An ESL Training Course for Chinese Teenage

Volunteers Working in the Disneyland, Orlando,

USA

APLING 493
Lejiao Wang & Yan Chang
Dec. 17, 2013

Table of Contents
1.Introduction .............................................................................................................3
Background: why we design this course? ....................................................................3
2. Framework of Syllabus Design and Lesson Planning .........................................4
(1) Needs Assessment .......4
(2) Setting Goals and Objectives ......5
(3) Conceptualizing the Contents .....5
(4) Selecting/developing Materials and Constructing Activities .6
(5) Organizing Contents and Activities ....7
(6) Evaluation....8
3. Course Syllabus ......................................................................................................9
4. Five Detailed Lesson Plans for the Last Three Weeks........................................17
(1) Lesson I (Week 10 Tue. 1hr) .....17
a. Lesson plan I ..17
b. Appendix I .19
(2) Lesson II (Week 10 Thur. 1hr) ..21
a. Lesson plan II .21
b. Appendix II 23
(3) Lesson III (Week 11 Tue. 1hr) ..25
a. Lesson plan III ...25
b. Appendix III ...26
(4) Lesson IV (Week 11 Thur. 1hr) 35
a. Lesson plan IV ...35
b. Appendix IV ...36
(5) Lesson V (Week 12 Tue. 2 hr.) ..37
a. Lesson plan V .37
b. Appendix V 39
5. References ........................................................................................................41

1. Introduction

Background: why we design this course?

Recent years, Cultural Exchange Program has become more and more popular in
China. College students who participate in this program could spend one semester
working and living at Walt Disney World. This program is a great opportunity for
these young college students to live, work and learn from one of the most successful
entertainment companies in the world. Theyll also get familiar with various cultures
by working with people from around the world. Itll definitely be a kind of experience
that could change their lives and prepare them for whatever kind of future they have
in mind.

Based on this program we create a similar one, which is called Chinese Teenage
Volunteer Program. Chinese high school students can apply for this half-year program
studying and working in Disneyland, Orlando. The first three months of this program
would mainly focus on the job training and academic development while in the next
three months they would get real opportunities to work. This course is specifically
designed as a supplement to the job training courses. It is mainly focus on English
training instead of the content knowledge based on the following reasons:
1. The English proficiencies of these students are at an intermediate level. The
students who participate in this program are high school students whose ages are
ranging from 16 to 18. Before coming to the United States, their school English
education is mainly focusing on reading comprehension, which means listening and
speaking should be the weak parts for them. Furthermore, influenced by their L1,
English learners in China tend to have some pronunciation problems such as the
3

distinction of /l/ and /r/, /i:/ and /I/, word stress etc., which will impose problems on
their interaction with customers.
2. The voluntary jobs in Orlandos Disneyland provided for the students are all
customer services. Our staff have to not only understand the customers needs but also
be able to use proper expressions to have free interaction with them. Therefore, high
level of listening and speaking competence as well as communication skills would be
the core qualification that we are looking for.
3. One of the purposes for these high school students joining this program is to
improve their English proficiency especially in speaking and listening by exposing
themselves fully to such environment.
Thus, based on the reasons listed above we designed this course.

2. Framework of Syllabus Design and Lesson Planning

(1) Needs Assessment
1) For the company, we need these volunteers to be able to use English to accomplish
their work to maintain the operation of the park.
2) On the students sides, they need to do their job efficiently by using English
3) And the students want to improve their oral English and listening comprehension
through working in Disneyland.

Our needs assessment is mainly based on the requirement of each type of job in
Disneyland and our own interaction with Chinese students who have already
participated in the similar programs.

The three types of job we will cover in this course are waiter/waitress in restaurant,
Info Center assistant and souvenir shop assistant. These roles need the staff to have
good communication skills.

(2) Setting Goals and Objectives

Goal:
This course is designed to prepare the non-native English speakers with the ability to
use English to accomplish their work effectively in restaurants, souvenir shops and
information centers in the Disneyland. Thus the main goal of this course is to improve
their listening and speaking competence, as well as their communication skills.
Objectives:
By participating fully in this course, students will be fully engaged in a range of
activities.
1. Students will expand their vocabulary and expressions that frequently used for
serving the visitors needs in restaurants, souvenir shops and Info Center.
2. Students will be able to use proper language in various situations.
3. Students will improve their listening comprehension and speaking skills in order
to interact with visitors.
4. Students will develop some strategies of speaking to provide instructions and
guide to visitors.

