s A$ %ittner"anuel A$ "olina
Instructor! ro&$ AliciaGuarda
'ourse! 'ourse Design
th
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Page
1. Introduction 3 - 4
2. Target Group 4
3. Identication of Learners eeds 4
4. Course Goals ! "b#ecti$es
-$. Goal . %
-$( Goal ( %
-$($. S/ills &
-$0 Goal 0 '
%. Teac(ing )pproac(es
)$. 'ompetenc12%ased Approach *
)$( 3hole Language Approach +
&. Content ! "rganisation
4$. Num5er o& hours 6 classes 6 7ee/s 1,
4$( 3ee/l1 lan 11 - 1'
'. udget 1*
*. esources 1*
+. ibliograp(/ 1+
1,. )ppendi0es 2, - 3,
1. IT"CTI"
2
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The aim o& the &ollo7ing pro8ect is to o9er an English course &or
7aitrons so the1 can impro:e one o& the essential s/ills o& the
interacti:e aspect o& the English language; the speaing sill; 7hich
tends to 5e the least de:eloped in 'hile according to 7hat 7e ha:e
measured$
The idea o& designing this course originated in the &all term o&
1ear (++,; 7hen our classmates and us 7ere assigned di9erent
target groups all
o& them supposed to ma/e use o& the English language in their
7or/places$ Our target group 7as ?3aitrons@ $ 3e chose 4 di9erent restaurants and tea shops
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multimedia technolog1; so as to &a:our the de:elopment their
spea/ing s/ill$
No7; it is important to ma/e clear that 7hen o9er this course
7e not onl1 &ocus on the linguistic aspects o& English; 5ut also on the
sociocultural and social2a9ecti:e aspects o& learning a language$
2. T)GT G"P
A 7aitron is one 7ho 7or/s at a restaurant
or a 5ar waitingatcustomers F suppl1ing them 7ith &ood and drin/
as reCuested$
3aitrons duties include preparing ta5les &or a meal; ta/ing
customers orders; ser:ing drin/s and &ood; and cleaning up 5e&ore;
a&ter and during ser:ings in a restaurant$
3. L)5 5
3aitrons &rom di9erent restaurants and tea shops in Osorno
7hen consulted through a sur:e1 Cuestionnaire on their use o& EL;
declared their lac/ o& procienc1 in communicating 7ith &oreign
customers$
The1 stated the importance o& the English language to interact
7ith &oreign patrons to ma/e themsel:es understood and :ice :ersa;
so as to impro:e their ser:ice$
4
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Anal1sing these peoples ans7ers; 7e identied that the1 sho7
linguistic; cultural; and socio-afectiveneeds$
4. C"5 G")L5
Goal 16To de:elop sociolinguistic and sociocultural s/ills related to
ser:ing customers at restaurants$
O58ecti:es!
To ma/e use o& the right register 7hile
dealing 7ith people$
To understand cultural di9erences in social interaction
$
To ma/e use o& appropriate spo/en and 7ritten &ormulaic
phrases &or certain situations$
Goal 26To de:elop a positi:e and condent attitude to7ards onesel&
as a learner; the target language and culture; and &oster cooperati:e
learning among 7aitsta9$
O58ecti:es!
To de:elop a positi:e and condent attitude to7ards onesel& as
a learner$
To ta/e ris/s and to learn &rom ones mista/es$
To de:elop a positi:e attitude to7ards the target language and
culture$ To interact 7ith other 7or/mates$
5
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SBILLS
5tress ToleranceF Learning a language reCuires accepting criticism
and dealing calml1 and e9ecti:el1 7ith high stress situations$
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Goal 36To interact condentl1 and success&ull1; at a sur:i:al le:el;
7ith nati:e spea/ers o& English$
O58ecti:es!
