COMMUNICATIVA ORAL ABILITIES

2 PRELIMINARES

Esta publicación se terminó de imprimir durante el mes de diciembre de 2011. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 965 ejemplares.

COLEGIO DE BACHILLERES DEL ESTADO DE SONORA

Director General Mtro. Julio Alfonso Martínez Romero Director Académico Ing. Arturo Sandoval Mariscal Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya COMMUNICATIVE ORAL ABILITIES Módulo de Aprendizaje. Copyright ©, 2011 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Primera edición 2011. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280

COMISIÓN ELABORADORA: Elaborador: Jesús Moisés Galaz Duarte Revisión Disciplinaria: Edna Elinora Soto Gracia Corrección de Estilo: Viridiana Vidal Trasviña Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica:

Luz María Grijalva Díaz Diseño: Joaquín Rivas Samaniego Edición:

Cynthia Deyanira Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Ing. Arturo Sandoval Mariscal

3 PRELIMINARES

Ubicación Curricular

HORAS SEMANALES:

03

CRÉDITOS:

06

DATOS DEL ALUMNO

Nombre: _______________________________________________________________

Plantel: __________________________________________________________________

Grupo: _________________ Turno: _____________ Teléfono:___________________

E-mail: _________________________________________________________________

Domicilio: ______________________________________________________________

_______________________________________________________________________

COMPONENTE:

FORMACIÓN PARA EL TRABAJO

CAPACITACIÓN PARA EL

TRABAJO: IDIOMAS (INGLES)

4 PRELIMINARES

5 PRELIMINARES

Presentación ......................................................................................................................................................... 7 Mapa de asignatura .............................................................................................................................................. 8 BLOCK 1: IMPORTANCE OF IMPROVING ORAL COMMUNICATION .................................................. 9 Didactic Sequence 1: The purpose of speaking and communication ..............................................................10 • Start up activity ............................................................................................................................................10 • Development activities ................................................................................................................................12 • Closing activity ............................................................................................................................................18 Didactic Sequence 2: Tips for effective communication in English ...................................................................20 • Start up activity ............................................................................................................................................20 • Development activities ................................................................................................................................21 • Closing activity ............................................................................................................................................29 Didactic Sequence 2: Intercultural communication ...........................................................................................32 • Start up activity ............................................................................................................................................32 • Development activities ................................................................................................................................37 • Closing activity ............................................................................................................................................46 BLOCK 2: PURPOSE AND TONE ......................................................................................................... 53 Didactic Sequence 1: Using correct intonation ..................................................................................................54 • Start up activity ............................................................................................................................................54 • Development activities ................................................................................................................................56 • Closing activity ............................................................................................................................................61 Didactic Sequence 2: Linking, idioms and slang in American English .............................................................63 • Start up activity ............................................................................................................................................63 • Development activities ................................................................................................................................64 • Closing activity ............................................................................................................................................76 BLOCK 3: ENGLISH PRODUCTION AND PRACTICE ......................................................................... 79 Didactic Sequence 1: Spoken accomplishments “Job-related” .......................................................................80 • Start up activity ............................................................................................................................................80 • Development activities ................................................................................................................................82 • Closing activity ............................................................................................................................................91 Didactic Sequence 2: Spoken accomplishments “Social, daily life” .................................................................94 • Start up activity ............................................................................................................................................94 • Development activities ................................................................................................................................96 • Closing activity ..........................................................................................................................................106 Bibliography ......................................................................................................................................................110

Content

6 PRELIMINARES

7 PRELIMINARES

“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.

El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un mismo propósito en un determinado contexto.

El presente Módulo de Aprendizaje de la asignatura Communicative Oral Abilities, es una herramienta de suma importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional.

El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios local, nacional e internacional; el módulo se encuentra organizado a través de Blocks de aprendizaje y secuencias didácticas. Una Didactic Sequence es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea significativo.

Posteriormente se encuentra el momento de cierre de la Didactic Sequence , donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo.

En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma individual, binas o equipos.

Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de campo, etc.

La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo.

Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje.

Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo.

Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos.

Presentación

8 PRELIMINARES

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BLOCK 1:

Importance of improving oral communication.

DIDACTIC SEQUENCE 1

The purpose of speaking and communication.

DIDACTIC SEQUENCE 2

Tips for effective communication in english.

DIDACTIC SEQUENCE 3 Intercultural communication.

BLOCK 2:

Purpuse and tone.

DIDACTIC SEQUENCE 1

Using correct intonation.

DIDACTIC SEQUENCE 2 Linking, idioms and slang in

american english.

BLOCK 3:

English production and practice.

DIDACTIC SEQUENCE 1 Spoken accomplishments "job-

related".

DIDACTIC SEQUENCE 2 Spoken accomplishments

"social, daily life".

Time assigned: 15 hrs.

Importance of Improving Oral Communication.

Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Unidad de competencia: Observa y muestra el modo de comunicarse de forma oral en Ingles, con mayor eficacia, cubriendo aspectos

como la comunicación efectiva relacionándola a diversas culturas de manera formal e informal.

Atributos a desarrollar en el bloque: Durante el presente bloque se busca desarrollar los siguientes atributos de las competencias genéricas: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se

encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos

locales, nacional e internacional.

10 IMPORTANCE OF IMPROVING ORAL COMMUNICATION

Didactic Sequence 1. The purpose of speaking and communication.

Startup Activity

1. In teams of three, brainstorm ideas for a definition of communication. 2. Complete the following K W L chart with your ideas about what “Communication” is. 3. The last list will be finished at the end of the Sequence.

Activity: 1

11 BLOCK 1

Rubric

Categories 1 2 3 4 5

Level of Engagement in Discussion

The student actively participates in the discussion offering constructive input.

Behavior and Listening Skills The student listens thoughtfully to what others have to say.

Preparedness

The student answers questions or responds to statements made by the teacher or the group.

The student asks appropriate and thoughtful questions pertaining to the discussion.

The student uses appropriate vocabulary during the discussion.

Evaluation

Activity: 1 Product: KWL chart and flipchart. Score:

knowledge

Conceptual Procedimental Attitudinal

Remembers and recognizes by discussing in class a definition of communication.

Selects and transfers in the product the differences and the importance of communication.

Integrates previous knowledge while identifying.

Co evaluation C MC NYC

Rating given by the teacher.

4. Create a group discussion. 5. Present and explain the discussion’s results to the class on a flip chart. 6. Evaluate one team assigned by your teacher.

Activity: 1 (continuation)


Development Activities

1. In teams of three read the information presented.

2. Discuss the information and answer the question.

Why is well spoken English an advantage? In your own words why do you think speaking well English is important? Which of the categories from the outline is more important and why? Present the team’s conclusions.

Activity: 2

Imp

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English is the second most widely spoken language in the world

(after Mandarin Chinese). It’s an official language in 53

countries. In many countries, it’s a second language. Well-

spoken English is more than an advantage it’s a cultural

necessity.

Basic Needs

Whether you’re shopping or asking directions, you need to communicate with others. With a billion speakers globally, English is the language that gives you the best chance of getting a response, wherever you are.

Safety

Migrant workers in the United States have to pass an English-language test on safety. In an emergency, there’s no time to consult a dictionary. Such phrases as "emergency exit" must be instantly understood.

Etiquette

A badly chosen word can be a serious social blunder or indiscretion . It’s possible to be insulting without realizing it, if you don’t understand common usage.

Career

Anyone who works in a field that involves international communication needs a good English résumé. Moreover, English is the universal language of business and science.

Travel Whether you’re traveling for business or pleasure, you don’t want to feel isolated. Nearly every world city and international airport has signs in English.

13 BLOCK 1

Evaluation

Activity: 2 Product: Flipchart with conclusions. Score:

knowledge


Clarifies, understands and interprets information based on the reading and deeds presented in the activity.

Discusses, classifies and relates the reading in the group’s product, creating a conclusion.

Shows openness for group and teacher’s feedback and integrates organized group work to the activity.

Co evaluation C MC NYC Rating given by the

teacher

1. Brainstorm the different ways of communicating in English. 2. List all the written, verbal and non-verbal communications the team can encounter in

daily living while using the language. 3. Use the schedule to enumerate examples of verbal and non-verbal communication. Each member

of the team can come across in daily life situations while using the language. (Mainly English).

4. Present a flipchart with your team’s schedule and conclusions. Write on it some key words for your

presentation.



1. Pay close attention to the short film clips your teacher will be presenting in class;

focus on the identification and discussion of verbal and non-verbal communication such as gesture, facial expression eye contact, posture etc.

After watching the videos, in teams of three:

a. Offer your overall impression of the short films and summarize the arrangement of the films.

b. How did the actors represent key character roles?

c. Did they fulfill your expectations taking into account that you were to focus on the identification and discussion of verbal and non-verbal communication such as gesture, facial expression eye contact, posture etc.?

d. Briefly comment how well the films represent the types of communications addressed in the exercise. e. What three or four sequences are most important in the films? f. Why? g. Is sound used in any vivid way either to enhance the communication process? (I.e. Enhance drama,

heighten tension, disorient the viewer, etc.) h. How does this short film relate to the issues and questions evoked by the topic? i. Does the short film present a clear point-of-view on the topic? j. How? k. Are there any aspects of the theme which are left ambiguous at the end? l. Why?

2. Make a video report following the following steps:

a. Use the questions answered and practice talking about the short videos; for one minute in an interview format (give your own responses).

b. At the end of the video, each team includes a conclusion with their review.

Activity: 3

15 BLOCK 1

c. After the reviews have been recorded and checked by the class and the teacher; the videos

can be uploaded to “YouTube” or “Google Video”. They can then be watched by all the students in another lesson. The videos can also be watched by other students around the world!

d. If your school or class has a website, perhaps you can upload the best productions there so that other students can listen to the reviews too.



Rubric for videos

Activity Exemplary Proficient Partially Proficient Incomplete

Content/ Organization.

The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to the understanding of the project’s main idea. Events and messages are presented in a logical order. Includes properly cited sources.

Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project’s main idea. Details are logical and persuasive information is effectively used. The content includes a clear point of view with a progression of ideas and supporting information. Includes properly cited sources.

The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea. Includes few citations and few facts.

Content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic are articulated. Information is incorrect, out of date, or incomplete. No citations included.

Quality.

Video was completed and had all required elements. The video was well edited and moves smoothly from scene to scene with proper use of transitions. Audio and other enhancements were well used.

Video was completed and contained all required items. Editing was not done as well as it should have been. Some poor shots remain. Movie is still somewhat choppy. Audio and other enhancements were utilized, but not for maximum effect.

Video was made, but had very little if any editing. Many poor shots remain. Video was very fragmented and choppy with little to no audio reinforcement.

There was no video, or tape was totally unedited with no transitions or audio support of any kind.

Teamwork.

Student met and had discussions regularly. All students on the team contributed to the discussion and were part of the project. Team members showed respect with each other.

Students met and had discussions. Most of the students on the team contributed to the discussion and were part of the project. Team members mostly showed respect with each other.

Only a couple of team meetings were held. Most of the students on the team contributed at some level, but a majority of the work was done by one or two.

Meetings were not held and/or some of the team members did not contribute at all to the project. Low levels of respect were evident within the team.

Evaluation

Activity: 3 Product: Video. Score:

Knowledge


Analyses and recognizes in the videos presented verbal and non-verbal communication.

Develops and describes knowledge using own conclusions of a video and combines ideas in a product.

Appreciates team work and shows openness to feedback provided by the teacher and classmates.


Rating given by the teacher

17 BLOCK 1

Role Play Rubric Student:

Criteria 4 Excellent 3 Proficient 2 Adequate 1 Limited

Participation in Preparation and Presentation.

Always willing and focused during group work and presentation.

Usually willing and focused during group work and presentation.

Sometimes willing and focused during group work and presentation.

Rarely willing and focused during group work and presentation.

Presentation of Character.

Convincing communication of character’s feelings, situation and motives.

Competent communication of character’s feelings, situations and motives.

Adequate communication of character’s feelings, situation and motives.

Limited communication of character’s feelings, situation and motives.

Achievement of Purpose.

Purpose is clearly established and effectively sustained.

Purpose is clearly established and generally sustained.

Purpose is established but may not be sustained.

Purpose is vaguely established and may not be sustained.

Use of Non-Verbal Cues (voice, gestures, eye contact, props, costumes).

Impressive varieties of non-verbal cues are used in an exemplary way.

Good varieties of non-verbal cues are used in a competent way.

Satisfactory variety of non-verbal cues used in an acceptable way.

Limited variety of non-verbal cues are used in a developing way.

Imagination and Creativity.

Choices demonstrate insight and powerfully enhance role play.

Choices demonstrate thoughtfulness and completely enhance role play.

Choices demonstrate awareness and developing acceptably enhance role play.

Choices demonstrate little awareness and do little to enhance role play.

Evaluation

Activity: 4 Product: Role play. Score:

Knowledge


Remembers and recognizes information and ideas. Identifies verbal and non-verbal communication forms though role plays prepared by them.

Practices and implements verbal and non-verbal communication and ideas presented in a role play.

Collaborates and appreciates team work and shows openness to feedback.



1. Gather in teams of three or four. 2. Create role plays (one or two) using various forms of verbal and non-verbal

communication. 3. Exaggeration is important to be aware of communication so whatever slight element is

being expressed, to bring attention to it; have the protagonists exaggerated the movement or voice element.

4. Analyze the factors which contribute to effective and ineffective communication process. 5. At the end of the role play, one of the members presents the team analysis. 6. Finally use the rubric bellow to evaluate the activity.

Activity: 4


Closing Activity

Class 1

1. Create 5 teams with the help of your teacher 2. The task of the team is to create a song (in English) based on what you have learned

about communication and the importance of speaking well in English. 3. Identify and describe 5 important facts you feel others need to know about the topic, explain and

show them in your song. Use the rubric as your guide. 4. The type of songs presented will be:

i. Team 1 Rock. ii. Team 2 Rap. iii. Team 3 Ranchero (Mexican folk). iv. Team 4 Ballad. v. Team 5 Cumbia (South American folk music).

Class 2

5. Each team presents the lyric from the song. 6. Each team (all members) sings the song to the class. 7. The whole group evaluates the activity giving feedback for each song presented.

Activity: 5

19 BLOCK 1

Song Rubric

Category Excellent Proficient Limited Inadequate

Content Accuracy

The song is supported by creative details. The song/poem shows a high understanding of topic.

The song is supported by creative details. The song/poem shows a moderate understanding of topic.

The song is not supported by creative details. The song/poem shows a little understanding topic.

The song is not supported by creative details. The song/poem shows no understanding of topic.

Effort The song has a very high level of effort and description.

The song has a moderate level of effort and description

The song/has a very little level of effort and description

The song/ has no level of effort and description

Creativity

The song was extremely creative and all aspects were original.

The song was creative and some aspects were original.

The song was creative and some aspects were original.

The song was not creative and none of the aspects were original.

Information Shows totally correct information about topic.

Shows more correct information than incorrect information about topic.

Shows some correct information about the topic.

Shows mostly incorrect information about the topic.

Script The student wrote a complete script of the song.

The student wrote an incomplete song leaving out some important details.

The student wrote an incomplete song.

Song was missing.

Spelling & proofreading

No spelling errors in the script.

No more than 1-2 spelling errors in the script.

No more than 3-4 spelling errors in the script.

Several spelling errors in the script.

Writing and grammar

There are no grammatical mistakes in the script.

There are 1-2 grammatical mistakes in the script.

There are 3-4 grammatical mistakes in the script.

There are several grammatical mistakes in the script.

Evaluation

Activity: 5 Product: Song. Score:

Knowledge


Identifies and interprets information by creating a song based on prior knowledge.

Integrates and combines ideas into a song created by the team and introduced to the group to link the knowledge on the subject.

Shows respect and positive attitude by listening to other teams. Is open to feedback.




Didactic Sequence 2. Tips for effective communication in English.

Startup Activity

Evaluation

Activity: 1 Product: Graphic organizer. Score:

Knowledge


Recognizes and describes the information based on the text and graphics presented.

Designs and combines ideas into a graphic organizer created by the pair and introduced to the group to link the knowledge on the subject.




Read the following paragraph and discuss with a partner.

Learning to speak English well may be the best thing you can do to improve your life. Do you think it would be fun to have access to information that other people can’t get? Talk and write letters to

interesting people that others can’t communicate with? Impress people around you whenever you opened your mouth? Make big jumps in your career, leaving others miles behind? You can get all this, if you speak English well.

English is the most widespread language in the history of the planet.

Discuss in pairs the following questions. 1. Why do you need to learn English? 2. Why is the world “extremely small” nowadays? 3. Where do people speak English? 4. Do you like English? Once you have discussed the questions, use that information to make a graphic organizer in pairs. Your teacher will chose the five best to be presented.

