EDSL 637 Curriculum

Task Based Unit:Welcome To Chico, California!

December 18, 2013

Fan LuoNick HerbertJason DeaneLaura Talley

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Table of ContentsI) Part One: Context

a. Program Descriptionb. Student Description

II) Part Two: Unit Overviewa. Unit Titleb. Purposec. Organizationd. Function, Context, Content Accuracy and Text Typee. Vocabulary, Grammar and Culture Knowledge/Skillsf. Evaluation of Student Outcomesg. Multiple Modalitiesh. Grouping Strategiesi. Standardsj. Authentic Materials and Cultural Productsk. References

III) Part three: Tasks/Lesson Plans\a. What to Expect When You’re Expected (Abroad)!

i. Host Families and the Community, What to expect living abroadb. Travel and the Airlinesc. At the Grocery Stored. Mapping Chicoe. Final Feastf. Appendix

IV) Part Four: Evaluation and Reflection

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Part I Context

Theme: Getting Prepared for Living Abroad In an English Speaking CountryThe students are still in their home country, preparing for living abroad in America (making and finalizing preparations as outbound exchange students going abroad).

Academic Level: High SchoolAge Group: 16 or 17 Language Level: Intermediate/Early-Advanced EFLProgram: Intensive Summer Program as an introduction to the study abroad program

Program DescriptionThis is an intensive summer program intended as an introduction to a study abroad program for high school students from an Asian country coming to study at Chico High in Chico, California, USA for one year. Taught in the home country of the high school students, ages sixteen to seventeen to prepare students to go study and live abroad. The summer program would be a month long, meeting three times a week, Monday, Wednesday and Friday for an hour and a half each day in the afternoon. There will be twelve to fifteen students participating in the program. The program is intended to prepare students to live abroad, focusing on practicing the target language, English, and what to expect while living in America. It will include four unit sections, each focusing on a subject relevant to studying abroad in Chico, California; living with an Chicoan host family, preparing for travel and packing, grocery shopping in America, and mapping your community.

Student DescriptionThe students are high school age, sixteen to seventeen years old, with an intermediate to early advanced English proficiency. Due to their lack of experience with native English speakers students are seeking improvement in the their communication skills and intercultural understanding. They are part of a year-long study abroad program to live in Chico, attend Chico High and experience American culture first-hand while improving their English proficiency. The students desire to become more competitive for universities both at home and abroad through the study abroad experience, as well as improving their English. To become more proficient in English, improve communication and ability to perform daily tasks in the target language/English. Possibly to use for a future job or university studies.

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Part II Unit Overview 1. Unit Title Welcome to Chico, USA!2. Purpose1. The theme of the unit is preparation for study abroad in an American high school, to familiarize students with American culture with an emphasis on studying and living in Chico, California. 2. Goals: The program goal is to prepare students to live abroad in America. That they become familiar with the Chico community and area, preparing students to travel/leave their home country and function in the host country. The program will develop their English communication skills and promote intercultural awareness. Objectives: Learners will write an email to their host family describing themselves, informing them of any health concerns and asking about the host family and community they are going to in order to acquire information.

Learners will present a summary of information about their host family and the area, Chico, CA, where they are going based on information they learned through an email exchange and readings.

Students will be able to recognize the different sections of a supermarket such as Produce, Meat, Seafood, Dairy, Snacks, and Frozen.

Students will understand the basic bagging practices they might experience in an American supermarket.

Students will be able to choose a list of grocery items that they would like to include in a care package to be sent to them later.

Students will gain confidence in their grocery related English skills so they will be more comfortable shopping in the host country in general.

Book a flight and prepare for travel (calling agency, cost, regulations, losing luggage) List items for different grocery store sections (be familiar with American grocery store and shopping in America)

Students will be able to read the map of a foreign place, draw sketch to show direction to a place in Chico. They will also be able to discuss the relative location of sites.

3. OrganizationThe program is organized around the theme of studying abroad as a high school student. It includes the tasks of contacting your host family, preparing a packing list and learning travel requirements, creating a care package they will receive while abroad from family at home and creating a community map of Chico using their newly acquired knowledge of their host family, school and city.

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2. The four main tasks are: 2.1) Contacting your host family through email, in order to learn more about their study abroad community.2.2) Creating a list of items to pack and airline travel requirements, 2.3) Preparing a list of grocery items they would like to try in the host country, as well as items they will miss from their home country to include in a care package they will prepare for their family to send. 2.4) Drawing a map with the location of the school, host family houses and other places of significance to them.

3. The tasks included in each lesson will forward the theme by: 3.1) Making direct contact with their host families will allow students to ask questions and learn directly from Americans living in their study abroad community and practice their language skills. Combined with readings and video students will be better prepared for their study abroad experience. 3.2) Making a preparative list of the intrinsic needs that coincide with airline policies, alongside intrapersonal fiscal demands and parameters. Using proper airline verbiage to actively engage in the necessary formulaic expressions interpersonally used during airline agency interactions. 3.3) Creating a list of items they will miss, include in their luggage, and include in a care package will prepare them to think in English about grocery items in general. It will prepare them to be aware of the differences in food customs between their host country and their home country. It will also familiarize them with the basic categories/sections of a grocery store. 3.4) Drawing a map with the location of the school, host family houses, and other locales, facilities, areas of significance to students will make them familiarize the students with Chico, as well as improving their knowledge on map, which will contribute to their positive experience in Chico particular and in America generally.

4. The tasks relate to each other and build unit coherence by: 4.1) Making contact with their host family and learning about living abroad in Chico, California will provide foundation knowledge to be used in following tasks. 4.2) Interactively gaining and attaining authentic interactive verbiage utilized at airline agencies- including: checking luggage, packing bags, and finding the cheapest flight available to suit their individual fiscal needs. 4.3) It will cause them to think about what Items they would like to take care of in packing their bags and cause them to consider where their grocery store is, both of which connect to the lessons before and after this one.

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4.4) The task will be based on the information provided by other unit, especially the address of the host family houses, the school, the grocery stores, the airports and other places relevant for their studying and life in Chico.

5. The activities build upon each other in order to offer practical language practice and prepare students for their study abroad experience.

4. Functions, Context, Content, Accuracy, and Text Type

Within the unit students will perform tasks using language functions such as getting information, creating lists and organizing vocabulary and describing a physical setting using a map.

The unit will include content on intercultural communication and awareness, preparing to live abroad, what to expect while abroad, and practical knowledge and skills for living in a foreign country.

Students will perform lesson tasks within and outside of the classroom; including emails to their host family abroad and a grocery field trip. All the tasks will be beneficial, including practical skills they will apply while studying abroad in Chico, California.

Throughout the unit students will use vocabulary, categories, create lists and practice oral and written paragraphs.

Students will enter the unit with an intermediate or higher proficiency and will be held to a high standard of comprehensibility and production such as will be required during their study abroad experience in an English speaking country.

5. Vocabulary, Grammar, and Culture Knowledge/Skills Students will have prior knowledge of introductions, basic personal information, survival language skills, basic shopping and food/dining and basic travel vocabulary as appropriate to intermediate and higher proficiency levels. During the lessons students will acquire specific knowledge about host families, international air travel, American grocery stores and shopping and their community through maps and readings. While some specific vocabulary lists and new terms or phrases will be taught, the focus of the unit will be on general language practice, the study abroad community and functionality within the host culture.

