APLNG 493 Course Development Project

8/9/2019 APLNG 493 Course Development Project

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Table of Contents

1. Seven Steps of Syllabus Design and Lesson Planning

(1)Needs Assessment

(2)Setting Goals and Objectives

(3)Conceptualizing the Contents

(4)Selecting/developing Materials and Constructing Activities

(5)Organizing Contents and Activities

(6)Evaluation

(7)Consideration of Resources and Constraints

2. Course Syllabus

3. Four Detailed Lesson Plans about Two Topics

(1) Getting a haircutI /II

a. Lesson plans for day one and day two

b. Relative materials

(2) Shopping Grocery I /II


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a. Lesson plans for day one and day two

b. Relative materials

Step 1: Needs Assessment

I want to know the diverse background features, skills, and expectations/needs of my housewife

students so I can take this information into account when designing the course and planning the

instruction. I choose three needs assessment tools: (1) written questionnaire; (2) informal open-

ended interviews with the students, either one-on-one or in small groups; (3) ongoing

observation of the students performances and reactions. With these three tools, I will have a

better understanding of what they already know and what they want to know, the ways they use

English, the ways they hope to learn English, and as well in what ways they can learn better.

Also, I will always remind myself to be engaged in a continualneeds assessment process.

Questionnaire

Name________ Home Country_________ First Language_________

Immigration Status_____________ (immigrant/permanent residents/international)

Prior English learning experiences and proficiency

How many years have you studied English?

How long have your stayed in the US?

English proficiency (speaking & listening)Speaking: high mid lowListening: high mid low

Your greatest strength as a learner of English

includes(please as specific as you can)

a.

b.c.


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Learning motivations and expectations

Why do you want to learn English?

What made you decide to take this class?

Aspects of your English you would like to

improve in this class include(pleases asspecific as you can)

a.

b.c.

Are there any specific topics you want to learnabout in this class?

Learning styles and study habits

Do you do anything in your spare time to help

you learn English, such as watching TV or

listen to music?

How do you feel about speaking English in

classroom?

How much time per week are you prepared to

spend on homework of this class?

You prefer individual work or working with

others?

Try to explain in what ways you prefer to learn

English in a classroom? (please as specific as

you can)

a.

b.

c.

Step 2: Setting goals and objectives

After collecting systematic profile data of my students, I am equipped to identify and articulate

the desired outcomes (general and specific) of this course. The main goalof this course is to help

non-native English speaking housewives living in State College improve their spoken English

skills and listening comprehension skills to enable them to communicate more effectively in

English. Specifically, there are a series ofinstructional objectives:

1. By the end of the course, the students will develop listening strategies for authentic

English usage and improve theirlistening comprehension skills.

2. By the end of the course, the students will expand their vocabularies and idiomatic

expressions for English communication.


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3. By the end of the course, the students will improve theirintelligible pronunciation,

stress and intonation patterns.

4. By the end of the course, the students will be able to use everyday English fluently in

different situations and accomplish tasks such as shopping, dining, etc in an English-

speaking country.

5. By the end of the course, the students will be aware ofcross-cultural similarities and

differences and have a better understanding ofNorth American culture.

Step 3: Conceptualizing the contents

I use mind map, the creative brainstorming tool, to conceptualize the contents of this course.

This course mainly covers the skills of listening and speaking in English. North American

culture norms, procedures, vocabularies and expressions specific to the tasks the housewife

students need to accomplish in their real life are also covered.

Communication in

English

What Why

Skills Covered:

Listening

comprehension

Speaking competence

American cultural

norms

Specific Topics Covered:

As a member of the

community

Making small talk

Making, accepting and

declining invitations

Making and answering

phone calls

Participate in Local

Events

As a woman

Shopping

cosmetics/clothing

Having haircut in hair

salons

Join the fitness club

As a mother

Why cover these skills:

Successful

communication depends

on good listening

comprehension and

intelligible spoken

English which fits in the

North American culture.