(3) Conceptualizing the Content

The concept map below helps to depict the conceptualization of the content of this
course.

waiters or waitresses in restaurants:

1.greeting guests
2. taking orders
3. dealing with bills
4. solving emergencies

workers in
Disneyland
Info center assistant:

sales assistant in souvenir shops:

1. understand questions

1. greeting customers
3. giving recommendations

2. giving instructions and

directions

4. taking bills

3. giving recommendations

2. introducing products

listening:

communication

1. uderstand
visitors' questions
2. make sense of
visitors' accent

speaking:
1. clear and corret
pronouciation
2. respond to
visitors' questions
and needs fluently

(4) Selecting/developing Materials and Constructing Activities

Materials:
There are no required textbooks or additional readings for this course. All the teaching
materials are specifically designed or adapted for this course. For the materials

borrowed from other sources, mostly we change the content so that it could fit our
teaching purposes.

Sources of the materials:

1. video clips used in class are coming from www.youtube.com
2. maps are coming from https://disneyworld.disney.go.com/
3. some of the pronunciation games or activities are adapted from:

http://hancockmcdonald.com/;

http://www.teach-this.com/images/resources/guess-the-place-or-situation.pdf;

Mark Hancock (1996). Pronunciation Games. Cambridge: Cambridge

University Press;

Marianne Celce-Murcia, Donna M. Brinton and Janet M. Goodwin (2010).

Teaching Pronunciation: A Course Book and Reference Guide. Cambridge:
Cambridge University Press.

Activities:
The activities we adopt in this course are mainly focus on communication. Setting in
the authentic context Disneyland, we create a variety of real-world tasks for the
students to carry on so that they can get familiar with their future working as soon as
possible. Thus, there are many role plays, group discussions and communicative
games in each class. Giving the students more chances to interact with each other, we
believe, is the only way to improve their communication skills in such a short period.

(5) Organizing Contents

We divide the whole course into three mains parts, with each part focusing on merely
one of the three types of work. The very first class is the introduction session which
helps the students get familiar with each other and built up the concept of service in
their minds. Each week we have two one-hour classes one is on Tuesday morning
and the other is on Thursday morning. For the last week, we combine the two
secessions together so that the students could have enough time to carry on the final
evaluation activity.

(6) Evaluation
There isnt any exam or test for this course. While we use in-class tasks and activities
as short term evaluation. Furthermore, students will be evaluated concerning their
attendance, participation in the in-class and final evaluation activities, as well as the
completion of the after class assignment. Each part will be evaluated by the teachers
with the four-level scale, ranging from A to D with A representing the most
outstanding performance and D representing the barely acceptable performance.
Students who have received straight A in all these four parts will be awarded the Star
of Disneyland and get the chance to have dinner with Snow White and Prince
Charming.

Course Syllabus

An ESL Training Course for Chinese Teenage Volunteers Working in the

Disneyland, Orlando, USA
Department of Staff Training, Disneyland, Orlando
Instructors: Yan Chang, Lejiao Wang

Office: 001 Sparks

Section: 001

Office Hours: Monday, 4:00-5:30 pm

Day/Time: Tuesday 9:00-10:00 am

Office Phone: (XXX)-XXX-XXXX

Thursday 9:00-10:00 am

Email: 1234567@XX.com

Location: 369 Wonderland Building

Course Description

This course provides a comprehensive training for the Chinese teenage volunteers
who are willing to work in our Disneyland which is located in Orlando, USA. This
course mainly focuses on three types of jobs: restaurant waiters/waitresses, souvenir
shop sales assistant and Info Center assistant. The whole course will last for 12 weeks,
during which various topics would be covered. The main aims of this course are to
make these teenage volunteers familiar with the situations that they are going to meet
with in their works and be able to communicate with the customers. After this course,
students will improve their English competence especially in listening and speaking.
And they will also have their communication skills improved.

