UNIVERSIDAD DE COSTA RICA 
SISTEMA DE ESTUDIOS DE POSGRADO 
 
 
 
 
 
ENGLISH FOR DISABILITY STUDIES AND GERONTOLOGY 
 
 
 
 
 
 
Trabajo final de investigación aplicada sometido a la consideración de la Comisión del 
Programa de Estudios de Posgrado en Enseñanza del Inglés como Lengua Extranjera para 
optar por el grado y título de Maestría Profesional en Enseñanza del Inglés como Lengua 
Extranjera 
 
 
 
CARMEN DANIELA ARROYO SÁNCHEZ 
DEVI AN MORERA AZOFEIFA 
MARÍA DEL ROCÍO TORRES PANIAGUA 
 
 
 
 
 
 
 
 
Ciudad Universitaria Rodrigo Facio, Costa Rica 
 
2020 
 
 
Dedicatoria 
 
“To us, family means putting your arms around each other and being there.” 
  – Barbara Bush 
 
We dedicate this final graduation project to our beloved families who were always there to 
motivate us and to be support when needed. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ii 
 
 
 
Agradecimientos  
We would like to thank God for giving us the opportunity and the strength to complete this 
project. We also have a lot of gratitude toward our students who were very committed and 
always willing to participate. We are also thankful to our professor MSc. Patricia Cordoba 
who guided us through the practicum process. We would like to thank our readers for their 
insights to improve our memoir. We want to express a special acknowledgement to PhD. 
Alonso Canales and MSc. Mayra Solís for helping us shape our research. Finally, we want 
to show our gratefulness to our Alma Matter, the University of Costa Rica; we feel very 
proud of being part of its alumni.
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Table of Contents 
Index of tables ......................................................................................................................... x 
Index of figures ...................................................................................................................... xi 
Abbreviations and Acronyms ...............................................................................................xii 
Chapter I ................................................................................................................................. 3 
1.1 Phase 1 .......................................................................................................................... 3 
1.1.1 The research approach ............................................................................................ 3 
1.1.2 The research context ............................................................................................... 3 
1.1.3 Participants ............................................................................................................. 4 
1.1.4 Data collection instruments .................................................................................... 5 
1.1.5 Procedures .............................................................................................................. 8 
1.1.6 Results and Discussion ........................................................................................... 9 
1.2 Phase II ........................................................................................................................ 19 
1.2.1 The data collection instrument: the diagnostic exam ........................................... 21 
1.2.2 Rationale of the diagnostic exam ......................................................................... 22 
1.2.3 Procedure .............................................................................................................. 30 
1.2.4 Results and Discussion ......................................................................................... 32 
1.2.5 Conclusions and recommendations for the syllabus design ................................. 37 
Chapter II .............................................................................................................................. 39 
2.1 Course Logo ................................................................................................................ 39 
2.2 Course name ................................................................................................................ 40 
2.3 Course description ....................................................................................................... 40 
2.4 Statement of goals and objectives ............................................................................... 40 
2.5 Methodology ............................................................................................................... 42 
2.5.1 Approach .............................................................................................................. 42 
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2.5.2 Classroom dynamics ............................................................................................. 44 
2.5.3 Tasks and techniques and their rationale .............................................................. 44 
2.5.4 Role of the learners ............................................................................................... 45 
2.5.5 Role of the teachers .............................................................................................. 45 
2.6 Assessment .................................................................................................................. 46 
2.6.1 Types of assessment ............................................................................................. 46 
2.6.2 Tasks ..................................................................................................................... 49 
2.7 Course evaluation ........................................................................................................ 51 
2.8 Contents ....................................................................................................................... 51 
Chapter III ............................................................................................................................. 59 
Course Evaluation ................................................................................................................. 59 
3.1 Review of the literature ............................................................................................... 60 
3.1.1 Aspects related to perception ................................................................................ 60 
3.1.2 Techniques for instruction delivery ...................................................................... 62 
3.1.3 Factors that affect delivery of instructions ........................................................... 65 
3.1.4 Previous studies .................................................................................................... 67 
3.2 Methodology ............................................................................................................... 68 
3.2.1 The research approach .......................................................................................... 68 
3.2.2 The research context ............................................................................................. 68 
3.2.3 Participants ........................................................................................................... 69 
3.2.4 Data collection instruments and procedures ......................................................... 69 
3.2.5 Data analysis procedures ...................................................................................... 71 
3.3 Results and Discussion ................................................................................................ 71 
3.4 Conclusions ................................................................................................................. 79 
3.5 Recommendations ....................................................................................................... 80 
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3.6. Limitations ................................................................................................................. 82 
References ............................................................................................................................. 84 
Appendices ............................................................................................................................ 88 
Appendix A ....................................................................................................................... 88 
Appendix B ....................................................................................................................... 92 
Appendix C ....................................................................................................................... 99 
Appendix D ..................................................................................................................... 110 
Appendix E ...................................................................................................................... 113 
Appendix F ...................................................................................................................... 114 
Appendix G ..................................................................................................................... 116 
Appendix H ..................................................................................................................... 118 
Appendix I ....................................................................................................................... 236 
Appendix J ...................................................................................................................... 302 
Appendix K ..................................................................................................................... 370 
 
 
 
 
  
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RESUMEN 
Este proyecto final de graduación comprende el proceso de diseño e implementación de un 
curso de inglés con fines específicos para una población de estudiantes del Programa de 
Posgrado en Estudios Interdisciplinarios sobre Discapacidad y del Programa de Posgrado 
en Gerontología. Primero se llevó a cabo un análisis de necesidades de la población en 
cuestión. Luego se procedió al diseño del curso que se impartió durante tres meses. Así 
mismo, durante la implementación del curso se llevó a cabo una investigación para conocer 
la percepción de los estudiantes y los supervisores de práctica sobre las instrucciones dadas 
por las practicantes. Los resultados de esta investigación demostraron que la percepción de 
los participantes fue buena en general. Este estudio puede contribuir al desarrollo 
profesional del docente ya que otorga herramientas para mejorar el proceso de dar 
instrucciones.   
Palabras claves: enseñanza, inglés con fines específicos, instrucciones  
 
 
 
 
 
 
 
 
 
 
 
viii 
 
 
 
Abstract 
This final graduation project comprises the design and implementation of an English for 
Specific Purposes for an interdisciplinary population of students of the Master’s Program in 
Disability Studies and the Master’s Program in Gerontology. First, a needs analysis of the 
population was done. Then the course was designed and taught for three months. Moreover, 
during the implementation of the course, a research was carried out to know the perception 
of the students and practicum supervisors toward the instructions given by the student 
teachers. The results of this research project demonstrated that the perception of the 
participants was positive in general. This study can contribute to the professional 
development of teachers by giving tools to improve the instruction delivery process.  
 Keywords: teaching, English for Specific Purposes, instructions 
  
ix 
 
 
 
Index of tables 
Table 1.  General and individual students’ perceived proficiency level ............................... 36 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
x 
 
 
 
Index of figures 
Figure 1. Activities where participants used English for work-related purposes. ................ 12 
Figure 2. Areas that students consider they needed to improve. .......................................... 13 
Figure 3. Students’ preferred in-class activities. ................................................................... 15 
Figure 4. Students’ opinions about the importance of the skills. .......................................... 16 
Figure 5. Everybody In! Course Logo .................................................................................. 39 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
xi 
 
 
 
Abbreviations and Acronyms 
Asts Assistants 
CEFR Common European Framework of Reference 
CONAPDIS Comisión Nacional de Personas con Discapacidad 
ESP English for Specific Purposes 
L Listening 
L2 Second language 
PPEID Programa de Posgrado en Estudios Interdisciplinarios sobre Discapacidad 
PPGer Programa de Posgrado en Gerontología 
R Reading 
S Speaking 
Ss Students 
St Student 
T Teacher 
TBLT Task-based language teaching 
UCR Universidad de Costa Rica 
W Writing 
 
xii 
 
 
 
xiii 
 
 
 
 
  
xiv 
 
 
 
 
 
xv 
 
 
 
1 
 
This project was part of the completion of the master’s program in Teaching English 
as a Foreign Language at the University of Costa Rica. The elaboration of this project was 
based on the English for Specific Purposes approach. ESP has become a prominent area in 
the field of language teaching and learning. As such, this movement focuses the attention 
on the learners who require the language to deal with immediate and delayed situations 
proper of their fields or disciplines as students or professionals. Dudley-Evans (1998) 
provides some characteristics that distinguish the ESP approach. According to him, ESP 
has developed its own methodology, draws on various disciplines, emphasizes practical 
outcomes, and it is based on the learners’ specific needs. The purpose of the ESP approach 
is to prepare students and professionals to communicate effectively in their fields.   
In order to design an appropriate course program for a target population, it is 
essential first to carry out a needs analysis that helps to identify the real learning needs of 
the learners. Robinson (as cited in Dudley-Evans and St. John, 1998) observes that a needs 
analysis “aims to specify as closely as possible what exactly it is that the students have to 
do through the medium of English” (p. 3). Therefore, the needs analysis is necessary to 
identify the study and work purposes for which students require the language as well as to 
define what must be included in a syllabus according to the needs of the target population. 
In this regard, Hutchinson and Waters (1987) suggest to “look at the target situation in 
terms of the necessities, lacks and wants” (p. 55). Thus, the evaluation of the information 
obtained during the process contributes to designing a suitable ESP course program.  
Additionally, to carry out the needs analysis, it is key to use different data collection 
instruments. To develop this project, the information was obtained through the application 
of an online questionnaire and a semi-structured interview to the students inquiring them 
 
 
 
2 
 
about the experience in English learning, use of English for study and/or work purposes, 
reasons to study English, styles and preferences of language learning, language proficiency 
level, and expectations about the ESP course. To complement the information, an 
unstructured interview was applied to the directors and professors of the two schools 
involved, the Master’s program in Disability studies and the Master’s program in 
Gerontology. Also, there was constant interaction among the stakeholders and the 
researchers via email and by phone to clarify essential information. Finally, a language test 
was designed and applied in order to identify the students’ apparent proficiency level on 
specific sets of academic and work-related skills.    
Once the information was collected, a syllabus was designed specifically for the 
population chosen for this research project. The syllabus design process involved the use of 
the information collected in the needs analysis phase; this allowed the student teachers to 
address the immediate and delayed needs of the population.  
 
 
 
 
 
 
 
 
 
 
 
 
 
3 
 
Chapter I  
Needs Analysis 
 The needs analysis process was divided into two phases previous the course design 
phase. The first phase was intended to collect information about the students’ lacks, wants, 
and needs in order to design a diagnostic test on those three aspects. In order to do this, 
stakeholders were interviewed, and students completed a questionnaire and an interview. 
The second phase was the application of the language test.  
1.1 Phase 1 
1.1.1 The research approach 
The research approach under which this project was framed was the mixed methods. 
According to Dörnyei (2007), the mixed methods approach “involves different 
combinations of qualitative and quantitative research either at the data collection or at the 
analysis levels” (p. 24). In the case of this research project, both quantitative and qualitative 
data were collected. This research approach was chosen because the researchers believe 
that qualitative and quantitative data complement each other in order to develop a suitable 
ESP course.  
1.1.2 The research context 
 This project has the particular characteristic that the population came from two 
different master’s programs. Students who took this English for Specific Purposes (ESP) 
course were from the Master’s Program in Disability Studies (PPEID) and from the 
Master’s Program in Gerontology (PPGer), both from the University of Costa Rica (UCR). 
These two programs require the students to present any certificate that demonstrates that 
 
 
 
4 
 
they have some command of the English language; therefore, the certificate that was given 
to the students after they completed the course served that purpose. 
1.1.2.1 Target programs 
1.1.2.1.1 Master’s Program in Disability Studies 
This program is interdisciplinary, which means that people from different majors 
can enroll. Currently, people from the fields of medicine, anthropology, psychology, 
counseling, and odontology are part of the program. According to the information found at 
Sistema de Estudios de Posgrado webpage, professionals who graduate from this program 
have “an interdisciplinary vision of disability, with essential theoretical knowledge in 
various areas such as research, communication, and administration” (n.d., p. 1, own 
translation). 
1.1.2.1.2 Master’s Program in Gerontology 
This program is interdisciplinary, too; therefore, students from different majors such 
as nursing, nutrition, odontology, among others, can enroll. Students who complete this 
program are “highly trained, sensible, and specialized that promote and fight for elderly 
people’s rights; they elaborate programs that take into consideration not only problems but 
also potentialities of this part of the population” (Sistema de Estudios de Posgrado, n.d., p. 
1, own translation). 
1.1.3 Participants 
 The participants of this project were sixteen students at the master’s level who, as 
previously mentioned, came from two different master’s programs. There were fourteen 
students from the PPEID, and two from the PPGer. Regarding their experience with the 
English language, 18.8% of the students said that they had had a lot of exposure to the 
 
 
 
5 
 
language, 50% said they had had some exposure, 25% said that they had had little 
exposure, and 6.23% said they had had none.  
         The sampling method used to select the participants was the convenience or 
opportunity sampling, which is defined by Nunan & Bailey (2009) as “making sampling 
decisions on the basis of availability” (p. 48). Dörnyei (2007) also refers to this type of 
sampling. He states that 
 the most common sample type in L2 research is the “convenience” or “opportunity 
sample”, where an important criterion of sample selection is the convenience of the 
researcher: members of the target population are selected for the purpose of the 
study if they meet certain practical criteria, such as geographical proximity, 
availability at certain time, easy accessibility, or the willingness to volunteer. (pp. 
98-99) 
In the case of the participants from the PPEID, they were selected by the researchers 
because they belonged to a group chosen with common academic interests; they were 
enrolled in the interdisciplinary master’s program in disabilities. In the case of the two 
students from the PPGer, it was the director of the program who asked for the possibility to 
include them in the ESP course. They were accepted because they shared similar 
characteristics with the disability studies group such as their academic level and the 
interdisciplinary nature of their majors.  
1.1.4 Data collection instruments 
 In order to collect useful data for this project to develop a suitable ESP course for 
the population, three elicitation data collection instruments were designed (see Appendix 
A). According to Nunan & Bailey (2009), “elicitation refers to all of the ways in which the 
 
 
 
6 
 
researcher tries to obtain data directly from informants (rather than, for example, simply by 
observing them)” (p. 312). Two of the instruments were intended to collect data from 
participants; the other instrument was intended to collect data from the stakeholders. The 
three data collection instruments are described as follows. 
1.1.4.1 Unstructured interview for stakeholders 
The interview conducted to the stakeholders is categorized as unstructured 
according to Kane’s (1983) definition. This author says that for unstructured interviews 
“there is no set order or wording of questions, no schedule, and you are not looking for the 
same information from each person” (p. 64). Moreover, Kane (1983) highlights that “this 
form of interview is also often used at the beginning of a research project, when you know 
so little that you do not even know the questions, let alone the possible answers” (p. 64). 
This is exactly what was done for this research project. Stakeholders were contacted at the 
initial stage of the research process. They were interviewed without having a battery of 
questions; the interview questions were devised as the interviewee provided answers and 
information. 
1.1.4.2 Semi-structured interview for students 
In order to interview students, a battery of questions was prepared. However, these 
questions were only devised as a guide for the interview. Each of the interviews was 
different in the sense that each interviewee provided information that led to other questions 
that were not part of the original battery. This type of interview is defined as semi-
structured interview. According to Nunan & Bailey (2009), 
in a semi-structured interview, the researcher will have a general idea of how he or 
she wants the interview to unfold and may even have a set of prepared questions. 
 
 
 
7 
 
However, he or she will use these questions as a point of departure for the interview 
and will not be constrained by them. As the interview unfolds, topics and issues 
rather than pre-set questions will determine the direction that the interview takes. (p. 
313) 
1.1.4.3 Needs analysis questionnaire 
The needs analysis questionnaire was intended to collect information about each of 
the participants. It was composed of five sections. 
Section number one asked about personal information (name, email, phone 
number). Section number two was about their experience with the English language; 
students had to answer four close-ended questions. Section number three was about the use 
of English at work and students had two questions. For the first one, students were provided 
with a list of activities that they had to rank from always to never depending on the 
frequency with which they performed the activity. The second question inquired about any 
other activity that had not been stated in the previous question. Section four asked about 
learning styles and preferences. This section was similar to the previous one; however, here 
students were asked to rank each of the activities from totally agree to totally disagree. 
Section number five was about language skills. For the first question, students were 
presented with a list of statements, and they were asked to choose between four options 
ranging from totally agree to totally disagree depending on what they thought they had to 
improve. The second question served the function of providing students with a space to 
elicit from them any other area they thought they had to improve. The third question asked 
students to rank language skills from very important to not important. They were asked to 
 
 
 
8 
 
do this based on the use of English that professionals in disability studies require to perform 
different tasks. 
1.1.5 Procedures 
 The procedures used to collect data are described as follows. 
1.1.5.1 Unstructured interview for stakeholders 
 This interview was administered to three people. First, it was applied to a professor 
who teaches at the PPEID. It was administered by phone. Then, it was administered to the 
director of the PPEID, also a professor in the program. This interview was administered by 
both, e-mail and phone. Finally, it was applied to the director of the PPGer. This interview 
was administered by phone. Part of the communication established with stakeholders 
allowed the instructors to collect authentic material, research articles mainly.  
1.1.5.2 Semi-structured interview for students 
 Taking into consideration that both student teachers and students have different 
schedules at work and at the university, the research team decided to carry out the semi-
structured interview over the phone. Each of the students was sent an e-mail and a text 
message asking to provide their availability for the interview. Each interview took no less 
than ten but no more than twenty minutes. Interviews were done over a period of two 
weeks. 
1.1.5.3 Needs analysis questionnaire 
 This questionnaire was delivered by using Google Forms. Students were given a 
week to complete the online questionnaire. Some reminders had to be sent as deadline 
approached because some students had not completed the questionnaire.  
 
 
 
9 
 
 1.1.5.4 Contact with “Consejo Nacional de Personas con Discapacidad” 
(CONAPDIS) 
 An important part of a needs analysis is the collection of authentic materials. In 
order to collect such materials, several organizations were contacted. However, only 
CONAPDIS was willing to cooperate with the researchers. Among the great amount of 
resources collected from them, there are national and international regulations, PowerPoint 
presentations used in conferences, research articles, and an open access index that contains 
a great variety of materials, all related to disabilities. A sample of the authentic materials 
provided by CONAPDIS is presented as Appendix B. 
1.1.6 Results and Discussion 
1.1.6.1 Interests of primary stakeholders 
A needs analysis also requires contact with stakeholders; therefore, communication 
was established with the PPEID Director and the PPGer Director.  
The PPEID director was consulted about the situations where students of this 
program were required to use English. On the one hand, she explained that English was 
mainly used for research purposes. Additionally, she mentioned that many of the 
international regulations and disability tests are written in English. The information 
provided suggests that students have an important need to read in English. This director 
also expressed that students must collaborate with other colleagues in the disability area 
which may require interaction with English speakers. In addition to this, she said that 
students’ ability to be proficient in English would allow them to access information by 
participating in training events (personal communication, March 28, 2019). 
 
 
 
10 
 
On the other hand, the PPGer Director expressed that the main interest for students 
to study English is that they can develop reading skills necessary to keep updated in the 
field, but mainly to have access to sources written in English in order to write their final 
graduation project (personal communication, April 10, 2019). Both directors’ main interest 
of developing the reading skill coincides with what Barrantes and Díaz (2014) found. These 
researchers completed their final graduation project to opt for a master’s degree in the 
Teaching of English as a Foreign Language at UCR with a population similar to the one 
this project worked with, that is people getting a master’s in disability studies. The needs 
analysis performed by Barrantes and Díaz (2014) revealed that  
the main interest of the interviewed authorities in the program is focused on the 
improvement of reading skills so that the target population can consult updated 
bibliography in English that is not available in Spanish to do their thesis or to carry 
out their fieldwork project. (p. 13) 
This finding is important as it ensures that reading is the most crucial skill to be developed 
in an ESP course for both the disability studies and the gerontology program. 
1.1.6.2 General group profile 
As part of the needs analysis, students were asked to complete an online 
questionnaire and a phone interview. The results obtained are the following. Regarding the 
exposure of the participants to the English language, most of them said that they had been 
exposed to it. Eight students had some exposure to the language; four said that they had had 
little exposure; three were highly exposed; only one said that he/ she had never been 
exposed to the English language. According to the answers in the questionnaire, this 
English knowledge was acquired either in high school, taking a course, or with self-
 
 
 
11 
 
instruction. These results show how varied their level of English was because, even though 
most of them said that they had been exposed to the language, every participant’s exposure 
differed a lot from one another.  
In the case of how often the students interacted with native and non-native English 
speakers, it is important to highlight that half of them never did it; that is eight out of 
sixteen participants. Four said that they did it once a week and just one did it every day. In 
the interview, students mentioned that this lack of interaction with speakers of the English 
language is something they feel afraid of because it is not the same to interact with the 
teacher or classmates in a classroom setting than to interact with native speakers of English. 
The main reason has to do with the speed and the vocabulary used by English speakers. 
Consequently, this lack of interaction could hinder students’ communication skills, and it 
was a factor that was taken into consideration.  
Regarding how much English was necessary at work for the students, two said that 
they used a lot of English; nine used some; three used little, and two did not use it at all 
because they did not need it. These results show the importance of learning English because 
the majority needed to have minimum knowledge to carry out some tasks at work. In the 
interview, the participants also mentioned the relevance of learning English. They said that 
it is the universal language and the key to have access to the most updated information, not 
only from articles or books, but also from other colleagues. Some even considered knowing 
English as a plus when it comes to work-related opportunities. Figure 1 lists the tasks in 
which participants used this language at work. It can be noticed that, contrary to what they 
mentioned, most of them did not require English for work-related purposes.  
 
 
 
12 
 
Figure 1 
 
Helping patients
Delivering presentations
Reading international regulations
Applying diagnostic tests
Always
Working with with colleagues
Frequently
Sending emails
Sometimes
Writing reports Never
Attending conferences/workshops
Answering phone calls
Reading for research purposes
Meetings with colleagues
0 1 2 3 4 5 6 7 8 9
Number of students
 
Figure 1. Activities where participants used English for work-related purposes. 
 
 Pronunciation is one of the areas that students wanted to improve. Fourteen students 
out of the sixteen totally agreed with studying pronunciation in the course. However, two 
participants did not consider this area important. Students also showed high interest in 
increasing vocabulary. Probably, as found in the interviews with the students, they referred 
to learning technical vocabulary since it was very important for them to understand oral and 
written messages.  
Other students also indicated that they wanted to improve the ability of 
communicating and understanding ideas when listening and speaking English. However, 
four students thought this was not relevant. Regarding reading and writing, eight students 
totally agreed and seven agreed with their interest in improving these abilities.  
 
Tasks
 
 
13 
 
Another area that participants wanted to improve is grammar. More than 50% of the 
students gave high importance to this skill. In the interview, the participants mentioned that 
they wanted to review grammar rules, but one said that he did not want grammar to be the 
focus of the class. In general, all the options proposed in this section were of interest for 
most students, although minimum of one student in each category totally disagreed with the 
proposals as shown in Figure 2. Therefore, it is possible to say that all the macro skills had 
to be taken into account as well as two micro skills, grammar and vocabulary in this course. 
  Figure 1 
Understand English speakers in
conversations
Communicate ideas fluently and clearly
in spoken form
Understand main ideas in a text
Communicate ideas accurately in written Disagree
form Partially disagree
Improve grammar Partially agree
Totally agree
Increase vocabulary
Work on pronunciation
0 2 4 6 8 10 12 14
Number of students
 
Figure 2. Areas that students consider they needed to improve. 
 
 Regarding the activities that students preferred to perform in class, most of them 
 
showed high interest in using authentic materials. This seemed to indicate that they do need 
the language to perform activities in real life situations. Activities like using creativity and 
watching videos shared similar preference by students. Something similar happened with 
 
Areas to be improved
 
 
14 
 
the use of games where the majority expressed their interest. However, three students 
refused the use of games as part of the activities for language learning. During the interview 
with the students, one participant complained that including a lot of games is distracting.  
It is important to notice the relevance that many students gave to writing e-mails and 
reports. Just two students did not consider this activity important. Something similar 
happened with the use of debates; just three participants totally agreed with this activity, 
while ten more students agreed with this practice. This is associated with the tasks the 
participants mentioned they had to carry out at work which included sending e-mails and 
attending conferences. The latter sometimes include a section for questions where a debate 
might arise.  
The activities that students refused the most were describing procedures or/and 
processes as well as making presentations. It was very noticeable how most students 
seemed to like pair and group work during the performance of the in-class activities during 
the course. Figure 3 shows this information. 
 
 
 
 
15 
 
 
Groups/ pair work
Games
Problem solving
Presentations
Debates
Describe procedures/ processes Totally disagree
Documentaries/ videos Partially disagree
Read reports/ regulations, etc. Partially agree
Write emails/ reports, etc. Totally agree
Use creativity
Use realia
Use technical vocabulary
0 2 4 6 8 10 12 14
Number of students
 
Figure 3. Students’ preferred in-class activities. 
  
 FigureR 3eg. aSrtduidnegn tths’e  pimrepfeorrrteadn cine- ocfla tshse a fcotuivri mtieasc.r o skills of the language, most participants 
 
agreed that all were very important for their professional fields. Listening, for example, was 
considered important by two students, and very important by the other fourteen. For the rest 
of the skills, the results were very similar although some participants found them little or 
not important. Figure 4 shows the information obtained.  
 
Activities
 
 
16 
 
Listening
Speaking
Not important
A little important
Reading Important
Very important
Writing
0 2 4 6 8 10 12 14 16
Number of students
 
Figure 4. Students’ opinions about the importance of the skills. 
The participants’ reasons for preferring certain macro skills over the others were 
varied. In the interview, some of them mentioned that they would like to improve their oral 
skills not only for work-related reasons but also for personal ones. For instance, participants 
mentioned that by having a better oral command of the language they could be promoted, 
get a better job, or be able to carry out some tasks at work such as helping patients and 
meeting English-speaker colleagues from other countries. They also wanted to be able to 
communicate in English when travelling or just for personal growth. In the case of reading, 
they considered it important to do research. In the interview, they mentioned that they had 
to do a lot of research not only in the master’s program but also at work, and that the most 
updated information is usually in English. Some of this research was for their final 
graduation project, which means they had to read journal articles mainly. However, in some 
cases, they had to read regulations and e-mails. 
 
Macro skills
 
 
17 
 
Based on the information above, an analysis of participants’ needs, wants, and lacks 
is presented as follows.  
1.1.6.3 Participants’ needs 
This was an interdisciplinary group. Participants came from the following 
disciplines: medicine, psychology, language therapy, special education, counselling, and 
odontology. Therefore, the participants’ needs varied depending on their discipline. Even 
though most of them were not required to use English at work, there were others who really 
need it. For instance, during the interview some of them indicated that they used English to 
carry out tasks such as taking part in conferences by either presenting and/ or taking notes, 
sending e-mails, writing abstracts /articles, meeting colleagues, and doing research. Some 
of them expressed that if they had better English skills, they could be promoted.  
Regarding the academic skills, despite the requirement of their master’s program to 
know a second language, the participants did not have to carry out any task in English. 
They said that they only needed the language for research purposes although this was 
optional because they were not forced to do research in English. However, they 
acknowledged that they could have had access to more updated information if they had 
known the language.  
1.1.6.4 Participants’ wants 
In the case of what participants wanted from the ESP course, all of them mentioned 
reading as an important skill since they needed it to do research. Most of them said that 
they wanted to practice speaking either for the tasks carried out at work or for personal 
reasons. Few of them said that they wanted to reinforce writing; that is because they 
considered it as complementary when practicing the other skills. However, for them it was 
 
 
 
18 
 
also important to learn how to write abstracts and/ or articles as well as e-mails. Many 
participants also expressed their interest in using English to perform activities such as 
helping patients and giving presentations.  
The participants wanted to have dynamic but academic classes. They wanted 
practical rather than theoretical classes and evaluations. They also said they liked pair and 
group work.  Among the topics they wanted to study, they mentioned education, disability, 
inclusiveness, disorders, and everyday topics.  
1.1.6.5 Participants’ lacks 
Many participants were worried because they thought their English level was poor. 
Despite the fact that they had been in contact with the language, they neither understood 
nor spoke it well. They expressed their concern because the course was going to be taught 
in English; however, they also said that they were willing to learn and to take advantage of 
the course.  
Other participants, on the contrary, had an excellent level of English; actually, two 
of them lived in English-speaking countries for some years. One of them, who knew a lot 
about his working field, decided to take this course because he wanted to review some 
basic things he had forgotten; the other wanted to take the course in solidarity with his 
classmates, although he expected the course to provide him with more technical 
vocabulary.   
 Others said that they could understand English well in a written and oral way, but 
they struggled when it came to expressing their ideas orally. It is important to mention that 
most of the participants who were not required to use English at work claimed to have a 
poor proficiency level of English.   
 
 
 
19 
 
1.2 Phase II 
As mentioned earlier, the second phase of the needs analysis was the design and 
application of a diagnostic test in order to help student teachers identify learners’ strengths 
and weaknesses of the target language. However, authors like Harris and McCann (1994) 
observe that “this type of test is used to find out problem areas. Where other types of tests 
are based on success, diagnostic tests are based on failure” (p. 29).  According to them, the 
main purpose of the diagnostic test is to determine the potential barriers to learning faced 
by the students instead of highlighting their potential abilities. Certainly, the results 
obtained after the application of this exam showed both sides of the learners’ proficiency, 
which facilitated the student teachers’ objective of placing them at an appropriate level. 
This test was carefully devised to elicit information that helped identify the 
language features that would require more attention and, therefore, had to be considered 
when designing the course syllabus. Brown (2004) states that a “diagnostic test is designed 
to diagnose specified aspects of a language” (p. 46). Taking this into consideration, this test 
included the four areas of the language: listening, reading, speaking, and writing, as well as 
a vocabulary section to assess lexical proficiency. For each of the five sections of the exam, 
there was a rubric that evaluated specific features of the language relevant to the objectives 
of the test. Also, in order to obtain sound results, the principles of validity and reliability of 
language assessment were considered during the test design and application. 
Regarding validity of a test, Gronlund (as cited in Brown, 2004) urges that it is “the 
extent to which inferences made from assessment results are appropriate, meaningful, and 
useful in terms of the purpose of the assessment”, (p. 22). According to him, a test is valid 
if it measures what is supposed to measure.  Each section of this diagnostic exam was 
 
 
 
20 
 
intended to assess the students’ performance in a different area separately, although the 
rubrics were designed to focus the attention on the performance of more specific features 
that helped gather more detailed information from the learners’ proficiency on specific ESP 
skills.  
To give more validity to the test, the instructions were clearly stated, and its 
structure was organized logically. The test-takers were given two hours to complete the 
diagnostic test but all of them required less than 90 minutes. This time was considered 
appropriate since the exam consisted of five short sections. Finally, the topics selected for 
the test were related to the test-takers’ field of study considering the two masters’ programs 
involved in this project, namely disability studies and gerontology.  
In relation to test reliability, Brown (2004) explains that “a reliable test is consistent 
and dependable” (p. 20). During the application of the test, all the test-takers received the 
same quality of input; the audio was the same for everybody; the reading was the same as 
well. The photocopies were clear, and the conditions of the room were ideal for the test 
application. Holistic rubrics were designed to determine the students’ proficiency level as 
beginners, low intermediates, and high intermediates. Although the student teachers were 
aware of the high level of English proficiency of some learners and the deficiency of 
language competence of others, the test was equally applied to all of them regarding time 
allotted, content, instructions, and procedures. 
Finally, it is necessary to tell that the diagnostic test was intended for the research 
purposes of this ESP project. It was designed by the student teachers based on their 
teaching experience and following theoretical guidelines for ESP tests.  
 
 
 
21 
 
1.2.1 The data collection instrument: the diagnostic exam 
The diagnostic exam (see Appendix C), designed to determine the approximate and 
perceived proficiency level on specific ESP skills of the students who are expected to enroll 
in the ESP course Everybody In!, consisted of five sections distributed along seven pages. 
On the first page, students found administrative aspects such as the university name, the 
student teachers’ names, the name of the course, the logo, the purpose of the exam, and the 
general instructions. This first page was written in Spanish to ensure that students 
understood everything, and also to lower their anxiety. 
Page number two contained the listening section. It was about treatments and 
symptoms of bipolar disorder. Here students were given the instructions, and they answered 
six items based on an audio about bipolar disorders. On page number three, students found 
the reading section. On this page, students were presented with a text adapted from an 
authentic source about older people with developmental disabilities. Students answered 
four multiple-choice questions, these questions were on page four. On page five, the 
writing part was presented; students were asked to write an e-mail related to the previous 
text, as a follow-up step in a research project. On page six, the vocabulary section was 
presented. The vocabulary was related to disabilities taking into account different word 
categories; in this part, students had to complete a fill in the blanks exercise. Finally, on 
page seven, students had the description of what was going to be the speaking part about; 
however, they neither had the warm-up and cool-down questions nor they had the cases 
they were going to role-play. The cases presented were about hypothetical situations related 
to disabilities and the elderly that are faced in real life.   
 
 
 
22 
 
1.2.2 Rationale of the diagnostic exam 
1.2.2.1 Macro and micro skills selected 
The aim of the diagnostic test was to evaluate competence, that is to say proficiency 
in different skills. According to Brown (2004), a proficiency test is not limited to a single 
skill in the language; rather, it tests overall ability. They have traditionally consisted of 
standardized multiple-choice items on vocabulary, reading comprehension, and aural 
comprehension. Sometimes a sample of writing is included, and more recent tests also 
include oral proficiency performance (p. 44).  
Consequently, the macro skills selected to assess the participants were the four 
language macro skills: listening, speaking, reading, and writing. The reasons were various. 
First, as mentioned above, the purpose of the test was to evaluate proficiency in order to 
had an idea of the English level of the participants. Additionally, in the interview, the 
primary stakeholders explained the participants’ needs: they had to collaborate with other 
colleagues in meetings and through e-mails mainly, they also had to have access to 
information by doing research, attending conferences and trainings, etc. These needs 
involved the four skills because, in order to collaborate with colleagues, the participants 
needed the speaking and writing skill; to do research, they needed the reading and writing 
skills; to attend a conference or training, they needed the listening skill and sometimes the 
writing one to take notes. Another reason was the students’ interest in learning the four 
macro skills. 
Regarding the micro skills, a section on vocabulary was selected to assess the 
participants’ knowledge in this area. Vocabulary is necessary to carry out the four macro 
skills. They needed it to speak, to write, and to understand oral and written messages. 
 
 
 
23 
 
Therefore, the student teachers considered this an important area to be assessed. 
Additionally, the stakeholders and the participants highlighted the need and interest for 
learning technical vocabulary.  
1.2.2.2 Constructs behind the exam 
Different types of tasks were selected to test the students’ English proficiency. For 
the listening task, students had to listen to a lecture about bipolar disorders to answer 
multiple-choice questions. In the task, students had to identify the main idea of the lecture 
as well as specific details. This task resembles what students had or would have to do in 
real life, like attending a conference where they would have to be able to understand the 
general idea as well as specific details from the talk. Additionally, this lecture was chosen 
because it represented an authentic and meaningful topic related to the students’ field since 
it was about a mental disorder which may cause a disability.  
To test reading, students had to imagine they were doing research on Older People 
with Developmental Disabilities in order to answer multiple-choice questions based on the 
text. These questions intended to find out whether the students were able to understand the 
main idea and specific details from the text. When doing research, it is important to not 
only grasp the main idea of the article but also to find specific information. Therefore, this 
task was relevant for the students since it matched what they have to do in the real world, 
coping with the principle of authenticity which states that reading is necessary to do 
research, and the text was related to the students’ field.   
Similarly, the writing task was based on the same text provided in the reading 
section. The purpose was to write an e-mail to the author to ask her for an interview. 
According to the stakeholders and the participants, one of the tasks carried out by the 
 
 
 
24 
 
students is sending e-mails to colleagues, co-workers, and researchers or experts on their 
different disciplines. Therefore, the writing task resembles a real-world activity. This is also 
research related.  
In the case of the vocabulary task, the purpose was to assess students’ knowledge in 
this area. Words with different functions were carefully selected for the task. These words 
were extracted from a text about disabilities and consequently they are usually encountered 
in this field. The type of task was completion because the purpose was to find out if 
students know the meaning of the words as well as if they are able to infer it from context. 
Vocabulary is a sub-skill of the language that is complementary to the other skills. 
Therefore, it is essential to have an idea of the vocabulary log students may have.  
Finally, the speaking task consisted of a role-play about a situation given. This 
situation represented a real-life task since it was a case between a patient with disability and 
a professional on the field. The task aimed at testing communication of ideas, fluency, 
vocabulary, pronunciation, and content. All of these are necessary to be proficient in the 
oral skill. Consequently, this task complies with the principle of validity following Brown’s 
words, a valid test requires the learner actually to speak within some sort of authentic 
context (2004, p. 22). Additionally, speaking was one of the areas the stakeholders and 
participants referred to as necessary to deal with the different tasks they have as 
professionals in the disabilities and gerontology field.   
1.2.2.3 Types of items  
The types of items used in the diagnostic test to assess the different skills were 
receptive and productive response items. According to Brown (2005), the type of items 
should match what is being tested in terms of modes (receptive and productive) and 
 
 
 
25 
 
channels (written or oral language). For example, teachers may want to avoid using a 
multiple-choice format for testing productive skills like writing and speaking (p. 43). For 
this reason, the receptive skills, listening and reading, were tested with a receptive type of 
item, and the productive skills, speaking and writing, with a productive type of item.  
Consequently, to test the reading skill, a multiple-choice item was selected. Coombe 
et all (2007) say that multiple-choice questions are well-suited for testing reading sub-skills 
such as distinguishing between the main ideas and supporting details (p. 54). Similarly, 
Brown (2005) argues that in order to focus the content at the comprehension level of the 
reading skill, teachers might have the students read a written passage and use receptive-
response items in the form of multiple-choice comprehension questions (p. 43). This is in 
fact what was done in the diagnostic test because students had to answer five multiple-
choice questions after reading a short text.   
On the other hand, the listening skill was tested with a multiple-choice and a fill-in 
type of item. The multiple-choice consisted of three questions and the fill-in consisted of 
completing three boxes with specific examples of bipolar disorders. The former type of 
item was selected because, as mentioned above, it is more appropriate to have receptive 
items to test receptive skills. Additionally, according to Coombe et al (2007), “multiple 
choice questions can be used to assess listening content” (p. 99). The latter type of item was 
selected to resemble an authentic task, in this case attending conferences. When doing so, 
people usually take notes of important details just as is being asked in this section of the 
test. In this regard, Coombe et al (2007) say that note-taking is an authentic task in 
academic programs and that it can be handled in two ways, one of them consists of 
 
 
 
26 
 
listening and simultaneously filling out the question paper or taking notes (p. 104). Taking 
notes was one of the tasks the participants usually carried out when attending conferences.  
For the productive skills, productive response items were chosen: fill-in and task. 
The vocabulary section consisted of a fill-in type of item. The purpose was to fill in the 
blanks with words from a word bank. Content and function words were selected randomly 
to assess the students’ ability to comprehend vocabulary. In order to provide enough 
context, the words were part of a paragraph adapted from a text related to disabilities. 
Brown & Abeywickrama (2010) state that productive tasks are better performed within a 
context or situation. They also say that “a common vocabulary test type is sentence 
completion, where the target vocabulary item is deleted from a sentence and the test-taker 
must understand the context in which the word occurs in order to produce the missing 
word” (p. 314). For this reason, the task to test vocabulary consisted of the completion of 
paragraphs with correct words that were given in boxes.  
In the case of the speaking and writing skills, they were tested with a task. 
According to Brown (2005), task items are open-ended item types that require students to 
perform a task in the language that is being tested (p. 53). For the speaking skill, students 
had to perform a conversation between a patient and a doctor/ psychologist. To do so, 
students were given a situation explaining each role. Coombe et all (2007) mentioned that 
when testing speaking, we want to simulate real-life situations in which students engage in 
conversation, ask and answer questions, and give information.  
The writing task consisted of writing an e-mail to a researcher to ask for further 
information about an article. For this, a situation explaining the context of the e-mail was 
 
 
 
27 
 
given. For both tasks, a situation with a guide of what to do was given in order to provide 
clear instructions.   
1.2.2.4 Skills addressed in each exam section 
The skills addressed in the listening section were listening for the main idea and 
listening for specific details. There was one question for the main idea and five questions 
asking for specific details. As it has already been mentioned, the participants needed these 
skills for tasks such as attending conferences, answering phone calls, or just watching 
videos. These same skills were addressed in the reading section: reading for the main idea 
and reading for specific details. There were five questions: one asking for the main idea and 
four asking for specific information. Participants needed reading mainly for research. When 
doing research, it is important to focus not only on the main idea of the text but also on 
specific information.  
The skills addressed in the speaking section were fluency, grammar, vocabulary, 
pronunciation, and content. These skills are necessary to convey messages successfully. 
Despite testing vocabulary in this section, there was another separate section for written 
vocabulary. The purpose was to determine how many high-frequency words the 
participants already knew before beginning the course, as suggested by Brown & 
Abeywickrama (2010, p. 310).  
Finally, the skills addressed in the writing section are register, grammar, spelling, 
capitalization, punctuation, and coherence. These skills were selected because it is 
important to communicate clearly and appropriately to colleagues and co-workers.   
 
 
 
28 
 
1.2.2.5 Number of items 
According to Henning (2012), “test reliability is directly related to the number of 
items occurring on a test”. He also says that a test should be neither too short nor too long 
(p. 33). The present diagnostic test did not have points. It is based on a holistic rubric 
designed for each item. For the receptive items, there were around five questions and for 
the productive ones, tasks were designed. Brown (2004) states that “if a test is too long, 
test-takers may become fatigued by the time they reach the later items” (p. 21). Therefore, 
the student teachers tried to have an equal and reasonable number of items per section.  
1.2.2.6 The way tasks were designed in terms of proficiency level 
Regarding the tasks included in the diagnostic test, the CEFR guidelines establish a 
gradual progression in their level of difficulty, moving from simple to more complex ones. 
This element was considered while designing the tasks for this test whose proficiency 
levels were defined separately for each of the four language skills: listening, reading, 
speaking, and writing. In the listening and reading sections, the tasks were designed so that 
the students had to identify general ideas first. Then, they had to identify and select more 
specific details among a list of distracting choices that were proposed. For the listening 
part, the students were also asked to provide additional information extracted from the 
audio, based on their comprehension. The level of difficulty of the tasks gradually 
increased. However, to decrease such difficulty in these two sections and to make them 
more suitable for the test-takers, the texts used for the listening and reading sections were 
selected considering the familiarity of the students with the topics on disabilities. 
The writing section was intended for students to show their proficiency not just to 
recognize the parts of an e-mail but to produce accurate and logical ideas. In this case, the 
 
 
 
29 
 
level of difficulty lay in the words chosen by the students as well as the complexity of the 
sentence structures they used to convey the meaning. In other words, the students could 
write an e-mail using simple, complex, or more sophisticated language, according to their 
level of proficiency as far as they were able to transmit the message. The level of difficulty 
in this section also increased because of the elements requested in the instructions to 
complete the task (the reason, specific details about the interview, and contact information), 
and the time assigned for this purpose which was determining the ability of students to 
produce written ideas.  
Something similar happened with the speaking section where students were given a 
situation that required immediate response. Students had to give opinions or express ideas 
that they had to elaborate at that moment based on their background knowledge. The level 
of difficulty increased since they had a time limit to respond. Even though students were 
not told to provide simple or complex contributions, their level of proficiency was 
evaluated according to the output generated by each student. 
In the section designed to evaluate vocabulary, students were given a set of words, 
grouped in three different parts. Here, the level of difficulty was measured in terms of the 
students’ ability to recognize different parts of the speech. As the students identified the 
syntactic function of the words, they had to make associations between the context and the 
set of words to place them in the text appropriately. 
1.2.2.7 Types of rubrics used for assessing performance 
In order to grade the five sections of the diagnostic exam, holistic rubrics were 
designed. The type of scale chosen, that is, the holistic over the analytic, was selected as 
these scales are easier to design and to use. In other words, holistic rubrics meet the 
 
 
 
30 
 
practicality principle of language assessment. According to Brown (2004), among other 
aspects, a test is practical when it “has a scoring/ evaluation procedure that is specific and 
time-efficient” (p. 19). In this case, a practical exam was appropriate due to time constraints 
and number of participants.  
 For the listening, reading, and vocabulary rubrics, each proficiency level descriptor 
was determined by dividing the number of items equally. For instance, in the listening 
section, there were six items; therefore, the high-intermediate level was six to five items 
correct, the low-intermediate level was four to three items correct, and the beginner level 
was two to zero items correct.  
 In the case of the writing and speaking sections, the rubrics were a little more 
detailed as they required production, but they still maintained the holistic format. The 
rubric used to assess writing was adapted, as the researchers believed that the original 
rubric was very complete. The original rubric was found in one of the websites 
recommended by Mertler (2001). The rubric used to assess the speaking competence was 
designed by the researchers and included aspects such as grammar, word choice, fluency, 
pronunciation, and the content.   
1.2.3 Procedure 
The research team visited the group of PPEID students personally in one of their 
classes in order to arrange an appropriate day for the students to take the diagnostic test. 
Fortunately, the coordinator of this master’s program offered the two-hour class she used to 
teach on Wednesdays for this event. Then, the group of PPGer students were contacted as 
well, and they agreed to take the exam on the same day. The test was applied in a big, quiet 
room in the Medicine building.  
 
 
 
31 
 
The student teachers welcomed the test-takers and told them that the test consisted 
of three parts: the oral, the aural, and the written one. The students were given the 
photocopies with the aural and the written parts. They were told to start answering the 
reading, the writing, and the vocabulary section, first. The test-takers were given 
approximately fifty minutes to complete this part. 
In order to administer the oral evaluation, the students were told to go outside the 
classroom where there was a place prepared for this purpose. Since they had to take this 
section in pairs, they chose a partner to work with. The student teachers did not interfere 
with the test takers’ decision in order to lower their anxiety. Each pair was given five 
minutes to prepare for the speaking test. This section lasted for approximately eight to ten 
minutes considering the time assigned to breaking the ice with the students. When all the 
students were administered the oral evaluation, they were ready to take the aural part. 
One student teacher explained the procedure to take the listening section to the 
students. Before starting the test, the student teacher also verified the adequate operation of 
the equipment. The audio was played three times to give the students the opportunity to 
familiarize with the content first; the second time was for them to answer, and the third 
time they checked their answers and/ or completed any missing information. This section 
took around twenty minutes. When the students finished the whole test, those who had not 
finished the written part were given some more minutes to complete it. When the students 
finished, they handed in the test to the instructors. They also signed an attendance sheet 
before leaving the classroom. 
Only twelve out of the sixteen students took the diagnostic test the day it was 
administered. However, the other four students were e-mailed to give them a second chance 
 
 
 
32 
 
to take the test. Two of them showed interest, so they were sent the written and aural parts 
of the exam via e-mail. They answered back the results in one hour and a half. Regarding 
the oral test, one student teacher applied this task via Skype to both students who worked 
together. 
1.2.4 Results and Discussion 
The results presented in this section were of great importance for the course design 
process, as they helped the student teachers determine the difficulty level of the tasks. They 
were obtained through the application of the diagnostic exam.  
In order to identify the general group proficiency level, the individual proficiency 
level was assigned first. This was done by identifying where the student exhibited more 
characteristics. That is, if a student scored as beginner in two of the exam sections, and 
low-intermediate in three of them, the student was classified as low-intermediate.  
It is important to state once again that fourteen out of the sixteen students that were 
expected to enroll in the ESP course Everybody in! took the diagnostic exam. 
1.2.4.1 Results from the listening section 
 The results obtained in the listening section were very surprising. Seven students 
scored as high-intermediate, six scored as low-intermediate, and one scored as beginner. 
This was the section where students performed best.  According to these results, it seemed 
that students had the characteristics of a B2 user. According to the CEFR, in terms of 
overall listening comprehension, a person at a B2 level  
can understand the main ideas of proportionally and linguistically complex speech 
on both concrete and abstract topics delivered in a standard dialect, including 
technical discussions in his/ her field of specialization. 
 
