ED 363 144 AUTHOR TITLE INSTITUTION SPONS AGENCY PUB DATE CONTRACT NOTE PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME FL 800 659 Van Duzer, Carol; And Others Food and Beverage Industry ESL Workplace Literacy Curriculum for Hotels. Arlington County Public Schools, VA. REEP, Arlington Education and Employment Program. Department of Education, Washington, DC. Jun 90 V198A10023 61p.; For a releted document, see FL 800 693. Guides Classroom Use Teaching Guides (For Teacher) (052) -- Tests/Evaluation Instruments (160) MF01/PC03 Plus Postage. *Curriculum Guides; *English (Second Language); *Food Service; *Hotels; *Job Skills; *Literacy Education; Needs Assessment; Records (Forms) Workplace Literacy The Workplace Literacy Curriculum for Food and Beverage was developed for English-as-a-Second-Language classes for workers in participating hotels in Arlington County, Virginia, through a national workplace literacy grant with the cooperation of the Arlington County Chamber of Commerce. It is based on an analysis of tasks and interactions at the worksite. Employees were observed on the job, supervisors were consulted, and existing resources were reviewed to determine the language and basic skills needed to perform job duties. Eleven curricular units were developed. It is possible to cover six to eight units within a 60-hour class. It is recommended that each class begin with Personal Identification and Work Schedule units, which provide a review of basic literacy skills: reading, writing, and numeracy. This document includes guides for lesson planning, evaluation, and task needs assessment. Additional information covers the following tasks: personal identification; read work schedule; provide initial service; provide supplies to co-worker; follow instruction/describe job; report work progress completion; report lateness/absence; give directions to places within the hotel and vicinity; report and pr$tvent accidents/emergencies; report problems such as repair needs; and read paychecks. (Adjunct ERIC Clearinghouse on Literacy Education) (LB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
37
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ED 363 144
AUTHORTITLE
INSTITUTION
SPONS AGENCYPUB DATECONTRACTNOTEPUB TYPE
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
FL 800 659
Van Duzer, Carol; And OthersFood and Beverage Industry ESL Workplace LiteracyCurriculum for Hotels.
Arlington County Public Schools, VA. REEP, ArlingtonEducation and Employment Program.Department of Education, Washington, DC.Jun 90
V198A1002361p.; For a releted document, see FL 800 693.Guides Classroom Use Teaching Guides (ForTeacher) (052) -- Tests/Evaluation Instruments (160)
MF01/PC03 Plus Postage.*Curriculum Guides; *English (Second Language); *FoodService; *Hotels; *Job Skills; *Literacy Education;Needs Assessment; Records (Forms)Workplace Literacy
The Workplace Literacy Curriculum for Food andBeverage was developed for English-as-a-Second-Language classes forworkers in participating hotels in Arlington County, Virginia,through a national workplace literacy grant with the cooperation ofthe Arlington County Chamber of Commerce. It is based on an analysisof tasks and interactions at the worksite. Employees were observed onthe job, supervisors were consulted, and existing resources werereviewed to determine the language and basic skills needed to performjob duties. Eleven curricular units were developed. It is possible tocover six to eight units within a 60-hour class. It is recommendedthat each class begin with Personal Identification and Work Scheduleunits, which provide a review of basic literacy skills: reading,writing, and numeracy. This document includes guides for lessonplanning, evaluation, and task needs assessment. Additionalinformation covers the following tasks: personal identification; readwork schedule; provide initial service; provide supplies toco-worker; follow instruction/describe job; report work progresscompletion; report lateness/absence; give directions to places withinthe hotel and vicinity; report and pr$tvent accidents/emergencies;report problems such as repair needs; and read paychecks. (AdjunctERIC Clearinghouse on Literacy Education) (LB)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.***********************************************************************
,tr
IMOD AND IIKEYERAGIE 1111ThREMY IESILe:! WIDEILIDIACS ILIEMACY 0.111MCITIANI;14
YOE HOTELS
CURRICULUM TEAM: CAROL VAN DUZER, COORDINATORKENWYN SCHAFFNER, INSTRUCTORMARGARET SEUFERT-BOSCO, INSTRUCTOR
PROJECT DIRECTOR: INAAM MANSOOR
U.S. DEPARTMENT OF EDUCATIONOtfrce of Educabonal Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
erns document has been reproduced asreceived from the person or organizationongmating
O Minor changes have been made to improvereproduction qualify
Points of view or opribons stated ,n this document do not necessanly represent officialOERI position or oobcy
-PERMISSION TO REPRODUCE THIS
MAfERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC1-
ARLINGTON EDUCATION AND EMPLOYMENT PROGRAM (REEP)ARLINGTON COUNTY PUBLIC SCHOOLS
ARLINGTON, VIRGINIA
2
ACKNOWLEDGEMENTS
This curriculum is a product of REEP's participation in a Workplace Literacy Partnership withthe Arlington County Chamber of Commerce and Arlington County Participating Hotels. Specialthanks go to the hotel employees who allowed themselves to be shadowed and interviewed andto the hotel supervisory personnel who helped identify the skills needed to effectively performjob tasks. Additional thanks go to Project Director Inaam Mansoor, Federal Workplace ProjectCoordinator Elaine Squeri and State Workplace Project Coordinator Molly Kirby for theirmeaningful review comments. Above all, thanks to the workplace teachers who providedvaluable feedback as they taught from the drafts.
