Centro Cultural Salvadoreño Americano
Student´s name: ___________________________________ Phone: ____________ Email: ___________________________________________ Facebook: __________ Session Grade
I
II
III
IV
V
VI
VII
VIII
AVERAGE
1 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano Introduction This handout is intended to help students to practice the four skills at English. Reading has a part of the work students have to do in order to study the academic structure of paragraphs. Writing is an online activity with the purpose to measure student´s writing style, as well as, the correct use of grammar and a wide range of vocabulary. Listening incorporates real native speakers’ pronunciation. In this section students will put into practice their knowledge of phonology to identify specific vocabulary and sound patterns. Because speaking is the strongest area to be reinforced, students will have speech presentations and full conversations during the sessions with the purpose of helping them speak fluently and accurately. The activities included in this series were chosen from different sources, such as: Master Mind from MacMillan levels 1 and 2; Teacher to Teacher: Alaska to El Salvador handout 2011; Oxford Advanced Learner´s Dictionary, among others aimed to motivate students to speak as natural as possible. The topics* are related to one another to keep the sequence of the conversation every session. Components: This handout is made up by: Diagnostic Test. Pronunciation Tips The topic to be discussed. (Reading) Discussion (Questions about the reading) Guessing meaning from context (New vocabulary) Song (related to the topic) Extra section (Online activity) Game (as a wrap up activity) Extra Material Lesson Plans (Teacher´s Edition) CD. *Look at the program for more detailed information on page 3. 2 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano Program to be developed – Conversation Course I – Lic. Samuel Fernández – 2012 Pg.
Session
11
S. I
15
S. II
18
S. III
Topic to be discussed Values. Heroes, Not celebrities (Page 31) MasterMind I Psychology. Individual Vs. Social Identity (Page 9) MasterMind I
Evaluation
Homework
Student´s self-evaluation about the role their parents play to contribute to their integral development. Student´s participation in class. Student´s accuracy when using the language.
Prepare a 5-minute presentation about their family relationship. Prepare a 10-minute presentation about the factors that influence a person´s personality. Written Report. Prepare a 15-minute presentation about the effects of racism in the world´s development. Prepare a 20-minute speech about the different marketing strategies to persuade people. Prepare a 25-minute speech about the reasons why people decide to drop out of colleges.
Nature. What is a global citizen? (Page 22) MasterMind I
Student´s own opinion thoughts about the topic. Student´s proficiency in English language.
and the
21
S. IV
Marketing strategies. Free? (Page 8) MasterMind II
Student´s speech presentation about the previous content. Student´s confidence when using the language properly.
25
S. V
Education. Pros and Cons of studying online (Page 38) MasterMind II
28
S. VI
Professionalism. Knowledge is not enough (Page 42) MasterMind II
31
S. VII
What will happen in the future? Robots to replace Native English Speakers (Page 61) MasterMind II FREE TOPIC
Student´s pronunciation of specific vocabulary related to education. Student´s point of view about the quality of education given by traditional and nontraditional institutions. Student´s participation in class Prepare a 30-minute giving their own opinion about the presentation about abilities professional should meet. the basic qualifications people should look for. Student´s speech presentation Create a descriptive about the previous content. essay online about the relevance of this course.
S. VIII
NO EVALUATION
-
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Centro Cultural Salvadoreño Americano Student´s Name: _________________________________________Total Score: ____/ 120 Grade: ______ Note: This test includes information from the previous courses, so you will put into practice contents from different levels which will measure your ability to produce grammatically correct English in written form. Each part of the test is designed, so that you feel comfortable solving the exercises included. You will have 5 minutes to ask any question to your instructor.
Part I ______/32
Part I. Directions: Classify the following list of words according to its grammatical function. Word
G.F
Word
G.F
Word
G.F
Word
Big
An
Exam
Boring
Carnival
Old
He
They
Arm
Look for
When
Who
Forget
Rainy
To
Whisker
Forest
Me
Trouser
TV
Customer
Ohh!
Kali
Student
For
Itch
Slowly
Flirt
New In Part II. Directions: Correct the spelling mistake.
G.F
Part II______/16 1 Corect ________
2 Puntual ________
3 Reciept ________
4 Schudele ________
5 Thuoght ________ 6 Tewlve ________
7 Programm ________
9 Wuold ________
11 Pussle ________
12 Actualy ________
13 Striagth ________ 14 Nowadeys ________ 15 Thertieth________
16Laight __________
10 Notise ________
8 Cieling ________
Part III ______/28
Part III-Directions: Read the following script and 1) Underline the verbs in Simple Present, 2) Circle the verbs in Simple Past, 3) Draw two lines under the verbs in Present Continuous, and 4) Check ( Continuous.
) the verbs in Past
I was listening to my friends talking about their issues when suddenly one of them began to cry, because his girlfriend asked him to finish their relationship; as you know finishing a relationship is something that really hurts you when you love someone, and especially when you have been together for a long time. As you imagine they were saying what they thought about the situation and tried to calm him down. After twenty minutes my friend was laughing with us. He tried not to remember what his girlfriend said, and we convinced him to talk to her seriously about the situation and try to solve it. We were ready to help him if he needed it. Part IV- Directions: Choose the word that best matches the sentence.