Greet guests$
Escort customers to their ta5les$
Seat guests$ resent menus to patrons and ans7er Cuestions a5out menu
items; ma/ing recommendations upon reCuest$
Assist 7ith the order$
In&orm customers o& dail1 specials$
Eplain ho7 :arious menu items are prepared; descri5ing
ingredients; coo/ing methods; etc$
Ta/e orders &rom patrons &or &ood or 5e:erages; 7riting their
orders on order slips or memorising them$
Deli:er the order to /itchen$
Ser:e the guests$
'hec/ 7ith customers to ensure that the1 are en8o1ing their
meals and ta/e action to correct an1 pro5lems$
Stoc/ ser:ice areas 7ith supplies such as co9ee; &ood;
ta5le7are; and linens$
repare 5ills that itemise and total meal costs and sales taes$
resent the 5ill $
'ollect pa1ments &rom customers$
Assist lea:ing guests$
7
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%. T)C7IG )PP")C75
Co8petenc/-ased )pproac(6
A 'ompetence25ased approach species what the learners will
be able to do with the English language they have learnt.
JCompetencies should be identied rom the real-world tasks
the students will do beyond the classroom. In other words, the real-
world tasks should be analysed into components or units o unctional
competencies. hen as competencies are unobservable,
competencies should be specied in terms o perormance or
behaviour. !nce observable perormance or behaviour is identied,
assessment is easily done. In other words, it is measurable.
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improvement and will be re$ected in the new planning.
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3hole Language Approach 'ogniti:e s1cholog1 and
Sociolinguistics$
&. C"TT ! "G)I5)TI"
&.1 u8ber of (ours : classes : ;ees
Num5er o& hours! 0 hours a 7ee/
2 Total 'ourse Time! -K hours
Num5er o& classes! ( classes a 7ee/
Num5er o& 7ee/s! .4 7ee/s
10
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&.2 9eel/ Plan
"onth .IT 1CTI?5 To de:elop the oral production5@ILL5 Reading and 7riting Listening and spea/ingACTI"5 Greeting people5T)TGI5 "etacogniti:e CTI?5 To de:elop the oral production5@ILL5 Reading and listeningACTI"5 Tal/ing a5out onesel& and others5T)TGI5 "etacogniti:e
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?"C)L)
The &amil1 Opposite ad8ecti:es ood and drin/
)5555BT
Role pla1s ; 7ritten eercises
B)TI)L5 lash2cards; posters; tapes; :ideos; realia
"onth .IT 3CTI?5 To de:elop their oral production5@ILL5 Reading Listening Q Spea/ingACTI"5 Descri5ing peoples 8o5s5T)TGI5 "etacogniti:e 'ogniti:e
Social6A9ecti:e
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The time $)5555BT
Role pla1s ; 7ritten eercises
B)TI)L5 lash2cards; posters; tapes; :ideos; realia
"onth (IT %CTI?5 To de:elop the oral production5@ILL5 Spea/ing Listenig ReadingACTI"5 Gi:ing directions5T)TGI5 "etacogniti:e
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G)BB) 'an6cant3as67ere'ould
?"C)L)
'ountries and languages Ver5s
)5555BT
Role pla1s ; 7ritten eercises
B)TI)L5 lash2cards; posters; tapes; :ideos; realia
"onth (
IT 'CTI?5 To de:elop the oral production5@ILL5 Spea/ing ReadingACTI"5 Tal/ing a5out special occasions5T)TGI5 "etacogniti:e 'ogniti:e
Social6A9ecti:e
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3as 5orn ronunciation
?"C)L)
Ver5s Dates
)5555B
T
Role pla1s ; 7ritten eercises
B)TI)L5 lash2cards; posters; tapes; :ideos; realia
"onth 0IT +CTI?5 To de:elop the oral production5@ILL5 Listening and Spea/ing ReadingACTI"5 Tal/ing a5out li/es and disli/es5T)TGI5 "etacogniti:e 'ogniti:e
15
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Social6A9ecti:e CTI?5 To de:elop the oral production5@ILL5 Reading and Spea/ingACTI"5 redicting in&ormation5T)TGI5 "etacogniti:e
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clarication; 'ooperation; Sel&2Tal/>G)BB) uture plans! going to$$$?"C)L)
Ver5s The 7eather redictions 'ogniti:e
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Representation> Social6A9ecti:e
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rinted material!