Carol Van DuzerCurriculun. :oordinator, REEP
Arlington Public Schools
June, 1990
This document was prepared with funding from the U.S. Department of Education under grantV198A80135. The opinions expressed in this document do not necessarily reflect the positionsor policies of the department.
TABLE OF CONTENTSFOOD and BEVERAGE
ACKNOWLEDGEMENTS ii
INTRODUCTION 1
Organization 1
Definitions 1
USING THE CURRICULUM 2Lesson Planning 2Evaluation 3
TASK NEEDS ASSESSMENT 5
LESSON PLAN 7
PROGRESS REPORT 8
GUIDE TO ABBREVIATION OF RESOURCES 10
General ESL: Personal Identification 12
Read Work Schedule 14
Provide Initial Service 16
Provide Supplies To Co-Worker 18
Follow Instructions/Describe Job 20Report Work Progress Completion 22Report Lateness/Absence 24Give Directions to Places Within The Hotel & Vicinity 26Report and Prevent Accidents/Emergencies 28Report Problems: repairs needed 30Read Paychecks 32
1114
WORKPLACE LITERACY CURRICULUM
INTRODUCTION
The Workplace Literacy Curriculum for Food and Beverage is based on an analysis of tasks andinteractions at the worksite. Employees were observed on the job, supervisors were consultedand existing resources were reviewed to determine the language and basic skills needed toeffectively and efficiently perform job duties. Eleven curricular units were developed. Sincepriorities may differ from site to site, supervisors, in consultation with the instructor, may beasked to order units according to the special needs at their sites. (A Task Needs Assessment Formis provided en pages 5 & 6.) A needs assessment should also be done with employees in theclass to determine their goals which can be incorporated in instruction.
In a 60-hour class it is possible to cover 6-8 units. It is recommended that each class begin withPersonal Identification and Work Schedule units which provide a review of basic literacy skills:reading, writing, and numeracy, which are the building blocks for improved workplace literacyskills.
Organization
Each unit is based on a job task integral to carrying out the duties of the position. This task isalso referred to as a competency. Each compztency is then analyzed for language, knowledge,and other basic skills that are needed in order to perform the job task successfully.
The language pages present the job task (competency) as the unit title. This is then broken downinto three levels of language proficiency for use with a multi-level class or in sequential courses.The vocabulary, basic skills, and culture points pertain to all levels of proficiency. It may bchel ful to look at a unit of instruction while reviewin the definitions of terms below as used inthis curriculum.
Definitions
SPL --(Svadent Performance Level) The SPL describes a student's language ability at agiven level in terms of listening, speaking, reading, writing and ability to communicatewith a native speaker. These descriptions are available in a separate document: StudentPerformance Level Document, MELT Resource Package. Each learner's SPL isdetermined by a pre-test.
Functions --Functions are the focus of language practice. They are units of communication thatidentify the outcome or purpose of an utterance. They depend on the context of thecommunicative act.
LanEuage Sample --The examples represent how those functions may be expressed. Theyexemplify the complexity of language expected at that particular SPL.
Structures --The structures noted identify the grammatical forms which are appropriate for theexpression of the language function at that level. When no structure is listed, the exampleis to be viewed as an idiomatic expression and taught accordingly.
Resources --Texts and materials listed contain activities and exercises which teachers have foundto be appropriate for the level and curriculum. These are suggested resources. Teachersshould select from these or other materials based on the needs and abilities of theirparticular students.
Vocabulary --The terms listed represent the essential vocabulary for the unit. They are to betaught and practiced in context, not as a word list.