Why cover these topics:

These tasks are the

ones my housewife

students need to

accomplish in their daily

life to fit in this

environment and live a

comfortable life.

Choosing these topics

will make them feel

relative and more

motivated to learn.

In order to meet their

needs better, I choose

topics to suit the

multiple roles my

students play in their

lives: a member in thecommunity, a caring


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Step 4: Selecting/developing Materials and Constructing Activities

I clearly know that materials selection and activity construction should depend on the makeup of

the student population, their needs and my instructional goals. Previous needs assessment results

and ongoing assessing findings help me to choose materials that best accommodate my students.

Just the same as needs assessment, materials assessment should be an ongoing process, too. I feel

it is hard to find a textbook which meet all of my instruction needs, therefore, I chose to use

original materials and tasks. The materials used in this course came from internet sources or were

created by me. I want to cover a variety of materials and tools, such as popular media (films,music, television and radio broadcasts); local newspapers and magazines; digital resources such

as audio, video and text excerpts found on carefully screened Web sites. As for task design, I will

focus more on process than product.

Step 5: Organizing Contents and Activities

I want to organize the contents according to the three main roles my housewife students play in

their daily life: a member in the community, a caring mother, and a pretty woman. In each

session, there are three to four specific topics. For details, please see the syllabus.

Step 6: Evaluation

Parents-teacher

conference

Shopping grocery

.


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During this course, the students need to do three oral reports to talk about what they have done

and reflect on what they have learned. For the specific dates and topics about the oral reports,

please see the syllabus. Also, the students are encouraged to fill out the following evaluation

form about this course. Although this is a non-grade course, these two tools can help the teacher

get an idea of the effectiveness of this course and what the students have learned from this

course.

Course Evaluation Form Good Fair Poor

The course as a whole was

The course content was

Opportunity for practicing what was learned was

Sequence of the development of skills was

Demonstration of the contents was

Recognition of the student progress by the instructor was

Use of class time was

Amount of skills you learned from this course was

Relevance and usefulness of course content was

The instructors effectiveness in teaching was

Step 7: Consideration of Resources and ConstraintsThis course is held on campus. The teacher can have access to a large amount of resources, both

in the classroom and outside the classroom. In the classroom, the teacher can access computer,

overhead projector, blackboard, etc. Out of the classroom, the teacher can arrange field trips for

students to go practicing, such as going to a grocery store or a hair salon. However, there are

some constraints within this course, too. As a non-grading class, the requirements for students

are not mandatory. So, the attendance, class participation and completion of assignment mostly

depend on the students motivation and time. Also, since the students are full-time housewives,

they might focus more on their household work rather then this course.


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Course Syllabus

Communicative English class for Non-native English Speaking Housewives in State College

Course Description: This course is a nonacademic course for non-native English speakinghousewives living in State College who wish to improve their ability to communicate in English

in a wide range of day-to-day life situations. This 24- hour course is a task-based language

teaching course, which covers the various tasks the housewife students need to accomplish in

their daily life. The course aims at improving the students listening comprehension competence,

spoken English competence, and as well their awareness of American cultural norms.

Goals and Objectives: The main goal of this course is to help the students become more

effective and confident in using English in their daily life. Also, students are expected to succeed

in the following specific objectives:

1. The students will develop listening strategies for authentic English usage and improve

their listening comprehension skills.

Fall 2009 Xuan Liu, Instructor

Class meetings: M W 7:00-8:05 pm Tel: 8143217635

Classroom: Reserve room 116, PatteeLibrary

Email:[email protected]

Office: Dept. of Applied Linguistics,

Spark305

Office Hours: Friday 11:00-

12:00 am


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2. The students will expand their vocabularies and idiomatic expressions for English

communication.