 
 
33 
 
can follow extended speech and complex lines of argument provided the topic is 
reasonably familiar, and the direction of the talk is sign- posted by explicit markers 
(2018, p. 55). 
 These results are rather good as learners at this level understand a wide range of 
speech. However, there are still some weaknesses in the students regarding this skill. For 
instance, students might have difficulties understanding a listening passage delivered in a 
non-standard dialect, and also if the speaker does not make the direction of the talk clear.   
 It is also important to highlight that there were other students with a lower 
proficiency level in the group (as presented earlier) which means that they could have 
different weak areas. For example, students at the low-intermediate level could have 
problems identifying specific information in a listening passage that is too technical 
regardless the fact that the passage is related to their field of work. In the case of beginner 
students, they could encounter a listening passage difficult to follow if the speaker spoke 
fast.  
  1.2.4.2 Results from the reading section 
 Regarding the section of reading, two students scored at the beginner level, eight at 
the low-intermediate level, and four at the high-intermediate. Most of the students seemed 
to be low-intermediate (B1 in the CEFR). According to the CEFR, in the overall reading 
comprehension, people at a B1 level “can read straightforward factual texts on subjects 
related to his/her field of interest with a satisfactory level of comprehension” (2018, p. 50).  
 These results showed that most students could have little problem understanding a 
written text related to disabilities or gerontology as these are of interest for the students that 
will enroll in the Everybody In! ESP course. Nevertheless, students at this level seem to 
 
 
 
34 
 
have some difficulty with reading passages that are complex in terms of ideas organization 
and grammar.  It is important to keep in mind that not all students had these strengths and 
weaknesses as six students scored at a different level.  
1.2.4.3 Results from the writing section 
 In the case of the writing section, five scored at the high-intermediate level, seven 
scored at the low-intermediate level, and two scored at the beginner level. In this case, half 
of the group exhibited characteristics of the B1 level in the CEFR. According to the CEFR, 
people at this level “can write straightforward connected texts on a range of familiar subject 
within his field of interest, by linking a series of shorter discrete elements into a linear 
sequence” (2018, p. 75). Nonetheless, students could have problems describing things in 
detail, and probably in using the right register and tone. 
1.2.4.4 Results from the speaking section 
 In terms of speaking, most students seemed to be B1 users in the CEFR. To be 
precise, in the diagnostic exam three scored as high-intermediate, seven scored as low- 
intermediate, and the other four scored as beginners. According to the CEFR, a person at a 
B1 level “Can reasonably fluently sustain a straightforward description of one of a variety 
of subjects within his/her field of interest, presenting it as a linear sequence of points” 
(2018, p. 69). In terms of students’ strengths, the fact that they were able to speak with a 
reasonable degree of fluency can be highlighted. Also, another positive aspect is that they 
could present topics in a linear sequence as the researchers believe this will help students 
who scored at the beginner level when interacting. Nevertheless, although some low- 
intermediate students were able to speak fluently about topics of their interest, they seemed 
 
 
 
35 
 
to experience some difficulty to perform well when talking about topics that are not very 
familiar to them.  
1.2.4.5 Results from the vocabulary section 
 Finally, the results obtained from the vocabulary section were not very different 
from the ones obtained in the previous sections.  That is, most students seemed to show 
characteristics proper of B1 users. The results showed that three of the students are at a 
beginner level, six are at a low-intermediate level, and five are at a high-intermediate level. 
Once again, most of the students seemed to be at the low-intermediate level range. 
According to the CEFR (2018), a person at the B1 level  
has a good range of vocabulary related to familiar topics and everyday situations, 
has a sufficient vocabulary to express him/ herself with some circumlocutions on 
most topics pertinent to his/ her everyday life such as family, hobbies and interests, 
work, travel, and current events (p. 132). 
One strength of students at this level is that they were able to express themselves. However, 
as stated above they were able to express more easily on topics related to general English. 
This could have showed their weakness to communicate by using technical vocabulary 
needed for their area of specialization since this type of language is not familiar to them.  
1.2.4.6 General group and individual proficiency level 
 After analyzing the results obtained in each of the sections of the diagnostic exam, it 
seemed that most of the students exhibited characteristics of a B1 user of the language. 
According to the CEFR (2018), in general, people at the B1 level 
Can understand the main points of clear standard input on familiar matters regularly 
encountered in work, school, leisure, etc. Can deal with most situations likely to 
 
 
 
36 
 
arise whilst travelling in an area where the language is spoken.  Can produce simple 
connected text on topics which are familiar or of personal interest. Can describe 
experiences and events, dreams, hopes & ambitions and briefly give reasons and 
explanations for opinions and plans (para. 5). 
 However, it was evident that the proficiency level of the students was varied. This 
level of variation was even true within individual students. Table 1 illustrates this general 
and individual variability. 
Table 1  
General and individual students’ perceived proficiency level 
Micro/macro Listening Reading Writing Speaking Vocabulary Assigned 
skill proficiency 
level 
Student code       
AQ02 L.I. L.I. L.I. L.I. L.I. L.I. 
DL03 H.I. H.I. H.I. H.I. H.I. H.I. 
LS04 L.I. L.I. L.I. B. L.I. L.I. 
KS05 L.I. B. B. B. B. B. 
SM06 B. B. B. B. B. B. 
PG07 B. L.I. B. L.I. L.I. L.I. 
AA08 L.I. L.I. L.I. L.I. L.I. L.I. 
PA09 L.I. L.I. L.I. L.I. B. L.I. 
JC11 B. L.I. L.I. L.I. L.I. L.I. 
 
 
 
37 
 
IO12 L.I. H.I. L.I. L.I. B. L.I. 
LZ13 H.I. H.I. H.I. L.I. H.I. H.I. 
AG14 H.I. L.I. H.I. H.I. H.I. H.I. 
SC15 H.I. H.I. H.I. H.I. H.I. H.I. 
RC16 L.I. L.I. L.I. L.I. H.I. L.I. 
  
The most extreme example of proficiency level variation within an individual 
student was the case of IO12 who exhibited low-intermediate level in listening, writing, and 
speaking; beginner in the vocabulary micro skill, and high-intermediate in the reading 
macro skill. Yet, as it was mentioned earlier, the general group proficiency level variation 
was a fact. To be more precise, four of the students were assigned a high-intermediate level, 
eight were placed as low-intermediate, while the remaining two were perceived as 
beginner.  
 The results presented in this section had implications for the syllabus design. These 
implications are presented in the following section. 
1.2.5 Conclusions and recommendations for the syllabus design 
 Some conclusions could be drawn from the analysis presented in the previous 
section. Firstly, and probably the most important conclusion is that there was an evident 
variety of proficiency levels in the group of students. Therefore, material adaptation was 
needed to fit high-intermediate, low-intermediate, and beginner students. 
 Secondly, the teaching of technical vocabulary is necessary. It was demonstrated 
that even though students have a considerably good vocabulary range, the same probably 
refers to everyday vocabulary.  
 
 
 
38 
 
 Thirdly, an important factor to take into consideration was that students needed to 
be instructed in the reading skill regarding research papers and technical articles. This was 
also highlighted in phase I.  
 Finally, taking into consideration that there were some students that were more 
proficient than the rest, they could be assigned as tutors or helpers without forgetting that 
they were also students, and that they wanted to learn new things, and improve some areas. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
39 
 
Chapter II 
Syllabus Design 
This chapter presents the specific aspects related to the syllabus design of the ESP 
course Everybody In!. The course was taught during the second semester of the year 2019. 
The population towards whom the course was devised was the students of the Master’s 
Program in Disability Studies and the Master’s Program in Gerontology, both majors at 
University of Costa Rica. Appendix D corresponds to the student version of this syllabus.  
2.1 Course Logo 
The course logo presented the name of the course in capital letters. It also presented 
five international symbols referring to different disabilities. The symbol that presents a 
person with a guide represents not only a disabled person but also an elderly one. Figure 5 
presents the course logo. 
 
 
 
 
 
 
 
 
 
 
 
 
  
Figure 5. Everybody In! Course Logo  
 
 
 
 
 
40 
 
2.2 Course name 
 The name of this ESP course for disabilities studies and gerontology students was 
Everybody In! which means that every person must be included in every component of 
society regardless of disabilities or age.  
2.3 Course description 
Everybody In! was an English course for students enrolled in the Master’s programs 
in Disability Studies and Gerontology. This class met for during two hours and fifteen 
minutes a week during the second semester of the year 2019. There were twelve sessions in 
total. The course took place on Wednesdays from 6:00 p.m. to 7:15 p.m. There were three 
student teachers in charge of the course. They were part of the Master’s program in 
Teaching English as a Foreign Language. This course was a graduation requisite for both, 
the learners and the student teachers.  
The purpose of the course was to provide students with the tools to learn the English 
language according to their needs, wants, and lacks. The student teachers followed several 
stages to gather essential data to design the course. One of them was to carry out a needs 
analysis, which gave a sense of the English knowledge of the students. Most of the students 
seemed to have a low-intermediate proficiency level, as they exhibit characteristics that 
resemble the B1 level in the CEFR. 
2.4 Statement of goals and objectives 
The course was divided into three units. The first one, Let’s find it in!, focused on 
reading; the second one, Engaging in Talks, who’s in?, dealt with listening and speaking; 
and the third one, What’s in your inbox?, addressed writing.  
 
 
 
 
41 
 
Goal 1:  By the end of the unit, students will be able to successfully interact with different 
texts by appropriately utilizing information from academic sources in order to identify and 
select suitable material suitable to do research. 
General objectives: By the end of the lesson, students will be able to 
1. locate specific and general information within a text by skimming and scanning the 
text to discover its content. 
2. successfully identify vocabulary related to disabilities and/or gerontology by using 
it in context in order to determine the characteristics of different impairments. 
3. infer the meaning of unfamiliar words by using different techniques to recognize 
language in context. 
4. correctly identify the main idea and supporting details of texts by discriminating 
irrelevant information to find out the purpose of the text. 
5. correctly determine the content of different texts about impairments and/or 
gerontology by analyzing different readings in order to select articles that suit their 
academic and occupational needs. 
Goal 2: By the end of the unit, the students will be able to show understanding of content 
and communicate spoken ideas to colleagues in order to exchange information about 
disabilities and gerontology by using the appropriate register, structures, and 
communication skills.  
General objectives: By the end of the lesson, students will be able to 
1. successfully identify main ideas and specific information about disabilities and/ or 
gerontology from a conference to keep updated in the field. 
 
 
 
42 
 
2. successfully summarize information from a conference about disabilities and/ or 
gerontology in order to show understanding of ideas. 
3. properly communicate knowledge about disabilities and/or gerontology to 
colleagues in conferences to exchange information using the appropriate register.  
4. properly communicate knowledge about disabilities and/ or gerontology in 
conferences to exchange information with colleagues in formal presentations.  
Goal 3: By the end of the unit, the students will be able to successfully write a formal e-
mail related to disabilities and gerontology in order to exchange different types of 
information by using proper register, vocabulary, and correct e-mail structure.  
General objectives: By the end of the lesson, students will be able to 
1. successfully structure a formal e-mail in order to request and/ or provide 
information about topics related to disabilities and/ or gerontology.  
2. successfully identify the correct register used in e-mail writing in order to 
communicate properly when writing e-mails. 
3. properly extract information about disabilities and/or gerontology from written texts 
and oral presentations to communicate knowledge to colleagues.   
2.5 Methodology  
2.5.1 Approach 
 The approach used in this ESP course was Task-Based Language Teaching (TBLT). 
As its name clearly suggests, this approach’s main goal is the teaching of the language 
through the completion of tasks. TBLT draws on several principles derived from the 
Communicative Language Teaching. Richards and Rodgers (2001) present some examples 
of these principles: 
 
 
 
43 
 
- Activities that involve real communication are essential for language learning. 
- Activities in which language is used for carrying out meaningful tasks promote 
learning. 
- Language that is meaningful to the learner supports the learning process. (p. 223) 
 This approach was chosen by the instructors as it provided a useful framework to 
develop the class, but more importantly, the assumptions behind this approach supported 
the development of the ESP methodology. Feez (as cited in Richards and Rodgers) 
summarizes these assumptions as follows: 
- The focus is on process rather than product. 
- Basic elements are purposeful activities and tasks that emphasize communication 
and meaning. 
- Learners learn language by interacting communicatively and purposefully while 
engaged in the activities and tasks. 
- Activities and tasks can be either: 
those that learners might need to achieve in real life; 
those that have a pedagogical purpose specific to the classroom. 
- Activities and tasks of a task-based syllabus are sequenced according to difficulty. 
- The difficulty of a task depends on a range of factors including the previous 
experience of the learner, the complexity of the task, the language required to 
undertake the task, and the degree of support available. (2001, p. 224) 
The real-life focus of TBLT responded to the purpose of the course which intended 
to give the students the tools to effectively interact in the target language to carry out 
authentic tasks.  
 
 
 
44 
 
2.5.2 Classroom dynamics 
 Since there were three student teachers teaching the course, each of them had the 
teaching role every three weeks, while the others acted as class assistants. This means that 
in each session there was a student teacher in charge of delivering the class while the other 
two were in charge of different duties such as monitoring students, displaying or 
distributing material, taking notes on important aspects, and helping the teacher in charge in 
general.  
2.5.3 Tasks and techniques and their rationale 
 Before stating the tasks and techniques that were used in the course, it is important 
to define the word task. The definition provided by Skehan (as cited in Richards & 
Rodgers, 2001) will serve this purpose. He states that “tasks are activities which have 
meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an 
outcome, and tasks generally bear some resemblance to real-life language use” (p. 224). 
This means that tasks are real-life activities aimed at achieving a goal.    
 The tasks that were used in the ESP course Everybody In! varied depending on the 
unit and the lesson; tasks such as writing an e-mail to a co-worker, delivering a presentation 
to colleagues, listening to a lecture about disabilities and gerontology, and reading an 
article to be updated were some of them. This type of tasks was chosen because they were 
part of the delayed needs of the group of students that enrolled in the course. These needs 
were identified in the needs analysis phase.  
Among the techniques that were used to support the proper development of the 
main tasks we can find pair and group work, games, role-plays, among others. In the case 
 
 
 
45 
 
of the techniques, they were chosen based on the survey applied to students during the 
needs analysis phase as they indicated they prefer this type of learning techniques. 
2.5.4 Role of the learners 
 Since TBLT is derived from the communicative approach, students had a key role in 
the ESP course Everybody In!. Students were expected to be active participants in all the 
class activities and the course in general. However, there were four key roles that students 
were expected to assume. These roles have been described as primary by Richards and 
Rodgers (2001); these roles are group participant, monitor, risk-taker, and innovator. In this 
sense, students were expected to fully take part in contributing to class work when working 
in pairs or small groups. They were also expected to be responsible for their learning by 
paying close attention to how language structures and vocabulary were used so that they 
could later use them. Finally, they were expected to take risks and innovate when they 
encountered a difficult situation such as not knowing the right word, or not being able to 
get the message across.  
2.5.5 Role of the teachers 
Following Richards and Rodgers (2001) theory, teachers also had three main roles. 
First, the teacher had the role of selector and sequencer of tasks, meaning that the teachers 
had to prepare every lesson according to the “learner needs, interests, and language skill 
level” (Richards & Rodgers, 2001, p. 236). Also, teachers needed to prepare learners for 
tasks; it was their responsibility to make sure that learners had all the necessary input in 
order to carry out the task successfully. Finally, the teachers had to raise consciousness 
toward grammar; however, as Richards and Rodgers (2001) suggest, there were no lectures 
on grammar before every task; instead, teachers made use of other techniques.  
 
 
 
46 
 
2.6 Assessment 
2.6.1 Types of assessment 
 The assessment that was devised for the ESP course Everybody In! contemplated 
both formal and informal assessment. The researchers believed that both types of 
assessment had to be used together as there had to exist formal assessment that determined 
whether a student passed or failed the course and informal assessment that allowed the 
teacher to have an idea of the students’ competence in an ongoing way. Brown (2004) 
provides a clear definition for both formal and informal assessment. On the one hand, he 
describes formal assessment as “exercises or procedures specifically designed to tap into a 
storehouse of skills and knowledge. They are systematic, planned sampling techniques 
constructed to give teacher and student an appraisal of student achievement” (p. 6). On the 
other hand, he states that informal assessment “can take a number of forms, starting with 
incidental, unplanned comments and responses, along with coaching and other impromptu 
feedback to the student” (p. 5).  
Regarding formal assessment, the one selected for the purposes of the Everybody 
In! course was summative. According to Brown (2004), this type of formal assessment 
“aims to measure, or summarize, what a student has grasped” (p. 6). In this line, four 
specific grade components were selected (see section 2.7 below). Three of these 
components are described as alternative assessment. According to Coombe, Purmensky and 
Davidson (2012), alternative assessment is “the ongoing process involving the student and 
the teacher in making judgments about the student’s progress in language using 
nonconventional strategies” (p. 147). The researchers believed that this type of assessment 
 
 
 
47 
 
was suitable to be used in an ESP course as it facilitated the use of authentic assessment 
which is the one in which students perform tasks that resemble real-life situations.  
As part of the course design requirements, three assessment instruments were 
designed previous to the teaching of the course Everybody In!. The instruments were a 
students’ performance assessment, a course assessment, and a student teacher assessment. 
Their description is presented below. 
2.6.1.1 Student assessment: course journal 
This journal was intended to make students reflect on their learning experience and 
it was part of the course summative evaluation (see Appendix E). Students were required to 
write four entries in their journals where they reflected upon the following aspects: 
1. What I liked about today’s class was...because… 
2. Something that I did not like about today’s class was… because… 
3. Something that I learned today was… 
4. Something that was very difficult for me in today’s class was…because... 
5. Something that I have to improve is… 
 According to Brown (2004), “a journal is a log (or “account”) of one’s thoughts, 
feelings, reactions, assessments, ideas, or progress toward goals, usually written with little 
attention to structure, form, or correctness” (p. 260). In order to grade the students’ journal 
a holistic rubric was designed. The criteria that was graded were content, quality of 
reflection, and punctuality. The indicators for each of the criteria were always, usually, 
sometimes, and never. Also, space was provided at the end of the document for the 
instructors to write any comments.  
 
 
 
48 
 
It is important to highlight that, according to Brown (2004), journals are a form of 
alternative assessment. He also states that nowadays they are widely used in second 
language classrooms (p. 260). The instructors agreed with Brown and also believed that it 
is important to have students reflect on their learning process in order to enhance learning 
autonomy.  
2.6.1.2 Course evaluation checklist 
The ESP course must be revised periodically by teachers and students in order to 
examine its effectiveness. As Graves, K. (2002) remarks, formative assessment entails 
evaluating the strengths and weaknesses of the course in order to verify what is working 
properly and/or modify what is not working well in terms of students’ needs. The 
information obtained through a regular assessment is used to make adjustments that lead 
toward the improvement of the teaching process. 
With the purpose of eliciting information from students regarding the development 
of the ESP course Everybody In!, an online survey in the form of a checklist was devised 
(see Appendix F). At the end of each unit, students were sent the online survey for them to 
provide their opinions on the course. By responding to this evaluation instrument, the 
students benefited from positive changes in the language instruction and, at the same time, 
they assumed some responsibility for the success of the learning process. 
The instrument used to evaluate the course consisted of a list of statements related 
to the characteristics that the course was supposed to have. Students had to choose, among 
four options, the one that represented their opinion regarding the frequency with which 
such statements occurred. The options proposed were always, usually, sometimes, and 
never. Students were also encouraged to provide reasons when they marked the last option 
 
 
 
49 
 
(Never). Finally, at the end of the survey, students submitted any comments, 
recommendations, or concerns about the course. 
2.6.1.3 Student teachers’ performance  
The evaluation of the teacher performance allows to identify strengths and areas for 
improvement that are part of the teaching process. According to Navarro (2013), such 
evaluation is an ongoing process that contributes to determining the effectiveness of the 
teaching strategies used by the student teacher (p. 55).   
For such purpose, an online instrument in the form of a checklist (see Appendix G) 
was designed to evaluate the student teacher performance. Aspects such as evidence of 
planning, methodology, instructions, use of time, evaluation procedures, and the ability to 
engage students’ attention to promote student participation, and to create a positive learning 
environment are part of this form. The aim was to determine what was done well and what 
needed to be improved in order to assure the quality and success of the course.  
2.6.2 Tasks 
 The type of tasks devised in this course considered the students’ expectations of 
using authentic material in class as they suggested during the needs analysis. For this 
purpose, the student teachers designed units that intend to involve the participants in 
activities that they would have to perform in real life, in both the professional and the 
academic field.  The tasks were designed for low-intermediate level students who are the 
majority in this group as suggested by the diagnostic exam. However, the material was 
adapted for the beginner level students in the group so that they could complete the tasks 
appropriately. The program was designed in a scaffolding way to guide the learners from 
basic to more complex tasks. 
 
 
 
50 
 
First, the program sought to provide the learners with adequate language, words and 
structures, necessary to explore texts, to comprehend the gist of such texts, and to comment 
on their content. In this regard, technical and non-technical vocabulary was considered as 
part of the language that students had to manage in an ESP classroom. The idea was to 
provide and train the students with input that they could use in further activities such as 
discussing the characteristics of different impairments. Some of the most common 
strategies used to tackle these tasks were scanning, skimming, making associations, making 
adequate guesses, and the like. 
Then, the program intended to guide the learners toward oral interaction, which was 
another important deficiency found during the needs analysis. Therefore, the students were 
properly trained in listening comprehension skills to give them appropriate input. The aim 
was to develop students’ ability to recognize words and expressions within an aural text 
and, after some preparation, they could also understand main ideas and specific details from 
such text. While preparing students for listening comprehension, they were also encouraged 
to participate in spoken activities. Students were involved in pronunciation activities that 
helped them develop skills in specific areas, for example, features such as -ed endings and 
reduced speech. 
 Students were also encouraged to take part in conferences. The aim was to help 
them communicate ideas, express opinions, or give advice to others about topics related to 
disabilities or/and gerontology. To accomplish these tasks, students were trained in 
strategies such as asking for clarification, asking for repetition, summarizing, paraphrasing, 
and so on. All of these strategies resembled real-life situations since they are used in 
everyday conversations. 
 
 
 
51 
 
 Finally, the students were guided to produce written material. Based on the results 
of the needs analysis, the student teachers found it important to help learners write e-mails. 
This was one of the activities that students indicated they had to perform in their jobs. After 
preparing students with the needed language to interact with different texts, they were ready 
to express in a written, formal way. Students were taught the proper vocabulary and register 
to have them write e-mails appropriately. 
 The tasks designed for this ESP course were taught considering the needs, lacks, 
and wants of the students according to the results obtained during the needs analysis phase. 
The student teachers decided to use pedagogical tasks to help learners reinforce linguistic 
competence. They also used real-life tasks to help them deal with everyday situations in 
their field. 
2.7 Course evaluation 
 This ESP course was evaluated as follows: 
● Class participation…………………………………………………………….15% 
● Projects (3 of 15%) ...........................................................................................45% 
● Journal…………………………………………………………………………20% 
● Final exam…………………………………………………………………......20% 
2.8 Contents 
 For the purposes of the ESP course Everybody In!, three units were devised. In this 
section, the general course contents are presented. Appendixes H, I, J present the planning 
and the materials of the first class of each of the units.  
 
 
 
 
 
52 
 
Unit 1: Let’s find it in! 
Unit goal:  By the end of the unit, students will be able to successfully interact with 
different texts by appropriately utilizing information from academic sources in order to 
identify and select suitable material when needed. 
General objectives: By the end of the lesson, students will be able to  
1. locate specific and general information within a text by skimming and scanning the 
text to discover its content. 
2. successfully identify vocabulary related to disabilities and/or gerontology by using 
it in context in order to determine the characteristics of different impairments.  
3. infer the meaning of unfamiliar words by using different techniques to recognize 
language in context. 
4. correctly identify the main idea and supporting details of texts by discriminating 
irrelevant information to find out the purpose of the text. 
5. correctly determine the content of different texts about impairments and/or 
gerontology by analyzing different readings in order to select articles that suit their 
academic and occupational needs. 
General Tasks Skills Language focus Strategies Time 
objective allotted 
1 Ss extract the  Vocabulary:  Summarizing  25 m 
main idea and L/S/R/ Synonyms     
supporting details W Barrier-   
of the paragraphs.   obstacle  Speaking 
 Disability- spontaneously
impairment,    
Hinder- 
obstruct,  
 
 
 
53 
 
Lack- absence   
Policy- 
Regulation  
Shortcoming- 
deficiency  
 
Useful language: 
This barrier 
refers to….  
This paragraph 
is about …  
______ barrier 
includes…  
One supporting 
idea is ….  
Another idea is 
…  
Do you agree?  
What do you 
think?  
Why?  
2 Ss create a  Useful language: Scanning  35 m 
conversation L/S/R/ -What is your  
based on a W situation? Speaking 
situation given -I am a …. What spontaneously 
related to a about you?  
paragraph from -I am a …. 
the reading -Let’s start by 
Different Types ….  
of Disabilities.   
 
 
 
3 Ss apply L/S/R/ Vocabulary: Guessing 20 m  
techniques to W Non- verbally meaning from 
determine the Especially context 
meaning of Transmitter  
words.  Receiver  
Code 
Appropriately 
Friendly 
Unavoidable 
Unnecessary 
 
 
 
54 
 
Unwanted 
Face 
Cane 
Generally 
Scared 
Handles 
Movement 
Misestimate 
Slip 
Efficiently 
 
Useful language: 
I think it means 
____ 
This word 
means_____ 
This word 
possibly means 
_____ 
We used _____ 
technique 
 
4 Ss complete a L/S/R Useful language: Identifying 30 m  
graphic organizer -The main idea the main idea 
with main ideas is ____ because and 
and supporting _____.  supporting 
details.  -One supporting details.  
detail is ____.  
. 
 
L = Listening, S = Speaking, R = Reading, W = Writing, St = Student, Ss = Students 
 
Unit 2: Engaging in talks, who’s in?  
Unit goal: By the end of the unit, the students will be able to show understanding of 
content and communicate spoken ideas to colleagues in order to exchange information 
about disabilities and gerontology by using the appropriate register, structures, and 
communication skills. 
General objectives: By the end of the lesson, the students will be able to: 
 
 
 
55 
 
1. successfully identify main ideas and specific information about disabilities and/ or 
gerontology from a conference to keep updated in the field. 
2. successfully summarize information from a conference about disabilities and/ or 
gerontology in order to show understanding of ideas. 
3. properly communicate knowledge about disabilities and/or gerontology to 
colleagues in conferences to exchange information using the appropriate register.  
4. properly communicate knowledge about disabilities and/ or gerontology in 
conferences to exchange information with colleagues in formal presentations.  
 
General Tasks Skills Language Strategies Time 
objective focus allotted 
1  Ss will  L Grammar:  Note-taking   30 m   
complete a Simple past   
chart with  Guessing   
information  
from a Pronunciation:  
conference.  -ed ending  
For example: 
explained, 
talked, 
described.  
2 Ss will listen to L/ S In other words, Summarizing 30 m   
short excerpts _____.  
about different To put it 
disabilities to another way, 
summarize _____.  
what they What this 
understand to a means is (that) 
classmate. _____.  
 I understand. 
 (He’s) saying 
that _____.  
So, you mean 
_____.  
 
 
 
56 
 
Let me get this 
clear _____.  
Do you 
follow?  
Is that clear?  
Do you mean 
_____? 
3 Ss will prepare L/S/R/ Useful ----------------- 40 m  
a very short W language: 
speech about a ______ is 
disability. _______ 
 The cause(s) 
is/are 
__________ 
The 
consequences 
of ______ are 
______. 
Possible 
treatments 
include 
 4 Ss will give a  L/S Useful ------------------  1 hr  
mini- language:  
conference to ________ is 
their classmates ________. 
about the The causes of 
presentation ______ 
prepared the include/ are 
previous class.  ________ 
  The 
consequences 
of 
___________ 
include/ are 
____________ 
In regards to 
the treatment, 
______, 
______, and 
_____ are 
some of them. 
________  
I am going to 
 
 
 
57 
 
talk about … 
I would like to 
welcome …   
Thanks for 
attending  
 L = Listening, S = Speaking, R = Reading, W = Writing, St = Student, Ss = Students 
 
Unit 3: What’s in your inbox? 
Unit goal: By the end of the unit, the students will be able to successfully write a formal e-
mail related to disabilities and gerontology in order to exchange different types of 
information by using proper register, vocabulary, and correct e-mail structure.  
General objectives: By the end of the lesson, students will be able to: 
1. successfully structure a formal e-mail in order to request and/ or provide 
information about topics related to disabilities and/ or gerontology.  
2. successfully identify the correct register used in e-mail writing in order to 
communicate properly when writing e-mails. 
3. properly extract information about disabilities and/or gerontology from written texts 
and oral presentations to communicate knowledge to colleagues.   
General Tasks Skills Language focus Strategies Time 
objective allotted 
1  Ss write a R/W What’s your  Asking for  30 m  
formal email  email address? information  
to ask for It’s __________.  
some 
information 
according to a 
situation 
given.  
2 Ss correct the R/W What’s your  Proofreading   20 m  
email with the email address? 
 
 
 
58 
 
appropriate It’s __________. 
punctuation 
marks, 
transition 
words, and 
fixed 
expressions of 
their 
classmates and 
their own.  
 
3  Ss write a R/W  Activating   1 hr  
formal email.  prior 
 knowledge  
 
L = Listening, S = Speaking, R = Reading, W = Writing, St = Student, Ss = Students 
 
This chapter presented aspects of the syllabus such as the description of the course, 
methodology to be implemented, goals and objectives, the role of teachers and students, 
types of assessment, contents, among others. The syllabus of the course intends to give the 
students the tools to cope with their English needs and interests. 
 
 
 
 
 
 
 
 
  
 
 
 
59 
 
Chapter III 
Course Evaluation 
Giving instructions is essential to guide learners through the procedures required to 
perform tasks in language learning classes. Many researchers, among them Bao Ha and 
Phalangchok, 2016; El Kemma, 2019; Liruso and Villanueva, 2003; Scrivener, 2005, 2011, 
2012; Sowell, 2017; and Ur, 1996, 2016, have proposed a variety of techniques regarding 
instruction delivery and its strategic planning before each lesson. The contributions of these 
authors coincide with the characteristics of such techniques regarding clarity, simplicity, 
and strategies to put them into practice. Still, there are some questions in terms of how 
learners perceive the instruction delivery process. 
This study attempted to explore the perception of the students and supervisors 
involved in an English for Specific Purposes course for Disability Studies and Gerontology 
toward the delivery instruction techniques. The purpose was to determine what each group 
of participants thinks about the techniques and the way instructions are delivered. These 
results may benefit teachers concerning good instruction giving habits and, therefore, the 
learning process of their students. The research questions that guided this project are the 
following:   
Main question 
• How do participants in the English for Disability Studies and Gerontology course 
perceive the procedures used by the student teachers to give instructions?    
Sub- questions 
1. What techniques do the student teachers use when giving instructions?  
 
 
 
60 
 
2. What is the supervisors’ perception of the techniques used by the student teachers 
when giving instructions?  
3. What factors affect the comprehension of the student teachers’ instructions as 
perceived by the ESP students?  
3.1 Review of the literature 
The present study investigated how the students and supervisors perceived the 
delivery of instructions given by the student teachers of the English for Disability Studies 
and Gerontology course at the University of Costa Rica (UCR). For that reason, it is 
necessary to describe the aspects related to perception, the techniques associated to 
instruction giving, and the factors that may affect instruction delivery.  
3.1.1 Aspects related to perception 
Since perception plays an important role in this study, aspects related to this issue 
must be clarified. The American Psychological Association (2018) defines perception as 
the process or result of becoming aware of objects, relationships, and events by 
means of the senses, which includes such activities as recognizing, observing, and 
discriminating. These activities enable organisms to organize and interpret the 
stimuli received into meaningful knowledge and to act in a coordinated manner. 
(para. 1) 
 Additionally, the Longman Dictionary of Contemporary English (n.d.) provides 
three different definitions. However, only one of them suits the purposes of this study, 
which is the one that defines perception as “the way you think about something and your 
idea of what it is like” (para. 1). Since Longman’s definition makes reference to the fact 
 
 
 
61 
 
that perception is different for every individual, it will be taken as the concept underlying 
this research project.  
According to Ou (2017), perception consists of three stages. The first one is the 
selection in which we take stimuli from the environment and transform them into 
meaningful experience; only stimuli that are new to us or related to our immediate needs 
are selected. If this were not done this way, all stimuli would be internalized resulting in an 
information overload.  The second one is the organization stage in which the stimuli are 
organized into categories following the same patterns. The third one is the interpretation 
stage in which we give meaning to the stimuli. Ou (2017) also states that this is done 
differently across cultures since background affects this process (pp. 18-19). The order of 
the three stages is unalterable.  
Perception is not only divided into three stages, but it also conforms two 
dimensions. Yet, they coexist together and even depend on one another. The first 
dimension is the physical one which involves the actual use of our senses to take stimuli 
from the outside world to our brains. Ou (2017) highlights “the physical dimension is 
mainly about conversion of a stimulus into a usable form and its functions in people’s 
acquisition of information or knowledge about the outside world” (p. 20). This dimension is 
concerned with the first and second stages of the perception process. The second dimension 
is the psychological one. According to Ou (2017), “it is during this phase that people give 
interpretations of selected stimuli and by doing so they have their unique personal touch on 
the outside world” (p. 20). That is to say that people’s perception of things around them 
vary from individual to individual.  
 
 
 
62 
 
In summary, perception is a process in which individuals formulate their opinion 
about everything around them. This process undergoes three phases: selection, 
organization, and interpretation. Furthermore, perception has a physical and a 
psychological dimension. In the next section, the techniques for instruction delivery will be 
analyzed. 
3.1.2 Techniques for instruction delivery 
One technique that is widely mentioned in the literature is the KISS principle which 
stands for keep it short and simple. Authors such as El Kemma (2019), Sowell (2017), Ur 
(1996) and Scrivener (2005) point out KISS as part of effective instructions. Ur (1996) 
observes that students have a limited attention span. Therefore, she advises to “make your 
explanation as brief as you can, compatible with clarity” (p. 17). In this regard, Ur (2016) 
also recommends avoiding grammatical terms in language teaching since “such 
terminology is not really very useful vocabulary to learn” (p. 34). According to her, 
although using basic grammar terms might be helpful to teach, using very specific 
terminology is not adequate. Instead, she suggests the use of examples to convey meaning 
and observes that this principle also applies to the instruction delivery of grammar 
exercises. In short, the use of metalanguage is not a good practice when giving instructions. 
For clarity, it is also necessary to turn attention to the speed of delivery. 
In this regard, Scrivener (2012) alludes to lower-level classes and alerts about the 
need to “[s]peak a little more slowly and clearly than you would normally do” (p. 128). He 
recommends pausing after each instruction to allow students more time to process 
information. The idea is to deliver instructions at the pace that best meets the students’ 
needs to prevent learners from being confused if the information is delivered too fast or 
 
 
 
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anxious if it is too slow. Also, the teacher should indicate the time that students have to 
complete the activity as well as a cue such as “OK, you can start” to have learners begin to 
work as indicated by Scrivener (2012, p. 129). The author argues that instructions should 
not only be clear, but they should also indicate the learner that the instruction delivery has 
finished and that they may begin the task.  
About utilizing L1 to give instructions, some authors have different opinions. Ur 
(1996), for example, recommends using the students’ mother tongue when necessary “as a 
more accessible and cost-effective alternative to the sometimes lengthy and difficult target-
language explanation” (p. 17). Using learners’ L1 to give instructions is also suggested by 
Scrivener (2005). Following the same line, Grim (2010) carried out a study about the use of 
the L1 in French high schools. He found out that one of the most common uses of L1 in 
these classrooms is for giving instructions. The use of students’ first language is a tool that 
teachers can resort to mainly when learners are not familiar with the vocabulary employed. 
In spite of this, the adoption of translation to give instructions is not always well seen. For 
instance, Liruso and Villanueva (2003) state that “teachers should try to avoid code-
switching to the first language. This has an effect on students' talk for different reasons but 
mainly because . . .  teacher talk is sometimes the only live target language available to 
them” (p. 144). Therefore, before using translation in the EFL classroom, instructors should 
be aware of the implications the use of the mother tongue as a resource might have.   
 Another widely mentioned technique is modeling, the actual demonstration of what 
the task is. Authors such as Sowell (2017), Scrivener (2005), Ur (1996), and Thu (2010), 
among others, strongly recommend the use of this technique. El Kemma (2019) goes 
further and recognizes that modeling is “a must in instructions-giving delivery” (p. 84). 
 
 
 
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Modeling can occur while giving the instructions or after the instructions have been given. 
Similarly, the use of examples is also suggested by Thu (2010). This can be done with the 
help of modeling, or they could just be given orally without actually demonstrating.  
Sowell (2017) also suggests the use of extra linguistic features, meaning that 
instructors can make use of visual aids, gestures and facial expressions to facilitate learners’ 
understanding of instructions. Similarly, Scrivener (2005) advises to “try to develop a range 
of gestures (and facial expressions) to save yourself repeating basic instructions and 
increase the opportunity for learner talk” (p. 95). Although at the beginning students may 
get confused at times, they will eventually get used to this technique and will easily identify 
what the instructor wants them to do. El Kemma (2019) calls this technique “supporting the 
instructions” which is in essence to make use of visual aids, body language, and even the 
voice to deliver the instructions.  
Another technique mentioned in the literature is the use of repetition or 
paraphrasing. El Kemma (2019) states that “students need to be told what to do more than 
once” (p. 76), and Ur (1996) indicates that “a repetition or paraphrase of the necessary 
information may make all the difference: learners’ attention wanders occasionally, and it is 
important to give them more than one chance to understand what they have to do” (p. 17). 
Something important to highlight is that both authors coincide that the repetition of the 
instruction must have another element that reinforces the explanation such as modeling and 
writing the steps on the board.   
The last technique instructors can resort to is checking understanding. In this 
respect, Scrivener (2005) suggests that you should not “assume that everyone will 
automatically understand what you have said. Get concrete evidence that they know what is 
 
 
 
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required” (p. 91). In this sense, Ur (1996) urges instructors to go beyond the “Do you 
understand?” usual question as this is not enough because “learners sometimes say they did 
even if they did not, out of politeness, or unwillingness to lose face, or because they think 
they know what they have to do, but have in fact completely misunderstood” (p. 17). 
Hence, a recommendation by Sowell (2017) is to ask concept-check questions which, 
according to him, are questions that require the students to provide simple answers, for 
example, ‘How many sentences do you have to write?’ Here, students would have to 
answer with only a number. The use of a variety of techniques when delivering instructions 
is highly recommended in the literature to foster students’ understanding of tasks. 
However, there are factors that may affect the comprehension of instructions as well. These 
factors are discussed in the next section. 
3.1.3 Factors that affect delivery of instructions 
Several factors may affect the delivery of instructions in ESL/ EFL classes. One of 
them is related to learners’ proficiency level.  Sowell (2017) considers that the overuse of 
L1 in ESL/ EFL classes to explain the instructions to beginners can lead to difficulties to 
understand simple instructions since learners get accustomed to the comfort of instructions 
in their mother language. In this case, Sowell (2017) argues that if this practice continues 
for too long, “it becomes a handicap rather than a help” (p. 11). In addition, the same author 
indicates that the length and complexity of the instructions may also affect comprehension, 
especially of low-level learners. 
A third factor that compromises learner’s comprehension according to Sowell 
(2017) is the fact that some teachers explain the instructions before grouping the students. 
In this respect, Thu (2010) suggests drawing students’ attention before giving the 
 
 
 
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instructions. This practice seeks to have students concentrated while receiving the 
instructions to avoid misunderstandings. 
 A fourth factor is whether there are written instructions for the task. Bao Ha and 
Phalangchok (2016) carried out a study in Bangkok, Thailand where they analyzed how 
different the spoken instructions provided by the teachers were in comparison to the written 
instructions given in the handouts or materials. They found that written and spoken 
instructions were actually quite different. These inconsistencies led learners to 
misunderstanding of task requirements. Ur (1996) highlights a fifth factor that might affect 
the delivery of instructions: teacher’s preparation time. She encourages teachers to think 
about the instructions to be given for the tasks ahead of time, maybe at the planning stage. 
Ur (1996) indicates that  
you may feel perfectly clear in your own mind about what needs clarifying, and 
therefore think you can improvise a clear explanation. But experience shows that 
teachers’ explanations are often not as clear to their students as they are to 
themselves! It is worth thinking for a while about the words you will use, the 
illustrations you will provide, and so on; possibly even writing these out. (p.17) 
If instructions are not prepared ahead of time, not only will students be confused, 
but also the teacher will feel frustrated, and valuable class time may be lost trying to solve 
these problems. In this regard, Chilcoat and Stahl (1986) assure that if instructions are 
unclear, non-specific or grammatically incorrect, students may produce incorrect output 
since comprehension would be ambiguous. Failing to deliver instructions or the lack of 
them may also deceive students and make the attainment of goals impossible. 
 
 
 
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A sixth factor that should be considered while delivering instructions is the 
vocabulary employed. This is supported by Parrott (1993) who provides a set of questions 
for self-analysis of the instructions given in the language classroom. Within this analysis, 
Parrott (1993) recommends monitoring how simple or complicated is the use of language in 
relation to students’ linguistic ability. This should be especially considered when the 
group’s proficiency level is beginner or mixed. 
3.1.4 Previous studies 
Regarding previous studies about the students’ perception of instruction delivery, it 
seems that researchers and writers have limited their contribution to state characteristics of 
instruction giving, define useful techniques for its delivery, and list the benefits of effective 
instructions based on mere experience or theory. Yet, there is a study carried out by Anis 
(n.d.) that examines the effectiveness of teachers’ instructions in an ESL classroom. 
Although it was not carried out in an ESP course, and it is focused on effectiveness, the 
results display the relevance of students’ perception of the instruction delivery techniques 
in the learning process. The researcher based the investigation on three elements of 
effective instructions: clarity, consistency, and systematicity. The study analyzed the 
students’ perception during the course in three different stages. After each stage, the 
students evaluated the instruction delivery procedure through the use of a questionnaire. 
This method made the teachers improve giving instruction practices. Thus, the results 
revealed the importance of taking into consideration students’ perception of the instruction 
delivery process. 
 
 
 
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3.2 Methodology 
 This research project studied the instructions given by the student teachers in the 
English for Disability Studies and Gerontology course. Specifically, instructions were 
analyzed to gain insight into the perception that both learners and practicum supervisors 
had about them. The researchers also wanted to identify the instruction delivery techniques 
used during the course to set a framework to delimit what the students and supervisors were 
going to observe.  
3.2.1 The research approach 
 This research study was framed under the qualitative approach. Dörnyei (2007) 
states that qualitative research “involves data collection procedures that result primarily 
open-ended, non-numerical data which is then analyzed primarily by non-statistical 
methods” (p. 24). Moreover, Glatthorn (2005) states that “a qualitative perspective 
emphasizes a phenomenological view, in which reality inheres in the perception of 
individuals” (p. 34). In the case of this project, the data collection instruments allowed to 
gather comments from the participants that defined their perception toward the instructions 
delivered by the student teachers. 
3.2.2 The research context 
This study took place on the main campus of the University of Costa Rica, a public 
institution located in an urban area in San José, Costa Rica. All data were collected from an 
ESP course designed and implemented by the researchers. This course was team taught 
from August to November, 2019.  
 
 
 
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3.2.3 Participants 
 The participants of the study were 13 students in the English for Disability Studies 
and Gerontology course, who were also enrolled in the Master’s Program in Disability 
Studies and the Master’s Program in Gerontology, both interdisciplinary programs at the 
University of Costa Rica.  Previous to the course design, the students took a placement 
proficiency exam as part of the needs analysis in which eight of them ranked at a low-
intermediate level, three at high-intermediate, and two at beginning. These students had to 
take this English course as a graduation requirement. The other participants were four 
supervisors in charge of observing the practicum of the student teachers. These supervisors 
attended eleven out of the twelve classes individually, but they collected data only during 
nine sessions. The sampling procedure used to select the participants of the study was the 
opportunity sampling, which, according to Nunan and Bailey (2009), is “making sampling 
decisions on the basis of availability” (p. 48). This means working with a population that 
not only fulfills the requirements but is also convenient to the interests of this research 
study.  
3.2.4 Data collection instruments and procedures 
 The three instruments used to collect data for this study, namely classroom 
observation form, supervisor observation sheet, and student questionnaire were designed by 
the researchers (see Appendix K). The information obtained was reported based on the 
overall sessions taught, not on the number of sessions per student teacher individually. The 
reason was that the student teachers planned together. Therefore, instructions were 
approved by the three student teachers.   
 
 
 
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3.2.4.1 Classroom observation form 
This observation form consisted of three parts. The first part was a tally sheet where 
the researcher had to tally the action(s) happening at any stage of the lesson in which 
instructions were given. While one of the student teachers was in charge of teaching, the 
other two helped as assistants and collected data for this research study. The statements 
were focused on observable behaviors of both the students and the student teachers. The 
second part was designed to have the observer select the delivery of instruction techniques 
used in each session. The third part was a space for the observer to write any additional 
comments or important notes that support the information obtained from the two previous 
parts of this tally sheet. The purpose of this instrument was to identify the instruction 
giving techniques as well as the students’ reaction toward the instructions. 
3.2.4.2 Supervisor observation sheet 
This checklist had eight statements related to the delivery of instructions. These 
statements were devised taking into consideration what the literature says about the 
characteristics of good instructions (e.g. The student teacher focuses students’ attention 
before instruction delivery), and it was adapted from Sowell (2017). This data collection 
instrument was used by the supervisors of the practicum who, at the end of each session, 
completed the checklist. It is important to clarify that this instrument was used five times 
out of the nine sessions. The idea of using this sheet was to identify the perception the 
practicum supervisors had of the instructions based on their characteristics. 
3.2.4.3 Student questionnaire 
This instrument consisted of two parts. The first one was a checklist with four 
statements about how students perceived the instructions in a global way (e.g. Does the use 
 
 
 
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of mime facilitate your comprehension of instructions?). The second one contained two 
open-ended questions intended to expand students’ opinions about factors affecting their 
understanding of the instructions (e.g. What resources facilitate your comprehension of 
instructions?). This instrument was given to the students at the end of the course by using 
Google Forms, and it was presented in Spanish, the students’ native language. It was 
designed to collect the students’ perception about the delivery of instruction during the 
course. 
3.2.5 Data analysis procedures 
In order to analyze the information obtained, the researchers read each of the data 
collection instruments that were completed by both the participants and the researchers 
looking for patters. Later, the patterns identified by each of the researchers were compared 
and submitted to an intercoder agreement analysis. In this examination “a simple 
percentage is calculated by dividing the number of items upon which coders agree by the 
total number of items that were coded” (Nunan & Bailey, 2009, p. 428). The researchers 
chose to use this analysis to ensure reliability of the results.   
3.3 Results and Discussion 
 The results obtained from the class observation instruments and the questionnaire 
show the procedures used by the student teachers to deliver instructions. They revealed five 
different techniques used to give instructions and the perceptions of the students and 
supervisors toward them. These results were later compared to what is recommended by the 
experts in the field in order to have an overall idea of the delivery of instructions in the ESP 
course. 
 
 
 
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The student teachers presented the information in a variety of forms. All the nine 
classes observed showed the use of different resources to support the instructions given. 
Not all the techniques were used to explain the procedures to complete each task. The 
student teachers relied on different resources according to the nature and complexity of the 
activities. The supervisors pointed modeling as an example of one of the techniques 
employed, and they indicated that it was used in three different classes. In addition, one of 
the students referred to it as one resource that facilitated his understanding of instructions. 
Since the students looked confident after teachers used modeling, this technique seemed to 
be perceived highly effective to guide them to perform tasks as indicated. This result is 
consistent with what El Kemma (2019), Sowell (2017), and Scrivener (2005) state 
concerning the relevance of this technique to communicate instructions.  
Another technique employed to deliver the instructions was the use of extra 
linguistic features. Eight, out of thirteen students, highlighted visual aids as a resource that 
helped them understand better what they had to do. Likewise, the supervisors indicated that 
the student teachers implemented extra linguistic features in four of the classes they 
observed. Two features mentioned by the students and supervisors are images and body 
language. These results are supported by the ideas of Liruso and Villanueva (2003), Sowell 
(2017), Scrivener (2005), and El Kemma (2019) who stand for the use of these resources to 
facilitate learners’ understanding of instructions. Therefore, it can be inferred that 
supporting the instructions with images and gestures was perceived as a helpful tool to 
assist the instruction delivery process.  
A third technique implemented to deliver instructions was providing simple 
explanations. A way to do so is being brief while giving instructions, which is something 
 
 
 
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the student teachers did most of the time. The supervisors mentioned that the instructions 
were concise in all classes although not in all the activities. Sometimes, the student teachers 
used expressions like: “What I want you to do is….” or “Let me continue explaining,” 
making the explanation wordy and less succinct. Keeping the instructions simple and short 
facilitates students’ comprehension because they have less information to process. These 
findings are consistent with the ideas of authors such as Ur (1996), Scrivener (2005), 
Sowell (2017), and Thu (2010) on how to give instructions. Due to the diversity of 
proficiency levels of the target group, this technique seemed to be particularly helpful for 
beginner students who performed well after receiving simple instructions.  
A further technique used when delivering instructions was checking 
comprehension. This technique was present in all classes; the student teachers always 
verified the comprehension of the instructions given before starting the activities. The 
supervisors agreed on this and commented that the instructors asked the students to repeat 
what they had to do, even if some of them had to use their L1 to explain. This is a normal 
practice recommended by Ur (1996) and Scrivener (2005) when working with low-
proficiency students. Moreover, when checking comprehension, sometimes reaffirming 
responses came from only a few students, probably leaving others without expressing 
whether they had understood what to do. One supervisor observed that it could not be 
assured the students were following the student teacher while she was giving the 
instructions. Sometimes, students seemed to understand, but when they were going to 
perform the task, they hesitated and spent more time rereading the instructions. Thus, the 
results revealed that asking students for comprehension is important but not enough. 
 
