ENGL 246 UNE - Sistema Universitario Ana G. Méndez 246 UNE.pdf · ENGL 246 Conversational English 2 ... APPENDIX B ... A conversation book 2: English in everyday llife. (3rd ed.)

ENGL 246

CONVERSATIONAL ENGLISH

Universidad del Este, Universidad Metropolitana, Universidad del Turabo © Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados

Prep. 23.FEB.05. Prof. Carmelo Arbona, MA

Escuela de Estudios Profesionales

Programa Ahora Universidad del Este

Prep. 23.FEB.05. Prof. Carmelo Arbona, MA ENGL 246 Conversational English

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TABLE OF CONTENTS

Pages SYLLABUS................................................................................................................................................... 3 WORKSHOP ONE ...................................................................................................................................... 9 WORKSHOP TWO ..................................................................................................................................... 4 WORKSHOP THREE ................................................................................................................................. 8 WORKSHOP FOUR.................................................................................................................................. 14 WORKSHOP FIVE.................................................................................................................................... 17 APPENDICES ............................................................................................................................................ 20 APPENDIX A ............................................................................................................................................. 20 APPENDIX B.............................................................................................................................................. 22 APPENDIX C ............................................................................................................................................. 23 APPENDIX D ............................................................................................................................................. 24 APPENDIX E.............................................................................................................................................. 25 APPENDIX F.............................................................................................................................................. 27 APPENDIX G ............................................................................................................................................. 29 APPENDIX H ............................................................................................................................................. 32 APPENDIX I............................................................................................................................................... 35 APPENDIX J .............................................................................................................................................. 35




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Syllabus Course Title: Conversational English

Code: ENGL 246

Duration: Five weeks

Prerequisite:

Description: This course provides intensive speaking and listening practice in every day

situations in order to strengthen and increase fluency and accuracy. Topics of

general interest relative to aspects of the process of communicating, such as

verbal and nonverbal communcation, are discussed. Oral presentations, role-

playing, and group discussion are used. Research activities will be developed

through the integration of technology by individual, pair or group work. This

course includes laboratory experiences to aid in improving pronunciation.

General Objectives

Students in this course will be expected to:

1. Develop confidence and fluency in speaking English.

2. Identify the main points emerging from oral messages.

3. Sustain and develop discussion for particular purposes, including thinking through issues and

problems.

4. Initiate and answer telephone calls.

5. Understand cultural diversity and non-verbal communication.

6. Apply rules of etiquette when initiating, accepting, and declining invitations. 7. Develop effective oral presentation skills.




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Texts No one specific textbook is recommended for this course. Several reference

books are recommended. These are: Kasloff Carver, T. & Douglas Fortinos, S. (1998). A conversation book 2: English

in everyday llife. (3rd ed.). White Plains, NY: Longman. ISBN: 0-13-728114-5

Sweeney, S. (2000). Communicating in business: A short course for business English Students. New York: Cambridge University Press.

Electronic references Common Errors in English http://www.wsu.edu/~brians/errors/errors.html

English Teachers Web Page http://www.geocities.com/Athens/Acropolis/4687

Research Links http://www.geocities.com/Athens/Acropolis/4687/research.htm

Rice OWL Designing effective oral presentations

www.ruf.rice.edu/~riceowl/oralpres.html

National Clearinghouse for English Language Acquisition (NCLEA)

http://www.ncela.gwu.edu/resabout/adult/9_web.html

Sample Lesson Plans for English

http://www.developingteachers.com/plans/lessonplan_index.htm

Effective oral presentations homepage

http://www.kumc.edu/SAH/OTEd/jradel/effective.html

Purdue University Online Writing Lab This handout will help you learn how to borrow from a source without plagiarizing. http://owl.english.purdue.edu/handouts/research/r_paraphr.html The Citation Machine http://www.landmark-project.com/citation_machine/index.php

Workshop One Cultural Competence http://www.gwu.edu/~iscopes/Cultcomp.htm Cross-Cultural Awareness http://www.nade.org/NADEadvocateJanuaryFebruary2001crossCulture.htm Non-Verbal Communication: The “Silent” Cross-Cultural Contact With Indonesians




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http://www.ialf.edu/kipbipa/papers/MuhamadHandiGunawan.doc Workshop Two

ESL-LAB (invitations, includes audio, requires Real-Player) http://www.esl-lab.com/invite/inviterd1.htm Expressing Preferences Vocabulary and phrases http://esl.about.com/library/grammar/blgr_prefer.htm# Expressing Preferences http://esl.about.com/library/lessons/blschoolchoice.htm Making Suggestions http://esl.about.com/library/grammar/blgr_suggestions.htm Saying “No” nicely http://esl.about.com/library/grammar/blgr_sayno.htm Ordering in a Restaurant http://esl.about.com/library/lessons/blordering.htm

Workshop Three Phrases and idioms for telephone use http://esl.about.com/library/speaking/bltelephone_vocab.htm Telephone language http://www.englishclub.com/speaking/telephone_language.htm Tips to control conversation on the phone http://esl.about.com/library/speaking/bltelephone_tips.htm Role-playing suggestions http://esl.about.com/library/speaking/bltelephone_role.htm Exercises for practicing on the phone http://esl.about.com/library/speaking/bltelephone_exercises.htm Leaving a message on a machine http://esl.about.com/library/speaking/bltelephone_message.htm Business English Training http://www.business-english-training.com/phone.htm