3. The students will improve their intelligible pronunciation, stress and intonation patterns.

4. The students will be able to use everyday English fluently in different situations and

accomplish tasks such as shopping, dining, etc in an English-speaking country.

5. The students will be aware of cross-cultural similarities and differences and have a better

understanding of North American culture.

Non-mandatory Requirements and Students Responsibilities:

1. Regular attendance is not required but recommended.

2. Active participation in class discussion and feedback sessions is expected of all students.

3. Completion of all the tasks the teacher assigns.

4. Be prepared to give three oral reports on what you feel and learn from completing those

tasks.

Course Materials

There is no required textbook or reader. The teacher will adapt teaching materials from a variety

of sources, such as popular media (films, music, television and radio broadcasts); digital

resources such as audio and video files from www.youtube.com; text excerpts from actual

discourse; local newspapers (such as Collegian) and websites (such as www.statecollege.com,

www.maps.google.com , etc. )

Assessment and Evaluation: This is a non-grading course. However, self-assessment is

recommended. After you finish all those tasks, you could reflect on what you learned from this

class and these experiences. Also, the teacher will learn about your progress from your three oral

reports and as well from ongoing observation of your performances. Besides, the teacher is more

than willing to read or hear your reflection on this whole course if you would like to.

Tentative Course Outline:

Week Day Goal Objectives Activities Homework
http://www.youtube.com/http://www.youtube.com/http://www.statecollege.com/http://www.maps.google.com/http://www.youtube.com/http://www.statecollege.com/http://www.maps.google.com/


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1

Get Started

M Give thestudents a

general idea of

this course andbreak the ice

1. The students willget to know each

other

2. The students will

know thecontents and

general structure

of this course

CourseIntroduction

Ice breaker

activity

Google smtalk and ge

little bit ide

this topic

Part 1: Being a Member in the Community

Small Talk

W The students

will learn howto make small

talk with others

in English.


understand thecultural

importance and

norms of smalltalk.


practice common

small talksituations.

Watch YouTube

clips

Strip small talk

activity

Try to mak

small talk wothers in

different

situations, sas on a bus

a caf, or incommunitycenter

2

Making and

Accepting

Invitations

M The students

will be able to

make, accept ordecline an

invitation in

English


expand words

and expressionsin making or

accepting

invitations.

2. The students willknow the

cultural norms

concerninginvitations.

Sharing

experiences

Watch movie

clips aboutinvitation making

Practice in pairs

Invite your

neighbor to

visit your pand reflect

this

experience.

Making and

AnsweringPhone Calls I

W The studentswill be able to

make and

answer phonecalls in

commonsituations.

1. The students willlearn about the

culture norms of

phone making.2. The students will

learn usefulwords andexpressions for

phone making.

Video clips aboutinappropriate

phone call

making andanswering

Class discussion

about the clips

Handouts withuseful words and

expressions

At home,practice

making and

answeringphone calls

with yourfamily, andfor their

feedback an

suggestions


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3

Making and

AnsweringPhone Calls II

M 1. The students will

practice makingand answering

phone calls in avariety ofsituations.

Review the

content of lastclass

Role play

This time, t

to make phcalls with r

native Englspeaker, suas calling

customer

service of WMart

Participate in

Local Events

W The students

will have an

idea of local

events in StateCollege.


discover the

different types of

local eventsavailable to them

and as well thesources to findthese events.

Sharing

experiences

Looking through

the events on the

websitewww.statecollege

.com

Read Colle

and try to fi

three event

happenedrecently and

prepared toshare with u

4

No class

M The student can

use this time toreflect on what

they learned so

far and beprepared to give

an oral report

on Wednesday.

Oral Report I W The studentswill share theirthoughts and

reflection on the

completion ofthe previous

tasks.

The students willsit in a circle andgive oral report in

an informal way.