Activity: 1

21 BLOCK 1


Tips for effective communication in English You may already know many of the things that should be done in order to effectively prepare yourself for a situation in a foreign language. Yet most people do not do it. Take a close look at the following list the next time before you go to a meeting. Then make a conscious effort to try them out. You will be surprised how much they can help you to communicate effectively.

Some DOs

•Prepare vocabulary and phrases for important meetings and events when necessary. Check any difficult words in advance. Make notes to take with you.

•if you are talking with somebody and you are struggling with your understanding, ask people to speak slowly. English speakers may forget that you are a “nonnative” speaker and sometimes need to be reminded of this several times!

•Having good eye contact with the person you are speaking to often helps communication. Nonverbal communication (body language) plays an important part in the communication process. It helps us to understand what is being said and also gives us important feedback as to whether we have been understood. At a meeting, try and choose a seat where you can easily see all other participants and have good eye contact.

•If you are listening to a presentation or attending a training course, try and sit at the front of the room near the speaker. Don’t hide at the back, where it will be more difficult to hear and understand what is being said.

Some DON’Ts

•Don’t expect to follow every single word; otherwise you will soon get frustrated! Remember that when having a group conversation in your mother tongue you may also not always catch every single word that is said.

•Don’t try to translate every word. There is no time for this. By the time you have translated everything, the group will be discussing a new topic!

•Don’t be afraid to say you don’t understand something.

•Groups of English speakers may use slang expressions that you do not know. Again, don’t be afraid to ask for an explanation!

•English speakers love abbreviations and acronyms. You may hear whole sentences made up of them! Don’t be afraid to ask for an explanation.

•You will often be speaking English with other nonnative speakers from around the world. This can present additional challenges.

•Pronunciation will vary and it may take you time to adjust. Don’t be afraid to tell the other person that you are having difficulty understanding them.

1. Form five teams in the group and read the following text. 2. Study the Dos and Don’ts and discuss for a few minutes about them. 3. Present on a flipchart a conceptual map with the inferences of the team’s discussion.

Activity: 2


Rubric for Evaluation Class Participation

Performance Elements or

Criteria

Inadequate (0 point)

Developing but below expectations

(1 points)

Accomplished/ Meets

Expectations (2 points)

Exemplary/Displays leadership (3 points)

Score

Level of Engagement

and active participation

Student never contributes to class discussion; fails to respond to direct questions.

Few contributions to class discussion; Seldom volunteers but responds to direct questions.

Proactively contributes to class discussion, asking questions and respond to direct questions.

Proactively and regularly contributes to class discussion; Initiates discussion on issues related to class topic.

Listening Skills

Does not listen when others talk, interrupts, or makes inappropriate comments.

Does not listen carefully and comments are often nonresponsive to discussion.

Listens and appropriately responds to the contributions of others.

Listens without interrupting and incorporates and expands on the contributions of other students.

Relevance of Contribution to

topic under discussion

Contributions, when made, are off-topic or distract class from discussion.

Contributions are sometimes off-topic or distracting.

Contributions are always relevant.

Contributions are relevant and promote deeper analysis of the topic.

Preparation

Student is not adequately prepared; Does not appear to have read the material in advance of class.

Student has read the material but not closely or has read only some of the assigned material in advance of class.

Student has read and thought about the material in advance of class.

Student is consistently well-prepared; Frequently raises questions or comments on material outside the assignment.

Note: Points are only a reference the score is given by your teacher.

Evaluation

Activity: 2 Product: Conceptual map. Score:

Knowledge


Understands and describes the information based on the text presented for analyses.

Designs and combines ideas into a conceptual map created by the teams.

Appreciates and collaborates team work and shows openness to feedback.



23 BLOCK 1

I. In pairs, read and discuss the following text: What are you interested in? Is it science, music, computers, health, business, and sports? Today’s

media such as the Internet, television, and the press give you almost unlimited access to knowledge

about your favorite subjects. After all, we live in the information age, don’t we? There’s only one problem. Most of

this knowledge is in English. If you want a good job in business, technology, or science, start learning English now!

(If you already have a good job, start learning before you lose it!) English is everywhere. You can easily access

English-language television, music, websites, magazines, etc. You don’t have to learn from boring textbooks. You

can learn and use your English at the same time. Using your English is especially important because it increases

your desire to learn.

Do you agree with the text? What else would you add to this text? Why? II. Discuss the text and the answers in pairs for 4 minutes.

III. Organize a round table discussion.

1) Divide the class in two teams. 2) Name a moderator. 3) Each team will choose representatives. 4) One team agrees with the text the other competes against. 5) Important: Make sure that groups are put into the group with the opposite opinion of what they seemed

to believe in the warm-up conversation. All round table members are responsible for helping the class achieve its stated goals for this project, and for the overall conduct of the round table. Some vocabulary you can use: Opinions, Preferences: I think..., In my opinion..., I’d like to..., I’d rather..., I’d prefer..., The way I see it..., As far as I’m concerned..., If it were up to me..., I suppose..., I suspect that..., I’m pretty sure that..., It is fairly certain that..., I’m convinced that..., I honestly feel that, I strongly believe that..., Without a doubt,..., Disagreeing: I don’t think that..., Don’t you think it would be better..., I don’t agree, I’d prefer..., Shouldn’t we consider..., But what about..., I’m afraid I don’t agree..., Frankly, I doubt if..., Let’s face it, The truth of the matter is..., The problem with your point of view is that... Giving Reasons and offering explanations: To start with, The reason why..., That’s why..., For this reason..., That’s the reason why..., Many people think...., Considering..., Allowing for the fact that..., When you consider that...

IV. Finish with conclusions from each team and feedback from your teacher. (Use the rubric for evaluation)

Activity: 3


Roundtable Discussion Rubric

5 Level Participation

Participant offers enough solid analysis, without prompting, to move the conversation forward.

Participant, through her/his comments, demonstrates a deep knowledge of the text and an understanding of the question.

Participant has come prepared for the discussion with notes and a marked/annotated text.

Participant, through his/her comments, shows that he/she is actively listening to other participants.

Participant offers clarification and/or follow-up that extends the conversation.

Participant’s remarks often refer back to specific parts of the text in question.


Participant offers solid analysis without prompting.

Through comments, participant demonstrates a good knowledge of the text and question.

Participant has come prepared for the discussion with notes and a marked/annotated text.

Participant shows that he/she is actively listening to others and offers clarification and/or follow-up.


Participant offers some analysis, but needs prompting from the discussion leader or other participants.

Through comments, participant demonstrates a general knowledge of the text and question. Comments may be fairly undeveloped, moderately unclear, and/or unsupported by specific reference to the text.

Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments.

Participant relies more upon opinion than on the text to drive comments.


Participant speaks only once or not at all in the discussion.

Participant comes to the discussion ill-prepared without notes.

Participant does not listen to others, offers no commentary to further the discussion.

Participant distracts the group by interrupting other speakers or by offering off-topic questions and comments.

Participant ignores the discussion and its participants.

Evaluation

Activity: 3 Product: Roundtable. Score:

Knowledge


Infers main ideas from the text presented in a roundtable activity.

Comments and clarifies the information through the activity.

Values with a positive attitude when listening to others.



25 BLOCK 1

Seven Ways to Stop Interrupting by Kevin Eikenberry

It happens all day, every day. We see it on television interviews. We hear it on the radio. We experience it at home and at work; one person talking over the other, not letting people finish what they were saying. In short, interrupting! Interrupting can cause a whole stream of problems and challenges. It reduces our effectiveness as a listener, negatively impacts relationships, shuts down communication, reduces our ability to learn and much more. If interrupting causes all of these problems, and we all seem to do it, the logical question is, how can we stop interrupting? Read on, because the rest of this article offers seven ways to change your approach to listening and to kick your interrupting habit.

Don’t talk!

•If you aren’t talking, it is hard to be interrupting. The goal is to develop the habit of not interrupting. So just stop interrupting. This could be called the Nike™ approach Just Do It (just stop interrupting). Seems simple enough, but unfortunately this is a habit that many of us haven’t yet developed (if we had, I likely wouldn’t be sharing these ideas).

Close your mouth

•Believe me; this is different than "don’t talk." In the last point I said, “If you aren’t talking, it is hard to be interrupting.” This is generally, though not universally, true. Many times (including several times yesterday) I find myself not audibly interrupting someone, but I do open my mouth as if I’m signaling to the other person that I am ready to talk.

•Is this better than talking over them? Perhaps slightly, but you still have communicated to the other person that you are done listening and are ready to talk. I read once that the best thing we could do to be a better listener is to imagine that we have a drop of glue on our lips. Keeping our mouth closed, whether we speak or not, will definitely keep us from interrupting.

Open your mind

•This is also known as losing your “but.” You’ve been here. You are listening to someone and you have an opinion about what they are saying. You may not interrupt (or open even open your mouth), but your mind is closed. You’ve already decided what the right answer is and are just politely waiting for your turn to speak.

•This problem typically shows itself by a quick paraphrase of the other person’s thought followed by a “but . . .” In this case you may not be literally interrupting, but you certainly aren’t listening. Open your mind to everything the other person is saying hear it all then formulate your thoughts and comments.

1. Form teams of three. 2. Read attentively the text and search in a dictionary for new words.

Activity: 4


Remember the irony. Often we interrupt because we want to be helpful; we want to supply a critical point, emphasize something or persuade the other person in some way. As it turns out, by interrupting we are hurting our chances to be understood, to persuade, to influence and to have our ideas accepted. The irony is that as we stop interrupting we will be more influential. Remembering this irony and our true intentions can help us reduce our tendency to interrupt. Chances are one of these points speaks to you directly at this moment. Focus on that method starting right now. Don’t go into your next conversation trying to remember all seven ways to stop interrupting. Just pick one. One, well executed, is all you need to change your interrupting habit. Potential Principle to be a better listener, to be more persuasive, and to learn more from others we must stop interrupting. Stop talking and start listening. Stop talking and start persuading. Stop talking and start learning.

http://www.hodu.com/stop-interrupt.shtml

Make a note

•Our brains operate much faster than others can speak, so it is natural that we will have ideas that we don’t want to “lose.” I believe this is one of the major reasons we interrupt. To combat this urge, and to not lose the thought, write it down. Continue to listen, but make a note of the points you want to make when it is your turn to talk.

Change your focus

•Think about listening more than talking. Simply change your goal for the conversation to listen more than you speak. This change in focus can have a drastic impact on your success in curbing your interruptions.

Make it about them

•The conversation doesn’t have to be about making you look good or getting your point across first. Seek to understand first. Make the conversation about the other person. When you do this you will interrupt less. Why? Because all of the reasons we interrupt are about us. When we make the conversation about the other person we will naturally interrupt less.

27 BLOCK 1

3. Re-read the text; create a talking web by filling in the structure bellow with your ideas for a discussion according to what you have read on the text.


4. Based on the talking web, create a discussion about the topic for a few minutes (according to your teacher’s indications) and conclude creating a short paragraph where the team will present their ideas and deductions. This action (the paragraph) will be presented in class.

Category The Good Paragraph The Borderline Paragraph The "Needs Help"

Paragraph The Failing Paragraph

Idea

Promising, but may be slightly unclear, or lacking in insight or originality. Paragraph title does not connect as well with idea or is not as interesting.

May be unclear (contains many vague terms), appears unoriginal, or offers relatively little that is new. Paragraph title and idea do not connect well or title is unimaginative.

Difficult to identify at all, may be bland reiteration of obvious point.

Shows obviously lack of effort or comprehension of the assignment.

Structure

Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions.

Generally unclear, often wanders or jumps around. Few or weak transitions.

Unclear, often because idea is weak or non-existent. Transitions confusing and unclear. Few topic sentences.

Very difficult to understand due to major problems with mechanics, structure and analysis.

Analysis

Evidence often related to topic sentence, though links perhaps not very clear. Some description, but more critical thinking.

Quotes appear often without analysis, there is a weak idea to support, and analysis offers nothing beyond the quote. Even balance between critical thinking and description.

Very little or very weak attempt to relate paragraph to argument; may be no identifiable argument, or no nothing to relate it to. More description than critical thinking.

Has no identifiable idea, or absolutely incompetent idea.

Logic and argumentation

Argument of Paragraph is clear, usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Mostly creates appropriate level, academic tone.

Logic may often fail, or argument may often be unclear. May not address counter-arguments. Occasionally creates appropriate level, academic tone, but has some informal language or inappropriate slang.

Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Does not create appropriate level, academic tone, and has informal language or inappropriate slang.

Does not follow paragraph guidelines for length and format.

Mechanics

Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma connection.

Problems in sentence structure, grammar, and diction (usually not major). Some errors in punctuation, citation style, and spelling. May have some run-on sentences or comma connections.

Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma connections.

Plagiarizes.

Evaluation

Activity: 4 Product: Talking web and discussion.

Score:

Knowledge


Interprets the talking web and discusses about what happened before and after the conversation.

Nourishes from a lecture and constructs diagram to build arguments.

Internalizes discussion and values with a positive attitude when listening to others.



29 BLOCK 1

Closing Activity

6 English Speaking Tips You Must Know March 21, 2011 // English Speaking Tips

Visiting a new place can be a scary experience for a lot of people, not only because it could entail speaking in a language that most people are not comfortable with English. If you are born a native English speaker, then you will have no problem speaking English naturally. But for those people whose mother tongue is not English, this can be a problem. So how can you avoid this kind of situation? Learn how to speak English fluently. Most people think that this is easier said than done, but in reality, it is actually easy to speak fluent English. English is the universal language, and this universal concept makes it one of the easiest languages to master. Here are 7 English speaking tips you must know to become a more confident English speaker.

1. Lis

ten

first

•One of the best English speaking tips is to listen carefully to understandable English EVERY DAY. Most people turn to textbooks to study English grammar rules, but you cannot learn the correct English pronunciation of the words by just mere reading them. Instead, listen to how native English speakers enunciate their words and observe their mouth movements. Try to imitate the intonation and rhythm of their speech. Also watch English shows and movies to build on your English accent and improve your vocabulary. 2

. D

o n

ot b

e to

o c

on

scio

us

on

th

e g

ram

ma

r •Yes, it is important to learn the basic grammar rules in English. Most people tend to concentrate more on not committing any grammatical errors while talking, so oftentimes, their accents become stilted. Grammar rules make you think about English when what you want to do is to speak better English naturally without sounding too forced. 3

. P

ractic

e m

ake

s p

erf

ect

•The cardinal rule in English speaking practice, practice, practice! Studies show that you’ll probably spend three months of practice every day in order to have strong mouth muscles and get the hang of in speaking a new language. Read aloud in English for 15 to 20 minutes a day in front of the mirror. Try articulation exercises which help in accent reduction or neutralization in order for you to improve your English communication skills. (you can find some of those exercises on your “Listening and Speaking” book from last semester)Also, practice with your friends and family. Talking with a good English speaker can help improvise your usage of words and formation of sentences.

1. Form teams of five. 2. Read attentively the text and search in a dictionary for new words. 3. Students analyze each tip.

Activity: 5


4. Each member must explain each tip. Then identify what they have in common. 5. Now answer "HOW CAN YOU IMPROVE YOUR COMMUNICATIVE ABILITY IN ENGLISH?" 6. Write your answer here and share your opinion with the team. ______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

4. T

hin

k in

En

glis

h

•One of the most effective English speaking tips is to think in English. What most English learners do in the early stages of learning is that they think of what they have to say in their native language, translate and then tell it in English. This can be mentally exhausting and time consuming. And oftentimes, the English sentences that are constructed are inconsistent. If your goal is to speak English fluently, you need to learn “thinking “in English. Construct the sentences in English as you think about them before saying them. With practice, you will be able to respond automatically in English.

5. B

e m

ore

co

nfid

en

t

•All these English speaking tips will be in vain if you are not that confident on your English speaking skills. It is quite natural to commit errors when learning a new language. Even native English speakers commit grammatical errors every now and then. Do not be too hesitant when speaking because this can make you stammer or make the conversation sound unnatural and too forced. But, do not also speak too fast because it will be difficult for people to understand you. Try to relax if you’re speaking in English. When you speak at a normal speed, you’ll discover that you will be able to pronounce the words correctly and automatically. And if ever you did make a mistake, do not stay on it so much. Most of the time, the person you are talking to is not even aware of your errors.

6. B

e p

atie

nt

•Just remember to be patient. Learning English does not happen overnight. It takes a lot of time, effort and practice. Don’t get too frustrated and never give up. Follow these English speaking tips and practice daily. Soon, you would learn to speak English fluently as if it is your own dialect.

31 BLOCK 1

7. Choose the best idea of the team.

8. One of the members of the team stands up, and walks over to the other teams and shares the idea and

brings theirs to their own team.

9. The team chooses the 3 best ideas, from the ideas of their own. Then, create a 2-3 minutes video

presentation of the ideas.