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Workshop Four Cross-cultural problems at work http://www.itapintl.com/mngdifintproj.htm Princeton Career Quiz http://www.princetonreview.com/cte/quiz/career_quiz1.asp Interviewing http://careers.d.umn.edu/handbook/thejobsearch3.html#interviewing Idaho Department of Labor Creative Job search http://cl.idaho.gov/cjs/cjsbook/contents.htm Job Interview questions http://www.career.vt.edu/JOBSEARC/interview/questions.htm Typical Job Interview Questions http://www.ssu.uts.edu.au/careers/fstudents/interviewtesting/typicalq.html Job Skills Checklist http://owl.english.purdue.edu/handouts/pw/p_skillinv.html

Workshop Five

Business Presentations and Public Speaking in English http://www.englishclub.com/business-english/presentations.htm Public Speaking http://wps.ablongman.com/ab_public_speaking_2 Oral Presentations http://www.ruf.rice.edu/~riceowl/oral_presentations.htm Speaking Resources http://www.school-for-champions.com/speaking/resources.htm Online Technical Writing: Oral Presentations http://www.io.com/~hcexres/tcm1603/acchtml/oral.html Effective oral presentations homepage http://www.kumc.edu/SAH/OTEd/jradel/effective.html




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Materials 1. Notebook 2. Course module 3. Portfolio folder

Evaluation: Criteria Evaluation Percent

Role Playing 1. Introductions 2. Accepting and

declining invitations 3. Restaurant activity 4. Telephone

conversations

Rubrics Appendix J, p. 33

30%

Job interview Peer Evaluations, Appendix I, p.33

20%

Oral presentation Rubrics: Appendix D, p. 31 30% Active class participation Rubrics: Appendix C, p. 30 20% Total 100% Curve: Grade 100-90 A 89-80 B

79-70 C 69-60 D

Description of course policies:

• Attendance is required. If a student has any absence, he or she must be

excused by the facilitator and must make up all classwork. The facilitator

reserves the right to accept the excuse and the work turned in, and to adjust

the evaluation as he or she considers appropriate.

• Oral presentations and special activities cannot be made up; if the student

presents a valid and verifiable excuse (e.g. medical or court), the facilitator

and student will set a date for a written test on the activity the student missed.

• This is an accelerated course and requires students to prepare before each

workshop as specified in the module. An average of ten hours weekly are

required to prepare for each workshop.




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• The student must turn in works of his or her own authorship; therefore, a

student must not incur in plagiarism. The student must give credit to any

reference used.

• If the facilitator makes any changes, these must be discussed with the

students during Workshop One. Also, the facilitator will turn in the

agreements in writing to the students and to the Program.

• The facilitator will establish a means and process to be contacted.

• The use of cell phones is prohibited during the workshops.

• Children or family members are not allowed in the classrooms.




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Workshop One

Specific Objectives By the end of this workshop, students will:

1. Be able to conduct introductions appropriately. 2. Be aware of cross-cultural differences while introducing others.

3. Be aware of non-verbal communication skills in relationships. 4. Be able to express feelings, different states of being, and daily routines.

Electronic Addresses Cultural Competence http://www.gwu.edu/~iscopes/Cultcomp.htm Cross-Cultural Awareness http://www.nade.org/NADEadvocateJanuaryFebruary2001crossCulture.htm Non-Verbal Communication: The “Silent” Cross-Cultural Contact With Indonesians http://www.ialf.edu/kipbipa/papers/MuhamadHandiGunawan.doc

Assignments to be done before Workshop One Instructions:

1. Using the textbook, other recommended books, or suggested Internet resources, investigate the topic of cross-cultural communication. Write a paragraph summarizing your findings on differences in cultures.

2. Find examples of non-verbal communication. Write a summary including some of the kinds of non-verbal communication and their different meanings or acceptance among cultures? Turn in your summary.

Activities

1. Facilitator will introduce him/herself.

2. Conduct an icebreaker activity for students to get to know each other.

3. Discuss the objectives, course evaluation, explain and clarify doubts regarding the course module and its use.




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4. Introducing others a. Cross-cultural differences b. Exercises introducing each other

i. Students will briefly interview each other to get to know something about their partner’s work, family, and goals. Then students will take turns to introduce their partner to the class.

ii. Role playing: Facilitator will give pairs of students situations to introduce one person to another (for example, new Puerto Rican employee to American boss or vice-versa, supervisor to angry customer, friend to spouse, father to daughter’s boyfriend, etc.) Students should observe and later discuss their observations.

5. Non-verbal communication

a. Discussion of types of nonverbal communication (eye contact, distance, etc.)

i. Students may share information learned from books and websites about nonverbal communcation from their summaries.

ii. Students may share experiences from trips to other countries.

b. Exercises i. Have students try to perform tasks without speaking while

the rest observe and identify the nonverbal signals given. For example, role-play with one clerk and one customer. Customer has toothache and uses only nonverbal signals to indicate what he or she wants: how many, price, thank you, and goodbye. Discussion on what students observed.

ii. Give students 3x5 cards with a nonverbal action to perform. Have the other students identify the nonverbal action and possible meanings. For example, facilitator may give the signal or the action for the student to determine the signal:

1. A wink, 2. Hand signal indicating height, 3. Hand signal indicating be quiet, 4. Yawning, 5. Hand signal indicating give me a call, etc. 6. You can not hear your friend’s voice 7. You want a child to come to your side 8. Your friend has just walked into the class to take an

important examination. Wish him or her good luck 9. Somebody has asked you a question, and you do not

know the answer




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10. You want to tell your friend that the lecture is boring 11. You signal to your friend that the person on the phone

is talking too much 12. You are ready to enter the restaurant when you notice

that a simple dinner costs almost $100.00 13. You want to express, “Oh no, not again!” 14. You want to tell your friend that you have forgotten to

bring something. 15. You want to tell your friend to wait a second or slow

down. 16. You want to tell your friend that everything is OK.

