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Needs Analysis Questionaires
Which activities most do you want to do when you are in Work and Travel Programme? / In what situation is English useful for you?
Numarize them
Numbers
Questionare
Useful
Very Useful
Not Useful
1.
To go an abroad.
To go to favourite singer’s concerts in foreign countries.
2. To understand English TV series / music / movies/ while I am watching / listening /
3. To communicate with foreign people on the internet (Skype, Facebook etc.)
4. To have better career opportunities.
5. To attend Education Program like Erasmus or Work and Travel.
6. To shop in Amazon, Ebay etc.
7. To feel sophisticated.
To get to know what is happening world wide.
Numbers
Quoestionare
Useful
Very Useful
Not Useful
8. To give orders in abroad.
9. To read best seller books its original languages.
10. To able to visit museums or other famous places.
11. To have international friends.
To meet new people.
12. To read, understand and comment on world wide news.
13. To know the unknown words while I am playing computer games.
14. To read literary magazines such as Granta etc.
Number questionare Useful Very useful Not useful
15. To write business letters.
16. To take notes during meetings.
17. To give presentations.
18. To read technical articles.
19. To write articles.
20. To arrange international meetings.
21. To answer telephone calls.
21 questionnaire needs analysis which is applied to100 Sophomore Turkish students who are eligible to go to the selected countries with their Work and Travel oral and written exam result, has been concluded. Although the students who examinee to the proficiency test have gotten the passing grades, they request for attending in our language course to level up their English language skills and not to experience difficulties while communicating with foreign people. Questions of needs analysis applied to our students were meticulously selected, the results of the questionnaire were collected carefully and the desires and wishes of the students were taken into consideration. The purpose of this need analysis is to determine the needs of the students. Needs analysis questions were prepared on the basis of both EAP (English for Academic Purposes) and ESP (English for Special Purposes). Meticulously prepared needs analysis questions were asked about what they want to learn in accelerated English courses that will be started after the needs analysis determined -to minimize the problems that Work and Travel students may encounter in the near future. As a result of this needs analysis, it was determined what work and travel students want in ESP direction and which courses they want to take in accelerated English courses.
According to the needs analysis report, students themselves determined what they might need when they were in the US. The need analysis report tells students how to use sentences that students should use while introducing themselves to new people in the USA, the series, movies and news they watch on television, the tools they use to understand the music they listen to, the tools they will use while traveling, how they can navigate, , They will know how to meet their food and beverage requirements during travel or in their day-to-day activities, eg how to order coffee when they go to the sturbucks. They will be brought to a level where they can easily find the mirrors, famous buildings, worship places, squares they want to visit on their holidays.
Lesson: English
Unit I Greetings / Meeting New People Examples
Main Material Learning
Basic Competence
Understanding meaning in transactional and interpersonal conversation in daily life contexts.
Fluent and acceptable using oral language style in the contexts of daily lives involving various speech acts such as: expressing ideas, asking for an idea, expressing satisfaction and dissatisfaction).
Greetings.
Meeting to the known and unknown (new) people.
Creating interpersonal conversations using daily language.
Introducing oneself / someone else.
Making contacts.
Good-byes. Hello/Hi/
Good morning/evening/night. I am glad to see you.
Let me introduce myself. My name’s … .
I want you to meet … .
Hello, you must be Mrs …
I’m afraid I’ve got to go.
Good bye/ See you later./
Learning Activities To demonstrate their abilities to introduce themselves and someone else.
To practise daily conversations related with real situation.
Indicators
Self introduction and other people introduction.
Assessment
Technique: Oral Test & Performance
Forms of Instrument: Question & Performance
Example of Instrument: Perform the dialogue in front of the class.
Time Allocation
2X60 minutes.
Learning Resources Script of conversations.
Relevant text book.
Visual aids.
Lesson
Best Selling Movies/
Most Popular TV Series Examples
Main Material Learning
Basic Competence
Describe your favourite kind of movies.
Compare and contrast these two movies in terms of themes.