Basic Skills--These are the reading, writing, and numeracy skills necessary to perform thecompetency. They should be specifically taught to students who have not alreadymastered them and should be reviewed for those who have.
CultureThis information focuses attention on cultural points that help students understandworkplace values and customs. When appropriate, the information can serve asspringboards for classroom discussion on cross-cultural issues.
USING THE CURRICULUM
Lesson Planning
Before beginning a unit, look over the language and basic skills, resources, and culturalinformation and consider how they relate to the competency. Decide what functions may becombined to form communicative situations for instructional focus. Consider the emphasis youwill place on each function and the order in which you will present them. (See the lesson planform on page 7.)
1. Introduction. Select an activity to introduce the language in context. This may be apicture, listening exercise, short reading passage or dialogue, video presentation, ordemonstration.
2. Presentation. Plan to discuss the situation by eliciting who, what, where, why (purpose:language function). Elicit the dialogue itself if possible. This information may have tobe provided to students with a low level of proficiency.
3. Practice. Select the vocabulary, grammatical structures, and pronunciation points to bepracticed in depth. Consult the suggested resources for appropriate practice exercises.Choose activities that move from structured practice (drills, for example) tocommunicative activities (role play, information gap, simulation).
4. Evaluation. Determine which activity (fiom step 3 ) will enable you to evaluate studentperformance of the language for the unit, or create a new activity for evaluation purposes.Achievement should be based on demonstrated performance in a job-role situation.
5. Application. Select application activities that give students an opportunity to personalizethe language being taught and encourage them to use the language outside the class.
*Evaluation
Evaluation is an integral part of a workplace literacy class, providing data for the continuationof a workplace program that meets both the employees' learning goals and the employer's goalto enhance the company's daily operations. It provides feedback to:
the learners on their progress- the employers on success in meeting the company's aims
the instructor on adjustments ,and changes that may need to take place in theinstructional program to meet those goals.
In the classroom, evaluation of learner.progress is:- ongoing- related to the curriculum- based on demonstrated performance in job-role situations.
On the job,evaluation procedures (usually carried out by the supervisor) take note of changes in- confidence- performance
productivity- work habits- improved use of English
Evaluation Activity: The classroom instnictor's primary responsibility for evaluation ismonitoring learner progress on what is being taught in the classroom. Although some kind ofevaluation should take place in every class, this section is concerned with the formal(documented) evaluation of mastery of work goals, language skills, and basic skills. A distinctactivity is used for evaluation. Both the learner and the instructor should be aware that thisactivity is providing an opportunity for the learner to demonstrate what has been learned. Theinformation is then recorded on the REEP Workplace ESL Progress Report (see page 8 forsample). The Progress Report is an excellent tool for introducing the learners to what they willbe studying. By reviewing all or parts of the form at the start of the class and between each unit,learners gain a sense of where they have been and where they are going.
The learners are evaluated on their ability to apply to the job skill task for the unit, the languagefunctions, structures, and basic skills that have been taught. Consider the quality of performance,remembering that the learners may have previously completed their job tasks successfully, butnow the emphasis is on mastery of the specific skills presented for practice in the classroom.Actual performance in an on-the-job situation is the ideal measure of competency. This is notalways feasible due to time and worksite constraints. However, in the classroom, a simulationof such a situation can be set up.
Competencies requiring oral/aural use of language can be evaluated through role plays, cuedresponses, or demonstration. For example, "Reporting Lateness/Absence" could be evaluated ina role-play in which the learner being evaluated could pick a card describing a cause for absenceand then use a telephone trainer to call the "office." The instructor or another learner could actas receptionist/supervisor. Competencies requiring reading, writing, or numeracy skills could beevaluated with paper and pencil tasks such as completing forms, taking a message, or fmdinginformation on a product label.
3
Proaress Reports: After the evaluation activity is completed, record the learner's progress onthe report form. This form lists the work goal (job task), language skills, and basic skills to beaddressed in each unit. Learner progress is monitored for each of the skills covered in class.Once you have determined that sufficient time has been spent on practice and applicationactivities, select a time and activity for evaluation. Note individual progress using the followingscale:
learner needs more practice; performs the work task, but makes errors incommunication (e.g. structurally incorrect, listener has difficulty comprehending)
learner has mastered the skill; conveys ideas accurately or applies the language tothe situation correctly (e.g. easily understood, grammatically correct)
NC skill was not covered in class
Unit progress reports are shared with the learners at the completion of each unit. At least twiceduring the instructional period, usually midway and at the end, the information is shared on aformal basis with the employer as well. At that time, each learner is also to be rated globallyon pronunciation, fluency, and grammar according to the following scale:
PRONUNCIATION1--frequent mispronunciations, cannot be understood2--some mispronunciations leading to confusion, understood if attentive3--no serious mispronunciations, easily understood
FLUENCY1--minimal response to or amount of communication2--shows effort beyond minimum3--elaborates response
GRAMMAR1--very little control of structure taught, making comprehension difficult2--control of simple structures, but makes errors which occasionally
obscure meaning, can correct self.3contTols most of the structures taught, but makes occasional errors that
do not obscure meaning, corrects self.