Part IV ______/6
1 When I was a child I used to/ I was ride a bike
2 It looks very heavy. Will / Shall I help you?
3 When did you last go/have you last been to the cinema
4 Jim asked/told the teacher if the book was his
5 If I have/had more money, I´d pay for you too.
6 We arrived early, so that we/in order to get the tickets
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Centro Cultural Salvadoreño Americano Part V______/16 x x y a t s w x x
h s a w x x r x t
c t k a r r I v e
c a a k u g t x g
l k e e s o e x r
l e p x e v x d o
e e s l i k e x f
g e t r t i s i v
x x d p l a y x x
Part V- Directions: Look for 7 regular verbs and 9 irregular verbs. Then write its Past tense in the box. Regular 1 2 3 4
2 3 4 5 6 7 8 9
5 6 7 Irregular 1
Part VI- Directions: Match what we use the following time expressions for. Then write an example for each one.
Always:
during the continuance of something.
Ever :
between a past time or event and the present:
Just:
by this or that time; previously; prior to or at some specified or implied time.
Never:
not ever; at no time.
For :
every time; on every occasion; without exception
Already:
exactly or precisely
Since:
at any time.
Part VI______/14 Matching and writing
Part VII – Directions: Complete the sentences with the appropriate word: Who, Whose, Where, When or That.
12345-
This is the book ____________ I was telling you about. Where are the boys ____________ were on the table. This is the exact spot ____________ we first met. That´s the girl ____________ party we went to. ____________ pencil is this?
Part VIII – Directions: Translate:
1-. Dijo Dios: “Hágase la luz” y se hizo la luz. 2-. Solo necesito a alguien en quien apoyarme. 3-. Santificado sea tu nombre. 4-. Nelson estaba bien achicado. 5-. Te dije que le dijeras. 6-. Este examen está extremadamente fácil. 7.- La mejor manera de mejorar es practicar.
Part VII______/5
Part VIII______/7 = = = = = = = 5
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Centro Cultural Salvadoreño Americano Part IX – Directions: Complete the conversations. Conversation I Obama: There are many problems in this world. Pope Francisco I: God can save us... Obama: Pope: Obama Pope: Obama: Pope: Obama:
Conversation II Instructor: What are the topics you would you like to talk in this course? Me: Instructor: What kind of activities would you like to do in this course? Me: Instructor: Do you like to listen to music? Could you mention at least 5 songs you like in English. Me: Instructor: What are the characteristics of a good teacher for you? Me: Instructor: How often do you practice your English?
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Centro Cultural Salvadoreño Americano Pronunciation Tips Listen to the following song and complete the missing words. Lyrics
T r a c k 1
“NOTHING COMPARES 2U”
Word
It's been __________ hours and ____________ days Since ________ took your love away I _______ out every night and sleep all day Since you took ________ love away Since you been gone I _____ do whatever I want I can see whomever I I can eat my dinner in a ________ restaurant But ___________ I said nothing can take away these ___________ `Cause nothing ________ Nothing compares ______ you
Numbers
It's been so _________ without you here Like a bird without a _____________ Nothing can stop these lonely tears ______ falling Tell me baby _______ did I go wrong I could put my arms around ________ boy I see But they'd only remind me _________ you I went to the ___________ n'guess what he told me Guess what _________ told me He said girl _______ better try to have fun No matter what you'll do But he's a fool `Cause nothing compares Nothing compares to you
Adverb Noun Preposition WH-word Determiner Preposition Profession 3-person pron. 2-person pron.
Personal Pron.
Verb Possessive pron. Modal Auxiliary
Main Verb Adjective Determiner Noun Main Verb Preposition
___ ____ ________ ___ ____ ________ _____ ___ ______ ______ _____ _____ _____ _____ _____ _____ _____ __ _____ ____ _____ ____ _____ _____ _____ _____________ _____ ___ ______ __________ ___ _____ ___ _______ ______ ________ __________ ____ _______ (3)
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Centro Cultural Salvadoreño Americano Let´s analyze the previous song: There are 5 letters that will help you to pronounce the English words the best way possible. Let´s study them.
This letter is one of the most important letters. In order to pronounce this letter you have to bend your tongue back in a curve touching your palatal. This movement will make a clear sound of the letter.
Examples: A Rare
E Restaurant
I Rihanna
O Rod
U Ruler
Exercise I Look for the words that contain the letter “R” in the song, no matter if they are at the beginning, in the middle or at the end of the word. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
teeth.
In order to pronounce this letter your tongue has to go back and touch the back side of your upper Examples: A Salt
E Bible
I Silk
O Solve
U Multiple
Exercise II Look for the words that contain the letter “L” in the song, no matter if they are at the beginning, in the middle or at the end of the word. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
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Centro Cultural Salvadoreño Americano In order to pronounce this letter, you have to pronounce it as if you are pronouncing the letter “f” in Spanish; with the difference that your mouth has to be a little bit closed that when pronouncing the “f”. Your lower lip goes to the front.
