TOEIC Preparation: Week 11 - Part 7

 

Warm Up: Would You Rather...

Spin the wheel and make a choice. Compare your choice with your partners.

Task 1: A Quick Glance

Click the worksheet link below and go to your group's section. Then complete the chart with the required information based on a quick glance at the series of texts below. Remember you can click the images to see a larger version.

• Group Worksheet: CLICK HERE

Text 1

Text 2

Text 3

Text 4

Text 5

Text 6

Text 7

Text 8

Text 9

Text 10

Task 2: Triple Passage Practice

Click your group link below and complete the triple passage practice.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE

Task 3: Focused Practice - Insert a Sentence Questions

One of the challenging question types in the single passage texts in Part 7 requires you to insert a sentence into the most logical place in the text. Click your group link below and follow the instructions in the document. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE

   English V - Week 11 - Consequences

Introduction: In today's class we finished talking about the topic of the food, nutrition, and recommendations for a healthy diet. 

Warm Up: Say 3 Things

In this warm up game we will take turns saying three things from a given category, one we like, one we dislike, and one we don't have any strong feelings about either way. Use the image below as a guide.

Task 1: Whole Group Discussion

Click play on the video timer below and discuss the following questions with your partners.

• Do you think you have a healthy lifestyle? Why or why not?

• In what ways could your lifestyle be healthier? 

• What would you have to do to make those changes?

• Have you ever tried to lose weight or get into better shape?

• If so, what did you do and what was the result?

• Why do you think some people have more discipline with their diet and exercise than other people?

Task 2: The Power of the Mind

Watch the video and answer these questions.

• What do you think they are going to eat?
• What is going to happen to next?
• What possible connection could this have to the topic of dieting?

• Now Click the Group Link: CLICK HERE

Task 3: Language Practice

Click your group link below and follow the instructions in the document. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE

Task 4: Crazy New Diet Plan

Click your group link below and follow the instructions in the document. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE

• Text to Speech: CLICK HERE

Task 5: Evaluating Diet Programs

Have one of your partners share the screen and sound. Listen to the different weight loss programs and leave comments asking questions and saying your reactions. Which one do you like most and why?

Task 6: Give me Caffeine!

Let's read the article on page 63 and discuss our caffeine and sugar consumption habits.

• Are you a coffee drinker?
• How much and how often do you drink it?
• When did you start?
• How do you take your coffee?
• Do you think it has any negative effects on you?
• What happens if you don't drink coffee when you normally do?
• What do you think are the most addictive legal substances?
• Do you think governments should regulate salt, fat, and sugar content like they regulate tobacco and alcohol?

  English III - Week 10 - Waste Management

Introduction: Hello, and welcome to Week 10 of English III at Universidad Castro Carazo. In today's class we will begin our exploration of the topic of waste and the grammar topic of quatifiers. 

Warm Up: Talking about Your Past

Spin the wheel and ask the questions to your partners. Answer using complete sentences.

Task 1: ...

Click the group link below and follow your teacher's instructions.

• Group Link: CLICK HERE

Task 2: Reading

Now complete exercises 1, 2, and 5 on page 58 (Unit 5 Part A - Recycling).

• Your Ebook: CLICK HERE

Task 3: Language Introduction

Click the group link below and follow your teacher's instructions.

• Group Link: CLICK HERE

Task 4: Language Practice

Click your group link below and follow the instructions in the document. 

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

Now Play the Game Below. Someone Needs to Share the Screen and Sound.

Task 5: Green Costa Rica 2024

Click your group link below and follow the instructions in the document. 

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

Task 6: Group Discussion

Discuss your opinions about the following questions with your teacher and partners. 

• Is pollution a problem in Costa Rica?
• Do you think any of the Green Costa Rica 2025 plans are realistic?
• Do you recycle?
• Is recycling important to the average Costa Rican?
• What materials in your trash could be recycled?
• The four R's are Reduce, Reuse, Recycle, and ...
• What do you think you can reduce?
• What are some examples of products that can be reused?
• Do you ever "refuse"? 

 Culture of English Speaking Countries - Week 10 - Exploring Folktales

Introduction: Hello and welcome to Week 109 of the course Culture of English Speaking Countries for the bachelor's in English teaching at ULACIT. This week you will share your folktale analysis presentations and we will also discuss the connection between language and culture. 

Today's Goals:

• Share your folktale analysis presentations to demonstrate how they can be used to study cultural products, practices, and perspectives.
• Discuss differences in communication patterns between people from Costa Rica and the United States.

Guiding Questions: 

• What aspects of culture embodied in folktales?
• How are cultural aspects present in language?
• What differences in communication style exist between Costa Rica and the United States?

Warm Up: ¿Qué es la Guanacastequidad?

Click your group link below and follow the instructions in the document. 

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

Task 1: Group Presentations

Let's hear your presentations and take some time to give feedback to your partners.

Click to view full sized image.

Theory Break: Language and Culture

• Language and Culture: “In the culture, the language is literally everywhere. Anyone immersed in the culture sees and hears the language all around. In this context, language and culture are clearly fused; one reflects the other (Moran, p. 35).”

• “Language is a product of the culture, as any other, but it also plays a distinct role. Members of the culture have created the language to carry out all their cultural practices, to identify and organize all their cultural products, and to name the underlying cultural perspectives in all the various communities that comprise their culture (p. 35).”

• “The words of the language, it's expressions, structures, sounds, and scripts reflect the culture, just as the cultural products and practices reflect the language. Language, therefore, is a window to the culture. The fact that tu and vous exist in French (tu/vos and usted in Spanish), for example, tells us that French speakers need this distinction in their culture. They need it in order to establish rolls and maintain relationships with other French speakers, which is crucial to enacting their cultural practices (p. 35).”

• Language and Cultural Dimensions: “The folgowing list summarizes how language appears in the five dimensions of culture.

• Products: the language used to describe and manipulate cultural products
• Practices: the language used to participate in cultural practices
• Perspectives: the language used to identify, explain, and justify cultural perspectives
• Communities: language use to participate appropriately and specific cultural communities
• Persons: the language individuals use to express their unique identity within the culture (p. 36)”

• Language and Culture Teaching/Learning: "It is the language of the classroom, where culture is the topic and language that means to comprehend, analyze, and respond to it. To achieve this, four language functions are needed.

• Participation - knowing how: the language used to participate in the cultural experience
• Description - knowing about: the language used to describe the cultural experience
• Interpretation - knowing why: the language used to identify, explained, and Justified cultural perspectives and to compare and contrast the ease with perspectives from the individual's own culture and other cultures
• Respond - knowing oneself: the language individuals used to express their thoughts, feelings, questions, decisions, strategies, and plans regarding the cultural experience (p. 39)”

Task 2: Differences in Communication Styles

Click the link below and discuss the prompts related to the reading you had this week for your Culture Learning Journal.

• Group Link: CLICK HERE

Task 3: Exploring the Components of Identity

Koester and Lustig (X) say that an identity is formed from the combination of cultural, social, and personal factors. Click your group worksheet to explore this topic further.

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

References:

Moran, P. (2001). Teaching Culture: Perspectices in Practice. Heinle, Cengage Learning.