Goals and Objectives

The main goal of this course is to prepare students for the three types of work by
improving their listening and speaking competence, as well as their communication
skills.

By participating fully in this course, students will be engaged in a range of activities

that will enable them to:
1. expand their vocabulary and expressions that are frequently used for serving in
restaurants, souvenir shops and Info Center,
2. greet people properly in various situations,
3. use proper language when serve in a restaurant, Info Center or in a souvenir shop,
4. introduce something to others,
5. give directions to a specific place,
6. design a detailed itinerary and give recommendations to the tourists.

Course Materials

There are no required textbooks or additional readings for this course. All the teaching
materials are specifically designed or adapted for this course.

Sources of the materials:

4. video clips used in class are coming from www.youtube.com
5. maps are coming from https://disneyworld.disney.go.com/
6. some of the pronunciation games or activities are adapted from:

http://hancockmcdonald.com/;

http://www.teach-this.com/images/resources/guess-the-place-or-situation.pdf;

10

Mark Hancock (1996). Pronunciation Games. Cambridge: Cambridge

University Press;

Marianne Celce-Murcia, Donna M. Brinton and Janet M. Goodwin (2010).

Teaching Pronunciation: A Course Book and Reference Guide. Cambridge:
Cambridge University Press.

Course Requirements

1. Regular Attendance:
Class attendance is a fundamental responsibility of you and an indispensable part
of your participation in our International Volunteer Program and success in your
future work at the Disneyland. Attendance in all classes is mandatory except for
illness or other emergencies.

2. In-class Activities:
You will participate in various kinds of group discussions and in-class activities
specially designed to help you get familiar with the three jobs and further develop
your listening and speaking competence, as well as the communication skills.

3. Out-of-Class Assignment:
Throughout the course, you will be assigned several out-of-class assignments to
practice what you have already learned or prepare for the following studies, which
may not necessarily be weekly tasks.

4. Final Evaluation Activity:

11

The last two classes will be combined together for you to conduct this final
evaluation activity. This comprehensive authentic-context role-play is specifically
designed to evaluate your results of learning throughout the whole 12-week course.
All the three types of work waiter/waitress, Info Center assistant and Souvenir
shop sales assistant will be covered in this activity. TV cameras will record all
your conversations so that the teachers could evaluate your performance.

Assessment and Evaluation

You will be evaluated concerning your attendance, participation in the in-class and
out-of-class activities, as well as the completion of the after class assignment. Each
part listed above will be evaluated by the teachers with the four-level scale, ranging
from A to D with A representing the most outstanding performance and D
representing the barely acceptable performance. Students who have received straight
A in these four parts will be awarded the Star of Disneyland and get the chance to
have dinner with Snow White and Prince Charming.

A detailed course schedule is shown in the following table:

Week Day

Topics

Objectives

Activities

Assignment

Part 1: Working in a restaurant

1

Course
introduction
and concept of
service.

1. Students will know

the structure and
content of this
course.
2. Students will build
up the idea of
service in
Disneyland.

12

1. Students self
introduction.
2. Introduction of
Disneyland and its
services.
3. Group discussion
about their goals of
joining this
volunteer program.
4. Group discussion

Write a
reflection paper
to answer the
following
questions:
1. Whats the
best
service?
2. How to
provide the

about what kind of

service the students
would like to
receive if they are
the customers.

Th

Greeting
people.

Vocabulary of
foods and
beverage.

Th

Whquestions
and yes/no
questions.

Taking
orders.

1. Students will be
able to greet people
with proper
expressions in a
restaurant as a
waiter/waitress.
2. Students will be
able to use proper
intonation to great
people.
1. Students will master
the vocabulary of
the main food and
beverage in the
restaurant.