6. Evaluation of Student OutcomesEach lesson plan of the unit will have a final activity that will be part of a culminating portfolio of the unit. Students will present their portfolios orally and individually to be graded as the culminating project of the unit. The portfolio will include the initial email exchange with a host family and presentation notes, a travel checklist, a grocery list including items they intend to try,

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bring, and what they include in their care package, and a map with skit dialogue. The portfolio presentation by each student will provide a review of material and opportunity for students to view what they have learned as well as learning from each other.

7. Multiple Modalities Each lesson plan includes various learning styles appealing to the range of multiple intelligences. Throughout the unit lessons include; student presentations and skits, class discussion, a field trip, video, readings, realia/authentic materials, a mapping activity and writing tasks. There is group work, individual work and class wide discussions and presentations. The variety of techniques and strategies encourage student participation, language creation and internalization of language skills that will take students beyond the traditional teacher talk and students listen.

8. Grouping StrategiesEach lesson plan includes opportunities for group or pair work as well as individual and class activities. Some examples include group vocabulary brainstorming, a field trip, pair work, TPS (Think, Pair, Share), group skit presentations, dialogues and a class sequencing activity.

9. National and State StandardsStandards for Foreign Language Learning (The 5 C’s)Communication: 1.1, 1.2, and 1.3

The communication standards of Foreign Language Learning will be addressed through class discussions, partner and group work, readings and videos in English in order to learn new information about studying abroad and Chico, California.

Culture: 2.1, 2.2The culture standards will be addressed through the authentic materials used in

instruction, learning about American culture and practices, and improving their intercultural communication skills.

Connections: 3.1, 3.2 Beginning a relationship with an American host family, learning about American

practices and preparing to acculturate to Chicoan culture will address the connection standards.

Comparisons: 4.1, 4.2The comparisons standards will be addressed through activities comparing the host

culture with their own.Communities: 5.1, 5.2

The community’s standards will be addressed through activities building knowledge of and connections to the host community, and through teaching the intercultural skills and knowledge they will use during their time abroad.

10. Authentic Materials and Cultural Products

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A. Articles from the Internet, section from My Hometown Chico, selected youtube.com videosB. A variety of Internet articles, an authenticated checklist of the necessary requirements for travelC. A variety of grocery items to be experienced in the store as well as some realia items that are shown by the instructor such as credit cards, shopping list, bags, etc. Youtube.com videos will also be used in the lesson and the field trip to the store is itself a product. D. Several Chico maps including the topographic map, the google.com map, the school district map. It would also include the public transportation brochure and maps.

11. ReferencesBrown, James Dean. 1995. The Elements of Language Curriculum: A Systematic Approach to

Program Development. Boston, Massachusetts. Heinle & Heinle Publishers.

Nunan, David. Task-Based Language Teaching: A Comprehensibly Revised Edition of Designing Tasks for the Communicative Classroom. Cambridge, UK. Cambridge University Press. 2004.

Wilhite, Marcia Myers. My Hometown Chico: Another Look. Chico, CA. Marcia Wilhite. 2005.

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Part III: Lessons

I) What to Expect When You’re Expected (Abroad)!

II) Travel and the Airlines

III) At the Grocery Store

IV) Mapping Chico

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What To Expect When You’re Expected (Abroad)!

Lesson Topic: What To Expect When You’re Expected (Abroad)!Learning about living abroad with a host family, what to expect living in a new country and to learn about the community they will be in, Chico, CA.

Rationale:Preparation to live in a new country is an important basis for an exchange program and generally improves participants experience abroad. A mix of medias and information about the specific community as well as living abroad and with a host family in general will provide good target language practice as well as an introduction to the culture.

Goals:Learners will prepare for living in the U.S. as part of a high school exchange program. They will learn about living with a host family and the community they will be in.

Language Elements:

Functions and Forms

Context Content Text-Type Accuracy

Describing, getting information, presenting information

As part of a study abroad program, in America. At a high school, online in email, socially within America

Video, readings (from online and a book), discussion, email

Article, video and book selections

Intermediate or higher proficiency, few errors and comprehensible to native speakers

Standards: Standards for Foreign Language Learning (Five C’s)1.1, discussion, email communication, TPS1.2, Readings and class discussion1.3, Presentation of host family and community information3.2, Learning about their host family and community (Chico, California)5.1, Using English to contact their host family abroad and prepare to use English in America5.2, They will continue using English during their study abroad time and after

Objectives:1. Learners will write an email to their host family describing themselves, informing them of any dietary/health requirements and asking about the host family and community they are going to.

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2. Learners will present a summary of information about their host family and the area, Chico, CA, where they are going.

Rationale: The email contacting their soon-to-be host family will appeal to verbal-linguistic and interpersonal learners as well as opening communication between them. By making contact before arriving learners will be able to ask question directly to better know what to expect and be more comfortable upon arrival. The final presentation of the information they learned about their host family and community will provide verbal skills practice and appeal to verbal-linguistic and interpersonal learners.

Setting the Stage:1. Introduction to Program

a. This is an introduction to a one-year study abroad program for high school students. You will be living in Chico, California. Chico is a small city in Northern California. You will attend Chico High School and live with a host family as part of an immersion program to improve English fluency and learn about American culture first hand.

2. LeBlanc Host Family video 2:28 http://www.youtube.com/watch?v=ySAB6zh1qw8&list=PL7FD94879493F3396

3. Class discussion: Learners will discuss the ideas they have about host families, what they expect, have heard about living with a host family.

Procedure: Open the class with a brief summary of the program and its purpose such as the one outlined above including any available brochures or handouts about the program and leaving time for students to ask any general questions about the program. After the short information and questions introduction show the video made by a host family and their student. After the video begin a class discussion about what students already expect regarding living with a host family. Any prior relevant experience, knowledge of host families or what they have heard.

Rationale: Beginning the class with a general introduction providing information about the program and a discussion allowing students to express what they already expect from the experience living abroad with a host family especially any concerns they may have to give direction to concluding discussions to better prepare participants. The short presentation and discussion will appeal to verbal-linguistic and interpersonal learning styles. The video, shown between the introduction and initial discussion will appeal to visual-spatial learners and be entertaining showing a successful and fun experience with a host family.

Comprehensible Input: 1. Readings

a. Selections from “Forte International Exchange Association: Student Orientation Handbook“ attached

b. Article: “Homestay: Living with an American Family”

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c. Selections from My Hometown Chico1. Wilhite, Marcia Myers. My Hometown Chico: Another Look.

Chico, CA. Marcia Wilhite. 2005. 2. Videos:

a. Life as an Exchange Student in America, http://www.youtube.com/watch?v=jtFanrb5VuQ

b. High School Exchange Students in US Share Their Thoughts, http://www.youtube.com/watch?v=ZGa9jGoG1zk http://www.diversityabroad.com/study-abroad-homestays

3. Class Discussion

Procedure: The students will be given the articles to look over prior to the class and then read during class, either silently or by learners taking turns reading a paragraph each. Followed by some time for a short class discussion about the readings and what students now think after the readings. After they are given some time to discuss show the video clips about exchange students and a final discussion based on the readings and video, directing students to specific points or guidelines they should know.

