Resources folder

Universidad Católica de la Santísima Concepción.Facultad de Educación.

Pedagogía en Educación Media en Inglés.

RESOURCES FOLDER

Maria Gabriela Sanhueza.

English as a foreign language Methodology

Estefany Lazcano.

Juan Castro.

Concepción, November 2014.

TASK 1: Modal verbs. (adapted)

Instructions: The Modal Hotel features two outdoor pools in beautifully landscaped

grounds. It has a spa and two restaurants. Your group has just taken over the

management of the hotel. With your group members, look at the following information

and decide what the rules are going to be in your hotel. Use the modal verbs must,

mustn't, have to, don't have to, can and can't

Instructions adaptation: instructions where adapted to an easier language.

Examples:

Guests must check out before 12pm.

Guests mustn't smoke in the rooms.

Staff doesn’t have to work weekends.

Staff can have sick leave.

Purpose: The purpose of this activity is students to use modal verbs in a specific

context. Making rules for people in a hotel will clarify student about the use of modal

verbs for obligations and abilities.

Stage in the lesson: Production

Who is intended for: this activity is intended for students of second year of secondary

education.

Scoring instrument: answer key

1. Checking in and out- Guest

Guests must check out before 12pm.

Guests can pay by cash and credit card.

Guests mustn’t check in after 2pm.

Guests must pay if they want to stay longer.

2. Rooms

Guess must leave keys in the reception before to go

out

Rooms have WIFI internet and it doesn’t have any

cost

Guests mustn't smoke in the rooms.

Guests can receive visitors

3. Meals

Breakfast starts at 9 am and finishes at 11pm.

Breakfast must be included

Guests can book a table for lunch and dinner.

4. Staff

Staff doesn’t have to work weekends.

Staff can have sick leave.

Guess mustn’t some inside the restaurant.

5. Staff – working hours

Staff works five days a week.

Staff leaves the hotel in the evenings.

6. Staff- Clothes

Staff must wear a uniform

Kitchen staff must wear uniform

TASK 2 : Comparative cards. ( adapted)

Instructions: work with a partner and use the cards that were given to you to make

contrasts and comparisons. Both of you have to choose at random one card each and

compare what the card contains. After compare, you

E.g.: A car is faster than a bus. A bus is bigger than an elephant, etc

Purpose: The purpose of this activity is students to create sentences of comparison and

contrast using the corresponding language. Moreover, they will practice the use of

adjectives for compare and contrast.

Stage in the lesson: Practice

Who is intended for: this activity is intended for students of first year of secondary education.

Scoring instrument: Rubric

Criteria 4 3 2 1

Content Adjective

attributed to the

objects are

related with

them and define

them very well.

Adjective

attributed to the

objects are

related with

them.

Used the same

adjectives to

define most of

the objects.

The adjectives

attributed to the

objects did not

have relation with

them.

Fluency Natural part of

speech.

Occasional

pauses.

Frequent

pauses.

Does not flow.

Pronunciation Very good

pronunciation

with few

mistakes.

Acceptable

pronunciation.

Somewhat

difficult to

understand

Largely

incomprehensible.

Completion of

task

Extensive

information was

provided.

Adequate

information was

provided.

Information

provided was

limited.

Information

provided was

inadequate.

TASK 3 : My favorite restaurant. (adapted)

Instructions: Listen to the five speakers and match the restaurant they like. Then, Read the statements and complete with the missing information while you are listening. You will hear the audio three times.

Speaker 1 Baja Fresh

Speaker 2 Big Boy

Speaker 3 Blimpie

Speaker 4 CiCi's Pizza

Speaker 5 Dairy Queen

a) Big Boyis a good restaurant with an efficient______________

b) You can book a table for 4 people in CiCi's Pizza calling to ________________

c) Blimpie restaurant serves tasty sandwiches and you can choose the ___________

d) Dairy Queenis a ___________ restaurant.

e) There are many sushi restaurant but Baja Fresh distinguishes to other because of

their___________________

http://en.wikipedia.org/wiki/Baja_Fresh

http://en.wikipedia.org/wiki/Dairy_Queen

http://en.wikipedia.org/wiki/Blimpie

http://en.wikipedia.org/wiki/CiCi's_Pizza

http://en.wikipedia.org/wiki/Big_Boy_(restaurant)

http://en.wikipedia.org/wiki/Dairy_Queen

http://en.wikipedia.org/wiki/CiCi's_Pizza

http://en.wikipedia.org/wiki/Blimpie

http://en.wikipedia.org/wiki/Big_Boy_(restaurant)

http://en.wikipedia.org/wiki/Baja_Fresh

Scoring instrument: Answer key

Purpose: The purpose of this activity is students to recognize general information and

vocabulary from an audio about restaurants.

Stage in the lesson: freer Practice


TASK 4: In the restaurant: ( adapted)

Answer Key:

Speaker 1: Big Boy

Speaker 2: Cici’s pizza

Speaker 3: Blimpie

Speaker 4: Dairy Queen

Speaker 5: Baja Fresh

a) Service

b) 2232221

c) Ingredients

d) Fast food restaurant

e) promotions

Instructions: read the dialogue and answer the question.