Part 2: Being a Caring Mother

5

Shopping

Grocery I

M The students

will know

different kinds

of grocerystores available

in State Collegeand the

common

procedure andpractices of

grocery

Go to

Wegmans o

Far Corner

check out thdifferent

sections ofproducts an

do some

shopping.
http://www.statecollege.com/http://www.statecollege.com/http://www.statecollege.com/http://www.statecollege.com/


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shopping.

Shopping

Grocery II

W

The studentswill be able to

do groceryshopping bythemselves in

English.

1. The students willlearn common

words and

expressions

about groceryshopping.


practice groceryshopping in a

classroom

simulationactivity.

(especially at the

deli counter)

The teacherwill arrange

shopping-tr

to Wegman

please try tojoin this trip

is a good

chance toreally apply

what we

learned.

6

Cooking

American

Food I

M The studentswill learn abouta variety of

typical

American foodand how they

are made.

Sharingexperiences aboutAmerican food

Watching two

clips from foodchannel

Small class

discussion

Try to makdeviled egghome

Cooking

American

Food II

W The students

will be able to

read Englishrecipes and as

well write

simple recipes.


learn common

cooking verbs,containers, and

quantifiers in

recipes.


learn the

commonstructure of

recipe and

practice writing

one about theirfavorite food.

Try to write

recipe of

making devegg or any

other kind o

American fyou like.

7

Parents-

Teacher

M The students

will know the

commonprocedure and

practices of

parents-teacher


know what are

expected on thepart of parents in

a parents-teacher

Watching clips

about parent-

teacherconference

Attend a

parent-teach

conference applicable


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Conference

conference. conference.


know what

should be

expected fromthe teacher in a

parent-teacher

conference.

Role play activity

No class

W Time to reflecton what youve

learned in this

second sectionand be prepared

to give oral

report II

8

Oral Report

II

M

Part 3: Being a Pretty Woman

ShoppingCosmetics/clo

thing I

W . 1. The studentswill know the

popular and

cheap places toshop cosmetics

and clothing.

2. The students

will learnabout the

popular brands

of cosmeticsand clothing.

Sharing theiropinion about

favorite cosmetics

and clothing brands

Introduce popular

shopping placesand website to them

9

ShoppingCosmetics/clo

thing II

M 1. The studentswill learn the

common words

concerning

cosmetics andclothing.

2. The students

will learn howto return

products.

Handoutsdiscussion

Charade game (the

teacher will bring avariety of cosmetics

sample as objects)

show the students

one example how toreturn unwanted

products (from

The teacherwill arrange

shopping tr

to Nittany

Mall, pleasto join this


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www.esprit.com)

Having a

Haircut I

W The students

will know thebarber shops

available inState College

and the cultural

norms of

getting a haircutin America.

1. Names and

information ofthe barber

shops2. Common

procedure and

practices

3. Factors neededto consider

when choosing

a barber shop

Google maps

Small classdiscussion

Watching YouTube

clip

Go downto

to check outhose barbe

shops

10

Having a

haircut II

M The studentswill be able toget a haircut in

State College

by themselves.

1. The studentswill learncommon

haircut terms

andexpressions.

2. The students

will understandhair salon

conversations.

3. The studentswill be able tocommunicate

with a barber

to get the

haircut shewants.

Pair work todescribe eachothers hairstyle

Listen to a hair

salon conversation

Role play

Tell the teaif you needcompany to

a haircut an

the teacher be willing t

do this

Join the

Fitness Club

W The students

will know the

available fitnessclubs in State

College andknow theprocedure to

register

Check out the

website

www.statecollege.com

learn the common

practices in a

fitness club

11

No class

M Reflect on whatyou learned

from this

section and be
http://www.esprit.com/http://www.statecollege.com/http://www.statecollege.com/http://www.esprit.com/http://www.statecollege.com/http://www.statecollege.com/


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prepared to giveOral report III

Oral Report

III

W Oral report

Filling out the

evaluation form ofthis course

Sample One Getting a Haircut

Lesson Plan for Day One

Teaching Aim

Introduce the barber shops in State College and as well cultural aspects concerning getting ahaircut.