Interpretation with movies
It is a cult movie and the actress is Mia Farrow it is a kind of horror movie. A young couple move into old groomy apartment, there are they have two couples peculiar neighbors and some paranormal occurrences. The wife becomes pregnant and she gives birth but when she sees her baby she is screaming “ what have you done it’s eyes” Horror/ Cult/Romantic
Director/ Cast/ Actor
Criticise/ Review
I love watching cult movies.
She prefers Xavier Dolan’s movies.
We want to buy a ticket for Gone Girl.
Learning Activities • To be able to define movie terminology.
• To be able to select movies according to it’s themes, director, actors, stars, genre etc.
• To be able to review and interpret the movies (climax, review).
Indicators
Becoming sociallise with activities. Using targeted language for buying tickets, commenting on movies and series.
Assessment
Technique: Oral Test & Performance
Forms of Instrument: Question & Performance
Example of Instrument: Perform the dialogue in front of the class. Perform role playing.
Time Allocation
2X60 minutes.
Learning Resources Movie Script,
A DVD,
Movie Posters,
Netflix,
IMDB
Lesson
How Can I Go To Hollywood Wax Museum? Examples
Main Material Learning
Basic Competence
Museum Hours:
Jan 1 – Dec 31, 2017
Sun – Thurs: 9 am – midnight
Fri & Sat: 9 am – 1 am
Feb 26, 2017 (Oscar Sunday) Closed
Museum Map:
6767 Hollywood Blvd, Los Angeles, CA 90028
(323) 462-5991
Art/ Historical/
Library/ Church/Theatre
How can I go Van Gogh Museum?
Can I take a photograph in the church?
Where is the bus station?
Go along the street until you reach the traffic lights.
Where is Chinatown? Where am I on this map?
Take the streetcar / take the bus / go by streetcar / go by bus
“At the foot of John Street, on the south side of Front Street, there’s a set of stairs that takes you to the entrance of the CN Tower.”
Learning Activities • To be able to practice using city map.
• To be able to learn directions.
• To be able to understand cardinal directions.
• To be able to ask directions.
Indicators
When students in South Carolina, they can travel around the city, they can ask people the directions and addresses or anything else they need. They can communicate with targeted language.
Assessment
Technique: Oral Test & Performance
Forms of Instrument: Question & Performance
Example of Instrument: Perform the dialogue in front of the class. Perform role playing (real life situation).
Time Allocation
2X60 minutes.
Learning Resources A City Map,
Visual Directions.
Lesson
What about Vanilla Sweet Cream Cold Brew?
How to order at Starbucks? Examples
Main Material Learning
Basic Competence
So, you fancy a coffee. Will that be a caramel macchiato, a double Americano or a white chocolate mocha Frappuccino?
Do you want decaf or regular? Skinny or full fat? Tall, grande or venti?
Macchiato/ Latte/ Chai Latte
I like iced latte while I am eating brownie.
Would you like to come with me to Starbucks tonight?
Let’s meet at 7.30 in front of the Starbucks.
Learning Activities • To be able to express likes and dislikes.
• To be able to invite friends for coffee.
• To be able to prefer
Indicators
When students in South Carolina, they can order their meals, they can pay their food and beverage pills. They can communicate with targeted language.
Assessment
Technique: Oral Test & Performance
Forms of Instrument: Question & Performance
Example of Instrument: Perform the dialogue in front of the class. Perform role playing (real life situation).
Time Allocation
2X60 minutes.
Learning Resources Starbucks Menu,
Foods and Beverages,
Visual Medias.
Lesson
Eating Out for Dinner Examples
Main Material Learning
Basic Competence
In an American restaurant, picky eaters can customize the menu to suit their exact preferences by reeling off special requirements and substitutions. You can order salad but without tomato or with a special dressing to accommodate your diet. There is a friendly atmosphere that encourages you to have exactly what you want and satisfy your appetite. On the other hand, people in England tend to order a meal with all the options that come with it. It is less common for them to complain about the food or have the waiter send dishes back to the kitchen.
Macchiato/ Latte/ Chai Latte
I like iced latte while I am eating brownie.
Would you like to come with me to Starbucks tonight?
Let’s meet at 7.30 in front of the Starbucks.