Rationale: The readings will appeal to verbal-linguistic learners while the video will appeal to more visual-spatial learners. They will offer students more concrete knowledge about living abroad as an exchange student. The discussion will offer students the opportunity to ask questions and appeal to interpersonal learners.

Guided Practice:1. TPS and Quick write: Students will Think-Pair-Share and then write a draft of an email to

send with a brief summary of what they have learned about living abroad. 2. List: learners will write a list of activities they are interested in doing, places they’d like

to go, etc. to ask host families about3. Do’s and Don’ts list

a. Using the Do’s and Don’ts list included in the first article student will each pick or be assigned two items from the list.

b. They will make a sign and create a gesture for eachc. They will share there signs and gestures with the class

Procedure: After finishing the class discussion students will Think-Pair-Share for a total fifteen minutes (five minutes to think, ten to share with a partner) After TPS learners will do a quick write summarizing what they have learned and what they would like to ask their host family about themselves and the community. After finishing their quick write students will write out a list of what they would like to do in or find interesting about Chico, their study abroad community, based on the reading about Chico. During the quick write and listing activity circulate through the room assisting students and answering questions. After finishing those students will be assigned or choose their “do” and “don’t” from the list within the readings and

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create their sign and gesture for each. Finishing the activity with a short presentation from each displaying their sign and demonstrating their gesture.

Rationale: The TPS with a quick write and listing activities will appeal to intrapersonal, interpersonal, verbal-linguistic and logical-mathematical learners. Creating a sign and gesture will appeal to bodily-kinesthetic, visual-spatial and intrapersonal learners while the presenting of them will appeal to interpersonal learners. The overview of a basic list of “do’s and don’ts” will provide a type of summary with accompanying signs and gestures to reinforce the material.

Application and Extension:1. Write an email to begin communicating with a host family

a. The email should introduce them, giving basic personal information and any pertinent health information such as allergies, and include questions about the host family; where they live (address), activities or hobbies, pets, and about their community (Chico).

2. Present your future host family and communitya. Using the information you learned in your emails with your host family and

readings

Procedure: Students will write a rough draft of an email introducing themselves to and asking about their host family and their community to be reviewed by their peers and instructor before emailing a final draft to their host family. After receiving a response (or if possible exchanging a few emails) students will create a short oral presentation about their host family and community (Chico) describing what they now know about them.

Rationale: The email introduction and exchange with their host family will allow students to ask question directly to people who can answer them and give them the opportunity to get to know the people they will be living with and what to expect so that the transition to living in the U.S. will be smoother and more comfortable for students. Writing the email will appeal to verbal-linguistic and interpersonal learners and presenting the information they acquire will also appeal to interpersonal learners.

Assessment and Evaluation: 1. Quick write with list2. Do’s and Don’ts sign and gesture3. Email4. Presentation of host family and community information

Procedure: The Do’s and Don’ts activity and emails will be a more informal assessment. The quick write and presentation of host family and community will be assessed for a grade.

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Rationale: The assessments will include written and spoken components and quantitative and qualitative types of data. The presentation will be a culminating work including new information they learned and utilizing their language skills to present and respond to questions from classmates.

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Quick Write Grading RubricA – Exceeds minimum requirements of assignment. It is grammatically correct with few to no errors. It is neatly organized and presented, turned in on time or early. B – Meets minimum requirements of assignment and shows effort, is written using complete sentences with few errors and is organized and cleanly presented.C – Meets minimum requirements of the assignment, has some errors but is easily understood, average organization and presentation.D – Does not meet requirements, is incomplete and/or is late. Is sloppily written and has multiple errors that interfere with comprehension. F – Is incomplete and late, has many errors that make comprehension difficult. Is dirty or sloppily organized and written.

Interview (Email and Parent/Adult)Credit: Interview notes with questions used and responses, signature or email as proof of interviewee participationHalf Credit: Missing part of information (questions, responses, proof of participation) No Credit: No interview done

Do’s and Don’ts Sign and GestureCredit: Did bothHalf Credit: Did one but not the otherNo Credit: Did not do either

Presentation RubricA – Student presents with enthusiasm, they are understandable and can be heard by the entire class, making few errors that don’t interfere with comprehensibility. They present fluidly with only minor pauses and without reading from script. 3-5 minutes long [Interview notes are attached to presentation notes, with who interviewed, when and their signature as proof of participation]B – Students present with enthusiasm, they are comprehensible, make some speaking errors or occasionally reading from script without greatly impairing fluidity. [Interview information included]C – Students present comprehensibly, often reads from script without greatly impairing fluidity. [Interview information included]D – Students present poorly, incomplete, late or incomprehensible due to errors or articulation/volume. [Interview not done]F – Students make no attempt to present work, excessively late, sloppy and with many errors.

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http://www.chico.ca.us/about/

About City of Chico

The City of Chico was founded in 1860 by General John Bidwell and incorporated in 1872. The City of Chico has grown to over 33 square miles with a population of 87,670 in the incorporated area and a greater urbanized area population of approximately 100,000. Chico is located in the Northern Sacramento Valley of California, ninety miles north of Sacramento on Highway 99, in Butte County, east of Interstate 5.

Chico is known as a well-managed city that values quality infrastructure and services, and maintains a special sense of community and small-town living as it has developed into a vibrant regional center for business, recreation and cultural activities. There are also many recreational opportunities in and around Chico. BIDWELL PARK one of the largest municipally owned parks in the nation (3,670 acres), is the focal point of the City's park system and offers numerous trails for biking, hiking and equestrian use.

Chico, California

http://en.wikipedia.org/wiki/Chico,_California

Chico is the most populous city in Butte County, California, United States. The population was 86,187 at the 2010 census, up from 59,954 at the time of the 2000 census. The city is a cultural, economic, and educational center of the northern Sacramento Valley and home to both California

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State University, Chico and Bidwell Park, one of the country's 25 largest municipal parks and the 13th largest municipally-owned park.[8] Bidwell Park makes up over 17% of the city.

Other cities in close proximity to the Chico Metropolitan Area (population 212,000) include Paradise and Oroville, while local towns and villages (unincorporated areas) include Durham, Cohasset, Dayton, Hamilton City, Nord, and Forest Ranch. The Chico Metropolitan Area is the 14th largest Metropolitan Statistical Area in California.

The nickname "City of Roses" appears on the Seal of the City of Chico, California. Chico, also known as the "City of Trees", has been designated a Tree City USA for 27 years by the National Arbor Day Foundation.[9]

History

Bidwell MansionThe original inhabitants of the area now known as Chico were the Mechoopda Maidu Native Americans.

The City of Chico was founded in 1860 by John Bidwell, a member of one of the first wagon trains to reach California in 1843. During the American Civil War, Camp Bidwell (named for John Bidwell, by then a Brigadier General of the California Militia), was established a mile outside Chico, by Lt. Col. A. E. Hooker with a company of cavalry and two of infantry, on August 26, 1863. By early 1865 it was being referred to as Camp Chico when a post called Camp Bidwell was established in northeast California, later to be Fort Bidwell.[10] The city became incorporated January 8, 1872.

