Curriculum Description This curriculum was built around a natural English conversation foundation.

Using modern theoretical thinking to the nature of spoken discourse, the process comprised of first identifying that vacation and travel English would be the most useful for low level students in this context. The conversation ideas were written and a pretend conversation of each situation was recorded just one time. This aimed to capture aspects of natural speech, and formed the base of listening activities, which serve as an example for production of language for participating students. Following this base method the material has been added to and adapted for the classroom. As this is not a grammar focused curriculum the functions have emerged from recorded conversations rather than being predisposed to following a fixed grammar curriculum, thus attempting to emulate more natural communicative situations.

Curriculum for Vacation English Based on a Functional Spoken Grammar Base For material and listening files visit (http://gesturedlanguageteaching.wordpress.com/authentic-listening-exercises-with-follow-up-role-plays/) Chapter Title
1. A Roast Dinner

Functional Aim
Students may begin to be able to politely order food from a restaurant. And Pretend to be a waiter

Vocabulary
Words relating to restaurants and in this case the listening activity

Expressions
Table for one? and and choose between A or B Let me just run that by you one more time. Is that one of your hairs? Can you figure it out please? I want to go to You look like a kind person. How much do you think it will cost? It will cost about thirty pounds. Alright then. Please can you start the meter? Can I see your? How much will it be? Heres the thing (please listen to me). I think Ive forgotten my passport. I cant Im so sorry. You cant go inside without I lost may passport. Did you notice anything strange? I checked everywhere Where is it you are from? Id like to take some details. What hotel are you staying in?

Role Play
Students carry out the role play depending on their ability. Some write the whole script some can follow a provided script. Location: Restaurant Props: Menus and Towels

Supplemental Material
Students may write about a new restaurant they visited recently. Extended writing might include a restaurant review.

2.

Take a Taxi

Student may begin to be able to politely enter a taxi request a destination and inquire about the cost. And Pretend to learn to be a taxi driver.

Words relating to taking a taxi and in this case the listening activity

Location: In a taxi. Props: Two chairs, a taxi drivers hat, some fake money.

Students write sentences using the vocabulary words learned at the start. They may also write about a bad experience they had in the past while taking a taxi. Students write sentences using the vocabulary words learned at the start. Students can write about and experience of travelling abroad and or talk about loosing something. Students write sentences using the vocabulary words learned at the start. Students can write about a negative situation they have experienced, while travelling.

3.

Without A Passport

4.

Stolen Passport

Student may begin to be able to politely negotiate in a fun situation of forgetting important material for airplane travel. And Pretend to be a check in assistant Student may begin to be able to politely express a problem to the police about having a passport stolen. And Pretend to be a police officer

Words relating to airplane travel and forgetting important documents.

Location: Airport Props: A big airport check in desk sign, a fake passport and e-ticket, a neck tie for the check-in assistant.

Words relating to having a passport stolen from a hotel room by a member of the staff.

Location: Police station. Props: Note paper, and policemans hat.

5.

Bus Ticket to York

Student may begin to be able to politely buy a return bus ticket and negotiate a replacement when it is wrong. And Pretend to be a ticket sales assistant

Words relating to buying and selling bus tickets

I want to buy a bus ticket please. Where do you want to go? What time do you want to leave? What time will the bus arrive? When do you want to come back? Can you take this credit card? Can I see your passport? What is the purpose of your visit? How long do you intend to stay? Can I see your return ticket please? Im afraid to say. an outdated return airplane ticket. How may I help you? I want a room for nine nights. Please can I have your passport? You would like a room for nine nights, right? Miss Smith, is it? Where do you see yourself in five years from now? Ive made lots plans. what do you think you are going to be doing for this company? Im going to Why did you choose our company? Your company seems to be growing.

Students write sentences using the vocabulary words learned at the start. Location: Bus Station Props: Table as a counter, Ticket, and a destination display poster with prices and times. Students can write about a short trip they have taken in Korea. Genre: Letter to a friend.

6.

Passport Control

Students begin to learn how to communicate with in immigration official at an Airport. And Pretend to be an immigration official.

Words relating to passing through passport control at an airport.