Learning Activities • To be able to order meals.
• To be able to communicate with chefs and waitress.
• To be able to taste American cusine.
Indicators
When students in South Carolina, they can order their meals, they can pay their food and beverage pills. They can communicate with targeted language.
Assessment
Technique: Oral Test & Performance
Forms of Instrument: Question & Performance
Example of Instrument: Perform the dialogue in front of the class. Perform role playing (real life situation).
Time Allocation
2X60 minutes.
Learning Resources Two DVDs
AKDENİZ ENGLISH LANGUAGE SCHOOL INTENSE COURSE FOR WORK AND TRAVEL STUDENTS
Course Name: General English Course Instructor: Nisa AKDENİZ
Class Time: April 1st – June 1st
Weekends Contact information of the instructor: nisakdeniz@gmail.com
Content of the course: Office hours of office and office meetings:
60 minutes after each course
Course Meetings: AKDENİZ HALL -SC1
Language of the course: English
Number of exams and assignments: 1 visa, 1 take-home, 1 final
Attendance requirement: % 70 Compulsory Attendance
*** Excused absence
• Personal illness
• Death of an immediate family member
• Medical treatment
Weeks CLASSES OF ACTIVITIES / SUBJECTS LEARNING OUTCOMES COURSE RESOURCES
1
April 1st & April 2nd Greetings / Meeting New People
UNIT I
Greetings.
Meeting to the known and unknown (new) people.
Creating interpersonal conversations using daily language.
Introducing oneself / someone else.
Making contacts.
Good-byes.
• To demonstrate their abilities
• To introduce themselves and someone else.
• To practise daily conversations related with real situation.
Hello/Hi/
Good morning/evening/night.
I am glad to see you.
Let me introduce myself. My name’s … .
I want you to meet … .
Hello, you must be Mrs …
I’m afraid I’ve got to go.
Good bye/ See you later./
• Script of conversations.
• Relevant text book.
• Visual aids.
• Visual medias.
2
April 15th & April 16th Best Selling Movies /
Most Popular TV Series
Unit III
Interpreting with movies
It is a cult movie and the actress is Mia Farrow it is a kind of horror movie. A young couple move into old groomy apartment, there are they have two couples peculiar neighbors and some paranormal occurrences. The wife becomes pregnant and she gives birth but when she sees her baby she is screaming “ what have you done it’s eyes”
• To be able to define movie terminology.
• To be able to select movies according to it’s themes, director, actors, stars, genre etc.
• To be able to review and interpret the movies (climax, review).
Movie Script,
A DVD,
Movie Posters,
Netflix,
IMDB
3
April 22nd How Can I Go to Hollywood Wax Museum?
Unit III
Museum Hours:
Jan 1 – Dec 31, 2017
Sun – Thurs: 9 am – midnight
Fri & Sat: 9 am – 1 am
Feb 26, 2017 (Oscar Sunday) Closed
Museum Map:
6767 Hollywood Blvd, Los Angeles, CA 90028
(323) 462-5991
• To be able to practice using city map.
• To be able to learn directions.
• To be able to understand cardinal directions.
• To be able to ask directions. A City Map,
Visual Directions.
4
April 29th & April 30th What about Vanilla Sweet Cream Cold Brew?
• To be able to express likes and dislikes.
• To be able to invite friends for coffee.
• To be able to prefer Sturbucks Menu,
Foods and Beverages,
Visual Medias.
5
May 6th and 7th Eating Out for Dinner To be able to order meals.
To be able to communicate with chefs and waitress.
To be able to taste American cusine. Two DVDs
6
May 13th & May 14th Project Week I
CREATIVE DRAMA WEEK
You are responsible for each unit that we study.
You can act/role play.
You can create real life situation.
• To be able to perform roles.
• To be able to speak real situation using target language.
Lesson Plan
Class Work and Travel South Caroline Students Group.-Intermediate
Duration 120’ min. 2X60
Topic How to Order at Starbucks?