Learning Objectives:

1. The student will get to know the main barber shops in State College.2. The student will know the factors they need to consider when choosing a barber shop and

a hairdresser.

3. The students will know the common procedure and practices of getting a haircut in

America.

Materials and Tools

1. Map about barber shops in State College2. Handouts of information about barber shops in State College

3. Handouts of common procedure and practices of getting a haircut

4. Technology: Google Maps

Procedure Purpose

Small class discussion(15 min.)

First, the teacher will ask the students several

questions as follows:

This small discussion is a warm-up activity and


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Have you ever got a haircut in State College?

If yes, which barber shop do you usually go? Ifno, where do you have your hair done? (by a

friend or yourself?)

Then, the students will have 10 minutes to

discuss in pairs and then share with the rest ofthe class.

can make the students feel relative and get

involved.

Introduce the barber shops (20 min.)

Show the students the map of barber shops inState College

The teacher will provide handouts of detailed

information about those barber shops,

including address, contact numbers, websites,and customer reviews.

It is necessary for the students to knowavailable barber shops in State College and

basic information to help them make choices

involving which barber shop to go.

Activity: (10 min.)

According to the barber shops information

provided above, the teacher will ask the

students to make a choice and explain why

they make this choice.

Then, the teacher and the students will discusstogether the important factors in choosing a

barber shop and a hairdresser.

Final Activity: Inappropriate Behaviors in

Barber shop(20min.)

The students will watch a funny clip aboutinappropriate behavior in a barber shop and

then discuss why. (Mr. Bean in a barber shop)

The teachers will inform the students the

common procedure and practices in a barbershop.

This can help the students know the culturaldifferences concerning getting a haircut and

learn the North American cultural norms.

Lesson Plan for Day Two


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Teaching Aim

The students will be able to get a haircut in State College by themselves.

Learning Objectives

1. The students will learn haircut terms and expressions.

2. The students will understand common hair salon conversations.3. The students will be able to communicate with a barber to get the haircut she wants.

Materials and Tools

1. Illustrated vocabulary lists and common expressions

2. Video and audio files3. Technology: computer

Procedure PurposeWarm-up Activity (15 min.)

The students will be in pairs and try to describe

the hairstyle of each other and guess how their

hairstyle gets done. Please write down thewords and expressions that you hear from your

partner that you think are useful. Then, share

with the class.

Before the teacher really teaches the words and

expressions, this activity gives the students an

opportunity to try first.

Useful words and expressions (30 min.)

Introduce Common words and expressionsused in hair salon

The students will read several paragraphs and

circle the words and expressions learned. Also,

they are expected to finish a simple multiple-choice exercise.

Then, the students will listen to a hair salon

conversation and fill in the blanks of the text.

Improve listening comprehension skills

Help them learn the meaning of these words

and expressions in sentences and real context,

instead of simply memorizing them

Practice (20 min.)

The students will do a role play activity.

Before the students play, the teacher willprovide a model dialogue. The teacher will

This gives the students opportunity to practice

what they learned and help them to rememberin a meaningful way.


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provide strips with different roles and

instructions. Students will practice in pairs andvolunteer to show to the rest of the class.

Relative Materials for Sample One (Getting a Haircut)

Barber Shops Information (from www.maps.google.com)

Barber Shops in State College, PA
http://www.maps.google.com/http://www.maps.google.com/


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The clip http://www.youtube.com/watch?v=8Cou0ruzwE8 (Mr. Bean in a barber shop)

Tips for getting a great haircut:

1. Making an appointment is generally recommended because you dont want your barber

rush through your haircut. It is better to choose a barber who takes appointment. And,

please be on time.

2. Know what you want and try your best to communicate clearly to your barber. After you

learned the terms next class, you will be able to do this.