10. Your team will have 15 minutes to prepare the general idea in class and the rest of the day to prepare for

next class.

11. Next class each group comes to the front of the classroom to deliver their presentation.

12. Continue working in teams and use the rubric to check your partners’ presentation.

Activity Exemplary Proficient Partially Proficient Incomplete

Content/ Organization

The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to the understanding of the project’s main idea. Events and messages are presented in a logical order. Includes properly cited sources.

Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project’s main idea. Details are logical and persuasive information is effectively used. The content includes a clear point of view with a progression of ideas and supporting information. Includes properly cited sources.

The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea. Includes few citations and few facts.

Content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic are articulated. Information is incorrect, out of date, or incomplete. No citations included.

Quality

Video was completed and had all required elements. The video was well edited and moves smoothly from scene to scene with proper use of transitions. Audio and other enhancements were well used.

Video was completed and contained all required items. Editing was not done as well as it should have been. Some poor shots remain. Movie is still somewhat choppy. Audio and other enhancements were utilized, but not for maximum effect.

Video was made, but had very little if any editing. Many poor shots remain. Video was very fragmented and choppy with little to no audio reinforcement.

There was no video, or tape was totally unedited with no transitions or audio support of any kind.

Teamwork

Student met and had discussions regularly. All students on the team contributed to the discussion and were part of the project. Team members showed respect with each other.

Students met and had discussions. Most of the students on the team contributed to the discussion and were part of the project. Team members mostly showed respect with each other.

Only a couple of team meetings were held. Most of the students on the team contributed at some level, but a majority of the work was done by one or two.

Meetings were not held and/or some of the team members did not contribute at all to the project. Low levels of respect were evident within the team.

Evaluation

Activity: 5 Product: Video presentation. Score:

Knowledge


Analyses and recognizes in the text presented the tips and applies them in real situation.

Develops and describes awareness by using the tips in a video with own conclusions and combines ideas in a product.

Appreciates team work and shows openness to feedback provided by the teacher and classmates.




Didactic Sequence 3. Intercultural communication.

Startup Activity

1. I find ________________inspiring. 2. I don’t like it when people ________ and

__________ at me.

3. I like to learn about other ____________.

4. In most countries this is a

positive__________.

I. Complete the sentences with the words below:

Scared, point, kiss, natural scenery, language, affectionate, cultures, stare, gesture, poor, advice

Activity: 1

33 BLOCK 1

Continue next page » » » »

5. You should get _________ before

you travel to a country for the first

time.

6. I would be too_________ to travel alone.

7. Before you travel to a country, you should

learn its___________.

8. In some cultures, it’s not acceptable to

be__________ and _____ in public.

9. I don’t like to travel to places where

there are a lot of ________ people.


1. Discuss in teams of five whether you agree/disagree with each sentence. What is your personal opinion? Write it here: _______________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ 2. Now individually answer the following questions, write two or three quick impressions to complete the

sentence. Write down the first ideas that come into your head.

What do you think? I think that…

1. Korean people are: ___________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Spanish people are: __________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Arab people are: _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Irish people are: _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Japanese people are: _______________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ 6. French people are: ___________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Russian people are: __________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

35 BLOCK 1

8. American people are: _________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Chinese people are: __________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. Indian people are: ___________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Discussion Now in the team discuss your answers.

Were there negative or positive comments?

How does the group feel about the words or expressions used to describe each culture?

Did the results surprise the group?


Organized with your teacher and the team, use the following rubric to evaluate the discussion in class.

Class Discussion Rubric

Criteria Exceeds Standard Meets Standard Needs Improvement

Develop and demonstrate critical reading, listening, and viewing strategies.

1. Student gives passage attention, and detailed explanation of the text’s significance.

2. Student fully identifies and evaluates the primary focus, logic, style, and structure of a text.

1. Student gives general textual idea but cannot locate/identify passage for support.

2. Student adequately identifies and evaluates the primary focus, logic, style, and structure of a text.

1. Student cannot give textual support for discussion point.

2. Student cannot identify and/or evaluate the primary focus, logic, style, and structure of a text.

Construct meaning beyond the literal level e.g., drawing inferences, confirming and correcting, making comparisons and connections, and drawing conclusions.

Student responds to questions with full and specific knowledge, and often uses literary language in their response e.g., themes, imagery, symbolism, motifs, etc.

Student demonstrates general idea in her or his responses, but without key details or deeper analyses.

Student cannot answer questions about the topic.

Participate as an active member of a reading, listening, and viewing community.

1. Student listens attentively and refers to relevant class materials to aid in full participation in the discussion.

2. Student records key ideas and revises her or his previous responses based on new findings from the discussion.

3. Student consistently volunteers to share knowledge with class.

1. Student is attentive but may not refer to class materials during the discussion.

2. Student may not record key ideas and information from the discussion.

3. Student occasionally volunteers to share knowledge with class.

1. Student is inattentive and does not have or refer to class materials related to the discussion at hand.

2. Student doesn’t take notes or revise his or her responses based on the discussion.

3. Student never volunteers to share knowledge with class.

Evaluation

Activity: 1 Product: Exercises and class Discussion Rubric.

Score:

Knowledge


Identifies and infers ideas from the questions presented for discussion.

Develops and comments the information over the activity.

Values with a positive attitude when listening to others.



37 BLOCK 1


1. Here are some issues to think about when you are a visitor or receive a visitor from

abroad. Match the issues with the ideas by writing the number in the corresponding column. Then decide if the ideas are good or bad.

Issue Possible Suggestion Good / Bad

1 Hand-shaking Use hand signs while you talk.

2 Bowing Touch visitors on the hand / head / foot.

3 Self-Introduction Dip your head to show respect.

4 Company Rank Wait a few seconds between sentences.

5 Use of Gestures Use a firm grip.

6 Interpersonal Distance Look people in the eye when speaking.

7 Pausing Explain your level in your company.

8 Eye Contact Offer tea / coffee / alcohol.

9 Physical Contact Stand close to the listener while talking.

10 Gifts Take visitors to late night bars / clubs.

11 Refreshments Give a little speech about yourself.

12 Entertaining Give expensive presents.

2. When we receive foreign visitors some actions are inappropriate. The following adjectives describe

different types of such actions. Match each problem on the left with one of the likely results on the right.

Problem Likely Result

1 Excessive Causing puzzlement and uneasiness.

2 Offensive Causing a mild negative reaction.

3 Off-putting Making visitors laugh.

4 Boring Lacking awareness of your visitor’s (senior) rank.

5 Disrespectful Sending your visitors to sleep.

6 Disconcerting Making an inappropriately large effort.

7 Culturally insensitive Causing an extreme negative reaction.

8 A source of amusement Lacking awareness of your visitor’s customs / manners.

3. Discuss the issues above with other class members. 4. Decide which four problems the following people should be most careful about.

a) When a U.S. citizen or any other country visits your school or house. b) When a Cobach School in your city receives visitors from the U.S.

5. Share your ideas with the class by presenting a graphic organizer with your ideas and a solution.

Activity: 2


Evaluation

Activity: 2 Product: Graphic organizer. Score:

Knowledge


Describes and understands the information presented for analyses.

Plans and combines ideas into a graphic organizer created in teams.




39 BLOCK 1

13 Examples of Good and Bad Manners around the World

1. Belching or eructing

In China, Taiwan, and much of the Far East, belching is considered a compliment to the chef and a sign that you

have eaten well and enjoyed your meal.

2. Watch Your Feet!

In most of the Middle and Far East, it is considered an insult to point your feet (particularly the soles) at another

person or to display them in any way, for example, by resting with your feet up.

3. Swapping Business Cards

In most Asian countries, a business card is seen as an extension of the person it represents; therefore, to

disrespect a card by folding it, writing on it, or just shoving it into your pocket without looking at it is to disrespect the

person who gave it to you.

4. Crushing Handshake Nowadays, a bone-crushing handshake is seen as

admirable in the United States and U.K., but in much of the East, particularly the Philippines, it is seen as a sign of aggression just as if you gave any other part of a person’s

body a hard squeeze!

5. to Shake or Not to Shake Orthodox Jews will not shake hands with someone of the opposite sex, while a strict Muslim woman will not shake hands with a man. To confuse matters, a Muslim man will shake hands with a non-Muslim woman. People in these cultures generally avoid touching people of the opposite

sex who are not family members.

1. Pay close attention to the graphics about “13 Examples of Good and Bad Manners

around the World”. 2. In teams of three read them and discuss all the situations presented.

Activity: 3


6. The "Peace" Salute

Similarly, in the U.K., when the two-fingered "V for victory" or "peace" salute is given with the hand turned

so that the palm faces inward, it is considered extremely rude, having a meaning similar to raising the

middle finger to someone in the United States.

7. Exposing Your Palms

In Greece, any signal that involves showing your open palm is extremely offensive. Such gestures include

waving, as well as making a "stop" sign. If you do wish to wave goodbye to someone in Greece, you need to do so with your palm facing in, like a beauty pageant

contestant or a member of the royal family.

8. Lose the Shoes

In many countries, particularly in Asia and South America, it is essential to remove your shoes when

entering someone’s home, while in most of Europe it is polite to ask your host whether they would prefer you to do so. The reason, as anyone who’s ever owned

white carpet will attest, is simple hygiene and cleanliness.

9. Chewing Gum Chewing gum might be good for dental hygiene, but in

many parts of the world, particularly Luxembourg, Switzerland, and France, public gum-chewing is

considered vulgar, while in Singapore most types of gum have been illegal since 1992 when residents grew

tired of scraping the sticky stuff off their sidewalks.

10. Left-handed Greetings In most Arab countries, the left hand is considered

unclean, and it is extremely rude to offer it for a handshake or to wave a greeting. Similarly, it is

impolite to pass food or eat with the left hand. If you must know why, let’s just say that, historically, people living in deserts didn’t have access to toilet paper, so the left hand was used for "hygienic functions," then

cleaned by rubbing it in the sand.

41 BLOCK 1

3. Compare these manners with the ones in your own environment. Can you find differences? 4. Prepare a two minutes presentation using role plays or videos to represent these “Examples of Good

and Bad Manners around the World.”

Evaluation

Activity: 3 Product: Role play or video presentation.

Score:

Knowledge


Interprets and reads the text. Analyses all situations presented and uses imagination to build product.

Dramatizes in a created role play or video the appraisal from the situations analyzed by the team.

Shows respect while working in teams and positive attitude while receiving feedback.



11. Clearing Your Plate

When dining in China, never force yourself to clear your plate out of politeness -- it

would be very bad manners for your host not to keep refilling it. Instead, you

should leave some food on your plate at each course as an acknowledgment of

your host’s generosity. Manners that may be good

in the United States may not be in other parts of the world. See the rest of our

list to learn more.

12. No Tipping!

In Japan and Korea, a tip is considered an insult, rather than a compliment, and for them, accepting tips is akin to begging. However, this tradition is beginning to

change as more Westerners bring their

customs with them to these countries.

13. Mixed Signals

The "okay" sign (thumb and forefinger touching to make

a circle) is very far from okay in much of the world. In Germany and most of South America, it is an insult, similar to giving

someone the finger in the United States, while in

Turkey it is a derogatory gesture used to imply that someone is homosexual.


Table Manners around the World By Gimundo Staff and Annie Tucker Morgan

Here’s a fascinating look at dinnertime culture around the world. If you grew up in the United States and thought American table manners were tough to remember—Keep your elbows off the table! Don’t talk with your mouth full! Always pass the salt and pepper together!—think again, because you don’t know how good you’ve got it. Just try eating a “casual” group dinner in one of these other countries, where the slightest indiscretion with a pair of chopsticks or the position of your feet can land you in the doghouse with your host. Afghanistan Dinner guests are treated like royalty: they’re seated farthest from the door, they’re offered food first and expected to eat the most, and they’re always given the prime portion from each dish. If you drop bread on the floor while dining at a table, pick it up, kiss it, and touch it to your forehead before putting it somewhere other than the floor.

Chile Dishes should be served from the left and removed from the right. Guests should be served first. Do not answer the phone at the dinner table. Always chew with your mouth closed, and do not talk until it is empty. Eat quietly and do not slurp your food. Eat only one helping of food, unless the host specifically encourages you to take seconds.

China Never wave chopsticks at another person bang them like drumsticks, use them to move plates or bowls, or stab them vertically into a bowl of rice. This last gesture indicates that the food is meant for the dead. To serve a guest, use the blunt ends of your own chopsticks to transfer food from a communal dish to the guest’s plate. When chopsticks are not in use, place them neatly on the table, side by side, with the ends even. When picking food out of a communal dish, select only food that is on the top of the pile and the closest distance to your plate. Do not rummage through the serving dish to select specific food items for yourself.

I. Pay close attention to the text about “Table Manners around the World”. II. In teams of three read them and talk over all the situations presented.

Activity: 4

43 BLOCK 1

India Always wash your hands thoroughly before and after eating. In general, eat with your right hand and use your left hand to pass communal dishes. You must finish everything on your plate. Do not leave the table until all guests have finished eating or your host asks for your help.

Japan Before you start a meal, wait for your host to tell you three times to begin eating. The youngest person at the table should pour alcohol for the other diners, beginning with the most senior person. A senior should then pour the server’s beverage. Never transfer food from one pair of chopsticks to another. When women transfer food with chopsticks from a serving dish to their mouth, they should cup their hand beneath the food; men should not. Rubbing chopsticks together to remove splinters is a sign of disrespect to the restaurant or host. When eating hot noodles, you are encouraged to make a slurping noise; the Japanese believe that this inhalation of air enhances the noodles’ flavor. Pieces of sushi should be eaten in a single bite whenever possible; if you must eat a piece in more than one bite, never place it back down on your plate between bites.

Pakistan Before each meal, Muslim Pakistanis always recite this phrase: “Bismillah Ar-Rahman al-Rahim.” (“In the name of Allah, who is most beneficial and merciful.”) Afterward, they say, “Al-Hamdu-lillah.” (“Thanks be to God.”) Do not begin eating until the eldest member of the family is seated at the table. Always chew quietly enough that no one else can hear you. Always tear bread into pieces before eating it, and use only your right hand.

Philippines Before you enter a dining room, select a seat at a table, or serve yourself food, always wait for an invitation from the host. Never refuse a sample of food from the host; always clean your plate. When you have finished eating, place your fork and spoon side by side on your plate, facing up. Always help your host clear the table.


Russia Never stare at another person’s plate or saucer. It is polite to leave a little bit of food on your plate at the end of a meal, as a tribute to the host’s abundant hospitality. Always cultivate a vivacious, relaxed dining atmosphere. Upon leaving the table, always compliment the person who cooked your food.

Tanzania Do not expose the soles of your feet if you are eating on a carpet or mat. Showing up early for dinner, is considered rude; aim to arrive fifteen to thirty minutes late. It may seem daunting to remember other cultures’ culinary particularities, but if you master these dining guidelines before you sit down at the table, you won’t have to be “that guy” you know, the one who gives other, more polite American diners a bad name. And once you’ve mastered these etiquette basics, you’ll be on your way to worldliness all you need now is a good appetite and a plane ticket. After discussing the text prepare the product for the conclusion class. Product for follow up class III. In teams of six, create a power point presentation with similar situations different than the ones around

the world. IV. Stand out in the presentation the differences the team can identify among those manners and their

own. V. The whole team should submit the product. VI. Everybody has to talk while presenting a part of the presentation. VII. You have no more than 4 minutes to complete your explanation.

Evaluation

Activity: 4 Product: Power Point Presentation. Score:

Knowledge


Prepares and presents in teams a power point presentation.

Applies and uses his / her knowledge to understand and distinguish different countries manners.

Collaborates and appreciates team work. Shows positive attitude while presenting the activity in class.



45 BLOCK 1

Evaluation

Activity: 5 Product: Flipchart and discussion. Score:

Knowledge


Analyses an article, prepares and presents a flipchart which will be questioned in class.

Applies and uses his/her understanding and comprehension on the text to present the team’s ideas orally in a class presentation.

Collaborates and shows positive attitude when working in group and is open to feedback.



1. Read the text bellow, then gather in teams for discussion.

Manners around the World Manners around the world start with respect for differences. Not all cultures are the same. Generally speaking, you can be yourself as long as you remain friendly and courteous. Always keep in mind that you are the guest in someone else’s country. For example:

a) In Europe, do not address people by their first names. Mr. and Mrs. are more commonly used.

b) Shaking hands is an important business ritual throughout Europe and Britain.

c) In most countries a handshake should be gentle. A firm handshake can show aggression.

d) In Asia, instead of a handshake a person will bow from the waist and the person with the lower status

bows more deeply.

e) In Italy and Russia, close friends will often greet each other with a kiss.

f) In Europe, men traditionally walk to the left of the ladies. They generally enter a restaurant ahead of the

lady - to lead the way to the table.

g) In some countries, people feel comfortable standing closer to each other, when they are talking. It would

be rude to back away. In other countries, like China and Japan, they want more distance between

people.

h) In Holland, they always use utensils. Many Dutch even eat bread with a knife and fork!

i) In Sweden, you keep your voice down. Swedes are quiet people.

j) Americans like to whistle, when they are applauding, but in Europe it is known as a type of booing.

k) In Russia, whistling by women is unladylike.

l) In some parts of the Middle East, shaking your head "no" means "yes" and nodding your head "yes"

means "no".

m) In a number of countries, keep eye contact with the speaker is rude. They show respect by not looking

straight at the person talking.