Examples:
A Vacation
E Vein
I Victory
O Vote
U Vulgar
Exercise III Look for the words that contain the letter “V” in the song, no matter if they are at the beginning, in the middle or at the end of the word. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
Now, we can distinguish the pronunciation of the words: Vest – Best.
In order to pronounce these letters, you have to pronounce them as pronouncing the letter “Z” in Spanish. In other words, your tongue has to be between your teeth. Examples: A Thaw
E They
I This
O Those
U Thursday
Now, we can distinguish the pronunciation of the words “day” and “they”. Exercise III Look for the words that contain the letter “TH” in the song, no matter if they are at the beginning, in the middle or at the end of the word. __________ __________ __________ __________ __________ __________
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Centro Cultural Salvadoreño Americano
In order to pronounce these letters you have to pronounce as pronouncing the letter “j” in Spanish. Examples: A What Haul
E When / where Hen
I Which Hit
O Who Hot
U Hut
Now, we can distinguish the pronunciation of the words “were” and “where”. Exercise III Look for the words that contain the letters “WH/H” in the song, no matter if they are at the beginning, in the middle or at the end of the word. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
Have you ever spoken with a native English speaker? Probably yes, probably not, but the way they speak English or Spanish is the same. They DO NOT change their accent when they speak Spanish, so it means that the accent is important. We can speak Spanish with an English accent!
Remember that the most important part is to practice as much as you can. The practice depends on you, and it is necessary to THINK in English to get fluency.
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Centro Cultural Salvadoreño Americano S. I – Group: Conversation Course Topic to be discussed: Heroes, Not celebrities Source: MasterMind Level I. MacMillan I edition 2011. P. 31 Teacher: Lic. Samuel Fernández Students will be able to distinguish and talk about the importance of family and friends’ relationship and support. “Weeeee!” shrieked my 5-year-old niece, because I´d just rescued her hamster from the jaws of a local cat. “You´re my hero.” Then she added, “Right after Britney.” I cringed. Britney Spears is her hero? Her favorite singer maybe. But her hero? When it comes to knowing the difference between a hero and a celebrity, our society is profoundly confused. My niece is no isolated case. A new traditional survey of American teenagers reveals the startling truth: only half the kids questioned have a hero at all. It gets worse.
Of the kids who responded that they do have a well-known hero, more than three quarters chose a movie star, a musician, or athlete. On top of that, almost no women were named. And more than twice as many kids cited as their heroes Spiderman or Superman than cited Abraham Lincoln, Gandhi, Mother Teresa or Martin Luther King, Jr. Somewhere along the way, we have lost track of the key distinction between celebrity and heroism. While celebrity just means fame – someone whose name, face or singing voice is widely recognized - heroism means something more. For starters, a hero is not about fame or money, or Grammy Awards. A hero is just about one thing, and that´s character. That´s right – qualities such as courage, compassion, hope, perseverance, humility, and faith. So I sat down with my niece and asked her who in her life had showed her to be brave. Or to try just that little bit harder. Know what? She answered “Mom and Dad and her kindergarten teacher”. Those people, I explained, are real live heroes. “Now,” I suggested “Let´s talk about some heroes who we might never meet, but who can really brighten our days.” 11 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano “Like who?” she asked. “Like Wilma Rudolph. Did you know that she triumphed over poverty and racism to become the fastest woman sprinter in the world? Or Jane Goodall, who dreamed that someday she´d go to Africa, and now she´s doing incredible work to save wild animals in Africa – and the rest of the world ” “Wow” she said “Those are real people?” I nodded. “Just as real as Mom, Dad, and your favorite teacher.” And then my little niece said, “Maybe someday I can be a hero, too.” In that remarkable moment, she had realized that every single one of us – regardless of gender, race, age, or anything else –can find great qualities in ourselves. We can make a difference with our lives. And yes. Can be a hero. For Discussion: a) b) c) d)
Who is the person you admire the most, and why? Do you think your parents and grandparents are boring? Who do you trust to talk about a serious problem? Do you think a priest is the right person to tell your “sins”?
Can you guess the meaning by context?
