TOEIC Preparation: Week 15

Warm Up: End of Course Reflection

Take a few minutes to reflect on your expereinces in the course with your partners. 

• Highlights: Think back about our classes and asynchronous assignments this term. What are some aspects of the course that you found enjoyable or useful? Why?

• Goals: What were your goals when you signed up for this course? In what ways have your made progress toward acheiving your goals?

• Challenges: What aspects of the TOEIC exam do you still find challenging? What is particularly difficult about these aspects?

• Plans: What are two specific actions you can take in order to continue preparing for success in the TOEIC now that the course is over?

• Feedback: Imagine your could make changes to the structure of the course, its focus, or any of the tasks in order to make the best experience for future students. What would you change and why? What would you keep the same and why?

 Materials Evaluation and Design - Week 14 - Textbook Unit Design Prototype

Introduction: Hello and welcome to Week 14 of the course Materials Evaluation and Design. In our final class of the course you will present your textbook unit design prototypes.

Today's Goals:

• Present your textbook unit prototype to your peers.
• Describe the philosophy of learning and materials development that influenced your design decisions.
• Reflect on your experiences preparing this assignment (and in the rest of the course) that have added to your knowledge and thoughts about the role of materials in the ELT.

Guiding Questions:

• What are my criteria for an effective ELT textbook?
• What dilemmas and challenges did I face in the materials writing process and what strategies did I use to overcome them?
• What are my takeaway learnings from this course?

Warm up: Holiday BS Game

In this game you will learn about the origin of some popular holiday symbols. You will hear three explanations given by your partners. Only one of the explanations will be correct. You need to answer the question:

• Does it sound true or does it sound like BS?

• Topic 1: Origin of the Cristmas Tree
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 2: Origin of Santa Clause
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 3: Origin of Santa's Elves
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 4: Origin of Mistletoe
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 5: Origin of the Christmas Stocking
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

Task 1: Unit Prototype Presentations 

Now we will see the presentations of your textbook unit prototypes. After the presentation, use the following prompts to give feedback to your partners.

• What caught my attention about your presentation was ...
• Something I think is effective about your instructional design proposal is...
• I noticed... and that makes me think ...
• Something you might want to consider is ...
• I am curious about ... so I want to ask you ...

  Diseño de Materiales - Week 14 -  Presenting your Materials

Introduction: Hello and welcome to Week 14 of the course Diseño de Materiales. In this class we will reflect on our experiences in the course, articulate some of our takeaway learnings, and share the results of your final project, the Didactic Materials File. 

Today's Goals:

• Present your Didactic Materials Files, describe your design process, and make connections between the materials created, the context and needs analysis, and your own materials evaluation criteria.
• Summarize the course contents, guiding questions, and your takeaway learnings from the course. 

Guiding Questions:

• What is the dynamic relationship between needs and context analysis, materials evaluation, and materials development?
• What are your takeaway learnings from the course?

Warm up: Holiday BS Game

In this game you will learn about the origin of some popular holiday symbols. You will hear three explanations given by your partners. Only one of the explanations will be correct. You need to answer the question:

• Does it sound true or does it sound like BS?

• Topic 1: Origin of the Cristmas Tree
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 2: Origin of Santa Clause
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 3: Origin of Santa's Elves
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 4: Origin of Mistletoe
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

• Topic 5: Origin of the Christmas Stocking
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

Task 1: Course Contents and Takeaways

Take a few minutes with your partners to discuss questions related to some of the contents we have seen during the course. 

• Group Document: CLICK HERE

  TOEIC Preparation: Week 14

Warm Up: Holiday Puzzle

Work with your partners to complete the Christmas Sudoku puzzle. The idea of the puzzle is to put pictures in all the squares so that each row, column, and 2x3 rectangle contains ONE and ONLY ONE example of each picture. Can you solve it in time? Click the link below and find the page for your group.

Christmas Sudoku: CLICK HERE

• Hint 1: CLICK HERE
• Hint 2: CLICK HERE
• Hint 3: CLICK HERE

• Answer Key: CLICK HERE

Task 1: Read a Text Practice

Underline the content words. Pay attention to compound words and phrasal verbs and underline the stressed portion. Circle punctuation and mark intonnation patterns in lists of three or more. When you finish CLICK HERE to check your answer. Then read the text aloud to your partner. Remember to use a physical gesture to remind you to stress the conent words. 

Click to see full size.

Task 2: Describe a Photo

Click the three dots to put the presentation in full screen. Search the presentation to find a photo you like. Take 45 seconds to prepare. Then click the video timer and take 30 seconds  to describe the photo.