2. In teams of four members, create a flip chart with a mind map focused on the information

presented.

3. Present and explain your flipchart to the class.

Activity: 5


Closing Activity

1. In pairs discuss about the following sentence and come up with at least 5 possible

endings to the sentence. If everyone in the world spoke English …

Write your possible endings here: _________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2. Again in pairs answer and discuss the following question. Is global English a good thing? _________________________________________________________________________________________________ 3. Make a list of the advantages and disadvantages of global English.

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

Activity: 6

47 BLOCK 1

4. Read the short texts. Are any of your points mentioned?

Aadeshwar (India)

One of the consequences of global English is that some

languages are disappearing. In my country there are 415

different languages, but many of these are

endangered. If you want a good job, you usually have to

learn English.

Wendell (USA)

Global English is definitely a good thing. Communication

is much easier when everyone speaks the same

language. I don’t understand what the fuss is about.

Nowadays you find almost everything on computers is in English, it’s used in business,

travel and in medicine.

Alfonso (USA)

Although I live in the USA and I use English at school my mother tongue is Spanish.

My parents were immigrants from Mexico and so at home we speak Spanish. For me

language is part of my cultural identity.

Cathair (Eire)

I’m 18 and I live in a small village in the west of Ireland. I speak Irish Gaelic, but many people of my age only speak English. It’s a pity because

it’s part of our heritage and if we lose our language then

we’ll lose part of our culture. I think there are only about

250,000 people who speak Irish Gaelic!

Bogdana (England)

My grandparents came here from Russia in 1945 and

when they arrived they spoke no English. To get jobs they

had to learn and I think this is part of integrating into a new country. I think it’s silly when people insist on keeping their

own language when they move to a new country.

Franz (Germany)

Languages have been disappearing for thousands of years; it’s just a natural

thing. For example, people in ancient Egypt used

hieroglyphs but nobody uses these now. I’ve heard there are almost 7,000 languages in the world and that about

half of these will disappear in the next 20 years! Well, you

can’t stop progress, can you?


5. Comprehension. 1. What do these numbers in the text refer to?

415

18

250,000

7,000

20

2. Complete each sentence with the correct name. Example:

Aadeshwar comes from India.

1. ___________________ doesn’t think there’s any problem with English as a Global Language.

2. ___________________ speaks one language with his family and another when he is at school.

3. ___________________ and ___________________ think that language is an important part of who they are.

4. ___________________ , ___________________ and ___________________ mention learning English because of work.

5. ___________________ says that about 50% of the languages in the world now will soon disappear.

6. ___________________ lives in a country where there are lots of languages.

6. In teams of four, create a pod cast program and include all the following items.

a. A song about cultural differences or English as a global language. b. At least one real note from internet talking about the importance of English now a days (any subject is ok). c. Include at least TWO more notes created by the team based on what you have studied in the sequence

(subject: English as global language). d. Interview a teacher (translate if necessary) about his or her opinion about the idea of English as a global

Language. e. The pod cast has to have introduction, delivery, content, interview, song, notes, etc.

7. Use the rubric provided and with your teacher’s help each team will evaluate a team assigned by him or

her.

49 BLOCK 1

Elementary podcast rubric

Category 4 3 2 1

Introduction

Could tell they were talking to us; they said their name and what it’s about; we want to listen!

Can tell what it’s going to be about.

The person just started talking and didn’t tell much about it.

Didn’t tell us about it.

Sequence & Organization

It was super organized; we wanted to keep listening to it!

It was pretty organized, but sometimes it didn’t make sense; we paid attention and we could follow what they were saying.

When we listened, we were mixed up and could not pay attention.

The speaker was really mixed up and we could tell!

Vocabulary Use Pronunciation

They used all of our words and said them the right way!

They skipped a few words, but said the rest right!

Used most of the words, but had a few wrong.

Skipped too many words and said them wrong.

Rhythm / Speed Wow! They could be on the radio!

Pretty smooth talker! Kind of jumpy and not smooth.

We need a lot more practice!

Conclusion

The ending was great because they reviewed, reminding us about important things.

Ending was good; they tried to review all of the important things.

Tried to review, but skipped a lot of stuff.

It just ended!

NOTE:

Check for extra information about podcasts on page 50.


EXTRA INFORMATION NOTE

What is a podcast? BY Yaro Starak.

Definition: The word “podcasting” is a combination conjoining the words “broadcasting” and “iPod.” In case you have had your head in the sand recently or don’t keep up with popular technology an iPod is a portable music player produced by Apple Computers. Apple was lucky / smart enough that their brand was wrapped into a term for a new technology much like the Sony Walkman becoming the popular name for a portable radio/cassette player or inline skates being called “rollerblades”, which is brand name for a company that produced inline skates. The most popular format of a podcast is MP3. An MP3 is -

Some of that definition is quite technical, but all you really need to know is that an MP3 is a popular audio file type for

podcasts. There are other audio file types that are used for podcasting but in general as long as you have a music player on your computer you should be able to listen to a podcast file. Podcasting is a form of audio broadcasting on the Internet. The reason it became linked with the iPod in name was because people download podcasts (audio shows) to listen to on their iPods. However you don’t have to listen to podcasts only on iPods; you can use your computer with some music software such as Windows built-in Media Player or my favorite player, Winamp, or other portable music players (iPod competitors) such as Creative Zen or iRiver. It really doesn’t matter, as long as you have some way to play music on your computer you will be able to listen to podcasts. What Makes Podcasting Different? When I first heard of podcasting I didn’t understand what made it different from simply searching and then downloading a music file and listening to it much like I had been doing for years with MP3 music tracks. I had a knowledge gap because I still didn’t understand RSS and content syndication. After playing with RSS feed readers (which you should know about if you followed my instructions and read my primer article about RSS before reading this article) I understood the difference between searching and downloading music files and subscribing to podcasts. It’s all about having the files come to you through syndication instead of you going to the files through search. You subscribe to podcasts much like you subscribe to blogs. In fact often podcasts are distributed through a blog and provided your feed reading software handles podcasts you should be able to either instruct your reader to download new podcasts whenever they become available or manually choose which podcasts you want to download by clicking a link to the audio file. These files can then be listened to on your computer or you can transfer them to your portable player to listen to later. Some podcast feed reading software are configured to download and transfer the podcast directly to your portable player automatically so you can plug it in and walk away a few minutes later with your latest podcasts downloaded and ready to digest.

Wikipedia: MP3 is a popular digital audio encoding and lossy compression format. It was designed to greatly reduce the amount of data (10:1 compression is common) required to represent audio, yet still sound like a faithful reproduction of the original uncompressed audio to most listeners. In popular usage, MP3 also refers to files of sound or music recordings stored in the MP3 format on computers.

51 BLOCK 1

One of the most common podcast subscribing tools is iTunes. If you use iTunes and subscribe to this blog every time I release a new podcast audio show iTunes will download it for you automatically and if you have it synced to your iPod it will transfer it for you as well. This is what I would call true podcasting automatic download of an audio file directly to an iPod. Still Confused? If you are still scratching your head in confusion I suggest you try iTunes and subscribe to this blog look in the podcast business category in iTunes and you should find Entrepreneur’s Journey. ITunes will automatically download the files or you can click to download some of my past shows. Experiential learning is by far the best way to get a grasp of new technology so if you are interested in using podcasts get out there and have a go. It’s all free so you have no excuse.

http://www.entrepreneurs-journey.com/230/what-is-a-podcast/

http://www.entrepreneurs-journey.com/230/what-is-a-podcast/


Time assigned: 15 hours

Purpose and Tone.


Unidad de competencia: Diferencia la entonación de las palabras en situaciones específicas y las practica en contextos de su vida cotidiana.


encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos locales,

nacional e internacional.

54 PURPOSE AND TONE

Didactic Sequence 1. Using correct intonation.

Startup activity

1. Working on the supposition that some expressions or words can have as many as 9 or

more different meaning or connotations depending on how they are said, meet in pairs and practice the following activity:

Say the following expressions in five different ways.

Goodbye Hello How are you? Do we have to speak

English, teacher? I never watch TV.

The teacher wanted to separate the general topic into separate categories.

Would you care to elaborate on his elaborate explanation?

Have you heard that your associate is known to associate with criminals?

How much do you guess that the estimate will be?

2. Now, add at least 6 more expressions apt to promote several interpretations (ways to say it) when

delivered with a different tone.

____________________________.

____________________________.

____________________________.

____________________________.

____________________________.

____________________________.

3. Follow the instructions below and practice in pairs.

a) Me: John, say “Hello” to me. b) John: “Hello” (neutral, polite tone). a) Me: John, now say “Hello” to a friend. b) John: “Hello” (much more upbeat tone). a) Me: John, say “Hello” to a 6-month-old-baby!!! b) John: “Hello” (contorted face, exaggerated fall-rise tone).

Activity: 1

55 BLOCK 2

Evaluation

Activity: 1 Product: Audio record. Score:

Knowledge


Identifies a real situation and relates it to the subject. Is conscious of his/her pronunciation and others.

Determines and contrasts information obtained from the practice and is aware of a real language situation.

Shows initiative and interest on the practice.


Rating awarded by the teacher

4. Gather in teams of four and practice English with your classmates by Saying “Hello”

pretending to be…

A friend you meet regularly. A friend you haven’t seen for a long time. A neighbor you don’t like. A 6 month old baby. Someone doing what he/she shouldn’t. To know if someone is listening. The same but on the phone.

5. Observe your team’s pals closely and notice the different intonation for each statement. 6. Can you identify the rise and fall of the voice when your classmate is talking? 7. How was the expression said? Slow? Fast? With proper speed? 8. The team has a duty to create an audio record with the different forms of the expression “Hello”. 9. Present the record to the class and give your appreciation for the activity.


56 PURPOSE AND TONE


1. In pairs read the following text, then discuss for 2 minutes about it. Intonation.

Intonation is considered to be the most important element of spoken language. Using correct intonation patterns increases the intelligibility of speech because intonation conveys not only the meaning of speech, but also the speaker’s attitude. Therefore, understanding and using correct intonation patterns are crucial in learning a foreign language. Acquiring intonation of foreign languages seems to be a very difficult task for learners. Leon and Martin (1972) described intonation as the most difficult element to learn. According to Lieberman (1967), it is difficult for adults to change intonation, because intonation is acquired in early childhood. Therefore, children can easily acquire native-like intonation of a foreign language. In addition, adult learners are accustomed to the intonation of their first language, and tend to apply the intonation patterns of their first language when they speak a second language (Ramirez Verdugo, 2006).

2. Answer the comprehension questions.

1. What can you use to increase your fluency? ______________________________________________________

2. What element is the most problematic component to learn? _________________________________________

3. Intonation is easily acquired during _________________ because ____________________________________

_____________________________________________________________________________________________

4. Using your own words say why it is important to learn intonation. _____________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3. Perform a role play to represent the importance of intonation in the English language and how

important it could be for you as a student of this course. 4. Exaggeration is important to be aware of communication so whatever slight element is being

expressed, to bring attention to it; have the protagonists exaggerate the voice element. 5. Analyze the factors which contribute to effective and ineffective communication process. 6. At the end of the role play, one of the members presents the pair analysis. 7. Finally use the rubric bellow to evaluate the activity.

Activity: 2

57 BLOCK 2

Role Play Rubric Student


Participation in Preparation and

Presentation.

Always willing and focused during group work and

presentation.

Usually willing and focused during group work and

presentation.

Sometimes willing and focused during

group work and presentation.

Rarely willing and focused during group work and

presentation.


Convincing communication of

character’s feelings, situation and

motives.

Competent communication of

character’s feelings, situations and

motives.

Adequate communication of


motives.

Limited communication of


motives.


Purpose is clearly established and

effectively sustained.


generally sustained.

Purpose is established but may

not be sustained.

Purpose is vaguely established and

may not be sustained.

Use of Non-Verbal Cues (voice, gestures, eye

contact, props, costumes).

Impressive varieties of non-verbal cues

are used in an exemplary way.

Good varieties of non-verbal cues are used in a competent

way.

Satisfactory variety of non-verbal cues

used in an acceptable way.

Limited variety of non-verbal cues are

used in a developing way.


Choices demonstrate insight

and powerfully enhance role play.

Choices demonstrate

thoughtfulness and completely enhance

role play.

Choices demonstrate

awareness and developing

acceptably enhance role play.

Choices demonstrate little

awareness and do little to enhance role

play.

Evaluation

Activity: 2 Product: Role play. Score:

Knowledge


Analyses text and identifies intonation. Creates a role play for the class.

Applies and uses intonation and his / her knowledge to create a role play. Evaluates with the rubric.

Collaborates and appreciates with a positive attitude when working in groups and is opened to feedback.



58 PURPOSE AND TONE

Self-assessment for Individual Contributions to Group Conversation Rate each entry as: 1 - Needs Improving 2 - Satisfactory 3 - Very Good

My group was discussing: _______________________________________________________________________________

Example

I shared my ideas and offered my suggestions. 1 2 3

I spoke clearly and slowly enough. 1 2 3

I answered others’ questions. 1 2 3

I remained on topic and helped the group stay focused. 1 2 3

I encouraged others to participate. 1 2 3

I disagreed without hurting others’ feelings. 1 2 3

I summarized or repeated my ideas when necessary. 1 2 3

I gave reasons for my opinions. 1 2 3

I listened courteously and effectively. 1 2 3

I tried to understand and extend others’ ideas. 1 2 3

My most important contribution to the conversation was: ____________________________________________________________________________________________________________________________________________________________________________________________________________ My plan for improvement is: ____________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluation

Activity: 3 Product: Self-assessment rubric. Score:

Knowledge


Identifies his/her own mistakes and pays close attention to others in order to be aware of problems with correct intonation and pronunciation.

Applies his/her knowledge and deduces the problems with intonation and pronunciation.

Shows ability and positive attitude. Is opened to feedback.



1. Let’s be aware of our own mistakes and play a game. 1. Gather in teams of four. 2. Decide talking order.

3. The first person chooses a topic. 4. The second person has to start talking about the topic and cannot stop or pause for one minute (use a

chronometer to set the time), then the rest of the team listen for mistakes, if you spot a mistake; the next person in order has its turn to speak. Only one student speaks at a time, while others listen and remain non-judgmental.

5. Pay close attention for mistakes in your, pronunciation, fluency (pausing), and vocabulary (repeating words).

6. When the minute tops, the person talking at the end gets a point. 7. Start again the practice but now someone else chooses the topic.

2. Finally each team designs one person to express their conclusions and how they feel with the

activity. 3. Complete the self-assessment for Individual Contributions to Group Discussion.

Activity: 3

59 BLOCK 2

Intonation Introduction. Intonation is the variation of pitch when speaking.

Intonation and stress are two main elements of English.

Intonation is a part of suprasegmental phonology. Intonation helps to recognize the language that you hear in the

same way as the melody of a song helps to recognize the song that you hear.

Key components of Intonation. Intonation is based on several key components: Pitch: Pitch is the degree of height of our voice in speech.

Normal speaking pitch is at midlevel.

Intonation is formed by certain pitch changes,

characteristic of a given language.

Sentence stress: Sentence stress makes the utterance understandable to the listener by making the important words in the

sentence stressed, clear and higher in pitch and by shortening and obscuring the unstressed words.

Sentence stress provides rhythm in connected speech.

Functions of intonation: Attitudinal functions

• Allow us to express emotions: finality, confidence, interest, surprise, doubt, joy, pain, irony, etc.

Accentual functions

• Allow us to express emotions: finality, confidence, interest, surprise, doubt, joy, pain, irony, etc.

1. Intonation is the movement in pitch of the voice.

2. There are three intonation patterns in spoken English:

fall fall-rise rise

↘ ↘↗ ↗

3. Intonation tells us the speaker’s attitude to the words they are saying: ↘No (no) ↘↗No (maybe) ↗No (surprise)

60 PURPOSE AND TONE

Grammatical functions

• The grammar and syntax structure of what is being said by using the information contained in the

intonation. For example such things as:

A - The placement of boundaries between phrases, clauses and sentences.

B - The difference between questions and statements.

Discourse functions

• Intonation can signal to the listener what is to be taken as “new” information and what is already “given”.

• It can indicate when the speaker is indicating some sort of contrast or link with material in another tone

unit.