A space is provided on the form for instructor's comments. The student's signature indicates thatthe learner has seen and understood the report.
Other Assessments: Learners may be asked to fill out self-evaluation forms or class evaluationforms. They are also given a post-test at the end of instruction to measure overall proficiencygains. Supervisors are asked to rate the class as a whole, as well as individual learners, in orderto indicate the impact the instruction has had on the job. All of the data collected from theseevaluations are considered not only in measuring the success of the current program but also inplanning for the future.
4
Task Needs Assessment: Food and Beverage
Below is a list of job skill tasks (competencies) and oral language skills (functions) necessary tocarry out these tasks. These form the basis of the curriculum. In a 60-hour class, it is possibleto cover 6-8 units.
The first two units listed should be covered the first few class sessions. They provide anopportunity to review basic literacy skills--reading, writing, and numeracy. The other units thenneed to be prioritized by the hotel contact person (general manager, supervisor, liaison), inconsultation with the classroom teacher and students, to determine class content. This enablesthe curriculum to be tailored to meet the hotel's most pressing needs and the employees' goals.
Unit #General ESL: Personal Identification 1
Identify selfAsk/answer questions about selfRequest clarification
Read Work SchedulesReport informationAsk/answer questions about day/timeRequest schedule change
Provide Initial ServiceGreet guestsIntroduce selfTake leaveFollow job instructionsAsk/answer requests for information
Provide SuppliesIdentify suppliesMake/answer a requestAsk for clarificationApologizeMake a suggestionOffer Assistance
Follow Instructions/Describe Job TasksIdentify equipment and suppliesFollow instructionsRequest clarificationGive sequence of tasksGive instructions
Report Work CompletionRespond to requests for informationRespond to praiseRespond to criticism
5
2
Report ProgressReport completionGive Explanations
Discuss Performance EvaluationRespond to praiseRespond to criticismIdentify ratings
Answer the TelephoneGreetIdentify self and departmentAsk/answer requests for informationClarify informationTake a message
Report Lateness/AbsenceIdentify self on telephoneState problem/give reasonIdentify body parts/illnessesMake a request on telephoneState intention
Give Directions to Places within the Hotel and VicinityRespond to requests for informationProvide information about locationApologizeGive directionsMake a suggestion
Report and Prevent Accidents and EmergenciesIdentify safety signsReport accidentsWarn othersMake a suggestion
Read PaychecksIdentify termsAsk/answer questionsAsk for assistanceReport problems
Other
6 1 0
LESSON PLAN
Lesson Objectives:
Warm up/Review/Introduction
Presentation
Practice
Evaluation
Application
Em
lo e
e:
RE
EP
Wor
kpla
ce E
SLPR
OG
RE
SS R
EPO
RT
: FO
OD
AN
D B
EV
ER
AG
E
Tea
cher
:H
otel
:
WO
RK
GO
AL
S/B
ASI
C S
KIL
LS
WO
RK
GO
AL
S/B
ASI
C S
KIL
LS
LA
NG
UA
GE
SK
ILL
SL
AN
GU
AG
E S
KIL
LS
Pers
onal
iden
tific
atio
nId
entd
fyy
lette
rsFo
llow
Ins
truc
tions
/Des
crib
e Jo
b T
asks
Iden
tify
wor
ds in
inst
ruct
ions
Iden
tify
self
Iden
tify
equi
pmen
t and
sup
plie
sA
sk a
nd a
nsw
er s
impl
e qu
estio
nsW
rite
alp
habe
tFo
llow
inst
ruct
ions
Rea
d cl
eani
ng c
heck
she
ets
Ask
for
cla
rifi
catio
nW
rite
nam
eR
eque
st c
lari
fica
tion
Rea
d la
bels
on
clea
ners
Com
plet
e si
mpl
e fo
rmG
ive
sequ
ence
of
task
sE
stim
ate
time
need
ed to
com
plet