Task 3: Answer Quick Questions

Click the three dots and put the presentation in full screen. Practice answering a set of 3 questions. Use the video timers to help you keep track of your time. Go to the next page and let your partner try.

Task 4: Graphic Question Warm Up

Take a minute to study the graphic with your partner. It is also located in your anthology on page 45. Then ask your partner questions from the list. The idea is to see how many questions your partner can answer in 1 minute. When you finish, move on to the video practice exercises.

Click to view full image.

• Do you know what Mr. Biggs is planning to discuss following the break?
• Could you give me information about the activites in the morning?
• Can you tell me the length of the sessions?
• I am interested in learning from women leaders in the field of graphic design. Will there be any presenters by female speakers?
• Where and when will this event be held?
• Will there be a chance to ask questions or discuss topics with the speakers?
• I'm really interested in learning about 3D graphics. Will that topic be addressed in the conference?
• I am going to be a little late for this conference. What will I miss if I arrive at 10:20?
• I'm interested in attending the conference but I can't pay right now. What is the last day I can register for the event?

Task 5: Video Practice

Click the three dots and put the presentation in full screen. Practice answering a set of 3 questions. Use the video timers to help you keep track of your time. Go to the next page and let your partner try.

Task 6: Video Practice

Time to put into practice the opinion sandwich one last time. 

• Begin your response by stating your opinion.
• Give 2-3 reasons with their corresponding details and explanations
• Finish by restating your opinion

Click the three dots and put the presentation in fullscreen. Make sure you are sharing your computer sound. 

  English V - Week 13 - Innovative Business Ideas

Introduction: In today's class we will continue Chapter 13 by discussing the DIY subculture and ideas for innovative business ideas to offer different services.

Warm Up: Holiday Puzzle

Work with your partners to complete the Christmas Sudoku puzzle. The idea of the puzzle is to put pictures in all the squares so that each row, column, and 2x3 rectangle contains ONE and ONLY ONE example of each picture. Can you solve it in time? Click the link below and find the page for your group.

Christmas Sudoku: CLICK HERE

• Hint 1: CLICK HERE
• Hint 2: CLICK HERE
• Hint 3: CLICK HERE

• Answer Key: CLICK HERE

Task 1: Group Discussion

Discuss the following questions with your partners. 

• Do you like to do repairs on your house or car or do you prefer to pay someone for this service?
• Are you good at fixing things or remodeling? Why or why not?
• Now go to the quiz below and follow the instructions. Be sure to go to your section of the document.
• Group Quiz: CLICK HERE

Task 3: Listening Practice

Click the link below and use your screen annotations to draw lines connecting the words on the left and right to identify as many services as you can. Then discuss the questions below.

• Word List - CLICK HERE
• Which of these things do people generally do themselves?
• Which of these services might people pay someone else to do?
• Which services do you think involve the most skills and ability?

Go to page 144 in your book and do the following exercises.

• CLICK HERE to access your e-book.
• Pg. 144 exercises 3, 4, 5, 
• Pg. 145 exercise 8

Task 4: Why DIY when you could have someone else do it?

Create your proposal for an innovative business idea that offers unique services that people really need. Think of chores, tasks, and responsibilities that people don't like to do but are not commonly available to pay for.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE

Task 5: Work on Final Project

Last week you began working on your final project by creating a survey to learn about the public's perceptions about education in Costa Rica. This week you are going to create your commercial and your Google Slides presentation. 

• Group 1: Diego, Ian, Isabel, Alex
• Survey Link: CLICK HERE
• Presentation Link: CLICK HERE
• Commercial Script: CLICK HERE

• Group 2: Cristiel Carlos, Kevin Montero, Nuria
• Survey Link: CLICK HERE
• Presentation Link: CLICK HERE
• Commercial Script: CLICK HERE

• Group 3: Freddy, Heyner, Kevin Torrentes, Vivian
• Survey Link: CLICK HERE
• Presentation Link: CLICK HERE
• Commercial Script: CLICK HERE

Project Instructions

Instructions: At the end of this project, you will give a presentation to the class with your proposal for ways of innovating the educational experience in Costa Rica. However, you must design your proposal and based on data collected from a survey. 

• Create a Survey: Create a survey using Google Forms to do learn about public peceptions about the educational system. The survey should have three sections:

• The Present System: satisfaction with different aspects of the traditional educational experience (content, methodolgy, rules, evaluation, infrastructure, etc.)
• Innovative Content: the life skills, knowledge and abilities that the public thinks should be included in an innovative educational curriculum
• Innovative Actions: the kinds of activities the public thinks would be enjoyable and effective for learners in an innovative educational experience

• Collect the Data: Your teacher will send the surveys to another group of students to complete.