3. Sometimes you should listen to the barber. Barbers are paid to make you look good. If

they give you a suggestion, you can give it a try.

4. Dont be the first or the last. Middle in the day is better.

5. Dont forget to tip the hairdresser. The standard tip for a barber is 15%-25%.
http://www.youtube.com/watch?v=8Cou0ruzwE8http://www.youtube.com/watch?v=8Cou0ruzwE8


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Vocabulary List

Blow Dry

Towel Dry

Perm

Color

Curl

Straighten


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Thin out

Trim

Bangs

Hair gel

Hair Spray

Commonly Used ExpressionId like to get/have my haircut/colored/permed/straightened/curled/Cut/trim a little above the ears

Remove the split endsTake a little off the top and sidesTrim your bangsOk, just lean back a little so I can wash your hair.I just want a simple haircut. Please, nothing fancy.


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Getting a haircut at $7 is a decent price, muchcheaper than other places.After I cut, wash and dry your hair, I will style it alittle so your hair stays in place.

Exercise 1 (http://www.dailyesl.com/haircut.htm)

Read the following paragraph and circle the words and expressions mentioned above.

I usually get them to cut a little off the top and sides, and trim off any split ends. The hairstylist

will usually wash my hair, towel dry it, and comb my hair out before starting to cut my hair,

then, once a year, I get a perm. I also have them add a little coloring to my hair. I have naturally

brown hair, but I like it when its a little lighter. As a rule, I tip the hairstylist because she always

cuts my hair the way I like it.

I often style my hair after I get out of the shower. I first blow dry my hair, with a blower dryer,

put some styling gel in my hair, and then comb my hair to the style I want. If I run out of hair

gel, I use hairspray instead to make my hair stay in place. Ive noticed that Ive started graying a

little around the years, so I might start using hair coloring to hide the gray hairs. Obviously,

looking good is important to me.

Exercise 2

Complete the sentence with the best answer.

1. I just wanted to get my hair_______, but the hairdresser took off much more than I

wanted. Now, it will take months from my hair to grow it back.

a. cut b. straightened c. trimmed

2. I trimmed my daughters ______ a little because they were hanging in her eyes.

a. Sides b. bangs c. hair

3. The ____ at the place I always go does a great job at perming my hair.

a. Hairstylist b. hair salon c. barber shop
http://www.dailyesl.com/haircut.htmhttp://www.dailyesl.com/haircut.htm


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Exercise 3 http://www.esl-lab.com/cut/cutfra.htm
http://www.esl-lab.com/cut/cutfra.htmhttp://www.esl-lab.com/cut/cutfra.htm


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Role Play Activity

The sample dialogue:

A: Hello, May I help you?

B: Yes, I would like a haircut.

A: Ok, I will be with you in a minute. Just take a seat.

B: Thank you.

A: Do you have a style you would like?

B: Yes, I want to get my hair colored.

A: Sure, what color do you like?

B: Red.

A: Ok, then lets get started.

B: And, I want to take a little off the top and sides.

A: Sure.

(After the haircut)

A: Take a look in the mirror.

B: I like it. You are good!

A: Thank you.

B: The color is exactly what I want.

A: Would you like to buy some shampoo?

B: No, thanks.

A: Ok then, it is $12.

B: Thank you. I will come back again. Bye.

A: I am glad you like it. Bye.


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Instruction: You will get one of these strips and please find your partner to finish

the task written on the strip. If there are still time, please exchange the role with

your partner and do it again.

You are Katie. You want a hairstyle like this. Please describe the

hairstyle you want to the barber Jack.

You are Jack. Your client Katie wants a new hairstyle. Please listen to her and try

to figure out what kind of hairstyle she wants.

You are Jenny. You want a hairstyle like this. Please describe the

hairstyle you want to the barber Potter.