Word
Meaning
Example
Shrieked Cringed Startling Sprinter Isolated Track Brighten
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Centro Cultural Salvadoreño Americano Today´s song: Baby one more time
L i s t e n i n g
It´s ____ ____ _____ I planned ____
Oh baby _____
____ ___ ____ ______ ______ ___ ___ ____
How ____ I supposed ____ ______
Tell me baby ____ __ _____ _____ ______ _____
That _________ wasn´t ______
Oh ___________
Oh _____ _______
___ ____________ _____ _______ _______
I shouldn´t ____ _____ you ___
I ______ ________ ___ _______ ____________
And _____ you´re outta ______
When I´m ___ with you I _____ my ____
_____ me how you want ___ ___ ___
Give me a sign; _____ ___ ______ __ ______ ___
Tell ___ baby ´cause I ____ to ____ ____
Oh baby baby
Oh _______
Oh baby baby
My ________ ____ _______ ___
Oh baby baby
I must _______ I still ________
How ___ ___ ___________ ___ ________
When I´m _____with you I ____ my ______
Oh baby baby
Give ____ ___ _____; hit me ____ __ ____ ______
I shouldn´t ____ ______ ______ _______
Oh baby baby
I ______ _______ ________ My ______ ____ _____ ____ _____
The ______ I ______ is ______ Don´t you _____ I still ________ ______ ______ _______ ___ _______ I _____ you baby
That you _____be ________ and Give _____ ____ ______ There ____ nothing I ____ I wouldn´t ____, no Hit me baby one more time
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Centro Cultural Salvadoreño Americano
Directions: Write the following list of words in the 25 spaces of the chart. Your teacher will call out some definitions or words (Page 33). Check the ones you hear. You will be the winner if you complete a vertical, horizontal or diagonal line first. Good Luck! 1.- Family
6.- Friend
11.- Honesty
16.- Hero
21.- Love
2.- Values
7.- Faith
12.- Empathy
17.- Fame
22.- Famous
3.- Respect
8.- Support
13.- Tolerance
18.- Indifference
23.- Perseverance
4.- Solidarity
9.- Friendship
14.- Sincerity
19.- Trustful
24.- Enemy
5.- Humble
10.- Sadness
15.- Freedom
20.- Happiness
25.- Challenge
B
I
N
G
O
B
I
N
G
O
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Centro Cultural Salvadoreño Americano S. II – Group: Conversation Course Topic to be discussed: Individual vs. social identity. Source: MasterMind Level I. MacMillan I edition 2011. P. 9 Teacher: Lic. Samuel Fernández
Students will be able to distinguish and talk about the Individual and Social Identity.
Every person on the planet has at least some sense of Individual Identity: the feeling that he or she is in some way unique. However, the degree to which individual identity is developed depends largely on the cultural background of each person. In some cultures, or groups within a culture, individualism and even a certain amount of eccentricity are considered to be positive traits; in other cultures family, tribal, class, or national identity are considered more important than individual identity. In these cultures, conformity is valued over individuality, and people are expected to act in accordance with the norms of the social group. It makes sense that cultures that value individualism tend to produce creative thinkers and innovate ideas. They tend to have strong sense of justice and equality, and they value sensible decisions based on critical thinking. They believe that people should take individual responsibility for maintaining law and order. On the negative side, people in highly individualistic cultures may sometimes lack a sense of belonging to a family or a nation. They are often ambitious, and they may not be very sensitive to other people´s feelings. These cultures typically have a high incidence of stress-related problems. On the other hand, cultures that place more value on social identity have a very strong sense of loyalty to their group. They develop a sort of inter-language with words, gestures and a sense of humor (injokes) particular to that group. They can sense when the social group is threatened in some way, and they do anything necessary to minimize the threat. This strong group orientation has very positive aspects, but it can also mean that people find it difficult to identify with “outsiders”, and this can also lead to a lack of sense of a greater community. If the only concern is the good of the community, the nation, or the world as a whole, and sometimes individual needs and rights may be sacrificed. For discussion 1. Tell your partners your OWN definition of the words in bold. 2. What do you do to call somebody´s attention? 3. What do you do when you are alone in a place you don´t know? (You have noting) This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano Do you think it is the same living in Cuba or in Spain? 4. Compare and discuss. a) More people on facebook b) Real experiences
= =
People feel alone Dreams only
5. Imagine you will go to a party you were invited; when you arrive there is no one you know. Can you guess the meaning by context? Word
Meaning
Example
Unique Background Threatened Outsiders Lead
Today´s Song
L i s t e n i n g
Laying ____ with you so ____ to me - it's ____ to fight ____ feelings - when it feels so hard to breathe - caught up in this ____ - caught up in your ____ - I've never ____ up to anyone - so hard to hold ____- when I'm holding you in my arms - we ____ need to rush this - let's ____ take this slow (C.A)Just a ____ on your lips in the ____- just a touch in the fire burning so ____- and I ____want to mess ____thing up I don't ____to push too far - just a shot in the ____that you just might - be the one I've been ____for my ____life - so baby I'm ____, with just a kiss ____- I know ____if we give this a ____time it will only ____ us closer to the ____ we ____ __ find - it's never ____ so real, no it's never felt so ____ (C.A) no I ____ want to say ____ -I know it's time to leave, but ____ be in my ____ – tonight(3)
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Centro Cultural Salvadoreño Americano
Go to www.samuelfernandez.webs.com register in Guestbook and write your comment s about the relation between HOMOSEXUALITY AND SUICIDE .Why do homosexual people suicide when they are not accepted by the society?
Let´s talk about
Directions: Your teacher will give you a number and will ask someone else to say it aloud. Then he will say an event that could happen in your life and you will have one minute to say what your experience was about. The First time you... Were in a fight Were in a tour Were in a wake Were very sick in a hospital Kissed the person you liked. ……..
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Centro Cultural Salvadoreño Americano
S. III – Group: Conversation Course Topic to be discussed: What is a global citizen? Source: MasterMind Level I. MacMillan I edition 2011. P. 22 Teacher: Lic. Samuel Fernández
Students will be able to give their opinion about the way we can improve and protect our natural resources.