2 Handouts
2 lash2cards
2 osters
+. ILI"G)P7
2 El2Boum1; A5del Salam A$ (+++$ Efects o /kills-ased 0ersus )hole
anguage #pproach on the Comprehension o E /tudents with ow
1 %igh istening #bility evels$ Sue 'anal Uni:ersit1; Eg1pt$ ED --
4,+$
2 El2Boum1; A5del Salam A$ (++($ eaching and earning English as a
oreign anguage+ # Comprehensive #pproach$ Sue 'anal
Uni:ersit1; Eg1pt$
- English ile /tudent(s ook 2$ (+++$ O&ord Uni:ersit1 ress$ London$
2 "u5ara/; A5dul Badir$ (++.$ Competence-ased #pproach 3C#4$
Uni:ersit1 Tadula/o; $ 6 A:aila5le on!
- 5ew %eadway /tudent(s ook 6arts # 1 $ (++-$ O&ord Uni:ersit1
ress; London$
2 Leington Interacti:e Ltd$ (++)$ A Role in the Sho7 3aista9 "anual
6 A:aila5le on! http!66online$onetcenter$org6lin/6custom60)20+0.$++
19
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2 Occupational In&ormation Net7or/$ (++-$ Summar1 Report &or 3aiters
and 3aitresses 6 A:aila5le on!
http!66online$onetcenter$org6lin/6summar160)20+0.$++
1,. )PPID5
20
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SURVEY QUESTIONNAIRE
Survey questionnaire of the views of waiters/waitresses in Osorno on the use ofEFL
I ! "A#$%ROUN&
' ! (ow )any )onths have you *een wor+in, here-
(Please tick ( / ) the appropriate box)
0!4 5!8 9!12 "ore tha# 12
.! (ow )any hours a wee+ o you wor+-(Please tick ( / ) the appropriate box)
0!10 11!20 21!30 31!40
0! (ave you ha the 1han1e to ,o on a 2an,ua,e trainin, or any other +in-(Please circle the appropriate a#s$er)
%&' /
a) *+ ,o-r a#s$er to (3) $as %&'. $hat i ,o- lear# +ro" it o$ o ,o- -se it eer,a,
b) *+ ,o- a#s$er to (3) $as . $hat $o-l ,o- like to trai# ,o-rsel+ o#
21
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II ! #ONTE3T
4! (ow often o forei,ners 1o)e to eat here-(Please tick ( / ) the appropriate box)
er, o+te# 'o"eti"es arl, eer eer
5! 6hat7s the 2an,ua,e they use the )ost-(Please tick ( / ) the appropriate box)
'pa#ish lish er"a# ther (please speci+,)
8! (ave you fa1e any 1o))uni1ative 9ro*2e)s with the)-(Please tick ( / ) the appropriate box)
%&' /
a) *+ ,o-r a#s$er to (6) $as %&'. ho$ i ,o- cope $ith it
In questions :!; ti1+ < / =the 1o2u)n with the heain, that *est su))arises yourrea1tion to ea1h state)ent
QUESTION Stron,2ya,ree
A,ree Notsure
&isa,ree Stron,2yisa,ree
:!o speak a#other la#-ae"axi"ises ", possibilities toassist +orei# c-sto"ers
>! *+ $aiters/$aitresses areta-ht specialise la#-ae i#lish. this $ill hae a er,
be#e+icial e++ect o# their laterper+or"a#ce at $ork
;!* sho-l like to +i# o-t ho$
best to lear# lish a# appl,this k#o$lee i# eer,a,sit-atio#s
'?! #onsier the va2ue of these 1o)9onents of a su11essfu2 waiter/waitress Ran+the) in orer of 9ersona2 i)9ortan1e fro) ' to :
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Other:
III ! VO#A"ULARY
In questions ''!'> 1ir12e the 1orre1t )eanin, for ea1h 9hrase
''! %oo evenin,a) :-e#os ;as