 
 
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Instead, as recommended by Sowell (2017), the instructor must use concept-check 
questions to verify comprehension. 
One last technique employed during the course was the use of translation. The 
supervisors mentioned that the student teachers sometimes had to rely on the learners’ 
mother tongue when the instructions seemed not clear enough to the participants. This 
usually happened when the other techniques did not work well to transmit the intended 
message. In fact, translation was mostly used to explain the instructions to some students 
individually after they had already started completing the task. This happened when 
misunderstandings were too evident.  The students actually highlighted this technique as 
one of the most useful resources for them. Still, the main purpose was to encourage learners 
to use the target language all the time. The results support the idea of Ur (1996), Scrivener 
(2005), and Grim (2010) who advise the use of the students’ first language when needed. 
Consequently, despite the importance of exposing the students to the target language, 
translating the instructions was necessary because it is essential that the learners 
comprehend what they have to do to achieve the ultimate goal: to complete the task.    
When implementing these techniques, the student teachers followed a series of 
strategies before, during, and after the instruction-delivery process. One of them was 
drawing students’ attention previously to explaining the task. In four, out of the five classes 
where data were collected by the supervisors, the student teachers drew learners’ attention 
before giving the instructions. However, they met resistance and failed to catch the 
attention properly on a few occasions. One of the supervisors commented that the use of a 
more assertive voice from the student teachers was necessary to grab the attention. She 
recommended taking actions such as saying I need your attention, please and at the same 
 
 
 
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time to raise an arm. This strategy follows the views of Ur (1996), Liruso and Villanueva 
(2003), and Thu (2010) as they consider attention grabber an important step of the 
instruction-delivery procedure because it contributes to avoid misunderstandings. It seems 
that, despite the effort the student teachers made to draw the learners’ attention before 
delivering instructions in almost all the classes observed, the implementation of this 
strategy still needed improvement.  
The information gathered also showed that the student teachers almost always broke 
down the instructions into steps. For example, they used sequence words such as first, 
second, and next, to explain the procedures. The supervisors mentioned that this action was 
present in each of the classes observed but not to explain all the instructions given during 
the same class. Authors such as Sowell (2017) point complexity and length of the 
instructions as factors that affect students’ comprehension. For this reason, dividing the 
instructions into short ideas may ease the students’ understanding, mainly when they are 
beginners, and it should be a consistent practice.  
 Regarding the language used to give instructions, the student teachers frequently 
avoided using metalanguage. However, they used grammatical terms in two of the classes 
observed. Two examples are collocations and phrasal verbs. In the case of the former, the 
students seemed to have a hard time understanding because they asked many questions on 
what the task consisted of. Actually, a supervisor advised using the name “two-word 
partners” instead of collocations as she considered it more student-friendly. The results 
verify what authors such as Ur (2016) recommend about using grammatical terms and its 
inadequacy when giving instructions; instead, it is better to use simple language (i.e., 
language that is not only adequate for the students’ level but also non-technical). Then, the 
 
 
 
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results suggest that the overall language used was simple making the instructions be 
perceived as clear according to what the students indicated.  
  After giving the instructions, the student teachers sometimes included a starting 
signal. They used cues such as Let’s start and Ok, you can start now to tell the learners that 
the instruction-delivery had finished, and it was time for them to begin the task. Scrivener 
(2005) considers relevant to give this type of cues before having students start working. 
However, as observed, the students did not always need this signal as they started working 
on the task immediately after the student teacher checked comprehension. The results, then, 
suggest that a starting signal was useful, but not essential for this group.  
Diverse factors affected the comprehension of instructions given by the student 
teachers from the learners’ perception. According to eight students, having a classmate 
repeat the instructions always helped them clarify their doubts toward instructions. Indeed, 
it was observed that in all classes the instructors asked one student to repeat the steps to 
follow to fulfill the task. One of the supervisors commented that it was good to ask students 
to repeat instructions so that everybody could understand what they had to do. El Kemma 
(2019) and Ur (1996) call for explaining more than once what students have to do. Two 
points can be inferred from these results; one is that asking for repetition was a way to 
check comprehension. The other is that this practice was well-perceived by both the 
students and supervisors because it seemed to have facilitated understanding. Additionally, 
it may have increased the student-talking time. For this, student teachers encouraged 
students to repeat the instructions in English instead of using their first language only. It is 
important to highlight that these two authors said that repetition of instructions must have 
complemented by another element such as writing the steps on the board.  
 
 
 
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Providing the instructions in a written way was another resource that contributed to 
comprehension. The student teachers presented them in the handouts, on the board, or in a 
PowerPoint presentation in all classes to support the explanation of the activities. However, 
one supervisor commented that, for one activity, the instructions were somewhat unclear 
and required improvement. The reason was the lack of preparation on the use of synonyms 
to paraphrase the instructions when the students asked for clarification. In this particular 
case, the supervisor recommended projecting or writing the steps on the board. This 
supports what authors such as Ur (1996) say about having the instructions written to 
demonstrate preparation ahead of time. Additionally, Bao Ha and Phalangchok (2016) 
highlighted the importance of delivering the instructions orally and in a written way due to 
the differences they display. In fact, nine students said that this practice eased their 
understanding. Then, the results imply that supporting the instructions with a written 
explanation were not only well-perceived for its contribution to the students’ understanding 
but also to demonstrate preparation ahead of time. This practice should be consistent 
throughout the class.  
 Exemplification was another factor that affected students’ comprehension of the 
instructions. For instance, to illustrate that collocations are words that come together, the 
student teachers used different examples such as visual impairment and hearing aid. 
Students perceived the use of examples positively, and they seemed to understand the 
concepts more easily. Similar to Thu’s (2010) study, the students pointed out 
exemplification as one useful and helpful resource for them to comprehend instructions. 
Thus, giving examples can be considered a practical way to support the explanation of the 
task. 
 
 
 
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Among the factors that made difficult the students’ comprehension of the 
instructions was the speed used to deliver them. Two students emphasized that the 
instructions were given quickly, and this impeded their comprehension. The research 
recorded that this happened in two classes. Although Scrivener (2012) advocates for the use 
of the delivery speed of instructions according to the learners’ proficiency level, the target 
group was a mixed-level class. Therefore, the student teachers made an effort to give the 
instructions at a natural pace, neither too fast to avoid confusion nor too slow to avoid 
anxiety and making pauses after each instruction to offer students the opportunity to 
understand the information. However, pace was still found as a factor that complicated 
understanding. Having mixed levels could have influenced this perception.  
The last aspect that interfered with the students’ perception of the instructions was 
related to vocabulary. It was interesting to notice that when students were asked whether 
the lack of vocabulary affected their comprehension of instructions, most of them answered 
no. Eight out of the thirteen students said that the vocabulary rarely impeded their 
comprehension of instructions. In this particular case, the students seemed to be 
inconsistent because they chose translation as one of the best techniques to understand 
instructions. Authors such as Parrot (1993) recommend monitoring the language used 
according to the students’ linguistic ability, mainly when the group is a beginner or mixed-
level class. It is believed that the use of different techniques to support the delivery of 
instructions facilitated students’ comprehension because this diversity compensated the 
lack of language the learners may have had.  
 
 
 
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3.4 Conclusions 
After analyzing the results obtained in this research project and comparing them to 
reliable literature in the field of delivery of instructions, we were able to draw the following 
conclusions. We conclude that the literature in the field of instruction delivery is accurate 
when it states that the use of a variety of instructions in the language classroom contributes 
to students’ understanding of task requirements. In this research study, we identified a total 
of five techniques: modelling, using extra linguistic features, giving simple explanations, 
checking comprehension, and translating. Interestingly, the use of extra-linguistic features 
was the most beneficial strategy as perceived by the students. 
Based on the observations made by the supervisors, we can conclude that they 
perceived the instructions given as positive in general. They identified characteristics of 
good instruction delivery in the observations carried out after each session. This does not 
mean that the instruction delivery process was always perfect since, the supervisors also 
pointed out some inconsistencies in the delivery process that made it not accurate. 
 We also conclude, based on the answers provided by the students, that several 
factors affected their understanding of the instructions both in a positive and negative way. 
Asking for clarification, using examples and written instructions affected their 
comprehension of the instructions positively. On the other hand, two factors that affected 
the students’ comprehension were delivering the instructions quickly and using complex 
terms. It was evident that low-level students struggled trying to follow the instructions as 
student teachers delivered them at a fast speed or used vocabulary complex for these 
students. It is important to highlight that, even though student teachers tried to speak at a 
 
 
 
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natural pace, some students perceived that instructions were given fast. When this 
happened, student teachers had to rely on other techniques.  
It is important to highlight that the participants of this research study had a good 
perception in general about the way the student teachers delivered instructions. We 
conclude this as both supervisors’ and students’ comments were favorable in terms of the 
instruction delivery practice in the English for Disability Studies and Gerontology course.  
This research project sought to shed light on how students perceived the instruction 
giving process in a language learning class. Knowing the students’ perception may help 
teachers evaluate the techniques and procedures used to give instructions and select suitable 
ways of explaining. This practice would contribute to achieve better results from the 
instructions given improving the teaching and learning process. 
Trying to find information to support our research, we realized that there were few 
sources related to how learners perceive the instructions in language learning classes. Most 
of the articles published about perception referred to the instruction per se not to the 
instruction delivery process. Others refer to the efficiency of the instructions given, which 
was not the purpose of this study. In fact, we only found one article related to how students 
perceive the instructions although it emphasized effectiveness as well. Due to the lack of 
research in this field, we expect this study to motivate other researchers and teachers to 
investigate the topic so that more people can benefit from reading information collected 
about instructions in language classrooms. 
3.5 Recommendations 
The following recommendations aim at providing future student teachers with some 
useful references for the instruction delivery process.   
 
 
 
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First, when dealing with mixed proficiency level classes that require material 
adaptation, we recommend telling students about the existence of different material before 
it is distributed. This suggestion might prevent students from being confused when they 
start noticing differences in the handouts. It is not necessary to provide the reasons for 
having two (or more) versions of the same tasks, but it is particularly important to deliver 
the instructions for each of them separately.  
Second, we advise using a variety of instruction delivery techniques to ensure that 
the task procedures have been clearly stated. This practice may seem repetitive, but it is 
better to clarify the instructions before students start performing a task than interrupting the 
process to explain it again because it was wrongly assumed that students had understood.  
The previous recommendation leads to the third one: we strongly advise to check 
comprehension. Even after using several techniques, students may have doubts about the 
task requirements. Failing to check students’ understanding of the instructions is likely to 
affect their perception of the way the instructor delivers them and, consequently, the 
outcome of the activity. 
Fourth, when dealing with talkative groups, instructors should establish some 
regulations on discipline. For example, students must respect talking times and pay 
attention to the teacher, especially when this person is giving instructions. Students have to 
be asked for cooperation in a clear and assertive way. Being permissive with this type of 
behavior might influence students’ perception of the teacher’s instructions. If students look 
distracted during the instruction delivery stage, there are some strategies that can be applied 
to call their attention such as turning lights on and off, standing up without saying anything, 
or using an assertive tone of voice.  
 
 
 
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The last recommendation is the use of an instrument to record the instructors’ self-
perception of their instruction delivery methodology. It would have been useful to compare 
not only supervisors, students, and peers’ perceptions but also their own. Sometimes there 
is a distinct reality between what individuals perceive about themselves and what others do. 
3.6. Limitations 
One limitation encountered while delivering task instructions was that sometimes 
students were distracted. The group of students of this research knew each other well since 
they had been taking other courses together. This familiarity made them talkative which 
certainly affected the process of instruction giving. The students’ distraction is likely to 
have had an impact on students’ perception towards the instructions given by the student 
teachers. 
Another limitation was that the students arrived at classes at different times. 
Because they had to attend their jobs or move from long distances, many students did not 
arrive on time. For that reason, the student teachers had to repeat the instructions of the first 
activities several times as the students entered the classroom. This situation as well as the 
one previously described might have influenced the participants’ perception about the 
instruction delivery process. 
A further limitation was the variety of proficiency levels within the target group. 
This situation not only affected the students’ performance in general but also their 
understanding of the instructions. We believe that this might have influenced the perception 
of some students toward the instructions delivered by the student teachers.  
The last limitation was the amount of data collected by the practicum supervisors. 
The supervisor observation sheet was modified twice before it could be utilized limiting the 
 
 
 
83 
 
number of sessions in which the instrument was used. To be precise, supervisors collected 
data only in five sessions out of the eleven observed due to the aforementioned reason. 
 
84 
 
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88 
 
Appendices 
Appendix A 
Needs analysis data collection instruments 
Universidad de Costa Rica 
Sistema de Estudios de Posgrado 
Maestría Profesional en la Enseñanza del Inglés como Lengua 
Extranjera 
Everybody in! 
Instructors: Daniela Arroyo, Devi An Morera & Rocío Torres 
 
Entrevista Semi- Estructurada para el Estudiante 
 
1. ¿Por qué va a llevar este curso de inglés?  
a. ¿Si no fuera obligatorio, lo tomaría? ¿Por qué? 
b. ¿Considera usted que es realmente necesario que este curso forme parte del 
programa del PPEID / PPGer? ¿Por qué? 
c. ¿Hay algún otro motivo por el cual usted tomaría este curso?  
  
2. ¿Cómo describe su experiencia con el idioma inglés?  
 
3. ¿Para qué utiliza usted el inglés en el programa PPEID / PPGer? (investigar sobre 
temas de discapacidad, por ejemplo) 
a. ¿Cuáles fuentes investigan? ¿Libros? ¿Revistas? 
b. ¿En qué forma? ¿Escrita? ¿Videos? 
c. ¿Las fuentes se las dan los profesores o ustedes las buscan? 
d. ¿Cuáles temas han abordado en inglés? 
e. ¿Han abordado temas en inglés que no tengan que ver con discapacidad? 
f. ¿Qué es lo más difícil de utilizar temas en inglés en trabajos de investigación? 
g. ¿Podría suministrarnos alguna fuente (o artículo) como ejemplo o indicarnos 
algún tema relevante al que pudiéramos acceder? 
  
3. ¿Utiliza usted el inglés en algún lugar que no sea en el programa PPEID/ PPGer? 
Por ejemplo, en el trabajo. ¿En qué forma?  
  
4. ¿Cuáles son sus expectativas con respecto a este curso de inglés?  
a. ¿Qué desea aprender?  
b. ¿Cuáles habilidades le gustaría reforzar? Comprensión y/o producción oral y 
escrita.  
c. ¿Qué temas le gustaría estudiar?  
  
5. ¿Tiene usted alguna consulta o sugerencia con respecto a este curso de inglés? 
a. Metodología 
b. Enfoque 
c. Profesores 
d. Etc. 
 
89 
 
 
Universidad de Costa Rica  
Escuela de Lenguas Modernas  
Everybody in! 
Daniela Arroyo 
Devi An Morera  
Rocío Torres 
  
Cuestionario de Análisis de Necesidades  
El siguiente cuestionario pretende recolectar información para diseñar un curso de inglés para 
estudiantes de la Maestría en Estudios Interdisciplinarios sobre Discapacidad. Esto como 
parte de la práctica profesional de la maestría en la Enseñanza del Inglés como Lengua 
Extranjera.  
I. Información Personal  
Nombre:________________________________________________________ 
Correo electrónico: _______________________Teléfono: ________________ 
II. Experiencia con el idioma inglés   
1. ¿Cuánta exposición al idioma inglés ha tenido? 
              Mucha   Alguna   Poca  Ninguna  
2. ¿Con qué frecuencia interactúa con hablantes del inglés?  
              Todos los      Tres veces a la Una vez a la  Nunca    
dias   semana   semana  
3. ¿Cuánto inglés necesita para su trabajo?   
              Mucho   Algo Poco  Nada  
4. ¿Dónde aprendió inglés?  
             Instituto Escuela privada Escuela pública   Colegio público  
Colegio            T  u  t o  rías  Lo aprendí solo  Curso de la 
privado   universidad 
Cuál?  
___________ 
III. Uso del inglés en el trabajo  
5. ¿Con qué frecuencia requiere del inglés para llevar a cabo las siguientes actividades 
en su trabajo?  
Actividades  Siempre  Frecuentemente Algunas Nunca 
veces 
Reuniones      
Investigación      
Llamadas telefónicas      
Capacitaciones      
Reportes escritos       
Correos      
Atención al público      
Presentaciones       
 
90 
 
Leer normativas     
internacionales 
Pruebas de diagnóstico     
Trabajo con colegas     
 
6. ¿Cuáles son otras actividades laborales no mencionadas anteriormente que requieren 
conocimiento del inglés? 
a) __________________________________________________________ 
b) __________________________________________________________ 
c) __________________________________________________________ 
IV. Estilos y preferencias de aprendizaje  
7. ¿Cuáles actividades de aprendizaje prefiere?  
Actividad de aprendizaje: Me Totalmente De acuerdo   En Totalmente en 
gusta… de acuerdo    desacuerdo  desacuerdo  
trabajar en grupos o parejas.      
juegos de clase.      
resolver problemas.      
presentaciones orales.       
Debates     
describir procesos y     
procedimientos  
usar documentales y videos.     
leer reportes, tutoriales,     
expedientes, etc.    
escribir correos, reportes, etc.      
usar mi creatividad      
usar objetos y actividades     
relacionados con la vida real. 
usar vocabulario técnico.      
 
V. Habilidades del lenguaje  
8. ¿Cuáles áreas considera que usted necesita mejorar cuando usa el idioma inglés?  
Habilidades: Necesito… Totalmente De acuerdo En Totalmente en 
de acuerdo desacuerdo  desacuerdo   
entender hablantes del idioma     
inglés en conversaciones. 
comunicar mis ideas orales     
fluida y claramente. 
entender ideas principales en     
un texto.  
Comunicar ideas escritas clara     
y correctamente.    
 
91 
 
mejorar mi gramática.       
incrementar mi vocabulario.      
trabajar en pronunciación.       
Otras, mencione:  
 
9. Si hay alguna otra área(s) que no fue considerada en la pregunta anterior, por favor 
indíquela(s) 
a)___________________________________________________________ 
b)___________________________________________________________ 
c)___________________________________________________________ 
10. ¿Cuáles habilidades considera las más importantes para los profesionales en 
discapacidad/ gerontología?   
Habilidades   Muy Importante Algo Sin 
importante importante importancia 
Escuchar      
Hablar     
Leer     
Escribir      
¡Gracias por su colaboración!  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
92 
 
Appendix B 
Authentic material sample 
Basic Strategies for Communicating with People that are Faced with Disability 
Table of Contents: 
I. General Recommendations—5  
II. People that are faced with limited mobility—6  
III. People that are faced with limited arm and hand movement—8  
IV. People that are faced with limited vision—8  
V. People that are faced with limited hearing—10 
VI. People that are faced with limited mental capability—13  
VII. People that are faced with limited communication or language ability—14  
Preface: 
Above all we must remember that communication is a human encounter that is 
established verbally and non-verbally; not only for transmission of messages but affective 
aspects are especially important such as exchange of ideas, thoughts, feelings, and emotions. 
In this encounter the base model for communication is developed as follows: a 
transmitter (person that wishes to transmit something to another person), a receiver ( a person 
that receives or is sent a message), the means used to send a message (oral, written, 
audiovisual), and the message that is transmitted which can be an idea, a feeling, an object, 
a code, a language, etc. 
When communicating, each person expresses him or herself according to his or her 
values, feelings, and capacities, so it is important to take into account the specific needs of 
the receiver, and the conditions of the encounter. In addition, consider the following criteria: 
❖ Confront the interlocutor with the subject or matter that is transmitted: this should be 
with tranquility, respect, and resources to receive the interaction. 
❖ Give total attention to the interlocutor and the subject or matter that is transmitted: 
stay focused on what is said without letting external agents distract you. 
❖ Try to use clear communication: this is obtained by using sensitive language and 
precise expressions with an appropriate tone of voice. 
❖ Understand and repeat the message sent: this consists of receiving the message and 
accepting it without any falsification, alteration, ulterior motives, assumptions or 
additions, to reach a good understanding. 
❖ Confirm that you received and understand the message: this is the sign that you 
listened with care, which doesn’t mean negating or agreeing with the message, but 
creates an appropriate environment to continue communication. 
Today, because of personality and other barriers, we often confront limitations when 
trying to communicate. This makes awareness of non-verbal communication and other 
people very important to the facilitation of communication. 
In the documents of Accessible Tourism by the Royal Board od Prevention and Care 
for People with Disability, as well as Communication and Disability by Master Rocío López 
Masís, is recommended a series of strategies for the treatment of people faced with disability. 
They are useful guidelines that, in many cases, are created with logic and common sense. 
This manual emphasizes the strategies that people should use to facilitate access to 
communication, and that it is necessary to take into account non-verbal communication. 
 
 
 
93 
 
I. General Recommendations 
 Every person that encounters limitations in communication is different, and to interact 
appropriately each case must be treated as an individual. But here are some general 
recommendations: 
❖ A person that is faced with limited information and communication is, above all, a 
person. 
❖ It is important to values the things that people can do. Do not reaffirm the limitations 
that a person confronts while performing different activities. This can add to negative 
attitudes of society as well as communication barriers. 
❖ Look for mutual interests for a friendly interaction. People have other interests than 
the challenges they face trying to perform certain activities. 
❖ If appropriate, allow the conversation to turn to the limitations that people confront 
and allow the person to talk if he or she wishes to. You should never use a tone of 
commiseration or pity. 
❖ Some people require more time than you may be used to do, say, or understand things. 
❖ Each person defines their own pace of walking and talking. We all have limitations. 
❖ When planning, keep in mind the limitations that all people confront. If there are 
unavoidable barriers, communicate them in anticipation. 
❖ Always ask people what type of help they need. 
❖ Before helping someone, always ask if they need it. It may be unnecessary or 
unwanted 
❖ Put yourself in the place of the other person. This will help you understand the 
limitations that they face regarding information and communication. 
❖ Act naturally 
❖ Maintain an attitude of respect towards the person with whom you are communicating 
❖ Use common sense with any difficulty confronted. 
II. People that are faced with limitations in mobility: 
❖ Ask how they could be better 
❖ Do not hold the arm that is in control of a cane or crutch, and do not touch a person’s 
cane or crutch. 
❖ Ask if the person can let go of their cane or crutch if you help. 
❖ Offer help going up and down stairs or in and out of a vehicle. 
❖ Help with packages and bags, if the person needs or wants it. 
❖ Offer your seat so the person does not have to remain standing for long periods of 
time. 
2.1 People in wheelchairs 
❖ Stand in front of the person when speaking to him or her, never behind or in a position 
that requires him or her to turn around 
❖ Ask if the person needs help 
❖ Speak directly to the person in a wheelchair, not to the person next to him or her or 
ignoring the person in a wheelchair. 
❖ If the conversation lasts for more than a minute, sit or kneel down so that you are at 
the same height as the person to whom you are talking in order to make eye contact. 
❖ Generally, the most needed help is to give directions, including the distance and if 
any obstacles on the way are present. 
❖ If you are pushing a wheelchair, be sure not to run into other people or objects. 
 
94 
 
❖ Push the wheelchair slowly, only by the handles. Some people have poor balance and 
feel scared when pushed quickly. 
❖ Do not hang objects on or lean on the handles, as they are part of the personal space 
of the person using the wheelchair. 
❖ If a place isn’t accessible by wheelchair, notify the person in the wheelchair in order 
to determine possible solutions. 
❖ In work situations, the person can best indicate how he or she can be more 
comfortable to perform his or her work; for example: changes to the machinery, 
additional training, mechanical help, tools and equipment, lowering or raising of the 
height of tables or tables, etc. 
❖ Some people are able to walk but use a wheelchair to save energy or move faster. 
Remember that a wheelchair is a means to facilitate independent movement. 
2.2 Methods for practical operation of a wheelchair 
❖ The most important thing is to take the instructions of the person in the wheelchair. 
This person knows best how to operate a wheelchair and how he or she wants to be 
pushed. 
❖ Do not jerk, accelerate, or brake quickly; go smoothly and in control. 
❖ Walk slowly. 
❖ Slowly apply the brakes when it is time to stop. Sometimes we misestimate the incline 
of the road and the wheelchair could slip. 
❖ When it is necessary to lift or support the wheelchair, hold onto the secure tubes. 
2.3 Instructions for going up or down sidewalks or curbs 
❖ To go up, push the wheelchair until the front wheels touch the sidewalk or curb. Then 
lift up the wheelchair, leaning it back and stepping on one of the bars in the back. Put 
the front wheels on the upper sidewalk or curb; lift the rear wheels and chair on top 
of the sidewalk or curb and continue pushing smoothly and forward. 
❖ To go down, push the wheelchair towards the sidewalk or curb backwards and 
smoothly lower the rear wheels down, and then lower the front wheels softly. 
2.4 Technique for going up or down stairs in a wheelchair, securely and efficiently 
This should be done by two people 
❖ To go up, approach the wheelchair from behind and lift it slowly, ascending stair by 
stair, while the other person is in front holding the bars attached to the wheelchair 
helping lift it. 
❖ To go down stairs, proceed as indicated above to go down a sidewalk or curb, strongly 
supporting the chair on each stair. 
III. People that are faced with limited are and hand movement 
In most cases, these people need help doing the following: 
❖ Opening bottles 
❖ Opening or closing doors 
❖ Moving things 
IV. People faced with limited vision 
People that have reduced vision can encounter accidents, which often goes unnoticed and so 
we do not offer help. 
You can apply to these people the same rules that are recommended for the treatment of 
people whose mobility is limited. 
❖ It is best to call the person by name when you approach him or her and gently touch 
his or her arm. 
 
95 
 
❖ To respond, do it verbally; a gesture or smile doesn’t give any information. 
❖ Give concrete references; for example: to your right, in front, to your left and avoid 
using expressions like here or there. 
❖ If they are going to walk, ask them what is easier for them: if they would like you to 
hold their arm by the elbow or not, or putting your arm around their shoulder. The 
person, by movements of his or her body, will know when there are obstacles. 
❖ Do not hold onto his or her arm, push, or pull. 
❖ Walk lightly by his or her side, about a half step in front. 
❖ Don’t worry about substituting different terms for words like look, see, and blind. 
People with limited vision use these terms as well. 
❖ In narrow places, take the initiative to go first. 
❖ Advise the person about possible obstacles in his or her path, indicating where. 
❖ Some people tend to speak louder, but this is not necessary; these people don’t have 
problems hearing. 
❖ Never leave a blind person alone without warning; he or she could think that they are 
accompanied. 
❖ People and guide dogs often make a working team. Do not distract the guide dog from 
its work. 
❖ To help someone get in and out of busses and taxis, put their hand on the handrail of 
the door and indicate the steps ahead. 
❖ To help someone get into a car, indicate where the front and back of the car is. Then, 
position their hand on the upper frame of the door. The rest they can do alone. 
❖ To offer a seat, put their hand on the back or arm of the seat and the can sit down 
alone. 
❖ When offering something, you must indicate what you are offering and where it is, 
and if it’s on a table or counter. 
❖ Most people will appreciate if you offer information about things that they can’t see, 
like the characteristics of a place, or the people that they are with. Describe obstacles 
while walking and act naturally. 
❖ Environmental noise should have a certain manner that can easily be overpowered by 
verbal information, but too much noise can change the spatial understanding, 
disorient, and displace the person. 
❖ To explain color contrasts and bright signs, use prominent materials and different 
types of texture. 
❖ When someone has very little sight, sit by a window so they can see your profile; it 
is also helpful to use other help such as magnifying glasses, lamps and other things 
that help people see better. You should avoid reflective windows and bright flooring. 
❖ You can use the guardianship between companions technique in which you read the 
signs and the person decides what sounds most interesting to do.  
❖ For your information: The Braille alphabet is a system based on six prominent points 
in different positions that make 63 different figures representing the alphabet, math, 
physics, and chemistry symbols according to their interpretation. 
V. People that are faced with limitation in their hearing ability 
Today, the majority of these people can talk, but miss certain tones because the accent and 
volume can sound odd or rough; however, allow them to express themselves verbally. 
5.1 People that face deep deafness 
 
96 
 
Eye contact is the fundamental element to initiate a conversation, because it is established 
visually. 
Frequent characteristics: 
❖ Most people use sign language, some can read lips. People who became deaf after 
learning to speak don’t generally learn sign language. 
❖ These people generally have difficulty expressing themselves orally, with the volume 
and accent for example. 
❖ The most important thing is the attitude that you demonstrate, always showing an 
interest in facilitating communication. 
❖ Stand in front of the person when talking to them. 
❖ Use a normal tone of voice. It doesn’t help to yell, they can’t hear you. 
❖ Speak normally: neither too fast nor too slow, so that they can read your lips. This 
requires that the person with whom they speak is well visible; don’t cover your face. 
In addition, you must remember that the person whit whom you talk can only read your lips 
if they are visible at all times. For example, if you turn to pick up something while talking, 
the other person will not see this part of the conversation. 
❖ Use short phrases 
❖ Pronounce well, but without exaggerating or making unnecessary expressions. 
❖ If the person doesn’t understand you, you will have to look for more simple words 
and repeat all the necessary information to assure that both understand the 
conversation. 
❖ Do not allow someone to begin another conversation without at least asking 
permission. 
❖ Try getting their attention before beginning to talk by means of a soft touch, hand 
signal, or another visual means. 
❖ Resort to written language when communication isn’t clear enough or if uncertainties 
remain. 
❖ If there is an interpreter present, continue speaking directly to the person. They can 
turn to the interpreter if they need to. 
❖ Arrange a visual warning and alarm system in public spaces, as well as in 
transportation. 
❖ In group situations or meetings ask the person what the most advantageous position 
is for them to understand. This is generally a seat near the speaker where the face is 
most visible. It is important that the person chooses his or her own seat because they 
know best where to receive the message most effectively. 
❖ Before a lecture make sure the deaf person understands all the words. Lip reading is 
nearly impossible if the person doesn’t understand the meaning.  
❖ If the workspace is a closed area, make sure a lighted sign indicates when someone 
wishes to enter, so that the deaf person is aware. Workplaces should take into account 
light and acoustics. 
❖ Use the technique of the companion guardian, with the objective of offering needed 
support. 
❖ Always remember: avoid distractions that can interfere with communication such as: 
head movements, speaking fast, or speaking indirectly. 
❖ For your information: sign language (LESCO) is a non-verbal language distinguished 
by hand and arm movements (called signs) that represent concepts. 
5.2 People that have little hearing 
 
97 
 
These people: 
❖ Hear almost normally with a hearing aid 
❖ Don’t hear very high or low pitched sounds 
❖ Hear little 
Characteristics: 
❖ The use of not only hearing aids but lighted information panels, screens, and videos 
allow understanding and communication. 
❖ May want to hide their disability, avoiding questions even when they don’t 
understand. 
The below recommendations are applicable for communication with people that hear very 
little: 
❖ Compensate for their difficulty hearing in situations with heavy noise: a room that 
echoes, or a loud station, etc. 
❖ Avoid, when possible, more than one person speaking at a time so that the person can 
understand everything. 
❖ Verify that the person correctly understands instructions given 
❖ Use all technical help available 
VI. People that face limited mental capability 
Frequent characteristics of these people are a necessity to relate to their environment, and 
openness with human contact. 
❖ Speak in a natural, simple manner with common words and in concrete terms so that 
it is easy for them to follow. 
❖ Explain clearly what you want 
❖ Explain one thing at a time, slowly and in concrete terms 
❖ Speak directly. If the person has difficulty speaking, give him or her much attention 
and patience. 
❖ Do not complete the other person’s sentences. Allow them to finish their thoughts. 
❖ Ask them to repeat if you don’t understand what is said to you. 
❖ Treat the person according to their age, even though their mental development doesn’t 
correspond to their age.  
❖ Don’t speak to them about difficulties that they face performing certain activities, so 
that you don’t hurt their feelings. 
❖ Avoid overprotection or rejection. Remember that they have feelings although they 
can’t express them. 
❖ Flatter and stimulate their sense of sociability 
❖ Stimulate the person with a massage or positive gesture (smile, nice words, pat on the 
back). 
❖ Limit help given to only the necessary; try to support self-development. 
❖ Be patient when someone is explaining what they need. 
VII. People that face limited language or communication abilities 
❖ Avoid distracting them; don’t change the subject until the person has completed his 
or her thought. Remember that communication will be slower. 
❖ Speak slowly and give necessary time for the person to answer. Wait in silent spaces. 
❖ It is necessary to find out the manner in which the person understands best: it could 
be listening, observing facial expressions, or hand or body movement. 
❖ These people can resort to gestures, mimicry, or signs to overcome communicative 
barriers. 
 
98 
 
❖ Encourage the person to participate actively in groups. The others in the group should 
respect this person’s turn. 
❖ When in group activities, someone next to the person can act a translator or 
interpreter, saying loudly what the person is indicating with symbols, because these 
symbols aren’t always noticed at distances. 
❖ It is necessary to include new vocabulary that the person is going to need when 
participating in situations of learning. 
❖ Take into account the space needed on a chalkboard or whiteboard to write and 
explain the new vocabulary that the person will need. 
❖ Remember that the person should transfer with the support of communication 
❖ Accompany what you are saying with symbols. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
99 
 
Appendix C 
Diagnostic exam 
Universidad de Costa Rica 
Sistema de Estudios de Posgrado 
Maestría Profesional en la Enseñanza del Inglés como Lengua 
Extranjera 
Everybody in! 
Instructors: Daniela Arroyo 
                     Devi An Morera 
                     Rocío Torres  
Nombre:_________________________________________ Fecha: _________________ 
 
Examen Diagnóstico  
 
Estimado(a) estudiante, este examen tiene como objetivo determinar el nivel de inglés de 
los estudiantes del Posgrado en Estudios Interdisciplinario sobre Discapacidad y del 
Posgrado en Gerontología, ambos de la Universidad de Costa Rica. La información 
obtenida será tratada con estricta confidencialidad.  
  
Instrucciones generales: 
• Verifique que el examen cuente con 7 páginas numeradas. 
• El examen está compuesto de 5 secciones con sus respectivos ejercicios.  
• Lea cada uno de los ítems cuidadosamente. 
• Para la sección de comprensión auditiva (listening), el audio se reproducirá 3 veces.  
• No utilice ningún tipo de diccionario o dispositivo electrónico. 
• El examen es estrictamente individual. 
• En caso de dudas, levante su mano para que alguna de las instructoras lo atienda. 
• Utilice bolígrafo de tinta azul o negra únicamente. 
• Revise su examen antes de entregarlo. En caso de necesitar corregir alguna 
respuesta utilice corrector.  
 
 
 
 
 
 
 
 
 
1 
 
100 
 
Part I. Listening 
You will complete 4 exercises by listening to an audio. For the multiple choice items, mark 
your answer with an X.  
 
1. The main idea of the text is to _____. 
 
A. persuade people to see a doctor 
B. inform people about a mental problem 
C. categorize symptoms of bipolar disorder 
D. suggest medication for bipolar disorder 
 
2. What is true about the symptoms of bipolar disorder? They are _____. 
 
A. classified into different types of episodes  
B. identified early in life only 
C. difficult to identify 
D. just a few 
 
3. One goal of the treatment for bipolar disorder is to _____. 
  
A. force the patient to stay in a hospital 
B. avoid other type of illnesses 
C. make episodes less frequent 
D. put patients to sleep  
 
4. Use the following mind map to write examples of the treatments for the bipolar disorder. 
One is given for you.  
2 
 
 
101 
 
Part II. Reading 
 Imagine you are doing research on the topic Older People with Developmental Disabilities. 
Read the following text to extract ideas that will contribute to your research.  
 
INFUSING CONTENT ON OLDER PEOPLE WITH DEVELOPMENTAL 
DISABILITIES INTO THE CURRICULUM 
 
Over the life span of the current cohort of people with developmental disabilities 
(DD), life expectancy rates have increased dramatically. This increase is especially notable 
for individuals with certain types of disabilities: the life expectancy for people with Down 
syndrome, the most prevalent form of genetic mental retardation, has increased by over 30 
years (Thase, 1982). Previously, people born with this form of retardation routinely died in 
early life, but now often live into their 50s and 60s (Hand, 1993; Rasmussen & Sobsey, 1994).  
People with other DD, such as autism and cerebral palsy, have also experienced increased 
life expectancy rates over recent decades (Gold & Whelan, 1992; Turk & Machemer, 1993). 
Concerns about educating social workers to practice with a "graying population" have 
prompted attention to gerontology content in the social work curriculum. Since Elaine 
Brody's (1970) early warning that the lack of social workers trained to work with older clients 
was an impending crisis, several gerontology curriculum projects have been constructed 
(Barusch, Greene, & Connelly, 1990; Greene, 1988; Lowy, 1983; Needham, Morris, & 
Thornberry, 1984; Schneider, Decker, Freeman, & Syran, 1984; Schneider & Kropf, 1989a, 
1989b). Although these efforts are laudable, they omit the segment of older people with 
developmental and other lifelong disabilities, despite clear evidence that disability status in 
earlier life affects biopsychosocial functioning in later life.  
Two trends suggest that social workers will encounter greater numbers of older people 
with developmental disabilities (OPDD) as clients. One is the increase in this population. 
The growth in the older cohort of people with DD parallels growth rates in general. Factor 
(1993) reports that this older population (age 55 and above) includes almost a half million 
people (472,440); this estimate is probably low, because older people with disabilities other 
than mental retardation (e.g., cerebral palsy, epilepsy) are omitted, as are people outside the 
service system. The second trend is that OPDD are becoming more visible in their 
communities. Movement away from institutionalization as the predominant service paradigm 
has meant that more OPDD live in community settings and appear as clients in other service 
sectors (e.g., health, mental health).  
 
Text adapted from:  
 Kropf, N. (1996). Infusing Content on Older People with Developmental Disabilities 
into the Curriculum. Journal of Social Work Education, 32 (2), 215-226.  
 
 
 
3 
 
 
102 
 
Based on the previous text, choose the answer to the questions from the options given.   
 
1. What is the main idea of the text?  
A. The increasing number of old people 
B. Life expectancy of people with Down syndrome 
C. How developmental disabilities affect older people    
D. The need of more professionals on the field of elderly with developmental disabilities  
 
2. Currently, how long do people with Down syndrome might live? 
A. 30 years  
B. 80 years  
C. 20 years  
D. 60 years 
 
3. Why is it necessary to train social workers to work with old people?  
A. Due to the increase of life expectancy of people with disabilities  
B. Because there are more people with developmental disabilities  
C. To contribute to the development of a gerontology project 
D. Because there are very few social workers 
 
4. What has been done regarding the lack of training of social workers to work with old 
clients? 
A.  Omission of older people with developmental disabilities  
B. Inclusion of gerontology content in the curriculum 
C. Development of projects in the communities  
D. Training social workers 
  
5. Who is encouraging that older people with developmental disability become more 
visible?  
A. Gerontologists  
B. Social workers  
C. People with Down syndrome  
D. The movement away from institutionalization                                                             4 
 
103 
 
III Part. Writing 
Situation: As part of your research on the topic Older People with Developmental 
Disabilities, you will contact Nancy Kropf, who wrote the article of the previous section. 
You need to ask Kropf for the possibility of interviewing her. Write an email to Kropf. 
Include: 
• the reason for contacting her 
• the way you plan to carry out the interview (face to face, email, phone, Skype, 
among others) 
• your contact information.  
 
 
 
 
 
 
 
 
104 
 
Part IV. Vocabulary 
Read the passage below. Then fill in the blanks with the terms that best complete each 
paragraph. Use the word bank given to complete each paragraph. 
 
  
  
I. Consumers who are blind or visually impaired face greater risks of 
_______________(1) from deceptive or fraudulent online advertising practices difficult  
injury  
that may be _______________(2) to define as unlawful or 
misleading 
_______________(3) under the Federal Trade Commission (FTC) Act. The 
ensure 
FTC's clear and conspicuous requirements are not adequate to 
_______________(4) effective communication with blind or visually impaired 
consumers.  
 
 
II. The extent to which an online store is accessible affects a blind or visually 
ability  
impaired person's _______________(5) to acquire and process information that Satisfaction 
is needed to make a purchase decision. Consumers _____________(6) progress typically 
through seven stages in their decision-making process. O'Keefe and McEachern support 
(1998) argue that Web sites designed to _______________(7) these stages 
ensure consumer _______________(8) and competitive advantage for a firm.  
 
 
III. Visually impaired consumers' reduced ability to control information intake alters 
the quantity or _______________(9) of information received, processed, and inaccessible 
opportunity 
used in the decision-making process. ______________(10) graphics complicate 
help 
and limit the search for product information and thus the evaluation of disabilities 
alternatives. A ______________(11) may respond to this dilemma by electing quality 
not to do business with sellers whose sites are not fully accessible or by seeking person 
______________(12) from others, who may in turn _____________(13) the interpret 
information they are conveying. In either case, the seller has lost an 
_____________(14) to establish a dialogue with that consumer. Baker, Stephens, 
and Hill (2001) find that the responses of people who have visual 
___________(15) to a business encounter depend partly on their perceived 
ability to influence the environment.  
 
Text adapted from:  
 Schaefer, K. (2003). E-Space Inclusion: A Case for the Americans with Disabilities 
Act in Cyberspace. Journal of Public Policy & Marketing, 22 (2), pp. 223-
227.  
6 
 
105 
 
Part V. Speaking 
This part of the exam consists of three phases. In phase 2, you will be asked to role play a 
situation with another student. Cases will be provided. 
 
Phase 1. Personal information 
Phase 2. Role- play 
Phase 3. Work 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
106 
 
Speaking Section 
Phase 1. Warm up  
1. What is your name? / Last name?  
2. Can you spell it?  
3. Where do you live? 
 
Phase 2. Hypothetical situation 1 
Student A: You are 29 and visually impaired. You are unemployed and discouraged. You 
complain because when you found work, your coworkers taunted you about your disability 
and you had to quit. You have applied for other jobs, but you had to turn away because of 
the same reason, so you stopped looking for work and began looking for help to deal with 
this situation. Explain your problem to a psychologist. Mention how you feel and your 
goals.    
 
Student B: You are a psychologist. Your patient is visually-impaired and needs therapy on 
a problem he has been going through. What piece of advice can you give him regarding his 
problem?     
 
Hypothetical situation 2:  
Student A: You are an elderly patient. You are taking medication for your depression. 
Explain to the doctor the side- effects of this medication: blurry sight and dry eyes.  
 
Student B: You are a doctor. Your patient is elderly and is having some side- effects on the 
medication he is taking. The psychiatrist prescribed this medication to deal with his 
depression. What piece of advice can you give your patient to deal with this problem?  
 
Phase 3. Cool down 
1. Where do you work? 
2. What do you usually do at work?  
 
 
 
 
 
 
 
107 
 
Rubric to assess the listening section 
 
Criteria X 
High-intermediate.  
The student… 
• Identifies the 6-5 answers correctly. 
Low-intermediate  
The student… 
• Identifies 4- 3 answers correctly. 
Beginner  
The student… 
• Identifies 2-0 answers correctly. 
 
 
Rubric to assess the reading section 
 
Criteria X 
High-intermediate.  
The student… 
• identifies 5- 4 answers correctly. 
Low-intermediate  
The student… 
•  identifies 3- 2 answers correctly. 
Beginner  
The student… 
•  identifies 1 or no answer correctly. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
108 
 
Rubric to assess the writing section* 
 
Criteria X 
High-intermediate.  
The student… 
• includes a formal salutation and closing    
• makes none or two errors maximum in subject-verb agreement.  
• makes none or two errors maximum in verb tense.  
• makes none or two errors maximum in spelling. 
• makes none or two errors maximum in capitalization and punctuation.  
• expresses ideas in a pretty clear manner.  
• complies with all the requirements of the email. 
• writes a clear subject for the email. 
Low-intermediate  
The student… 
• includes an informal salutation and closing/ Either salutation or closing 
missing. 
• makes three or four errors in grammar and/or spelling. 
• makes three or four errors in capitalization and punctuation. 
• expresses ideas somewhat organized but were not very clear.  
• complies with two of the requirements of the email. 
• writes a sort of clear subject for the email. 
Beginner  
The student… 
• doesn’t include salutation or closing 
• makes more than 4 errors in subject- verb agreement. 
• makes more than 4 errors in verb tense.  
• makes more than 4 errors in spelling.   
• makes more than 4 errors in capitalization and punctuation. 
• expresses ideas in an unorganized manner.  
• complies with one or none of the requirements of the email. 
• writes an unrelated subject for the email. 
*Rubric adapted from: 
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2282677& 
 
 
 
 
 
 
 
 
 
 
 
 
109 
 
Rubric to assess the speaking section 
 
Criteria X 
High-intermediate.  
The student…  
• uses different verb tenses and aspects to express his/her ideas with few errors  
that do not interfere with communication. 
• uses simple but accurate word choice.  
• expresses ideas with some pauses that do not interfere with message.  
• uses appropriate pronunciation with occasional errors.  
• provides information relevant to the topic.  
Low-intermediate  
The student…  
• uses simple and/or complex sentences with frequent errors.  
• uses false cognates and basic vocabulary.  
• conveys message with some difficulty.  
• Provides some information relevant to the topic.  
Beginner  
The student…  
• uses short and basic sentences to communicate his/ her ideas that cause  
confusion.  
• uses very limited word choice.  
• makes frequent pauses while expressing ideas. 
• mis-pronounces words that sometimes hinder communication.  
• doesn’t provide extra information  
 
 
 
Rubric to assess the vocabulary section 
 
Criteria X 
High-intermediate.  
The student…  
• identifies 11- 15 words correctly.    
Low-intermediate  
The student…  
•  identifies 6- 10 words correctly.  
Beginner  
The student…  
• identifies 0- 5 words correctly.   
 
 
 
 
110 
 
Appendix D 
Students’ version syllabus 
 
University of Costa Rica 
Master’s Program in the Teaching of English as a Foreign Language 
Instructors: Daniela Arroyo, Devi An Morera, Rocío Torres 
Course schedule: Wednesdays from 5 p.m. to 7:30 p.m. 
Location: Classroom 112, Medicine building 
 
I. Course description: 
 Everybody In! is an English for Specific Purposes course designed based on the 
specific needs of a group of students enrolled in the Master’s Program in Disability Studies 
and the Master’s Program in Gerontology. The course will meet once a week for two hours 
and thirty minutes for 16 weeks.  
 
II. Goals and objectives: 
Unit 1. Let’s find it in! 
Goal:  By the end of the unit, students will be able to successfully interact with different 
texts by appropriately utilizing information from academic sources in order to identify and 
select suitable material suitable to do research. 
General objectives: By the end of the lesson, students will be able to 
1. locate specific and general information within a text by skimming and scanning the 
text to discover its content. 
2. successfully identify vocabulary related to disabilities and/or gerontology by using 
it in context in order to determine the characteristics of different impairments. 
3. infer the meaning of unfamiliar words by using different techniques to recognize 
language in context. 
4. correctly identify the main idea and supporting details of texts by discriminating 
irrelevant information to find out the purpose of the text. 
 
111 
 
5. correctly determine the content of different texts about impairments and/or 
gerontology by analyzing different readings in order to select articles that suit their 
academic and occupational needs. 
Unit 2. Engaging in talks. Who’s in? 
Goal: By the end of the unit, the students will be able to show understanding of content and 
communicate spoken ideas to colleagues in order to exchange information about disabilities 
and gerontology by using the appropriate register, structures, and communication skills.  
General objectives: By the end of the lesson, students will be able to  
1. successfully identify main ideas and specific information about disabilities and/ or 
gerontology from a conference to keep updated in the field. 
2. successfully summarize information from a conference about disabilities and/ or 
gerontology in order to show understanding of ideas. 
3. properly communicate knowledge about disabilities and/or gerontology to 
colleagues in conferences to exchange information using the appropriate register.  
4. properly communicate knowledge about disabilities and/ or gerontology in 
conferences to exchange information with colleagues in formal presentations.  
Unit 3. What’s in your inbox? 
Goal: By the end of the unit, the students will be able to successfully write a formal email 
related to disabilities and gerontology in order to exchange different types of information 
by using proper register, vocabulary, and correct email structure.  
General objectives: By the end of the lesson, students will be able to 
1. successfully structure a formal email in order to request and/ or provide information 
about topics related to disabilities and/ or gerontology.  
2. successfully identify the correct register used in email writing in order to 
communicate properly when writing emails. 
3. properly extract information about disabilities and/or gerontology from written texts 
and oral presentations to communicate knowledge to colleagues.   
III. Methodology 
 In this course, in- class activities include not only individual work but also pair and 
group work. The type of activities that will be used includes games, presentations, writing, 
reading, anecdote and opinion sharing, among others. Student active participation is 
 
112 
 
expected to enhance the teaching and learning process. Active participation means actively 
contributing in activities, volunteering, completing tasks, and bringing assignments when 
required. Attendance to the course is mandatory to obtain the certificate at the end. 
Absences will be justified by means of provable health issues, provable job- related issues, 
or any other that the instructors consider appropriate. However, the students will only be 
allowed to justify three absences during the course.  
 
IV. Assessment 
The assessment of this course is divided as follows: 
● Class participation……………………………………………………………15% 
● Projects (3 of 15%) ...........................................................................................45% 
● Journal (4 entries of 5%) ……………………………………………………..20% 
● Final exam…………………………………………………………………….20% 
 
V. Contents 
The course is made up of 3 units: 
1. Let’s find it in! 
2. Engaging in talks, who’s in? 
3. What’s in your inbox? 
 
 
 
 
 
 
 
 
 
 
 
113 
 
Appendix E 
Students’ journal 
University of Costa Rica 
Instructors: Arroyo, Morera & Torres 
II term, 2019 
 
Student Journal Assessment 
Student: __________________________________________________________ 
Total points: 15 pts.            Obtained points: __________ 
Total percentage: 5%         Obtained percentage: ___________% 
 
Criteria Always Usually Sometimes Never 
5 pts. 3 pts. 1 pt. 0 pts. 
Content     
The student includes the 
information required in each of the 
journal entries. 
Quality of reflection     
The entries evidence a process of 
analysis and reflection 
Punctuality     
The journal is presented on the 
date required. 
 