The phenomenon of global citizenship is bringing our world closer together. Meet Oscar and Alice. They are taking part in the International Citizens´ Award Scheme. As part of the scheme, students from around the world work with each other on a common project for the benefit of the global community, Oscar is from Italy and he was concerned about water waste. A year ago he started a project to raise global awareness among young people and provide information on saving water. Alice is from El Salvador and she joined Oscar´s project because she saw the effects of a lack of water in her own country. “The more you collaborate with people across the world”, says Oscar, “the more you realize that everything you do has an effect on someone else in the world.” Today, every single one of us is a “global citizen,” whether we are conscious of it or not. Global inter-dependence happens every day. We depend on countless different people from all over the world for the clothes we wear, the food we eat, and the technology we use. Our daily lives are constantly affected by what people on the other side of the planet are doing! Global citizenship is relatively a new term, but it is based on ancient concepts. In both Ancient Greece and Ancient Roma “citizen” was someone who, not only belonged to a place, but was also someone who played a role in advancing society – someone who made life better. As the theory of citizenship developed and interaction between different countries and cultures increased, some Ancient Greeks and Romans began to call themselves “Citizens of the World”. They started to look at their lives in a much wider context.
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Centro Cultural Salvadoreño Americano These historical definitions show that citizenship has never been simply about belonging to a place. It is also about making positive changes and considering the wider environment. A global citizen is someone who cares about how their actions impact others, both locally and remotely. A global citizen is, more importantly, someone who is willing to act if they feel that the world they live in is not what it should be. As Alice says: “More and more people are coming to realize that they are global citizens: The more you understand that, the more you see ways in which you can make a difference.” For Oscar and Alice, who are both just 15, this is the time either has been outside their country, yet together they are helping to make a difference on a global level. For discussion:
1) Do you think technology helps to increase the world´s communication? 2) Tell your partner your own ideas of Global Citizenship? 3) Do you think people are conscious of the global problems, such as Global Warming and its effects?
Can you guess the meaning by context?
Word
Meaning
Example
Scheme Awareness Wider Willing Actions
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Centro Cultural Salvadoreño Americano Today´s Song
L i s t e n i n g
Picture perfect ________, scattered all around the floor. Reaching for the phone ________, I can't fight it any more. (C.A )And I ________ if I ever cross your ________. For me it ________all the time. (C.B) It's a ________ after one, I'm all ________ and I need you now. I said I ________ call but I lost all ________ and I need you now. - And I don't ________ how I can do ________, I just ________ you now. ________ shot of whiskey, can't ________ looking at the door. ________ you'd come sweeping in the way you did ________. (C.A) (C.B) I guess I'd ________ hurt than feel ________ at all. (C.B) Oh baby I need you now.
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Centro Cultural Salvadoreño Americano S. IV – Group: Conversation Course Topic to be discussed: Free? Source: MasterMind Level II. MacMillan I edition 2011. P. 8 Teacher: Lic. Samuel Fernández Students will be able to understand and talk about the different marketing strategies. “Free” can mean many things, and that meaning has changed over the years. It raises suspicious, yet has the power to grab attention like almost nothing else. It is almost never as simple as it seems, yet it is the most natural transaction of all. If we are now building an economy around “free”, we should start by understanding what it is and how it works. Within the commercial use of “free” there is a wide range of meanings – and businesses models. Sometimes “free” is NOT really “free”. “Buy one, get one free” is just another way of saying 50% off when you buy two. “Free gift inside” really means that the cost of the gift has already been included in the overall product. “Free shipping” typically means the price of shipping has been built into the product´s markup. Of course, sometimes “free” really is free, although it tends to be part of a wider marketing strategy aimed at encouraging the consumer to spend and it is hardly a new economic model. A “free sample” is simply marketing, intended to both introduce a product and trigger a slight feeling of moral debt that may encourage you to buy the full price item. “A free trial” may be free, but only for a limited time, and it may be difficult to opt out before it becomes paid. And “Free air” at a gas station is what economists call a “complementary good” intended to reinforce consumer interest in a paid product. Then there is the world of ad-supported media, from free-to-air radio and TV to most of the web. Ad-supported free content is a business model that dates back more than a century: a third party (the advertiser) pays for a second party (the consumer) to get the content for free. Finally, sometimes “free” is really “free” and does represent a new model. Most of this is online, where digital economics, with near-zero marginal costs, hold sway. Flirck, the photosharing service, is actually free for most of its users (it doesn´t even use advertising). Likewise, most of what Google offer either is free and without advertising or applies the media ad model in 21 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano a new way to software and services (like Gmail), not content. Then there is the amazing “gift economy” of Wikipedia and the blogosphere, driven by the non-monetary incentives of reputation, attention, expression, and the like. All these can be sorted into four broad kinds of free, two that are old but evolving and two that are emerging with the digital economy. Before we get to those, let´s pull back and observe that all forms of “free” boil down to variations of the same thing: shifting money around from product to product , person to person, between now and later, or into non-monetary markets and back out again. Economists call these “cross-subsidies”. For Discussion:
a) When was the last time your family bought a new furniture or appliance? b) Did your family get a “gift” for that purchase? c) The music you download from internet, is it free? d) Have you ever taken a survey from any business? e) Which brand of shoes do you prefer: Adoc or Nike, and why?