Waiter: Good afternoon. Table for two? Dave: Yes, please. Waiter: Smoking or non-smoking?Sarah: Non-smoking. Waiter: Right this way.They walk to a table. Dave and Sarah sit down and the waiter gives them menus.Waiter: I’ll be back in a few minutes to take your order After 7 minutes, the waiter returns.Waiter: Are you ready to order?Dave: I think so, but can I ask? What is Beef Stroganoff?Waiter: its beef cut into small pieces and served in a sour cream and white wine sauce.Dave: Ok, that sounds good. I’ll have that.Waiter: Excellent. And that comes with your choice of French fries, fried mushrooms, or rice.Dave: I’ll have rice.Waiter: Anything to start?Dave: I’ll have the French Onion soup.Waiter. OK. And what can I get you?Sarah: Is the Spaghetti and Meatballs very large?Waiter: Yes, it’s a big portion.Sarah: Oh, I’m not very hungry. Waiter: Then can I recommend the Chicken with Mushrooms? That comes with noodles, but it’s not too big.Sarah: Ok. I’ll take Chicken and Mushrooms. And a salad to start.Waiter: Very good. And what can I get you to drink?Dave: A Coke, please.Sarah: I’ll have orange juice.Waiter: Oh, I’m afraid we’re out of orange juice. But we have pear, apple, grape, and kiwi-banana.Sarah: Kiwi-Banana? That sounds interesting. I’ll try that.Waiter: Excellent. I’ll be back with your drinks in a minute.

Questions

1. What do you think about the restaurant? Would you like to go?

____________________________________________________________________________________________________________________________________________

2. How do Dave and Sarah say what they want to eat?

____________________________________________________________________________________________________________________________________________

3. Do you think that this restaurant has a good service?

____________________________________________________________________________________________________________________________________________

4. What kind of restaurant do you like to go? Why? _______________________________________________________________________________________________________________________________________

5. What problems do the diners have? Is the conversation formal or informal?

___________________________________________________________________________________________________________________________________________.


Purpose: The purpose of this activity is students to recognize specific information

from a dialogue in order to answer different questions. Moreover, Students have the

opportunity to give their opinion in relation with the topic.

Stage in the lesson: controlled Practice


TASK 5: Daily routines. (Designed)

Criteria EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

Task Requirements are completed

Most of the requirements are completed.

Some of the requirements are completed.

Requirements are incomplete.

Text coherence

Information and ideas are coherent with the text and allow high level of understanding.

Information and ideas are coherent with the text and allow good level of understanding.

Information is presented and some understanding can be gained.

Information and ideas are not clear, very difficult to understand

Use of English

Task presented with any mistakes.

Task presented with few mistakes.

Task presented with several mistakes.

Task presented with more than 15 mistakes.

Questioning Students can answer the questions without prompting.

Students can answer the questions about reading with a few prompts.

Students can answer the questions about reading with several prompts.

Students cannot answer the questions about reading even with prompts and hints.

Instructions: Oral report: talk with your partner about your daily routine. Remember to use adverbs of frequency and all the vocabulary learnt in class to describe the activities that you usually do during your common day. You have to describe at least 15 activities that you do. Then you have to report to the class what your partner`s daily routine is.


Category 4 3 2 1

Completion of task

Extensive information according to the topic was provided. Information is absolutely

Coherent.

Adequate Information about the topic was provided. Information is coherent.

Information provided was limited. Ideas are understandable

Information provided was poor and inadequate

Accuracy Very accurate and few mistakes were made. Student corrects himself or herself.

Few mistakes that do not affect the meaning of the content.

Mistakes interfere the meaning. It was difficult to understand the information.

Multiple mistakes that take away the meaning.

Pronunciation Very good pronunciation with few mistakes.

Acceptable pronunciation.

Student mispronounces many words.

Poor pronunciation. Student mispronounces basic words.

Effort Student focus on the activity. He/ she shows interest in the task.

Student focus on the activity. But do not look interested.

Student does not look interested in the activity.

Student does not focus on the activity. He/she do not look interested in the activity.

Purpose: The purpose of this activity is students to be able to use adverbs of frequency

to create sentences describing their daily routines. They will work with grammar

creating the correct structures and also they will practice their speaking skill.



Task 6: Writing a letter for an Author. (Designed)

Instructions: Now that you have read the article about multiculturalism. Write a letter to the author of the article, expressing your opinion and ideas clearly. Did you like the article? , Why? , Why not? They are the possible questions that you could answer in order to write your letter. You must write between 200 and 300 words.


Category 4 3 2 1

Content Information is presented clearly and allows for a high level of understanding.

Information is presented clearly and allows for a good level of understanding.

Information is presented and some understanding can be gained.

Information is not clear, very difficult to understand.