Chico was home to a significant Chinese American community when it was first incorporated, but arsonists burned Chico's Chinatown in February 1886, driving Chinese Americans out of town. [11]

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Historian W.H. "Old Hutch" Hutchinson identified five events as the most seminal in Chico history. They included the arrival of John Bidwell in 1850, the arrival of the California and Oregon Railroad in 1870, the establishment of the Northern Branch of the State Normal School in 1887, the purchase of the Sierra Lumber Company by the Diamond Match Company in 1900, and the development of the Army Air Base, which is now the Chico Municipal Airport.[12]

Several other significant events have unfolded in Chico more recently. These include the construction and relocation of Highway 99E through town in the early 1960s, Playboy Magazine naming Chico State the number-one party school in the nation in 1987, and the establishment of a "Green Line" on the western city limits as protection of agricultural lands

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Forte International Exchange Association: Student Orientation Handbook Selections http://fiea.easycgi.com/doc/StudentHB.pdf

Individualism and Self-Reliance

Most Americans think that the “ideal” person is someone who is independent and self-reliant. Most American teenagers will try to do things on their own without asking for help unless they really need it. Many teenagers, but not all, prepare their own meals and do their own laundry. The majority of teens move away from home to attend college after high school. Their independence and self-reliance help them adjust easily to living unsupervised by a parent. They are comfortable being responsible for themselves. Still, most parents like it when their son or daughter comes to them for help. Never be afraid to ask your host parents for help, they will always be happy to help you!

Equality

In the United States, men and women are considered to be equal. In many families, both parents work. Parents, and sometimes children, share household responsibilities. Some men do laundry, dishes, and chores that maybe considered “a woman’s job” in other countries. Some women mow the lawn, shovel snow, change the oil in the car and do other chores that may be considered “a man’s job”. Do not be insulted if someone asks you to help him or her with something that you think is “a man’s job” or “a woman’s job”. They ask you to help because they consider you as their equal. Treating a man or a woman unequally is insulting; please try to avoid doing this to maintain a good relationship with your host family, your teachers, and your peers.

Pets

Families in America often keep animals as pets. The most common pets are dogs and cats. But Americans also keep birds, rodents like hamsters and guinea pigs, fish, as well as reptiles like snakes or even lizards. In your home country you might not treat these animals as pets. You are in a different culture now and you must respect it. Remember to always be kind to your family’s pets and NEVER mistreat them in any way. Often, Americans treat their pets as another member of the family! If you are scared of them, just tell your family, and they will understand if you don’t want to be around the animal. They will help you with the situation, either by keeping the animal away from you, or helping you to get used to the pet so you are not scared of it anymore.

Meals

Meals at home are provided. Some, but not all, American families eat meals together. If your host family has their meals together, you will be expected to participate. If your Host Family takes you out to eat, you should offer to pay for your own meal. If the Host Family insists on paying, you should certainly smile and say thank you.

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If you wish to buy lunch at school or other food outside the home, you must pay for that yourself. For school lunches you will usually take a sandwich and fruit that you have to prepare before going to school.

Refrigerator food and snack food in the kitchen is for the whole family. You must always consider this before you take the last piece of anything.

Cooking

Some families may ask you to cook a traditional dinner of your home country for them on occasion. They might want to try new things and learn about what you are used to eating. You may be asked to make your own lunch or breakfast. Most American teenagers do this.

Table Etiquette

Every country has different “rules” for how one should behave while eating. Many American families eat their meals together. You should eat dinner when it is served to the family. Always wash your hands before meals. Wait until everyone is seated before you begin eating. Put your napkin in your lap and do not put your elbows on the table. Use utensils, if they are available, to serve and eat food. Chew quietly and with your mouth closed. Do not talk with your mouth full. Do not slurp soup or any other liquids. Do not lick your fingers; use your napkin. Do not burp, and if you do burp accidentally, always say, “Excuse me”. Do not reach for food, if you cannot reach it easily, always ask someone else to pass it to you. When a meal is finished, help the family clean off the table and carry dishes to the sink. Always say thank you to the cook!

Babysitting

Some families have young children and they may ask you on occasion to supervise them. This is something that is often expected from older siblings and not everyone will get paid for their time. You may be expected to baby-sit for free from time to time. You should work out a system in the beginning with your host family. You should not be asked to baby-sit more than a few hours a week without pay or compensation of some sort. If you feel that your family is asking you to baby-sit too much please let us know.

Chores

In most American families, children are expected to perform chores. They sometimes receive a small allowance for this, but not always. You will probably be asked to clean up after yourself, make your bed, wash your dishes, clean your room and possibly do your own laundry without an allowance. This is what is expected of most American teenagers. If you do not know how to do something, please ask your host family. They will be happy to show you. You may be asked to do additional chores as well, such as cooking the family dinner, vacuuming, washing the windows, dusting, and sweeping, which may or may not be rewarded with an allowance. These

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are things that are usually done on a weekly basis. You may also be asked to teach the family some words in your native language. We encourage this, and it should be fun for you and not feel like a chore. Ask your host family what your responsibilities will be in the house. Remember if you feel like you are being asked to do too much, please let us know.

Laundry

Most families do not do laundry every day. Some families may only do laundry once or twice a week. If your host family does your laundry you will be expected to wait until laundry day. If you need to wash your clothes on days that the family doesn’t do laundry please talk to your host family. They will show you how to use the washer and dryer and let you know how often and what hours are appropriate for washing your clothes. You probably will not be permitted to do your laundry every day.

Church

Many American Families go to church on a regular basis. It is important for you to attend church and other functions with the family. It does not mean that you must accept the family’s beliefs, but you should show an interest in the family’s traditions. Going to church and other events is also a way to meet more people and experience another part of American life. Many churches offer social experiences for young people.

*Youth group is a social group for teenagers, which is usually affiliated with a church. They often go on outings to the movies, camping, or have dances or other functions. Participating in youth group activities is a great way to meet other teenagers and the activities are usually a lot of fun. You do not need to be of any certain religion nor do you need to convert to join.

Phone

If you are going to make a call to your home country, please use a calling card unless you work out an arrangement with the family to pay for the calls once the bill arrives. All calls placed by the student that are direct dial calls go straight to the host family’s phone bill! Calls made in this manner are the sole responsibility of the student. These calls are to be paid for immediately in time for that month’s payment of the phone bill. Forte does not condone any student’s disregard of phone responsibility. Failure to adhere to phone rules of the host family could result in the loss of phone privileges in the home.

Overseas telephone calls are very expensive and have been a cause of severe shock and financial trauma to exchange students and host families! Phone bills for hundreds and even thousands of dollars have been received in a single month! Exchange students are encouraged to purchase a prepaid telephone card available locally at department or convenience stores.

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Most families only have one phone so be considerate and do not be on the phone too long. Many families understand if you talk to your parents once a week for an hour, but if you talk to them that much every day it is too much. Be respectful of the other people in the family. In addition, most families do not like for someone to call them after 10 PM or before 6:30 AM, please especially let your friends and parents who are in a different time zone know this.