• Analyze the Data: Look at the results of the survey and analyze the data. What patterns do you see? What discoveries do you make about public perceptions that will influence your proposal?

• Create a Commercial: Create an advertisement for your proposal for innovation in education. Your advertisement should be a 2 minute commercial which you will "perform" live in class. The commercial should be very well organized, have graphic support, and all group members must participate in the live performance. In the commercial we should learn the name of the proposed educational system, its characteristics, reasons why schools should adopt it.

• Present the Proposal: In class you will give a 10-15 minute group presentation about your research project. Your presentation will have five parts:

• An introduction describing the purpose of your research project.
• Description of your survey questions and why you asked them.
• Analysis of the data you collected.
• Performance of the commercial.
• 3-4 discussion questions to ask the audience about the topic of your presentation.

Planning Schedule

• Week 11: Create Survey
• Week 12: Analyze Results
• Week 13: Create commercial and presentation
• Week 14: Present the results of your project

Create Your Commercial and Presentation

Use your group links to access your planning documents. Remember your commercial should contain the following information.

• What is our proposal for an innovative educational system, school, or method?
• What is the name of our organization?
• What slogan (lema) do we want to use?
• How can we start the commercial in a fun way that will catch the audience's attention?
• Who is going to begin? What will he/she say?
• What graphics or images will we use to support our commercial?
• Do we want to include music or sound effects? How can we do that?

Materials Evaluation and Design - Week 13 - Course Wrap Up

Introduction: Hello and welcome to Week 13 of the course Materials Evaluation and Design. In this final regular class of the course we will review a few practical ideas for exploiting student generated materials, discuss the importance of pre-while-post evaluation of course materials, and discuss our takeaways from this course.

Today's Goals:

• Discuss several practical activity cycles to exploit student generate materials.
• Review a framework for pre-use, while-use, and while-use of course materials.
• Summarize the course contents, guiding questions, and your takeaway learnings from the course. 

Guiding Questions:

• How can I evaluate the effects of my choice of materials?
• What are my takeaway learnings from this course?

Instructions: Work with your partners to complete the Christmas Sudoku puzzle. The idea of the puzzle is to put pictures in all the squares so that each row, column, and 2x3 rectangle contains ONE and ONLY ONE example of each picture. Can you solve it in time? Click the link below and find the page for your group.

Christmas Sudoku: CLICK HERE

• Hint 1: CLICK HERE
• Hint 2: CLICK HERE
• Hint 3: CLICK HERE

• Answer Key: CLICK HERE

Task 1: Course Contents and Takeaways

Take a few minutes with your partners to discuss questions related to some of the contents we have seen during the course. 

• Group Document: CLICK HERE

  Diseño de Materiales - Week 13 -  Learner Generated Materials

Introduction: Hello and welcome to Week 13 of the course Diseño de Materiales. In this class we will talk about how students can contribute to the didactic materials used in our classes. 

Today's Goals:

• Discuss the role of student generated texts as didactic resources in your language classroom. 
• Propose practical strategies to use learner generated materials for error correction, feedback, self and peer-assessment/feedback.
• Consider several activity cycles to exploit student created texts for task modeling and peer/self correction and feedback. 

Guiding Questions:

• What role can learners play in the creation of course materials?
• What are the benefits and challenges of using student created texts to promote self and peer assessment and feedback?

Warm Up: Guess the Voice

In this activity you will hear short voice clips of several of your classmates if they were chipmunks. Who do you think they are? What about the way they talk tells you who it might be?

Task 1: Discussing Learner Generated Materials

Discuss the following questions with your partners. When you finish, go to Task 2.

• What comes to your mind when you hear the phrase "learner generated materials"?
• In what ways might learners contribute to the creation of learning materials for the class?
• Think about a typical class with your students. What are some products or artifacts that students create as a result of participating in the lesson activities?
• What purposes do these products/artifacts serve the learners? How might a teacher exploit these learner produced artifacts for additional teaching-learning purposes?

Task 2: Practical Ideas for Teachers

Teachers are naturally very creative and resourceful. Click your group link below to go to a worksheet where you will be asked to propose several concrete ways to work with learner produced materials.

• Group 1: CLICK HERE
• Group 2: CLICK HERE

References:

McGrath, I. (2016). Materials Evaluation and Design for Language Teaching (2nd Ed.). University of Edinburgh Press.