You are Potter. Your client Jenny wants a new hairstyle. Please listen to her and try

to figure out what kind of hairstyle she wants.
http://www.zimbio.com/go/http:/celebrityhaircut.blogspot.com


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You are Cassie. You want to look like this. Please talk to your

barber Gary.

You are Gary. Your client wants a new hairstyle. Please listen to her and try to

figure out what new hairstyle she wants.

You are Ruth. You want a new hairstyle. Please talk to your

barber Tom.

You are Tom. Your client Ruth wants a new hairstyle. Please listen to her and try

to figure out what new hairstyle she wants.


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shopping experience.

Introduce common procedure of grocery

shopping (10 min.)

Question and Answer Section: The students

could ask whatever question they have aboutthe procedure, and anyone in the class can

answer the question if they know. Besides, the

students could add something more to theprocedure provided in the handout if necessary

There might be cultural differences about

grocery shopping procedure. Therefore, it isimportant for the students to know the

American one.

Activity: How to save money on grocery

shopping (25 min.)

The students will watch clip about grocery

shopping tips.

Then, the whole class can discuss whetherthese tips work and share with the class their

own tips to save money on grocery shopping

Finally, the teacher will write down the

important shopping tips coming out from this

class

Saving money is important for my housewife

students. They will be really interested in

learning these tips. Also, this will be reallyhelpful in their life.

Lesson Plan for Day Two

Teaching Aim

The students will be able to understand grocery shopping conversation (especially at the delicounter) and communicate well in a grocery shopping context.

Learning Objectives

4. The students will learn common words and expressions 1about grocery shopping.

5. The students will be able to have deli counter talk.6. The students will practice grocery shopping in a classroom simulation activity.

Materials and Tools


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4. Illustrated vocabulary lists and common expressions

5. Video and audio files

6. Technology: computer

Procedure Purpose

Common vocabularies (15 min.)

Discuss handouts of common grocery

vocabularies (not including deli vocabularies)

It is important to know the common grocery

words.

Charade Game (15 min.)

Divide the students into two groups, and

compete

Help the students learn words from fun

How to talk at a deli counter (35min.)

Show some of the Deli vocabularies to thestudents, the students dont need to remember

these words(using

http://www.zabars.com/deli/Deli,default,sc.html)

Introduce phrases for changing your mind: In

that case, Well if youre out of this, then.,I think Ill have _______ instead.

Show clips of real deli interactions betweencustomers and the guys behind the counter in a

grocery store

Then have the students in pairs take turns

playing the deli-counter man and the customer.

Deli counter talk is the most difficult part ingrocery shopping. This will be helpful for the

housewife students.
http://www.zabars.com/deli/Deli,default,sc.htmlhttp://www.zabars.com/deli/Deli,default,sc.html


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Relative Materials for Sample Two (Grocery Shopping)

Main Grocery Stores in State College

1.Wegmans

2.Uni-Mart


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3.Target

4.Weis


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5.Far Corners Asian Market

6.Giant


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Common Sections in a Grocery Store

Deli Counter

A grocery store or supermarket may provide its own "deli" food, or even operate a delicatessen

on-site. Like a market a delicatessen may also offer a selection of shelved food, often of the typethat is not likely to be kept for more than a day. Produce, when present, is limited in quantity and

often fresh. TheDeli counterof a supermarket is where many people obtain theircold cuts.http://en.wikipedia.org/wiki/Delicatessen

Bakery
http://en.wikipedia.org/wiki/Supermarkethttp://en.wikipedia.org/wiki/List_of_fruitshttp://en.wikipedia.org/wiki/List_of_fruitshttp://en.wikipedia.org/wiki/Cold_cuthttp://en.wikipedia.org/wiki/Cold_cuthttp://en.wikipedia.org/wiki/Delicatessenhttp://en.wikipedia.org/wiki/Supermarkethttp://en.wikipedia.org/wiki/List_of_fruitshttp://en.wikipedia.org/wiki/Cold_cuthttp://en.wikipedia.org/wiki/Delicatessen