Comments: 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 
114 
 
Appendix F 
Course evaluation checklist 
University of Costa Rica 
Instructors: Arroyo, Morera, & Torres 
II Term, 2019 
 
                       Course Evaluation Checklist 
This questionnaire intends to collect students’ opinion about the ESP course Everybody In! after each unit of the program is 
finished. 
Instructions: 
I. Write a check mark (✓) under the option that represents your opinion of the ESP course Everybody In! 
Statements Always Usually Sometimes Never Why? * 
1. The content of the course was relevant for your      
purposes. 
2. The course was taught according to the      
syllabus. 
3. The course was well-organized (from simple to      
more complex activities). 
4. The level of difficulty was appropriate for your      
proficiency level. 
5. The tasks and materials were comprehensible      
and well-designed. 
6. The tasks and materials were useful to      
accomplish the objectives. 
7. There was a wide variety of activities      
developed during the course. 
8. The course was enjoyable.      
9. This course increased my interest in language      
learning. 
 
115 
 
10. The course assignments facilitated language      
learning acquisition. 
11. The evaluation system accurately assessed what      
I learned in this course. 
12. Peer-evaluation made me feel comfortable.      
(*) If you answered Rarely or Never in the previous section, indicate your reasons. 
 
II. Write any comment, recommendation, or concern that you have about the development of the ESP course Everybody 
In!: 
______________________________________________________________________________________________ 
______________________________________________________________________________________________ 
______________________________________________________________________________________________ 
______________________________________________________________________________________________ 
 
 
 
 
 
116 
 
Appendix G 
Student teacher assessment 
Universidad de Costa Rica 
Instructors: Arroyo, Morera, & Torres 
II Term, 2019 
 
                                 Teacher Performance Evaluation Checklist 
This questionnaire aims at collecting students’ opinion about the teacher’s performance in the ESP course Everybody In! after the 
program is finished. 
Instructions: 
III. Write a check mark (✓) under the option that represents your opinion of the performance of the instructors of the course 
Everybody In! 
The instructor _______________________.  Always Usually Sometimes  Never Comments 
13. Made the class appealing and enjoyable.       
14. Was well- prepared.        
15. Used the time wisely.        
16. Gave clear explanations.       
17. Delivered instructions clearly.        
18. Developed a wide variety of activities that      
contributed to the understanding of the topic.   
19. Included everyone in the class.       
20. Encouraged students’ participation in the class.        
 
117 
 
21. Used audiovisual aids and supplementary      
materials to enhance the class.  
22. Provided enough language exposure and      
practice.  
23. Checked comprehension during the whole class.       
24. Gave feedback on errors and mistakes      
accordingly.  
25. Provided opportunities for self- correction and      
peer-correction.  
26. Provided support at all times.        
27. Promoted a positive learning environment.        
 
 
 
 
 
 
 
 
 
 
 
 
 
 
118 
 
Appendix H 
Unit 1 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 1  
Let’s find it in!  
  
Teacher: Rocío Torres Paniagua  Lesson plan 1  
Assistants: Daniela Arroyo, Devi An Morera  Date: August 14th, 2019  
  
Unit goal:  By the end of the unit, students will be able to successfully interact with different texts by appropriately utilizing 
information from academic sources in order to identify and select material suitable to do research.  
  
General Objective: By the end of the lesson, students will be able to locate specific and general information within a text by 
skimming and scanning the text to discover its content. 
  
Specific objectives: By the end of the lesson, students will be able to:  
1. show understanding of the dynamics of the course by asking and answering questions about the syllabus to  
participate in class-activities more consciously.  
2. introduce themselves to the classmates and instructors by communicating some details about their lives to get  
more familiar with the rest of the group.  
3. properly identify obstacles faced by people with and without disabilities to recognize human limitations.  
4. adequately activate prior knowledge by skimming the title and visual aids in the text to infer the content of a  
reading.  
 
119 
 
5. use skimming and scanning techniques appropriately to find out the content of a text.   
6. make adequate associations related to technical vocabulary to expand the lexicon of disabilities.  
7. properly identify relevant ideas from a text by discriminating among different information.  
8. consciously reflect on their in-class performance by completing a journal entry to assess their learning process.  
 
Objectives  Procedures  Macro Language (vocabulary, Strategies  Materials Time  
skills  grammar, expressions)  
1  -Ts will introduce themselves to the R/S/L     Course 20 m  
Ss.  syllabus  
-Ts will explain the dynamic of the 
course, the course syllabus, the 
important dates, and other aspects 
related to the ESP course, 
Everybody In!  
-T answers questions about the 
course.  
2  Icebreaking activity (to be carried R/W/S/L     Some pieces 20 m  
out in Spanish):  of paper  
-Individually, Ss are given some 
pieces of paper for them to write 
two truths and one lie about them 
without using obvious information. 
Ss choose the order in which they 
write the sentences.  
-T provides an example and models 
the activity.  
-When they all finish, each St tells 
his/her name and reads the 
sentences.  
-The rest of the class guesses which 
piece of information is not true.  
 
120 
 
3  Warm-up  S/L  Useful language:  Giving opinions Material 1  10 m  
-Ss look at an image of a disabled I see …  spontaneously  
person trying to overcome an There is …  
obstacle. There are …  
-Ss volunteer to tell what they see The person faces …  
in the picture.  There is an obstacle …  
-Ss are shown another image of a The difference is …  
person without disabilities and they In the first picture … while 
say what they think about the in the other…  
picture / how this picture is They are similar because…  
different from / similar to the first Both pictures are …  
one.    
-Ss are asked about the barriers   
they face in their lives.  
-Ss are shown another image of a 
person who does not understand the 
language.  
-Ss reflect on the obstacle the 
person in the picture faces.  
-Ss are told that this is an obstacle 
that everybody faces, but 
Everybody In! course will try to 
reduce this barrier.  
4  Pre- task 1  R/S/L  Useful language:  Making guesses  Handout 1  15 m  
-Ss are given Handout 1: an extract I think the reading is about   
of the reading Common Barriers to ….  Skimming for 
Participation Experienced by Probably, the text is about important ideas  
People with Disabilities.  ….    
-Ss are required to read the title and The article refers to ….  Scanning for specific 
look at the picture within the It may refer to…  information  
article.  
 
121 
 
- Ss tell what they know about the Perhaps, the article is 
topic: experience, anecdotes, about...  
examples, etc.     
-Ss read the first paragraph   
silently.    
-Ss are asked what they expect to   
find in the reading.  
-Ss are asked to explore the reading 
to see how many barriers there are, 
and what they think each one is 
about.  
-T explains the meaning of 
skimming and scanning as reading 
strategies.  
-Ss are told to put the handouts 
away for a while.  
4  Pre- task 2  R/S/L Useful language:  Making associations  Material 2  15 m  
5  -Ss are given some colored paddles. This sentence belongs to this Masking 
Those who take the paddles with subtitle…  tape  
the same color get together. ….. because it refers to….  
-T pastes some pieces of paper with ….. because the topic is ….  
the subtitles of the reading on the I think this sentence goes 
wall.  here.  
-In pairs, Ss are assigned one I’m not sure.  
subtitle.  I agree.  
-Ss have to match and paste a set of I disagree.  
sentences in the middle of the I don’t think so.  
classroom with the corresponding   
subtitle.  
 
122 
 
-While Ss are doing the matching, 
T and teacher-assistants ask the 
reasons for their choices.  
-When Ss finish doing the 
matching, T checks the associations 
and makes the corrections.  
-Ss read aloud the subtitles and 
their choices.  
6  Pre-task 3  R  Vocabulary:  Making adequate Handout 2  15 m  
-Ss are given Handout 2 with Synonyms  associations  
sentences taken from the reading Barrier- obstacle    
and a list of synonyms.  Disability-impairment,    
-Ss are given some examples.  Hinder- obstruct,    
-Ss are allowed to use Handout 1 Lack- absence     
again.  Policy- Regulation    
-Ss replace bold-faced words with Shortcoming- deficiency    
the corresponding synonyms.       
-Ss who finish the exercise before Pronunciation:  Speaking 
the rest continue to define the Drilling the pronunciation of spontaneously  
compound words at the end of the synonyms found in the 
Handout 2.  reading  
-T checks the exercise.     
-T explains the correct Compound words:  
pronunciation of the words and wheelchair, manmade, 
have Ss repeat after her.  wrongdoing, shortcoming, 
healthcare  
5  Main task  R/W/S/L  Useful language:  Summarizing  Handout 3  25 m  
7  -Working in pairs, Ss are assigned a This barrier refers to….     
different paragraph from the This paragraph is about …    
reading in Handout 1.  ______ barrier includes…  Speaking 
One supporting idea is ….  spontaneously  
 
123 
 
-Ss read the paragraph Another idea is …  
corresponding to the subtitle Do you agree?  
assigned.  What do you think?  
-Ss have to extract the main idea of Why?  
the paragraph and two supporting 
ideas.  
-Ss use their own words to present 
the ideas to the class.  
8  Post-task 2  W     Reflecting on self- Handout 4  10 m  
-Individually, Ss fill out Handout 4 learning process  
to comment on their learning 
process.  
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking 
 
124 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 1 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the title of the article below. What do you think the article is about? 
 
 
Useful expressions: 
I think the reading is about …  The article refers to 
…. 
 Perhaps, the article is about...  It may refer to… 
 Probably, the text is about ….   
         
      
Common Barrie rs to Participation Experienced by 
People with Disabilities 
 
Nearly everyone faces hardships and difficulties at one time or another. But for 
people with disabilities, barriers can be more frequent and have greater impact. 
The World Health Organization (WHO) describes barriers as being more than 
just physical obstacles. Here is the WHO definition of barriers: 
“Factors in a person’s environment that, through their absence or presence, 
limit functioning and create disability. These include aspects such as: 
• a physical environment that is not accessible, 
 
125 
 
• lack of relevant assistive technology (assistive, adaptive, and 
rehabilitative devices), 
• negative attitudes of people towards disability, 
• services, systems and policies that are either nonexistent or that hinder 
the involvement of all people with a health condition in all areas of life.” 1 
Often there are multiple barriers that can make it extremely difficult or even 
impossible for people with disabilities to function. Here are the seven 
most common barriers. Often, more than one barrier occurs at a time. 
Attitudinal barriers 
Attitudinal barriers are the most basic and contribute to other barriers. For 
example, some people may not be aware that difficulties in getting to or into a 
place can limit a person with a disability from participating in everyday life and 
common daily activities. Examples of attitudinal barriers include: 
• Stereotyping: People sometimes stereotype those with disabilities, 
assuming their quality of life is poor or that they are unhealthy because 
of their impairments. 
• Stigma, prejudice, and discrimination: Within society, these attitudes 
may come from people’s ideas related to disability—People may see 
disability as a personal tragedy, as something that needs to be cured or 
prevented, as a punishment for wrongdoing, or as an indication of the 
lack of ability to behave as expected in society. 
Today, society’s understanding of disability is improving as we recognize 
“disability” as what occurs when a person’s functional needs are not addressed 
in his or her physical and social environment. By not considering disability a 
personal deficit or shortcoming, and instead thinking of it as a social 
responsibility in which all people can be supported to live independent and full 
lives, it becomes easier to recognize and address challenges that all people–
including those with disabilities–experience. 
Communication Barriers 
Communication barriers are experienced by people who have disabilities that 
affect hearing, speaking, reading, writing, and or understanding, and who use 
different ways to communicate than people who do not have these disabilities. 
Examples of communication barriers include: 
• Written health promotion messages with barriers that prevent people 
with vision impairments from receiving the message. These include  
o Use of small print or no large-print versions of material, and 
 
126 
 
o No Braille or versions for people who use screen readers. 
• Auditory health messages may be inaccessible to people with hearing 
impairments, including  
o Videos that do not include captioning, and 
o Oral communications without accompanying manual 
interpretation (such as, American Sign Language). 
• The use of technical language, long sentences, and words with many 
syllables may be significant barriers to understanding for people with 
cognitive impairments. 
 
Physical barriers 
Physical barriers are structural obstacles in natural or manmade environments 
that prevent or block mobility (moving around in the environment) or access. 
Examples of physical barriers include: 
• Steps and curbs that block a person with mobility impairment from 
entering a building or using a sidewalk; 
• Mammography equipment that requires a woman with mobility 
impairment to stand; and 
• Absence of a weight scale that accommodates wheelchairs or others who 
have difficulty stepping up. 
 
Policy Barriers 
Policy barriers are frequently related to a lack of awareness or enforcement of 
existing laws and regulations that require programs and activities be accessible 
to people with disabilities.2 Examples of policy barriers include: 
• Denying qualified individuals with disabilities the opportunity to 
participate in or benefit from federally funded programs, services, or 
other benefits; 
• Denying individuals with disabilities access to programs, services, 
benefits, or opportunities to participate as a result of physical barriers; 
and 
• Denying reasonable accommodations to qualified individuals with 
disabilities, so they can perform the essential functions of the job for 
which they have applied or have been hired to perform. 
 
 
127 
 
 
Programmatic Barriers 
Programmatic barriers limit the effective delivery of a public health or 
healthcare program for people with different types of impairments. Examples 
of programmatic barriers include: 
• Inconvenient scheduling; 
• Lack of accessible equipment (such as mammography screening 
equipment); 
• Insufficient time set aside for medical examination and procedures; 
• Little or no communication with patients or participants; and 
• Provider’s attitudes, knowledge, and understanding of people with 
disabilities. 
Social Barriers 
Social barriers are related to the conditions in which people are born, grow, 
live, learn, work and age – or social determinants of health – that can contribute 
to decreased functioning among people with disabilities. Here are examples of 
social barriers: 
• People with disabilities are far less likely to be employed. The 
unemployment rate in 2012 for people with disabilities was more than 1 
in 10 (13.9%) compared to less than 1 in 10 (6.0%) for those without 
disabilities.3 
• Adults age 25 years and older with disabilities are less likely to have 
completed high school compared to their peers without disabilities 
(23.5% compared to 11.1%). 
• People with disabilities are more likely to live in poverty compared to 
people without disabilities (21.6% compare to 12.8%).4 
• Children with disabilities are almost four times more likely to experience 
violence than children without disabilities.5 
 
Transportation barriers 
Transportation barriers are due to a lack of adequate transportation that 
interferes with a person’s ability to be independent and to function in society. 
Examples of transportation barriers include: 
• Lack of access to accessible or convenient transportation for people who 
are not able to drive because of vision or cognitive impairments, and 
 
128 
 
• Public transportation may be unavailable or at inconvenient distances or 
locations. 
 
Glossary: 
Braille: A system of writing for blind or visually impaired people. 
Denying: Saying no / Refusing 
Device: An object designed and manufactured to perform one or more functions. 
Hardship: Hard time / Adversity 
Peers:  Colleagues 
 
Taken from: https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html 
  
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 2 
Instructors: Arroyo, Morera & Torres 
Synonym: A word that has the 
 Say it in other words!  same or nearly the same 
 meaning of another one. 
 Example: vulnerable – fragile 
  
Instructions: Replace the bold-faced words in the following sentences with a synonym from 
the box. Can you come up with other synonyms for those words? 
 
Sentences: 
1. Often, more than one barrier occurs at a time. ___________________________ 
 
2. Policy barriers are frequently related to a lack of awareness or enforcement of 
existing laws and regulations. ___________________________ 
3.  These include aspects such as the lack of relevant assistive technology. 
____________________________ 
 
4. Some systems and policies are either nonexistent or hinder the involvement of 
all people with a health condition in all areas of life. ___________________________ 
 
5. People may see disability as a personal tragedy, as something that needs to be 
cured or prevented. ___________________________ 
 
6. By not considering disability a personal deficit or shortcoming, it becomes 
easier to recognize and address challenges that all people–including those with 
disabilities–experience. ___________________________ 
Word bank 
 
 impairment  obstacle deficiency    absence  obstruct regulation 
 
 
Dare yourself!  
Use your own words to 
Compound words: define these compound 
Two or more words words: 
put together to form a Wheelchair - Manmade 
new word with a new Shortcoming  - Healthcare   
 me aning.     Wrongdoing -    
 Example: stereotype  
 
 
130 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Attitudinal barriers 
 
 
Main idea: 
 
  
Supporting ideas: 
 
 
 
 People sometimes stereotype 
 those with disabilities thinking 
 
 they are poor or unhealthy 
 because of their impairments. 
 
 
 
 
 
 
 
 
Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
  Another idea is  ….   Do you agree?  
What do you think?   Why?    
    
 
 
131 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Communication barriers 
 
 
Main idea: 
 Barriers experienced by people 
 who have different disabilities 
Supporting ideas: and use diverse ways to 
 communicate. 
 
 
 
 
   
 
 
 
 
 
 
 
 
 
 Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
Another idea is ….   Do you agree?  
  What do you th ink?   Why?    
    
 
 
132 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Physical barriers 
 
 
Main idea: 
 
 
Supporting ideas:  
 
 
 
 One example is the 
 
mammography equipment that 
  
requires a woman with mobility 
 
impairment to stand. 
 
 
 
 
 
 
 
 
 Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
Another idea is ….   Do you agree?  
 What do you think?   Why?    
     
    
 
133 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖  two examples or supporting ideas. 
 
Title:     
Policy barriers 
 
 
Main idea: 
 They are related to a lack of 
 awareness of laws and 
Supporting ideas: regulations regarding 
 
accessibility of disabled people. 
 
 
 
 
 
   
 
 
 
 
 
 
 
 
Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
 Another idea is ….   Do you agree?  
 What do you think?   Why?    
       
 
 
134 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Programmatic barriers 
 
 
Main idea: 
 
  
 
 
Supporting ideas: 
 
 
 
There is little or no 
 
 communication with patients or 
 
 participants. 
 
 
 
   
Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
Another idea is ….   Do you agree?  
What do you think?   Why?    
    
 
 
135 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Social barriers 
 
 
Main idea: 
 
  
Supporting ideas: 
 
 
 
 
 People with disabilities are far 
 
 less likely to be employed. 
 
 
 
 
 
 
 
 
 
 Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
Another idea is ….   Do you agree?  
 What do you think?   Why?    
     
    
 
136 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
2. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Transportation barriers 
 
 
Main idea: 
 There is a lack of adequate 
 transportation that prevents a 
Supporting ideas: disabled person from being 
 independent and to function in 
 society. 
 
 
 
   
 
 
 
 
 
 
 
 
 
Useful expressions: 
These barriers refer to …  This paragraph is about …. 
_________ barriers include …  One supporting idea is … 
 Another idea is ….   Do you agree?  
 What do you think?   Why?    
       
 
 
137 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 4 
Instructors: Arroyo, Morera & Torres 
 
Date: _________________. 
Name: ___________________________________. 
 
I take part in my own learning process. 
 
1. Something that made me feel comfortable in today’s class was: 
________________________________________________________________________ 
________________________________________________________________________ 
________________________________________________________________________ 
_______________________________________________________________________. 
 
2. Something that was very difficult for me in the class was: 
________________________________________________________________________ 
________________________________________________________________________ 
________________________________________________________________________ 
_______________________________________________________________________. 
 
3. Something that I learned today in the class was: 
________________________________________________________________________ 
________________________________________________________________________ 
________________________________________________________________________ 
_______________________________________________________________________. 
 
4. Something that I have to improve is: 
________________________________________________________________________ 
________________________________________________________________________ 
________________________________________________________________________ 
_______________________________________________________________________. 
  
 
138 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Material 1 
Instructors: Arroyo, Morera & Torres 
 
Warm up: 
Picture of a disabled person trying to do something. 
 
 
 
 
Picture of a person without disability trying to do something. 
 
 
  
 
139 
 
Picture of people trying to deal with language. 
 
 
 
140 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Material 2 
Instructors: Arroyo, Morera & Torres 
 
 
 
 
Attitudinal barriers 
• Stereotyping: People sometimes stereotype those with disabilities, assuming their quality of life is poor or that they are 
unhealthy because of their impairments. 
• Stigma, prejudice, and discrimination: People may see disability as a personal tragedy, as something that needs to be cured or 
prevented, as a punishment for wrongdoing, or as an indication of the lack of ability to behave as expected in society. 
Communication Barriers 
• Written health promotion messages with barriers that prevent people with vision impairments from receiving the 
message. These include  
o Use of small print or no large-print versions of material, and 
o No Braille or versions for people who use screen readers. 
• The use of technical language, long sentences, and words with many syllables may be significant barriers to 
understanding for people with cognitive impairments. 
• Auditory health messages may be inaccessible to people with hearing impairments, including  
o Videos that do not include captioning, and 
o Oral communications without accompanying manual interpretation (such as, American Sign Language). 
Physical barriers 
 
141 
 
• Steps and curbs that block a person with mobility impairment from entering a building or using a sidewalk. 
• Mammography equipment that requires a woman with mobility impairment to stand. 
• Absence of a weight scale that accommodates wheelchairs or others who have difficulty stepping up. 
Policy Barriers 
• Denying qualified individuals with disabilities the opportunity to participate in or benefit from federally funded programs, 
services, or other benefits. 
• Denying individuals with disabilities access to programs, services, benefits, or opportunities to participate as a result of 
physical barriers. 
• Denying reasonable accommodation to qualified individuals with disabilities, so they can perform the essential functions of 
the job for which they have applied or have been hired to perform. 
Programmatic Barriers 
• Lack of accessible equipment (such as mammography screening equipment). 
• Insufficient time set aside for medical examination and procedures. 
• Provider’s attitudes, knowledge, and understanding of people with disabilities. 
Social Barriers 
• People with disabilities are far less likely to be employed. The unemployment rate in 2012 for people with disabilities was 
more than 1 in 10 (13.9%) compared to less than 1 in 10 (6.0%) for those without disabilities.  
• People with disabilities are more likely to live in poverty compared to people without disabilities (21.6% compare to 12.8%). 
• Children with disabilities are almost four times more likely to experience violence than children without disabilities. 
Transportation barriers 
• Lack of access to accessible or convenient transportation for people who are not able to drive because of vision or cognitive 
impairments. 
• Public transportation may be unavailable or at inconvenient distances or locations. 
 
 
142 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3 
Instructors: Arroyo, Morera & Torres 
Synonym: A word that has the 
  Say it in other words!  same or nearly the same 
 meaning of another one. 
 Example: vulnerable – fragile 
  
Instructions: Replace the bold-faced words in the following sentences with a synonym from 
the box. Can you come up with other synonyms for those words? 
 
Sentences: 
1. Often, more than one barrier occurs at a time. obstacle 
 
2. Policy barriers are frequently related to a lack of awareness or enforcement of 
existing laws and regulations. regulation 
 
3.  These include aspects such as the lack of relevant assistive technology. absence 
 
4. Some systems and policies are either nonexistent or hinder the involvement of all 
people with a health condition in all areas of life. obstruct 
 
5. People may see disability as a personal tragedy, as something that needs to be cured 
or prevented. impairment 
 
6. By not considering disability a personal deficit or shortcoming, it becomes easier to 
recognize and address challenges that all people–including those with disabilities–
experience. deficiency 
Word bank 
 
 impairment  obstacle deficiency    absence  obstruct regulation 
 
 
Dare yourself!  
Use your own words to 
Compound words: define these compound 
Two or more words words: 
put together to form a Wheelchair - Manmade 
new word with a new Shortcoming  - Healthcare   
 me aning.     
 Wrongdoing -    Example: stereotype  
 
 
143 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
3. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
4. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Attitudinal barriers 
 
 
Main idea: 
 Attitudinal barriers refer to what 
 other people think about people 
Supporting ideas:  
with disabilities. 
People sometimes stereotype People may see disability as a 
those with disabilities thinking tragedy, as a punishment, or as 
they are poor or unhealthy the lack of ability to behave as 
because of their impairments. expected by society. 
 
144 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
5. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
6. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Communication barriers 
 
 
Main idea: 
 Barriers experienced by people 
 who have different disabilities 
Supporting ideas: and use diver se ways to 
communicate. 
There is no Braille or versions There are videos that do not 
for people who use screen include captioning for people 
readers.  with auditory health problems. 
  
 
145 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
7. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
8. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Physical barriers 
 
 
Main idea: 
 They are structural obstacles in 
 natural or manmade 
Supporting ideas: environments tha t block mobility 
or access. 
One example is the 
Some steps and curbs block a 
mammography equipment that 
disabled person from entering a 
requires a woman with mobility 
building. 
impairment to stand. 
 
146 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
9. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
10. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖  two examples or supporting ideas. 
 
Title:     
Policy barriers 
 
 
Main idea: 
 They are related to a lack of 
 awareness of laws and 
Supporting ideas: regulations  regarding 
accessibility of disabled people. 
People with disabilities are They are denied reasonable 
denied the chance to participate accommodations, so they can 
in federally funded programs, perform the job for which they 
services, or other benefits. were hired.  
 
147 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
11. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
12. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Programmatic barriers 
 
 
Main idea: 
 These barriers limit the effective 
 delivery of a public health 
Supporting ideas:  
program for disabled people. 
Time set aside for medical There is little or no 
examination and procedures is communication with patients or 
not enough. participants. 
 
148 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
13. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
14. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Social barriers 
 
 
Main idea: 
 They are related to the conditions 
 in which people are born, grow, 
Supporting ideas:  
live, learn, work and age. 
Children with disabilities are 
People with disabilities are far almost four times more likely to 
less likely to be employed. experience violence than 
children without disabilities. 
 
149 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 1- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
15. In pairs, read the paragraph from the reading: Common Barriers to Participation 
Experienced by People with Disabilities assigned by the teacher. 
16. Fill in the diagram below with: 
❖ the main idea of the paragraph (what the paragraph is about), 
❖ two examples or supporting ideas. 
 
Title:     
Transportation barriers 
 
 
Main idea: 
 There is a lack of adequate 
 transportation that prevents a 
Supporting ideas: disabled person from being 
 independent and to function in 
 society. 
 
 
 There is no convenient Public transportation may be at 
 transportation for people with inconvenient distances or 
 
vision or cognitive impairments. locations. 
 
 
 
150 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 1 
Let’s find it in! 
 
 
Teacher: Rocío Torres Paniagua Lesson plan 2 
Assistants: Daniela Arroyo, Devi An Morera Date: August 21st, 2019 
 
Unit goal:  By the end of the unit, students will be able to successfully interact with different texts by appropriately utilizing 
information from academic sources in order to identify and select material suitable to do research. 
 
General Objective: By the end of the lesson, students will be able to successfully identify vocabulary related to disabilities and/or 
gerontology by using it in context in order to determine the characteristics of different impairments. 
 
Specific objectives: By the end of the lesson, students will be able to: 
1. use useful classroom expressions appropriately by reading and modeling them to successfully communicate in English during 
the classes. 
2. adequately activate prior knowledge by using the title and sub-titles of a text to infer the content of a reading. 
3. successfully identify collocations in a reading by skimming and scanning the text in order to find the correct way to utilize 
technical language in context. 
4. adequately use modal verbs to give advice and strong recommendations to make appropriate suggestions to solve problems. 
5. appropriately use rising and falling intonation patterns by repeating yes/no and Wh-information questions in order to 
successfully communicate when asking questions. 
6. consciously reflect on their learning process by indicating their findings in the reading studied during the lesson. 
 
 
 
151 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up R/W/S/ Useful language:  Music 15 m 
-Ss provide some common L How do you say ____ in Balloons 
expressions they would use in class English? Markers 
and want to know how to say in Would you repeat, please?  
English. T provides some I didn’t understand. 
examples. I don’t know. 
-Asts write the expressions on May I go out for a 
balloons provided for this purpose.  moment? 
-Ss form a circle in the middle of We already finish. 
the class surrounding the balloons Raise your hand. 
on the floor. Come to the board. 
-Music is played for Ss to throw a Stand up. 
black balloon randomly to another Make a circle. 
classmate. When the music stops, Write your name. 
the person with the black balloon Take notes. 
picks up a balloon from the floor, Listen to the instructions. 
reads the expression on it and Get into groups of… 
model the expression. (e.g. How do Put aside (away) … (the 
you say _ síndrome_ in English? handout, the notebook, 
-T models and provides examples. etc. 
Get in pairs. 
2 Pre- task 1 R//W/S/ Useful language: Making guesses Handout 5 20 
-Each St is given a puzzle piece. Ss L Show me your piece.  Handout 6 
will walk around and find the They don’t fit. Skimming for Material 3 
person who has the other part. They fit together. important ideas 
-T writes the title of the reading   
Different Types of Disabilities in  Scanning for 
Handout 5 on the board and asks Ss  specific 
Useful language: information 
 
152 
 
to share what they know about the I think the reading is  
topic.  about …. 
-Ss are given Handout 6 which has Probably, the text is about 
three columns: What We Know, …. 
What We Predict, and What We The article refers to …. 
Found Out. It may refer to… 
-In pairs, Ss answer only the first Perhaps, the article is 
column. about... 
-T has the Ss read the first What do you know about 
paragraph and predict what they …? 
expect to find in the reading. Ss I know that … 
answer the second column. 
-Ss are told to put aside Handout 6. 
Note: Ss are encouraged to answer 
in English, but answers in Spanish 
are expected. 
3 Pre- task 2 R/S/L Useful language Making guesses Handout 7 25 
-Ss are given Handout 7. -Let’s find the  
-T explains the concept of collocations. Scanning  
collocations and provides some -What about _______? 
examples. -Do you think _______ is 
-In pairs, Ss are assigned one a collocation? 
paragraph from the reading. -Hmmm, I don’t think so. 
-Ss have to identify the collocations -Yes, it is. 
in the paragraph and write them on  
the board.  
-Ss read aloud the collocations they Collocations: 
find in the text. bipolar disorder, guide 
dog, hearing impairment, 
intellectual disability, 
mental health, mental 
 
153 
 
illness, partial vision, 
personality disorder, 
social interactions, verbal/ 
non-verbal 
communication, vision 
impairment 
4 Pre- task 3 R/W/S/ Useful language Giving advice Handout 8 25 
-Ss will look for some post-its L -What is this person’s and  
under their desks. Each post-it has problem? recommendations Post-its 
one part of a collocation. Ss pair up -The person _____. 
the classmate with the post-it that -What can we 
completes his/her collocation. recommend? 
-Ss are given Handout 8.  -I think ______. 
-T explains the concept of modal -I agree. 
verbs and how they are used to give  
advice and strong recommendations  
(should, have to, must). 
-Ss complete Handout 8. 
5 Pre-task 4 R/S/L Pronunciation  Handout 9 20 m 
-Ss are given Handout 9. Using intonation in yes/no 
-T explains rising and falling questions 
intonation in yes/no and Wh-  
information questions and provides Using intonation in 
examples. information questions 
-Ss read the sentences out loud 
using  
4 Main task R/W/S/ Useful language: Scanning Handout 35 m 
5 -Ss pair up the same classmates L -What is your situation?  10-A 
they worked with in Pre-task 1. -I am a …. What about Speaking Handout 
you? spontaneously 10-B 
-I am a ….  
 
154 
 
-Ss are assigned one paragraph -Let’s start by ….   
from the reading Different Types of 
Disabilities. 
-Ss are given Handout 10-A and 
10-B. 
-Each St is given one situation. --Ss 
have to create a conversation 
-Ss read the conversation to the 
class. 
6 Post-task 1 S/W  Useful language: Differentiating Handout 6 10 m 
-In pairs, Ss complete the last -I found out that … between facts 
column of Handout 6 (What I -I realized that … and predictions. 
Found Out) -I didn’t know that … 
-Ss volunteer to read their findings. 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 5 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the title of the article below. What do you think the article is about? 
 
 
Useful expressions: 
I think the reading is about …  The article refers to 
…. 
 
Perhaps, the article is about...  It may refer to… 
 Probably, the text is about ….   
         
      
Different typ es of disabilities 
You may come across many disabilities in your work life. If your staff member's 
disability is not clear to you, ask how it affects their work and if they need 
adjustments so they can work to the best of their ability. Do not ask the person how 
they got the disability. 
Some examples of common disabilities you may find are: 
 
1. Vision impairment 
Vision impairment refers to people who are blind or who have partial vision. 
When talking with a person who is blind or has a vision impairment: 
• always identify yourself and any others with you 
• ask if the person requires assistance, and listen for specific instructions; 
however, be prepared for your offer to be refused. 
If guiding a person, let them take your arm, rather than taking theirs. Describe any 
changes in the environment such as steps, obstacles, etc. 
If the person has a guide dog, please remember the dog is working and should not be 
patted, fed or distracted. 
Tips 
• Ensure front of office staff are briefed and prepared on how to greet and 
assist people with vision impairment. 
• Allow more time and greater flexibility for training and induction. 
• Be aware that glare and poor lighting may exacerbate vision impairment. 
 
156 
 
2. People who are deaf or hard of hearing 
Hearing impairments can range from mild to profound. People who are hard of 
hearing may use a range of strategies and equipment including speech, lip-reading, 
writing notes, hearing aids or sign language interpreters. 
When talking to a person who is deaf or hard of hearing: 
• look and speak directly to them, not just to the people accompanying them, 
including interpreters 
• speak clearly and use a normal tone of voice unless otherwise instructed 
by the person with the hearing impairment 
• if you don't understand what a person is saying, ask them to repeat or 
rephrase, or alternatively offer them a pen and paper. 
Tips 
• Ensure front of office staff are briefed and prepared on how to greet and 
assist people who are deaf or hard of hearing. 
• Allow more time and greater flexibility for training and induction. 
• Consider workspace location - allowing the employee to see people 
entering the room and situate the workstation in an area where there is 
minimal background noise. 
3. People with mental health conditions 
Mental illness is a general term for a group of illnesses that affect the mind or brain. 
These illnesses, which include bipolar disorder, depression, schizophrenia, anxiety 
and personality disorders, affect the way a person thinks, feels and acts. 
A person with a mental health condition may experience difficulty concentrating, 
which can sometimes be a result of medication. Try to avoid overly stressful 
situations wherever possible so that their condition is not exacerbated. 
Tips 
• Provide clear and thorough explanations and instructions, in writing if 
required. 
• Ask the person how they would like to receive information. 
• Allow more time and greater flexibility for training and induction. 
  
 
157 
 
4. People with intellectual disability 
A person with an intellectual disability may have significant limitations in the ski lls 
needed to live and work in the community, including difficulties with 
communication, self-care, social skills, safety and self-direction. 
The most important thing to remember is to treat each person as an individual: 
• a person with an intellectual disability is just like everyone else - treat 
them as you would like to be treated 
• be considerate of the extra time it might take for a person with an 
intellectual disability to do or say something 
• be patient and give your undivided attention, especially with someone who 
speaks slowly or with great effort. 
Tips 
• Allow more time and greater flexibility for training and induction. 
• Keep the pressure of any given situation to a minimum as stress can affect 
a person's concentration and performance. 
• Keep instructions simple and in bite-size pieces use demonstration and 
increase complexity as progress is made. 
• Be aware that a person with intellectual disability may be less aware of 
social cues and may have less developed social skills. 
• Give verbal and written instructions or try giving examples to illustrate 
ideas and summarize ideas often. 
5. People with acquired brain injury (ABI)  
Acquired brain injury (ABI) refers to any type of brain damage that occurs after 
birth. The injury may occur because of infection, disease, lack of oxygen or a trauma 
to the head. Around 160,000 Australians have some form of acquired brain injury, 
with more men affected than women. 
The long-term effects are different for each person and can range from mild to 
profound. It is common for many people with ABI to experience: 
• increased fatigue (mental and physical) 
• some slowing down in the speed with which they process information, 
plan and solve problems 
• changes to their behavior and personality, physical and sensory abilities, 
or thinking and learning 
• may also have difficulty in areas such as memory, concentration and 
communication. 
 
158 
 
A person with an Acquired Brain Injury does not have an intellectual disability and 
does not have a mental illness 
Tips 
• Allow more time and greater flexibility for training and induction. 
• Provide clear and thorough explanations and instructions. 
• Minimize stress to maximize concentration and performance. 
• Give verbal and written instructions or try giving examples to illustrate 
ideas and summarize ideas. 
6. People with Autism Spectrum Disorder 
Autism is an umbrella description which includes Autistic disorder, Asperger's 
syndrome and atypical autism. Autism affects the way information is taken in and 
stored in the brain. People with autism typically have difficulties in verbal and non-
verbal communication, social interactions and other activities. Impairments usually 
exist across three main areas of functioning: 
• social interaction 
• communication, and 
• behavior (restricted interests and repetitive behaviors). 
Many people with an autism spectrum disorder also have sensory sensitivities, i.e. 
over or under sensitivity to sight, touch, taste, smell, sound, temperature or pain. 
Some characteristics of Asperger’s syndrome 
Those with Asperger's syndrome are typically of average or above average 
intelligence and can show a wide range of behaviors and social skills. People with 
Asperger's syndrome may display some of the following characteristics: 
• difficulty in forming friendships 
• ability to talk well, either too much or too little, but difficulty with 
communication 
• inability to understand that communication involves listening as well as 
talking 
• a very literal understanding of what has been said. For example, when 
asked to 'get lost', as in go away, a person with Asperger's syndrome will 
be confused and may literally try to 'get lost' 
• inability to understand the rules of social behavior, the feelings of others 
and to 'read' body language. For example, a person with Asperger's 
syndrome may not know that someone is showing that they are cross 
when frowning 
• sensitivity to criticism 
 
159 
 
• a narrow field of interests. For example, a person with Asperger's 
syndrome may focus on learning all there is to know about cars, trains or 
computers 
• eccentricity. 
Tips 
• Establish routines and predictable environments. 
• Inform people with autism what is about to happen before it occurs. 
7. People with physical disability 
The common characteristic in physical disability is that some aspect of a person's 
physical functioning, usually either their mobility, dexterity, or stamina, is affected. 
People with physical disability are usually experts in their own needs and will 
understand the impact of their disability. 
There are many different kinds of disability and a wide variety of situations people 
experience. The disability may be permanent or temporary. It may exist from birth 
or be acquired later in life. People with the same disability are as likely as anyone 
else to have different abilities. 
Tips 
• Always ask before offering assistance. 
• Be at the same level when talking with the person. 
• Never assume that a person with physical disability also has intellectual 
disability. 
• Ask permission before touching a person's wheelchair or mobility aid. 
Retrieved and modified from: 
https://services.anu.edu.au/human-resources/respect-inclusion/different-types-of-disabilities 
Glossary: 
Briefed : informed 
Come across: find 
Exacerbate:  complicate 
Mild:  not strong 
 
 
 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 6 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Based on the reading Different Types of Disabilities, fill out the chart below 
with the information required. Write at least one word, sentence, or idea about what you 
know, predict, and find in the reading. 
 
What do you know about the topic? 
 
What I Know What I Predict What I Found out 
I know that…. I think / guess that the I realized that…. 
text is about…. 
 
 
 
 
 
 
 
 
 
161 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 7 
Instructors: Arroyo, Morera & Torres 
 
Collocations are two or more words that usually go  
together: “physical functioning,” “social interaction”  
  
How many collocations can you find in the following sentences?  Work with a 
partner and find as many as you can. Underline them. 
o Hearing impairments can range from mild to profound. 
o These illnesses, which include bipolar disorder, depression, 
schizophrenia, anxiety and personality disorders, affect the way a 
person thinks, feels and acts. 
o A person with an Acquired Brain Injury (ABI) does not have an 
intellectual disability and does not have a mental illness. 
o People with autism typically have difficulties in verbal and non-verbal 
communication, social interactions and other activities. 
o If the person has a guide dog, please remember the dog is working and 
should not be patted, fed or distracted. 
o Vision impairment refers to people who are blind or who have partial 
vision. 
Useful language 
                -Let’s find the collocations. 
-What about _______? 
-Do you think _______ is a collocation? 
-Hmmm, I don’t think so. / Yes. It is. 
                         
 
Good job! 
 
 
 
 
 
 
162 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 8 
Instructors: Arroyo, Morera & Torres 
 
Giving advice and recommendations 
We use these modal verbs to give advice or strong recommendations.  
  
Should:  She doesn’t understand what the person is saying. 
(shouldn’t) She should ask for clarification.  
 
Have to:    I broke my leg while I was playing. 
(don’t have to)  You have to stop playing for a month. 
 
Must:  Some staff members have hearing problems; others have vision impairments. 
(mustn’t) They must receive verbal and written instructions to understand. 
 
▪ Use modal verbs to give the following people some advice or strong 
recommendations: 
 
 a. _______________________________________________. 
 
 b. _______________________________________________. 
_____ 
 c. _______________________________________________. 
 
 
 
 
163 
 
▪ Use modal verbs to write a short conversation on the bubbles of the comic strip 
below. 
 
 
 
 
Well done!! 
 
 
 
 
 
 
 
 
164 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 9 
Instructors: Arroyo, Morera & Torres 
 
Intonation 
Rising or falling? 
Rising intonation Falling intonation  
Yes / No questions Wh- questions (information) 
“Should I get a guide dog?” “Where is the wheelchair ramp?” 
 
Instructions:  
 
Read the following questions aloud. Use a rising       or falling       arrow to indicate the type of 
intonation at the end of each question. 
1. How can I help disabled or elderly people in my office?   _________ 
2. Is mental illness a health condition that affects the mind or brain? _________ 
3. What type of equipment should deaf people use?   _________ 
4. What are the common characteristics of bipolar people?   _________ 
5. Do people with Asperger’s syndrome have problems to communicate? _________ 
6. What must we do to help a person with vision impairment?  _________ 
7. Why is it important to provide verbal and written instructions?  _________ 
8. What does Acquired Brain Injury refer to?    _________ 
9. Should we make adjustments at work to facilitate access?  _________ 
10. Do people with intellectual disabilities have problems to socialize? _________ 
 
Great job! 
 
 
 
 
 
 
165 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 7- Answer Key 
Instructors: Arroyo, Morera & Torres 
 
 
 
 Collocations are two or more words that usually go 
 together: “physical functioning,” “social interaction” 
 
How many 
collocations can you find in the following sentences?  Work with a partner and 
find as many as you can. Underline them. 
o Hearing impairments can range from mild to profound. 
o These illnesses, which include bipolar disorder, depression, 
schizophrenia, anxiety and personality disorders, affect the way a 
person thinks, feels and acts. 
o A person with an Acquired Brain Injury (ABI) does not have an 
intellectual disability and does not have a mental illness. 
o People with autism typically have difficulties in verbal and non-verbal 
communication, social interactions and other activities. 
o If the person has a guide dog, please remember the dog is working and 
should not be patted, fed or distracted. 
o Vision impairment refers to people who are blind or who have partial 
vision. 
Useful language 
                -Let’s find the collocations. 
-What about _______? 
-Do you think _______ is a collocation? 
-Hmmm, I don’t think so. / Yes. It is. 
                         
 
Good job! 
 
 
 
 
 
166 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 8- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Giving advice and recommendations 
We use these modal verbs to give advice or strong recommendations.  
  
Should:  She doesn’t understand what the person is saying. 
(shouldn’t) She should ask for clarification.  
 
Have to:    I broke my leg while I was playing. 
(don’t have to)  You have to stop playing for a month. 
 
Must:  Some staff members have hearing problems; others have vision impairments. 
(mustn’t) They must receive verbal and written instructions to understand. 
 
1.Use modal verbs to give the following people some advice or strong recommendations: 
 
 a. _______________________________________________. 
 
 b. _______________________________________________. 
 
 c. _______________________________________________. 
 
 
 
 
 
167 
 
2.Use modal verbs to write a short conversation on the bubbles of the comic strip below. 
 
 
 
 
Well done!! 
 
 
 
 
 
 
 
 
 
 
 
168 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 2- Handout 9- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Intonation 
Rising or falling? 
Rising intonation Falling intonation  
Yes / No questions Wh- questions (information) 
“Should I get a guide dog?” “Where is the wheelchair ramp?” 
 
Instructions:  
Read the following questions aloud. Use a rising       or falling       arrow to indicate the 
type of intonation at the end of each question. 
1. How can I help disabled or elderly people in my office?  ____ ____ 
2. Is mental illness a health condition that affects the mind or brain? ____ ____ 
3. What type of equipment should deaf people use?   ____ ____ 
4. What are the common characteristics of bipolar people?  ____ ____ 
5. Do people with Asperger’s syndrome have problems to communicate?____ ____ 
6. What must we do to help a person with vision impairment? ____ ____ 
7. Why is it important to provide verbal and written instructions? ____ ____ 
8. What does Acquired Brain Injury refer to?    ____ ____ 
9. Should we make adjustments at work to facilitate access?  ____ ____ 
10. Do people with intellectual disabilities have problems to socialize?____ ____ 
 
Great job! 
 
 
 
169 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera, & Torres 
 
Unit 1 
Let’s find it in! 
 
 
Teacher: Daniela Arroyo Lesson plan 3 
Assistants: Devi An Morera, Rocío Torres Date: August 28th, 2019  
 
Unit goal: By the end of the unit, students will be able to successfully interact with different texts by appropriately utilizing 
information from academic sources in order to identify and select material suitable to do research.  
 
General Objective: By the end of the lesson, students will be able to infer the meaning of unfamiliar words by using different 
techniques to recognize language in context. 
 
Specific objectives: By the end of the class, students will be able to: 
1. use definitions provided in context to successfully guess the meaning of unfamiliar words.  
2. accurately identify word classes to guess the meaning of unfamiliar words. 
3. use examples given in context to successfully guess the meaning of unfamiliar words.  
4. correctly identify affixes to guess the meaning of unfamiliar words.  
5. successfully activate prior knowledge to facilitate interaction with a new text.  
6. Successfully guess the meaning of unfamiliar words by using different types of strategies.  
 
170 
 
Notes: 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the 
starting time is 6:05 
− Translation is expected in most of the activities since many Ss are not prepared to give their own definitions of words in 
English. 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
4 Warm up: L/S/R Useful language: Scanning Handout 10 15m 
5 - 5 m are given for Ss to finish -What is your situation?  (A and B) 
(lesson plan their conversations.  -I am a …. What about Speaking from last 
2) - They present (this activity was you? spontaneously class 
part of last week’s lesson plan)  -I am a ….  
 -Let’s start by …. 
1 Pre- task 1 R/L/S Useful language:  Guessing meaning Computer 15m 
- T introduces the concept of I think ______ means from context Projector 
guessing meaning from context. ______. Power point 
- On the board, the explanation ______ means _____ Desk bells 
of how to use definitions is   
projected. Expressions to introduce 
- A couple of Ss are selected for definitions: 
a competition. Different A _____ is a ______. 
definitions are projected on the ______ are ______. 
board (one at a time), two Ss run  
to ring the bell and say what it Vocabulary: 
means. Shower bench 
-Drilling for pronunciation Bed rails 
purposes. Reacher 
Orthopedic mattress 
 
171 
 
2 Pre- task 2 R/S/L Useful language:  Guessing meaning Computer 15m 
-On the board, the explanation It is a(n) ______(noun, from context Projector 
of what nouns, adjectives, verbs, adjective, etc.) Power point 
and adverbs are is projected as I think it’s a(n) Mini 
the T explains their importance. ______(noun, adjective, whiteboards 
- Ss receive mini whiteboards. etc.) Markers 
They write the word class of the I think it means ______ 
underlined words projected, and  
their possible meanings. Vocabulary: 
-Drilling for pronunciation Cues 
purposes. Adversely 
Illegible 
Store 
3 Pre- task 3 R/S/L Useful language: Guessing meaning Computer 15m 
- On the board, the explanation We think it means ___ from context Projector 
of how to use examples is We think the meaning is Power point 
projected. ___  
- One example is projected for  
each group to guess the meaning Expressions for 
of underlined words. introducing examples: 
-Drilling for pronunciation An example of _____ is 
purposes. ___ 
____ is an example of ___ 
An example is ____  
 
Vocabulary: 
Treatment options 
Parental education 
Exacerbating factors 
Side effects  
 
172 
 
4 Pre- task 4 R/S/L Useful language: Guessing meaning Computer 20m 
- On the board, the explanation The prefix/ suffix is ___ from context Projector 
of how to use affixes is The prefix/ suffix means Power point 
projected. ___ Printed 
-Ss go out of the classroom and I think the word means sentences 
walk to encounter 7 sentences ___ (Material 4) 
that contain words with affixes. What is the meaning of Masking  
They take notes of the words the word? Handout 11 
and their meaning in handout What is the meaning of Handout 12 
12. the prefix/ suffix?  
-Ss receive handout 11 for  
guidance purposes. Vocabulary: 
-Drilling for pronunciation Unwanted 
purposes. Unnoticed 
Overpowered 
Interpreter 
Correctly 
Openness 
Overprotection 
5 Pre- task 5 W/L/S Useful language: Activating prior Handout 13 10m 
-Ss receive handout 13. Here -One strategy is ____ knowledge 
they have to write one strategy -It is important to ___ 
to deal with people with -It is necessary to ___ 
different types of disabilities 
(one strategy per category). 
-Ss write their answers on the 
board.  
6 Main task R/L/S Useful language: Guessing meaning Handout 14 25m 
 - Ss receive a summary of the I think it means ____ from context Handout 15 
guessing meaning from context This word means_____  
techniques (handout 14) 
 
173 
 
-Ss receive handout 15 This word possibly means 
containing a reading with _____ 
underlined words. Ss must We used _____ technique 
determine the meaning of the Vocabulary: 
underlined words by using the Non- verbally 
techniques introduced in the pre- Especially 
tasks. Transmitter 
-Ss say what technique they Receiver 
used to guess the meaning of the Code 
words.   Appropriately 
-Drilling for pronunciation Friendly 
purposes. Unavoidable 
 Unnecessary 
Unwanted 
Face 
Cane 
Generally 
Scared 
Handles 
Movement 
Misestimate 
Slip 
Efficiently  
4 Post- task 1 R/W Useful language: --- Handout 11 15m 
-  Ss complete a crossword I think that the word is Handout 16 
puzzle (handout 16) about ________  
prefixes and suffixes. The answer for this is 
 -Drilling for pronunciation _____ 
purposes.   
Affixes vocabulary: 
Blindness 
 
174 
 
Helpful 
Non- disabled 
Adulthood 
Inclusiveness  
Respectfully  
Gerontologist 
Healthless 
Mobility 
Disability 
--- Talk to Ss about their first --- --- --- --- 5 m 
journal entry due next week. 
Present the rubric again. 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L=Listening, S= Speaking 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 11 
Instructors: Arroyo, Morera & Torres 
 
Here are some common prefixes and suffixes! 
 