6. Express feelings, different states of being, and daily routines.

a. To discuss daily routines fill out the chart (for example: get up, have lunch, watch TV,)

i. Include with your activities the appropriate frequency adverb: 1. Always 2. Frequently 3. Usually

4. Sometimes 5. Seldom 6. Never

ii. Students will compare their daily routine with a partner 1. By asking questions, “What do you usually do at 7:00

am? 2. By trying to schedule a meeting or appointment

Time Activity 6:00 7:00 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00




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b. Expressing feelings and states of being i. Study the vocabulary and phrases in Appendix E ii. Using pictures or cartoons students will identify the feelings

of the person(s) pictured. iii. Using 3x5 cards with specific situations, students select a

card, read it out loud, and express how they feel. For example,

1. card: You have been selected to represent Puerto Rico at the United Nations;

2. Student: I feel honored; I am so surprised; I can’t believe it!

7. Facilitator will review the assignments and objectives for the next workshop.

Assessment

1. Student will be assessed using the assessment tool in Appendix

2. Students will turn in a reflection on today’s workshop. (Appendix B)




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Workshop Two


1. Practice appropriate forms in English to make, accept, and decline invitations

2. Learn and use appropriate vocabulary and phrases to express preferences

3. Order a meal in a restaurant and use proper restaurant etiquette 4. Request assistance

Electronic Addresses

ESL-LAB (invitations, includes audio, requires Real-Player) http://www.esl-lab.com/invite/inviterd1.htm Expressing Preferences Vocabulary and phrases http://esl.about.com/library/grammar/blgr_prefer.htm# Expressing Preferences http://esl.about.com/library/lessons/blschoolchoice.htm Making Suggestions http://esl.about.com/library/grammar/blgr_suggestions.htm Saying “No” nicely http://esl.about.com/library/grammar/blgr_sayno.htm Ordering in a Restaurant http://esl.about.com/library/lessons/blordering.htm

Assignments to be done before Workshop Two 1. Using the recommended text or electronic resources study the topics for

today. 2. From each of the following pairs, write down which one do you prefer and

why. Be prepared to discuss your preferences in class. a. Dogs or cats b. Salsa music or Rock & Roll c. Salads or steak




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d. Beach or countryside e. Vacation at Disney World or a Caribbean Cruise

Activities

1. Opening Exercise: a. Complete the chart below by writing an invitation to each activity or

event. Fill in the details of date, time, etc. b. In pairs invite your partner to an activity or event. Write down your

partner’s acceptance or refusal. For example: i. S1-“I have tickets to the All-Star Baseball game next

Saturday. Would you like to go?” ii. S2- “Where is it going to be held?” iii. S1- “At the Juan Ramón Loubriel stadium in Bayamón.” iv. S2- “At what time does it start?” v. S1- “It starts at 3 pm.” vi. S2- “Sounds great. I’d love to go.”

c. Grammar tip: Use would followed by a verb+to+verb i. Would you like to see the new movie?

Place /Activity Invitation Acceptance Refusal 1. Movies 2. Sport event 3. Dinner 4. Concert 5. Picnic

2. Expressing preferences a. Divide the class into small groups of 3 to 5. b. Go to Appendix F to “What School Should We Choose?” Review

the vocabulary for this exercise. Choose one of the programs evaluating the pros and cons of each option.

c. Express your preference and why. Try to come to some consensus within the group.

d. Each group can express their preference and their reasons for their choice.

3. Expressing Preferences: a. In pairs compare your answers to today’s assignment. b. Facilitator may use a debate format for students to express their

preferences. c. Turn in your assignment.

4. Ordering in a restaurant: a. Have students read the dialogue in pairs as an example b. Using the menu below (or any other menus available) have

students role-play a restaurant scene in small groups.




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Ordering Food in a Restaurant Read this dialogue Waiter: Hello, Can I help you? Kim: Yes, I'd like to have some lunch. Waiter: Would you like a starter? Kim: Yes, I'd like a bowl of chicken soup, please. Waiter: And what would you like for a main course? Kim: I'd like a grilled cheese sandwich. Waiter: Would you like anything to drink? Kim: Yes, I'd like a glass of Coke, please. Waiter... After Kim has her lunch.: Can I bring you anything else? Kim: No thank you. Just the bill. Waiter: Certainly. Kim:I don't have my glasses. How much is the lunch? Waiter: That's $6.75. Kim: Here you are. Thank you very much. Waiter: You're welcome. Have a good day. Kim: Thank you, the same to you. Use this menu to practice ordering food in a restaurant.

Starters Chicken Soup $2.50 Salad $3.25 Sandwiches - Main Course Ham and cheese $3.50 Tuna $3.00 Vegetarian $4.00 Grilled Cheese $2.50 Piece of Pizza $2.50 Cheeseburger $4.50 Hamburger deluxe $5.00 Spaghetti $5.50 Drinks Coffee $1.25 Tea $1.25 Soft Drinks - Coke, Sprite, Root Beer, etc. $1.75

©2005 About, Inc. All rights reserved.