e a
Giv
e in
stru
ctio
nsta
sk
Rea
d W
ork
Sche
dule
Iden
tify
num
bers
1-1
00R
epor
t Wor
k C
ompl
etio
nW
rite
sim
ple
sent
ence
sId
entif
y da
ysA
nsw
er s
impl
e qu
estio
nsId
entif
y da
tes
Wri
te th
e da
ysR
espo
nd to
pra
ise
Wri
te s
impl
e qu
estio
nsT
ell t
ime
Wri
te th
e da
teR
espo
nd to
cri
ticis
mE
stim
ate
time
need
ed to
com
plet
e a
Ask
and
ans
wer
que
stio
nsW
rite
the
time
Rep
ort p
rogr
ess
task
Rea
d cl
eani
ng c
heck
list
abou
t sch
edul
eR
eque
st s
ched
ule
chan
geC
ompl
ete
leav
e re
ques
tR
epor
t com
plet
ion
Cal
cula
te h
ours
wor
ked
Giv
e ex
plan
atio
nsR
ead
safe
ty c
apta
in r
epor
t
Prov
ide
Initi
al S
ervi
ceW
rite
sim
ple
sent
ence
sD
iscu
ss P
erfo
rman
ce E
valu
atio
nR
ead
perf
orm
ance
eva
luat
ion
Gre
et g
uest
sR
espo
nd to
pra
ise
Inm
oduc
e se
lfW
rite
sim
ple
ques
tions
Res
pond
to c
ritic
ism
Tak
e le
ave
Iden
tify
ratin
gsFo
llow
job
inst
ruct
ions
Ask
and
ans
wer
sim
ple
ques
tions
Off
er a
ssis
tanc
e
Prov
ide
Supp
lies
Rea
d na
mes
of
supp
lies
Ans
wer
the
Tel
epho
neW
rite
pho
ne m
essa
geId
entif
y su
pplie
sG
reet
Mak
e an
d an
swer
req
uest
Mat
ch n
ames
with
pic
ture
sId
entif
y se
lf a
nd d
epar
tmen
tA
sk f
or c
lari
fica
tion
Cou
nt s
uppl
ies
Ask
/ans
wer
req
uest
s fo
r in
form
atio
nO
ffer
ass
ista
nce
Com
plet
e su
pply
req
uest
for
mC
lari
fy in
form
atio
nA
polo
gize
Tak
e a
mes
sage
Mak
e a
sugg
estio
n
1 2
KE
Y:
= s
till p
ract
icin
g +
= c
an d
o w
ell N
C =
not
cov
ered
81
3
WO
RK
GO
AL
S/L
AN
GU
AG
E S
KIL
LS
BA
SIC
SK
ILL
S
Com
men
ts:
Stud
ent s
igna
ture
Rep
ort L
aten
ess/
Abs
ence
Iden
fify
hea
lth w
ords
12
3
Iden
tify
self
on
tele
phon
ePr
onun
ciat
ion
Stat
e pr
oble
mR
ead
appo
intm
ent c
ards
Giv
e re
ason
for
pro
blem
Com
plet
e si
ck le
ave
form
sFl
uenc
yId
entif
y bo
dy p
arts
Cal
cula
te h
ours
of
sick
pay
Iden
tify
alim
ents
Com
plet
e le
ave
requ
est f
orm
sG
ram
mar
Mak
e a
requ
est o
n th
e te
leph
one
Stat
e in
tent
ion
of r
etur
n to
wor
k
Dat
e:
Giv
e D
irec
tions
to P
lace
sId
entif
y si
gns
in h
otel
Com
men
ts:
Stud
ent s
igna
ture
:
Ans
wer
req
uest
s fo
r di
rect
ions
12
3Id
entif
y lo
catio
n of
hot
el f
acili
ties
Loc
ate
info
rmat
ion
on f
loor
Giv
e di
rect
ions
plan
or
dire
ctor
yIn
terp
ret a
ord
inal
num
bers
Pron
unci
atio
nM
ake
sugg
estio
nsan
d fr
actio
nsFl
uenc
y
Gra
mm
ar
Dat
e:
Rep
ort/P
reve
nt A
ccid
ents
/Em
erge
ncie
sFi
ll ou
t acc
iden
t rep
ort f
orm
Iden
tify
safe
ty s
igns
Rep
ort a
ccid
ents
Fill
out i
nsur
ance
cla
im f
orm
Dia
l sec
urity
or
emer
genc
yW
arn
othe
rsM
ake
sugg
estio
nsph
one
num
bcr
Rea
d sa
fety
reg
ulat
ions
Perf
ect a
ttend
ance
?Y
esN
oI-
Nee
d Im
prov
emen
t
Rep
ort R
epai
rs N
eede
d2-
Sat
isfa
ctor
y
Iden
tEy
prob
lem
sR
ead
dire
ctio
ns o
n m
achi
nery
3- G
ood
Rep
ort p
robl
ems
Fill
out w
ork
orde
rsR
eque
st c
lari
fica
tion
Fill
out c
lean
ing
chec
k lis
tR
eque
st a
ssis
tanc
e
Com
plet
e Pa
yche
cks
Iden
tify
term
s on
stu
bE
ndor
se c
heck
Rep
ort a
pro
blem
Cal
cula
te p
ayA
sk f
or a
ssis
tanc
e
key:
1,1
= s
till p
ract
icin
g +
= c
an d
o w
ell N
C =
not
cov
ered
149
15
AL
ANS
GUIDE TO ABBREVIATION OF RESOURCES
Anne Lomperis(Vocational ESL for Hotels)
A New Start
EAC English for Adult Competency
EEL English in Everyday Life, Book 1
ESL Act ESL for Action
ETW English that Works
FFX Fairfax County Curriculum (Virginia)(English in the Workplace)
H/M Words Hotel/Motel Words
LWS Let's Work Safely
MIRY May I Help You?
S/S Side by Side
SE Survival English
SUAP Speaking Up at Work
WUSA Working in the USA(video/workbooks)
YFJ Your First Job
Techniques