Internet/Computer

If your host family has a computer, they may set hours for when you will be able to use it. Please respect their wishes. One hour per day on the computer should be more than enough time to complete any homework assignments or to send and receive email. You should NOT spend all of your free time on the computer or telephone, chatting, writing, and speaking in your native language. It will NOT help you to practice and improve your English. Excessive use of the computer, with or without permission, is unacceptable behavior and can result in warning or probation. If you download materials that offend members of the host family, this can create problems that will cause tension and be hard to mend. Inappropriate use of the computer can result in a total loss of computer privileges.

Curfews

If you would like to go out with your friends at night, you will probably be given a curfew. On school nights it is only acceptable to go out on special occasions or to attend an event. On the weekend, your curfew will usually, but not always, be between 10 and midnight. Your host family will discuss your curfew with you. Please be courteous and respect their wishes.

Punctuality

Most Americans are very punctual and have their activities planned on a schedule. Being late is considered rude. If you cannot be on time, you should contact the people that you are meeting to notify them that you will be late. If you arrive late, you should apologize to the person that you kept waiting.

Manners

In the United States, you should express gratitude when someone does something for you or gives you something. If you do not say “thank you” after a person gives you a gift, he or she may think that you did not like the gift. If you do not say “thank you” after someone does something for you, he or she may feel unappreciated and may be less likely to help you the next time that you need it. When someone tells YOU thank you, be sure to always say, “You’re welcome.” Always be sure to use “please” when asking for help or anything else. People who do not use these courtesy phrases are often considered ungrateful, disrespectful, or rude.

Nonverbal Communication

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When speaking with someone, you should try to keep eye contact with him or her. If you do not look into their eyes, they may think that you are not listening, that you are not interested, or that you are not telling the truth.

Hygiene

In the United States, hygiene is VERY important. Body odor and bad breath are considered to be offensive. This is why the American society has so many products to cover up bad smells such as perfumes, scented lotions and candles, deodorants, antiperspirants, toothpaste, mouthwash, and breath mints. Shower at least once daily, and always following rigorous exercise. Change all of your clothing daily, including undergarments and socks. Wash your hands after using the bathroom and before all meals. Sleep between the sheets and wear separate clothing to sleep in. Brush your teeth every day (most Americans brush their teeth 2-3 times a day).

Family Activities

Most American families have one or more children and plan activities together. You should always participate when you are asked to join in the fun. They are wonderful opportunities to learn new things and to get closer to your family. Eat dinner with your family if they eat all together, it is a great time to chat. Sometimes families spend the evenings together watching television or playing games. Parents often use these times to talk with their children (including YOU) about what everyone did during the day and to discuss future plans or other family matters. You are a member of this family so use this time to talk to them!

Socializing

Try to be open and accept invitations to go new places or do new things. You will learn something new and make new friends in the process. If you accept an invitation, you are expected to be on time. It is considered rude to accept an invitation and then not show up. When you are invited to do something or go somewhere and you are not sure what to wear, always ask beforehand. While most invitations are informal, some invitations are formal and you should wear nice clothing and shoes. Two examples of formal events are church services and school dances.

Interest In YOU

Most families host students from other countries to learn more about those countries and meet new people. It is a wonderful opportunity for you to learn about the

U United States and for the host family to learn about your country. During your stay, your host family will encourage you to try new things. You will learn a lot from them. Ask a lot of questions, your host family will be happy to answer them! In addition, you should share with what your life was like for you at home. Tell them about the differences between life here in the

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U.S. and in your country. Show them pictures and tell them about your family. Share recipes for food from your province. Teach them how to say something in your language. Your host family will be very excited to have someone so different in their home and they will be very eager to learn more about you!

Communication

It is very important to communicate with your host family! They cannot read your mind. Let them know if something is bothering you. If you do not feel like you can speak to your host family about something, please talk to your Local Representative or our staff here at the office.

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Dos and Don’ts for Exchange Students● Do practice your English!

● Do ask questions!● Do try new things!

● Do take an interest in your host family’s activities, hobbies, and interests!● Do talk about your country and your life at home with your host family!

● Do share new things with your host family!● Do be on time!

● Do pay attention to hygiene!● Do have good manners!

● Do help out around the house!● Do follow host family rules!

● Do communicate with your host family!● Do ask for help!

● Do make American friends!● Do laugh!● Do have fun!

● Don’t have bad table manners!● Don’t forget to say please or thank you!

● Don’t make a mess!● Don’t be late!

● Don’t wear dirty clothes!● Don’t criticize or make fun of your host family!

● Don’t spend all of your free time reading or speaking your own language!● Don’t study too much!● Don’t isolate yourself!

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http://studyusa.com/en/a/32/homestay:-living-with-an-american-family Homestay: Living with an American FamilyArticle by Nancy Purcell

Each year, thousands of U.S. families open their homes and hearts to visitors from all over the world. In a homestay, you can observe, learn and experience a new lifestyle and culture, while practicing English skills in a family home.

Successful homestay experiences help ease homesickness, as students realize they have found a second family who loves and cares for them. Other students praise their homestay experiences because it affords them the opportunity to improve their English skills and immerse themselves in American culture.

Daily Living Experience

What makes homestays special is the daily experience of living with hosts who are eager to share their way of life. Hosts involve their guests in day-to-day activities and introduce them to the host’s relatives and neighbors. Hosts also include their international guests in family functions, like summertime barbecues, holiday celebrations, and trips to local tourist attractions.

Usually, international visitors enjoy staying with families who have family members of similar ages or with similar interests. Ask the homestay coordinator if they offer orientation sessions for international visitors and their hosts before beginning the homestay.

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Universities, intensive English institutes, or international educational exchange organizations arrange most homestays and can arrange short-term, semester or yearlong stays. There are options other than living with a family full-time. There are programs in which students live in the dormitory or residence hall during the week and then spend weekends and holidays with their assigned families.

Adjusting to the Household

Homestays always require some adjustments by both the student and the family. You might have expectations about meals, curfew, Internet usage, laundry, television viewing, keeping the room and bathroom clean and money matters.

For universities offering homestays, it’s important to set standards for approving families who will participate in the program. For example, at the University of Delaware, all homestay families living more than one mile from campus must provide transportation to and from class every day. Families must also provide students with furnished rooms, and make the students feel welcome in the home.

The homestay coordinator conducts phone interviews, visits the home, and must supply a background check for all the families. Annual meetings, phone calls, and emails keep the homestays up to date in order to maintain high standards of operation within the homestays.

Unfortunately, not all homestay matches are perfect. Occasionally, problems arise that cannot be solved. In these cases, the student can work with the coordinator to find another homestay or explore other housing options.

Benefitting from Your Homestay

Your host family will be interested in your country and family. Bring photographs of your town, school, friends and family. If you wish, also bring small gifts that are typical of your country.

There is no better way to gain special insight into U.S. culture, while simultaneously improving your English language skills, than by participating in a homestay. If you are willing to learn and have an attitude of openness and flexibility, you will have one of the most exciting and rewarding experiences living in the USA.