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5. Restaurant Etiquette a. Students should divide into groups of three for this exercise. b. Each group of three will brainstorm to write as many examples as

possible for the categories indicated. c. Group One

i. Recommending what to eat ii. Expressing preference iii. Ordering

d. Group Two i. Commenting on the food ii. Asking for the check iii. Offering to pay

e. Group Three i. Insisting on paying ii. Inviting iii. Thanking

f. Each group will share with the class the examples they wrote. (Use of an overhead projector would be effective for this.)


Assessment

1. Student participation will be assessed using the assessment tool in Appendix C.





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Workshop Three


1. Learn appropriate vocabulary, phrases and techniques to make, receive, and end telephone calls

2. Practice taking and leaving telephone messages 3. Practice setting up appointments 4. Practice problem solving on the telephone


Phrases and idioms for telephone use http://esl.about.com/library/speaking/bltelephone_vocab.htm Telephone language http://www.englishclub.com/speaking/telephone_language.htm Tips to control conversation on the phone http://esl.about.com/library/speaking/bltelephone_tips.htm Role-playing suggestions http://esl.about.com/library/speaking/bltelephone_role.htm Exercises for practicing on the phone http://esl.about.com/library/speaking/bltelephone_exercises.htm Leaving a message on a machine http://esl.about.com/library/speaking/bltelephone_message.htm Business English Training http://www.business-english-training.com/phone.htm Telephoning http://langues.ups-tlse.fr/Murillo/Telephoning/Telephoning.htm

Assignments to be done before Workshop Three 1. Using the textbook or Internet resources indicated, review the topics for

today on telephone use: a. Vocabulary




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b. Phrases 2. Prepare a list for use during class of three or four typical situations you

have at work when using the telephone. 3.

Activities 1. Telephone Vocabulary

a. Look at the chart below for key language and phrases used in telephone English:

Introducing yourself This is Ken. Ken speaking

Asking who is on the telephone Excuse me, who is this? Can I ask who is calling, please?

Asking for Someone Can I have extension 321? (Extensions are internal numbers at a company) Could I speak to...? (Can I - more informal / May I - more formal) Is Jack in? (Informal idiom meaning: Is Jack in the office?

Connecting Someone I'll put you through (put through - phrasal verb meaning 'connect') Can you hold the line? Can you hold on a moment?

How to reply when someone is not available I'm afraid ... is not available at the moment The line is busy... (When the extension requested is being used) Mr. Jackson isn't in... Mr. Jackson is out at the moment...

Taking a Message Could (Can, May) I take a message? Could (Can, May) I tell him Who is calling? Would you like to leave a message?

2. Role Playing Activities

a. Requesting Travel Information

Student A:

Choose a city in your country. You are going to travel to this city for a business meeting over the next weekend. Telephone a travel agency and reserve the following:

• Round-trip flight • Hotel room for two nights • Restaurant recommendation




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• Prices and departure times

Student B:

You work in a travel agency. Listen to student A and offer him/her the following solutions:

• Round-trip flight: Air JW $450 Coach, $790 First Class • Hotel room for two nights: Hotel City $120 a night in the

downtown area, Hotel Relax $110 a night near the airport • Restaurant Recommendation: Chez Marceau - downtown -

average price $70 a person

b. Product Information

Student A:

You need to purchase six new computers for your office. Call JA's Computer World and ask for the following information:

• Current special offers on computers • Computer configuration (RAM, Hard Drive, CPU) • Guaranty • Possibility of discount for an order of six computers

Student B:

You work in at JA's Computer World answer student A's questions using the following information:

• Two special offers: Multimedia Monster - with latest Pentium CPU, 256 RAM, 40 GB Hard Drive, Monitor included - $2,500 AND Office Taskmaster - cheaper CPU, 64 RAM, 10 GB Hard Drive, Monitor not included - $1,200

• 1 Year guaranty on all computers • Discount of 5% for orders of more than five computers

c. Leaving a Message

Student A:

You want to speak to Ms Braun about your account with her company, W&W. If Ms Braun isn't in the office, leave the following information:




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• Your name • Telephone number: 347-8910 (or use your own) • Calling about changing conditions of your contract with

W&W • You can be reached until 5 o'clock at the above number. If

Ms Braun calls after 5 o'clock, she should call 458-2416

Student B:

You are a receptionist at W&W. Student A would like to speak to Ms Braun, but she is out of the office. Take a message and make sure you get the following information:

• Name and telephone number - ask student A to spell the surname

• Message student A would like to leave for Ms Braun • How late Ms Braun can call student A at the given telephone

number

d. Selling Your Product

Student A:

You are a salesperson for Red Inc. You are telephoning a client who you think might be interested in buying your new line of office supplies. Discuss the following information with your client:

• New line of office supplies including: copy-paper, pens, stationary, mouse-pads and white boards

• You know the customer hasn't ordered any new products during this past year

• Special discount of 15% for orders placed before next Monday

• Any order placed before Monday will not only receive the discount, but also have its company logo printed on the products at no extra charge

Student B:

You work in an office and receive a telephone call from your local office supplier. As a matter fact, you need some new office supplies so you are definitely interested in what the salesperson has to offer. Talk about the following:




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• New pens, stationary and white boards • Do they have any special offers • You would like to place an order for 200 packages of copy

paper immediately

2. Taking a message (Taken from http://www.englishclub.com/speaking/telephone_practice2-messages.htm )

Fill in the blanks with the appropriate word or phrase. Leslie:

Cameron: Hi, is this Leslie?

Leslie: Yes._________________________________________________?

Cameron: It's Cameron here. Is Maria ____________________?

Leslie: No, she just ____________________ out for a moment. Can I take a message?

Cameron: Yes, thanks. ____________________ ask her to meet me at the Capitol 4 movie theatre at 7 pm tonight?