Can you guess the meaning by context?
Word
Meaning
Example
Sorted Shipping Aimed Trigger Sway
22 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano Today´s Song
L i s t e n i n g
Know I’ve ____ wrong, Left your heart ____ - Is that what devils do? ____ you so low, Where only fools ____ - I shook the angel in you - Now I’m ____ from the ground -Rising up to you - ____ with all the strength I ____ - There's nothing I can’t ____! -I need to know now, know now Can you love me again? It’s unforgivable, I ____ and ____ your soul - Is that what demons do? They rule the worst of me - ____ everything, They ____ down angels like you - Now I’m rising from the ground - Rising up to you - ____ with all the strength I've ____ - There's nothing I can’t do! Ch -I ____ you once I can't do this again, do this again, oh, no Go to www.samuelfernandez.webs.com register in Guestbook and write at least 10 marketing strategies and how businesses apply them in the global market.
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Centro Cultural Salvadoreño Americano
Directions: Your instructor will be the bank. Go and ask for some money to buy different things in the market. In groups of 3 you will go to different stores to buy the products you need. Here are some choices. Ask for discounts.
1. 2. 3. 4. 5.
Shirt Trousers Shoes Socks Underwear
6.
Handkerchie f
1. 2. 3. 4. 5. 6. 7. 8.
7. Short 8. Jacket
We bought:
It cost:
Bread Sugar Salt Beans Onion Carrot Leak Tomato
We saved:
We didn´t buy:
1. 2. 3. 4. 5. 6. 7. 8.
Bed Refrigerator PC T.V. Set Stove Plasma TV Sofa Dinning set
Because:
______________
_______
_________
___________ ______________________
______________
_______
_________
___________ ______________________
______________
_______
_________
___________ _______________________
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Centro Cultural Salvadoreño Americano S. V – Group: Conversation Course Topic to be discussed: Pros and Cons of studying online Source: MasterMind Level II. MacMillan I edition 2011. P. 38 Teacher: Lic. Samuel Fernández
Students will be able to distinguish and talk about the advantages and disadvantages of studying online.
Not all students are alike. This may seem obvious, but is something that our school systems, including universities, do not take fully into account. Students are all expected to learn and behave in a similar way, and though this may work for many students, it certainly doesn´t work for everyone. The college dropout rate in the US (Students who do not finish a four-year degree program) is about 50%. Students drop out of colleges for a number of reasons, and most dropouts never get a chance to go back and finish their degrees.
In spite of this depressing statistic, there is now increasing hope that more students will get a college degree. Many universities in the U.S are now offering online degree programs, a viable alternative to the traditional on-campus university. Virtual universities are offering a broad range of courses at very affordable prices. This makes virtual degree programs a good alternative for students who can´t afford to pay for the high tuition fees of traditional universities and don´t want to get into debt by taking out huge student loans. Online programs also foment skills such as self-discipline, decision making, and time management. Students choose their own classes, set their own schedule, and report to a professor by phone or online. Virtual students are not faced with social distractions and peer pressure that oncampus students have to deal with, and they receive individualized tutoring from their faculty advisor. Online universities may be the answer for many people who want to get a college education but can´t or don´t want to attend a traditional university.
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Centro Cultural Salvadoreño Americano For Discussion: a) Can you discipline yourself to get your work done? b) Can you make yourself focus on a task? c) Are you independent when taking a decision? d) Do you have self-initiative? e) Do you enjoy time by yourself? Can you guess the meaning by context? Word
Meaning
Example
Dropout Affordable Fees Loans Tutoring Today´s Song: Cant´ fight this feeling
L i s t e n i n g
I can't fight ____ feeling any _____ And ____ I’m _____ afraid to ____ it flow What _______ out as ______, has grown stronger I only _____ I had the strength to ____ it _____
And I can't fight this ________ anymore I've _______ what I _______ fighting for It's _____ __ _____ _____ ship into the _____ And throw _____ the _____, ______
I tell ______ that I can't ____ out _________ I _____ there is no ________ for my _______ Cause I feel so _______ when we're ___________ You give ____ ______ ___________ You ______ _________ ____ ________ -Chorus AAnd ______ as I wander I'm _______ you in ______ You're a _______ in the _______ On a _____, dark winter's ___________ And I’m ________ closer than I _____ thought I might - Chorus B-
Cause I can't fight this ________ anymore I've _______ what I ________ fighting for And if I ______ ___ crawl _____ ____ ________ ________ crashing through ______ _________ Baby, I can't ______ ______ _______ _______ __ _____ has _____ such a whirlwind ______ I saw _____ I've been ______ round in _______ in my ______ And it always ______ that I’m following you, _______ Cause ___ ______ me to the _____ that alone I’d never______ --- Chorus A and B -----
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Centro Cultural Salvadoreño Americano Go to www.samuelfernandez.webs.com register in Guestbook and write if you would like to study online on in a traditional university. Give reasons.