Information Gap activities provide an opportunity for real communication to take place. Studentswork in pairs, but each partner has different information. Through interacting they must acquire theinformation they don't have. An example would be each having the same form of map with differentplaces indicated. They must ask each other directions/locations in order to complete their own mapsand then compare to see how well they have communicated.
Information Grid enables students to gather information through interviews inside or outside of theclassroom. Students brainstorm the questions to ask in order to obtain the needed information. Ona piece of paper (or prepared grid) they write across the top of the page the three or four specificquestions they want to ask. Then they circulate around the room (or take the form on assignment)asking each other the questions and noting the name of the interviewee down the left side of the pageand the response in the column under the appropriate question.
10 16
Language Experience Approach (LEA) this approach is a valuable technique for giving low-levellearners practice in reading, seff-expression and communication. Learners develop their own storiesfor practice, prompted by discussion of a starter topic such as a shared experience, recent event, orvisual stimulus (picture, photogaph). This may be done as a whole-class or small-group, orindividual activity, (from Expressways Foundations Teacher's Guide, Prentice Hall, 1990).
Problem Solving develops critical thinking and decision-making skills as well as communicativecompetence. The class is presented with a problem (in paragraph, dialog or picture form) based ona real-life situation. Students then identify the problem, discuss possible solutions and theirconsequences, and come to consensus on a plan of action. Dividing the class in small groups fordiscussion and consensus building enhances maximum student participation.
Total Physical Response (TPR) this approach begins by placing primary importance on listeningcomprehension, emulating the early stages of mother tongue acquisition, and then moving to speaking,reading, and writing. Students demonstrate their comprehension by acting out commands issued bythe teacher, teacher provides novel and often humorous variations of the commands. Activities aredesigned to be fun and to allow students to assume active learning roles. (from Q & A, EightApproaches to Language Teaching, ERIC Clearing-house on Languages and Linguistics)
Games provide opportunities for natural use of language in a relaxed way
--Bingo: Copy a bingo grid for each student. Fill in the blanks with target vocabulary (numbers,letters, times, household objects, body parts, etc). The students may do this themselves byrandomly copying from the board or pasting pictures. The teacher should call the first game. Thestudent who wins the first game can then call out the second game and so on. Pennies may be usedas markers.
--Concentration: Students match pairs of index cards by remembering their location. To set upplay, lay the cards face down in rows and columns. The first student turns up two cards. Whenthe cards match, the student removes them and takes another turn. If they don't, the cards areturned back over and the next person takes a turn. (For lower levels it helps to have each memberof the pair a different color--eg words on white cards, pictures on blue.)
--Twenty Questions: Give one student a card with a word or phrase from the lesson on it. Theother students ask questions requiring a Yes/No answer to guess what the word or phase is. If theyhave not guessed it after 20 questions, supply the answer.