Lenguaje Task presented with few grammatical mistakes ( 4 to 7)

Task presented with some grammatical mistakes ( 8- 10)

Task presented with many grammatical mistakes ( 11-14)

Task presented with many grammatical mistakes (more than 15) It is difficult to understand the main ideas.

Intention Establish a clear purpose in the goal of the task ; develop clearly their ideas showing interest in the task

Keep the purpose of the work and develop their ideas, showing interest in the task.

It can be appreciate attempts to follow the purpose of the work ; their ideas are a bit confusing

There is not a purpose in the work. Ideas are not clear and there is no interest in the task

Development of ideas.

Support most ideas with effective examples that contribute to enrich their writing.

Support ideas with some examples.

Support some ideas with examples.

Ideas are unsupported.

Purpose: the purpose of this activity is student to give their opinion about the article in

order to check if they understood it. Moreover, they are going to be evaluated in terms

of writing.



Task 7: Experiences (Designed)

Instructions: In this piece of paper you have 3 sentences about different kind of activities. You must ask your partner about one of the sentences using the present perfect structure for questions and answer. Try to exchange information asking how, when, who, what, where, etc.

CINEMA- Crying during a film- Left the cinema before the movie ended.- Get sleep

Example:

A: Have you ever cried watching a movie in the cinema?

B: Yes, I have …..

A: When did you do that? Who went you with?


Criteria 4 3 2 1

Completion of

task

Extensive

information was

provided.

Adequate

information was

provided.

Information

provided was

limited.

Information provided

was inadequate.

Fluency Natural part of

speech.

Occasional

pauses.

Frequent

pauses.

Does not flow.

Pronunciation Very good

pronunciation

with few

mistakes.

Acceptable

pronunciation.

Somewhat

difficult to

understand

Largely

incomprehensible.

Grammar The grammatical structure for present perfect did not have any mistake

The grammatical structure for present had few mistakes. (3-5)

The grammatical structure for present had some mistakes (6-9)

Lots of mistakes made structure not appropriate for present perfect structure

Purpose: The purpose of this activity is students to use the present perfect and be able

to ask and answer questions using it.

Stage in the lesson: Freer Practice

Who is intended for: this activity is intended for students of Third year of secondary

education.

TASK 8 : Ordering Food

Instructions: Complete this dialogue about ordering in a restaurant. Check with your partner

1. Guest: A ___________for two, please.

2. Waiter: Smoker or_____________?

3. Guest: Non-smoker, please.

4. Waiter: Here you go. Would you like to see the ___________?

5. Guest: Yes, please. We are very __________

6. The guests look at the menu.

7. Waiter: Are you ready to ___________?

8. Guest: We'd like___________, please.

9. Waiter: Would you like any ___________?

10. Guest: An orange juice, a coke and a__________ of red wine.

11. The guests have finished their meals.

12. Waiter: Would you like a __________?

13. Guest: No, thank you. Could we have the _____________, please?


Answer Key

1) Table

2) Non-smoker

3) –

4) Menu

5) Hungry

6) –

7) Order

8) Pasta

9) Drink

10) Bottle

11) –

12) Dessert

13) bill

Purpose: The purpose of this activity is students to listen and complete the vocabulary

that students have already been taught.

Stage in the lesson: practice


TASK 9: Grammar

Instructions: Choose the correct alternative for each sentence.

a) Let’s go swimming after school.- Sorry, I’ll play/I’m playing basketball at 5.30.b) I think I’m buying/I will buy a new cap. This one is too old.c) Do you think it will snow /it’s snowing tomorrow?d) I will do not work / am not working tomorrow. We can go shopping if you likee) Have you got any plans for the vacation? Yes, we’re visiting/ will visit my grandmother.f) I’m helping/will help Marcy with her homework after school today.


a) I’m playing

b) I will buyc) Will snowd) Am not workinge) We are visitingf) I’m helping

Purpose: The purpose of this activity is students to inference from the context the use

of will and present continues.



TASK 10: Reading

Instructions: Read the information about these two teenagers and answer the following questions.

1. Hi! My name is Tom. I want to make friends with people over the world. I live in the USA.I’m 15 years old and I live with my parents. I don’t have any brothers or sisters. On school days I always get up at 6 am. I take the subway to school and usually meet my friends on the train. I like reading and meet my friends and go shopping.

2. Hi! My name is Kenny. I am fourteen years old and I live in Seattle, in the USA. I always get up at 7.00 in the morning on weekdays. I have eight classes. I like to play basketball, video games and see my friends. I really like rap music.

QUESTIONS:

a) Where do they live?b) What do they do after school?c) How does Tom get to school?d) What time does Kenny get up?

Read the text again. Are the statements true or false?a) Kenny is a single childb) Kenny is older than Tomc) They like doing the same things in their free time.d) Tom has more classes a day than Kennye) They like the same sports


a) Tom lives in Peru and Kenny in the USA.b) Tom plays baseball and tennis. Kenny plays basketball and video games.c) Tom takes the subway d) Kenny gets up at 7 am

a) Fb) Fc) Td) Fe) F

Purpose: The purpose of this activity is students to recognize specific information

from a text.



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