By Nancy Purcell Homestay Director for the English Language Institute at the University of Delaware. www.udel.edu/eli

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Lesson Two: Travel and The Airlines

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Grocery Shopping Lesson Plan

Rationale: This lesson is important for the students to experience for a variety of reasons. As a general benefit, the students will be practicing English with a native speaker of English as an instructor and will enhance their English skills in general. It is important that the students come to understand the various differences of the grocery food and shopping experience between their host country and their own. Not only should they generate an idea of the different foods they will miss while they are away, so they can prepare a care package, but they should also generate a list of foods that they would like to try while they are in the host country that would be hard to find or very different from their home country. It is important that students also have a general idea of what a typical american grocery store will be like as this form of shopping is one of the most common forms of culture shock. If they know what to expect while shopping it will make their transition into American culture that much easier.

Goals:To help the students to understand the differences between the grocery shopping experience at home and in the host country. To prepare the students to shop in the host country.To prepare the students for a variety of shopping and food related aspects of culture shock.To help the students prepare a care package that will be sent to them in their host country.To help the students develop and become more comfortable with not only English in general, but also grocery related English.

Standards: The standards for the entire unit, as well as this lesson, are the 5 C’s of the Standards for Foreign Language Learning (SFLL). The ones that apply specifically to this lesson are as follows. 1.1 is met primarily through the group discussion section where the students will discuss definitions, categories, and scarcity of items in the host and home countries.1.2 is met throughout the entirety of the lesson, with the primary topics being grocery and food. 1.3 is met in the group activities where the groups present their definitions to the rest of the class, but is better met by the culminating activity of the unit, which is a presentation. 2.1 Is primarily met through the section on the bagging practices of the host culture.  2.2 is met through the concepts of “vegetarian” and “organic” as well as in the bagging section of the lesson such as the importance of reusable bags. 3.1 is not directly addressed in this lesson, however it could be argued that a sort of home economics or daily life aspect of the lesson may be considered cross disciplinary. 3.2 Is met in the bagging section as well as identifying unique food/grocery items. 4.1 is not directly addressed in the lesson beyond introducing vocabulary.

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4.2 is addressed in both the comparison of the availability of food, the sections of a grocery store, and the bagging practices section.5.1 is addressed in the field trip aspect of the lesson plan5.2 is addressed by the study abroad aspect of the unit as a whole, or the fact that the students will be using the lessons to enhance their study abroad experience.  

Objectives: The students will be able to give definitions for a list of important grocery shopping related vocabulary.The students will be able to list food/grocery items that they wish to try in the host country, as well as items that they will miss from their home country. The students will be able to recognize the major sections of a grocery store and list items that would be common in those areas. The students will be able to choose grocery items that they would like to be included in a care package.

Setting the Stage:Capturing Interest/Topic Intro - Begin by playing the following video for the students entitled “How to Shop Fast and Smart” from YouTube: http://www.youtube.com/watch?v=SI7PVSQYiSU

Prior learning/background knowledge/pre-assess - After the video is finished, ask the students to form into groups of 3 or 4 and make a list on one sheet of paper of all the words they can think of that relate to grocery shopping, ask them to make sure they also include things they saw in the video, underlining the words that were in the video. Hold a group discussion where students fist volunteer words they came up with that they saw in the video, and then have them volunteer their words that were not in the video. Have them write their names on their papers and collect the lists after they have finished for ongoing assessment.

Comprehensible Input:New input/realia - Give the students a vocabulary worksheet to fill out and go over the different words on the sheet with realia for the words where realia is available, such as basket, shopping list, cash, and card. The list should include the following: Shopping list, cart, basket, vegetarian, organic, line, express line, cash, cash register, cashier, debit/credit card, paper bag, plastic bag, reusable bag, produce, meat, poultry, fish, seafood, fruit, vegetables, dairy, snacks, and frozen.

Cultural connection – when going over the bagging terms, give a description of different bagging practices, such as when and where you might have to do your own bagging instead of having someone bag for you, as well as when and where you might be charged for bags or receive a discount for bringing your own bags. Spend a short time checking for comprehension

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after this section by asking questions such as “do you usually have to pay for bags in a grocery store in America?” and “Does every store pack your grocery bags for you?”

Guided Practice:New input extension - After the lecture, have the students form into groups and compare their definitions they have developed on the Grocery vocabulary worksheet. Give them some time to negotiate the meaning of the vocabulary and help each other fill out the sections they missed on their own. As this is going on go from group to group and assist them with the definitions when they need assistance. After they have finished, have the groups take turns giving a definition to the class of one of the words in the class, rotate until each word has been defined by the groups.

Category game - In the same groups, have the students write down on a piece of paper the following categories, with plenty of room under each for a list: Produce, Meat, Seafood, Dairy, Snacks, and Frozen. Tell the students that this will be a contest where each group will try to list as many things that fit under the categories as they can, whichever team has the most items correctly placed will win a prize. Assist the students in thinking of different items they could categorize, but be clear that you will not tell them which category they should go under. Once they have finished, count each groups total by writing their answers on the board, correcting them whenever they have misplaced an item. Give whichever team wins a small grocery related prize, such as fruit snacks.

Application and Extension: Field Trip – Take the students to the local grocery store, supermarket, or farmers market (choose the location most similar to American supermarkets). Help the students find as many of the lesson’s vocabulary items as possible. Make sure to take them to each different section from the category game so they can see the sections of the store firsthand. Discuss the different items you notice in each section with the class. Also, discuss the bagging practices at the field location in relation to the variables presented in the cultural connection section of the lesson. How will bagging in Chico be different from bagging here?

Connections - Email your host family to communicate important basic information about food and grocery shopping. Make sure to include the following points, as well as anything else you might want to communicate with them about in relation to food and shopping. This info will help you determine how often you will have to buy your own food and go shopping on your own. 1. How often does the host family cook meals and eat together? How many meals a day do they typically eat?2. Ask the host family where they typically do their grocery shopping, ask them for the address of the two closest grocery stores for a mapping assignment you will do later in the unit.3. Ask the host family for an example of some typical meals they have, what do they like to eat often?

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4. If you feel comfortable doing so, tell the host family about a dish from your home country that you would like to cook for them when you get there.Unit Culminating Activity Assessment/Lesson Assessment:

Lesson assessment:

Bagging Essay - Have the students respond to the following prompt. “What can you expect when getting to the bagging section of the grocery store? How is bagging different in America when compared to your home? Please respond in a short paragraph of at least 10 sentences.”

Vocabulary Quiz - The students will be asked to fill out the following quiz sheet individually at the end of the lesson for evaluation. See material section below for an example quiz sheet.

Culminating Related Assessment:Further new input - Have the student group’s access and read the following Internet articles:“6 Popular American Foods You'll Be Hard-Pressed to Find Abroad”http://www.budgettravel.com/blog/6-popular-american-foods-youll-be-hard-pressed-to-find-abroad,12073/

And

“10 foods Americans miss most while abroad”http://travel.cnn.com/explorations/eat/best-usa-travel/10-foods-and-beverages-americans-miss-most-while-abroad-164890

After the groups have had a chance to look over the articles, have them discuss as a group what food items they think they would like to try in the host country, as well as what foods they think may not be available in Chico that they will miss from their home country. Allow them to use Google to enhance this activity and go from group to group advising them on how accurate their perception of the availability of the items are. If you have one, share your experience of a hard to find item that you missed while abroad, in my experience this item was peanut butter.