Instructions: Read the following list of affixes (prefixes and suffixes). Use this handout as a 
reference in upcoming activities. 
 
Common prefixes  
 Prefixes are attached at the  
bi-: two beginning of the words.  
centi-: hundred  
in- im-, un-: not  
mis-: wrongly  
multi-: many  
non-: opposite of  
pre-: before, ahead of time  
re-: again  
sub-: under  
trans-: change, across  
tri-: three  
 
Common suffixes 
 
 
 
-able: able to 
 
-en: made of 
 
 -ful: filled with 
 -hood: state of being 
 -ish: like, approximately 
 Suffixes are attached at the  -ity, -ment: state of 
 end of the words. -less: without 
 -let, -ing: small, young 
 -ly: in a manner 
 -ness, -ty: having a quality 
 -ology: the study of 
 
-or, -er, -ist: one who 
 
-ward: in direction of 
 
 
 
 
 
 
 
 
Adapted from: Reading comprehension skills and strategies. (2002). Irvine, CA: Saddleback 
Educational Pub. 
 
176 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 12 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Complete the grid below with the information of the underlined word. 
 
Word Prefix Suffix Meaning of the word 
✓  ✓  
1.    
2.    
3.    
4.    
5.    
6.    
7.    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 13 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Write two strategies to deal with people with disabilities (two strategies per 
category). One example is given.  
 Useful language: 
 
 
 
-One strategy is ____ 
 
 -It is important to ___ 
 -It is necessary to ___ 
 -What do you think? 
 -What do you think? 
People in wheelchairs People that are faced with limitations in 
mobility 
Ask if the person needs help.  
  
  
  
  
  
  
 
 
 
 
 
Finish early? 
 
In the space below write as many general strategies to deal with people with disabilities as 
you can!  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
178 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 3. Handout 14 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Use this handout as a reference of guessing meaning from context techniques. 
 
Guessing meaning from context techniques 
 
Technique 1: Definitions 
Sometimes texts contain definitions. Definitions give us the exact meaning of a word. 
 
Example: A wheelchair is a chair mounted on wheels especially for the use of disabled 
persons. 
 
Expressions that introduce definitions: 
✓ A ____ is a ____. 
✓ ____ are ____. 
 
Technique 2: Word classes 
Words have different functions. Nouns are things, verbs are actions, adjectives are 
characteristics, and adverbs describe the way actions happen. 
 
Example: Hearing loss may be mild, moderate, severe, or profound. 
 
 
Technique 3: Examples 
Examples illustrate definitions, words, etc. They are very helpful when guessing meaning 
from context. 
 
Example: A learning disability; for example, dyslexia requires a curriculum adjustment.  
 
 Expressions for introducing examples: 
✓ An example of _____ is ___ 
✓ ____ is an example of ___ 
✓ An example is ____  
✓ For example ______ 
✓ _____ include _______ 
✓ ______ such as ______ 
 
Technique 4: Word forms 
Words can be formed by attaching small particles. If the particle is attached at the 
beginning it is a prefix. On the contrary if it is attached at the end it is a suffix. 
 
Example: Discrimination against disabled people is unfair. I was speechless when I heard 
the manager say that.  
 
179 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 15 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the following extract. Determine the meaning of the underlined words. 
Write their translation and the technique you used to guess the meaning in the grid that is at 
the end of the extract. 
 
Basic Strategies for Communicating Useful language: 
with People that are Faced with  
Disability I think it means ____ 
 This word means_____ 
Preface: This word possibly means _____ 
Above all we must remember  
that communication is a human encounter that is established verbally and non-verbally; not 
only for transmission of messages but affective aspects are especially important such as 
exchange of ideas, thoughts, feelings, and emotions. 
In this encounter the base model for communication is developed as follows: a 
transmitter (person that wishes to transmit something to another person), a receiver ( a person 
that receives or is sent a message), the means used to send a mess|age (oral, written, 
audiovisual), and the message that is transmitted which can be an idea, a feeling, an object, 
a code, a language, etc. 
When communicating, each person expresses him or herself according to his or her 
values, feelings, and capacities, so it is important to take into account the specific needs of 
the receiver, and the conditions of the encounter. In addition, consider the following criteria: 
❖ Confront the interlocutor with the subject or matter that is transmitted: this should be 
with tranquility, respect, and resources to receive the interaction. 
❖ Give total attention to the interlocutor and the subject or matter that is transmitted: 
stay focused on what is said without letting external agents distract you. 
❖ Try to use clear communication: this is obtained by using sensitive language and 
precise expressions with an appropriate tone of voice. 
❖ Understand and repeat the message sent: this consists of receiving the message and 
accepting it without any falsification, alteration, ulterior motives, assumptions or 
additions, to reach a good understanding. 
❖ Confirm that you received and understand the message: this is the sign that you 
listened with care, which doesn’t mean negating or agreeing with the message, but 
creates an appropriate environment to continue communication. 
Today, because of personality and other barriers, we often confront limitations when 
trying to communicate. This makes awareness of non-verbal communication and other 
people very important to the facilitation of communication. 
In the documents of Accessible Tourism by the Royal Board of Prevention and Care 
for People with Disability, as well as Communication and Disability by Master Rocío López 
Masís, is recommended a series of strategies for the treatment of people faced with disability. 
They are useful guidelines that, in many cases, are created with logic and common sense. 
This manual emphasizes the strategies that people should use to facilitate access to 
communication, and that it is necessary to take into account non-verbal communication. 
 
180 
 
I. General Recommendations 
 Every person that encounters limitations in communication is different, and to interact 
appropriately each case must be treated as an individual. But here are some general 
recommendations: 
❖ A person that is faced with limited information and communication is, above all, a 
person. 
❖ It is important to values the things that people can do. Do not reaffirm the limitations 
that a person confronts while performing different activities. This can add to negative 
attitudes of society as well as communication barriers. 
❖ Look for mutual interests for a friendly interaction. People have other interests than 
the challenges they face trying to perform certain activities. 
❖ If appropriate, allow the conversation to turn to the limitations that people confront 
and allow the person to talk if he or she wishes to. You should never use a tone of 
commiseration or pity. 
❖ Some people require more time than you may be used to to do, say, or understand 
things. 
❖ Each person defines their own pace of walking and talking. We all have limitations. 
❖ When planning, keep in mind the limitations that all people confront. If there are 
unavoidable barriers, communicate them in anticipation. 
❖ Always ask people what type of help they need. 
❖ Before helping someone, always ask if they need it. It may be unnecessary or 
unwanted 
❖ Put yourself in the place of the other person. This will help you understand the 
limitations that they face regarding information and communication. 
❖ Act naturally 
❖ Maintain an attitude of respect towards the person with whom you are communicating 
❖ Use common sense with any difficulty confronted. 
II. People that are faced with limitations in mobility: 
❖ Ask how they could be better 
❖ Do not hold the arm that is in control of a cane or crutch, and do not touch a person’s 
cane or crutch. 
❖ Ask if the person can let go of their cane or crutch if you help. 
❖ Offer help going up and down stairs or in and out of a vehicle. 
❖ Help with packages and bags, if the person needs or wants it. 
❖ Offer your seat so the person does not have to remain standing for long periods of 
time. 
2.1 People in wheelchairs 
❖ Stand in front of the person when speaking to him or her, never behind or in a position 
that requires him or her to turn around 
❖ Ask if the person needs help 
❖ Speak directly to the person in a wheelchair, not to the person next to him or her or 
ignoring the person in a wheelchair. 
❖ If the conversation lasts for more than a minute, sit or kneel down so that you are at 
the same height as the person to whom you are talking in order to make eye contact. 
❖ Generally, the most needed help is to give directions, including the distance and if 
any obstacles on the way are present. 
❖ If you are pushing a wheelchair, be sure not to run into other people or objects. 
 
181 
 
❖ Push the wheelchair slowly, only by the handles. Some people have poor balance and 
feel scared when pushed quickly. 
❖ Do not hang objects on or lean on the handles, as they are part of the personal space 
of the person using the wheelchair. 
❖ If a place isn’t accessible by wheelchair, notify the person in the wheelchair in order 
to determine possible solutions. 
❖ In work situations, the person can best indicate how he or she can be more 
comfortable to perform his or her work; for example: changes to the machinery, 
additional training, mechanical help, tools and equipment, lowering or raising of the 
height of tables or tables, etc. 
❖ Some people are able to walk but use a wheelchair to save energy or move faster. 
Remember that a wheelchair is a means to facilitate independent movement. 
2.2 Methods for practical operation of a wheelchair 
❖ The most important thing is to take the instructions of the person in the wheelchair. 
This person knows best how to operate a wheelchair and how he or she wants to be 
pushed. 
❖ Do not jerk, accelerate, or brake quickly; go smoothly and in control. 
❖ Walk slowly. 
❖ Slowly apply the brakes when it is time to stop. Sometimes we misestimate the incline 
of the road and the wheelchair could slip. 
❖ When it is necessary to lift or support the wheelchair, hold onto the secure tubes. 
2.3 Instructions for going up or down sidewalks or curbs 
❖ To go up, push the wheelchair until the front wheels touch the sidewalk or curb. Then 
lift up the wheelchair, leaning it back and stepping on one of the bars in the back. Put 
the front wheels on the upper sidewalk or curb; lift the rear wheels and chair on top 
of the sidewalk or curb and continue pushing smoothly and forward. 
❖ To go down, push the wheelchair towards the sidewalk or curb backwards and 
smoothly lower the rear wheels down, and then lower the front wheels softly. 
2.4 Technique for going up or down stairs in a wheelchair, securely and efficiently. 
This should be done by two people 
❖ To go up, approach the wheelchair from behind and lift it slowly, ascending stair by 
stair, while the other person is in front holding the bars attached to the wheelchair 
helping lift it. 
❖ To go down stairs, proceed as indicated above to go down a sidewalk or curb, strongly 
supporting the chair on each stair. 
# Translation Technique(s) # Translation Technique(s) 
1.   10.   
2.   11.   
3.   12.   
4.   13.   
5.   14.   
6.   15.   
7.   16.   
8.   17.   
9.   18.   
10.   20.   
 
182 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 3. Handout 16 
Instructors: Arroyo, Morera & Torres 
 
Affixes Crossword 
 
Instructions: Complete the crossword puzzle by forming the words with prefixes and 
suffixes. Use handout 11 to help you in the process. 
 
 
 
 
 
 
 
 
 
 
 
 
183 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Material 4 
Instructors: Arroyo, Morera & Torres 
 
Before helping someone, always ask if they need it. It 
may be unnecessary or unwanted. 
------------------------------------------------------------------ 
People that have reduced vision can encounter 
accidents, which often goes unnoticed and so we do not 
offer help. 
------------------------------------------------------------------ 
Environmental noise should have a certain manner that 
can easily be overpowered by verbal information, but 
too much noise can change the spatial understanding, 
disorient, and displace the person. 
------------------------------------------------------------------ 
If there is an interpreter present, continue speaking 
directly to the person. They can turn to the interpreter if 
they need to. 
------------------------------------------------------------------ 
Verify that the person correctly understands 
instructions given 
------------------------------------------------------------------ 
Frequent characteristics of these people are a necessity 
to relate to their environment, and openness with human 
contact. 
------------------------------------------------------------------ 
Avoid overprotection or rejection. Remember that they 
have feelings although they can’t express them. 
 
184 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 12 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Complete the grid below with the information of the underlined word. 
 
Word Prefix Suffix Meaning of the word 
✓  ✓  
1. Unwanted ✓   Indeseado 
2. Unnoticed ✓   Desapercibido 
3. Overprotected ✓   Sobreprotegido 
4. Interpreter  ✓  Interprete 
5. Correctly  ✓  Correctamente 
6. Openness   ✓  Actitud receptiva 
7. Overprotection ✓   Sobreprotección  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
185 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 13 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Write two strategies to deal with people with disabilities (two strategies per 
category). One example is given.  
 Useful language: 
  
 -One strategy is ____ 
 -It is important to ___ 
 -It is necessary to ___ 
 -What do you think? 
  
 
People in wheelchairs People that are faced with limitations in 
mobility 
Ask if the person needs help.  
  
  
  
 Answers vary 
  
  
 
 
 
 
 
Finish early? 
 
In the space below write as many general strategies to deal with people with disabilities as 
you can!  
 
 
                                                              Answers vary 
 
 
 
 
 
 
 
 
 
 
186 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 15 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the following extract. Determine the meaning of the underlined words. 
Write their translation and the technique you used to guess the meaning in the grid that is at 
the end of the extract. 
 
Basic Strategies for Communicating with Useful language: 
People that are Faced with Disability  
 I think it means ____ 
Preface: This word means_____ 
Above all we must remember that This word possibly means _____ 
communication is a human encounter that is  
established verbally and non-verbally; not only for transmission of messages but affective 
aspects are especially important such as exchange of ideas, thoughts, feelings, and emotions. 
In this encounter the base model for communication is developed as follows: a 
transmitter (person that wishes to transmit something to another person), a receiver ( a person 
that receives or is sent a message), the means used to send a message (oral, written, 
audiovisual), and the message that is transmitted which can be an idea, a feeling, an object, 
a code, a language, etc. 
When communicating, each person expresses him or herself according to his or her 
values, feelings, and capacities, so it is important to take into account the specific needs of 
the receiver, and the conditions of the encounter. In addition, consider the following criteria: 
❖ Confront the interlocutor with the subject or matter that is transmitted: this should be 
with tranquility, respect, and resources to receive the interaction. 
❖ Give total attention to the interlocutor and the subject or matter that is transmitted: 
stay focused on what is said without letting external agents distract you. 
❖ Try to use clear communication: this is obtained by using sensitive language and 
precise expressions with an appropriate tone of voice. 
❖ Understand and repeat the message sent: this consists of receiving the message and 
accepting it without any falsification, alteration, ulterior motives, assumptions or 
additions, to reach a good understanding. 
❖ Confirm that you received and understand the message: this is the sign that you 
listened with care, which doesn’t mean negating or agreeing with the message, but 
creates an appropriate environment to continue communication. 
Today, because of personality and other barriers, we often confront limitations when 
trying to communicate. This makes awareness of non-verbal communication and other 
people very important to the facilitation of communication. 
In the documents of Accessible Tourism by the Royal Board of Prevention and Care 
for People with Disability, as well as Communication and Disability by Master Rocío López 
Masís, is recommended a series of strategies for the treatment of people faced with disability. 
They are useful guidelines that, in many cases, are created with logic and common sense. 
This manual emphasizes the strategies that people should use to facilitate access to 
communication, and that it is necessary to take into account non-verbal communication. 
I. General Recommendations 
 
187 
 
 Every person that encounters limitations in communication is different, and to interact 
appropriately each case must be treated as an individual. But here are some general 
recommendations: 
❖ A person that is faced with limited information and communication is, above all, a 
person. 
❖ It is important to values the things that people can do. Do not reaffirm the limitations 
that a person confronts while performing different activities. This can add to negative 
attitudes of society as well as communication barriers. 
❖ Look for mutual interests for a friendly interaction. People have other interests than 
the challenges they face trying to perform certain activities. 
❖ If appropriate, allow the conversation to turn to the limitations that people confront 
and allow the person to talk if he or she wishes to. You should never use a tone of 
commiseration or pity. 
❖ Some people require more time than you may be used to to do, say, or understand 
things. 
❖ Each person defines their own pace of walking and talking. We all have limitations. 
❖ When planning, keep in mind the limitations that all people confront. If there are 
unavoidable barriers, communicate them in anticipation. 
❖ Always ask people what type of help they need. 
❖ Before helping someone, always ask if they need it. It may be unnecessary or 
unwanted 
❖ Put yourself in the place of the other person. This will help you understand the 
limitations that they face regarding information and communication. 
❖ Act naturally 
❖ Maintain an attitude of respect towards the person with whom you are communicating 
❖ Use common sense with any difficulty confronted. 
II. People that are faced with limitations in mobility: 
❖ Ask how they could be better 
❖ Do not hold the arm that is in control of a cane or crutch, and do not touch a person’s 
cane or crutch. 
❖ Ask if the person can let go of their cane or crutch if you help. 
❖ Offer help going up and down stairs or in and out of a vehicle. 
❖ Help with packages and bags, if the person needs or wants it. 
❖ Offer your seat so the person does not have to remain standing for long periods of 
time. 
2.1 People in wheelchairs 
❖ Stand in front of the person when speaking to him or her, never behind or in a position 
that requires him or her to turn around 
❖ Ask if the person needs help 
❖ Speak directly to the person in a wheelchair, not to the person next to him or her or 
ignoring the person in a wheelchair. 
❖ If the conversation lasts for more than a minute, sit or kneel down so that you are at 
the same height as the person to whom you are talking in order to make eye contact. 
❖ Generally, the most needed help is to give directions, including the distance and if 
any obstacles on the way are present. 
❖ If you are pushing a wheelchair, be sure not to run into other people or objects. 
 
188 
 
❖ Push the wheelchair slowly, only by the handles. Some people have poor balance and 
feel scared when pushed quickly. 
❖ Do not hang objects on or lean on the handles, as they are part of the personal space 
of the person using the wheelchair. 
❖ If a place isn’t accessible by wheelchair, notify the person in the wheelchair in order 
to determine possible solutions. 
❖ In work situations, the person can best indicate how he or she can be more 
comfortable to perform his or her work; for example: changes to the machinery, 
additional training, mechanical help, tools and equipment, lowering or raising of the 
height of tables or tables, etc. 
❖ Some people are able to walk but use a wheelchair to save energy or move faster. 
Remember that a wheelchair is a means to facilitate independent movement. 
2.2 Methods for practical operation of a wheelchair 
❖ The most important thing is to take the instructions of the person in the wheelchair. 
This person knows best how to operate a wheelchair and how he or she wants to be 
pushed. 
❖ Do not jerk, accelerate, or brake quickly; go smoothly and in control. 
❖ Walk slowly. 
❖ Slowly apply the brakes when it is time to stop. Sometimes we misestimate the incline 
of the road and the wheelchair could slip. 
❖ When it is necessary to lift or support the wheelchair, hold onto the secure tubes. 
2.3 Instructions for going up or down sidewalks or curbs 
❖ To go up, push the wheelchair until the front wheels touch the sidewalk or curb. Then 
lift up the wheelchair, leaning it back and stepping on one of the bars in the back. Put 
the front wheels on the upper sidewalk or curb; lift the rear wheels and chair on top 
of the sidewalk or curb and continue pushing smoothly and forward. 
❖ To go down, push the wheelchair towards the sidewalk or curb backwards and 
smoothly lower the rear wheels down, and then lower the front wheels softly. 
2.4 Technique for going up or down stairs in a wheelchair, securely and efficiently. 
This should be done by two people 
❖ To go up, approach the wheelchair from behind and lift it slowly, ascending stair by 
stair, while the other person is in front holding the bars attached to the wheelchair 
helping lift it. 
❖ To go down stairs, proceed as indicated above to go down a sidewalk or curb, strongly 
supporting the chair on each stair. 
# Translation Technique(s) # Translation Technique(s) 
1. No verbal Answers vary 10. Enfrentar Answers vary 
2. Especialmente Answers vary 11. Bastón Answers vary 
3. Transmisor Answers vary 12. Generalmente Answers vary 
4. Receptor Answers vary 13. Pobre Answers vary 
5. Código Answers vary 14. Asustado  Answers vary 
6. Apropiadamente Answers vary 15. Agarraderas Answers vary 
7. Amigablemente Answers vary 16. Movimiento Answers vary 
8. Inevitable Answers vary 17. Subestimar Answers vary 
9. Necesario  Answers vary 18. Resbalar Answers vary 
10. No deseado Answers vary 20. Eficientemente Answers vary 
 
189 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 3. Handout 16 
Instructors: Arroyo, Morera & Torres 
 
Affixes Crossword 
 
Instructions: Complete the crossword puzzle by forming the words with prefixes and 
suffixes. Use handout 11 to help you in the process. 
 
 
 
 
 
 
190 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera, & Torres 
 
Unit 1 
Let’s find it in! 
 
 
Teacher: Devi An Morera Azofeifa  Lesson plan 4 
Assistants: Daniela Arroyo, Rocío Torres Date: September 4th, 2019  
 
Unit goal: By the end of the unit, students will be able to successfully interact with different texts by appropriately utilizing 
information from academic sources in order to identify and select material suitable to do research.  
 
General Objective: By the end of the lesson, students will be able to correctly identify the main idea and supporting details of texts by 
discriminating irrelevant information to find out the purpose of the text.  
 
Specific objectives: By the end of the class, students will be able to: 
7. sucessfully identify word pronunciation to read texts out loud accurately.   
8. accurately identify phrasal verbs given in context to successfully guess the meaning of unfamiliar words.  
9. correctly classify ideas in a graphic organizer to successfully show understanding of the the main idea and supporting details of 
a text.  
10. correctly select details that support the main idea of a paragraph to effectively show comprehension of the text.   
11. accurately make predictions from the title in order to successfully activate schemata.  
12. accurately complete a graphic organizer with the main idea and supporting details to effectively show understanding of the text.  
13. effectively describe what people in Costa Rica do to take care of the elderly in order to rise cultural awareness.  
Notes: 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the 
starting time is 6:05 
 
 
191 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm up: R Vocabulary: --- Ss’ cell 10m 
2 -Ss play Kahoot! with  phones 
3 vocabulary words studied in the Shower bench Computer 
4 previous class. Bed rails projector 
5   Reacher Handout 17 
(from the Plan B: Ss receive handout 17. Orthopedic mattress 
previous In the case that this is not Walker 
class)  necessary, the handout is still Hearing aid 
given to Ss for reference Cane 
purposes.  Handles  
 
1 Pre- task 1 R/L/S Useful language:  Asking for Power point 15m 
- T presents the contrast What’s in A1?  repetition and presentation 
between /ð/ and /d/ or /t/ Did you say _____?  clarification  Recording  
sounds by providing some Could you repeat, please?  Handout 18 
examples. Say that again!  
- Then, some volunteers are How do you spell it?  
asked to read the words out  
loud.  Vocabulary:  
- Ss receive handout 18. In Their / dare  
pairs, they have to exchange Bathe / bade 
information to complete the They / day  
chart. St A has some of the Those / doze 
missing words of St B and Udder /other  
viceversa.  These / tease  
  Than / tan 
Then/ ten 
 
 
192 
 
2 Pre- task 2 R/S/L Useful language:   Guessing  Power point 20m 
- T introduces phrasal verbs I think ________ means presentation 
with a power point …   Handout 19 
presentation.  I think so too.   
- Ss receive handout 19. They I don’t think so.  
have to complete the sentences I would say ________ is 
with the underlined phrasal another phrasal verb.  
verbs in the text.   ______ and ______ 
- Then, they form new phrasal together form a new 
verbs and make sentences.  phrasal verb.  
- Finally, in small groups, they  
play taboo. One teammate  
goes to the front while the rest Vocabulary:  Phrasal 
of the group describes a verbs  
phrasal verb projected on the Make up   
board. The group that guesses Move into  
more phrasal verbs first is the Give up  
winner.  Take off   
  
3 Pre- task 3 R Useful language: Identifying the  Handout 20  15m 
- Ss receive handout 20.  The detail that doesn’t main idea and 
- They have to cross out the support the main idea is supporting details.  
detail that does not support _____ because _____ 
the main idea.  The main idea is about 
- After that, they compare with _____ and this detail is 
a classmate and justify their not related because _____ 
answers.   
4 Pre- task 4 R Useful language: Identifying the Handout 21 20m 
- Ss receive handout 21.  -The main idea is ____ main idea and 
- They have to classify because _____.  supporting details.  
sentences provided into main 
 
193 
 
idea and supporting details in -One supporting detail is 
a graphic organizer.  ____.  
- Then, they compare it with a -That’s right!  
classmate.  -I don’t think so.  
- After that, they extract the  
main idea and its supporting 
details from a paragraph.  
 
5 Pre- task 5 R/S/L I think the text will be Making Handout 22 5m 
- Ss look at the title of the about …  predictions  
article to make predictions of According to the title, the 
what they think the text will text will talk about …  
be about in order to activate 
schemata.  
- Ss have to answer some 
questions orally.  
 
6 Main task R/S/L Useful language: Identifying the Handout 22 30m 
- From the text given (handout -The main idea is ____ main idea and Handout 23 
22), Ss have to extract the because _____.  supporting details.  
main idea and supporting -One supporting detail is 
details.  ____.  
- They organize the ideas in a  
graphic organizer. Some   
boxes are already done for 
better understanding.  
- Then, Ss compare it with a 
classmate.  
- Finally, they check as a class. 
  
 
194 
 
7 Post- task 1 S/L Useful language:  Cultural  Handout 24  20m 
- In small groups, Ss discuss In Costa Rica, the elder awareness  
some questions related to people are considered 
taking care of the elderly.  __________  
- Then, Ss present their ideas __________ usually take 
to the class.  care of the elderly. 
 In Costa Rica, people 
How do people take care of the usually __________ 
elderly in Costa Rica? There is a __________ 
How are older people viewed in There are __________  
Costa Rica?  The picture reflects 
Do people in Costa Rica respect __________ 
the elderly?   
  
 Vocabulary:  
 Nursing homes  
Take care  
Elderly  
Abandon  
 
 
 
 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L=Listening, S= Speaking 
 
 
 
195 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 17 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Unscramble the words below. Then name the following items in the correct 
space. 
EHELRAHCIW _________________________ 
NRIGHAE ADI _________________________ 
BED IARSL _________________________ 
HRCEREA _________________________ 
RIHPOCTODE RSESATMT _________________________ 
KALERW _________________________ 
CNAE _________________________ 
WERHSO NEHCB _________________________ 
 
 
 
 
 
________________________ ________________________ ________________________ 
 
  
________________________ ________________________ ________________________ 
 
 
Useful language: 
 
What is this word?  
I think it is ________ 
This is a(n) _______ 
 
 
________________________ ________________________  
 
196 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 18 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the words out loud to your partner to complete the grid.  
 
Minimal pairs  
St A 
 
 A1 B1 C1 D1 
 They     Bade     
A2 B2 C2 D2 
Dose    There     
A3 B3 C3 D3 
Tease    Then   
A4 B4 C4 D4 
Other    Than     
 -------------------------------------------------------------------------------------------------------------  
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 18 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the words out loud to your partner to complete the grid.  
 
 Minimal pairs  
St B 
 
A1 B1 C1 D1 
Day     Bathe     
A2 B2 C2 D2 
Those    Dare    
A3 B3 C3 D3 
These    Ten     
A4 B4 C4 D4 
Udder     Tan      
 
 
 
197 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 19 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Complete the sentences with the underlined phrasal verbs from the text. Use 
the base form of the verb.  
 
1. Should you have the right to ________________ time ________ work to care 
for elderly parents?   
2. 80% of people with disabilities live in developing countries, and there, 
___________________ 20% of the poorest of the poor, living on less than $1 a day.  
3. It isn’t suicide, it isn’t linked to depression, but the act of ___________________ 
on life and dying usually within days, is a very real condition often linked to severe 
trauma. 
4. ________________ an aging parent ________ assisted living or a nursing home is a 
physically and emotionally challenging transition for the whole family.  
 
Work with a partner. What are other possible combinations to form phrasal verbs?  Provide 
three examples.  
a) _______________________: ___________________________________________ 
b) _______________________:____________________________________________ 
c) _______________________: ___________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
198 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 20 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Select the detail that does not support the main idea.  
1. Some degree of depressing thoughts about ageing linger in the minds of most people. 
a) Mental and physical decline, losing loved ones, not being able to financially support 
oneself or loved ones, and becoming a burden or dependent on family members and 
friends are some of the reasons people fear getting old.  
b) The perceptions, experiences, and interpretations of an individual’s own ageing process 
contribute to the development of a fear of ageing.  
c) The satisfaction of getting to an old age is another common thought.  
2. How much importance one places on the signs of ageing, its attributes, and the 
inevitability of physical decline that comes with ageing is relatively new.  
a) Ageing is often associated with poor health and particularly the onset and progression 
of chronic illness such as cancer, Alzheimer's disease, diabetes, arthritis, and heart 
disease.  
b) Positives attitudes towards ageing has been at the core of studies on psychological 
gerontology.   
c) Ageing can entail multiple losses, including the loss of work (through retirement) and 
physical functioning.  
3.  Negative attitudes towards older adults are predicted by personal anxieties about 
ageing and death.  
a) Anxiety about death can be influenced by how individuals are able to see themselves 
from a true perspective.  
b) Young people tend to view ageing as something is not going to happen to them.    
c) Studies show that fear of death is positively related to low self-esteem, feeling that one 
has little purpose in life, and poor mental well-being.  
4. Much as people wish to stay youthful and healthy, there is always lingering fear about 
old age and especially of diseases that may come with age. 
a) The fear of chronic diseases is often accompanied by the knowledge that the 
debilitating effects of these diseases can be psychologically distressing and can place a 
heavy burden on families and caregivers.  
b) These fears, as well as greater awareness of the causes and consequences of chronic 
diseases, could motivate people to adopt a healthy lifestyle and to remain healthy.  
c) Significant differences were found with respect to the fear of contracting these diseases 
according to sex, place of residence, and ethnicity. 
 
Extracts adapted from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6011296/#bibr42-0300060517710857  
 
Now, compare with a classmate. Justify your answer.  
 
The detail that doesn’t support the main idea is _____ because _____ 
The main idea is about _____ and this detail is not related because _____ 
 
 
 
199 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 21 
Instructors: Arroyo, Morera & Torres 
 
A) Instructions: Complete the graphic organizer with the ideas provided.  
 
1. People can die in as little as three days in the wake of a traumatic life event, if they cannot 
see a way to overcome it.  
2. Giving up on life can have serious consequences.  
3. When a person feels beaten by life, brain activity changes.  
Useful language: 
-The main idea is 
____ because 
- _____.  -One supporting 
detail is ____.  
-That’s right!  
-I don’t think so 
 
-
- -
4. Dr Leach has identified five distinct stages that mark the progression of the condition.  
 
B) From the following paragraph. Extract the main idea and the supporting details.  
Dr Leach has identified five distinct stages that mark the progression of the condition. They 
can occur over the course of a few days, weeks or months, but can lead to a very serious 
situation. The first stage is social withdrawal, which can easily go unnoticed. This develops 
into step two, which is losing interest in looking after themselves. By the third stage, they 
have no ability to take initiative and refuse to make decisions. The fourth step is the most 
startling, as the patient becomes incontinent and will not clean themselves up. It is followed 
by death, the fifth and final stage. 
Adapted from https://www.barchester.com/news/%E2%80%98give-itis%E2%80%99-
medical-condition-can-kill  
Main idea: ____________________________________________________________ 
Supporting details:  
1. ___________________________________________________________________ 
2. ___________________________________________________________________ 
3. ___________________________________________________________________ 
4. ___________________________________________________________________ 
5. ___________________________________________________________________ 
 
200 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 4. Handout 22 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Use this handout as a reference in upcoming activities.  
 
Family Caregiving for the Elderly: An Overview of Resources*  
Rosemary Blieszner and Janet M. Alley** 
 
Although most elderly people appear healthy and are able to live independently, almost 85% 
of the 25.5 million elders in America suffer from at least one chronic disease (Dychtwald, 
1986). Based on results from the 1982 National Long-Term Care Survey conducted by the 
Bureau of the Census for the Department of Health and Human Resources, an estimated 2 
million elderly people need help with one or more activities of daily living (ADL; e.g., 
bathing, dressing, eating) and 2.4 million elderly persons receive unpaid help with one or 
more instrumental activities of daily living (IADL; e.g., housework, errands, money 
management) (Stone, Cafferata, & Sangl, 1987). As age increases, the need for assistance 
with ADLs and IADLs also increases.  
 
The Family Context of Caregiving  
Stone et al. (1987) estimated that 1.8 million of the 2 million elderly persons needing 
assistance with ADLs and IADLs receive help from one or more informal support sources. 
Who are these unpaid caregivers? Researchers have shown that families provide most of the 
care that elders need. Brody (1985) estimated that, at any given time, over 5 million people 
are involved in caring for elderly family members and this does not include all those who 
have cared for one in the past or will do so in the future. Research has shown repeatedly that 
the majority of family caregivers are women. Stone et al. (1987) estimated that adult 
daughters comprise about 29% of caregivers, wives make up 23%, and husbands represent 
19%. Caregiving spouses tend to be in their late 60s or their 70s. Male caregivers, typically 
overlooked in research on caregiving, are older on average than females (Stone et al., 1987). 
When an elderly person requires assistance, the societal expectation is that the spouse will 
provide it. Spouse caregivers are at high risk of developing health problems or exacerbating 
existing conditions because their advanced age predisposes them to chronic disease. 
Providing assistance typically necessitates reversal of long- established roles and living 
patterns (Cantor, 1983) which can result in stress. Elderly persons usually prefer to live in 
their own home. McAuley and Blieszner (1985) found that their least preferred living 
arrangement was moving into the home of a child or other relative. When the need for 
assistance becomes great, however, it is often necessary for the elder and the caregiver(s) to 
reside in the same household.  
Children attempt to assist their dependent parents either by being a secondary caregiver when 
the spouse is present or by serving as the primary caregiver when the spouse is not present 
or is unable to assume the caregiving role. Caregiving children tend to be middle-aged (40 to 
59 years) married women with families; one fifth of all caregiving homes have children under 
the age of 18 present. Furthermore, an estimated 44% of caregiving daughters and 55% of 
caregiving sons are in the work force (Cantor, 1983; Stone et al., 1987). Thus family and 
work obligations often conflict with caregiving responsibilities. Employed children provide 
 
201 
 
almost the same total number of hours of assistance as unemployed children, although they 
may be less likely to perform personal care tasks and cooking than nonworkers (Brody & 
Schoonover, 1986; Cantor, 1983; Soldo & Myllyluoma, 1983). They often give this 
assistance at the expense of time spent in personal activities such as hobbies, in social and 
family activities, and sometimes in the time devoted to employment. In contrast to the 
availability of research on the influence of caregiving on adult children, another area of 
potential influence has been neglected.  
Investigators have not examined very extensively the effect of caregiving on the quality and 
quantity of time caregivers spend with other family members, especially children under 18 
years of age. Young children are most likely to be affected by the presence of an older person 
in the home or by the absence of a parent who is busy giving care at the elder's residence. 
The positive and negative consequences of these situations are not clear.  
 
Impact of Caregiving  
Studies of the experience of providing assistance to dependent elderly persons have 
demonstrated that caregiving has an intense impact on the caregiver's lifestyle. The most 
stressful infringement on the caregiver's lifestyle is confinement (Cheno- weth & Spencer, 
1986; Robinson & Thurnher, 1979). Caregiving also affects the relationship between the 
caregiver and the care recipient, usually in a detrimental fashion (Fitting, Rabins, Lucas, & 
Eastham, 1986; Johnson & Catalano, 1983; Poulshock & Deimling, 1984). A few studies 
focused specifically on the influence of caregiving on work patterns. Investigators found that 
some adult children actually gave up jobs because of the need to provide care to an elderly 
family member. For example, Stone et al. (1987) reported that 9% of the nonworking 
caregivers in the Informal Caregivers Survey left their jobs to provide care. Stone et al. also 
stated that employed workers reported having to change their work schedules (29%), reduce 
the number of hours worked (21 %), and take time off work without pay (19%) because of 
caregiving. Scharlach and Boyd (1989) found that caregiving responsibilities conflicted with 
work responsibilities and affected the areas of absenteeism, time off during the workday, 
work interruptions, anticipated job turnover, and missed career opportunities. Physical strain 
was reported by 60% of the caregiving employees and financial strain by 54%. Researchers 
have determined that the emotional and physical strains of caregiving, over time, often lead 
to deterioration in the caregiver's health (George & Gwyther, 1986; Snyder & Keefe, 1985). 
Moreover, the impact of caregiving frequently results in the subjective experience of 
caregiver burden (Gonyea, & Hooyman, 1985; Robinson, 1983; Zarit, Reever, & Bach- 
Peterson, 1980).  
 
Correlates of Caregiver Burden  
Researchers have reported variation in the degree of burden experienced by caregivers and 
identified several factors that are correlated with it. Impairment of the care recipient that 
results in disruptive behavior and improper social functioning has a direct effect on elevating 
caregiver stress (Deimling & Bass, 1986). Caregiving tasks that involve personal care and 
bodily contact are correlated with higher levels of perceived burden (Montgomery et al., 
1985). The level of burden associated with providing care is influenced by the centrality of 
the relationship between the caregiver and care recipient, with spouses and persons sharing 
the same household experiencing the highest levels of stress (Cantor, 1983) and lowest levels 
of well- being (George & Gwyther, 1986). The social supports available to the caregiver also 
affect the amount of perceived burden. Consistent findings suggest that friends and other 
 
202 
 
informal supports are important in mediating burden (George & Gwyther, 1986; Zarit et al., 
1980). Findings about the influence of formal supports on caregiver burden have not been 
consistent, however. Hooyman, Gonyea, and Montgomery (1985) found that receiving chore 
services had no significant impact on caregiver burden. On the other hand, Chenoweth and 
Spencer (1986) reported that the availability of physician's services was helpful in coping 
with caring for Alzheimer's disease patients. Research in this area is limited and because the 
services provided by different agencies and professions are so diverse, it is difficult to 
compare results of various studies. Research has shown that elderly persons who need 
assistance seek it from informal sources. According to Shanas (1979a), they "turn first to 
their families, then to neighbors, and finally to the bureaucratic replacements for families" 
(p. 174) when they have exhausted the informal sources of help. Nonetheless, family 
mobility, employment patterns, and other commitments often necessitate the use of formal 
services for part or all of the care of dependent elders.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 23 
Instructors: Arroyo, Morera & Torres 
 
 
Main idea and supporting details  
❖ The main idea is the most important idea in a text.  
❖ It is often stated near the beginning of a text.  
❖ Details tell more about the main idea.  
A) Instructions: Complete the graphic organizer with the main idea and supporting details 
extracted from the text given. Some ideas are provided as a guide.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 The most 
 Researchers have reported variation in the stressful 
 degree of burden experienced by caregivers 
infringement 
and identified several factors that are on the 
 correlated with it. caregiver's 
lifestyle is 
 confinement. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
204 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 25 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with your group.  
 
1. How do people take care of the elderly in Costa Rica? 
2. How are older people viewed in Costa Rica?  
3. Do people in Costa Rica respect the elderly?  
4. Look at the following picture, what comes to your mind?  
 
 
 
 
 
Useful language:  
Vocabulary:  In Costa Rica, the elder people are 
Nursing homes  considered __________  
Take care  __________ usually take care of the elderly. 
Elderly  In Costa Rica, people usually __________ 
Abandon  There is a __________ 
 There are __________  
 The picture reflects __________ 
  
 
 
 
 
 
205 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 3. Handout 17 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Unscramble the words below. Then name the following items in the correct 
space. 
EHELRAHCIW ___Wheelchair______________________ 
NRIGHAE ADI ___Hearing aid______________________ 
BED IARSL ___Bed rails______________________ 
HRCEREA ____Reacher_____________________ 
RIHPOCTODE RSESATMT ___Orthopedic mattress______________________ 
KALERW __Walker_______________________ 
CNAE ____Cane_____________________ 
WERHSO NEHCB ____Shower bench_____________________ 
 
 
 
 
 
___________Bed rails______ ____Shower bench_______ ____Reacher____________ 
 
  
_______Orthopedic mattress__ ___Walker_____________ ___Hearing aid__________ 
 
 
Useful language: 
 
What is this word?  
I think it is ________ 
This is a(n) _______ 
 
 
_______Cane_____________ __Wheelchair_____________  
 
206 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 19 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Complete the sentences with the underlined phrasal verbs from the text. Use 
the base form of the verb.  
 
5. Should you have the right to take time off work to care for elderly parents?   
6. 80% of people with disabilities live in developing countries, and there, make up 
20% of the poorest of the poor, living on less than $1 a day.  
7. It isn’t suicide, it isn’t linked to depression, but the act of giving up on life and 
dying usually within days, is a very real condition often linked to severe trauma. 
8. Moving an aging parent into assisted living or a nursing home is a physically and 
emotionally challenging transition for the whole family.  
 
Work with a partner. What are other possible combinations to form phrasal verbs?  Provide 
three examples.  
d) _______________________: ___________________________________________ 
e) _______________________:____________________________________________ 
f) _______________________: ___________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
207 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 20 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Select the detail that does not support the main idea.  
5. Some degree of depressing thoughts about ageing linger in the minds of most 
people. 
d) Mental and physical decline, losing loved ones, not being able to financially 
support oneself or loved ones, and becoming a burden or dependent on family 
members and friends are some of the reasons people fear getting old.  
e) The perceptions, experiences, and interpretations of an individual’s own ageing 
process contribute to the development of a fear of ageing.  
f) The satisfaction of getting to an old age is another common thought.  
6. How much importance one places on the signs of ageing, its attributes, and the 
inevitability of physical decline that comes with ageing is relatively new.  
d) Ageing is often associated with poor health and particularly the onset and 
progression of chronic illness such as cancer, Alzheimer's disease, diabetes, 
arthritis, and heart disease.  
e) Positives attitudes towards ageing has been at the core of studies on 
psychological gerontology.   
f) Ageing can entail multiple losses, including the loss of work (through 
retirement) and physical functioning.  
7.  Negative attitudes towards older adults are predicted by personal anxieties 
about ageing and death.  
d) Anxiety about death can be influenced by how individuals are able to see 
themselves from a true perspective.  
e) Young people tend to view ageing as something is not going to happen to them.    
f) Studies show that fear of death is positively related to low self-esteem, feeling 
that one has little purpose in life, and poor mental well-being.  
8. Much as people wish to stay youthful and healthy, there is always lingering 
fear about old age and especially of diseases that may come with age. 
d) The fear of chronic diseases is often accompanied by the knowledge that the 
debilitating effects of these diseases can be psychologically distressing and can 
place a heavy burden on families and caregivers.  
e) These fears, as well as greater awareness of the causes and consequences of 
chronic diseases, could motivate people to adopt a healthy lifestyle and to 
remain healthy.  
f) Significant differences were found with respect to the fear of contracting these 
diseases according to sex, place of residence, and ethnicity. 
Extracts adapted from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6011296/#bibr42-
0300060517710857  
 
Now, compare with a classmate. Justify your answer.  
 
The detail that doesn’t support the main idea is _____ because _____ 
The main idea is about _____ and this detail is not related because _____ 
 
208 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 21 
Instructors: Arroyo, Morera & Torres 
 
C) Instructions: Complete the graphic organizer with the ideas provided.  
5. People can die in as little as three days in the wake of a traumatic life event, if they cannot 
see a way to overcome it.  
6. Giving up on life can have serious consequences.  
7. When a person feels beaten by life, brain activity changes.  
8. Dr Leach has identified five distinct stages that mark the progression of the condition.  
 
 
Useful language: 
-The main idea is 
____ because 
_____.  
-One supporting 
detail is ____.  
-That’s right!  
-I don’t think so 
 
 
 
 
D) From the following paragraph. Extract the main idea and the supporting details.  
Dr Leach has identified five distinct stages that mark the progression of the condition. They 
can occur over the course of a few days, weeks or months, but can lead to a very serious 
situation. The first stage is social withdrawal, which can easily go unnoticed. This develops 
into step two, which is losing interest in looking after themselves. By the third stage, they 
have no ability to take initiative and refuse to make decisions. The fourth step is the most 
startling, as the patient becomes incontinent and will not clean themselves up. It is followed 
by death, the fifth and final stage. 
Adapted from https://www.barchester.com/news/%E2%80%98give-itis%E2%80%99-
medical-condition-can-kill  
Main idea: Dr Leach has identified five distinct stages that mark the progression of the 
condition.  
Supporting details (possible answers) 
6. The first stage is social withdrawal, which can easily go unnoticed 
7. This develops into step two, which is losing interest in looking after themselves.  
8. By the third stage, they have no ability to take initiative and refuse to make decisions.  
9. The fourth step is the most startling, as the patient becomes incontinent and will not clean 
themselves up.  
 
209 
 
10. It is followed by death, the fifth and final stage 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in!  
Lesson 4. Handout 23 
Instructors: Arroyo, Morera & Torres 
 
 
Main idea and supporting details  
❖ The main idea is the most important idea in a text.  
❖ It is often stated near the beginning of a text.  
❖ Details tell more about the main idea.  
-------------------------------------------------------------------------------------------------------------- 
E) Instructions: Complete the graphic organizer with the main idea and supporting 
details extracted from the text given. Some ideas are provided as a guide.  
 
 
 
210 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 1 
Let’s find it in! 
 
 
Teacher: Rocío Torres Paniagua Lesson plan 5 
Assistants: Daniela Arroyo, Devi An Morera Date: September 11th, 2019 
 
Unit goal:  By the end of the unit, students will be able to successfully interact with different texts by appropriately utilizing 
information from academic sources in order to identify and select material suitable to do research. 
 
General Objective: By the end of the lesson, students will be able to correctly determine the content of different texts about 
impairments and/or gerontology by analyzing different readings in order to select articles that suit their academic and occupational 
needs. 
 
Specific objectives: By the end of the lesson, students will be able to: 
7. appropriately recognize reading techniques by describing them in order to apply them when reading texts. 
8. adequately activate prior knowledge by using the title of a text to infer the content of a reading. 
9. successfully guess the meaning of unfamiliar words by applying reading techniques in order to comprehend texts. 
10. use a monolingual digital dictionary effectively to understand the meaning of a word. 
11. Appropriately show understanding of two texts by analyzing their content and using reading comprehension techniques to 
discriminate between academic sources. 
 
Notes: 
- Handout 26-B and 28-B were adapted for beginning Ss. 
- The main task is the Reading comprehension project which is evaluated; for that reason, there are no post-tasks. 
 
211 
 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up R/S/L Useful language: Guessing Computer 10 m 
2 -T introduces the activities that are That reading technique is meaning Projector 
going to be performed during the ….  Power 
lesson.  Activating point  
-T projects a paragraph with some Reading techniques: prior Material 1 
underlined words. -Activating prior knowledge Material 2 
-Ss indicate the reading technique knowledge   
that is used in each case. -Predicting Predicting 
- T projects two titles of two -Guessing meaning using 
different texts. prefixes, suffixes; 
-Ss tell what they know about the identifying nouns, verbs, 
topic and predict about the content. adjectives, adverbs, 
-T projects one text for Ss to match phrasal verbs, word-
it with the corresponding title. partners (collocations) 
 
Useful language: 
I think the reading is 
about … 
Perhaps, the article is 
about… 
3 Pre- task 1 R/W/S/L Useful language: Guessing Handout 25 25 m 
-Ss are given Handout 25. I think it means ______. meaning 
-They guess the meaning of the This word means ____. 
underlined words in the text. The meaning of ______ is 
-Ss identify word-partners _______. 
(collocations) in the text.  
 ____________ is a word-
partner. 
 
212 
 
 
Word-partners 
(Collocations) 
vision loss, refractive 
errors, bilateral loss, 
bright light, blurred 
vision, pinhole effect, 
visual acuity, retinal 
dysfunction. 
5 Pre- task 2 R/S/L Useful language: Skimming for Handout 26 30 m 
- In pairs, Ss are given Handout 26 - I would use paragraph important ideas Handout 
(or 26-B) to compare two texts #___ because the content  26-B 
according to the criteria indicated in is related to my research. Scanning for  
a rubric. -The first/second specific 
 paragraph is about …. for information 
 this reason, …. 
-________ is more 
appropriate. 
4 Pre- task 3 R/W/S/L Useful language: Using a Handout 27 20 m 
-Ss are instructed on using the The definition is _____. monolingual 
Merriam – Webster dictionary. The word class is ____. dictionary 
-Ss complete Handout 27 I think it means ______. 
-Ss drill for pronunciation  
purposes. Vocabulary: 
abnormal, disease, 
improve, loss, squint 
  
2 Main task: Reading R/W/S/L Useful language:  Handout 28 50 m 
3 comprehension project -I want to use the first  Handout 
5 /second paragraph because 28-B 
____ 
 
213 
 
-In pairs, Ss are given Handout 28 -I think the main idea is 
(or 28-B) with the reading about ____ 
comprehension project: -______ supports the main 
-Ss are given a situation and two idea. 
abstracts. They have to choose one  
abstract that they want to use in 
research according to the situation 
given.  
-Ss use the abstract chosen to guess 
meaning, to categorize vocabulary, 
to extract the main idea and two 
supporting details. 
-Ss can go home when they finish 
the project. 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking 
 
214 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 25 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
Complete the exercises A and B by using the text “Vision Loss.” 
A. Determine the meaning of the underlined words in the text. 
Write them in the chart below. 
 Useful language:  
 
Vision Loss 
      
Symptoms and Signs of Vision Loss I think it means _______. 
 This word means __________ 
 The meaning of _______ is _________. 
 