• In conversation it can convey to the listener what kind of response is being expected from him.

We have to learn intonation because awareness aids communication; and also because wrong intonation causes

misunderstanding. When speaking, people generally raise and lower the pitch of their voices and form pitch patterns.

They also give some syllables a greater degree of loudness and change their speech rhythm. These phenomena are

called intonation. Intonation does not happen at random but has definite patterns which can be analyzed according to

their structure and functions. Intonation patterns often differ between languages or even between varieties of the same

language, e.g. between Australian English and American English. In some communities there is a difference in the

intonation patterns of different age groups or sexes. (Richards, 1987, 148) A more technical definition of intonation

would be “the variations which take place in the pitch of the voice in connected speech, i.e. the variations in the pitch of

the musical note produced by vibration of the vocal cords.” (Jones, 1960).

61 BLOCK 2

Closing Activity

1. Gather in teams of 5.

2. Take turns and practice the following exercises for intonation.

a. Say these to mean it: i. It’s raining! (What a surprise!). ii. It’s raining! (How annoying!). iii. It’s raining! (That’s great!).

b. Say “Goodbye”

i. To a member of your family departing at the airport. ii. To someone who has been annoying you. iii. To a child starting his very first day at school. iv. To a boy/girl friend. v. To a classmate at the end of school.

c. Say “How are you?”

i. To someone you haven’t seen in 8 years. ii. To someone who has recently lost a member of the family. iii. To someone who is in a hospital. iv. To a classmate at the beginning of the day. v. To the Principal of the school.

d. Say these sentences in different ways.

i. Do we have to speak English? ii. I never watch TV. iii. I never go out without my parent’s permission. iv. What have you done? v. Hey! What’s the problem?

e. Practice the following “Role play”.

i. Are you busy tonight? ii. Not really. Why? iii. I was thinking of going to a movie! iv. Great! Let’s go!

f. Practice the following “Role play”.

i. I’m looking for an Orange cotton shirt. ii. (Make a move as if you were giving the shirt). iii. No, I said an Orange cotton shirt! (Emphasis on the mistake).

g. Make a few more mistakes in different places according to the previous (f) role play; such as the library, the bus, at the movies, at school, with your boy/girl friend.

h. Add more adjectives as the other role plays go in progress.

Activity: 4

62 PURPOSE AND TONE

Evaluation

Activity: 4 Product: Video and practice. Score:

Knowledge


Analyses intonation differences and creates a video to evaluate the practice and be aware of his/her weaknesses in English.

Applies and uses his/her oral skills and is aware of language weaknesses by practicing and video recording the team activity.

Appreciates team work and shows positive attitude when working in teams.



3. Demonstrate the practice by exaggerating intonation.

4. Try the role play talking as a robot (flat) and then speak normally to highlight the

difference.

5. Imitate all the situations but without words, just humming. Say the following sentence following the instruction in parenthesis. With the help of your teacher, underline the word or words that give the intonation and stress to the statement.

a) I thought she might consider a new dress (not someone else). b) I thought she might consider a new dress (I am not sure). c) I thought she might consider a new dress (not another person). d) I thought she might consider a new dress (it’s a possibility). e) I thought she might consider a new dress (she should think about it. It’s a good

idea). f) I thought she might consider a new dress (not just a dress). g) I thought she might consider a new dress (not something else).

6. Your task is to videotape all the situations practiced by the team and present

the activity in class.

7. Analyze the whole activity and report your conclusions to your teacher and the class.


63 BLOCK 2

Didactic Sequence 2. Linking, idioms and slang in American English.

Startup activity

Evaluation

Activity: 1 Product: Flipchart and oral practice.

Score:

Knowledge


Practices interviewing others and discusses strengths and weaknesses of pronunciation in teams.

Applies previous knowledge to identify strengths and weaknesses of his/her English practice.

Shows openness to feedback provided by the teacher and classmates.



1. Gather in teams of 6. 2. Interview someone in the team you do not know well. 3. After the interview is over, the interviewer gives a short introduction of the person to the whole

team. Questions you may want to ask during the interview include:

name age where are they

from? job or major

hobbies religion marital status number of people in

their family

his or her goal in life

what their family members do

why they want to learn English

Favorite kinds of music (or food, movies, etc.)

4. Analyze your partner’s English fluency. Does he/she talk without hesitation?

How can he/she improve his/her English?

5. The team presents a conclusion with everybody’s appreciation represented in visual form in a

flipchart.

Activity: 1

64 PURPOSE AND TONE


Evaluation

Activity: 2 Product: Flipchart and oral practice.

Score:

Knowledge


Practices interviewing others and discusses strengths and weaknesses of pronunciation in teams.

Applies previous knowledge to identify strengths and weaknesses of his/her English practice.

Shows openness to feedback provided by the teacher and classmates.



Linking One of the reasons non-native speakers have problems understanding and pronouncing English is because of linking. Linking occurs when a word ends in a consonant and the following word starts with a vowel. The consonant sound is linked with the vowel when it is pronounced. For example in the phrase ‘that’s enough’ the ‘s’ in that’s is linked to the ‘e’ in enough and sounds like thats senough.

Look and listen to the examples below. The linked letters are in bold and underlined. The first sentence will be with proper enunciation, and the second with linked enunciation.

That’s enough. (That’s senough)

Sit on an orange crate. (Sit ton nan norange crate)

Bring an apple and a book. (Bring gan napple and da book)

Now is a time for all of us to pack it in. (Now wis sa time for rall lof vus to pack kit tin)

Lemons and oranges are not available in autumn. (Lemons sand doranges are not tavailable in nautumn)

A car is only as good as its’engine. (A car ris sonly yas good das sits’ sengine) Create a flipchart and present it in class, be opened to feed back.

Activity: 2

65 BLOCK 2

Read and discuss. Introduction to Linking.

Native English speakers have ways of naturally transitioning from word to word, a concept we call linking. One of the

first obstacles a language learner faces in listening comprehension is in understanding individual words when many

whole sentences are said at a natural speed. It is difficult for even students with excellent vocabulary and grammar to

unlink the words that native speakers naturally hook together in their regular pronunciation patterns. Even when this is

overcome, and a listener can confidently understand a native speaker of English, the skill of learning to link words in his

or her own speaking often does not naturally occur. The failure to fluidly link words together is not likely to cause the

same miscommunication as incorrectly producing sounds; however, the payoffs for learning how to link are significant.

Even if two speakers use identical vocabulary and grammar when speaking to a native listener, the speaker with more

fluid linking will be perceived as more fluent as a result of that subtle secondary level of communication.

In dialog, words are continually linked together until there is a reason to pause. These pauses happen where there is

the spoken equivalent of a comma or period in the sentence. We can also add a pause into a sentence to add

emphasis. To begin, we’ll practice linking just a couple words at a time.

While the general concept of linking requires blending one word into the next, this is easier said than done. Linking

words together often requires saying sounds together that do not naturally occur together within words. For a student

who has probably been taught to speak English by carefully studying and learning the pronunciation of individual

words distinctly this is decidedly non-intuitive. The essence of linking is to provide bridge sounds between individual

words, using the last and first sounds of the adjacent words as the foundations.

It is normal to have difficulty with linking and blending. The number of possible combinations of sounds is immense

and it is almost impossible to practice every possible combination.

The Vocal Tract

When air is pushed up from the lungs, the

movements within the vocal tract create each

unique sound. The vocal tract is the area from the

nose and the nasal cavity down to the vocal cords

deep in the throat. Understanding the vocal tract is

an important aspect of learning to accurately

produce sounds. The lips, tongue, and jaw are the

parts of the vocal tract that are initially the easiest to

control voluntarily.

The vocal tract: front to back

Consonant sounds are generally easier sounds to

“feel” than vowel sounds because they are created

with a more constricted vocal tract.

The lips: The p sound, b sound, and m sound are

created by pressing the lips together, while forming

the f sound and v sound requires interaction

between the bottom lip and the top teeth.

66 PURPOSE AND TONE

The tip of the tongue and the front teeth: The unvoiced th and voiced th sounds are created by controlling how the

close the tip of the tongue is to the front teeth.

The front of the tongue (including the tip) and the tooth ridge: The tooth ridge is the bony bump directly behind the top

front teeth (behind the tooth ridge is the hard palate). Accuracy of tongue position in relation to the tooth ridge is

necessary for production of the t sound, d sound, ch sound, j sound, s sound, z sound, sh sound, zh sound, l sound,

and n sound.

The back of the tongue and the soft palate: The soft palate is the fleshy area at the top, back of the mouth. The back of

the tongue interacts with the soft palate to create the k sound, g sound, and ng sound.

The deep back of the tongue and the throat: The h sound is created by constricting the area at the very back of the

mouth.

The nasal cavity

The nasal cavity is the uppermost section of the vocal tract. The m sound, n sound, and ng sound are created when air

is released through the nasal cavity. As an experiment, create an m sound (the lips should be completely closed) and

hold your nose shut with your fingers. When air cannot pass out our nose, we cannot create these sounds!

The vocal cords

The vocal cords are deep in the throat, and their vibration allows sound to be said more loudly or more quietly. While all

vowel sounds are voiced, meaning the vocal cords vibrate during their production, many consonant sounds are

unvoiced, meaning that the vocal cords do not vibrate during their production. The vibration of the vocal cords can be

felt by placing two fingers at the front of the throat and creating a b sound. Then, in contrast, create a p sound and

notice that there is no vibration.

http://www.pronuncian.com

67 BLOCK 2

Evaluation

Activity: 3 Product: Video analysis and Flipchart.

Score:

Knowledge


Analyses the video presented, answers questions and relates information with real usage of English in a daily basis.

Recognizes the concept for linking the language in a real situation presented by the teacher in a video.

Values the language. Appreciates listening and oral English skills.



1. Pay attention to the following video about linking 2. Answer the following statements and write your answers. a) Can you identify the difference? ____________________________________________________

____________________________________________________

b) What is linking related to? ____________________________________________________

____________________________________________________

c) Which type of words in English may be reduced? ____________________________________________________ d) What are your conclusions about the video? _________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

3. Discuss the video in class. 4. Search for a video or podcast and identify at least 15 linked words or phrases. 5. Present the video and flipchart in class categorizing the linked identified phrases.

Activity: 3

68 PURPOSE AND TONE

Evaluation

Activity: 4 Product: PowerPoint presentation. Score:

Knowledge


Recalls information from the text in order to practice, prepare and present a PowerPoint.

Applies his/her knowledge and presents his own ideas.

Shows ability and positive attitude when listening and presents own ideas. Is opened to feedback.



Common Reductions

Reductions occur when sounds are reduced or completely eliminated in words when spoken. Reductions are very common in speech and some of the most common reductions are described below.

Reductions of ‘of’: There are three changes the can occur with the word ‘of’. A. The ‘o’ in of is often pronounced using the schwa sound- uh.

Some of becomes some uh. ‘He likes some of the books’ becomes He likes some uh the books.

B. If a vowel follows ‘of’ it is often pronounced with a schwa + v (uhv):

Most of becomes most uhv. ‘Most of all, you can’t drink’ becomes Most uhv all, you can’t drink.

C. If the sound of the letter before ‘of’ is a ‘t’ there is a flap in addition to the reduction.

ouf of becomes oud dah. ‘He’s out of money’ becomes He’s oud dah money.

Reductions of ‘and’: And is often reduced to ‘n’. Movies and books becomes movies n books ‘I like movies and books’ becomes I like movies n books. Reductions of ‘or: Or is often reduced to ‘r’. Pencil or pen becomes a pencil r pen. ‘Either a pencil or pen’ becomes Either a pencil r a pen will do. Reductions of ‘for’: For is often reduced and changed to fer. For lunch becomes what’s fer lunch. What’s for lunch’ becomes What’s fer lunch.

1. In pairs, practice the reductions given.

2. Create a PowerPoint presentation giving different examples than the ones given here.

Activity: 4

69 BLOCK 2

Read and discuss or an instruction here. What are Idioms? Idioms are words, phrases, or expressions that are either grammatically unusual, as in, “Long time, no see!”, or their meaning cannot be taken literally, as in, “It’s raining cats and dogs!” This expression does not mean that cats and dogs are falling from the sky, but it is a metaphorical expression (word picture) that means that it is raining very heavily. Some examples of English idioms

• After John had broken the window, he decided to face the music and tell his mother.

Meaning: ‘To accept the unpleasant consequences of one’s actions.’

• Mary had to learn a very long poem by heart. Meaning: ‘To rote-learn something.’

• When John asked Mary out, she showed him the cold shoulder.

Meaning: ‘To show deliberate coldness or disregard.’ Why should you learn English idioms?

Idioms are an important part of every language. Therefore, as a language learner, knowing idioms is useful in at least two ways:

1) The more idioms you know, the more native-like your language will sound;

2) By learning idioms, you learn a lot about the culture of the community speaking the language you are learning.

70 PURPOSE AND TONE

Evaluation

Activity: 5 Product: Exercise. Score:

Knowledge


Practices idioms and completes the questionnaire to identify meaning.

Applies his/her knowledge to identify idioms meaning and presents his own ideas.

Shows positive attitude and presents own ideas. Is opened to feedback.

Auto evaluation C MC NYC


Practice with Idioms

With the help of your teacher, identify the following “idioms” then choose the correct meaning of each expression in the following multiple choice questions.

1. Wow! It’s raining cats and dogs today! I wish I’d brought my umbrella to school!

a. I forgot my umbrella today. b. It’s raining heavily. c. Cats and dogs are falling from the sky.

2. When I told my mom I would be home around 2 am, she had a cow!

a. My mom bought a baby cow. b. My mom is really strange. c. My mom was really upset.

3. Jean: How did you know it was my birthday today?

Susan: Oh, a little birdie told me!

a. Jean told Susan it was her birthday. b. An unnamed person told Susan about Jean’s birthday. c. Susan told Jean it was her birthday.

4. I never learned how to use a computer, so I lost my job. It’s a dog-

eat-dog world.

a. Only the strong or the best survive. b. Dogs are eating dogs at the office. c. Dogs like to eat dogs for lunch.

5. The “cream of the crop” means it is ___.

a. The worst. b. The best. c. These quiz questions courtesy of http://a4esl.org

Activity: 5

71 BLOCK 2

Evaluation

Activity: 6 Product: Exercise. Score:

Knowledge


Practices idioms and gives the correct meaning.

Applies his/her knowledge to identify idioms meaning and gives his own ideas.




IDIOMS can be the most confusing part of any language. Idioms are sayings that have hidden meanings. The expressions don’t mean exactly what the words say. Write the meaning to the following idiom expressions. 1. That’s the way the cookie crumbles. __________________________________________________________________________________________________________________________________________________________________________________________________ 2. He spilled the beans. __________________________________________________________________________________________________________________________________________________________________________________________________ 3. She’s the apple of his eye. __________________________________________________________________________________________________________________________________________________________________________________________________ 4. The students in group 603 are going bananas. __________________________________________________________________________________________________________________________________________________________________________________________________ 5. He’s feeling blue today. __________________________________________________________________________________________________________________________________________________________________________________________________ 6. You’re walking on thin ice mister! __________________________________________________________________________________________________________________________________________________________________________________________________ 7. Uh, oh. We’re in hot water now. __________________________________________________________________________________________________________________________________________________________________________________________________ 8. You’d better hold your tongue and button your lip. __________________________________________________________________________________________________________________________________________________________________________________________________ 9. Mrs. Mendoza has eyes in the back of her head. __________________________________________________________________________________________________________________________________________________________________________________________________

Activity: 6

72 PURPOSE AND TONE

Slang Definition

Slang is the non-standard use of words in a language and sometimes the creation of new words or importation of words

from another language.

Slang terms are often particular to a certain subculture, such as skaters, or musicians.

Slang is used extensively in American TV, movies, music, literature, and in conversations among

native English speakers.

Slang Example “hang”

I think that we should “hang” at the beach today. The meaning of this slang term is to “spend time.”

The word “hang” has a completely different meaning in standard English usage.

hang - To fasten from above with no support from below.

73 BLOCK 2

Evaluation

Activity: 7 Product: Role play and listening Exercise.

Score:

Knowledge


Practices idioms when listening to the dialogue and gives the correct meaning.

Applies his/her knowledge to identify idioms meaning when listening the conversation and gives his own ideas.




1. In teams of three discuss the following statements:

a) What is “slang?” who uses it in your own culture? (e.g., male, female, young, middle-aged, old, etc.) and what examples can you think of in your language?

b) What idioms or idiomatic expressions can you think of that are part of everyday language? 2. Listen to the conversation and try to identify each of the short statements and the use of slang.

1. Where did the man go to watch the flick? a. At a friend’s house b. Downtown c. At a local bar

2. What did the man think of the movie?

a. He thought it was outstanding. b. He thought it was ridiculous. c. He thought it was weird

3. Why did Dave say his roommate was a real airhead?

a. His roommate thought the Titanic was a Japanese boat. b. His roommate believed that the Japanese sank a ship called the Titanic. c. His roommate said that the Japanese won the war using a boat called the Titanic.