Students write sentences using the vocabulary words learned at the start. Location : Passport control Props: Table as a counter, Fake passport police mans hat with a different badge. Students can write about a future dream trip they would like to take. Genre: Dream Diary Students write sentences using the vocabulary words learned at the start. Students can write about a hotel they read on the internet. Genre: Hotel review. Students write sentences using the vocabulary words learned at the start.

7.

Hotel Room

Students begin to learn how to book a hotel room. And... Pretend to be a hotel receptionist.

Words relating to booking a hotel room

Location: Passport control Props: Table as a counter, a big hotel sign, a booking book, fake passport, fake credit card, baggage, room key.

8.

Interview

Students begin to learn how to answer questions in an interview. And Pretend to be an interviewer. This arises from working holidays.

Words relating to carrying out a basic job interview.

Location: Interview room Props: A list of questions to ask during a job interview.

This could lead into resume writing and written activities relating to answering job interview questions.

9.

A New Bank Account

Students begin to learn how to the language and items needed to open a new bank account. And Pretend to be a bank teller.

Words relating to opening a new bank account.

10. Directions

Students begin to ask about and get directions. And Pretend to be a local.

Words relating to finding directions.

Can I open a new bank account? You know in this country it is not possible to have more than one bank account, right? I going to need two forms of ID. Im going to need some proof of address. my situation is not really good (Im poor) The interest of this bank is high. Where do you want to go? Can you tell me how to get there? Do you know where the city hall is? How do I get there? Then what? Im not sure exactly.

Students write sentences using the vocabulary words learned at the start. Location: A banks front desk. Props: Fake forms of ID, plus copies of bills, a bank sign.

Students can practice looking at and filling in a bank account application form.

Location: In the street. Props: Perhaps a picture of a location, such as a Market or the city hall.

Students write sentences using the vocabulary words learned at the start. Students have a map with two locations on it and have to write descriptions of how to get there.

11. Full review 12. Testing

Speaking Assessment.
The assessment of this material syllabus is undertaken with close reference to the Seoul Ministry of Educations spoken language assessment criteria. Grammar Vocabulary Comprehension Fluency
(No specific fluency description. Refer to other four language areas for implied level of fluency.)

Pronunciation
Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak their language.

Task
Can ask and answer simple questions specifically relating to material from the specific task studied in class.

Errors in grammar are frequent, Speaking vocabulary is Within the scope of his very but speaker can be understood. inadequate to express anything limited language experience, but the most elementary needs. can understand simple questions and statements if delivered with slow speech, repetition , or paraphrasing Can usually handle elementary constructions quite accurately but does not have thorough or confident control of grammar. Has speaking vocabulary Can get the gist of most sufficient to express themselves conversations of non-technical simply with some subjects (i.e. topics that require circumlocutions. no specialized knowledge).

II

Can handle with confidence but Accent is intelligible though Able to ask and answer more not with facility most simple often quite faulty. advanced question specifically social situations. Including related to material in the class, introductions and casual but with more effort of conversation of current events. spontaneous conversation. Can discuss particular interests of competence with reasonable ease. Rarely has to group for words. Errors never interfere with understanding and rarely disturb the native speaker. Accent may be obviously foreign. Can participate effectively in all the class room activities with ease and works towards adding and expressing their own idea in to the pretend situations.

III

Control of grammar is good. Able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social and professional topics. Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare Equivalent to that of educated native speaker

Able to speak the language Comprehension is quite with sufficient vocabulary to complete at a normal rate of participate efficiently in most speech. formal and informal conversations on practical topics. Vocabulary is broad enough that they rarely have to grope for a word.

IV

Can understand and participate Can understand any Able to use the language Errors in pronunciation are Would rarely be taken for a in any conversation within the conversation within the range fluently on all levels normally quite rare. native speaker, but takes a range of their experience with a of their experience. pertinent to professional needs. native speaker, natural high degree of precision of language role when vocabulary. undertaking role play. an Has complete fluency in Equivalent to and fully accepted Speaking proficiency equivalent language such that his speech is by educated native speakers. to that of an educated native fully accepted by educated speaker. native speakers.

an Speech on all levels is fully Equivalent to that of accepted by educated native educated native speaker. speakers in all its features including breadth of vocabulary and idiom, colloquialisms and permanent cultural references.