Leslie: Sure. Just let me write that down. Oh Cameron. Could you ____________________ for a second? I have to take another call.

Cameron: No problem.

Leslie: Hi. Sorry about that. Now could you please ____________________ that information? I didn't have a pen handy.

Cameron: Sure. It's the Capitol 4 theatre at 7 o'clock.

Leslie: Okay, I've got it. Is there anything else?

Cameron: No, that's great.

Leslie: Okay. Uh-oh, there's my other line again. I'd better ____________________.

Cameron: Okay, thanks again. Bye for now.

Leslie: ____________________

Assignments to be done before Workshop Four




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Assessment

1. Student letters and résumé will be assessed using the assessment tool in Appendix A.





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Workshop Four


1. Have discussed common cross-cultural problems at work 2. Have discussed in English about different types of jobs and job

preferences 3. Have practiced job interview skills


Cross-cultural problems at work http://www.itapintl.com/mngdifintproj.htm Princeton Career Quiz http://www.princetonreview.com/cte/quiz/career_quiz1.asp Interviewing http://careers.d.umn.edu/handbook/thejobsearch3.html#interviewing Idaho Department of Labor Creative Job search http://cl.idaho.gov/cjs/cjsbook/contents.htm Job Interview questions http://www.career.vt.edu/JOBSEARC/interview/questions.htm Typical Job Interview Questions http://www.ssu.uts.edu.au/careers/fstudents/interviewtesting/typicalq.html Job Skills Checklist http://owl.english.purdue.edu/handouts/pw/p_skillinv.html

Assignments to be done before Workshop Four 1. Study from the recommended texts or electronic sites about job

preferences and job interviews. Make a list of at least three job

interview skills you need to practice and write how you plan to

practice each one.




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2. Find three common problems in communication at work among

cross-cultural employees and how to avoid them.

3. Complete the exercise on job preferences

a. Write a paragraph to turn in listing three jobs you would never

do and the reasons why you could never do that kind of work.

b. Write a second paragraph listing three jobs you would like to

have and why.

4. Interview at least three persons who are working in your preferred

job. Write a summary of their recommendations

Activities

1. Students will compare their job preference exercise with that of their

small group classmates.

2. In small groups students will share their preferred job and why they

like that job.

3. Facilitator will conduct a discussion on the topic of job interview skills.

4. Students will take turns conducting job interviews in small groups.

Students may use some of the interview questions in Appendix H.

Students must exchange roles so that each student has the

opportunity to interview, to be the interviewee, and to observe. The

Facilitator will move from group to group observing and giving advice

as needed. His/her peers using the Peer Evaluation Sheet in

Appendix I will evaluate the interviewee’s performance. Each group

of students must have at least three participants:

a. An interviewer

b. An interviewee

c. An observer (there may be more than one)

Assessment

1. Writing Assessment, Appendix A




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2. Student peer evaluations, Appendix I.





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Workshop Five


1. Have planned an oral presentation including a. Introduction, b. Organization c. Conclusion

2. Have delivered the presentation a. Posture b. Body language c. Summarizing and concluding the presentation


Business Presentations and Public Speaking in English http://www.englishclub.com/business-english/presentations.htm Public Speaking http://wps.ablongman.com/ab_public_speaking_2 Oral Presentations http://www.ruf.rice.edu/~riceowl/oral_presentations.htm Speaking Resources http://www.school-for-champions.com/speaking/resources.htm Online Technical Writing: Oral Presentations http://www.io.com/~hcexres/tcm1603/acchtml/oral.html Effective oral presentations homepage http://www.kumc.edu/SAH/OTEd/jradel/effective.html

Assignments to be done before Workshop Five

1. Using the recommended texts or the websites study and define the

characteristics of the oral presentation

a. Introduction

b. Body

c. Conclusion




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2. Using the recommended texts or electronic sites prepare an oral

presentation to be given in class. This will be your final evaluation. Turn

in a written copy of the presentation.

a. Presentation should be no more than ten minutes in length.

b. Presentaton should include the use of visual aids (overhead

transparencies, posters, Power Point, etc.)

c. Topic:

i. Your present job: Give a presentation about your present job

including your position, responsibilities, and why you enjoy

your job, or you may present the products or services your

company provides as a business presentation to potential

clients.

ii. Your future job: Many are studying with the purpose of

making a career change. Give a presentation explaining the

career you have chosen and why. What do you look forward

to in your new career?

iii. Give a presentation where you present a summary of key

principles learned in one of the workshops of this course.

Go back over the previous workshops to select a specific

topic to present to the class.

Activities

1. Students will give their oral presentations.

2. While a student is giving his or her presentation, the rest should be

listening and taking notes. Students and/or the facilitator may ask

questions of the speaker.

3. Turn in written presentation.

4. Students will complete the course evaluation.




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Assessment

1. Student oral presentations will be assessed using the assessment tool in Appendix D.





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Appendices Appendix A

Rubric for Paragraph Assessment Name_______________________________________________________ Date________________________________________________________ Title_________________________________ Punctuation____________

Point value 4 points 3 points 2 points 1 point Content The essay is

clear, and well focused. Thesis stands out and is supported by details. The details provided are relevant and give important information, going beyond the obvious.

Thesis is clear but supporting information seems to be general. Some supporting ideas contain specific and details, however, others are not elaborated.

Some supporting details are needed. Key points are unsupported.

Unclear thesis. Supporting details are a seemingly random collection of information, unclear or not related to the topic.