4. What did Dave and his roommate do after the movie?

a. They went out for a few drinks. b. They decided to watch TV. c. They talked about their hobbies and their parents.

5. Why did Dave decide to hit the sack?

a. He had a basketball game the next morning. b. He wasn’t feeling well because he drank too much. c. He needed plenty of rest for his test the following day.

Now create a role play based on the listened dialogue using your own ideas. You may use a slang dictionary or the internet to find ideas for the play.

Present the role play in class.

Activity: 7

74 PURPOSE AND TONE

Conversational English or “slang” is used by many or most Americans, especially young people. Here is a small sample listing of some terms you may hear during your stay in a visit to USA:

ain’t: (verb) ASAP: (adverbial

phrase) bucks: (noun) change: (noun)

(He, She, It, We, You, They) is/are not or isn’t/aren’t; (I) am not or I’m not; can be used with either singular or plural pronouns.

As soon as possible; used to express a need for urgency and quick action.

Another word for dollars or cash.

1. Amount of money you are owed when you pay for a service and give them more money than is due. For example, if you pay for a five dollar service with a twenty dollar bill, you get fifteen dollars in change.

2. Coin money.

charge it: (verb phrase) chill out: (verb phrase) clueless: (adjective) cool: (adjective)

To use a credit card to pay for a product or service.

To be calm and relaxed; to be cool.

Unaware; naive; lacking knowledge.

1. Calm. 2. Fine, acceptable. 3. Neat; exciting; interesting; very

good.

cops: (noun) couch potato: (noun) damn: (expletive): get outta here: (sentence)

police officers; officers of the law.

A person who spends too much time in front of the television

Used to express anger, disgust, frustration or pain; an expression of surprise

You must be kidding! I don’t believe you!

drunk: dude: for real?: drinking:

1. (Noun) An inebriated person.

2. (Noun) A person who makes a habit of drinking too much alcohol.

3. (Adjective) In a state of inebriation.

1. (Noun) Person, especially male.

2. (Interjection) A greeting or salutation. 3.(interjection) An indication of surprise.

1. (Adjective) True. 2. (Interjection) Is it

true?

1. Consuming alcohol. 2. Consuming any fluid.

hang out: Hello!!?: (interjection) Hey: (interjection) hip: (adjective)

1. (Verb) To relax. 2. (Verb) To gather; to be

at or with. 3. (Noun) A place to meet

or get together.

1. Are you there? I’m trying to get your attention.

2. Are you awake? 3. Are you stupid?

1. Used to get someone’s attention.

2. Used to express surprise or anger.

1. In style. 2. Knowledgeable.

ID: (noun) i.e. (transitional phrase abbreviated):

like: (interjection) don’t stress: (phrase)

Identification or physical proof of your identity, age, etc.

in other words. Completely, totally; an interjection used for emphasis.

Don’t worry.

rap: restroom: (noun) ride: surf the Web: (phrase)

1. (Verb) To talk. 1. 2. (Noun) Talk,

statement. 2. (Noun) A kind of music

sometimes called hip-hop characterized by lyrical talking.

Lavatory; bathroom.

1. (Noun) Mode of transportation; car.

2. (Verb) To go, usually by car.

To do research or searches on the World Wide Web to find websites that may interest or help you.

take it easy: (verb phrase) tired: (adjective) totally: (adverb) way:

Be calm; relax; rest. Old, repeated, overused.

Very; very much.

1. (Adverb) Very; too much. 2. (Interjection) Yes; positive

affirmation to the statement “no way.”

75 BLOCK 2

what’s up: (greeting) White Pages: yeah: (interjection) Yellow Pages:

Hi. What’s new or happening?

A telephone directory or listing of mostly residential and business phone numbers and addresses.

Assent or agreement; Yes; positive affirmation.

Telephone directories that can help you find businesses, services and entertainment.

you: you know?: (phrase) Yous, Yins, Y’all: (pronoun)

1. (Interjection) Hey. 2. (Greeting) Hi; what’s

up.

Do you understand or sympathize with what I am saying?

You (plural).

76 PURPOSE AND TONE

Closing Activity

1. In pairs search for at least 20 of the most common idioms in English (not the ones in this sequence) and 20 of the most common American slang expressions. Then create a booklet.

a) Design a tittle page for your booklet. b) The booklet and each page have to be of a half letter size that is 8.5” x 11”. Letter Size if you are using

your computer. c) Write the table of content. d) Write one idiom per page. e) Illustrate each idiom the way you decide. f) Each page has to visually represent both the meaning and the idiom’s words. g) Keep in mind that “People use idioms to make their language richer and more colorful and to convey

subtle shades of meaning or intention. Idioms are used often to replace a literal word or expression, and many times the idiom better describes the full nuance of meaning. Idioms and idiomatic expressions can be more precise than the literal words, often using fewer words but saying more. For example, the expression it runs in the family is shorter and more succinct than saying that a physical or personality trait ‘is fairly common throughout one’s extended family and over a number of generations.”

(Gail Brenner, Webster’s New World American Idioms Handbook. Webster’s New World, 2003) h) Present the booklet to your teacher. i) Give feedback to other booklets. j) Within a four to five-minute period of time, the student will present an oral presentation of his/her booklet

and related project that addresses five components: 1. Introduction. 2. Strategy summary. 3. Personal review. 4. Activity explanation. 5. Conclusion.

2. Finally use the rubrics presented to evaluate the activity.

Activity: 8

77 BLOCK 2

Book Project: Physical Project Rubric

4 3 2 1

General Appearance, Completeness, & Organization.

Project is beautifully constructed w/masterful use of detail and attention to spatial relationships.

Project is attractive and demonstrates adequate use of detail and space.

Evidence of some planning but inadequate use of space and less than expected attention to detail.

Project appears constructed w/o adequate planning and attention to detail.

Creativity.

Reflects unique or inventive thinking tying visual elements of project to underlying themes.

Reflects creative use of detail to communicate significant element(s) of the story.

Reflects shallow or inadequate relationship between project and story.

Does not demonstrate thoughtful relationship between project and story.

Materials & Workmanship.

Enhance overall appearance.

Positively contribute to general appearance.

Damaged or in need of quality control.

Not suitable for acceptable project.

Overall Impression.

Goes beyond the book. Very Impressive.

Adequate representation of the book.

Falls short. Inadequate effort.

Book Project: Oral Presentation Rubric

4 3 2 1

Poise and Preparation.

High level of planning and preparation is evidenced by confident and organized presentation, which falls within allotted time.

Adequate level of planning and preparation is reflected in reasonably smooth presentation, which falls within allotted time.

Poise and composure indicate need for additional preparation and planning. Time parameters may also be a concern.

Obvious lack of preparation contributes to deficiency in poise, composure and observance of time requirements.

Content.

Rich, and reflective. Creatively communicates thematic relationships found within story.

Sufficiently addresses the five required elements of the presentation.

Loosely organized and/or superficially addresses the required elements of the presentation.

Does not reflect a thorough understanding or adequate reading of the book.

Knowledge.

Presentation & response to questions reflects a thorough understanding of the book and its related themes.

Presentation & response to questions reflects a basic understanding of the book and its related themes.

Presentation & response to questions reflects a superficial understanding of the book and its related themes.

Presentation & response to questions reflects an inadequate reading or understanding of the book.

Evaluation

Activity: 8 Product: Booklet. Score:

Knowledge


Practices idioms and gives the correct meaning.

Applies his/her knowledge to identify idioms meaning and gives his own ideas.




78 PURPOSE AND TONE

Time assigned: 15 hours


Unidad de competencia: Desarrolla su capacidad para comunicarse y expresar sus ideas con claridad y objetividad utilizando el idioma de forma sencilla.


encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos

locales, nacional e internacional.

English production and practice.

80 ENGLISH PRODUCTION AND PRACTICE

Didactic Sequence 1. Spoken accomplishments “Job-related”.

Startup Activity

Skill or Ability Your Answer Your Partner’s Answer

Can you… Yes/No Extra Info Yes/No Extra Info

Use Power Point?

Face new challenges?

Speak another language?

Are you…

Neat?

Organized?

Punctual?

Are you good at…

Statistics?

Writing business letters?

Making sales?

Are you able to…

Work alone?

Work under pressure?

Translate correspondence?

Do you know how to…

Use Microsoft Excel?

Prioritize tasks?

Use a word processor?

Do you have…

Any experience?

A driver’s license?

Any degrees?

In pairs interview each other about your skills and qualifications. Use A for one person and B for the other.

Sheet A

There are many ways to ask about another person’s abilities: You can say any of the following: Can you speak another language? Are you hardworking? Are you good at making sales? Are you able to work on Sundays? Do you know how to use Excel? Do you have a driver’s license?

Activity: 1

81 BLOCK 3

Skill or Ability Your Answer Your Partner’s Answer

Can you… Yes/No Extra Info Yes/No Extra Info

Use Power Point? Lead a group? Speak another language? Are you…

Hardworking? Internet savvy? Outgoing? Are you good at…

Negotiating? Solving problems? Giving presentations? Are you able to…

Work well in groups? Meet deadlines? Cope with stress? Do you know how to…

Use Microsoft Excel? Deal with angry clients? Communicate effectively? Do you have…

Any experience? A professional attitude? Any certificates?

www.bogglesworldesl.com/businessESL.htm

Evaluation

Activity: 1 Product: Interview and rubric. Score:

knowledge


Represents interviews in class. Develops the information. Involves the whole class in an introduction.

Recalls, determines and applies previous knowledge to identify oral abilities in a conversation.

Shows openness to feedback provided by teacher and classmates.


Rating awarded by the teacher.

Sheet B

There are many ways to ask about another person’s abilities: You can say any of the following: Can you speak another language? Are you hardworking? Are you good at making sales? Are you able to work on Sundays? Do you know how to use Excel? Do you have a driver’s license?



Development activities

Business Client Role Cards

Business clients are very important for your company. During this activity you and your secretary, have to attend clients with diverse situations.

1. Gather in teams of 10 and decide who is going to be the boss “Maria Jimenez” (Mario / Maria Jimenez, is a manager at Earthly Company) and the Secretary.

2. Each member of the team chooses a Role-play card which contains the clients name, company, telephone number, and important business information that the clients want to convey to Maria Jimenez.

3. For every situation the boss or the secretary, has to think about the proper response to each situation, that is why a different person from the team is recommended so each one will have the chance to give a reaction to a different situation.

4. Use the rubric for self-evaluation. 5. While others work you (student) have to observe and grade each pair talking with the rubric

provided.

Activity: 2

83 BLOCK 3

Self-assessment for Individual Contributions to Group Conversation Rate each entry as: 1 - Needs Improving 2 - Satisfactory 3 - Very Good

My group was discussing: _____________________________________________________________________________

Example

I shared my ideas and offered my suggestions. 1 2 3

I spoke clearly and slowly enough. 1 2 3

I answered others' questions. 1 2 3

I remained on topic and helped the group stay focused. 1 2 3

I encouraged others to participate. 1 2 3

I disagreed without hurting others' feelings. 1 2 3

I summarized or repeated my ideas when necessary. 1 2 3

I gave reasons for my opinions. 1 2 3

I listened courteously and effectively. 1 2 3

I tried to understand and extend others' ideas. 1 2 3

My most important contribution to the conversation was: ______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

My plan for improvement is: ______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________


Role play rubric student


Participation in Preparation and

Presentation.

Always willing and focused during group work and

presentation.

Usually willing and focused during group work and

presentation.

Sometimes willing and focused during

group work and presentation.

Rarely willing and focused during group work and

presentation.


Convincing communication of


motives.

Competent communication of

character’s feelings, situations and

motives.

Adequate communication of


motives.

Limited communication of


motives.



effectively sustained.


generally sustained.

Purpose is established but may

not be sustained.

Purpose is vaguely established and may

not be sustained.

Use of Non-Verbal Cues (voice, gestures, eye

contact, props, costumes).

Impressive varieties of non-verbal cues

are used in an exemplary way.

Good varieties of non-verbal cues are used in a competent

way.

Satisfactory variety of non-verbal cues

used in an acceptable way.

Limited variety of non-verbal cues are

used in a developing way.


Choices demonstrate insight

and powerfully enhance role play.

Choices demonstrate

thoughtfulness and completely enhance

role play.

Choices demonstrate

awareness and developing

acceptably enhance role play.

Choices demonstrate little

awareness and do little to enhance role

play.

Evaluation

Activity: 2 Product: Role play and rubrics. Score:

Knowledge


Identifies how to deal with a real situation using business language in a role play.

Applies his/her knowledge and the use of English language. Infers the purpose of this in real situations.

Integrates knowledge by providing and receiving feedback from classmates and teacher.



85 BLOCK 3

Business Vocabulary employment http://grammar-teacher.com/business-vocabulary-employment/

Posted on September 13, 2011

If you ‘hire’ someone, you employ them.

If you ‘fire’ somebody, you dismiss them from their job,

usually because of something

they did.

If you ‘make somebody

redundant’, you dismiss them from their job for economic

reasons.

If you ‘recruit’ people, you

persuade them to work for you.

If you ‘head hunt’ someone for a job, you

approach them because you think they

are well-qualified for the job and offer them

the job.

If you ‘hand in (or give in) your notice’, you

tell your employer that you are going to leave

the company.

We hired him on a six month contract.

I hear that they are not hiring people at the moment because of budget problems.

I had to fire Sally because she kept on making mistakes.

If you don’t improve, they may decide to fire you.

They are closing down the factory and making 500 people redundant.

I was made redundant from my last job.

We need to recruit more young engineers.

It’s difficult to recruit people because our pay is so low.

We need to look at the people doing similar jobs in other companies and head hunt the best one.

He was headhunted at great expense but the job didn’t work out and he left.

She handed in her notice this morning and is leaving at the end of the month.

He gave in his notice and they told him he could leave straight away.

If a company ‘gives someone notice’, they tell them that they

are going to lose their jobs.

If an employer ‘sacks’

someone, they fire them.

If you ‘get the sack’ or are

‘given the sack’, you are fired.

‘Severance pay’ is money

paid to workers when they are

made redundant.

If you take legal action against your employer for ‘unfair dismissal’, you claim that they

dismissed you for no good reason.

If you take legal action against your

employer for ‘constructive

dismissal’, you claim that you were forced

to leave your job because of the

actions/behaviour of your employer.

The company only gave me three days’ notice that I was being made redundant.

We have to give her two months’ notice that we are letting her go.

They sacked me without notice after ten years with the company.

I hear they intend to sack him because of his bullying.

He was given the sack because he kept arriving late.

If I keep making mistakes, I’m going to get the sack.

The redundant workers were given 26 weeks’ severance pay.

After ten years, I got three days’ notice and no severance pay.

He is suing them for unfair dismissal as he says he was only ever late once.

Dismiss me and I’ll take you to court for unfair dismissal. I’ve done nothing to deserve this.

She is making a claim for constructive dismissal because she claims her immediate boss bullied her.

I’m sure you have the grounds for a complaint of constructive dismissal.

1. Read attentively the following vocabulary. 2. In teams of 5 create a picture dictionary for each expression presented in the list. 3. Describe the terms and the given example using pictures to define each expression. 4. Each picture or drawing must be presented in a 5 x 8 card. 5. Present the dictionary and explain how to use it to the class. 6. Evaluate the activity giving feedback to others.

Activity: 3


Flashcards Rubric

Excellent / 5 pts. Good / 3 pts. Poor / 1 pts.

Following Directions.

The flashcards were made using all of the vocabulary words from the packet.

The flashcards were made using some of the vocabulary words from the packet.

The flashcards were made using few of the vocabulary words from the packet.

Definitions. The correct meaning was chosen for the definitions of all vocabulary words.

The correct meaning was chosen for definitions of some of the vocabulary words.

The correct meaning was chosen for definitions of a few vocabulary words.

Spelling. All vocabulary words were spelled correctly.

Some vocabulary words were spelled correctly.

Few vocabulary words were spelled correctly.

Evaluation

Activity: 3 Product: Dictionary with images. Score:

Knowledge


Revises and practices vocabulary. Recognizes new words and designs visual material about it.

Applies his/her knowledge to present vocabulary in a drawing and in the oral description.

Shows ability and positive attitude when drawing and presenting ideas. He / she is opened to feedback.



87 BLOCK 3

1. Read the case study carefully and check out any vocabulary you don't know.

Joaquin has just finished a university degree in computing and is looking for a job with an IT company. During the summer holiday, he worked for a small IT company in Tucson, Az. to gain some work experience. To begin his job search, and to improve his chances of getting a job, Joaquin goes to the library to look at books on how to write a resume and cover letters. After a lot of time and effort, Joaquin finishes his resume and asks friends and family members to look at it. They all agree that his resume is impressive and he should be able to find work quickly.