Objectives & Goals
Key Vocabulary:
Tall: Small
Grande: Medium
Venti: Large
Double: Two shots of espresso, versus the typical one shot of espresso
Triple: Three shots of espresso, versus the typical two or one shot of espresso
Latte: Hot milk with one or more shots of espresso
Cappuccino: Hot milk with one or more shots of espresso and lots of foam on top
Extra hot: hotter than usual drink
With room for milk: Don’t fill the coffee to the rim of the cup, leave room for milk
Extra foam or no foam: Exactly that
Iced coffee: A coffee that has been cooled off then poured over ice. It’s a great summertime treat but can be enjoyed all year long.
Soy Milk: A non-dairy alternative to milk; Starbucks serves a vanilla-flavored soy milk.
Frappuccino: A thick, blended iced coffee drink with syrup and sometimes whipped cream.
Objectives:
• To be able to grasp useful English expressions of ordering.
• To be able to master the common English vocabularies of food and beverages.
• To be able to use the target language to prefer to like and dislike.
Goals:
• To familiarize students with basic Starbucks terms for ordering their beverages.
• To be able to practise how to order food and beverages in target language both polite manner and natural way on different occasions.
Strategies and Techniques
Effective Questioning (warm up)
Communicative Approach
Guest Speakers
Role Play/ Drama
Cooperative Learning
Materials
Smartboard, Starbucks menu, Starbucks beverages,cups
Learning – Teaching Activities
Taking Attention: (10 min.)
The teacher comes to class and hangs the Starbucks menu on the board while students looking at the menu, price, flavour they try to guess what will happen next.
• After a short time of checking menu, I ask them “How often do you go to Starbucks?”
• Then I ask them “What is your favourite beverage in Starbucks?”
• “What is most important reason to prefer Starbucks – price, atmosphere or taste?
Motivation: (10 min.) Imagine that while your students are going to United States of America they have an exhausting workday or while they are travelling with their friends in order to be able to give orders on Starbucks' screens they should know definite sentence structure and basic grammar rules.
Introduction (25 min.)
1. After Warming Up questions teacher give brief information about next activity.
2. Teacher arranges smart boards and opens a Podcast related with Starbucks beverages.
3. Students carefuly listen the record. After 2 two times listening, teacher gives “How to Order at Starbucks” transcript and students listen to the pronunciation and the order of words.
4. Practice listening and reading the transcript repeatedly to get more confident in their own speaking and ordering abilities.
5. After listening section, teacher uses prepared power point presentation firstly show the pictures related with Starbucks secondly pronunce the vocabularies then each vocabulary is repeated by the students.
6. Students take their notes on the transcript. At the end of taking notes, teacher says “ I have a surprise for you” and calls Starbucks Barista Tonny.
Barista Section (60 min.)
1- Teacher arrange a meeting with Starbucks’ Barista and asks him to invite to the classroom. Barista brings iced beverages to the classroom also brings paper cups and his pen. All the steps in real life will be shown in the classroom (writing customers name on the cup, asking paper cup sizes and speacial flavor addings). Students have a chance for living that moment before going abroad.
2- Barista introduces himself to the students and students have a chance to meet native speaker. After introducing section, each of the students come in front of the board and give their orders. It is expected to make sentences with target language structures ( I’d like a grande soy latte, please, a large cup, that sounds tasty, what about this chocolate pastry. Is it fresh?).
3- After giving orders Barista says good bye to the students and leaves the classroom.
4- After seeing Barista off it is time to synthesis today’s skills. Teacher wants them to write a story or writing dialogues with their friends. It will be a pair work activity.
Reviewing the Course (15 min.)
1- When these basic competency skills teacher generalize the course from the very beginning, congratulates students and awards them with weeklong speacial offer code Starbucks brownie.
Lesson Plan
Lesson English
Class Work and Travel South Caroline Students Group.-Intermediate
Topic How to Order at Starbucks?
Time 2X60’
Class: Work and Travel South Caroline Students Group.
Time: Each class period is 60-minute (60+60). Time is listed for each activity and is approximate. Time for each of activity will be taken into consideration depending on level of the class and other factors.