(1) Children with vision loss  
(2) frequently do not complain about vision loss unless it is bilateral. Children often do  
(3) not use the term blurred vision, but may say, “I can't see,” “things are fuzzy,” or  
(4) “things are double.” Signs of vision loss are much more helpful. When the child  
(5) squints and closes the eyelids, the pinhole effect helps focus out-of-focus light. This  
(6) behavior is common in children with refractive errors. Those with acute bilateral loss  
(7) of vision will sit close to the television or become disinterested in activities occurring  
(8) at a distance. They may hold objects very close to their faces to see them clearly.  
(9) Children with new-onset strabismus associated with vision loss frequently close one  
(10) eye to avoid diplopia. They may be sensitive to sunlight and shield their eyes  
(11) because bright light may markedly decrease their visual acuity, especially when  
(12) there is associated retinal dysfunction. Children may also tilt their heads when  
(13) vision is reduced in one eye. 
Taken and adapted from: 
https://www.sciencedirect.com/topics/medicine-and-dentistry/visual-impairment 
  
 
215 
 
 
Underlined words Meaning 
1. 1. 
2. 2. 
3. 3. 
4. 4. 
5. 5. 
 
 
B. Identify two collocations in the text. Indicate the line. 
Example:   vision loss (line 1) 
a. ____________________________________________ 
b. ____________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
216 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 26 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
In pairs,  
- Skim and scan the two paragraphs below. 
- Answer the following questions: 
a. Which paragraph would you use to do research about job opportunities for people 
with disabilities? 
b. Use the chart to analyze each text. 
 
 Paragraph 1  Paragraph 2 
Criteria Yes No Yes No 
Is the content related to your     
research?  
Do you find details that support the     
main idea? 
Does the vocabulary contribute to the     
selection of the paragraph? 
 
Paragraph 1 
Vision rehabilitation: 
This includes a wide range of professional services that can improve and restore functioning 
after vision loss, just as physical therapy restores function after a stroke or other injury. 
Vision rehabilitation services allow people who are blind or have low vision to continue to live 
independently and maintain quality of life. The US website visionaware.org lists a spectrum of 
services available to those needing vision rehabilitation. 
 
Paragraph 2 
Skills and vocational training: 
This includes supporting training programs to enhance marketable skills for persons 
with disabilities, to improve opportunities for employment and self-employment. 
Integrating persons with disabilities within existing vocational training and 
employment programs by removing physical, attitudinal and communication barriers 
and providing specific support. 
The paragraph selected is:   1. _______    2.  ________ 
Texts taken and adapted from: 
https://www.visionaware.org/info/everyday-living/essential-skills/vision-rehabilitation-services/123 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 26-B 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
Imagine that you have to do research about job opportunities for people with disabilities. 
In pairs,  
- Skim and scan the two paragraphs below. 
- Complete the following info: 
c. The content of paragraph ____ refers to job opportunities for people with 
disabilities. 
d. Paragraph ____ contains details that support the main idea. 
e. The vocabulary in paragraph ____ contributes to the selection. 
 
The paragraph selected is:   1. _______    2.  ________ 
 
Paragraph 1 
Vision rehabilitation: 
This includes a wide range of professional services that can improve and restore functioning 
after vision loss, just as physical therapy restores function after a stroke or other injury. 
Vision rehabilitation services allow people who are blind or have low vision to continue to live 
independently and maintain quality of life. The US website visionaware.org lists a spectrum of 
services available to those needing vision rehabilitation. 
 
Paragraph 2 
Skills and vocational training: 
This includes supporting training programs to enhance marketable skills for persons 
with disabilities, to improve opportunities for employment and self-employment. 
Integrating persons with disabilities within existing vocational training and 
employment programs by removing physical, attitudinal and communication barriers 
and providing specific support. 
Texts taken and adapted from: 
https://www.visionaware.org/info/everyday-living/essential-skills/vision-rehabilitation-services/123 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5. Handout 27 
Instructors: Arroyo, Morera & Torres 
 
Using an Online Dictionary 
Tips 
 
✓ Use a dictionary as the last resource. 
✓ Use reliable dictionaries. Avoid using the translator. 
✓ Listen to the pronunciation of the word. 
✓ Read not only the definitions but also the examples in context. 
✓ A reliable dictionary is the Merriam- Webster. You can access www.merriam-webster.com 
or download the app.  
 
What do the numbers refer to? 
 
Definition(s)    Pronunciation        
1 Word class     Example in context    
2  
1. ___________________ 
3 2. ___________________ 
3. ___________________ 
4. ___________________ 
4  
 
 
It’s your turn. Look up the following words in the dictionary. 
 
Word Word class 
1. Abnormal  
2. Disease  
3. Improve   
4. Loss  
5. Squint  
 
 
 Useful language 
  
 Number ___ is _____. 
 It’s a(n) _____. 
 
 
 
219 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 28 
Instructors: Arroyo, Morera & Torres 
 
Reading Comprehension Project 
 
Name: 
______________________________________________________________________ 
 
Instructions: 
In pairs, complete exercises A, B, and C by using the two abstracts below. 
A. Read the following situation. Provide the information required.  
 
Situation: 
- You are doing research about how to help blind people to be more independent 
when doing errands or going shopping.  
- You have two abstracts about vision impairment. 
- Skim the two abstracts and choose the one that you want to use in your research. 
- Use the information in this chart to determine your choice. 
 
 Abstract Abstract 2 
1 
Criteria Yes  No  Yes  No  
Is the main idea related to the topic     
you are investigating?  
Do details support the main idea?     
Does the vocabulary contain word     
related to going shopping? 
 
Abstract 1 
 
Visual experience facilitates allocentric spatial representation 
Representing the position of the objects independently from our own position is a 
fundamental cognitive ability. Here we investigated whether this ability depends on 
visual experience. Congenitally blind, late blind and blindfolded sighted participants 
haptically learned a room-sized regularly shaped array of objects, and their spatial 
memory was tested to determine which spatial reference frame was used. Crucially, the 
use of an object-based reference frame requires representing the regular structure of the 
array. We found that blindfolded sighted and late blind participants, that is those with 
visual experience, showed a preferential use of the object-based or ‘allocentric’ reference 
frame. This suggests that, due to its developmental effect on the multisensory brain areas 
involved in spatial cognition, visual experience is necessary to develop a preference for 
an object-based, allocentric reference frame. 
Taken and modified from: 
https://www.academia.edu/11955842/Visual_experience_facilitates_allocentric_spatial_representation 
 
220 
 
Abstract 2 
 
Visually Impaired Individuals’ Preferences of the Availability of Braille Clothing 
Labels in Shopping and Selection of Apparel 
Visually impaired individuals have obstacles in their lives that could make them feel less  
independent and equal to people who can see. Specifically, those who are visually 
impaired are not able to see common details of clothing (i.e., colors, texture, sizes, 
pricing) they intend to buy, making these individuals subject to seeking help from others 
or having to opt for using the same colors and patterns for all of their clothing. 
Introducing a Braille design embossed on the label would allow visually impaired 
individuals to read crucial data about the piece of clothing. The subjects for this study 
included a convenience sample of visually impaired individuals from a midsize, Midwest 
university. Visually impaired individuals face challenges while shopping for clothing, 
especially in the identification of the prices, color, and size of the clothes. The results 
show that dependence on family members is high and seems to be a primary option the 
participants have.  Additionally, a majority of the participants indicated that a Braille 
label for clothing is important to enable them to shop for the clothes of their choice. 
Participants confirmed that they would desire attributes, especially color, price, and care, 
be included on Braille labels.  
 
Taken and modified from: 
https://pdfs.semanticscholar.org/92d8/760c26c64b6299ed29cec9c56d6f0018c34b.pdf 
 
 
 
 
  
 
221 
 
B. Use the abstract selected to fill in the diagram below. 
 
Abstract - Title: ____________________________________________________ 
 
 
Main idea 
 
 
 
 
 
 
  
 
 
 
 
 
 
Supporting details 
 
 
 
 
 
 
 
 
 
  
 
222 
 
C. Use the abstract selected. Find two words from each category 
a. Nouns: 
_______________________, 
_______________________. 
 
b. Adjectives: 
_______________________, 
_______________________. 
 
c. Adverbs: 
_______________________, 
_______________________. 
 
d. Verbs: 
_______________________, 
_______________________. 
 
e. Collocations: 
_________________________________, 
_________________________________. 
 
f. One word that contains a prefix: 
________________________. 
 
g. One word that contains a suffix: 
________________________. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 28-B 
Instructors: Arroyo, Morera & Torres 
 
Reading Comprehension Project 
Name: 
______________________________________________________________________ 
 
Instructions: 
1. In pairs, complete exercises A, B, and C by using the abstract below. 
Abstract  
 
Visually Impaired Individuals’ Preferences of the Availability of Braille Clothing 
Labels in Shopping and Selection of Apparel 
Visually impaired individuals have obstacles in their lives that could make them feel less  
independent and equal to people who can see. Specifically, those who are visually 
impaired are not able to see common details of clothing (i.e., colors, texture, sizes, 
pricing) they intend to buy, making these individuals subject to seeking help from others 
or having to opt for using the same colors and patterns for all of their clothing. 
Introducing a Braille design embossed on the label would allow visually impaired 
individuals to read crucial data about the piece of clothing. The subjects for this study 
included a convenience sample of visually impaired individuals from a midsize, Midwest 
university. Visually impaired individuals face challenges while shopping for clothing, 
especially in the identification of the prices, color, and size of the clothes. The results 
show that dependence on family members is high and seems to be a primary option the 
participants have.  Additionally, a majority of the participants indicated that a Braille 
label for clothing is important to enable them to shop for the clothes of their choice. 
Participants confirmed that they would desire attributes, especially color, price, and care, 
be included on Braille labels.  
 
Taken and modified from: 
https://pdfs.semanticscholar.org/92d8/760c26c64b6299ed29cec9c56d6f0018c34b.pdf 
 
D. The main idea of the text is: 
___________________________________________________________________ 
___________________________________________________________________ 
 
E. One supporting detail of the text is: 
___________________________________________________________________ 
___________________________________________________________________ 
 
F. Find one word from each category in the text. 
h. One noun is  ___________________________. 
i. One adjective is  ___________________________. 
j. One adverb is ___________________________. 
 
224 
 
k. One verb is ___________________________. 
l. One collocation is ___________________________. 
m. One word that contains a prefix is ____________________________. 
n. One word that contains a suffix is ____________________________. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
225 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 25- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
Complete the exercises A and B by using the text “Vision Loss.” 
C. Determine the meaning of the underlined words in the text. 
Write them in the chart below. 
 
 
Vision Loss Useful language:  
Symptoms and Signs of Vision Loss 
 
      
 I think it means _______. 
 This word means __________ 
The meaning of _______ is _________. 
(1) Children with vision loss  
(2) frequently do not complain about vision loss unless it is bilateral. Children 
often do (3) not use the term blurred vision, but may say, “I can't see,” “things are 
fuzzy,” or (4) “things are double.” Signs of vision loss are much more helpful. 
When the child (5) squints and closes the eyelids, the pinhole effect helps focus 
out-of-focus light. This (6) behavior is common in children with refractive errors. 
Those with acute bilateral loss (7) of vision will sit close to the television or become 
disinterested in activities occurring (8) at a distance. They may hold objects very 
close to their faces to see them clearly. (9) Children with new-onset strabismus 
associated with vision loss frequently close one (10) eye to avoid diplopia. They 
may be sensitive to sunlight and shield their eyes (11) because bright light may 
markedly decrease their visual acuity, especially when (12) there is associated 
retinal dysfunction. Children may also tilt their heads when (13) vision is reduced 
in one eye. 
Taken and adapted from: 
https://www.sciencedirect.com/topics/medicine-and-dentistry/visual-impairment 
  
 
226 
 
 
Underlined words Meaning 
1.bilateral 1. two-sided/ having two sides.  
2.blurred  2. lacking clarity  
3.helpful  3. useful/ of service or assistance  
4.squint  4. looking or tending to look 
obliquely 
5.disinterested 5. not interested 
 
 
D. Identify two collocations in the text. Indicate the line. 
Example:   vision loss (line 1) 
c. visual acuity (line 11) / retinal dysfunction (line 12) 
d. blurred vision (line 3)/ refractive errors (line 6) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
227 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 26- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
In pairs,  
- Skim and scan the two paragraphs below. 
- Answer the following questions: 
f. Which paragraph would you use to do research about job opportunities for 
people with disabilities? 
g. Use the chart to analyze each text. 
 
 Paragraph 1  Paragraph 2 
Criteria Yes No Yes No 
Is the content related to your  X X  
research?  
Do you find details that support X  X  
the main idea? 
Does the vocabulary contribute to  X X  
the selection of the paragraph? 
 
Paragraph 1 
Vision rehabilitation: 
This includes a wide range of professional services that can improve and restore functioning 
after vision loss, just as physical therapy restores function after a stroke or other injury. 
Vision rehabilitation services allow people who are blind or have low vision to continue to live 
independently and maintain quality of life. The US website visionaware.org lists a spectrum of 
services available to those needing vision rehabilitation. 
 
Paragraph 2 
Skills and vocational training: 
This includes supporting training programs to enhance marketable skills for persons 
with disabilities, to improve opportunities for employment and self-employment. 
Integrating persons with disabilities within existing vocational training and 
employment programs by removing physical, attitudinal and communication barriers 
and providing specific support. 
The paragraph selected is:   1. _______    2.  ____X____ 
Texts taken and adapted from: 
https://www.visionaware.org/info/everyday-living/essential-skills/vision-rehabilitation-services/123 
 
228 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 26-B- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
Imagine that you have to do research about job opportunities for people with disabilities. 
In pairs,  
- Skim and scan the two paragraphs below. 
- Complete the following info: 
h. The content of paragraph _2_ refers to job opportunities for people with 
disabilities. 
i. Paragraph _1/2__ contains details that support the main idea. 
j. The vocabulary in paragraph __2__ contributes to the selection. 
 
The paragraph selected is:   1. _______    2.  ___X_____ 
 
Paragraph 1 
Vision rehabilitation: 
This includes a wide range of professional services that can improve and restore functioning 
after vision loss, just as physical therapy restores function after a stroke or other injury. 
Vision rehabilitation services allow people who are blind or have low vision to continue to live 
independently and maintain quality of life. The US website visionaware.org lists a spectrum of 
services available to those needing vision rehabilitation. 
 
Paragraph 2 
Skills and vocational training: 
This includes supporting training programs to enhance marketable skills for persons 
with disabilities, to improve opportunities for employment and self-employment. 
Integrating persons with disabilities within existing vocational training and 
employment programs by removing physical, attitudinal and communication barriers 
and providing specific support. 
Texts taken and adapted from: 
https://www.visionaware.org/info/everyday-living/essential-skills/vision-rehabilitation-services/123 
 
  
 
229 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5. Handout 27- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Using an Online Dictionary 
Tips 
 
✓ Use a dictionary as the last resource. 
✓ Use reliable dictionaries. Avoid using the translator. 
✓ Listen to the pronunciation of the word. 
✓ Read not only the definitions but also the examples in context. 
✓ A reliable dictionary is the Merriam- Webster. You can access www.merriam-
webster.com or download the app.  
 
What do the numbers refer to? 
 
Definition(s)    Pronunciation        Word 
1 class     Example in context    
2  1. ___Word class_______ 
3 2. __Pronunciation______ 
3. __Definition(s)_______ 
4. __Example in context_ 
 
4 
 
 
It’s your turn. Look up the following words in the dictionary. 
 
Word Word class 
6. Abnormal ADJECTIVE 
7. Disease NOUN 
8. Improve  VERB 
9. Loss NOUN 
10. Squint NOUN / VERB 
 
 
 Useful language 
 
 
Number ___ is _____. 
It’s a(n) _____. 
 
230 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 28- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Reading Comprehension Project 
 
Name: 
______________________________________________________________________ 
 
Instructions: 
In pairs, complete exercises A, B, and C by using the two abstracts below. 
A. Read the following situation. Provide the information required.  
 
Situation: 
- You are doing research about how to help blind people to be more independent 
when doing errands or going shopping.  
- You have two abstracts about vision impairment. 
- Skim the two abstracts and choose the one that you want to use in your research. 
- Use the information in this chart to determine your choice. 
 
 Abstract 1 Abstract 2 
Criteria Yes  No  Yes  No  
Is the main idea related to the topic  X X  
you are investigating?  
Do details support the main idea? X  X  
Does the vocabulary contain word  X X  
related to going shopping? 
 
Abstract 1 
 
Visual experience facilitates allocentric spatial representation 
Representing the position of the objects independently from our own position is a 
fundamental cognitive ability. Here we investigated whether this ability depends on 
visual experience. Congenitally blind, late blind and blindfolded sighted participants 
haptically learned a room-sized regularly shaped array of objects, and their spatial 
memory was tested to determine which spatial reference frame was used. Crucially, the 
use of an object-based reference frame requires representing the regular structure of the 
array. We found that blindfolded sighted and late blind participants, that is those with 
visual experience, showed a preferential use of the object-based or ‘allocentric’ reference 
frame. This suggests that, due to its developmental effect on the multisensory brain areas 
involved in spatial cognition, visual experience is necessary to develop a preference for 
an object-based, allocentric reference frame. 
Taken and modified from: 
https://www.academia.edu/11955842/Visual_experience_facilitates_allocentric_spatial_representation 
 
 
231 
 
 
Abstract 2 
 
Visually Impaired Individuals’ Preferences of the Availability of Braille Clothing 
Labels in Shopping and Selection of Apparel 
Visually impaired individuals have obstacles in their lives that could make them feel less  
independent and equal to people who can see. Specifically, those who are visually 
impaired are not able to see common details of clothing (i.e., colors, texture, sizes, 
pricing) they intend to buy, making these individuals subject to seeking help from others 
or having to opt for using the same colors and patterns for all of their clothing. 
Introducing a Braille design embossed on the label would allow visually impaired 
individuals to read crucial data about the piece of clothing. The subjects for this study 
included a convenience sample of visually impaired individuals from a midsize, Midwest 
university. Visually impaired individuals face challenges while shopping for clothing, 
especially in the identification of the prices, color, and size of the clothes. The results 
show that dependence on family members is high and seems to be a primary option the 
participants have.  Additionally, a majority of the participants indicated that a Braille 
label for clothing is important to enable them to shop for the clothes of their choice. 
Participants confirmed that they would desire attributes, especially color, price, and care, 
be included on Braille labels.  
 
Taken and modified from: 
https://pdfs.semanticscholar.org/92d8/760c26c64b6299ed29cec9c56d6f0018c34b.pdf 
 
 
 
 
  
 
232 
 
B. Use the abstract selected to fill in the diagram below. 
 
Abstract - Title: Visually Impaired Individuals’ Preferences of the Availability of 
Braille Clothing Labels in Shopping and Selection of Apparel 
 
 
Main idea 
 
 
 
 
 
 Visually impaired individuals have obstacles in their lives that could 
 make them feel less independent and equal to people who can see 
 
 
 
 
 
 
Supporting details 
 
 
 
 
 Visually impaired individuals face Introducing a Braille design embossed 
 challenges while shopping for clothing, on the label would allow visually 
 especially in the identification of the impaired individuals to read crucial 
 prices, color, and size of the clothes. data about the piece of clothing. 
 
 
 
*Answers may vary.   
 
233 
 
C. Use the abstract selected. Find two words from each category 
a. Nouns: 
Obstacles  
Clothing  
 
b. Adjectives: 
Crucial  
High   
 
c. Adverbs: 
Especially  
Visually  
 
d. Verbs: 
See  
Buy  
 
e. Collocations: 
Crucial data  
Piece of clothing  
 
f. One word that contains a prefix: 
Enable  
 
g. One word that contains a suffix: 
Impaired  
 
 
*Answers may vary  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
234 
 
Universidad de Costa Rica 
Unit 1. Let’s find it in! 
Lesson 5 - Handout 28-B- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Reading Comprehension Project 
Name: 
______________________________________________________________________ 
 
Instructions: 
In pairs, complete exercises A, B, and C by using the abstract below. 
Abstract  
 
Visually Impaired Individuals’ Preferences of the Availability of Braille Clothing 
Labels in Shopping and Selection of Apparel 
Visually impaired individuals have obstacles in their lives that could make them feel less  
independent and equal to people who can see. Specifically, those who are visually 
impaired are not able to see common details of clothing (i.e., colors, texture, sizes, 
pricing) they intend to buy, making these individuals subject to seeking help from others 
or having to opt for using the same colors and patterns for all of their clothing. 
Introducing a Braille design embossed on the label would allow visually impaired 
individuals to read crucial data about the piece of clothing. The subjects for this study 
included a convenience sample of visually impaired individuals from a midsize, Midwest 
university. Visually impaired individuals face challenges while shopping for clothing, 
especially in the identification of the prices, color, and size of the clothes. The results 
show that dependence on family members is high and seems to be a primary option the 
participants have.  Additionally, a majority of the participants indicated that a Braille 
label for clothing is important to enable them to shop for the clothes of their choice. 
Participants confirmed that they would desire attributes, especially color, price, and care, 
be included on Braille labels.  
 
Taken and modified from: 
https://pdfs.semanticscholar.org/92d8/760c26c64b6299ed29cec9c56d6f0018c34b.pdf 
 
 
 
 
 
235 
 
A. The main idea of the text is: 
Visually impaired individuals have obstacles in their lives that could make them 
feel less independent and equal to people who can see. 
 
B. One supporting detail of the text is: * 
Visually impaired individuals face challenges while shopping for clothing, 
especially in the identification of the prices, color, and size of the clothes. /  
Introducing a Braille design embossed on the label would allow visually 
impaired individuals to read crucial data about the piece of clothing. 
(*) Answers may vary. 
 
C. Find one word from each category in the text. 
a. One noun is   clothing. 
b. One adjective is  crucial. 
c. One adverb is  especially. 
d. One verb is  see. 
e. One collocation is  piece of clothing. 
f. One word that contains a prefix is  enable. 
g. One word that contains a suffix is  impaired. 
*Answers may vary. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
236 
 
Appendix I 
Unit 2 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera, & Torres 
 
Unit 2 
Engaging in talks, who’s in? 
 
 
Teacher: Daniela Arroyo Sánchez Lesson plan 6 
Assistants: Devi An Morera, Rocío Torres. Date: September 18th   
 
Unit goal: By the end of the unit, the students will be able to show understanding of content and communicate spoken ideas to 
colleagues in order to exchange information about disabilities and gerontology by using the appropriate register, structures, and 
communication skills. 
 
General Objective: successfully identify main ideas and specific information about disabilities and/ or gerontology from a conference 
to keep updated in the field. 
 
 
Specific objectives: By the end of the class, students will be able to:  
1. successfully recognize vocabulary related to Alzheimer’s disease to understand a talk related to this topic. 
2. accurately differentiate cognitive and physical effects of Alzheimer’s disease by classifying them to understand a talk about that 
topic. 
3. consciously recognize the importance of attending conferences to keep updated in their fields by brainstorming reasons. 
4. successfully recognize the meaning of idiomatic expressions to understand a talk in a conference by deducing their meaning from 
context. 
5. accurately identify the structure and use of the present progressive to understand that an action is still in progress at the moment the 
speaker is talking by inferring the usage from context. 
6. successfully identify specific information from a talk by completing a graphic organizer to show understanding of spoken input. 
 
237 
 
Notes: 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the 
starting time is 6:05 
− If there are technical problems in the warm up, Ss receive handout 1. 
− Video and transcript available at: https://www.ted.com/talks/alanna_shaikh_how_i_m_preparing_to_get_alzheimer_s 
− T gives back journal and project #1 evaluations. 
  
 
Objectives Procedures Macro Language (vocabulary, Strategies Material  Time 
skills grammar, expressions) 
1 Warm up:  L/S Vocabulary:  Activating prior Computer 5m 
- Ss play Kahoot! quiz mode. Shaky hands knowledge Projector  
They determine whether the effect Memory loss Speakers 
presented is an Alzheimer’s effect Muscle tremors Handout 1 
or not.  Mobility loss 
 Balance loss 
In between questions, one  
volunteer mimics the effect.  Useful language:  
 This is an effect of 
 Alzheimer. 
This is not an effect of 
Alzheimer. 
I don’t know this one. 
What do you think about 
this one? 
1 Pre- task 1:  R/L/S Vocabulary: Making Handout 2  10m 
2 Shaky hands associations  
Memory loss 
 
238 
 
Ss work on handout 2 where they Muscle tremors 
classify Alzheimer’s effects into Mobility loss 
cognitive or physical.   Balance loss 
Cognitive symptoms 
Physical symptoms 
Attention span 
Anxiety 
Mood changes 
Misplacing objects 
 
Useful language: 
This is a physical symptom. 
This is a cognitive 
symptom. 
What do you think about 
this effect? 
I don’t know this one. 
3 Pre- Task 2:  R/L/S Useful language:  Activating prior Handout 3 15m  
-In pairs, Ss brainstorm reasons to (for speaking in pairs) knowledge 
attend a conference. They write I think this presentation is 
them on the board.  important because… 
-Ss are given handout 3. The I think this is useful 
handout is a conference program. because… 
In pairs, they read it and select two I would attend … 
presentations they would like to presentation. 
attend. They justify their choices.   
  (for presenting their 
choices) 
We would like to attend… 
We think it’s important 
because… 
 
239 
 
1  Pre- Task 3:   L/S Useful language:  Activating prior Computer 5m 
-Ss are told they are attending a I think the conference is knowledge Projector 
TED Talk. about …  Speakers 
-Ss watch the first 34 seconds of  
the talk. The video will be played 
twice.  
-Ss guess the general topic of the 
conference: Alzheimer’s disease. 
1 Pre- Task 4 R/W Vocabulary: Using an online Ss’ 15m 
-Ss receive handout 4 with Caregiver dictionary cellphones 
vocabulary they will find in the Hands-on Handout 4 
video. They will use the Merriam Open-ended 
Webster dictionary to find the Mind 
meaning of the vocabulary. Ss Knit 
share their answers. Disease 
  
 Useful language (on the 
board): 
______ means ______ 
The translation of _____ 
would be ________ 
4 Pre- Task 5 R/L/S Idiomatic expressions: Activating prior Handout 5 15m  
-Ss receive handout 5 that contains If the monster wants you, the knowledge 
expressions in context. They have monster's gonna get you. 
to determine the real meaning of Run the show. 
the sentence.  Seems like win. 
Go into denial. 
Tend to run. 
Strip bare. 
 
 
 
240 
 
Useful language: 
I think this means______. 
I think the best option is 
_______. 
What do you think it 
means? 
What option did you 
select? 
5 Pre- Task 6: W Present progressive --- Handout 6 20m 
-Ss are given handout 6 with the sentences:  
transcript of an extract from the  Handout 7 
video. This transcript contains I’m focusing  
underlined sentences. Ss are asked I’m changing Computer 
to read the sentences and I’m trying  
determine when the actions are I’m doing Projector 
happening (expected answer: I am learning 
now), and what pattern they notice I’m teaching 
(expected answer: verb in -ing). I’m looking for 
-Ss are explained the use and the I’m exercising  
structure of the present I’m keeping 
progressive. They fill in handout 7 I’m preparing 
that contains sentences to be  
completed in the present Useful language: 
progressive.   
I think this is the correct 
form. 
This sentence is like this. 
What is the correct form? 
 
 
 
241 
 
6 Main Task:    L/S Useful language:  Identifying Handout 8 35m 
- Ss are given a graphic organizer The useful language is the specific details   
that they will complete with the same prompts in the 
information from the TED talk. graphic organizer.  
The video will be segmented into 
6 parts. Each part will be played 
twice. 
- Ss compare their answers to 
peer-check. Finally, T checks in a 
class size revision.  
3 Post- Task 1:  R/L/S Useful language Metacognitive Handout 9 15m 
Ss are paired. They are given Yes, I have (self- reflection)  
handout 9 which contains No, I haven’t  
discussion questions about being a To be updated  
presenter in a conference. They To learn new things 
discuss, and then they share with Yes, I would 
the class. No, I wouldn’t 
I would like to present 
about______. 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L=Listening, S= Speaking 
 
 
242 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 1 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Put a check () next to the effect that belongs to the Alzheimer’s disease. 
 
Symptom ✓   
Nauseous  
Mobility loss  
Shaky hands  
Useful language:  
Hair loss  
 
Acne  This is an effect of Alzheimer. 
Balance loss  This is not an effect of Alzheimer. 
Muscle tremors  I don’t know this one. 
Memory loss  What do you think about this one? 
Weight gain  
Headache  
 
----------------------------------------------------------------------------------------------------------------------------------- 
 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 1 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Put a check () next to the effect that belongs to the Alzheimer’s disease. 
 
Symptom ✓  
Nauseous  
Mobility loss  Useful language:  
Shaky hands   
Hair loss  This is an effect of Alzheimer. 
Acne  This is not an effect of Alzheimer. 
Balance loss  I don’t know this one. 
Muscle tremors  What do you think about this one? 
Memory loss  
Weight gain  
Headache  
 
 
243 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 2 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Classify the effects of Alzheimer’s disease into cognitive or physical. 
 
 
Shaky hands     Memory loss     Muscle tremors     Mobility loss     Balance loss      Anxiety 
Short attention span         Mood changes 
 
Cognitive effects Physical effects 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
Useful language:  
  
This is a physical symptom.  
This is a cognitive symptom.  
What do you think about this effect?  
I don’t know this one.  
 
 
 
 
244 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the conference program below. Choose two sessions you would like to attend. Be prepared to share.  
 
31st International Conference of Alzheimer’s Disease International 
Symposia Program 
 
Friday, April 22nd Alzheimer’s Disease Environment: Industry Challenges in Alzheimer’s Research. 
General topic: Advancements in  
Alzheimer’s research: Industry, How Government is Preparing for the Dementia Challenge. 
Government and Perspective of People  
Living with Dementia Advancement of Alzheimer’s Research: Hopes and Perspective of People with 
 Dementia. 
 
Saturday, April 23rd The Role and Risks of Physical Activity and Sport in Different Forms of 
General topic: Dementia and Traumatic Dementia. 
Brain Injury  
 Minor Injury- Major Consequences: Traumatic Brain Injury Revisited 
 
Repetitive Traumatic Brain Injury and Its Implications for Alzheimer’s-Like 
Change 
 
Sunday, April 24th  Start of a New Phase of the World Dementia Council 
General topic: Global Dementia Policy  
Update Our Campaign to Increase Governments Research Budget for Alzheimer’s and 
Dementia 
 
Expanding Global Advocacy to Lower and Middle-Income Countries 
 
Adapted from: https://www.alz.co.uk/sites/default/files/conf2016/adi2016-programme-book.pdf
 
245 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 5 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the sentences below, choose the option that contains the real meaning of the 
sentences. 
 
1. But the research also shows that there's nothing that will 100 percent protect you (from Alzheimer). If 
the monster wants you, the monster's gonna get you. 
 
(    ) Alzheimer is curable. 
(    ) Alzheimer cannot be fully prevented. 
(    ) Everybody will get Alzheimer. 
 
2. Because the more things that are familiar, the more things my hands know how to do, the more things 
that I can be happy and busy doing when my brain's not running the show anymore.  
 
(    ) The brain will not work properly. 
(    ) The brain will die. 
(    ) The person will not be a presenter anymore. 
 
 
3. They say that people who are engaged in activities are happier, easier for their caregivers to look after, 
and it may even slow the progress of the disease. That all seems like win to me. 
 
(    ) The person won the lottery 
(    ) There is something positive 
(    ) Nothing bad will happen 
 
4. We go into denial: "It's not me, it has nothing to do with me, it's never going to happen to me." 
 
(    ) We do not accept some things. 
Useful language: 
(    ) We go to different places. 
 
(    ) We accept things as they come.  
I think this means______. 
 I think the best option is _______. 
5. Alzheimer's tends to run in families What do you think it means? 
 What option did you select? 
(    ) It seems Alzheimer is hereditary. 
(    ) Alzheimer makes people run. 
(    ) Alzheimer is completely hereditary. 
 
6. I need a heart so pure that if it's stripped bare by dementia, it will survive.  
 
(    ) Dementia makes struggles in the brain, but the essence of the person survives. 
(    ) Dementia kills people, but the family will be Ok. 
(    ) Dementia produces cardiovascular diseases.  
 
 
246 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 6 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the following extract from the video you will watch. Pay attention to the 
underlined sentences. Answer the question below.  
 
“Based on what I've learned from taking care of my father, and researching what it's like to live 
with dementia, I'm focusing on three things in my preparation: I'm changing what I do for fun, 
I'm working to build my physical strength, and -- this is the hard one -- I'm trying to become a 
better person. Let's start with the hobbies. When you get dementia, it gets harder and harder to 
enjoy yourself. You can't sit and have long talks with your old friends, because you don't know 
who they are. It's confusing to watch television, and often very frightening. And reading is just 
about impossible. When you care for someone with dementia, and you get training, they train you 
to engage them in activities that are familiar, hands-on, open-ended. With my dad, that turned out 
to be letting him fill out forms. He was a college professor at a state school; he knows what 
paperwork looks like. He'll sign his name on every line, he'll check all the boxes, he'll put 
numbers in where he thinks there should be numbers. But it got me thinking, what would my 
caregivers do with me? I'm my father's daughter. I read, I write, I think about global health a 
lot. Would they give me academic journals so I could scribble in the margins? Would they give 
me charts and graphs that I could color? So I've been trying to learn to do things that are hands-
on. I've always liked to draw, so I'm doing it more even though I'm really very bad at it. I am 
learning some basic origami. I can make a really great box. (Laughter) And I'm teaching myself 
to knit, which so far I can knit a blob.”  
Useful language: 
 
-Alanna Shaikh I think this action happened ______. 
I am not sure. 
 I definitely think this action happened _______. 
 
When are the underlined actions happening? 
 
(     ) in the past  
 
(     ) in this moment 
 
(     ) in the future  
 
 
247 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 7 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Complete the sentences with the present progressive. Use the verbs in 
parenthesis. 
 
1. I ___________________ (look) for a third way. Useful language: 
2. I ___________________ (exercise) every day.  
I think this is the correct form. 
3. I ___________________ (keep) my mind active. 
This sentence is like this. 
4. I ___________________ (prepare) to get What is the correct form? 
Alzheimer’s disease.  
 
 
Finish early?  
 
 
Complete the same sentences but use she and we instead of I. 
 
1. _______________________________________________________________________ 
2. _______________________________________________________________________ 
3. _______________________________________________________________________ 
4. _______________________________________________________________________ 
 
 
 
 Important 
  
 The present progressive may be used to talk about 
 actions that are in progress at the moment of speaking. 
 
 
 
Sentences should have a subject, the correct form of   
 the verb be, and the verb in –ing form. 
 
 
 
 
 
 
248 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 8 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Complete the following graphic organizer with the information from the 
video.  
 
Part 1. 
 
   
 
 Alanna’s dad needs help 
 for 
 
 
 
Part 2. 
 
 
35 million people  
 
 Alanna’s father is not 
 alone 
 
 
 
 
 
 
Part 3 
 
 
Alanna’s father was   
 
 If the monster wants you, 
 the monster's gonna get  
you  
  
 
  
 Alanna is focusing on 
 three things to prevent 
 Alzheimer 
  
 
 
 
 
249 
 
 
Part 4 
When you have dementia, 
 
 you can’t  
 
 
   
  
 
 
Because you don’t know  Because it’s often 
them  frightening 
 
 
 
 
Part 5 
 People with Alzheimer Alanna is doing 
 get scared of walking 
 because they lose their 
 sense of balance and  
 mobility.  
 
  
 
 
 
 
Part 6 
 
 Alanna is trying to 
 become a better person 
 because 
 
 
  
  
  
  
 
 
 
 
 
 
 
 
 
 
250 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 8- A 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Complete the following graphic organizer with the information from the 
video. Use handout 8- B to identify the answers.  
 
Part 1. 
 
   
 
 Alanna’s dad needs help 
 for 
 
 
 
Part 2. 
 
 
35 million people  
 
 Alanna’s father is not 
 alone 
 
 
 
 
 
 
Part 3 
 
 
Alanna’s father was   
 
 If the monster wants you, 
 the monster's gonna get  
you  
  
 
  
 Alanna is focusing on 
 three things to prevent 
 Alzheimer 
  
 
 
 
 
251 
 
 
Part 4 
When you have dementia, 
 
 you can’t  
 
 
   
  
 
 
Because you don’t know  Because it’s often 
them  frightening 
 
 
 
 
Part 5 
 People with Alzheimer Alanna is doing 
 get scared of walking 
 because they lose their 
 sense of balance and  
 mobility.  
 
  
 
 
 
 
Part 6 
 
 Alanna is trying to 
 become a better person 
 because 
 
 
  
  
  
  
 
 
 
 
 
 
 
 
 
 
 
252 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 8- B 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Use this handout to complete the graphic organizer in Handout 8- A. 
 
 
because it’s often frightening        eating         have dementia           
because you don’t know them          a college professor          eating right          tai Chi       
getting dressed       exercising everyday          it helps caregivers          keeping her mind 
active          weight- bearing exercise 
 
 
 
-------------------------------------------------------------------------------------------------------------- 
 
 
 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 8- B 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Use this handout to complete the graphic organizer in Handout 8- A. 
 
 
because it’s often frightening        eating         have dementia           
because you don’t know them          a college professor          eating right          tai Chi       
getting dressed       exercising everyday          it helps caregivers          keeping her mind 
active          weight- bearing exercise 
 
 
 
 
 
 
 
 
 
253 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 9 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with a partner. Be prepared to share your 
answers with the class. 
 
1. Have you ever been to a conference? 
 
2. Why is it important to attend a conference? 
 
3. Would you present at a conference?  
 
4. What topic would you like to present about? 
 
 
-------------------------------------------------------------------------------------------------------------- 
 
 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 9 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with a partner. Be prepared to share your 
answers with the class. 
 
1. Have you ever been to a conference? 
 
2. Why is it important to attend a conference? 
 
3. Would you present at a conference?  
 
4. What topic would you like to present about? 
 
 
 
 
 
 
 
 
 
 
 
 
254 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 9-B 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with a partner. Be prepared to share your answers with 
the class. 
 
1. Have you ever been to a conference? 
a. Yes, I have 
b. No, I haven’t 
 
2. Why is it important to attend a conference? 
a. To be updated 
b. To learn new things 
 
 
3. Would you present at a conference?  
a. Yes, I would 
b. No, I wouldn’t 
 
4. What topic would you like to present about? 
I would like to present about ___________________ 
 
-------------------------------------------------------------------------------------------------------------- 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 6. Handout 9-B 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with a partner. Be prepared to share your answers with 
the class. 
 
1. Have you ever been to a conference? 
a. Yes, I have 
b. No, I haven’t 
 
2. Why is it important to attend a conference? 
a. To be updated 
b. To learn new things 
 
 
3. Would you present at a conference?  
a. Yes, I would 
b. No, I wouldn’t 
 
4. What topic would you like to present about? 
I would like to present about ___________________
 
255 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera, & Torres 
 
Unit 2 
Engaging in talks, who’s in? 
 
 
Teacher: Devi An Morera Lesson plan 7 
Assistants: Daniela Arroyo, Rocío Torres. Date: September 25th  
 
Unit goal: By the end of the unit, students will be able to show understanding of content and communicate spoken ideas to colleagues 
and patients in order to exchange information about disabilities and gerontology by using the appropriate register, structures, and 
communication skills. 
 
General Objective: By the end of the lesson, students will be able to successfully summarize information from a conference about 
disabilities and/ or gerontology in order to show understanding of ideas.  
 
Specific objectives: By the end of the class, students will be able to:  
1. effectively recognize vocabulary about disabilities to recall words previously studied by playing a game.  
2. accurately identify verbs in the past given in context to successfully guess the meaning of unfamiliar words.    
3. sucessfully identify the pronunciation of the –ed ending of verbs to communicate ideas orally in the past.    
4. accurately recognize ideas that summarize spoken information to effectively show comprehension of short extracts.  
5. effectively communicate spoken ideas from an extract to show understanding of messages.  
6. Correctly summarize short ideas from a talk to show understanding of spoken information.  
7. successfully express opinions about how education is to deaf people in Costa Rica to communicate oral ideas.   
8. effectively describe situations faced by disabled people to express spoken ideas accurately.   
 
 
256 
 
 
Notes: 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the 
starting time is 6:05 
− Video and transcript available at: 
https://www.ted.com/talks/nyle_dimarco_making_education_accessible_to_deaf_children/transcript  
− Beginners have differentiated handout in some activities.  
−  
  
Objectives Procedures Macro Language (vocabulary, Strategies Material  Time 
skills grammar, expressions) 
1 Warm up:  L/S Vocabulary:  Schema Computer 10m 
- Ss make a circle. They have to Alzheimer  activation  Projector  
pass around a “bomb”.  Depression  Power point 
- While passing around the bomb, Schizophrenia  presentation   
Ss say a word belonging to a Deaf  Bomb  
given category (disabilities, tools Autism 
used by disabled people, and Intellectual disabilities  
collocations).   Personality disorders  
- The St who has the bomb loses a Mental illness  
point when it explodes.  Hearing impairment  
- The St with fewer points has to Vision impairment. 
bring a prize to the others the Bipolar disorder  
following class.  Physical disability  
Shower bench 
Guide dog 
Bed rails 
Reacher 
Orthopedic mattress 
Walker 
Hearing aid 
 
257 
 
Cane 
Handles  
Useful language:  
Let me think.  
Let me remember.  
Give me a second.  
I have it on the tip of my 
tongue.  
Hurry up!  
2 Pre- task 1:  R/L/S Vocabulary: Guessing from Power point 15m 
- T introduces the simple past by Was  context  presentation   
giving an example of one Gained  Handout 10 
sentence in the present and Learned  – 10A 
Tried  
another in the past.  
Told  
- Ss receive handout 10. They Went back 
have to underline examples of Realized  
verbs in simple past.  Joined  
- The Ss who finish early make Got back  
sentences with five of the verbs Helped   
underlined.  
Useful language: 
- Ss compare their answers with Which verbs do you think 
a classmate and then check as a are in past?  
class.  I think this verb is in past 
- The beginners receive a because______. 
handout with the verbs in I definitely think this is an 
present.   example of a verb in past 
 because _______. 
I agree / I don’t think so.  
I have the same.  
I underlined/ wrote___. 
 
258 
 
 
3 Pre- Task 2:  L/S Vocabulary:  Handout 11 20m  
- T introduces the pronunciation wanted, looked, realized, Power point 
of the –ed ending. She shaped, noticed, listened, presentation    
pronounces three words to enrolled, needed, gained, Flyswatter  
highlight the different sounds learned, tried, helped, 
/t/, /d/, /Id/. accepted, sucked, started, 
- Ss have to say the sound they decided, walked, disabled, 
hear.  amazed, struggled, 
- The group is divided into two shocked, loved, filled.   
to play a game called Useful language:  
“Flyswatter”.  This word is pronounced 
- They have to hit the sound they ______.  
hear and repeat the word.   The ending of this word 
- Ss receive handout 11. They sounds ______.   
have to classify the underlined I don’t quite get the 
words according to the pronunciation of this word.  
pronunciation of the –ed 
 ending.  
4  Pre- Task 3:   L/S Useful language:  Summarizing  Handout 12 15m 
- T introduces what summarizing In other words _____.   Power point 
is.  To put it another way, presentation   
- Ss receive handout 12. They _____.  Recordings  
listen to a short idea from the What this means is (that) 
talk to choose the option that _____.  
summarizes it.  I understand. (He’s) saying 
- Ss will listen three times.  that _____.  
- Then, they compare answers 
with a partner.  
 
 
5 Pre- Task 4 R/ W Vocabulary: Summarizing  Handout 13 15m 
 
259 
 
- Ss receive handout 13.  Non- hearing  
- Ss have to restate an extract Protest  
from the talk.  Lack  
- They have to replace Regime  
underlined words/ phrases with Trouble  
the synonyms from the box. Disappointed  
Found  
Met  
Useful language  
What this means is (that) 
_____.  
I understand. (He’s) saying 
that _____. 
What he is saying is _____.  
6 Main Task:    L/S Useful language:  Summarizing   Videos  30m 
- Ss are divided into two: A and In other words _____.    
B.  To put it another way, 
- They are assigned one section _____.  
of the talk to watch.  What this means is (that) 
- Ss A work with Ss B. They _____.  
have to summarize what the I understand. (He’s) saying 
speaker said in his section of that _____.  
the video.  So, you mean _____.  
- Each pair presents their ideas Let me get this clear 
to the class.    _____.  
 Do you follow?  
Is that clear?  
Do you mean _____?  
7 Post- Task 1:  L/S Useful language Cultural Handout 14 15m 
- In small groups, Ss say how In my opinion _____ awareness   
they think education is to deaf I would say _____  
 
260 
 
people in Costa Rica regarding Do you agree with me?   
accessibility, accommodations, What you do think?  
facilities, among others. In Costa Rica, people with 
- They can use the ideas from the hearing impairments  
 talk to support their thoughts.  _____ 
On the contrary, deaf 
people in USA _____ 
Some of the (needs) are 
_____ 
Vocabulary:  
Facilities  
Resources  
Visual aids  
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L=Listening, S= Speaking 
 
 
 
261 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 10- A 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the following extract from the talk “Making Education Accessible to 
deaf children”. Underline 10 examples of verbs in past.  
 
“I was the only deaf kid in the entire school. Of course, I always had hearing friends, but they could 
sign like me. So that year I gained a lot of insight. I couldn’t be involved in any of the school 
organizations. My friends never learned enough sign language to communicate. And every time I 
tried to play a sport, I’d get benched. The basketball coach told me a deaf kid could never help the 
team win a game. And I was athletic. So after a year, I went back to the deaf school where I realized 
that’s my home. That’s my community. And my community is where I can thrive. I got involved 
in the classroom again, joined a bunch of school organizations, and got back on the basketball team, 
where I helped win many games.”  
Useful language: 
-Nyle DiMarco  
Which verbs do you think are in past?  
 I think this verb is in past because______. 
I definitely think this is an example of a verb in 
past because _______. 
 I agree. I don’t think so.  
 I have the same.  
 I underlined / wrote _______.  
 
 
Finish already?  
 
Make a sentence with five of the verbs from the list.  
1. ___________________________________________________________________ 
 
2. ___________________________________________________________________ 
 
3. ___________________________________________________________________ 
 
4. ___________________________________________________________________ 
 
5. ___________________________________________________________________ 
 
  
 
262 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 10-B 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the following extract from the video you will watch. Underline 10 
examples of verbs in past.  
 
“I was the only deaf kid in the entire school. Of course, I always had hearing friends, but they could 
sign like me. So, that year I gained a lot of insight. I couldn’t be involved in any of the school 
organizations. My friends never learned enough sign language to communicate. And every time I 
tried to play a sport, I’d get benched. The basketball coach told me a deaf kid could never help the 
team win a game. And I was athletic. So after a year, I went back to the deaf school where I realized 
that’s my home. That’s my community. And my community is where I can thrive. I got involved 
in the classroom again, joined a bunch of school organizations, and got back on the basketball team, 
where I helped win many games.”  
Useful language: 
-Nyle DiMarco  
Which verbs do you think are in past?  
 I think this verb is in past because______. 
I definitely think this is an example of a verb in 
past because _______. 
 I agree. I don’t think so.  
 I have the same.  
 I underlined / wrote _______.  
 
 
Verbs in present: 
Be:  
Gain:  
Learn:   
Try:  Tell:  Go back:   
Realize:  Help:  
Join:  
Get back:  
 
 
263 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 11 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Work with a partner. Classify the underlined words taken from extracts of the 
video you will watch according to the pronunciation of the –ed ending. Take turns to read 
out loud the extracts with a partner.  
 
1. To be honest, in 24 years of my life, nobody had ever asked me. And his 
question was simple: "Have you ever wished you could hear?" I looked at him 
for a second and thought, Where did that come from? 
2. She listened very sympathetically and told me, "Nope, too bad." I was 
floored. She told me I needed to stick it out for a year.  
3. After graduating high school, I was accepted into the only Deaf university in the 
world: Gallaudet University in Washington, D.C. It was there I gained my 
degree in mathematics with the intention of becoming a better teacher than the 
ones I had growing up. Like many of you, I sat through some math teachers who 
seriously sucked. (Laughter) I wanted to be a good math teacher. But I also 
wanted to be a good role model for those students. So as time got closer to 
graduation, of course I was nervous. I started questioning if I had made the right 
decision. And I decided to get out - to get out of my comfort zone and to travel 
the world.  
 
/t/ /d/ / ɪd/ 
 
    
 
   
 
   
 
   
 
 
             
 
There are three different ways to pronounce the –WedO eRnDd ing  
 
 Useful language:  
 This word is 
 pronounced ____.  
 The ending of this 
 word sounds ___.   
I don’t quite get 
 
the pronunciation 
of this word.  
 Adapted from  https://cambridgexamsblog.wordpress.com/2016/02/15/how-to-pronounce-the-ed-ending/ 
 
264 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 12 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Listen to the extracts of the talk. Choose the option that rephrases the idea you 
hear.   
 
1. So one night after a great game, _________________________________________ 
a) A friend and I watched the sunset by the ocean and talked.    
b) A friend and I sat together to see the water and the sun.   
 
2. __________________________________, and it’s all I’ve ever known.  
a) My hearing impairment created a good kid   
b) My hearing impairment built my early life  
 
3. ___________________________________________________________________ 
a) My point of view and my life has involved circumstances that many auditive 
people have never dealt with.  
b) My viewpoint and my life deals with situations not many auditive people have 
heard about.    
 
4. ___________________________________________________________________ 
a) I never felt limited. My life was as normal as yours was. 
b) I did not have any impediments. I lived a life any person would like to have.   
 
5. ___________________________________________________________________ 
a) Non- verbal communication opens the world to me.  
b) Non- verbal communication is easier than verbal communication.  
 
 
 
 
 NOTE:  Useful language: 
 Paraphrasing means In other words _____. 
 repeating things in your To put it another way, _____. 
 own words.  
What this means is (that) 
 
_____. 
 
I understand. (He’s) saying 
 
that _____. 
 