After several weeks of looking for work, he has sent his resume to a large number of companies and posted his resume online. He has not heard back from many of them and is beginning to wonder if his applications got lost in a black hole. His friends advise him to go to speak to a recruitment agency. There, he meets Mark, an expert on helping people find jobs in the IT industry. Mark tells him that it is really hard to find work at the moment, as so many people have been made redundant. This means that there are lots of very well qualified people looking for work, so less qualified people and new graduates are finding it harder. But with the right attitude and some hard work, Joaquin should find a job.

Joaquin is starting to think that he will never find a job when his aunt Sheila asks him to come over and fix her computer. She offers to pay him and tells him that her friend Peter also needs help with his computer. Joaquin is starting to see a business opportunity. He now plans to set up a business instead of looking for a job. He is going to fix computers and teach people how to use them.

2. In teams of 6 discuss the case presented. 3. Now discuss about the advantages and disadvantages of self-employment. 4. What are we trying to do?

Your task is to prepare to argue and support a position assigned to you by your teacher. You will do the necessary research to support your ideas, prepare to both pose and answer questions and practice your presentation so that it’s well polished.

5. Each group gets 3 minutes to prepare its arguments for the debate. 6. You must follow a strict set of guidelines that tell you when you may speak.

Student 1 Affirmative (3 minutes): The affirmative speaker presents his/her opinion. She/he defines the situation, presents proposed alternatives, and explains why her/his position is correct.

Student 2. Negative (3 minutes): Then negative speaker presents his/her position. She/he explains why his/her position is correct. Then he/she raises questions about the affirmative position.

Student 3. Affirmative (3 minutes): The affirmative speaker summarizes the arguments on both sides noting where the positions conflict. The speaker will try to demonstrate the superiority of his/her reasoning. The speaker also has the task of answering any questions raised by the negative speaker. It’s important to address any particularly difficult questions. The answers should leave the audience satisfied.

Student 4. Negative (3 minutes): The negative speaker restates the negative position. She/he will address important questions raised. The main task however is to attack the affirmative opinion. The goal of the speaker is to demonstrate that the affirmative opinion is wrong.

7. After the first 4 members in each group have spoken, the rest of the team will be given 2 minutes to gather and prepare a rebuttal.

8. Each group will be given 1 minute to deliver its rebuttal. Rebuttal speeches are shorter and may not present new evidence. Their sole purpose is to defend your case and defeat the case of the opposition. Student 5. Rebuttal – Affirmative (1 minute): The affirmative speaker has 1 minute to refute the negative

speaker’s opinion. Student 6. Rebuttal – Affirmative (1 minute): The negative speaker has 1 minute to refute the affirmative

speaker’s opinion. 9. If one member interrupts another, the member that is currently speaking will receive an extra 30

seconds. 10. At the end of the debate, the moderator (teacher) will announce the winner. 11. Use the rubric to evaluate other teams and yours.

Activity: 4


Points of Note

Take care with the amount of time you have. Practice beforehand. Use note cards to record important notes.

Appearance may be evaluated. Dress properly.

Complete each speaking opportunity with a brief summary.

Listen carefully to the opponent. He / She may make a significant point you had not thought of during your preparation. You will want to address them in your rebuttal. A strong point left unchallenged makes your side appear all the weaker.

Back up your statements/assertions. Anybody can have an opinion but rationale wins the debate.

Take notes during the debate.

Debate Rubric

Date: _________________________

Criteria Mastery Above Standard Standard Approaches

Standard Below Standard

Argumentation

Extremely detailed, well-

organized presentation of arguments and

evidence. Opening

statement engages the

interest of audience;

closing statement leaves no

unanswered issues and

resonates with the audience. Responds to

issues raised by opponents with

concise, accurate,

logical answers. Effectively

challenges the arguments made by

opponents with argument and

evidence.

Well-organized and complete presentation of arguments and

evidence. Opening statement

successfully frames the

issues; closing statement

summarizes many arguments

made in the debate.

Responds to issues raised by opponents with accurate and

generally concise answers.

Challenges the arguments made

by opponents; challenges are

generally effective.

Organized and generally complete

presentation of arguments and

evidence. Opening statement

outlines or lists arguments and evidence but

does not generate interest;

closing statement does

not reflect remarks made during debate. Responds to most of the

issues raised by opponents with

generally accurate answers.

Offers arguments, but no evidence, to

counter the arguments made

by opponents.

Somewhat organized

presentation of arguments and

evidence. Opening

statement minimally outlines

arguments; closing

argument briefly restates the

ideas offered in the opening statement.

Seems to be caught off-guard by opponents; offers tentative,

somewhat accurate, but

possibly vague or illogical responses. Attempts to challenge

arguments of opponents.

Arguments are unorganized, incomplete, or

completely lacking in evidence.

Opening statement and

closing statements do little more than state the position

of the team. Is unable to

respond to issues raised by

opponents in a meaningful or accurate way.

89 BLOCK 3

Effective use of historical

evidence / content

knowledge

Demonstrates a sophisticated understanding of the issues, events and

facts relevant to the topic.

Demonstrates detailed and

accurate understanding of details as well as the

ability to make original

connections and

interpretations.

Demonstrates a sophisticated

understanding of the issues,

events and facts relevant to the

topic. Demonstrates detailed and

accurate understanding of details as well as

the ability to make original

connections and interpretations.

Demonstrates a basic and accurate

understanding of the issues,

events and facts relevant to the

topic. Demonstrates the ability to make basic connections

between facts and concepts.

Demonstrates a generally accurate

understanding of relevant issues,

events and facts, but may exhibit minor confusion

or misunderstandin

gs. Seem to

understand general ideas,

but do not support their

ideas with relevant facts; OR, seem to

understand facts but are unable to

connect them into coherent arguments.

Demonstrates an inadequate

understanding of the history content

relevant to the topic.

Supports statements with

vague or irrelevant information, or no information at all.

Use of persuasive

appeals

Makes deliberate and effective use of

logical, emotional and ethical appeals

in order to persuade justices.

Uses logical, emotional and ethical appeals

to enhance effectiveness of

argument.

Uses some appeals to make argument more persuasive, but may not include a mix of logical, emotional and

ethical appeals.

Makes minimal use of

persuasive appeals.

Does not use persuasive

rhetoric.

Performance

Exhibits confidence, energy, and

passion in the course of the

hearing. Maintains

respectful tone. Accesses

preparation materials with

ease.

Exhibits confidence and

energy in the course of the

hearing. Maintains

respectful tone. Uses preparation

materials effectively.

Appears nervous, yet somewhat

confident, before the court. Maintains

respectful tone. Use of

preparation materials does

not distract.

Lacks confidence. Maintains

respectful tone. Use of

preparation materials

distracts from quality of

performance.

Demonstrates little or no preparation. Fails to maintain respectful tone.

Scale:

30-35 Mastery 25-29 Above Standard 19-24 Standard 13-18 Approaches Standard 7-12 Below Standard TOTAL= _____________


Evaluation

Activity: 4 Product: Debate and rubric. Score:

Knowledge


Recognizes the elements of a debate and uses it to practice the Language in a given situation.

Utilizes the elements of the debate to practice the Language in a given situation.

Values the correct use of the language among classmates. Is opened to feedback.



91 BLOCK 3

Closing Activity

My talk

What are we talking about?

Do we need to find anything out? If so, where from?

Book/Magazine Title:

Internet:

Other people I need to interview

Question:

Who did I ask?

Three things that we want to say What can we show the group as we talk?

(Pictures, realia, music?)

First point: What? Where did we get it?

Second point: What? Where did we get it?

Third point: What? Where did we get it?

How did we do?

Our best point was:

We could have said:

1. In pairs, prepare a subject of your interest for the group. 2. The subject has to be “Job Related”. 3. Present the following organization of your plan to your teacher. 4. Present the subject of your interest to the group. 5. Be opened to give and receive feedback from your classmates. 6. At the end evaluate yourself and others with the rubric provided.

Activity: 5


Evaluation Rubric

Item Superior High Basic Low

Content

Content explains topic. Information clearly relates to the main topic. Information was accurate and extensive. It includes several supporting details and examples. Shows a full understanding of the topic.

Content explains topic. Information clearly relates to the main topic. It provides just a few supporting details and examples. Shows a fair understanding of the topic.

Content provides a general set of ideas. There are many ideas that arise and were not answered. Information clearly relates to the main topic but few details or examples are given. Shows a basic understanding of the topic.

Content is insufficient to explain the topic. Information has little or nothing to do with the main topic. Does not seem to understand the topic. St. recalls information by heart but does not know the sense of it.

Resources

Successfully comprehends and integrates internet links and text books sources to prepare exposition without constant support.

Usually able to comprehend and integrate internet links and text books sources to prepare exposition. Support was asked appropriately and reasonably.

Occasionally able to integrate internet links and text books sources to prepare oral exposition. St. shows difficulties to comprehend information. St. asks for a constant adult intervention.

Unable to work without constant support and supervision. St. lacks criteria and skills to manage information to prepare oral exposition.

Use of resources

Uses successfully the supporting material to enhance oral exposition. Knows what item and where must be included.

Has a good use of the supporting material to Lean on when is necessary. Knows what item is and where must be included.

Uses the supporting material excessively to read more than to explain. Does not relate visual information with content appropriately.

Does not use the supporting material to. Shows material with not additional comments. Does not related display with content appropriately.

Each element in the supporting material had a function and clearly served to illustrate some aspect of the exposition.

Each element had a function and clearly served to illustrate some aspect of the exposition.


The display seemed incomplete or chaotic with no clear plan. Many supporting material was missing or incorrect.

93 BLOCK 3

Fluency/tone of voice/

pronunciation. Body language

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Speaks clearly, with a good pronunciation and a confident pitch level. Exhibits a high level of confidence.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Speaks clearly with good pronunciation but low pitch. Despites difficulties. Exhibits some confidence.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Speaks somewhat clear, but with frequently mispronounces words and low pitch. Lacks of confidence generates gaps and misunderstanding among audience.

Facial expressions or body language indicates stress and tension. Did not generate much interest in topic being presented. Difficult to be understood or heard. Very low pitch. Feels frustrated. Could not manage exposition because lacks of confidence.

Board usage.

Was able to use board to make explicit and explain some topics that generated questions among audience. Made clear pictures and wrote clearly.

Was able to use board to explain some topics that generated questions among audience but pictures were very small, or not defined. Writing was somehow clear.

Found difficult to use board to explain some topics that generated questions among audience. Pictures were very small, or not defined. Writing was very small or unclear.

Was not aware of board as an additional resource to explain some topics that generated questions among audience.

Evaluation

Activity: 5 Product: Talking rubric. Score:

Knowledge


Identifies the elements of oral practice and uses it to use the language in a given situation.

Utilizes the elements of the debate to practice the Language in a given situation.

Values the correct use of the language among classmates. Is opened to feedback.




Didactic Sequence 2. Spoken accomplishments “Social, daily life”.

Startup Activity

1. In teams of 6 analyze and study the following situation. You will have some time

assigned by your teacher to review some information about the subject.

“How has the quality of life changed in the last 50 years?” 2. Make a list:

1. ____________________________ 16. _____________________________ 2. ____________________________ 17. _____________________________ 3. ____________________________ 18. _____________________________ 4. ____________________________ 19. _____________________________ 5. ____________________________ 20. _____________________________ 6. ____________________________ 21. _____________________________ 7. ____________________________ 22. _____________________________ 8. ____________________________ 23. _____________________________ 9. ____________________________ 24. _____________________________ 10. ____________________________ 25. _____________________________ 11. ____________________________ 26. _____________________________ 12. ____________________________ 27. _____________________________ 13. ____________________________ 28. _____________________________ 14. ____________________________ 29. _____________________________ 15. ____________________________ 30. _____________________________

3. Discuss in your groups the following questions. Are people wealthier now? Why? Do people eat better now? Why? People eat more instant food now. Is it true? Why? More people drive cars now. Is it real? Why? People were thinner in the past. Is it accurate? Why? People were more honest in the past. Is it real? Why? 4. After discussing with the team, analyze the

questions given and prepare a collage where you will represent the main points of the discussion.

Activity: 1

95 BLOCK 3

Rubric for a Collage Name: _______________________________________________________________________ Date: _________________ Evaluated by: Peer ________ Self ________

Criteria Level 1 Level 2 Level 3 Level 4

Variety of pictures:

Used to

develop main

idea.

Limited variety

of pictures used

to develop the

main idea.

Adequate variety

of pictures used

to develop the

main idea.

Good variety of

pictures used to

develop the

main idea.

Excellent variety of

pictures used to

develop the main

idea.

Ideas:

Originality.

Interest.

Few original

ideas in material

or display are

evident to

stimulate

interest.

Some original

ideas in material

or display are

evident to

stimulate some

interest.

Several original

ideas in material

or display are

evident to

stimulate much

interest.

Many original

ideas in material

and display are

evident and

stimulate a great

deal of interest.

Relevance of

material:

Connected to

main idea

Little material

selected is

relevant and

rarely connected

to the main idea.

Some material

selected is

relevant and

somewhat

connected to the

main idea.

Material selected

is mostly

relevant and

connected to the

main idea.

Material selected

is all relevant and

clearly connected

to the main idea.

Visual Impact:

Effectiveness

of overall

presentation

Overall visual

impact is

limited.

Overall visual

impact is

somewhat

effective.

Overall visual

impact is

effective.

Overall visual

impact is very

effective.

Comments and Suggestions for Improvement:

Adapted from: Scarborough Board of Education.

Evaluation

Activity: 1 Product: Discussion, collage and rubric.

Score:

knowledge


Represents in a collage the assimilation and comprehension of ideas. Develops the information containing the conclusion.

Designs, determines and applies previous knowledge to identify oral abilities in a discussion and representing it in a graphic form.

Appreciates art of collage and Shows openness to feedback provided by teacher and classmates.




Development activities

1. Read the following questions and discuss in teams of four.

Do you smoke?

Have you ever smoked? If so, when did you start, and why? If not, why not?

Whether you smoke or not, why do you think people take up smoking?

What do you think makes people continue to smoke despite the health risks?

If you are a smoker, have you ever made a New Year’s Resolution to give up smoking?

Did you make such a resolution this year? Is it working?

In some places, such as Italy, and some parts of Mexico smoking has been banned in public places such as

bars and restaurants. Do you think this is a good idea?

Do such bans discourage people from taking up smoking?

Some countries have banned the use of hand-held cellular while driving. Do you think smoking while driving

should be banned too? Why or why not?

If you saw somebody smoking in a designated “no smoking” area what would you do?

Do you think cigarrete advertising should be associated with sports (such as car racings) or banned from

certain places (such as near schools, on TV etc.)?

In many countries cigarette packets and advertisements are required by law to carry a “government health

warning” stating the dangers of smoking. How useful do you think this is?

Do you think it discourages smokers? Why or why not?

In Mexico, children under 18 may not buy cigarettes or tobacco.

Do you agree with this age limit? If not, what do you think the legal age limit should be, and why?

What responsibility do you think tobacco companies have to smokers?

If a smoker develops a smoking-related disease and sues a tobacco company, do you think the tobacco

company should “cough up”?

Activity: 2

97 BLOCK 3

No Smoke without Fire

2. Read the text; and answer the comprehension questions.

Although Christopher Columbus introduced tobacco to Europe as early as 1492 on his return from America, it was not until more than half a century later that it became popular. In the 1550s and '60s tobacco gained popularity in countries such as England, France and Spain because it was widely believed to possess healing properties. It was even included in a book by the Spanish doctor Nicholas Monardes, as a cure for nearly 40 different ailments. However, up to this point tobacco was not smoked in cigarette form. The dried leaves were simply ground up to be used in tinctures and ointments, chewed, or sniffed in powder form as snuff (a powder that gentlemen could inhale through the nostrils). Tobacco could also be smoked in pipes. The smoking of tobacco in cigarette form was not even thought of until 1588 when Thomas Harriet of Virginia, America, suggested that the "medicine" could be smoked that way.