Organization Effective introduction, states the thesis, and previews the content of the paper. The conclusion clearly restates the main points of the essay and a final comment based on the content.

Introduction clearly states thesis and previews structure, however it isn’t inviting to the reader. Conclusion is recognizable and restates almost all of the main points.

Introduction states thesis but does not adequately preview the content, nor is it is particularly inviting. Conclusion is recognizable, but does not restate all the main points of the essay.

There is no clear introduction of the thesis. No conclusion was provided.

Elaboration Details have a logical sequence. Transitions are clear from sentence to sentence and paragraph to paragraph. The paper is well elaborated.

Details have a logical sequence, however it may be presented in less interesting ways. More variety of transition words

Some details lack of logical sequence. Use of some transition words. Some of the main points are repeated, or less significant details have

Many details lack of a logical sequence; a sense of disorganization. Transition words are unclear or nonexistent. Little elaboration, and leaves out




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needed. There is a lack of elaboration.

been added. necessary support.

Style Sentences varied for rhetorical effect; Vivid diction and word choices are accurate.

Most sentences are well constructed with varied structure.

Some sentences are well constructed, but several are stiff and awkward, or difficult to understand.

Sentences are awkward, repetitive, or difficult to understand. Some may be incomplete.

Mechanics Punctuation, grammar, spelling and aspects of format are handled correctly. The writer has prepared the paper carefully with attention to appearance.

Little punctuation grammar, spelling and aspects of the format errors are presented. There is some evidence the paper was carefully prepared with attention to appearance

Some Punctuation, grammar, spelling and aspects of format are handled correctly. Little attention to appearance.

Many errors of punctuation, grammar, spelling and some other aspects of format were handled incorrectly. No attention to appearance.

Content________ Organization____ Elaboration_____ Style__________ Mechanics_____

Comments ________________________________________________________________________________________________________________________________________________________________________________________________________________________




22

Appendix B Reflection Worksheet

NAME: ________________________ DATE: _____________________

ENG 246 WORKSHOP 1, 2, 3, 4, 5

Please indicate what you understood most from the materials in this Workshop: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Please indicate what you did not understand from this Workshop: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Please write how you can overcome your difficulties, if any:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________ __________________________

Name Signature

Please turn in at the end of each Workshop.




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Appendix C Evaluation Sheet: Daily Class Participation

Criteria Workshop I Workshop II Workshop III Workshop IV

Attendance (10 points per class)

Contributes to class discussion (2 points per class)

Shows interest in what is discussed in class (2 points per class)

Ask questions pertinent to what is discussed in class (2 points per class)

Answers questions from the facilitator and the classmates (2 points per class)

Comes prepared for class. Reading log. (2 points per class)

Total points/workshop

Total:_____________________ Grade:___________________

Observations____________________________________________________________________________________________________________________________________________




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Appendix D ORAL PRESENTATION

POINTS Organization

Subject knowledge

Visuals

Mechanics

Eye contact

Elocution

1

Audience cannot

understand presentation

because there is no

sequence of information

Student does not have grasp of

information; cannot answer

questions about subject

Visuals are not used or

not used appropriately in all or most sentences

Student's presentation

has 4 or more

spelling errors and/or grammatical

errors.

Student reads all of report with

no eye contact

Student mumbles, incorrectly

pronounces terms, and speaks too quietly for students in the back of

class to hear

4--2

Audience has difficulty following

presentation because student jumps

around.

Student is uncomfortable

with information

and is able to answer only rudimentary questions

Student occasionally uses visuals that rarely support

presentation

Presentation has 3

misspellings and/or

grammatical errors

Student occasionally

uses eye contact, but still reads most of report

Student's voice is low.

Student incorrectly

pronounces terms.

Audience members

have difficultly hearing

presentation.

7--5

Student presents

information in logical

sequence which

audience can follow.

Student is at ease with expected

answers to all questions, but

fails to elaborate

Student visuals relate

but one or two mistakes

are made.

Presentation has no more

than two misspellings

and/or grammatical

errors

Student maintains eye contact most of the

time buy frequently returns to

notes

Student's voice is clear.

Student pronounces most words correctly.

Most audience members can hear

presentation.

10--8

Student presents

information in logical,

interesting sequence

which audience can

follow.

Student demonstrates full knowledge

/more than required) by answering all

class questions with explanations

and elaboration

Visuals are used

appropriately and

effectively throughout

presentation

Presentation has no

misspellings or

grammatical errors.

Student maintains

eye contact with

audience, seldom

returning to notes

Student uses a clear voice and correct,

precise pronunciation of terms so

that all audience members can hear

presentation.




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Appendix E Vocabulary and phrases:

1. It's really difficult to figure out what you mean if you don't explain yourself. Figure out: to understand after consideration

2. I'd like to apologize for last weekend. I feel guilty about not having telephoned to say I wouldn't be able to come. Feel guilty: to feel bad about something you have done.

3. He is dying to go to the Red Hot Chili Pepper's concert next week. Be dying to: be very eager or keen to do something.

4. I just can't stand listening to him lecture. He is so boring! Can't stand: despise or hate something.

5. They're not sure that want to get married. I think they are getting cold feet. Get cold feet: become unsure about an important decision.

6. He really did poorly on the test. When it came to take it, he went blank and couldn't answer anything. Go blank: not remember anything - happens often on tests!

7. Jason is having a hard time getting over the death of his cat. Get over: recover from an illness or very bad news.

8. He must be kidding! He can't really mean what he says. Be kidding: be joking, not serious.

9. When you think really hard, you should always be able to know what you feel deep down. Feel deep down: your true feelings about something.