Objectives: To familiarize students with basic Starbucks terms for ordering their beverages. To be able to use of modal verbs to offer or make request. To be able to practise how to order food and beverages in target language both polite manner and natural way on different occasions. To be able to master the common English vocabularies of food and drinks. To be able to grasp useful English expressions of ordering. the learners begin to use the target language to compare things/objects/living things. To develop speaking skills, fluency and a point of view.
Warm Up ( 20 min. )
Arouse interest with Starbucks menu on the board, while students looking at the menu, price, flavour they try to guess what will happen next therefore I can manage to attract their attention. After a short time of checking menu, I ask them “How often do you go to Starbucks?” then I ask them “What is your favourite beverage in Starbucks?” “What is most important reason to prefer Starbucks – price, atmosphere or taste?
Introduction (25 min.)
After Warming Up questions teacher give brief information about next activity. Teacher arranges smart boards and opens a Podcast related with Starbucks beverages. Students carefuly listen the record. After 2 two times reading, teacher gives “How to Order at Starbucks” transcript and students listen to the pronunciation and the order of words. Practice listening and reading the transcript repeatedly to get more confident in their own speaking and ordering abilities. After listening section, teacher uses prepared power point presentation firstly show the pictures related with Starbucks secondly pronunce the vocabularies then each vocabulary is repeated by the students. Students take their notes on the transcript. At the end of taking notes, teacher says “ I have a surprise for you” and calls Starbucks Barista Tonny.
Barista Section (60 min.)
5- Teacher arrange a meeting with Starbucks’ Barista and asks him to invite to the classroom. Barista brings iced beverages to the classroom also brings paper cups and his pen. All the steps in real life will be shown in the classroom (writing customers name on the cup, asking paper cup sizes and speacial flavor addings). Students have a chance for living that moment before going abroad.
6- Barista introduces himself to the students and students have a chance to meet native speaker. After introducing section, each of the students come in front of the board and give their orders. It is expected to make sentences with target language structures ( I’d like a grande soy latte, please, a large cup, that sounds tasty, what about this chocolate pastry. Is it fresh?).
7- After giving orders Barista says good bye to the students and leaves the classroom.
8- After seeing Barista off it is time to synthesis today’s skills. Teacher wants them to write a story or writing dialogues with their friends. It will be a pair work activity.
Reviewing the Course (15 min.)
9- When these basic competency skills teacher generalize the course from the very beginning, congratulates students and awards them with weeklong speacial offer code Starbucks brownie.
Objectives / Behavioral Objectives
1.
Teaching Methods Communicative Approach,
Question & Answer,
Teaching Materials
Nisa AKDENİZ
Teacher of English
Class: Work and Travel South Caroline Students Group.
Duration: Each class period is 60-minute (60+60). Time is listed for each activity and is approximate. Time for each of activity will be taken into consideration depending on level of the class and other factors.
Materials Required: List any handouts and technology equipment that is required. Make a note of when you reserved any media equipment.
In addition, you should attach a copy of each required handout to the back of the lesson plan template.
Key Vocabulary:
Tall: Small
Grande: Medium
Venti: Large
Double: Two shots of espresso, versus the typical one shot of espresso
Triple: Three shots of espresso, versus the typical two or one shot of espresso
Latte: Hot milk with one or more shots of espresso
Cappuccino: Hot milk with one or more shots of espresso and lots of foam on top
Extra hot: hotter than usual drink
With room for milk: Don’t fill the coffee to the rim of the cup, leave room for milk
Extra foam or no foam: Exactly that
Iced coffee: A coffee that has been cooled off then poured over ice. It’s a great summertime treat but can be enjoyed all year long.
Soy Milk: A non-dairy alternative to milk; Starbucks serves a vanilla-flavored soy milk.
Frappuccino: A thick, blended iced coffee drink with syrup and sometimes whipped cream.
Description: My students group is a candidate to go United States, South Carolina with the Work and Travel Programme. Course’s units are created according to their needs. While they are travelling or after working to get rid of the stress of tired days they may want to have a rest and order a coffee at Starbucks. To communicate with other people without anxiety I can create a real life situation in my classroom. I want them to learn both Starbucks language not to have trouble and I want to integrate target language in a social environment.