Culminating activity - Individually, have the students make a list of at least 6 food/grocery items they think they will miss from their home country, as well as at least six food/grocery items they want to try in Chico once they arrive that are not available or very different in their home country. Suggest the students bring one item that they will miss with them in their luggage, but no more so as to avoid over packing. Also, remind them that once they are in Chico they can always have their parents send them a care package. Have the students include the other 5 items they think they will miss in a care package that they can put together to have their parents send to

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them while in Chico. Have the students bring their lists and the care package, also including any other items in it unrelated to grocery shopping, to present as part of the culminating activity for the entire unit.

Closure:

The closure section of the lesson will be time for the students to interact with the other students and share what they are working on for their lists and care packages. This should be a fun time for the students to interact with each other and talk about their expectations. Feel free to talk to each student, or group of students, as you wish in a casual manner about all the fun they are going to have while abroad!

Materials:

Grocery related realia shall be used whenever possible as available in the area. Items that should be easy to acquire and use during the lesson are items like a grocery list, cash, cards, etc. The grocery store field trip itself is also a material and should be full of various realia such as frozen foods, produce, lines, cash registers, etc.

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Grocery Vocabulary Worksheet

As you follow along with the instructor, give a description of the following:

Shopping list –

Cart -  

Basket –

Vegetarian –

Organic –

Line -  

Express line -  

Cash -

Cash register -

Cashier -

Debit/credit card -

Paper bag -

Plastic bag –

Reusable bag -

Produce –

Meat -

Poultry –

Fish –

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Seafood –

Fruit –

Vegetables –

Dairy –

Snacks –

Frozen -

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Example Quiz

Give a short and simple definition of the following terms:Shopping list -                                                   

Basket -

Vegetarian -

Cart -

Express line -

Cash -

Card -

Bag -

Line -

Cash Register –

Give at least three examples of an item from each category:Produce:

Meat:

Seafood:

Dairy:

Snacks:

Frozen:

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Mapping Your CommunityRationale: Drawing a community map involves both the language and content understanding. Through imitating the instruction, the students have to listen carefully, apply their knowledge in vocabulary and grammar to grasp the meaning from what the instructor said, and then communicate with partners for exchanging ideas and collaborating. Finally, the students will present their skit in front of others, which requires the performance skill, creative language, the arrangement of roles and how to act in a limited space. Instructors expect all of these skills. The students have to horn their skills beyond singular language, but also the context in which the language is used. In this case is Chico, the school they are going to, and the host family they are going to live with. In addition, the practice of mapping provides the opportunity for students to have a better understanding about map, directions that are essential to travelers in a foreign place. This task will equip the students with this important survival skill. Goals and Objectives: The students Learning Outcomes for this class is to be able to

a) Use the terms when asking for directions;b) Read a map and figure out how to get to the destination from the current pointc) Have a better understanding of the Chico of Cityd) Describe the directions from host family to the school and other important localese) Draw a map about the community.

Standards: Standard for Foreign Language Learning (Five C’s)Standard 1.1 is met mainly through the group discussion and pair work on the information the students obtained from previous lessonsStandard 1.3 is met through the presentation of maps and the skit at the end of the lesson to show their peer students and instructor on their understanding of the community and Chico.Standard 2.1 and 2.2 are met primarily through the mapping process during which the students will get in touch with the different names of the street, the location of different places and landmarks, to have a better understanding of the community and American culture.Standard 3.1 is met by applying the English language in the skills of mapping, asking directions, and showing directions;Standard 3.2 is addressed through the acknowledge of the use of Google map, the regulations on the road, and other traffic concerns.Standard 4.1 is addressed as the students will communicate with their host families and introduce the native community to them.Standard 4.2 is met through the understanding of mapping as the sites, locations, and the distributions of the buildings.

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Standard 5.1 is addressed as the lesson is designed to connect the students with their new environment they are going to live for a year.Standard 5.2 is designed as to prepare the student for their near future in Chico and Chico High to have a nice starting.

Multiple Intelligences:Verbal–linguistic: learning the terms of mapping, working in pairs / group to change ideas on their choices, designing skit dialogues. Visual–spatial: The drawing, moving around Logical–mathematical: Justification of their choices, making decisions on the locales of importance.Bodily–kinesthetic: Playing the skit.Interpersonal: Group working, pair working, and class discussion.Intrapersonal: Drawing the map.

Setting The Stage:The instructor will review the contents taught in the previous classes (where the host family lives, where the grocery stores, the public transportation, etc.) The Google map will be used as the technology tool here to lead the students goes through the review. The activities here are

a) Looking at the maps and point out Chico High;b) Listing the address of the host family and figuring out the addresses;c) Picking out the location of the grocery stores that they learned.

During the activities, the instructor will purposely use some of the terms in mapping, like block, street, avenue, road, direction, north, south, upper, lower, left, right, etc. (see the attachment for the vocabulary list).

Comprehensible Input:The instructor will first introduce the vocabulary to the students with the similar practice as used in the previous section. But it the content will be the home city where the students are, where they are more familiar with and could better response. It is purposely focused on the terms of mapping. The instructor will hand out blank sheet of papers and show the students how to draw a small map (adapted from the wiki How, with the address: http://www.wikihow.com/ Draw-a-Small-Map). While doing so, the instructor should make sure that the students are following the steps.

Tip: Depends on how familiar the students are with Chico, the instructor could add or reduce the number of structures on the map. The school and the house of the host family must be there.

After the students finished the simple map, the instructor will talk about the legend on the map. The instructor will introduce the terms for the legend and how to read them on a map.With the students and their maps, the instructor will start to talk about the traffic rules and regulations to the students, how to travel around the town (bike, buses, taxi, car).

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Guided Practice:The instructor will let the students pick up their structures, places, and landmarks in additional to the two (the school and the host family) and locate each locale on Google map. Then the students will work in pairs to have a conversation to explain to each other on their choices. After the group discussion, the whole class will talk about their reasons for drawing the map.The students then work individually on their own map. They could use Google map as a tool in mapping but could not draw directly on the Google map. The students should also put some kind of legend (e.g. to indicate direction).The students should come out with a map that clearly demonstrate their understanding of Chico, as the main streets of the areas they depicted should be on the map, the locales should be in a relatively accurate place, and the names are marked by the places they drew. In a word, it should be a recognizable piece of work.

Application and Extension:The students will be assigned to different groups with 3-4 people a group. They will combine the individual’s drawing together one the topographic map of Chico. After that, each group will write a skit about Chico that includes the map they just put together. It could be a scene about “asking for director”, or “instructor to the visitors”, etc. The students will have a week to prepare and rehearsal on it. Next class they will act it out in front of the class. Each group has 5-8 minutes.The students will email their host family talking about the students’ own community, also asking the places that the students would like to visit after their arrival in Chico. Also the email could include the questions about the surrounding areas and travel information that the host family would like to share with them. If comfortable enough, the students could also ask for the methods by which they go to school.There are several other options the instructor could use as the application and extension activities. Using the Chico State map (see appendix) to set the scenario (like the pumpkin dropping activity) in which the students could create their own dialogue and discussion on the topics like different directions, lost in the campus, need to go somewhere, etc.