10. Unfortunately, he is having second thoughts about the car he just bought. It seems that it doesn't get very good mileage. Have second thoughts: be unsure of something you have already done - very similar to get cold feet, only that, in this case, the action has already been completed.

Put each of the following, remembering to conjugate, in the correct gap.

can't stand, get cold feet, deep down, have second thoughts, go blank, feel guilty, figure out, be dying to, be kidding, get over

1. It's really difficult to _______________ what you mean if you don't explain

yourself.

2. I'd like to apologize for last weekend. I _______________ about not

having telephoned to say I wouldn't be able to come.

3. He _______________ go to the Red Hot Chili Pepper's concert next

week.

4. I just _______________ listening to him lecture. He is so boring!




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5. They're not sure that want to get married. I think they

_________________.

6. He really did poorly on the test. When it came to take it, he

_______________ and couldn't answer anything.

7. Jason is having a hard time ________________ the death of his cat.

8. He must _______________! He can't really mean what he says.

9. When you think really hard, you should always be able to know what you

feel _______________.

10. Unfortunately, he _______________ about the car he just bought. It

seems that it doesn't get very good mileage.

The previous exercise was taken from http://esl.about.com/library/vocabulary/blthink1.htm




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Appendix F Which School Should We Choose?

Imagine that your group would like to study at an intensive English program in a country where English is the primary language. You have the following three schools from which to choose. Decide which school you would like to attend basing your decisions on whatever reasons you feel are valid (i.e. free time, English learning goals, cost, duration, curiosity about the country and its culture, etc.). Below you will find phrases and language helpful in expressing opinions, preferences and disagreeing. Suggestions: Where shall we...., Let's ..., Why don't we...., What about...., How about.... 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... 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...

School Choices British Best London, England Language instruction 6 hours a day, Monday through Saturday Housing with a British family - breakfast included 14 days - 12 days of instruction Teachers qualified with TEFL Certificate 4 Outings included: Tate Gallery, Concert in Royal Albert Hall, The Countryside around London, Cats (Musical) Price: $1,500 round-trip airfare included Hawaiian Paradise Learning School located in a park on Oahu Island 60 miles from Honolulu Language instruction 4 hours a day, Monday through Friday Housing in a bungalow 5 minute walk from the beach - breakfast, and dinner included 14 days - 10 days of instruction English native speaking teachers Beach Party, Scuba-Snorkel Safari, Wind-Surfing included Price: $1,700 round-trip airfare included




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English Program at University of Whatchamacallit School located in the small town of Paluka in Wyoming, USA, population 40,000 University staff - all teachers with Masters Degree Language instruction 5 hours a day, Monday through Saturday Dormitory style housing, breakfast, lunch and dinner included 14 days - 12 days of instruction Nature walks, meet American students party (party to make introductions between US students and international students), skiing at weekends included Price: $1,400 round-trip airfare included Taken from http://esl.about.com/library/lessons/blschoolchoice.htm ©2005 About, Inc. All rights reserved.




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Appendix G Telephone Language http://www.englishclub.com/speaking/telephone_terms.htm Here are some typical phrases that you can use in a telephone conversation.

Answering the phone

• Hello? (Informal) • Thank you for calling Boyz Autobody. Jody speaking.

How can I help you? • Doctor's office.

Introducing yourself

• Hey George. It's Lisa calling. (Informal) • Hello, this is Julie Madison calling. • Hi, it's Gerry from the dentist's office here. • This is she.* • Speaking.*

*The person answering says this if the caller does not recognize their voice.

Asking to speak with someone

• Is Fred in? (Informal) • Is Jackson there, please? (Informal) • Can I talk to your sister? (Informal) • May I speak with Mr. Green, please? • Would the doctor be in/available?

Connecting someone

• Just a sec. I'll get him. (Informal) • Hang on one second. (Informal) • Please hold and I'll put you through to his office. • One moment please. • All of our operators are busy at this time. Please hold for

the next available person.

Making special requests

• Could you please repeat that? • Would you mind spelling that for me? • Could you speak up a little please? • Can you speak a little slower please? My English isn't

very strong. • Can you call me back? I think we have a bad

connection.




30

• Can you please hold for a minute? I have another call.

Taking a message for someone

• Sammy's not in. Who's this? (Informal) • I'm sorry, Lisa's not here at the moment. Can I ask

who's calling? • I'm afraid he's stepped out. Would you like to leave a

message? • He's on lunch right now. Who’s calling please? • He's busy right now. Can you call again later? • I'll let him know you called. • I'll make sure she gets the message.

Leaving a message with someone

• Yes, can you tell him his wife called, please? • No, that's okay; I'll call back later. • Yes, it's James from Comp Inc. here. When do you

expect her back in the office? • Thanks; could you ask him to call Brian when he gets

in? • Do you have a pen handy? I don't think he has my

number. • Thanks. My number is 222-3456, extension 12.

Confirming information

• Okay, I've got it all down. • Let me repeat that just to make sure. • Did you say 555 Charles St.? • You said your name was John, right? • I'll make sure he gets the message.

Listening to an answering machine

• Hello. You've reached 222-6789. Please leave a detailed message after the beep. Thank you.

• Hi, this is Elizabeth. I'm sorry I'm not available to take your call at this time. Leave me a message and I'll get back to you as soon as I can.

• Thank you for calling Dr. Mindin's office. Our hours are 9am-5pm, Monday-Friday. Please call back during these hours, or leave a message after the tone. If this is an emergency please call the hospital at 333-7896.