The Worm´s Game Directions: Make a men´s and women´s team. Your group has to choose a leader to go crawling to exploit a balloon. The winner team has to choose a play to be acted out by their rival. The winners will give them a grade for the presentation. Here is a short sample story. The Goldichicken and the happiest couple Narrator (N):Mr. March – a crock – and Mrs. March – a hen – were a happy couple who live in a wonderful house in a forest full of peace and tranquility. One day they decided to go for a walk. While they were out, a young and beautiful Goldichicken was around the house….
Goldichicken (G): Who lives in this house? I see nobody here, so I am going to enter. N: The first thing she saw was a closet. G: Wow! What beautiful clothes! Look, there are many colors, ohh! I will try them… Oh no, this one is too big, this one does not fit me, this one…… (She keeps trying the clothes and throwing them all over the floor until she finds the perfect one). N: Once she found the perfect dress for her, she went to the kitchen…. G: Wow, it smells delicious, let´s see what it is. Ohh!! This macaroni and cheese is the most delicious food I have ever tasted, uummhh, but this bowl is too hot, let´s try this one…. Wow this one is just right. N: Mr. and Mrs. March are going back home. Mrs. March: Ohh my love, look the door is open!!!! Mr. March: Who is here? Whoever you are I will kill you!!!! Mrs. March: Oh my love, look my cloth is on the floor!!! …… Did you hear that? It comes from the kitchen!!!! Oh my love I´m afraid… Mr. March: Let´s go to the kitchen… N: As soon as he saw Goldichicken he stared at her. She was the most wonderful young chick he had seen in ages… Mr. March: Oh baby!!!! Mrs. March could not believe her eyes…. Oh I will kill you!!! said Mrs. March to Goldichicken and starts fighting. N: As Goldichicken was running out of the house, Mr. March told her “Please call me!”
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Centro Cultural Salvadoreño Americano S. VI – Group: Conversation Course Topic to be discussed: Knowledge is not enough Source: MasterMind Level II. MacMillan I edition 2011. P. 42 Teacher: Lic. Samuel Fernández
Students will be able to discuss about the importance of being integral.
Employers these days say that having a degree from a university of high standing is no longer enough to make a job applicant stand out. Though academic achievement is still an important factor, company recruiters are applying new standards in hiring, and they want people who are outstanding in a number of ways. The following statistics and conclusions from a survey done in 2009 highlight some of the concerns of 21st Century employers. Companies are changing their requirements for graduate recruits. a) 56.2% of companies want to hire graduates who have a range of skills. b) Only 52.6% require graduate who have specific degrees. Many employers feel that graduates lack “soft skills”, which are skills not related to specific fields or jobs. In their opinion, the development of skills like critical thinking and effective communication would leave graduates far better prepared for the realities of today´s jobs market. The following list is the percentage of employers who said that graduates lack competence in specific skills. a) b) c) d)
52.7% said they lack the ability to communicate effectively. 38.9% said they lack the ability to work independently. 34.4% said they lack the ability to motivate themselves. 24.4% said they lack the ability to manage their own learning.
There is also a lack of competence in certain “Hard Skills”, which are specific skills needed for certain jobs. Interestingly the two main areas where the employers said graduates lack competence closely correspond to a deficiency in soft skills. a) 43.2% said graduates lack writing skills. This affects their ability to communicate effectively in a business context. b) 40.7% said graduate lack management skills. This is linked to soft skills such as communicating effectively, exhibiting confidence, problem solving, organization and working in a team.
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Centro Cultural Salvadoreño Americano The good news is that educators all over the world are standing back and taking hard look at the way students are taught, and they realized that people with under-developed soft skills will not stand a chance in the global job market. I f we consider where education stood just a few years ago, the main emphasis was probably still on imparting knowledge. But it stands to reason that if employers have started asking for certain skills, educators will work hard to provide their students with these skills.
For Discussion: a) b) c) d) e) f) g)
Do you play any musical instrument? Do you practice any sport? Are you able to speak in public? Can you draw? Can you dance? Are you able to fix the car when it is broken? Are you a risk-taker person?
Can you guess the meaning by context?
Word
Meaning
Example
Achievement Recruiters Hard Skills Global job market Lack 29 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano Today´s Song: Good time (Write it, this is your challenge)
L i s t e n i n g
Go to www.samuelfernandez.webs.com register in Guestbook and write what are the areas you would like to be trained and why.
Earthquake!!!!!!!!!!!!! Directions: Your teacher will ask you to say “one” or “two”. Make an inner and outer circle. The students, who got the number one, will make the inner circle and the ones who said the number two will make the outer one. Number one will go clockwise and the number two vice versa. Your teacher will begin saying a story and then will ask a student to continue, then another and so on. Every time your teacher says Earthquake, the students from inside will take the ones from outside to shake them. 30 This material was designed by Lic. Samuel Fernández to contribute to student´s critical thinking Digital Version at: www.samuelfernandez.webs.com
Centro Cultural Salvadoreño Americano S. VII – Group: Conversation Course Topic to be discussed: Robots to replace Native English Speakers Source: MasterMind Level II. MacMillan I edition 2011. P. 61 Teacher: Lic. Samuel Fernández
Students will be able to make predictions for the future.