 
 
 
 
265 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 13 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Restate the following extracts from the talk. Use the synonyms from the box 
as a guide. The first one is done for you.  
 
Something in common Every time  Resulting in  
Non- hearing  Found  People  
Education level I had  Met  Lacked  
Had trouble  Not complete  Protest  
Difficulty  Disappointed  Regime  
Get a job  usually ------------ 
 
When I would meet Deaf adults, I realized a common thread very quickly. They either 
didn't have the same level of education I did or their language was incomplete, making it 
hard to communicate. They'd often complain to me that the system had failed them, and 
now they struggled to find work. 
 
Every time I _______________________________________________________________ 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
 
 
 
Finished early? Now you try! Paraphrase the following extract. Remember to use 
your own words. Underline the words you replace.  
 
1. Those children without language and access to education exhibit signs of brain 
damage. In my research, I also found that I'm a part of an even smaller group. Ten 
percent of Deaf children come from Deaf parents like mine. Only 10 percent. I'm 
incredibly lucky.  
 
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________ 
 
266 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 14 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with your partners.  
 
 
1. How do you think education is to deaf people in Costa Rica?  
a) What are some of the deaf students’ needs?  Useful language:  
In my opinion _____ 
b) How are deaf people treated in our educational system?  
I would say _____ 
c) Do schools have special facilities for deaf students?  
Do you agree with me?  
d) What are resources we can use with deaf students in a class?  What you do think?  
e) How different is it compared to the opportunities Nyle had?  In Costa Rica, people 
 with hearing 
 impairments  _____ 
 On the contrary, deaf 
Glossary:  people in USA _____ 
Facilities: places or pieces of equipment provided for a particular purpose.  Some of the (needs) are 
Resources: something that can be used to help you such as money, materials,  _____ 
staff, strategy.   
Visual aids: something that you are shown, such as a picture, film, or map,  
to help you understand or remember information.  
 
-------------------------------------------------------------------------------------------------------------- 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 14 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Discuss the following questions with your partners.  
 
 
2. How do you think education is to deaf people in Costa Rica?  
f) What are some of the deaf students’ needs?  
Useful language:  
g) How are deaf people treated in our educational system?  
In my opinion _____ 
h) Do schools have special facilities for deaf students?  
I would say _____ 
i) What are resources we can use with deaf students in a class?  Do you agree with me?  
j) How different is it compared to the opportunities Nyle had?  What you do think?  
 In Costa Rica, people 
 with hearing 
 impairments  _____ 
Glossary:  On the contrary, deaf 
Facilities: places or pieces of equipment provided for a particular purpose.  people in USA _____ 
Resources: something that can be used to help you such as money, materials,  Some of the (needs) are 
staff, strategy.  _____ 
Visual aids: something that you are shown, such as a picture, film, or map,   
to help you understand or remember information.  
 
267 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 10- A 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the following extract from the talk “Making Education Accessible to 
deaf children”. Underline 10 examples of verbs in past.  
 
“I was the only deaf kid in the entire school. Of course, I always had hearing friends, but they could 
sign like me. So that year I gained a lot of insight. I couldn’t be involved in any of the school 
organizations. My friends never learned enough sign language to communicate. And every time I 
tried to play a sport, I’d get benched. The basketball coach told me a deaf kid could never help the 
team win a game. And I was athletic. So after a year, I went back to the deaf school where I realized 
that’s my home. That’s my community. And my community is where I can thrive. I got involved 
in the classroom again, joined a bunch of school organizations, and got back on the basketball team, 
where I helped win many games.”  
Useful language: 
-Nyle DiMarco  
Which verbs do you think are in past?  
 I think this verb is in past because______. 
I definitely think this is an example of a verb in 
past because _______. 
 I agree. I don’t think so.  
 I have the same.  
 I underlined / wrote _______.  
 
 
Finish already?  
 
Make a sentence with five of the verbs from the list.  
6. ___________________________________________________________________ 
 
7. ___________________________________________________________________ 
 
8. ___________________________________________________________________ 
 
9. ___________________________________________________________________ 
 
10. ___________________________________________________________________ 
 
 
 
 
268 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 11 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Work with a partner. Classify the underlined words taken from extracts of the 
video you will watch according to the pronunciation of the –ed ending. Take turns to read 
out loud the extracts with a partner.  
 
4. To be honest, in 24 years of my life, nobody had ever asked me. And his 
question was simple: "Have you ever wished you could hear?" I looked at him 
for a second and thought, Where did that come from? 
5. She listened very sympathetically and told me, "Nope, too bad." I was 
floored. She told me I needed to stick it out for a year.  
6. After graduating high school, I was accepted into the only Deaf university in the 
world: Gallaudet University in Washington, D.C. It was there I gained my 
degree in mathematics with the intention of becoming a better teacher than the 
ones I had growing up. Like many of you, I sat through some math teachers who 
seriously sucked. (Laughter) I wanted to be a good math teacher. But I also 
wanted to be a good role model for those students. So as time got closer to 
graduation, of course I was nervous. I started questioning if I had made the right 
decision. And I decided to get out - to get out of my comfort zone and to travel 
the world.  
 
/t/ /d/ / ɪd/ 
 
Wished  Listened  Needed  
 
Asked  Floored  Wanted  
 
Looked   Started  
Gained  
Sucked   Decided  
 
 
                WORD 
 Useful language:  
There are three different ways to pronounce the –ed ending.  
 This word is 
pronounced 
 
______.  
 The ending of this 
 word sounds 
 ______.   
 I don’t quite get 
the pronunciation 
of this word.  
 
 
Adapted from  https://cambridgexamsblog.wordpress.com/2016/02/15/how-to-pronounce-the-ed-ending/ 
 
269 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 12 
Instructors: Arroyo, Morera & Torres 
 
 
Instructions: Listen to the extracts of the talk. Choose the option that rephrases the idea you 
hear.   
 
6. So one night after a great game, _________________________________________ 
c) A friend and I watched the sunset by the ocean and talked.    
d) A friend and I sat together to see the water and the sun.   
 
7. __________________________________, and it’s all I’ve ever known.  
c) My hearing impairment created a good kid   
d) My hearing impairment built my early life  
 
8. ___________________________________________________________________ 
c) My point of view and my life has involved circumstances that many auditive 
people have never dealt with.  
d) My viewpoint and my life deals with situations not many auditive people have 
heard about.    
 
9. ___________________________________________________________________ 
c) I never felt limited. My life was as normal as yours was. 
d) I did not have any impediments. I lived a life any person would like to have.   
 
10. ___________________________________________________________________ 
c) Non- verbal communication opens the world to me.  
d) Non- verbal communication is easier than verbal communication.  
 
 
 
 
 NOTE:  Useful language: 
 Paraphrasing means In other words _____. 
 repeating things in your To put it another way, _____. 
 own words.  What this means is (that) 
 _____. 
 I understand. (He’s) saying 
 that _____. 
 
 
 
 
 
 
270 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 7. Handout 13 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Restate the following extracts from the talk. Use the synonyms from the box 
as a guide. The first one is done for you.  
 
Something in common Every time  Resulting in  
Non- hearing  Found  People  
Education level I had  Met  Lacked  
Had trouble  Not complete  Protest  
Difficulty  Disappointed  Regime  
Get a job  usually ------------ 
 
When I would meet Deaf adults, I realized a common thread very quickly. They either 
didn't have the same level of education I did or their language was incomplete, making it 
hard to communicate. They'd often complain to me that the system had failed them, and 
now they struggled to find work. 
 
 
Every time I met non- hearing people, I found something in common. They either lacked 
the education level I had or their language was not complete, resulting in difficulty to 
communicate. They’d usually protest to me that the regime disappointed them, and now 
they had trouble to get a job.  
 
 
 
 
Finished early? Now you try! Paraphrase the following extract. Remember to use 
your own words. Underline the words you replace.  
 
2. Those children without language and access to education exhibit signs of brain 
damage. In my research, I also found that I'm a part of an even smaller group. Ten 
percent of Deaf children come from Deaf parents like mine. Only 10 percent. I'm 
incredibly lucky.  
 
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 
271 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 2 
Engaging in talks, who’s in? 
 
 
Teacher: Daniela Arroyo Lesson plan 8 
Assistants: Rocío Torres, Devi An Morera Date: October 2nd, 2019 
 
Unit goal:  By the end of the lesson, students will be able to successfully show understanding and communicate ideas to colleagues in 
order to exchange information about disabilities and/or gerontology by using the appropriate register, structures, and communication 
skills. 
 
General Objective: By the end of the lesson, students will be able to properly communicate knowledge about disabilities and/or 
gerontology to colleagues in conferences to exchange information using the appropriate register. 
 
Specific objectives: By the end of the lesson, students will be able to: 
1. adequately differentiate between formal and informal register in expressions in order to recognize formality in spoken 
language. 
2. successfully classify formal expressions according to their function in order to recognize the basic parts of a presentation. 
3. successfully identify transition words in a text in order to connect ideas in formal speaking. 
4. successfully recognize the importance of outlining a speech to deliver a successful presentation. 
5. effectively identify tips to prepare and deliver a professional presentation. 
6. effectively recognize how to link sounds in spoken language to improve speech production. 
7. Consciously reflect on the learning process to identify areas to improve.  
8. accurately deliver a formal, well- structured informative speech about a disability by incorporating the tips to deliver a formal 
presentation, expressions for each part of the speech and transition words to exchange ideas with colleagues.  
  
 
272 
 
Notes: 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the 
starting time is 6:05 
− T gives back Ss’ journal entries 2 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up S/L Useful language: Recognizing PPP  10 m 
 -T projects some expressions used That expression is formality in Projector 
to present on the board, one by one. formal/informal. spoken Computer 
-Ss classify the expressions as  language   
formal or informal. Formal expressions: 
 Good morning/ afternoon, 
everyone. 
I’d like to welcome 
everybody. 
I’d like to thank everyone 
for coming today. 
Thank you very much for 
your attention. 
I’ll be happy to answer 
your questions now. 
 
Informal expressions: 
Hi, people! 
Questions? 
Thanks a ton! 
2 Pre- task 1 L/S/R/ Useful language: --- Handout 15 15 m 
W I think this expression 
belongs to _____. 
 
273 
 
-T explains the three parts of a I agree/ disagree. 
conference: introduction, body, and  
conclusion. Formal expressions: 
-Ss are given Handout 14. They Same as in the warm-up, 
classify the formal expressions plus: 
according to the part of the I want to share some 
conference. information about … 
The presentation will 
cover … 
To restate the main point 
… 
In summary … 
As a conclusion … 
3 Pre- task 2 L/S/R/ Useful language: --- PPP with 15 m 
-T introduces the concept and W I think that we need to transition 
function of transition words in a write ________. words 
friendly way (words that help to What do you think about Handout 16 
connect ideas in a logical way) and this one?  
provides examples. I’m not sure.  
-Ss provide more examples.  
-Ss are given Handout 15. They Transition words 
classify the transition words Let’s start with 
according to their function.  Especially 
In fact 
After 
Finally 
Obviously 
To illustrate that point 
Because 
Therefore 
 
274 
 
4 Pre- task 3 L/S/R/ Useful language: Organizing Handout 17 15 m 
-Ss receive handout 16 that contains W I think this idea belongs to ideas in an 
an outline with the parts of a this section. outline 
speech. They write the ideas in the What do you think? 
correct part of the outline In my opinion this idea 
fits better here. 
5 Pre- task 4 L/S/R/ Useful language: Self- reflection Handout 18 15 m 
-Ss brainstorm on the board tips to W Always ___________ 
deliver a professional presentation.  It is important to ____ 
-Ss receive handout 17 where tips Remember to _______ 
to deliver a professional It’s a good idea to ____ 
presentation are presented. They  
read it with the T and includes the 
ones they brainstormed in case 
those are not in the handout.  
6 Pre- task 5 L/S Example sentences: --- PPP 10 m 
-T introduces the concept of linking Formal expressions from Projector 
as an important feature of warm up and pre- task Computer 
pronunciation.  
-T models with formal expressions 
for presenting. 
-Ss drill. 
8 Main task:  L/S/R/ Useful language: --- Handout 19 40 m 
-Ss look for information about one W ______ is _______  
disability chosen by them (T will The cause(s) is/are Ss’ laptops 
have a bank of disabilities in case a __________ Ss’ 
St cannot decide for one). The consequences of cellphones 
-Ss will prepare a very short speech ______ are ______. Projector 
they will present in front of the Possible treatments  
class. They will also prepare a PPP. include 
 
 
275 
 
7 Post- task 1: R Useful language: Self- reflection Handout 20 10 m 
-Ss complete a can do evaluation. In my case_____ 
-They share with a classmate. I can _____ 
--- Post- task 2: --- --- --- Surveys 5 m 
-Ss complete two surveys. The first 
survey is a course evaluation, and 
the second survey is a student- 
teacher performance. These surveys 
are in Spanish.  
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking, PPP= Power point 
presentation 
 
276 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8- Handout 15 
Instructors: Arroyo, Morera & Torres 
 
Parts of a Conference 
Instructions:  
1. Work with a partner 
A. Read the expressions below. 
B. Classify each expression according to the part of the conference they belong to. 
 
a. Introduction b. Body c. Conclusion 
   
 
Expressions:  
 
a. I’ll be happy to answer your questions now.  g.  The presentation will cover 
… 
b. I’d like to thank everybody for coming today.  h.  As a conclusion … 
c. Good morning/ afternoon, everyone.  i.   In summary … 
d. Thank you very much for your attention.  j.   I’d like to welcome 
everybody. 
e. I want to share some information about …  k.  One example of this is … 
f. The most important points are …   l.   To restate the main point … 
 
Useful language:    
  
This expression is part of the _______. 
I agree / I don’t think so. 
Hmmm. I think it belongs to _______. 
                 “_________” is part of the ________. 
 
 
277 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8- Handout 16 
Instructors: Arroyo, Morera & Torres 
 
     Speaking fluently 
Instructions: Use the words in the boxes to complete the sentences in the extract below. 
  Let’s  start wit h   Espe cially    In  fact  After 
 
        Obv iously 
 Finally 
Sentences 
1. If the monster wants you, the monster's gonna get you. ______________ (emphasis) if 
you're me, 'cause Alzheimer's tends to run in families. So I'm preparing to get Alzheimer's 
disease.  
2.  _______________________(order) the hobbies. When you get dementia, it gets harder 
and harder to enjoy yourself.  
3. ________________ (order), the third thing. I'm trying to become a better person.  
4. And in that small coastal town, I was the only deaf resident. ______________ 
(emphasis), the closest deaf person was a few hours away by car.  
5. He could hear that. __________________ (emphasis), I couldn't. My entire world is 
completely silent. 
6. __________________ (order) graduating high school, I was accepted into the only Deaf 
university in the world: Gallaudet University in Washington, D.C. 
 
 
Useful language:     
   
I think that we need to write ________.  
What do you think about this one? 
 
I’m not sure. 
 
 
 
 
 
 
 
 
 
278 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 17 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the sentences below. Write them in the correct part of the outline and in 
a logical order. 
 
summarize       how to prepare for Alzheimer’s     cognitive and physical effects     
 people with Alzheimer’s around the world     presentation’s main points     salutation 
taking care of a person with Alzheimer’s     thank audience 
my personal opinion      
 
Outline for presentation about Alzheimer’s disease 
Introduction ____________________________________________________________ 
 ____________________________________________________________ 
____________________________________________________________ 
____________________________________________________________ 
Body ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
Conclusion ____________________________________________________________ 
 ____________________________________________________________ 
___________________________________________________________ 
___________________________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
279 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 18 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read this handout with the instructor. Include any other tip of your choice that 
is not included here. 
 
Tips to deliver a professional presentation 
Previous to present: 
1. Do not include too much information on the slides. 
2. Choose appropriate font (easy to read).  
3. Avoid slide backgrounds with images. 
4. Rehearse. 
5. _______________________________________________________ 
6. _______________________________________________________ 
7. _______________________________________________________ 
8. _______________________________________________________ 
 
When presenting: 
1. Keep eye contact with the audience. 
2. Do not read your power point. Keep an outline as a guide. 
3. Project your voice so that people listen to you clearly. 
4. Use body language. Do not exaggerate. 
5. Pause at moments. Do not rush. 
6. _____________________________________________________ 
7. _____________________________________________________ 
8. _____________________________________________________ 
9. _____________________________________________________ 
 
 
 
 
 
 
280 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 19 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. Choose a disability  
2. Use your cellphone/ computer to do research (use the guide below) 
3. Prepare a power point presentation  
4. Prepare an outline to guide your presentation 
5. Present 
 
What to include in your presentation? Remember: 
❖ The description of the disability *The parts of a presentation 
❖ Causes *Use formal expressions 
❖ Consequences *Follow the tips to deliver a 
❖ Possible treatment professional presentation. 
 
 
Presentation outline 
Introduction ____________________________________________________________ 
 ____________________________________________________________ 
____________________________________________________________ 
____________________________________________________________ 
Body ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
Conclusion ____________________________________________________________ 
 ____________________________________________________________ 
___________________________________________________________ 
___________________________________________________________ 
 
 
 
 
 
281 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 20 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Check the box(es) of the things you can do. 
I can… --- 
recognize formal expressions.  
name the 3 parts of a presentation.  
use transition words.  
make an outline for a presentation.  
name 3 tips for delivering professional  
presentations. 
link sounds in English.  
deliver a short formal presentation.   
 
-------------------------------------------------------------------------------------------------------------- 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 20 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Check the box(es) of the things you can do. 
I can… --- 
recognize formal expressions.  
name the 3 parts of a presentation.  
use transition words.  
make an outline for a presentation.  
name 3 tips for delivering professional  
presentations. 
link sounds in English.  
deliver a short formal presentation.   
 
 
 
 
 
 
 
282 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8- Handout 14- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Parts of a Conference 
Instructions:  
2. Work with a partner 
C. Read the expressions below. 
D. Classify each expression according to the part of the conference they belong to. 
 
d. Introduction e. Body f. Conclusion 
B K A 
C E B 
E F D 
F  H 
G  I 
 L 
 F 
 
Expressions:  
 
g. I’ll be happy to answer your questions now.      g.  The presentation will cover … 
h. I’d like to thank everybody for coming today.   h.  As a conclusion … 
i. Good morning/ afternoon, everyone.       i.   In summary … 
j. Thank you very much for your attention.       j.   I’d like to welcome everybody. 
k. I want to share some information about …       k.  One example of this is … 
l. The most important points are …        l.   To restate the main point … 
 
Useful language:    
  
This expression is part of the _______. 
I agree / I don’t think so. 
Hmmm. I think it belongs to _______. 
                 “_________” is part of the ________. 
 
 
 
 
283 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8- Handout 15- Answer key 
Instructors: Arroyo, Morera & Torres 
 
     Speaking fluently 
Instructions: Use the words in the boxes to complete the sentences in the extract below. 
  Let’s  start wit h   Espe cially    In  fact  After 
 
        Obv iously 
 Finally 
Sentences 
1. If the monster wants you, the monster's gonna get you. Especially (emphasis) if you're 
me, 'cause Alzheimer's tends to run in families. So I'm preparing to get Alzheimer's 
disease.  
2.  Let’s start with (order) the hobbies. When you get dementia, it gets harder and harder to 
enjoy yourself.  
3. Finally (order), the third thing. I'm trying to become a better person.  
4. And in that small coastal town, I was the only Deaf resident. In fact (emphasis), the 
closest deaf person was a few hours away by car.  
5. He could hear that. Obviously (emphasis), I couldn't. My entire world is completely 
silent. 
6. After (order) graduating high school, I was accepted into the only Deaf university in the 
world: Gallaudet University in Washington, D.C. 
 
 
Useful language:     
   
I think that we need to write ________. 
What do you think about this one?  
I’m not sure.  
 
 
 
 
 
 
 
284 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 17- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the sentences below. Write them in the correct part of the outline and in 
a logical order. 
 
summarize       how to prepare for Alzheimer’s     cognitive and physical effects     
 people with Alzheimer’s around the world     presentation’s main points     salutation 
taking care of a person with Alzheimer’s     thank audience 
my personal opinion      
 
Outline for presentation about Alzheimer’s disease 
Introduction Salutation 
 People with Alzheimer’s around the world 
Presentation’s main points 
____________________________________________________________ 
Body Cognitive and physical effects 
 Taking care of a person with Alzheimer’s  
 How to prepare for Alzheimer’s 
 ____________________________________________________________ 
 ____________________________________________________________ 
Conclusion Summarize 
 My personal opinion 
Thank audience 
___________________________________________________________ 
 
 
 
 
 
 
 
 
 
 
285 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 18- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read this handout with the instructor. Include any other tip of your choice that 
is not included here. 
 
Tips to deliver a professional presentation 
Previous to present: 
1. Do not include too much information on the slides. 
2. Choose appropriate font (easy to read).  
3. Avoid slide backgrounds with images. 
4. Rehearse. 
5. _______________________________________________________ 
6. _______________________________________________________ 
7. _______________________________________________________ 
8. _______________________________________________________ 
 
When presenting: 
1. Keep eye contact with the audience. 
2. Do not read your power point. Keep an outline as a guide. 
3. Project your voice so that people listen to you clearly. 
4. Use body language. Do not exaggerate. 
5. Pause at moments. Do not rush. 
6. _____________________________________________________ 
7. _____________________________________________________ 
8. _____________________________________________________ 
9. _____________________________________________________ 
 
 
 
 
 
 
286 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 19- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: 
1. Choose a disability  
2. Use you cellphone/ computer to do research (use the guide below) 
3. Prepare a power point presentation  
4. Prepare an outline to guide your presentation 
5. Present 
 
What to include in your presentation? Remember: 
❖ The description of the disability *The parts of a presentation 
❖ Causes *Use formal expressions 
❖ Consequences *Follow the tips to deliver a 
❖ Possible treatment professional presentation. 
 
 
Presentation outline 
Introduction ____________________________________________________________ 
 ____________________________________________________________ 
____________________________________________________________ 
____________________________________________________________ 
Body ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
 ____________________________________________________________ 
Conclusion ____________________________________________________________ 
 ____________________________________________________________ 
___________________________________________________________ 
___________________________________________________________ 
 
 
 
 
 
287 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 20- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Check the box(es) of the things you can do. 
I can… --- 
recognize formal expressions.  
name the 3 parts of a presentations.  
use transition words.  
make an outline for a presentation.  
name 3 tips for delivering professional  
presentations. 
link sounds in English.  
deliver a short formal presentation.   
 
-------------------------------------------------------------------------------------------------------------- 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 20- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Check the box(es) of the things you can do. 
I can… --- 
recognize formal expressions.  
name the 3 parts of a presentations.  
use transition words.  
make an outline for a presentation.  
name 3 tips for delivering professional  
presentations. 
link sounds in English.  
deliver a short formal presentation.   
 
 
288 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 2 
Engaging in talks, who’s in? 
 
 
Teacher: Devi An Morera Lesson plan 9 
Assistants: Daniela Arroyo, Rocío Torres Date: October 9th, 2019 
 
Unit goal:  By the end of the lesson, students will be able to successfully show understanding and communicate ideas to colleagues in 
order to exchange information about disabilities and/or gerontology by using the appropriate register, structures, and communication 
skills. 
 
General Objective: By the end of the lesson, students will be able to properly communicate knowledge about disabilities and/or 
gerontology in conferences to exchange information with colleagues in formal oral presentations.  
 
Specific objectives: By the end of the lesson, students will be able to: 
1. consciously reflect on the learning process to identify areas to improve.   
2. accurately recognize right and wrong behaviors in order to properly communicate ideas in an oral presentation.  
3. properly classify expressions according to the delivered part of the speech they belong in order to get familiar with different 
ways to introduce, develop, and conclude formal presentations.  
4. accurately identify the information given in the different parts of an outline to deliver an organized oral presentation.  
5. accurately deliver a formal, well- structured informative speech about a disability by incorporating the tips to deliver a formal 
presentation, expressions for each part of the speech and transition words to exchange ideas with colleagues.  
Notes: 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the 
starting time is 6:05 
 
 
289 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up L/S/R Useful language: --- Handout 20 10 m 
 -Ss make a semicircle. T throws a I can _____________  (class 8) 
die to a person for him/her to say ________, what can you  
what he/she can do (can do do?   
statements from last class). The 
student who was selected throws 
the die to another student and so on.   
2 Pre- task 1 L/S/R Useful language: --- Video  20 m 
-Ss receive handout 21.  Something he does wrong Computer  
-They have to watch a video in is ____ Speakers  
order to check wrong and right Something he does well is Handout 21 
behaviors in an oral presentation.  ____  
-Ss compare with a classmate and He should (not) ____ 
check as a class.  In the presentation about 
____ he ____ 
3 Pre- task 2:  L/S/R/ Useful language: --- Handout 22 15 m 
-Each S is given a slip of paper W I think this expression Slips of 
containing one expression. Ss paste belongs to _____. paper 
their expression under the correct I agree/ disagree.  
part of the speech (introduction, What do you think? 
body, and conclusion). T and Ss In my opinion, this 
check.  expression fits better here. 
-Ss receive handout 22 which they  
have to complete with the 
information of the activity with the 
slip of papers.  
4 Pre- task 3 L/S/R/ Useful language: Organizing Handout 23 15 m 
-Ss receive handout 23. W This aspect is part of the ideas in an 
_______. outline 
 
290 
 
-They have to classify the I agree / I don’t think so. 
characteristics of each section of an Hmmm. I think it belongs 
outline accordingly.   to _______. 
-Ss compare with a classmate and “_________” is part of the 
then check as a class.  ________. 
 
5 Main task:  L/S/R/ Useful language:  Handout 24 1 hr 
-Ss finish and/ or improve the W The language studied -- Ss’ laptops 
presentation they started last class.  throughout the class.  Ss’ 
-T and Asts will provide Ss with the  cellphones 
opportunity to rehearse their ________ is ________. Projector 
presentation in front of them for The causes of ______  
feedback. include/ are ________ 
-Ss present.  The consequences of 
___________ include/ are 
____________ 
In regards to the 
treatment, ______, 
______, and _____ are 
some of them. ________  
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking, PPP= Power point 
presentation 
 
 
291 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 21 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Watch a video about an oral presentation. Pay close attention to the 
presenter’s delivery of speech. Check  ( ) the boxes according to the information asked.  
 
What to do and what not to  do in an oral presentation 
 
 
A) What does Ranjit do wrong in the presentation about “Public speaking”? He… 
               
1.  includes too much information on the slides.   
2. does not keep the attention of the audience.  
3. reads from his notes.   
4. speaks with a low or monotonous voice.   
5. does not make eye contact.   
6. talks too fast.   
7. leaves the cell phone on.   
8. takes too much time.   
 
B) What does Ranjit do right in the presentation about “Causes and effects of 
stress”? He… 
  
1. greets the audience.  
2. tells a personal experience as an example.   
3. maintains eye contact.  
4. smiles more.  
5. keeps the presentation simple. Does not include too much text.   
6. does not read from the power point presentation or paper.   
7. speaks louder.   
8. engages the audience.   
 
 Useful language:  
Something he does wrong / well is to ____ 
He should / should not ____ 
In the presentation about ____ he ____ 
 
292 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9. Handout 22 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the expressions below. Write I for introduction, B for body or C for 
conclusion according to the part where each expression belongs. The first one is done for 
you.  
 
• 1. Today I’m here to talk to you about __________ I 
• 2. Well that’s it from me. Thanks a lot.  
• 3. Well, that brings me to the end of my presentation, thanks so much for  
listening. 
• 4. The causes of ___________ are ________, ________, and _________.   
• 5. Firstly I’ll talk about __________  
• 6. Then I will look at________  
• 7. It was a real pleasure being here today. Goodbye and thank you.  
8. Some of the consequences of __________ are ______, ________, and ___.  
•  
9. One example of this is ________  
10. Welcome everybody, my name is __________and I am __________  
(occupation).  
12. ____________ is ________________. (e.g. dementia is a mental disorder)   
 
13. Good morning/afternoon/evening ladies and gentlemen, I’m __________.  
14. Hello, everyone. Thank you for coming today.  
 
• 15. Thank you for your attention.   
 
• 16. This leads me to my next point, which is __________  
Practice the expressions with a classmate.  
 
 Useful language:  
 I think this expression 
 belongs to _____. 
 I agree/ disagree.  
 
 
293 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9. Handout 23 
Instructors: Arroyo, Morera & Torres 
 
Speech Outline  
 
Instructions: Classify the information from the box below in the right part of the outline: 
Introduction, Body or Conclusion. There is an extra option that shouldn’t be used.   
 
Introduction: 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
 
Body: 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
 
Conclusion: 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
 
Greeting and attention Introduce yourself and Thank the audience  
getter establish credibility  
Main points  Thesis statement (a Examples, details, 
summary of what your anecdotes. 
speech is about)  
Summary of the points Supporting evidence or Prepare notes with key 
discussed  arguments  points  
 
Useful language:   
   
This aspect is part of the _______. 
I agree / I don’t think so. 
Hmmm. I think it belongs to _______. 
 “_________” is part of the ________. 
 
 
294 
 
Unit 2. Engaging in talks, who’s in? 
Lesson 9- Handout 24 
Instructors: Arroyo, Morera & Torres 
  
    Instructions: 
1. Finish/ Improve the presentation you were preparing last class. 
2. Study your presentation. 
3. Rehearse your presentation with one of the instructors.  
4. Present.  
 
Useful language:  
__________is ______________.  
 
The causes of _______ include/ are _________.  
In regards to the treatment, _________, _________, and ______  
 
are some of them.  
 
 
-------------------------------------------------------------------------------------------------------------- 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9- Handout 24 
Instructors: Arroyo, Morera & Torres 
  
    Instructions: 
1. Finish/ Improve the presentation you were preparing last class. 
2. Study your presentation. 
3. Rehearse your presentation with one of the instructors.  
4. Present.  
 
Useful language: 
__________is ______________. 
The causes of _______ include/ are _________. 
In regards to the treatment, _________, _________, and ______ 
are some of them. 
  
 
 
295 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9. Material 1 
Instructors: Arroyo, Morera & Torres 
 
Today I’m here to talk to you about __________ 
------------------------------------------------------------------------  
Well that’s it from me. Thanks a lot. 
------------------------------------------------------------ 
Well, that brings me to the end of my 
presentation, thanks so much for listening. 
------------------------------------------------------------ 
The causes of ___________ are ________, 
________, and _________. 
------------------------------------------------------------ 
Firstly I’ll talk about __________ 
------------------------------------------------------------ 
Then I will look at________ 
------------------------------------------------------------ 
It was a real pleasure being here today. Goodbye 
and thank you. 
------------------------------------------------------------ 
Some of the consequences of __________ are 
______, ________, and ___. 
------------------------------------------------------------ 
One example of this is ________ 
------------------------------------------------------------ 
 
296 
 
Welcome everybody, my name is 
__________and I am __________ (occupation). 
------------------------------------------------------------ 
____________ is ________________. (e.g. 
dementia is a mental disorder) 
------------------------------------------------------------ 
Good morning/afternoon/evening ladies and 
gentlemen, I’m __________. 
------------------------------------------------------------ 
Hello, everyone. Thank you for coming today. 
Thank you for your attention. 
------------------------------------------------------------ 
This leads me to my next point, which is _______ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
297 
 
  
Universidad de Costa Rica  
Speaking project 
Instructors: Arroyo, Morera & Torres.  
Rubric for speaking project: 
 
Name: ______________________Gotten pts: ______Gotten percentage: ______Grade: ______ 
 
Criteria 4 3 2 1 
 Excellent  Very good Good Needs improvement 
Pronunciation  Pronunciation of A few minor Some unclear Unclear 
 vocabulary and pronunciation problems pronunciation of most pronunciation of 
expressions studied in with words and of the words and most of the words 
class was clear.  expressions previously expressions studied in and expressions 
 studied in class.  class. studied in class.   
Fluency  Linking is used in the Linking is used in most Linking is used in some Linking is not used in 
expressions studied in of the expressions of the expressions any of the 
class. Pauses are natural.  studied in class. Pauses studied in class. There expressions studied 
 are longer than expected.  may have been a few in class. There may 
 long pauses.  have been many long 
pauses. Reading may 
have been required.  
Content  The information Most of the information Some of the The information 
included in the included in the information included in included in the 
presentation is fully presentation was related the presentation was presentation was not 
related to what it was to what it was asked.  related to what it was related to what it was 
asked.     asked.  asked.   
Vocabulary  Plenty of useful Much of useful Some of useful Few of useful 
 language/ expressions language/ expressions language/ expressions language/ 
and vocabulary studied and vocabulary studied and vocabulary studied expressions and 
in class are incorporated in class are incorporated vocabulary studied in 
in class are 
as part of the as part of the class are incorporated 
presentation.  presentation. incorporated as part of as part of the 
 the presentation.   presentation. 
Delivery of The student has frequent The student sometimes The student rarely The student avoids 
speech  eye contact with the keeps eye contact with keeps eye contact with eye contact with the 
audience. Voice the audience. Voice the audience. Voice audience. Voice 
projection is adequate.  projection is somewhat projection is little projection is not 
adequate.  adequate.  adequate.  
  
Visual aids Visual aids are Visual aids support the Visual aids support Visual aids do not 
 professional and support presentation. Some little the presentation. support the 
the presentation. Slides unnecessary text might Slides might be presentation. Slides 
are not overloaded. overloaded. Some are overloaded with 
be included.  
images might be text and/ or 
included unnecessary.  unnecessary 
Comments:   
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
 
 
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Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 8. Handout 20 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Watch a video about an oral presentation. Pay close attention to the 
presenter’s delivery of speech. Check  ( ) the boxes according to the information asked. 
  
What to do and what not to  do in an oral presentation 
 
 
C) What does Ranjit do wrong in the presentation about “Public speaking”? He… 
               
9.  includes too much information on the slides.   
10. does not keep the attention of the audience. ✓  
11. reads from his notes.  ✓  
12. speaks with a low or monotonous voice.  ✓  
13. does not make eye contact.  ✓  
14. talks too fast.   
15. leaves the cell phone on.  ✓  
16. takes too much time.   
 
D) What does Ranjit do right in the presentation about “Causes and effects of 
stress”? He… 
  
9. greets the audience. ✓  
10. tells a personal experience as an example.  ✓  
11. maintains eye contact. ✓  
12. smiles more. ✓  
13. keeps the presentation simple. Does not include too much text.  ✓  
14. does not read from the power point presentation or paper.  ✓  
15. speaks louder.  ✓  
16. engages the audience.  ✓  
 
 
Useful language:  
Something he does wrong / well is to ____ 
He should / should not ____ 
 In the presentation about ____ he ____ 
299 
 
Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9. Handout 21 
Instructors: Arroyo, Morera & Torres 
 
Instructions: Read the expressions below. Write I for introduction, B for body or C for 
conclusion according to the part where each expression belongs. The first one is done for 
you.  
 
• 1. Today I’m here to talk to you about __________ I 
• 2. Well that’s it from me. Thanks a lot. C 
• 3. Well, that brings me to the end of my presentation, thanks so much for C 
listening. 
• 4. The causes of ___________ are ________, ________, and _________.  B 
• 5. Firstly I’ll talk about __________ I-B 
• 6. Then I will look at________ I-B 
• 7. It was a real pleasure being here today. Goodbye and thank you. C 
8. Some of the consequences of __________ are ______, ________, and ___. B 
•  
9. One example of this is ________ B 
10. Welcome everybody, my name is __________and I am __________ I 
(occupation).  
12. ____________ is ________________. (e.g. dementia is a mental disorder)  B 
 
13. Good morning/afternoon/evening ladies and gentlemen, I’m __________. I 
14. Hello, everyone. Thank you for coming today. I 
 
• 15. Thank you for your attention.  C 
 
• 16. This leads me to my next point, which is __________ B 
Practice the expressions with a classmate.  
 Useful language:  
 I think this expression 
 belongs to _____. 
 I agree/ disagree.  
  
 
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Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9. Handout 22 
Instructors: Arroyo, Morera & Torres 
 
Speech Outline  
 
Instructions: Classify the information from the box below in the right part of the outline: 
Introduction, Body or Conclusion. There is an extra option that shouldn’t be used.   
 
Introduction:  
-Greeting and attention getter___________________________________________ 
- Introduce yourself and establish credibility_______________________________ 
- Thesis statement (a summary of what your speech is about)__________________ 
 
Body: 
 -Main points________________________________________________________ 
- Examples, details, anecdotes__________________________________________ 
- Supporting evidence or arguments______________________________________ 
 
Conclusion:  
- Thank the audience__________________________________________________ 
- Summary of the points discussed_______________________________________ 
 
 
Greeting and attention Introduce yourself and Thank the audience  
getter establish credibility  
Main points  Thesis statement (a Examples, details, 
summary of what your anecdotes. 
speech is about)  
Summary of the points Supporting evidence or Prepare notes with key 
discussed  arguments  points  
 
Useful language:   
   
This aspect is part of the _______. 
I agree / I don’t think so. 
Hmmm. I think it belongs to _______. 
 “_________” is part of the ________. 
 
 
 
 
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Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9- Handout 23 
Instructors: Arroyo, Morera & Torres 
  
    Instructions: 
5. Finish/ Improve the presentation you were preparing last class. 
6. Study your presentation. 
7. Rehearse your presentation with one of the instructors.  
8. Present.  
 
Useful language:  
__________is ______________.  
 
The causes of _______ include/ are _________.  
In regards to the treatment, _________, _________, and ______  
 
are some of them.  
 
 
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Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9- Handout 23 
Instructors: Arroyo, Morera & Torres 
  
    Instructions: 
5. Finish/ Improve the presentation you were preparing last class. 
6. Study your presentation. 
7. Rehearse your presentation with one of the instructors.  
8. Present.  
 
Useful language: 
__________is ______________. 
The causes of _______ include/ are _________. 
In regards to the treatment, _________, _________, and ______ 
are some of them. 
 
302 
 
Appendix J 
Unit 3 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 3 
What’s in your inbox? 
 
 
Teacher: Rocío Torres Paniagua Lesson plan 10 
Assistants: Daniela Arroyo, Devi An Morera Date: October 16th, 2019 
 
Unit goal:  By the end of the unit, students will be able to: 
1. successfully show understanding and communicate ideas to colleagues in order to exchange information about disabilities 
and/or gerontology by using the appropriate register, structures, and communication skills. 
2. successfully write a formal email related to disabilities and/or gerontology in order to exchange different types of information 
by using proper register, vocabulary, and correct email structure. 
 
General Objective: By the end of the lesson, students will be able to: 
1) properly communicate knowledge about disabilities and/or gerontology to exchange information with colleagues in formal oral 
presentations.  
2) successfully structure a formal email in order to request or/and provide information about topics related to disabilities and/or 
gerontology. 
 
Specific objectives: By the end of the lesson, students will be able to: 
1) accurately deliver a formal, well- structured informative speech about a disability by incorporating the tips to deliver a formal 
presentation, expressions for each part of the speech and transition words to exchange ideas with colleagues.   
 
303 
 
2) successfully identify formal and informal characteristics of email writing in order to become familiar with formal register when 
communicating via email. 
3) successfully identify the different parts of an email in order to consider all of them when writing a formal email. 
4) correctly match fixed expressions with the corresponding part of an email in order to recognize common language used in 
formal email writing. 
5) appropriately identify different levels of formality in email writing to use formal language correctly to write emails. 
6) successfully identify the function of fixed expressions to use formal language appropriately to write email. 
7) successfully write an email by using the correct structure, register, and formal language to write formal emails. 
8) adequately apply the criteria about formal and informal email writing to determine the formality of an email. 
9) attentively proofread an email written in order to improve the ability to write formal emails. 
 
Note: 
In Pre-task 5, Handout 4 would be used in case of problems with technology. Still, Ss receive Handout 4 after de activity for further 
practice at home.  
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up R/S/L Useful language: Presenting a Handout 23  15m 
-T presents what they are going to The language studied speech Ss’ laptops  
do during the class. throughout the class.   Ss’ 
Evaluation phase #2   cellphones  
-Some Ss will volunteer to present ________ is _______.  Projector  
the formal speech they presented The causes of ______ Tablet to 
the previous class in order to be include/ are ________  record the 
recorded. The rest of the class The consequences of presentation 
receive a checklist to give ___________ include/ are  
constructive feedback to their ____________  Handout 24 
presenters. Regarding the treatment,  
-One of the Asts records the ______, ______, and 
presentation after Ss give the _____ are some of them. 
permission. ________ 
 
304 
 
  
2 Pre- task 1 R/L/S Useful language: Activating UNO cards 10m 
Ss are given some UNO cards. The (To pair up Ss) prior Handout 1 
Ss who take the cards that match Show me your card.  knowledge (a) and (b) 
work together.   
-In pairs, Ss receive Handout 1 (a) I think this is formal/ Identifying 
and (b) with two emails, a formal informal because ____. formality in 
one and an informal one. They This email has _____, so email writing 
determine which one is formal and it is formal / informal.  
which one is informal. It also has ______. 
-Ss indicate the characteristics of What do you think? 
each type of email according to I agree / disagree. 
their prior knowledge.  
3 Pre- task 2 R/L/S Useful language: Making Projector  5m 
-T introduces the topic of formal I think this is the ____. associations  Material 1 
email writing regarding the The _____ is this.  
structure, sections, and register. What do you think?  
-Ss are divided into two groups. -
An email is projected on the board. 
-Each group is given four of the 
parts of an email. Ss paste the parts 
of the email in the corresponding 
section. 
Note: the parts of the email are 
handwritten.  
3 Pre- task 3  R Useful language: Making Handout 2 15m 
4 -Ss receive Handout 2. Same as in the previous associations  
-They match the parts of the email activity, plus:  
with the corresponding description.   
-Ss volunteer to read the responses This expression is part of 
aloud. the ______. 
 
305 
 
-Ss cut and paste examples of fixed What do you think? 
expressions in the corresponding I agree / disagree. 
email part.  
  
 
Vocabulary: 
-Titles: Mr., Ms., Mrs., 
Dr., Professor, sir, 
madam. 
  
Fixed expressions:  
To whom it may concern, I 
am writing to…, I am 
writing in reference to…, 
In regard to…, I would 
like to…, If you have 
any…, please let me know 
/ do not hesitate to contact 
me, I look forward to…, 
Thank you in advance, 
Sincerely yours, Sincerely, 
With appreciation, With 
gratitude, Warm regards. 
  
Parts of an email: 
recipient, subject line, 
salutation, introduction, 
body, pre-closing, closing, 
signature. 
 
306 
 
5 Pre-task 4 R/W/S/ Useful language: Recognizing Projector 20m 
-T introduces different levels of L I think this expression formality in Material 2 
formality in email writing. works better here. email writing Handout 3 
-Fixed expressions are projected. Let’s change this for …   
-Ss read some of the expressions I think it’s better to use…  
projected aloud. instead of …   
-In pairs, Ss are given Handout 3 to The correct expression  
rewrite informal expressions as should be…   
formal ones. Instead of…, let’s  
-Ss drill the pronunciation of some write…   
modals frequently used in formal What about this one?  
email writing.    
Pronunciation: Drilling  
Modals: 
would, should, could. 
6 Pre- task 5 R/L/S Useful language: Reviewing Ss’ 15m 
-Ss play Kahoot! to review the The correct expression formality in Cellphones 
fixed expressions used in email can be …. email writing Handout 4 
writing already studied. That expression belongs (to be given 
-If the expression is formal, T to … to Ss for 
nominates a St to indicate the part further 
of the email it belongs to. practice)  
-If the expression is informal, T 
asks for volunteers to correct it.   
7 Main- task  R/W Useful language: Asking for Handout 5 30m 
-Individually. Ss are given Handout What’s your email information 
5 with a situation. address? 
-Ss write a formal email to ask for It’s _______________. 
some information according to the 
situation given. 
 
307 
 
-In pairs, each St sends the email to 
a partner to receive further 
feedback. 
-T and Asts monitor that each St 
has a partner to send the email. 
8 Post- task 1 R/W/S/  Proofreading Handout 6 10m 
-Ss are given Handout 6 for peer- L   
email- writing assessment.  
-Each St is going to assess the 
email that another St sent in the 
Main-task. 
-Ss give feedback to their 
classmates. 
9 Post- task 2 R/W  Proofreading  15m 
-Ss rewrite the email they sent in 
the Main-task. 
-Ss who do not have to rewrite their 
emails will help others. 
-Ss must keep the email for the 
portfolio. 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking 
 
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Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9- Handout 24 
Instructors: Arroyo, Morera & Torres 
Rubric for Peer- assessment 
What does your classmate do right in the presentation about one disability? 
She / He …. Yes Comments 
1. greets the audience.   
2. tells a personal experience as   
an example. 
3. maintains eye contact.   
4. smiles to the audience.   
5. keeps the presentation simple.   
6. does not read from the power   
point presentation.  
7. speaks aloud.   
8. engages the audience.   
 
 
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Universidad de Costa Rica 
Unit 2. Engaging in talks, who’s in? 
Lesson 9- Handout 24 
Instructors: Arroyo, Morera & Torres 
 
Rubric for Peer- assessment 
What does your classmate do right in the presentation about one disability? 
She / He …. Yes Comments 
1. greets the audience.   
2. tells a personal experience as   
an example. 
3. maintains eye contact.   
4. smiles to the audience.   
5. keeps the presentation simple.   
6. does not read from the power   
point presentation.  
7. speaks aloud.   
8. engages the audience.   
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 1- A 
Instructors: Arroyo, Morera & Torres 
 
Email 1 
Read the email below. Decide whether it is formal or informal. 
 
   
 
 
Why do you think this email is ( ) formal / ( ) informal? 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
 
310 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 1- B 
Instructors: Arroyo, Morera & Torres 
 
Email 2 
Read the email below. Decide whether it is formal or informal. 
 
 
 
Why do you think this email is ( ) formal / ( ) informal? 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 2 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
1. In pairs, match the name of each part of a formal email in the box with the corresponding description below.  
 
 
 Word bank Useful language:  
Introduction / Salutation /   
Pre-closing / Closing  
      
I think this is the ____. 
 
The _____ is this. 
 
What do you think? 
 
 
 
 The sentence before ending the email to thank again and to add some closing remarks. 
Examples: 
1. ________________ 
 
312 
 
 Expression to greet the recipient. It is usually followed by the title and last name of the recipient. 
Examples: 
2. ________________ 
 Sentence to state the reason for writing. 
Examples:  
3. ________________ 
 A short expression before the signature. 
Examples: 
 
 
4. ________________  
 
 
 
 
 Useful language:   
2. Cut the fixed expressions and sentences in the next page. This expression is part of the _. 
3. Paste them as examples in the corresponding part of the email. What do you think? 
 I agree / disagree. 
 
 
313 
 
To whom it may concern, Dear Sir/ Madam, I am writing in reference to… 
Dear Ms. Alvarez, I look forward to…, Thank you in advance. 
Sincerely yours, In regard to…, I would like to… 
Dear Mrs. Anderson, With appreciation, If you have any…, do not hesitate to 
contact me. 
If you have any…, please let me With gratitude, Warm regards, 
know. 
Sincerely, I am writing to… Dear Mr. Vargas, 
  
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 3 
Instructors: Arroyo, Morera & Torres 
 
Being polite in email writing 
Some modals make the expressions more polite. 
 When you are polite, 
Level of politeness  Modal you are more likely to 
get a positive 
Very polite   Would response from your 
Polite    Could reader.  
Less polite   Can 
 
Polite expressions:  
a. Would it be possible to have………….? 
b. Could you send me …………...? 
c. I am writing to………………. 
d. I look forward to ……………. 
e. I would appreciate it if you …………… 
 
Instructions: 
In pairs, restate the underlined phrases in the following email draft with an appropriate 
polite expression above. Some sentences change into questions. 
 
Dear Mrs. Arguedas, 
1. I have to write to (___________________________________) ask for 
information about the position of Sales Manager. I am interested in applying for 
this job.  
 
2. Can you send me (___________________________________) the list of 
requisites needed for this position? Additionally, since I am a wheelchair user, I 
need some adjustments in the workplace.  
 
3. I also want you to (___________________________________) include the 
policies of accommodation for disabled people in the company.  
 
4. I need (___________________________________) to have the information 
before Friday. That is the last day to apply for the job.  
 
5. I am eager to (___________________________________) hearing from you. 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 4 
Instructors: Arroyo, Morera & Torres 
 
Let’s play Kahoot! 
 
Instructions: 
1. Indicate whether the following expressions are (F) formal or (I) informal. 
2. If the expression is formal, indicate the part of the email it belongs to. 
3. If the expression is informal, correct it.   
 
Fixed expressions:   Level of formality Correction  
1. Hey, Lilliam,     ____  ___________________ 
2. I look forward to ….    ____  ___________________ 
3. Do you want to send me …?   ____  ___________________ 
4. I need that you ……    ____  ___________________ 
5. I am writing to ….    ____  ___________________ 
6. Thanks, buddy!    ____  ___________________ 
7. To whom it may concern:   ____  ___________________ 
8. Can you give me …?    ____  ___________________ 
9. Sorry for ….     ____  ___________________ 
10. Please contact me at any time.  ____  ___________________ 
11. Don’t hesitate to call me.   ____  ___________________ 
12. Dear Mrs. Smith,    ____  ___________________ 
 
 
 
 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 5 
Instructors: Arroyo, Morera & Torres 
 
Let’s write! 
Instructions: 
1. Imagine that you are experiencing the situation below.  
2. Write a formal email explaining the situation. 
3. Send the email to a classmate, as the recipient, to ask for accommodation.  
 
 
Situation: 
You are the therapist for Carlos Sandoval. Carlos is having severe hearing problems 
accompanied with strong headaches. He often experiences episodes of 
disorientation and dizziness. Therefore, he needs permission to take short breaks to 
recover. 
Ask Carlos’s employer for accommodation. 
 