Assessment and Evaluation:The instructor will assess the students frequently throughout the class.

a) Informal checks during the review to see how much information the students have grasped on the area they are going to live.

(Where is your host family living? What is the address? Where is your school? Is the school close to your host family? How many grocery stores are there near your school / host family? Etc.)b) Informal check no the vocabulary and terms for the class. One hand, it is to check

how much the students have already known, so the instructor could focus on those they are not

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familiar with. On the other hand, the check will be done after the teaching of the terms to check how well they learned.

(Is place A locates on the south part of the block? Which one is the one on the east side, B or C? On which street locates D? Etc.) c) Informal assessment on the guided practice. The practice aims at helping the

students to develop their knowledge in mapping, as well as comprehension of the map. So it is important to make sure the accuracy. The instructor will observe the activities of the students by walking around and check individual’s work. The class discussion after the discussion is also a way in assessing the students’ knowledge of previous classes.

d) Formal assessment on the application / extension activities. The presentation is the finish work of this task, so the students will be graded according to the rubric (see appendix)

e) Formal assessment on the final materials. All the products from the class activities and the skit will be put into the portfolio in which the students gather all the materials they created during the unit.

Material for this class:

Paper Markers Rulers

Computer Projector Chico City Map

Topographic Map

B-line (Butte Regional Transit) Brochure Compass (optional)

Tablets (optional) Chico State Campus Map (optional)

Rubric for the Presentation (adapted from http://www.ncsu.edu/midlink/rub.pres. html)Score 4: Students present skit in logical, interesting sequence which audience can follow,

demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration, their map is recognizable and reflects the real setting in a relatively accurate manner. The skit conversation has a few grammatical errors that do not interfere understanding. Students use a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Score 3: Students present in logical sequence which audience can follow. They are at ease with answers to all questions, but fail to elaborate. Their map is recognizable and somehow reflects the real setting with no more than 2 errors. Skit dialogue has no more than 4 grammatical errors. Students maintain eye contact most of the time but frequently return to notes. The voices are clear. Students pronounce most words correctly. Most audience members can hear presentation.

Score 2: Audience has difficulty following presentation because students jump around. Students are able to answer only rudimentary questions. Their map is recognizable with no more than 2 errors. Skit has more than 8 grammatical errors. Students occasionally use eye contact, but read most of time. The voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation.

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Score 1: Audience cannot understand skit because there is no sequence. Students do not have grasp of information. The map is hard to recognize. The skit has 8 or more grammatical errors. Students read all of notes Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear. With no eye contact.

Additional information on MappingVideo clips: How to make your own My Maps with Google maps: http://www.youtube.com/watch?v= kOH9rrmSOdADrawing a City Map: http://www.youtube.com/watch?v=xirC0LH3g7QHow To Read A Map - The Legend: http://www.youtube.com/watch?v=Lmoz5LKpz28Readings:Map Features: http://wiki.openstreetmap.org/wiki/Map_Features#AnnotationMap Skills: http://www.kidinfo.com/geography/maps.html

Mapping Vocabulary

Words to Learn:Compass RoseScaleCardinal DirectionsIntermediate DirectionsMap Key/ Map LegendCoordinates

Words to Review:North, South, East WestNortheast, Northwest, Southeast, SouthwestRatioLeft, Right, Up, Down, Ahead, BackBlock, Street (St), Avenue (Ave), Road (Rd), Boulevard (Blvd), Drive (Dr)

How to draw a simple map (http://www.wikihow.com/Draw-a-Small-Map)

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1 Choose two different places, like your house and the ballpark. 

2 Draw streets on a piece of paper, more streets if you need to show intersections

you will be passing.

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3 Draw your house, or starting point, on the correct street.

4 Draw your ending point, once you know exactly where it is.

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5 Draw just a few landmarks, like houses, libraries, or other buildings exactly where they are.

Tips

● Try to mind your relative distances. Make sure that something far away from another thing in real life is far away from each other on the map.

● To know where the streets are, get a scooter and go around your town on it.● Indicate which streets have sidewalks so that you will know how to walk safely● You may wish to include street names (particularly the cross streets before and after the

destination so that your reader will know when he is near/has gone too far).

The Chico State Map (www.csuchico.edu)

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Final Feast

As a culminating activity on final day of class there will a poster session potluck allowing students to present their maps and what they learned throughout the unit.

1. Poster will include…The map with the host family’s house, school and other significant locations. Grocery lists: Items from the host country they would like to try and items to include in their care package.Packing list

2. Each student will give a short presentation of their poster; sharing information about their host family, a couple things they learned about the host community and foods they are excited about.

3. Optional Potluck: Each student will bring food to share; preferably a practice of the dish they intend to make for their host family although anything they can and would like to bring is acceptable.

The class session will begin with each student giving their presentation with the rest of the time being used as a conversation hour allowing students to practice speaking in English using the posters, presentations and possibly food as prompts. If possible, bring in any students who have already participated in the study abroad program to participate in the conversation hour.

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Appendix1. Chico City Map2. B-Line (Butte Regional Transit) Brochure3. Google Maps4. LeBlanc Host Family Video http://www.youtube.com/watch?

v=ySAB6zh1qw8&list=PL7FD94879493F3396.5. Wilhite, Marcia Myers. My Hometown Chico: Another Look. Chico, CA. Marcia Wilhite.

2005.6. Purcell, Nancy. Homestay: Living with an American Family.

http://studyusa.com/en/a/32/homestay:-living-with-an-american-family 7. Forte International Exchange Association: Student Orientation Handbook.

http://fiea.easycgi.com/doc/StudentHB.pdf 8. Life as an Exchange Student in America. http://www.youtube.com/watch?v=jtFanrb5VuQ9.High School Exchange Students in the US Share Their Thoughts.

http://www.youtube.com/watch?v=ZGa9jGoG1zkhttp://www.diversityabroad.com/study-abroad-homestays

10. About City of Chico. http://www.chico.ca.us/about/ 11. Chico, California. http://en.wikipedia.org/wiki/Chico,_California12. How to Grocery Shop Fast and Smart http://www.youtube.com/watch?v=SI7PVSQYiSU13. Popular American Foods You'll Be Hard-Pressed to Find Abroadhttp://www.budgettravel.com/blog/6-popular-american-foods-youll-be-hard-pressed-to-find-abroad,12073/14. 10 foods Americans miss most while abroadhttp://travel.cnn.com/explorations/eat/best-usa-travel/10-foods-and-beverages-americans-miss-most-while-abroad-16489015.Calling Your Travel Agent http://www.esltower,com/VOCABSHEETS/travel/travel.html16.Packing for Him: http://www.youtube.com/watch?v=k_B5JFrztHQ17.Packing for Her: http://www.youtube.com/wathc?v=OjZ2s7Ntd0E18.Surviving Airport Hell: http://www.youtube.com/watch?v=I6YGG02Y0FM

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Part IV Analysis and Reflection

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