Leaving a • Hey Mikako. It's Yuka. Call me! (Informal)




31

message on an answering machine

• Hello, this is Ricardo calling for Luke. Could you please return my call as soon as possible? My number is 334-5689. Thank you.

• Hello Maxwell. This is Marina from the doctor's office calling. I just wanted to let you know that you're due for a check-up this month. Please give us a ring/buzz whenever it's convenient.

Finishing a conversation

• Well, I guess I better get going. Talk to you soon. • Thanks for calling. Bye for now. • I have to let you go now. • I have another call coming through. I better run. • I'm afraid that's my other line. • I'll talk to you again soon. Bye.

EnglishClub.com Tip Sometimes it is necessary to spell something over the telephone (for example a postal code or name). Native English speakers often use a special alphabet when they spell over the phone. Example: postal code B2V 3A8 = B as in Bravo, 2, V as in Victor, 3, A as in Alpha, 8. Click here to learn English Phonetic Spelling.




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Appendix H

Typical interview questions

Many employers will use a mix of traditional and behaviorally based questions in job interviews.

Study the following questions and think about the answers you would give them.

Question 1 (Academic)

• What courses have you taken which have prepared you for this position? • Tell us briefly about the course you have just completed. • How did you balance your studies and extra-curricular activities? • How do you feel about the results of your studies? • Describe the biggest problem you have had with your studies. How did

you solve it? • If you could choose again, would you select UTS in preference to some

other institution? • How did you decide on your major?

Question 2 (Why you?)

• Why did you apply for this position? • What do you know about the company and what it does? • Why have you chosen this particular profession? • What are the most important considerations for you in choosing a job? • What did you do to prepare for this interview? • Why would you like to work for this company? • What do you feel you can offer this company?

Question 3. (Personal skills & abilities)

• Tell us something about yourself.




33

• What are the special features you have that make you the outstanding candidate for the job?

• Are there any aspects of the job where you feel a little apprehensive? • What special qualifications do you have that make you think you will be

successful in the job? • What do you hope will be your main contributions to this position? • Do you think your University studies have equipped you well for this job? • How do you see the job? How do you envisage filling the role? • Describe your strengths and weaknesses. • Why should we offer this position to you?

Question 4. (Social activities)

• How did you cope with the transition from high school to university? • What are your leisure activities? • Do you prefer a large or small circle of friends? • Have you ever found yourself on the committee of a particular club,

association or activity?

Question 5. (Ambition)

• How are you going to achieve your career goals? • What would you like to be earning in two years? • What do you see yourself doing in five years? • Do you have any long range ambitions? • How do you see employment with this company helping you achieve your

long term aspirations?

Question 6 (Specific Abilities - leadership, decision-making etc)

• What was your most significant accomplishment at University? • What is your procedure for keeping track of matters that require your

attention? • What were your objectives for the last year? Were they achieved? • Give me an example of one good decision you have made in the last

twelve months.




34

• How do you pick yourself up after a disappointment?

Describe a world leader you admire and why.

Question 7 (Salary expectations)

• How much do you expect to be paid? • Are you applying for a position with any other companies? • Should you be offered the position, when would you be able to

commence? • Why do you want to leave your present employer? • Do you have any questions for us?

Behavioral-Based Questioning

Interviewers use these sorts of questions to probe applicants' past behavior to determine whether they meet the pre-selection performance criteria for a particular job.

Some sample behavioral questions:

• What was the biggest challenge you ever faced? How did you handle it? What was the outcome?

• Describe an incident in which you disagreed with a supervisor/manager/lecturer. How did you resolve the situation?

• Give an example of how you have demonstrated leadership/teamwork/problem-solving skills/conflict resolution? What were the results?

• Tell me about a time when you have had to deal with members of the public. Who was involved? What did you do? How did they respond?

Tell me about a big project you had to plan at school or work. What steps were involved? What was the outcome? http://www.ssu.uts.edu.au/careers/fstudents/interviewtesting/typicalq.html




35

Appendix I This sheet needs to be reproduced in sufficient quantity for each student to be evaluated by at least three others. Sheets must be tallied for final score per student.

Peer Assessment: Job Interview Name of interviewee: _____________________________ S C O R E

Answered questions effectively

Used spoken English

effectively

Demonstrated Confidence

during Interview

Total

4 3 2 1

Appendix J Role Play Rubric

Topic:_________________________ Date:__________________________

Assessed by: Teacher:______________ Peer: _______________________

Fixed Scale: 1 Seldom 2 Sometimes 3 Usually 4 Always

Names of Students in the Role Play

Criteria 5 Excellent, completely

fullfills criteria

4 Well done effectively

fullfills criteria

3 Good,

adequately fullfills criteria

2 Below

average, partially fullfills criteria

1 Deficient, does not

fullfill criteria

0 Did not

participate

Clarity of Speech: speech is loud and clear

Expression of Feeling: speech expresses emotion




36

and personality of character

Use of Body Language: character uses gestures, facial expressions or posture to help communicate ideas/emotions

Believability of the Role: portrayal is believable, sensitive to the character’s situation; stays in role, listens and responds to other characters

Accuracy of the Role: portrayals are relevant to the character’s situation and feelings.

Comments and Suggestions for Improvement:

Adapted from Let’s Explore Canada Unit 1996 TCDSB

Documents

ENGL 246 UNE - Sistema Universitario Ana G. Méndez 246 UNE.pdf · ENGL 246 Conversational English 2 ... APPENDIX B ... A conversation book 2: English in everyday llife. (3rd ed.)