 
-------------------------------------------------------------------------------------------------------------- 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 5 
Instructors: Arroyo, Morera & Torres 
 
Let’s write! 
Instructions: 
1. Imagine that you are experiencing the situation below.  
2. Write a formal email explaining the situation. 
3. Send the email to a classmate, as the recipient, to ask for accommodation.  
 
 
Situation: 
You are the therapist for Carlos Sandoval. Carlos is having severe hearing problems 
accompanied with strong headaches. He often experiences episodes of 
disorientation and dizziness. Therefore, he needs permission to take short breaks to 
recover. 
Ask Carlos’s employer for accommodation. 
 
317 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 5-A  
Instructors: Arroyo, Morera & Torres 
 
Let’s write! 
Instructions: 
1. Imagine that you are experiencing the situation below.  
2. Write a formal email explaining the situation. 
3. Send the email to a classmate, as the recipient, to ask for accommodation.  
 
 
Situation: 
You are the therapist for Carlos Sandoval. Carlos is having severe hearing problems 
accompanied with strong headaches. He often experiences episodes of 
disorientation and dizziness. Therefore, he needs permission to take short breaks to 
recover. 
Ask Carlos’s employer for accommodation. 
 
  
State the subject line…………… 
Greet the recipient……………… 
State the purpose for writing….. 
Tell who you are……………….. 
Tell what Carlos needs………… 
Thank the recipient in advance… 
Use a formal closing……………. 
Sign the email…………………… 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 6 
Instructors: Arroyo, Morera & Torres 
 
Rubric to assess a formal email 
 
Instructions: 
1. Check your partner’s email that you received.  
2. Read each question. Tick either Yes or No.  
 
Does the email… Yes No 
use a formal greeting? (Dear…)   
use titles when possible? (Mr. Mrs. Dr.)   
state the purpose for writing?   
have a formal closing?   
include a signature?   
 
 
 
 
 
 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 6 
Instructors: Arroyo, Morera & Torres 
 
Rubric to assess a formal email 
 
Instructions: 
1. Check your partner’s email that you received.  
2. Read each question. Tick either Yes or No.  
 
Does the email… Yes No 
use a formal greeting? (Dear…)   
use titles when possible? (Mr. Mrs. Dr.)   
state the purpose for writing?   
have a formal closing?   
include a signature?   
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Material 1 
Instructors: Arroyo, Morera & Torres 
 
The basic parts of an email 
Instructions: 
In groups, match the parts of an email with the corresponding section.  
 
Introduction   -     Closing     -      Recipients   -   Pre-closing           
    Signature  -  Subject  line   -   Body (content)     -   Salutation 
 
 
 
  1.  
2. 
3.  4.  
6.  
5.  
7.  
8.  
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Material 2 
Instructors: Arroyo, Morera & Torres 
 
Material 2 
 
Informal Formal 
Can you …?  I would appreciate it if you … / Would 
 you be able to …? 
Do you know …?  Would you happen to know …?  
Can I ask you for …?  May I make a request? / Would it be 
 possible to have …? 
Can you tell me if I have Could you tell me if I should …? 
to…? 
Please contact me at any time.  
Feel free to …… 
Thank you 
Thanks  
I would like to apologize for … 
Sorry for … 
Material adapted from: https://elt.oup.com/elt/students/result/pdf/brupp_formality.pdf 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 1-A- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Email 1 
Read the email below. Decide whether it is formal or informal. 
 
 
 
Why do you think this email is (X) formal / ( ) informal? 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 1- B- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Email 2 
Read the email below. Decide whether it is formal or informal. 
 
 
 
 
Why do you think this email is ( ) formal / (X) informal? 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
_________________________________________________________________________ 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 2 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
4. In pairs, match the name of each part of a formal email in the box with the corresponding description below.  
 
 
 Word bank Useful language:  
Introduction / Salutation /   
Pre-closing / Closing  
      
I think this is the ____. 
 
The _____ is this. 
 
What do you think? 
 
 
 
 The sentence before ending the email to thank again and to add some closing remarks. 
Examples: 
5. Pre-closing 
I look forward to…, / Thank you in advance.  / If you have any…, do not hesitate to contact 
me. / If you have any…, please let me know. 
 
324 
 
 Expression to greet the recipient. It is usually followed by the title and last name of the recipient. 
Examples: 
6. Salutation 
To whom it may concern, /   Dear Sir/ Madam, / Dear Ms. Alvarez, / Dear Mrs. Anderson, / 
Dear Mr. Vargas,  
 Sentence to state the reason for writing. 
Examples:  
7. Introduction 
I am writing in reference to…   / In regard to…, / I would like to… / I am writing to… 
 A short expression before the signature. 
Examples: 
 
 
8. Closing  Sincerely yours, / With appreciation, / With gratitude, / Warm regards, / Sincerely,  
 
 
 
 
Useful language:  
5. Cut the fixed expressions and sentences in the next page. 
6. Paste them as examples in the corresponding part of the email. 
      
 This expression is part of the ______. 
 What do you think? 
 I agree / disagree. 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 3- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Being polite in email writing 
Some modals make the expressions more polite. 
 When you are polite, 
Level of politeness  Modal you are more likely to 
get a positive 
Very polite   Would response from your 
Polite    Could reader.  
Less polite   Can 
 
  
Polite expressions: 
f. Would it be possible to have………….? 
g. Could you send me …………...? 
h. I am writing to………………. 
i. I look forward to ……………. 
j. I would appreciate it if you …………… 
 
Instructions: 
In pairs, restate the underlined phrases in the following email draft with an appropriate 
polite expression above. Some sentences change into questions. 
 
Dear Mrs. Arguedas, 
6. I have to write to (I am writing to) ask for information about the position of Sales 
Manager. I am interested in applying for this job.  
 
7. Can you send me (Could you send me) the list of requisites needed for this 
position? Additionally, since I am a wheelchair user, I need some adjustments in 
the workplace.  
 
8. I also want you to (I would appreciate it if you) include the policies of 
accommodation for disabled people in the company.  
 
9. I need (Would it be possible) to have the information before Friday. That is the 
last day to apply for the job. (?) 
 
10. I am eager to (I look forward to) hearing from you. 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 4- Answer Key 
Instructors: Arroyo, Morera & Torres 
 
Let’s play Kahoot! 
 
Instructions: 
1. Indicate whether the following expressions are (F) formal or (I) informal. 
2. If the expression is formal, indicate the part of the email it belongs to. 
3. If the expression is informal, correct it.   
 
 
Fixed expressions:   Level of formality Correction  
1. Hey, Lilliam,     I  Dear Ms. (last name) 
2. I look forward to ….    F  Pre-closing 
3. Do you want to send me …?   I  Would you send me… 
4. I need that you ……    I  I would appreciate … 
5. I am writing to ….    F  Introduction 
6. Thanks, buddy!    I  Thank you, Sir / Madam 
7. To whom it may concern:   F  Salutation 
8. Can you give me …?    I  Could you give me … 
9. Sorry for ….     I  I would like to apologize 
… 
10. Please contact me at any time.  F  Pre-closing 
11. Don’t hesitate to call me.   I  Please contact me at any  
time 
12. Dear Mrs. Smith,    F  Salutation 
 
 
327 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 3 
What’s in your inbox? 
 
 
 
Teacher: Rocío Torres Paniagua Lesson plan 11 
Assistants: Daniela Arroyo, Devi An Morera Date: November 6th, 2019 
 
Unit goal:  By the end of the unit, students will be able to successfully write a formal email related to disabilities and/or gerontology in 
order to exchange different types of information by using proper register, vocabulary, and correct email structure. 
 
General Objective: By the end of the lesson, students will be able to successfully identify the correct register used in email writing in 
order to communicate properly when writing emails.  
 
Specific objectives: By the end of the lesson, students will be able to: 
1) adequately apply the criteria about formal and informal email writing to identify the proper register in email writing. 
2) successfully recognize the importance of using punctuation marks appropriately in order to avoid misunderstandings when 
writing ideas. 
3) adequately select the correct punctuation marks in email writing to use the proper register to communicate ideas effectively. 
4) successfully identify the relevance of using transition words in email writing to express ideas fluently. 
5) appropriately select transition words in context in order to communicate ideas correctly. 
6) successfully identify fixed expressions to use formality in email writing. 
7) appropriately analyze the register used in an email to determine the level of suitability in formal email writing. 
8) adequately apply the criteria about formal and informal email writing to determine the formality of an email. 
9) attentively proofread an email in order to improve the ability to write formal emails. 
 
 
 
328 
 
Notes: 
- Material used in handout 7 is adapted in handout 7-A for high-intermediate Ss. 
- After the Warm-up, T takes some few minutes to remind Ss about the portfolio. 
- At the end of the class, T takes some minutes to talk about the graduation ceremony. 
 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up L/S/R/W Useful expressions: Proofreading Handout 6 15m 
-Ss rewrite the email (from I think you could improve (previous  
previous class) to improve it. Then, / add / _____. class) 
they send it to the instructors for It is better if you _____. 
the portfolio. I believe your email is 
-If Ss do not have to make any well structured /complete / 
correction to the email, they can well organized. 
help others to improve their email  
version. 
2 Pre- task 1 L/S/R/W Useful language: Proofreading  Material 3 15m 
-Some pictures that highlight the Without the comma, this Handout 7 
importance of punctuation are sentence means ____. Handout 7-
projected.  The meaning is totally A 
-Ss indicate the difference between different.  
using or not a comma in each This sentence shows the 
picture. meaning with/ without the 
-In pairs, Ss are given handout 7 comma. 
with some pictures. They select the 
meaning of the pictures without the 
comma, semicolon, and question 
mark. 
-Ss who receive handout 7-A 
provide the meaning of the pictures 
with and without punctuation. 
 
329 
 
3 Pre- task 2 L/S/R/W Useful language: Proofreading Material 4 15m 
-Some punctuation marks After ___ there is a ___. Activating Handout 8 
commonly used in email writing I think we need a ____ prior  
are projected on the board. here. knowledge 
-Ss identify the correct punctuation What do you think? 
mark according to the description. I agree. 
-T projects an email without Hmmm. I don’t think so. 
punctuation marks on the board. -  
Ss, as a group, place the first two Grammar focus: 
marks.  Punctuation rules in email 
-Ss receive handout 8 with the writing  
explanation of the punctuation rules  
as well as an email to complete 
with the corresponding punctuation 
marks. 
-In pairs, Ss complete the email. 
4 Pre- task 3  L/S/R/W Useful language: Proofreading Handout 9 10m 
-Ss are given handout 9 with -Do you know any other Activating  
information about transition words. transition words for _____ prior 
-Ss read the information and add (addition/ contrast/ cause knowledge 
more examples of transition words. and effect/ sequence)?  
-No, I don’t. 
-Yes. I think _____ is 
another transition word 
for _____ (addition/ 
contrast/ cause and effect/ 
sequence). 
 
Grammar focus: 
Transition words 
 
 
330 
 
5 Pre-task 4 L/S/R/W Useful language: Proofreading  Handout 10 15m 
-In pairs, Ss are given handout 10 ______ goes well here 
with an email. because it is ______ 
-Ss complete the email with the (adding, contrasting, 
correct transition word. showing cause and effect, 
  sequencing) information. 
What do you think? 
I agree/ disagree.   
6 Pre- task 5 L/S/R Useful language: Proofreading Handout 11 15m 
-Ss are given handout 11 with a set  
of fixed expressions used in email Grammar focus: 
writing. Collocations used in fixed 
-Ss use the fixed expressions to expressions 
write sentences based on the 
information provided.  
7 Main- task  R/W Useful expressions: Proofreading Handout 12  20m 
-Individually, Ss are given handout What’s your email 
12 with an email. address? 
-Ss correct the email with the It’s ____________. 
appropriate punctuation marks, 
transition words, and fixed 
expressions. 
-In pairs, each St sends the email 
corrected to a partner to receive 
further feedback. 
-T and Asts monitor that each St 
has a partner to send the email. 
8 Post- task 1 L/S/R/W   Proofreading Handout 13 10m 
-Ss are given handout 6 for peer-   
email- writing assessment.   
 
331 
 
-Each St is going to assess the 
email that another St sent in the 
Main-task. 
-Ss give feedback to their 
classmates. 
9 Post- task 2 R/W  Proofreading  15m 
-Ss rewrite the email they sent in 
the Main-task with the corrections. 
-If Ss do not have to make any 
correction to the email, they can 
help others to improve their email 
version. 
-Ss must keep the email for the 
portfolio. 
 Post- task 3 L/S    10m 
-T takes some minutes at the end of 
the class to tell Ss about the 
graduation ceremony. 
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking 
Pictures included in this lesson plan were taken from: 
https://www.google.com/search?q=punctuation+matters&sxsrf=ACYBGNSCcaNNteWuc46dBuICv5tQ5LjEAQ:1571798075424&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwjuycaPrLHlAhVrpVkKHYIkBPkQ_AUIESgB&biw=1280&bih=607&dpr=2#imgrc=Q3cVzd1XsMc6KM:  
 
332 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 6 
Instructors: Arroyo, Morera & Torres 
 
Rubric to assess a formal email 
 
Instructions: 
3. Check your partner’s email that you received.  
4. Read each question. Tick either Yes or No.  
 
Does the email… Yes No 
use a formal greeting? (Dear…)   
use titles when possible? (Mr. Mrs. Dr.)   
state the purpose for writing?   
have a formal closing?   
include a signature?   
 
 
 
 
 
 
 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 10- Handout 6 
Instructors: Arroyo, Morera & Torres 
 
Rubric to assess a formal email 
 
Instructions: 
3. Check your partner’s email that you received.  
4. Read each question. Tick either Yes or No.  
 
Does the email… Yes No 
use a formal greeting? (Dear…)   
use titles when possible? (Mr. Mrs. Dr.)   
state the purpose for writing?   
have a formal closing?   
include a signature?   
 
333 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 11- Handout 7 
Instructors: Arroyo, Morera & Torres 
                         Punctuation Matters 
Instructions: Mark with an (X) the sentences under the pictures that represent the meaning without the comma, semicolon, or question 
mark.       
1.     2.        3.    
a. We are going to learn how to cut and paste a. I love three things: baking, family, friends. a. I feel sorry because I don’t want to love 
the kids. ____ _____ you. _____ 
b. The kids are going to learn how to cut and b. I love baking people: family, friends. ____ b. I feel sorry, but I love you. _____ 
paste. ____ 
           4.         5.          6.    
a. The person can’t eat diarrhea. _____  a. Hunters are hunting pedestrians.  
b. The person has diarrhea. _____ a. Visitors are allowed. _____ _____ 
 b. Visitors are not allowed. _____ b. Hunters are hunting, and pedestrians 
are nearby. _____ 
 
334 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 11- Handout 7-A 
Instructors: Arroyo, Morera & Torres 
                         Punctuation Matters 
Instructions: Write the meaning of the sentences under the pictures: a) with the comma, semicolon, or question mark. b) 
without the comma, semicolon, or question mark.          
1.        2.        3.    
a._______________________________ a._______________________________ a._______________________________ 
________________________________ ________________________________ ________________________________ 
b. ______________________________ b. ______________________________ b. ______________________________ 
________________________________ ________________________________ ________________________________ 
  
     5.           6.    
           4.    a._______________________________ a._______________________________ 
a._______________________________ ________________________________ ________________________________ 
________________________________ b. ______________________________ b. ______________________________ 
b. ______________________________ ________________________________ ________________________________ 
________________________________ 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 8 
Instructors: Arroyo, Morera & Torres 
 
Punctuation in email writing 
 
Useful language:                  
  
After ___ there is a ___. 
I think we need a ____ here. 
What do you think? 
I agree. 
 Hmmm. I don’t think so. 
Instructions: 
 
In pairs, write the correct punctuation mark in each 
space. 
  
 
336 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 9 
Instructors: Arroyo, Morera & Torres 
 
Transition words 
 
Transition words are used, among other things, to connect, contrast, show cause/effect 
relationships, and indicate chronology between ideas to make the message more organized 
and easier to understand. 
Instructions:  
1. Read the following transition words, their use, and the punctuation needed in each 
case. 
2. If you know other transition words, add them in the spaces provided.  
 
Use /  Punctuation rule / Examples 
Category Transition words Sentence + (;/.) + transition word + (,) sentence. 
 Additionally - I am writing to ask for information needed 
 Also to complete a project. Additionally, I 
Addition Furthermore would like to meet you through a video call 
_________________ for an interview. 
_________________ - The article refers to the aging process; 
 also, it considers the treatment elderly 
people receive.  
 Consequently - I am writing an article about elderly 
 Hence people. Consequently, I am looking for 
Cause and Therefore some information to complete the project. 
effect Thus - You are an expert in the field; therefore, I 
_________________ would like to meet you through a video call 
_________________ for an interview. 
 
 Nonetheless - I am writing an article about elderly people 
 However with disabilities. Nevertheless, I do not 
Contrast Nevertheless have enough information. 
_________________ - I would like to meet you personally; 
_________________ however, I live far away.  
 
 First - I am writing for some different reasons; 
 Second first, I need some information for an 
Sequence Third article. 
/Chronology Finally - Finally, I would like to ask you for a video 
_________________ call. 
_________________ 
 
 
 
 
337 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 10 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
Fill in the blanks. Complete the following email by writing the correct transition word to 
complete the idea in each case. 
 
            
 
 
 
Useful language:                                                          
-______ goes well here because it is ______ (adding, contrasting, 
 showing cause and effect, sequencing) information. 
 -What do you think? 
-I agree/ disagree.   
 
 
338 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 11 
Instructors: Arroyo, Morera & Torres 
 
Information gap: Fixed expressions in email-writing 
Student A: 
 
Instructions:  
In pairs, ask your partner for the missing information in your email. 
 
              
 
 
 
 
 Useful language:                                                          
      
 What do you have a s a subject/ salutation/ introduction/ closing, etc.? 
I have _______. 
What do you have in # ____? 
 
 
339 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 11 
Instructors: Arroyo, Morera & Torres 
 
Information gap: Fixed expressions in email-writing 
Student B: 
 
Instructions:  
In pairs, ask your partner for the missing information in your email. 
 
              
 
 
 
 
 Useful language:                                                           
     
What do you have as a subject/ salutation/ introduction/ closing, etc.? 
I have _______. 
What do you have in # ____? 
 
 
340 
 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 12 
Instructors: Arroyo, Morera & Torres 
 
                       Let’s proofread the email! 
 @ =   at 
 .com = dot.com 
Instructions: 
4. Imagine that you are writing the email below.  
5. Proofread your writing before sending it to the recipient.  
a. Fill in the blanks with the corresponding transition word according to the 
context. 
b. Write the appropriate punctuation marks in each case. 
c. Correct the fixed expressions that are wrong. 
 
  
 
341 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 11- Handout 13 
Instructors: Arroyo, Morera & Torres 
 
Rubric to assess email- proofreading 
 
Instructions: 
1. Check the corrections that your partner made to the email.  
2. Read each question. Tick the appropriate box.  
 
Does the email… Always Most of Sometimes Never 
the time 
contain the appropriate transition     
words? 
use punctuation marks correctly?     
use formal fixed expressions correctly?     
 
 
 
 
 
 
 
 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 11- Handout 13 
Instructors: Arroyo, Morera & Torres 
 
Rubric to assess email- proofreading 
 
Instructions: 
1. Check the corrections that your partner made to the email.  
2. Read each question. Tick the appropriate box.  
 
Does the email… Always Most of Sometimes Never 
the time 
contain the appropriate transition     
words? 
use punctuation marks correctly?     
use formal fixed expressions correctly?     
 
 
342 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 11- Material 3 
Instructors: Arroyo, Morera & Torres 
 
Punctuation Matters 
 
Instructions:  
1. Indicate the meaning of the sentences in the pictures with or without the commas. 
2. Why is it important to use correct punctuation? 
 
 
    
 
343 
 
Instructions: Choose the sentences under the pictures that represent the meaning without 
the commas.  
       1.       
      2.      
a. We are going to learn how to cut and  
paste the kids. ____ a. I love three things: baking, family, friends. 
b. The kids are going to learn how to cut and _____ 
paste. ____ b. I love baking people: family, friends. _____ 
3.    
 
a. I feel sorry because I don’t want to love 
you. _____         4.       
b. I feel sorry because I love. _____ a. The person can’t eat diarrhea. _____ 
b. The person has diarrhea. _____ 
 
     5.            6.    
a. Visitors are allowed. ____ a. Hunters are hunting pedestrians.  
b. Visitors are not allowed. _____ _____ 
b. Hunters are hunting, and pedestrians are 
nearby. _____ 
 
  
 
344 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Material 4 
Instructors: Arroyo, Morera & Torres 
 
Punctuation in email writing 
 
What is the purpose of each of the following punctuation marks? 
Instructions:   
1. Write the correct punctuation mark according to the description of its function. 
    (.)  period  (,)  comma  (?)  question mark  (;)  semicolon 
 
Punctuation (__) (__) (__) (__) 
mark 
 - To separate - At the end of - To separate - At the end to 
 three or more the sentences to sentences indicate that it 
Function phrases, words, separate them. which are very is an 
or clauses. - At the end of related. interrogative 
- After some - To separate sentence. 
transition abbreviations. sentences 
words. which contain 
transition 
words. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Material 5 
Instructors: Arroyo, Morera & Torres 
 
Fixed expressions in email-writing 
 
Instructions: 
Match each statement in column A with the corresponding word or phrase in column B to 
form a correct fixed expression. There are two extra options in column B. 
 
Column A     Column B 
 
1. ________ whom it may concern:   a. in reference to… 
2. I look forward ________     b. For 
3. I am interested ________     c. regards, 
4. I really appreciate it ________   d. to meeting you. 
5. I am writing ________    e. in obtaining more 
information. 
6. Warm ________     f. if you could send me … 
g. To 
h. appreciation,   
 
346 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox? 
Lesson 11- Handout 7 and 7-A Answer key 
Instructors: Arroyo, Morera & Torres 
Punctuation Matters 
Instructions: Mark with an (X) the sentences under the pictures that represent the meaning without the comma, semicolon, or question 
mark.       
1.  
   2.       
  3.    
 
a. We are going to learn how to cut and  
a. I love three things: baking, family, friends. 
paste the kids. __X__ a. I feel sorry because I don’t want to 
_____ 
b. The kids are going to learn how to cut love you. __X___ 
b. I love baking people: family, friends. 
and paste. ____ b. I feel sorry, but I love you. _____ 
___X__ 
           4.         5.          6.    
a. The person can’t eat diarrhea. __X___  a. Hunters are hunting pedestrians.  
b. The person has diarrhea. _____ a. Visitors are allowed. _____ __X___ 
 b. Visitors are not allowed. __X___ b. Hunters are hunting, and pedestrians 
are nearby. ____ 
 
347 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 8- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Punctuation in email writing 
 
Useful language:                  
  
After ___ there is a ___. 
I think we need a ____ here. 
What do you think? 
I agree. 
 Hmmm. I don’t think so. 
Instructions:  
In pairs, write the correct punctuation mark in each space. 
            
 
348 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 9- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Transition words 
 
Transition words are used, among other things, to connect, contrast, show cause/effect 
relationships, and indicate chronology between ideas to make the message more organized 
and easier to understand. 
Instructions:  
3. Read the following transition words, their use, and the punctuation needed in each 
case. 
4. If you know other transition words, add them in the spaces provided.  
 
Use /  Punctuation rule / Examples 
Category Transition words Sentence + (;/.) + transition word + (,) sentence. 
 Additionally - I am writing to ask for information needed 
 Also to complete a project. Additionally, I 
Addition Furthermore would like to meet you through a video call 
_________________ for an interview. 
_________________ - The article refers to the aging process; 
 also, it considers the treatment elderly 
people receive.  
 Consequently - I am writing an article about elderly 
 Hence people. Consequently, I am looking for 
Cause and Therefore some information to complete the project. 
effect Thus - You are an expert in the field; therefore, I 
_________________ would like to meet you through a video call 
_________________ for an interview. 
 
 Nonetheless - I am writing an article about elderly people 
 However with disabilities. Nevertheless, I do not 
Contrast Nevertheless have enough information. 
_________________ - I would like to meet you personally; 
_________________ however, I live far away.  
 
 First - I am writing for some different reasons; 
 Second first, I need some information for an 
Sequence Third article. 
/Chronology Finally - Finally, I would like to ask you for a video 
_________________ call. 
_________________ 
 
 
 
349 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 10- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
Fill in the blanks. Complete the following email by writing the correct transition word to 
complete the idea in each case. 
 
 
  
 
350 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 11- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Information gap: Fixed expressions in email-writing 
Student A and Student B 
 
Instructions:  
In pairs, ask your partner for the missing information in your email. 
 
                   
 
  
Useful language:                                                          
     
What do you have as a subject/ salutation/ introduction/ closing, etc.? 
I have _______. 
What do you have in # ____? 
 
 
351 
 
Universidad de Costa Rica 
Unit 3. What’s in your inbox?  
Lesson 11- Handout 12- Answer key 
Instructors: Arroyo, Morera & Torres 
 
Let’s proofread the email! 
 
 @ =   at 
 .com = dot.com 
Instructions: 
6. Imagine that you are writing the email below.  
7. Proofread your writing before sending it to the recipient.  
d. Fill in the blanks with the corresponding transition word according to the 
context. 
e. Write the appropriate punctuation marks in each case. 
f. Correct the fixed expressions that are wrong. 
 
            
 
 
352 
 
University of Costa Rica 
Master’s in TEFL 
Arroyo, Morera & Torres 
 
Unit 3 
What’s in your inbox? 
 
 
Teacher: Devi An Morera Lesson plan 12 
Assistants: Daniela Arroyo, Rocío Torres Date: November 13th, 2019 
 
Unit goal:  By the end of the unit, students will be able to successfully write a formal email related to disabilities and/or gerontology to 
colleagues in order to exchange different types of information by using proper vocabulary and email structure. 
 
General Objective: By the end of the lesson, students will be able to properly extract information about disabilities and/or 
gerontology from written texts and oral presentations to communicate knowledge to colleagues.   
 
Specific objectives: By the end of the lesson, students will be able to: 
9. effectively recognize vocabulary extracted from a text to recall words previously studied by playing a game.   
10. successfully identify specific information from a video about a conference to show understanding of spoken input by taking 
notes.  
11. correctly classify ideas in a graphic organizer to successfully show understanding of the main idea and supporting details of a 
text.  
12. accurately match questions with information provided in order to properly recognize information from an email.  
13. effectively communicate written ideas in a series of exercises to show understanding of topics related to disabilities/ 
gerontology. 
 
Notes: 
 
353 
 
− Most Ss do not arrive on time due to different circumstances. Therefore, the instructors wait 5 minutes. That means the starting 
time is 6:05 
Objectives Procedures Macro Language (vocabulary, Strategies Materials Time 
skills grammar, expressions) 
1 Warm-up L/S Handicap  Activating PPP 10 m 
 -Ss play a game.  Disability  schemata Dice  
-They have to throw the dice. The Wheelchair  Words  
number will correspond to an image Deaf   
from a PPP. Sign language   
-The image tells the students the Braille   
action he/she has to do: draw with 
the weak hand the word given, 
mime the word or describe it.    
2 Pre- task 1 L/S Useful language: -Activating PPP  20 m 
-T shows some question words in a -The conference is about prior Handout 14  
PPP. Ss say their meaning.  ____ knowledge Video  
-Ss receive handout 14. They have -_____ came to the -Taking notes  
to watch a video about a conference convention.  
to complete a graphic organizer.  -I heard it is ____.  
-They watch the video twice.  -It is important because 
-They compare their answers with a ____ 
partner and then check as a group. -I have the same.  
-I did not quite get that 
part.  
3 Pre- task 2: L/S/R/ Useful language: -Identifying Handout 15 15 m 
-Ss receive handout 15.  W -This is a supporting detail main idea and 
-They have to complete a graphic because it talks about supporting 
organizer with supporting details.  _____.  details.  
-The main idea is provided along -That’s right!  
with numbers to guide the student.  -I don’t think so! 
 
 
354 
 
-Each number represents one  
supporting detail that Ss have to 
find in the text.  
-Ss compare their answers with a 
partner and then check as a group.  
  
4 Pre- task 3 L/S/R Useful language: -Activating  15 m 
-Ss receive handout 16.   prior 
-They have to match the questions knowledge 
with their corresponding  
information.  
-They have to write the number of 
the question that is related to the 
information provided. For example: 
price and how much.  
5 Main task:  L/R/W Useful language: ---  1 hr. 
 -Ss take their final exam.    
  
T= Teacher, Asts= Assistants, St= Student, Ss= Students, R= Reading, W= Writing, L= Listening, S= Speaking, PPP= Power point 
presentation 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your Inbox? 
Lesson 12. Handout 14 
Instructors: Arroyo, Morera & Torres 
 
Disability Matters Conference 
Instructions: Individually, take notes from the video you are going to watch. Use the 
questions below as a guide.  
 
1. What is the conference about?  
2. Who came to the convention?  
3. What is a conference?  
4. Why is it important?  
 
Useful language:  
 -The conference is about ____ 
 -_____ came to the convention.  
 -I heard it is ____.  
 -It is important because ____ 
 -I have the same.  
 -I did not quite get that part.  
 
 
 
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Universidad de Costa Rica 
Unit 3. What’s in your Inbox? 
Lesson 12. Handout 15 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
1. Read the text.  
Access for Disabled Lags Despite Law 
 
Herald Moya, 29, is deaf, unemployed and discouraged. 
A thin, shy man, Moya found work for a time cleaning guns at the Ministry of Public 
Security. But after several months some of his coworkers began to taunt him about his 
disability, and he quit, he told The Tico Times in sign language as his mother interpreted. 
He applied for a job as a mechanic, but when he was turned away because of his disability, 
he stopped looking for work. 
Moya said he wants to work and study, but feels rejected because of his handicap. 
His frustrations are common in Costa Rica, where, 10 years after the passage of the Law for 
Equal Opportunities for People with Disabilities, access for those with disabilities remains 
extremely limited. 
The lack of job opportunities, poorly distributed information about disabled rights and 
assistance programs, and limited access to public spaces top the list of complaints from 
advocates for people with disabilities. 
 
According to a 2006 report by the National Council for Rehabilitation and Special 
Education CNREE), 26% of disabled people who are able to work and actively seeking 
jobs are unemployed in Costa Rica. The overall unemployment rate in Costa Rica is about 
6%. 
 
José Joaquín Porras, a disabled-rights advocate, told The Tico Times the problem extends 
far beyond unemployment. 
Costa Rica has few wheelchair ramps, sonorous streetlights, Braille telephones and ATMs, 
wheelchair-accessible buses, banks, hospital beds, hotel elevators, restaurants or movie 
theaters, said Porras, who is president of the Association for People with Work-related 
Spinal Cord Injuries. 
“Ten years after the law (was passed), this is a sin,” said Porras, who uses a wheelchair. 
 
The equal-access law, or Law 7600, has led to some improvement in special education, and 
a gradual increase in consciousness about disabled issues, according to Bárbara Holst, 
executive director of the Rehabilitation Council. 
The population of handicapped students enrolled in Costa Rican schools increased from 
54,173 in 1999 to 79,600 in 2002, according to a 2004 government report. But improving 
the quality of special education is still a pressing issue, Holst said. 
 
However, the widely praised law includes few penalties for noncompliance, and the lack of 
sanctions has allowed key provisions to go unenforced. 
 
357 
 
The law mandates fines for discrimination against the disabled, and minimal penalties – 
¢10,000-30,000 ($20-60) – for bus companies who fail to install wheelchair ramps. But it 
does not penalize institutions that fail to help the handicapped to obtain their broadly 
defined rights to work and accessible public spaces. 
“People comply if they want to and don’t comply if they don’t want to,” said Florizul 
Aguilar, who heads the Ministry of Labor’s programs for people with disabilities. 
 
Pablo Antonio Ramírez, president of the EFATA Club Association for the Deaf, is among 
handicapped advocates who praise the law and lament its lack of enforcement. 
“The law is there but the problem is more that the private sector has to assimilate it,” 
Ramírez said. “They have to open the doors to access to work (for the disabled).” 
He said inadequate distribution of information has exacerbated the problem. 
“Who do we go to? What organization do we go to? We are not informed,” he said. 
 
Adapted from https://ticotimes.net/2006/05/26/access-for-disabled-lags-despite-law  
 
 
1. Identify the supporting details.  
2. Complete the graphic organizer.  
3. Compare with a partner. Use the useful language from the box below.   
 
 
 
Useful language: 
 
-This is a supporting detail 
because it talks about _____.  
-That’s right!  
-I don’t think so! 
  
358 
 
Universidad de Costa Rica 
Unit 3. What’s in your Inbox? 
Lesson 12. Handout 16 
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
-Read the following email.  
-Match the questions below with the information provided by writing the corresponding 
number.  
 
lsticher@lancaster.edu  
Information about the conference    
Dear Mrs. Sticher,   
I am writing to ask for some information regarding the Conference on 
 
Disability Studies, Art and Education taking place in Philadelphia. I am a deaf 
person and I would like to know if there will be an accommodation for 
 
disabled people like me. I need an interpreter of sign language. I also want you 
to tell me the price of the conference. Finally, I want to know if I can register 
 the day of the conference and how the process is.  
Thanks in advance.   
Katalina Mason  
   
 
 
1. How much does the conference cost?  
2. What is the purpose for writing the email?  
3. When can the person register?  
4. What does the person need?  
5. Where will the conference take place? 
6. How can the person register?  
 
 
 
 
 
 
359 
 
Universidad de Costa Rica 
Unit 3. What’s in your Inbox? 
Lesson 12. Handout 14 Answer key 
Instructors: Arroyo, Morera & Torres 
 
Disability Matters Conference 
Instructions: Individually, take notes from the video you are going to watch. 2´  
 
1. What is the conference about?  
2. Who came to the convention?  
3. What is a conference?  
4. Why is it important?  
 
 
 Useful language:  
 -The conference is about ____ 
 -_____ came to the convention.  
 -I heard it is ____.  
 -It is important because ____ 
 -I have the same.  
 -I did not quite get that part.  
  
  
 
 
360 
 
Universidad de Costa Rica 
Unit 3. What’s in your Inbox? 
Lesson 12. Handout 15 Answer key  
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
1. Read the text.  
Access for Disabled Lags Despite Law 
 
Herald Moya, 29, is deaf, unemployed and discouraged. 
A thin, shy man, Moya found work for a time cleaning guns at the Ministry of Public 
Security. But after several months some of his coworkers began to taunt him about his 
disability, and he quit, he told The Tico Times in sign language as his mother interpreted. 
He applied for a job as a mechanic, but when he was turned away because of his disability, 
he stopped looking for work. 
Moya said he wants to work and study, but feels rejected because of his handicap. 
His frustrations are common in Costa Rica, where, 10 years after the passage of the Law for 
Equal Opportunities for People with Disabilities, access for those with disabilities remains 
extremely limited. 
The lack of job opportunities, poorly distributed information about disabled rights and 
assistance programs, and limited access to public spaces top the list of complaints from 
advocates for people with disabilities. 
 
According to a 2006 report by the National Council for Rehabilitation and Special 
Education CNREE), 26% of disabled people who are able to work and actively seeking 
jobs are unemployed in Costa Rica. The overall unemployment rate in Costa Rica is about 
6%. 
 
José Joaquín Porras, a disabled-rights advocate, told The Tico Times the problem extends 
far beyond unemployment. 
Costa Rica has few wheelchair ramps, sonorous streetlights, Braille telephones and ATMs, 
wheelchair-accessible buses, banks, hospital beds, hotel elevators, restaurants or movie 
theaters, said Porras, who is president of the Association for People with Work-related 
Spinal Cord Injuries. 
“Ten years after the law (was passed), this is a sin,” said Porras, who uses a wheelchair. 
 
The equal-access law, or Law 7600, has led to some improvement in special education, and 
a gradual increase in consciousness about disabled issues, according to Bárbara Holst, 
executive director of the Rehabilitation Council. 
The population of handicapped students enrolled in Costa Rican schools increased from 
54,173 in 1999 to 79,600 in 2002, according to a 2004 government report. But improving 
the quality of special education is still a pressing issue, Holst said. 
 
However, the widely praised law includes few penalties for noncompliance, and the lack of 
sanctions has allowed key provisions to go unenforced. 
 
361 
 
The law mandates fines for discrimination against the disabled, and minimal penalties – 
¢10,000-30,000 ($20-60) – for bus companies who fail to install wheelchair ramps. But it 
does not penalize institutions that fail to help the handicapped to obtain their broadly 
defined rights to work and accessible public spaces. 
“People comply if they want to and don’t comply if they don’t want to,” said Florizul 
Aguilar, who heads the Ministry of Labor’s programs for people with disabilities. 
 
Pablo Antonio Ramírez, president of the EFATA Club Association for the Deaf, is among 
handicapped advocates who praise the law and lament its lack of enforcement. 
“The law is there but the problem is more that the private sector has to assimilate it,” 
Ramírez said. “They have to open the doors to access to work (for the disabled).” 
He said inadequate distribution of information has exacerbated the problem. 
“Who do we go to? What organization do we go to? We are not informed,” he said. 
 
Adapted from https://ticotimes.net/2006/05/26/access-for-disabled-lags-despite-law  
 
1. Identify the supporting details.  
2. Complete the graphic organizer.  
3. Compare with a partner. Use the useful language from the box below.   
 
 
 
 Useful language: 
 -This is a supporting detail 
 because it talks about _____.  
 -That’s right!  
-I don’t think so! 
 
 
362 
 
Universidad de Costa Rica 
Unit 3. What’s in your Inbox? 
Lesson 12. Handout 16 Answer key  
Instructors: Arroyo, Morera & Torres 
 
Instructions:  
-Read the following email.  
-Match the questions below with the information provided by writing the corresponding 
number.  
 
lsticher@lancaster.edu  
Information about the conference    
2
Dear Mrs. Sticher,  
2 
I am writing to ask for some information regarding the Conference on 
5 
Disability Studies, Art and Education taking place in Philadelphia. I am a 
deaf person and I would like to know if there will be an accommodation 
4
for disabled people like me. I need an interpreter of sign language. I also 
4 
want you to tell me the price of the conference. Finally, I want to know if I 
1 can register the day of the conference and how the process is.  
1 Thanks in advance.   
Katalina Mason  3  6 
6 
 
 
1. How much does the conference cost?  
2. What is the purpose for writing the email?  
3. When does the person have to register?  
4. What does the person need?  
5. Where will the conference take place? 
6. How does the person register?  
 
 
 
 
 
 
363 
 
Universidad de Costa Rica 
Sistema de Estudios de Posgrado 
Maestría Profesional en la Enseñanza del Inglés como Lengua 
Extranjera 
Everybody in! 
Instructors: Arroyo, Morera, & Torres  
Name: _________________________________________   
Points obtained: 30/_____      Percentage obtained: 20%/_____      Grade:  
 
Final Exam 
 
General instructions:  
• Check that your exam consists of 4 pages.  
• The exam consists of three sections: listening, reading, and writing.  
• Read each item carefully. 
• The video from the listening section will be played three times.  
• The use of dictionaries is allowed.  
• The exam is individual.  
• Use blue or black ink pen.  
 
Part I. Listening 
Answer the questions in the space given based on the information from a video. 7 pts  
 
Disability Matters Conference 
1. Who is invited to the conference?  
a) ________________________________________________________________ 
b) ________________________________________________________________ 
c) ________________________________________________________________ 
d) ________________________________________________________________ 
 
2. When is the conference taking place?  
___________________________________________________________________ 
 
3. What do we need to do to present at the conference?  
a) ________________________________________________________________ 
b) ________________________________________________________________ 
 
 
364 
 
Part II. Reading 
Read the text. Identify the main idea and three supporting details. Complete the spaces 
provided with the information required.  5 pts  
Elderly abandonment peaks during holiday season in Costa Rica 
 
Health officials are expecting the rate of elderly abandonment to grow this month. According 
to Fernando Morales, director of Hospital Blanco Cervantes (one of four geriatric hospitals 
in all of Latin America), local hospitals generally see a 20 percent increase in cases in 
December in which families come, leave their disabled grandma or grandpa and take off. 
Costa Rican public hospitals report a total of 500 cases annually. 
 
“People want to be in peace with liberty to enjoy the festivities,” said Morales in explaining 
the Christmastime phenomenon. “They see [their elderly] as an obstacle.”  
 
Morales said the number of reported abandonments has climbed in recent years, as hospital 
officials have become more vigilant in documenting cases. 
 
If families don’t return to reclaim their relatives, Melba Quesada, director of social work at 
San José’s Hospital Mexico, said they respond “by knocking on doors.” 
 
“We try to locate their family or neighbors to determine who can best take care of them,” she 
said. “The best resource is the family, and the last, is typically the institution.” 
Quesada said she collaborates with families to draw up solutions in which responsibility is 
shared, and in which caring for a relative doesn’t fall to just one person.  
 
“Our work is not to punish, but to work with them,” said Quesada, who mentioned that 
abandonment can come with a sentence with up to two years in prison. 
She said, “People need to understand that hospitals aren’t depositories for their elderly.” 
Adapted from https://ticotimes.net/2010/12/14/elderly-abandonment-peaks-during-holiday-season-in-costa-rica  
 
Main idea: (2 pts)  
_________________________________________________________________________
_________________________________________________________________________  
 
Supporting details: (1 pt. each) 
1. ___________________________________________________________________
___________________________________________________________________ 
2. ___________________________________________________________________
___________________________________________________________________ 
3. __________________________________________________________________________
__________________________________________________________________________ 
 
365 
 
III Part. Writing.  
Read the situation below to write a formal email. Ask for the information from the boxes. 
Use the fixed expressions studied in class to write the email. 18 pts  
 
Sit uation:  
Yo u are interested in attending a Conference on Disability studies. Read the advertisement below 
wh ich you saw online. Write an email to Alisson Brown, coordinator of the Conference, to ask for 
fur ther information.  
  
 
 Can I attend only 
 one?   III Disability Studies Conference 2019 
 Where will it Come and expand your knowledge with us! 
 take place?  -Two days conference starting on December 10th.  
 -Highly- qualified speakers and researchers specialized on disability 
 studies.  
 -Reasonable price.  How much exactly?    
 - Register now!  
 For further information contact Alisson Brown: ali_brown@gmail.com  
 
 How do I do it?    
 
                     
 
366 
 
Universidad de Costa Rica 
Sistema de Estudios de Posgrado 
Maestría Profesional en la Enseñanza del Inglés como Lengua 
Extranjera 
Everybody in! 
Instructors: Arroyo, Morera, & Torres 
 
Student name: ______________________________________ 
 
Rubric to assess a formal email 
 
Does the email… Always Most of Some few Never 
 the time times  
(3) (2)  (1) (0) 
use a formal greeting?     
state the purpose for writing?     
have a formal closing?     
include a signature?     
ask for the information required?      
use formal fixed expressions correctly?     
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
367 
 
Universidad de Costa Rica 
Sistema de Estudios de Posgrado 
Maestría Profesional en la Enseñanza del Inglés como Lengua 
Extranjera 
Everybody in! 
Instructors: Arroyo, Morera, & Torres  
Nombre:_________________________________________ Fecha: _________________ 
 
Final Exam 
 
General instructions:  
• Check that your exam consists of ____ pages.  
• The exam consists of three sections: Listening, reading, and writing.  
• Read each item carefully.  
• The video from the listening section will be played three times.  
• The use of dictionaries or any electronic device is not allowed.  
• The exam is individual.  
• Use blue or black ink pen.  
 
Part I. Listening 
Answer the questions in the space given based on the information provided in a video.  
 
Disability Matters Conference 
1. Who is invited to the conference?  
e) ________________________________________________________________ 
f) ________________________________________________________________ 
g) ________________________________________________________________ 
People with disabilities, families, teachers, farmers, disability services, people from 
the community, people from business, people who work in policy, people who work 
in government, people who do research and students of any age.  
2. When is the conference taking place?  
___________________________________________________________________ 
At the end of this year between 26th of November, 2017 and the 29th of November. 
 
3. What do we need to do to present at the conference?  
c) ________________________________________________________________ 
d) ________________________________________________________________ 
 
368 
 
 
Decide which articles of the convention you would like to talk about and to write an 
abstract.  
 
Part II. Reading 
Read the text. Identify the main idea and three supporting details. Complete the spaces 
provided with the information required.   
Elderly abandonment peaks during holiday season in Costa Rica 
 
Health officials are expecting the rate of elderly abandonment to grow this month. 
According to Fernando Morales, director of Hospital Blanco Cervantes (one of four 
geriatric hospitals in all of Latin America), local hospitals generally see a 20 percent 
increase in cases in December in which families come, leave their disabled grandma or 
grandpa and take off. Costa Rican public hospitals report a total of 500 cases annually. 
“People want to be in peace with liberty to enjoy the festivities,” said Morales in explaining 
the Christmastime phenomenon. “They see [their elderly] as an obstacle.”  
Morales said the number of reported abandonments has climbed in recent years, as hospital 
officials have become more vigilant in documenting cases. 
If families don’t return to reclaim their relatives, Melba Quesada, director of social work at 
San José’s Hospital Mexico, said they respond “by knocking on doors.” 
“We try to locate their family or neighbors to determine who can best take care of them,” 
she said. “The best resource is the family, and the last, is typically the institution.” 
Quesada said she collaborates with families to draw up solutions in which responsibility is 
shared, and in which caring for a relative doesn’t fall to just one person.  
“Our work is not to punish, but to work with them,” said Quesada, who mentioned that 
abandonment can come with a sentence with up to two years in prison. 
She said, “People need to understand that hospitals aren’t depositories for their elderly.” 
Adapted from https://ticotimes.net/2010/12/14/elderly-abandonment-peaks-during-holiday-season-in-costa-rica  
 
Main idea:  
_________________________________________________________________________
_________________________________________________________________________ 
Supporting details: 
4. ___________________________________________________________________
___________________________________________________________________ 
5. ___________________________________________________________________
___________________________________________________________________ 
 
 
 
 
 
 
 
369 
 
III Part. Writing.  
Read the situation below to write a formal email. Ask for the information from the boxes. 
Use the fixed expressions studied in class to write the email.  
 
Sit uation:  
Yo u are interested in attending a Conference on Disability studies. Read the advertisement below 
wh ich you saw online. Write an email to Alisson Brown coordinator of the Conference to ask for 
fur ther information.  
  
 
 
 
 
370 
 
Appendix K 
Course evaluation data collection instruments 
 
University of Costa Rica  
Master’s Program in TEFL  
Arroyo, Morera, and Torres  
 
   Classroom observation form 
  
Class number: ___________  
 
Directions: Tally each time any of the following statements happen as instructions are 
given at any stage of the lesson.   
  
Student    
Student asks the instructor for   
clarification. 
Student asks the assistant for   
clarification.  
Student asks another student for   
clarification. 
Instructor    
The student teacher uses different   
means to support the delivery of 
instructions (e.g. drawings, 
modeling, body language, etc.).   
The student teacher verifies   
instructions understanding (e.g. 
asking questions, asking someone to 
rephrase instructions.)  
The student teacher   
uses metalanguage.   
The student teacher delivers   
instructions at a fast speed.   
The student teacher does not break   
down instructions.   
  
  
  
 
371 
 
 
Delivery of instructions techniques used in this class:  
(    ) Written instructions that support oral instructions.  
(    ) Body language  
(     ) Modeling   
(     ) Drawings  
(     ) Rephrasing   
(     ) Break down in steps   
(     ) Other ______________________________________________________________  
  
  
  
Comments:  
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
_________________________________________________________________________ 
  
 
372 
 
University of Costa Rica  
Master’s Program in TEFL  
Arroyo, Morera, and Torres  
 
  Supervisor observation sheet  
  
Directions: Fill out this form at the end of the class based on your overall perception of 
the delivery of instructions of the student teacher.   
  
Descriptor  Yes No 
1. The student teacher focuses students’ attention     
before instruction delivery.   
2. The expected outcome is evident for the students.      
3. The student teacher avoids using metalanguage.      
4. The student teacher used a variety of techniques to deliver     
instructions (body language, drawing, modeling, 
Spanish, etc.).   
5. The student teacher checks if the students understood the     
instructions.   
6. The student teacher breaks down the instructions.       
7. Instructions are concise.       
8. Instructions include a starting signal.      
  
Comments 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
373 
 
University of Costa Rica  
Master’s Program in TEFL  
Arroyo, Morera, and Torres  
 
Cuestionario para el estudiante 
  
Este cuestionario pretende reunir información sobre las instrucciones dadas por las 
instructoras del curso Everybody In! La información obtenida es confidencial y será tratada 
como tal. Se le solicita que conteste con claridad. Es importante recalcar que no hay 
respuestas correctas o incorrectas.   
  
  
Descripción  Frecuencia  Comentarios  
Siempre    Frecuentemente   Rara Vez   Nunca   
1. Las instrucciones           
dadas antes de cada 
actividad son 
claras.     
2. El uso de mímicas le           
facilita la 
comprensión de las 
instrucciones.    
3. El tener las           
instrucciones escritas 
le facilita la 
comprensión de las 
mismas.    
4. La falta de           
vocabulario en inglés 
le dificulta la 
comprensión de las 
instrucciones.    
  
   
  
 
374 
 
6. ¿Qué otros recursos le facilitan la comprensión de las instrucciones?   
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________ 
 
7. ¿Hay agentes externos al idioma que le dificulten la comprensión de las 
instrucciones? Explique.   
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________ 
  
  
  
----- MUCHAS GRACIAS -----