During the second decade of the New Millennium, robots are expected to replace a number of English-speaking teachers in Korea, who come from such countries as the United States, the United Kingdom, Australia and Canada. At a robotics forum, which brought together 150 experts from across the country late last week in Seoul, participants predicted that English-speaking robots would fill the shoes of native speakers in the future. “By around 2015, robots should be able to help teachers in English classes. By 2018, they should be able to teach by their own while communicating with students”, said Kim Shin-Hwan, an economist at the Hyundai Research Institute. “Before such sophisticated English-speaking robots debut, teaching by native English-speakers will be conducted by video-conferencing with teachers in the home countries”, he said. Kim said that the numerous native English-speakers at Korea´s language institutes – estimated in the vicinity of 30,000 – will lose their job in the not-so-distant future. “At first the English-speaking robots in a similar fashion to e-learning, or study via the internet because the robots would be controlled by humans across the Pacific”, Kim said. “However, they will evolve into stand-alone teachers which do not need human guidance”. He said that assistant robots are already available in the English classes in a pair of elementary schools in Masan, South Gyenongsang Province, a pilot project aimed at testing the viability of robotic teachers. Other educational robots are ones designed to help toddlers learn how to walk or geared toward developing the intelligence of children. “Robots have a part to play in education. The consensus is that research will be conducted in various areas to enhance the effectiveness and efficiency of teaching,” Kim said. “For example, robots will help teacher operate, not only in English classes, but also in other classes where they can offer a helping hand in the years to come,” he said.
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Centro Cultural Salvadoreño Americano Many participants in the forum projected that robots will be able to provide customized education suited to personal abilities and many interests, which is difficult in today´s schools where dozens of students pack a class. Over the long haul, machines are predicted to reduce the discrimination suffered by the unprivileged, who currently cannot experience quality education service. “In rural areas or remote islands, few English-speaking teachers are ready to work there, but when the English-speaking robots come to town, students will be able to benefit,” Kim said. “In the beginning, the high prices of robots may be a hindrance in offering more equal opportunities to every student. But I think that the problem will be tackled in the long run. For example, the government could subsidize their purchase,” he said. For discussion: a) b) c) d)
Do you think robots are better than humans? Give reasons. Do you think robots are going to replace teachers in the future? If you were to have a surgery, would you like to be assisted by a robot? Can you mention some differences between robots and humans?
Can you guess the meaning by context? Word
Meaning
Example
Debut Vicinity Hindrance Enhance Haul
The Human Machine Directions: Make groups of 5 members. You have to create a machine. Every single student has to participate being a part of the machine you decide to create. You will present your creation to the rest of the class.
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Centro Cultural Salvadoreño Americano
Vocabulary to be used with the Bingo. Word Challenge: Empathy: Enemy: Faith: Fame: Family: Famous: Freedom: Friend: Friendship: Happiness: Hero: Honesty: Humble: Indifference: Love: Perseverance: Respect: Sadness: Sincerity: Solidarity: Support: Tolerance: Trustful: Values:
Meaning A new or difficult task that tests somebody´s ability and skills. The ability to understand another person´s feelings and experiences either you have suffered them or not before. A person who hates somebody or something and acts or speaks against. Trust in somebody´s ability or knowledge; trust that somebody will do what has been promised.
The estate of being known and talked about by many people. A group consisting of one or two parents and their children. Known about by many people. The right to do or say what you want without anyone stopping you. A person you know well and like and who is not usually a member of your family. A relationship between friends. The state of being happy. A person who is admired by many people for doing something brave or good. The quality of being honest. Showing you do not think that you are as important as other people; SYN: Modest. A lack of interest, feeling or reaction towards somebody or something. A strong feeling of deep affection for somebody or something. The quality of continuing to try to achieve a particular aim despite difficulties. A feeling of admiration for somebody or something because of their good qualities or achievements. The feeling of being sad. The quality of being sincere. Support by one person or group of people for another because they share feelings, opinions, aims, etc. To help or encourage somebody by saying or showing that you are in agreement. The willingness to accept or tolerate somebody or something, especially opinions or behaviors that you may not agree with or people who are not like you. Somebody or something you can trust in because of the quality of sincerity, honesty or support. Beliefs about what is right or wrong and what is important in life.
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Centro Cultural Salvadoreño Americano Student´s name: _______________________________________________________________ Topic: _______________________________________________________________________ Time started: __________
Time finished: ____________ Evaluator: ________________
Objective: The purpose of this evaluation sheet is to help students to improve their communication skills in the English language, as well as measure their ability to develop a topic in public.
Part I: Team work Do they support each other?
Do they take turns to present the information?
Do they present the information coherently?
Do they support their information with clear examples?
Do they participate equally?
Does he/she use resources to keep talking?
Part II: Development Did he/she Did he/she introduce present the himself/herself? topic?
Did he/she present a background?
Did he/she use real facts?
Did he/she give his/her own opinion?
Did he/she present the conclusion?
Part III: Use of language (Individual) Pronunciation
Coherence
Fluency
Word order
Grammar
Accuracy
Did he/she call his/her partner´s attention?
Did he/she use profane language?
Part IV: Confidence (Individual) Was he/she nervous?
Did he/she hesitate?
Did he/she ask and answer questions?
Did he/she contextualize the info?
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