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Fresh Produce Section

Produce means fruits and vegetables. At a grocery store, the area selling fruits and vegetables isusually called the produce section. Also, people use aproduce scale to weigh their fruits and

vegetables. http://simple.wikipedia.org/wiki/Produce

Meats Section
http://simple.wikipedia.org/wiki/Fruithttp://simple.wikipedia.org/wiki/Vegetablehttp://simple.wikipedia.org/wiki/Groceryhttp://simple.wikipedia.org/w/index.php?title=Produce_scale&action=edit&redlink=1http://simple.wikipedia.org/w/index.php?title=Weigh&action=edit&redlink=1http://simple.wikipedia.org/wiki/Producehttp://simple.wikipedia.org/wiki/Fruithttp://simple.wikipedia.org/wiki/Vegetablehttp://simple.wikipedia.org/wiki/Groceryhttp://simple.wikipedia.org/w/index.php?title=Produce_scale&action=edit&redlink=1http://simple.wikipedia.org/w/index.php?title=Weigh&action=edit&redlink=1http://simple.wikipedia.org/wiki/Produce


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Common Procedure of Grocery Shopping

(http://www.elcivics.com/esl_grocery_shopping_2)

Push shopping carts down the aisles of the grocery store and put your groceries in theshopping cart.

Select the product you need from the particular section. Use either plastic bag or paper

bag to put the product in.

Use the scale to weigh the product if applicable.

Remember to read the nutrition label to make sure you are eating healthy.
http://www.elcivics.com/esl_grocery_shopping_2http://www.elcivics.com/esl_grocery_shopping_2


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After you get everything you want, just go to the cashier to check out. In some grocerystore as Wal-Mart, you can do self-check. In most cases, the grocery stores accept both

cash and cards.

How to Save Money on Grocery Shopping

Watch the YouTube Clip http://www.youtube.com/watch?v=b4a6MrIOGDM
http://www.youtube.com/watch?v=b4a6MrIOGDMhttp://www.youtube.com/watch?v=b4a6MrIOGDM


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Grocery Shopping Tips


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Grocery Shopping Vocabularies

aisle - bakery - banknote - barcode - basket - beauty

counter - biscuits - canned food - cashier - cash machine -

cereals - check out - cheeses - coins - diary products -disables access - fish counter - frozen food - household

products - meat counter - pies - recycling - scales - seafood

- shelves - shopping carts - trolley


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Deli Counter Phrases

What are you gonna have?/What would you like?

Im going to have a salami with pickle on rye

Well in that case, Ill have a bologna sandwich on wheatWell if youre out of this, then.,

How much do you want?

I think I will have ...instead

Sample Deli Counter Dialogue

(http://mexicobob.blogspot.com/2008/09/dialog-supermarket-deli.html)

A: Good afternoon, Sir. What would you like?

B: Good afternoon Ma'am. I want some ham that is low in fat and salt.

A: Okay, How much do you want?

B: Three hundred grams please.

A: Very well. Sliced?

B: Yes, sliced thin.

A: Sliced like this?

B: Yes, it's okay.

A: Anything else, Sir?

B: Yes, two hundred grams of baloney but sliced a little thicker.

A: No problem, Sir. Like this?


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B: That's perfect.

A: Anything else, Sir?

B: No, Ma'am, nothing more. That's everything.

A: Here you are sir. Have a nice day.

YouTube Clip about Real Deli Counter Interaction

http://www.youtube.com/watch?

v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2
http://www.youtube.com/watch?v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2http://www.youtube.com/watch?v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2http://www.youtube.com/watch?v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2http://www.youtube.com/watch?v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2http://www.youtube.com/watch?v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2http://www.youtube.com/watch?v=g016KtiYcV8&feature=PlayList&p=C5A5B24CC6AADFAC&playnext=1&playnext_from=PL&index=2

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