Even so, cigarette smoking did not become widespread until after the American civil war when a new curing process was discovered. In the late 1880s sales were further boosted after the invention of machines for rolling cigarettes. Machine-made cigarettes could be produced more quickly and more cheaply than hand-rolled ones. Nevertheless, some sections of the tobacco-using society did not switch to cigarettes – chewing tobacco remained the preferred choice of the typical American cowboy, for example. Apart from being used for medicinal purposes tobacco became so valuable that it even served as currency from time to time. As early as the 1600s it was used as money and in 1776 tobacco was used by America to guarantee loans from France. Tobacco seemed to be the perfect cash crop... It was not until 1826 that the pure form of nicotine was isolated by scientists. Shortly afterward it was discovered to be poisonous. In spite of this, in 1901 9.5 billion cigarettes and cigars were bought by the unassuming public. This was a considerable amount but more was to come... Cigarette smoking really took off during World War 1 (1914-18) when soldiers who smoked were perceived as being "manly". Then, between the wars, cigarette advertising began to focus on the female market so more and more women took up smoking. The number of women smokers tripled between 1925 and 1935. In World War 2 (1939-45) cigarettes were even included in the rations of American soldiers. In this way cigarettes were "exported" and "advertised" across the globe. Consequently cigarette sales soared. It wasn't until the 1950s that the public began to become aware of the links between lung cancer and smoking. In 1952 Reader's Digest magazine published an article exploring the health risks associated with smoking. The link between cigarettes and cancer became public. By the 1960s the effects of smoking on health had become more widely known and in 1965 cigarette advertisements were banned from British television, followed 6 years later by American television. Government health warnings on cigarette packets became mandatory soon after. Some cigarette companies rose to the challenge and produced tobacco-free cigarettes. Unfortunately such attempts to win the public over to a "safer cigarette" failed miserably. Considering that these cigarettes were made from substances such as dried lettuce leaves this is hardly surprising. In the early 1980s it became apparent that passive smoking could cause cancer and soon many companies banned smoking in the workplace. Bans on smoking in many public areas, such as trains and cinemas, soon followed. Nowadays many people have given up smoking and it is less fashionable to take up smoking than it used to be. Faced with potentially dwindling markets tobacco companies are seeking new customers, currently setting their sights on developing countries in areas such as Asia.



3. Answer these comprehension questions: When tobacco was first introduced to Europe, what was it used for? In which year were cigarette advertisements banned from British television? What is the connection between cigarettes and lettuce? 4. The team will now prepare a round table:

1. Develop four questions that will prompt your classmates thinking about the topic in the text. The following are

guidelines to use when writing the questions:

a. The question should relate to important concepts in the text.

b. Students should be able to answer the question using evidence provided in the text.

c. The question should prompt students to think deeply about the content of the text.

It is important to have in mind that the discussion will focus on answering the four questions you have

developed using evidence from the text.

2. With the help of your teacher the group will choose four leaders, lead each question; each one of them will be

the discussion leader and will read the question aloud to the group. The leader should then invite the other

members of the group to share ideas and support them with evidence. As students in the group share ideas,

the leader should write down a few notes on her student sheet. The notes will help students report to the class.

3. Each student will be given a number from 1 to 4; that number will be the number of question you will lead in the

discussion during the roundtable. So number 1 will discuss the first question and so on.

4. Choose a discussion leader for each question to share the evidence their groups discussed. Record students’ ideas on the class chart as they share.

5. Roundtable discussion.

1. Title of the text: _________________________________________________________________________________ 2. Write the discussion questions here and circle the number that you were assigned. Your discussion leader for

the question next to that number, will guide the task.

1. ____________________________________________________________________________________________

2. ____________________________________________________________________________________________

3. ____________________________________________________________________________________________

4. ____________________________________________________________________________________________

99 BLOCK 3

3. As your group discusses your question, write down notes below. _______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

6. Recommended questions to be asked to the group.

1) What do you think?

2) Why do you think that?

3) What is your evidence?

4) What does the evidence tell us?

Evaluation

Activity: 2 Product: Round table. Score:

Knowledge


Recognizes the elements of a round table activity and uses them to practice the Language in a given situation.

Utilizes the elements of the round table activity to practice the language in a given situation.

Values the correct use of the language among classmates.




1. In teams of four discuss the following questions.

a) Do you think TV can be educational? Why? Why not? b) What is your favorite television station? c) What is your favorite television program? d) How often do you watch television? e) In your opinion, is TV too explicit at times? f) Should there be more programs directed towards children or young people? g) Which type of shows do you normally watch? h) Why are talk shows/game shows so popular? i) Which do you prefer games shows or talk shows? j) Why do you watch TV? k) When do you watch the most TV? l) Do you think that children watch too much television? m) At what time do you think it is suitable to show programs of a sexual nature? n) At what time do you think it is suitable to show programs of a violent nature? o) How many televisions and radios do you have in your home? What about your car?

2. Create a Three-step interview: The team of four will be divided into two pairs: A and B, C and D. Step 1, A interviews B while C interviews D. Step 2, reverse roles: B interviews A while D interviews C. Step 3, share-around: each person shares information about his/her partners in the group of 4 with other teams. 3. To finish the activity, present a “wrap up” by creating a Jigsaw Graphic Organizer on a flipchart

about the interview, round share and general thinking of the group. 4. Select a team member to present the flipchart in a large group debriefing. 5. Ask your teacher for help if you need guidance.

Activity: 3

101 BLOCK 3

Jigsaw Graphic Organizer example:


Class discussion grading rubric

Pts. Preparation Content Process Frequency

5

Demonstrates completion of all assignments and has made several clear connections to work/personal life.

Comments in large and small group add significantly to the learning process; comments demonstrate higher order thinking- analysis, synthesis and evaluation.

Comments build on contributions of others, enabling group to integrate experiences and insights (connecting theory with real life experiences); supportive and encouraging to other class members; comments are focused and concise.

Contributes actively in large and small group settings.

4

Demonstrates completion of assignments and has made at least one clear connection to work/personal life.

Comments in large group and small group settings contribute to learning process shows evidence of ability to apply concepts to real life situations.

Comments build on comments of others in a non-integrative way; shows support of other class mates; comments tend to be unnecessarily long-winded; dominates unnecessarily.

Contributes actively in small group settings and when asked in large group settings.

3

Demonstrates awareness of all key concepts/ideas contained in assignments; has completed assignments.

Comments in large group and small group who evidence of awareness and understanding of basic course concepts; in small groups discusses the questions but no more.

Speaks up in a large group when asked with comments that add to group understanding; is not particularly supportive; comments tend to be tangential to purpose of discussion.

Contributes in large and group settings to level requested but no more.

2

Demonstrates awareness of at least one key concept; assignment not completed.

Comments show back ground knowledge (pre-course) of basic concepts.

Contributes little to group understanding; is not disruptive but not encouraging to others.

Contributes in large and small group settings to level less than requested.

1

Demonstrates little or no awareness of key concepts contained in class assignments.

Comments show no evidence of awareness of course concepts.

Does not contribute to the group process; is a drag on the group process.

Does not contribute.

Evaluation

Activity: 3 Product: Three step interview, flipchart and rubric.

Score:

Knowledge


Revises and practices three step interviews and wraps up the discussion by designing visual material about it.

Applies his/her knowledge to use three step interviews and wrap up the discussion in a drawing and in the oral description.

Shows ability and positive attitude when drawing and presenting ideas. He / she is opened to feedback.

Auto Evaluation C MC NYC


103 BLOCK 3

1. Individually, complete the chart below by answering the following:

“What causes you to have a bad attitude in each of these areas?”

At the classroom At School At home

2. In teams of four choose at least three of these questions and discuss them for five minutes.

1. List someone you know who consistently has a good attitude. Why do they? 2. List someone you know who consistently has a bad attitude. What things in their life do they allow to give

them a bad attitude? 3. How can you have a good attitude, even when things aren’t going your way? 4. Does a good attitude depend on the amount of luck you’ve had recently? Why? 5. If you could, what circumstances would you like to change in your life to help you have a better attitude? 6. People with good attitudes enjoy life more than people with bad attitudes. Why? 7. If a friend has a bad attitude about everything, what are three things you can do to help them change their

attitude? 8. What are three ways to avoid or overcome a bad attitude when you can’t control a negative environment

or bad circumstances?

3. Teams share answers to the selected questions listed above with the rest of the class. 4. Pick at least three folks you know well who are at least 10 years older than you and have a good

attitude. (For this assignment, you will need to ask questions about their life, with the hope that you will learn the ways they have been able to have a good attitude. Ask at least the following two questions: (Taking along a tape recorder or video camera for this interview may help.)

1. What is the worst thing that ever happened to you when you were in junior high or high school in these

areas: work, relationships, family, school, sports, or other extracurricular activities? How did you feel about it and how did you deal with it?

2. What advice would you give to people my age about having a good attitude through the problems that we will encounter in life?

5. Then, present a video or podcast summary of how you can have a better attitude in your life based

on what you have learned from the person you interviewed. Include the way this person handled the trials they faced in life, and how you might use their suggestions to change your own attitude about your own problems.

Activity: 4


Wrap-up: attitude A BAD ATTITUDE MAY COME FROM YOUR ENVIRONMENT.

Social factors like poverty, parents, hard classes, and negative friends

can wear you down and give you a bad attitude.

Poor health or physical accidents or pain can demoralize you.

The Media and the News can wear you out with a negative, myopic look at the world, where all the news is bad and nothing is good.

A BAD ATTITUDE IS A LOSING ATTITUDE.

A negative attitude has never won a game with a “come from behind”

victory.

Nobody likes to be with someone who is always saying how horrible everything is!

A bad attitude prevents you from seeing opportunities. You miss out on a lot of great things because you are so focused on what is wrong with life.

YOU CAN’T ALWAYS CHANGE YOUR ENVIRONMENT, BUT YOU CAN CHANGE YOUR ATTITUDE.

The day after a heavy rain, you can look down and see puddles and mud, or look up and see a beautiful sky.

It’s a change of perspective.

How you get through life is 10 percent what happens to you, and 90 percent how you choose to deal with it.

Even though things around you are rough, refuse to be controlled by them. Decide to have a good attitude and be in control of your own happiness.

MAKE A DECISION TO CHANGE YOUR ATTITUDE AND START TACKLING PROBLEMS THAT ARE GETTING YOU

DOWN.

You may have to add some new and positive friends to your life. Negative friends will bring you down, and positive, uplifting friends will encourage you!

With a new attitude, you can conquer any problem! Take it

one day at a time, but don’t give up. If you look for the good things in life, you will find them.

© Media International 2002.

105 BLOCK 3

Class discussion grading rubric

Pts. Preparation Content Process Frequency

5

Demonstrates completion of all reading/written assignments and has made several clear connections to work/personal life.

Comments in large and small group add significantly to the learning process; comments demonstrate higher order thinking- analysis, synthesis and evaluation.

Comments build on contributions of others, enabling group to integrate experiences and insights (connecting theory with real life experiences); supportive and encouraging to other class members; comments are focused and concise.

Contributes actively in large and small group settings.

4

Demonstrates completion of assignments and has made at least one clear connection to work/personal life.

Comments in large group and small group settings contribute to learning process – shows evidence of ability to apply concepts to real life situations.

Comments build on comments of others in a non-integrative way; shows support of other class mates; comments tend to be unnecessarily long-winded; dominates unnecessarily.

Contributes actively in small group settings and when asked in large group settings.

3

Demonstrates awareness of all key concepts/ideas contained in assignments; has completed written assignments.

Comments in large group and small group who evidence of awareness and understanding of basic course concepts; in small groups discusses the questions but no more.

Speaks up in a large group when asked with comments that add to group understanding; is not particularly supportive; comments tend to be tangential to purpose of discussion.

Contributes in large and group settings to level requested but no more.

2

Demonstrates awareness of at least one key concept; assignment not completed.

Comments show back ground knowledge (pre-course) of basic concepts.

Contributes little to group understanding; is not disruptive but not encouraging to others.

Contributes in large and small group settings to level less than requested.

1

Demonstrates little or no awareness of key concepts contained in class assignments.

Comments show no evidence of awareness of course concepts.

Does not contribute to the group process; is a drag on the group process.

Does not contribute.

Evaluation

Activity: 4 Product: Video and class discussion rubric.

Score:

Knowledge


Identifies a real situation and relates it to the subject. Is conscious of his/her pronunciation and others.

Determines and contrasts information obtained from the drill and is aware of a real language situation.

Shows initiative and interest on the practice.




Closing Activity

“A friend is someone who knows all about you… and still likes you”

1. Read the following questions and use them to activate a conversation with a partner.

Then keep switching partners until you have interviewed 6 classmates.

1. Do you think friends are more important than family these day? Why/ not?

2. Do you agree with the following quotation? “A friend is someone who knows all about you… and still likes you”

3. Do you think that friends should have a lot in common? Is it important to have the same nationality,

background, opinions, taste, financial status, religious beliefs, etc.?

2. Register your classmates on the chart below.

Activity: 4

107 BLOCK 3

Feel the form below by writing some important notes about the Feedback given in class.

Team 1 Team 2 Team 3

Team mate Myself Teacher

3. In teams of five read the questions and use them to create a conversation.

1. Who is your best friend? Why is she/he your best friend?

2. What qualities do you look for in a friend? Which of these qualities do you think is the most important? Do you look for the same qualities in a best friend or do you want something extra in your closest friend?

3. Who was your first friend at school?

Why did she/he become your best friend? How long did the friendship last? Who were your friends before you went to school? Did you have a particular toy that was your friend? Do you still have it? Why/not?

4. Did you have any imaginary friends as a child?

When did you grow out of them?

5. Have you lost contact with any good friends? What stops you getting back in contact?

6. How difficult is it to maintain a friendship?

Can a friendship last a lifetime?

7. Have you ever fallen out with your friends? How did you make it up?

8. Do you prefer going on holiday with your family or your friends?

Do you think it is a good idea to go on holiday with friends? Why / not?

9. What are the advantages of having a pen-pal or an e-pal of a different nationality? Do you have a pen-pal or e-pal? Would you like one?

4. Present your dialogue to the class.

Activity: 5


Evaluation rubric

Item Superior High Basic Low

Content

Content explains topic. Information clearly relates to the main topic. Information was accurate and extensive. It includes several supporting details and examples. Shows a full understanding of the topic.

Content explains topic. Information clearly relates to the main topic. It provides just a few supporting details and examples. Shows a fair understanding of the topic.

Content provides a general set of ideas. There are many ideas that arise and were not answered. Information clearly relates to the main topic but few details or examples are given. Shows a basic understanding of the topic.

Content is insufficient to explain the topic. Information has little or nothing to do with the main topic. Does not seem to understand the topic. St. recalls information by heart but does not know the sense of it.

Resources

Successfully comprehends and integrates internet links and text books sources to prepare exposition without constant support.

Usually able to comprehend and integrate internet links and text books sources to prepare exposition. Support was asked appropriately and reasonably.

Occasionally able to integrate internet links and text books sources to prepare oral exposition. St. shows difficulties to comprehend information. St. asks for a constant adult intervention.

Unable to work without constant support and supervision. St. lacks criteria and skills to manage information to prepare oral exposition.

Use of resources

Uses successfully the supporting material to enhance oral exposition. Knows what item and where must be included.

Has a good use of the supporting material to Lean on when is necessary. Knows what item is and where must be included.

Uses the supporting material excessively to read more than to explain. Does not relate visual information with content appropriately.

Does not use the supporting material to. Shows material with not additional comments. Does not related display with content appropriately.

5. The team interviews five people who disagree and five who agree with the quotation: “A

friend is someone who knows all about you… and still likes you” ask them what their thinking is and record their answers.

The ones who agree: Do they agree with you for the same reasons? The ones who disagree: Are their reasons persuasive?

Are your reasons persuasive? Can you persuade anyone to change his/her mind?

6. Use all the actions presented for this activity and prepare a podcast with the interviews you have

made and the team conclusions. 7. Be prepared to provide and receive feedback to/from your teacher and others. 8. Use the rubric for feedback.


109 BLOCK 3

Each element in the supporting material had a function and clearly served to illustrate some aspect of the exposition.



The display seemed incomplete or chaotic with no clear plan. Many supporting material was missing or incorrect.

Fluency/tone of voice/

pronunciation. Body language

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Speaks clearly, with a good pronunciation and a confident pitch level. Exhibits a high level of confidence.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Speaks clearly with good pronunciation but low pitch. Despites difficulties. Exhibits some confidence.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Speaks somewhat clear, but with frequently mispronounces words and low pitch. Lacks of confidence generates gaps and misunderstanding among audience.

Facial expressions or body language indicates stress and tension. Did not generate much interest in topic being presented. Difficult to be understood or heard. Very low pitch. Feels frustrated. Could not manage exposition because lacks of confidence.

Board usage

Was able to use board to make explicit and explain some topics that generated questions among audience. Made clear pictures and wrote clearly.

Was able to use board to explain some topics that generated questions among audience but pictures were very small, or not defined. Writing was somehow clear.

Found difficult to use board to explain some topics that generated questions among audience. Pictures were very small, or not defined. Writing was very small or unclear.

Was not aware of board as an additional resource to explain some topics that generated questions among audience.

Evaluation

Activity: 5 Product: Dialogue, podcast and rubric.

Score:

Knowledge


Analyses differences and creates a podcast to evaluate the practice and be aware of his/her weaknesses in English.

Applies and uses his/her oral skills and is aware of language weaknesses by practicing and preparing a pod cast recording the team activity.

Appreciates team work and shows positive attitude when working in teams.




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