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

    http://online.onetcenter.org/link/custom/35-3031.00http://online.onetcenter.org/link/custom/35-3031.00
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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

    http://online.onetcenter.org/link/summary/35-3031.00http://online.onetcenter.org/link/summary/35-3031.00
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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