1. Watch video clips.

2. Role play.

1. Match the
vocabulary and
pictures.
2. Create their own
dishes by using the
vocabulary.
3. Students working in
groups introduce
their dishes to
others.
1. Students will be able 1. Students work in
to use wh-questions
pairs to interview
and yes/no questions
each other about the
to ask for
hobbies or personal
customers needs.
preference with the
wh-questions and
yes/no questions.
1. Students will be able 1. Dictation watch
to use some
two video clips of
frequently used
restaurant service,
expressions in
and take notes of the
taking orders, such
useful expressions.
as asking for
2. Students share their
preference,
notes in class.
introducing foods
Teacher writes the
and giving
note on the
recommendations.
chalkboard.
3. Students will work
in pairs using the
expressions on the
chalkboard to create
their own
conversations and
then act in the class.
13

best
service?
3. What can
you learn
from this
program?

Th

Dealing
bills.

with

1. Students will be able

to dealing with
issues occurring in
the process of
dealing with bills.

Connected
speech in
listening.

1. Students will be able

to recognize and
understand
connected speech in
listening.

Th

Getting
feedback and
defuse angry
customers.

Review

1. Students will learn

how to get feedback
from customers.
2. Students will learn
how to deal with
unexpected
situations.
1. Students will be able
to review what they
have learned in the
previous 4 weeks.

1. Watch and discuss

video clips of
dealing with bills.
2. Role play: how to
deal with
unexpected
situations.
1. Word blender
game.
2. Listen to a video clip
and underline the
connected speech in
the transcript.
1. Introduce basic
principles of getting
feedback and defuse
angry customers.
2. Role Play.
3. Peer evaluation.
1. Teacher
presentation.
2.

Part 2: Working in a souvenir shop

5

Th

Th

Intonation

1. Students will
know the basic
rules of English
intonation and
how to use
intonation to show
politeness, respect
etc.
Learn adjectives
1. Students will be
using in
able to use proper
introducing goods
adjectives to
describe goods and
introduce them to
others.

Give
recommendation.

1. Students will be
able to give
recommendation
to visitors
according to their
personality or
identity.
14

1. Audio clips of
different kinds of
intonation when
greet people.
2. Students group
discussion.
3. Role play.
1. Listen to audios and
dictate the
adjectives.
2. Pick the adjectives
from commercials
and then use these
adjectives to
describe something.
1. Group discussion of
the good way to
recommend
something to a
customer.
2. Role play.

Sentence stress
and Prominence.

1. Students will
know the general
rules of sentence
stress and how to
use prominence to
highlight the
information that
they want to
emphasize.

Th

Differentiate /i:/
and /I/

Expression of
Price.

Th

Use past tense

and conditional
sentences to show
politeness.

1. Students will be
able to
differentiate /l/
and /r/ sounds in
listening and
speaking.
1. Students will get
familiar with
different
expressions used
to refer to money
and price.
1. Students will be
able to use past
tense and
conditional
sentences to
express politeness
when they have a
conversation with
their customers.

1. Sentence stress
games. Pick the
sentence from a grid
that agree with the
stress pattern
provided in the
handout.
2. Students work in
pairs that one student
describe a picture
with prominence and
the other student
draw.
1. Sammy Diagrams
2. Minimal pairs.
3. Pronunciation
journey.

1. Listening and
dictation.
2. Matching games.

1. Show students
sentences with past
tense or conditional
sentences to teach
them how these
grammatical features
are used to realize
those functions.
2. Create different
situations for the
students to practice
using past tense and
conditional
sentences.
Wrap-up role play 1. Students will be
1. Students will be
able to practice
divided into 8
what they have
groups. Each
learned in this part
group will get a
by doing role play.
clue sheet with
their specific
situations to
deal with.

Part 3: Working at the Info Center

15

Th

Word stress.

Pronunciation
/l/ & /r/

1. Students will be able

to use correct word
stress to when they
are providing
information to
customers in the Info
Center.
1. Students will be able
to differentiate /l/
and /r/ sounds.

10

11

12

1. Sammy diagrams.
2. Listening
discrimination
exercise with
minimal pairs.
3. Pronunciation
journey.
1. Watch video clips.
2. Guess the place or
situation game.

1. Students will learn

modals and useful
expressions to give
direction guidance
Design itinerary. 1. Students will be able 1. Students work in
T
to design visiting
pairs to design a
routes themselves.
visiting route.
2. Each pair present
their designing to the
whole class.
Info Center
1. Students will be able 1. Watch video clips
Th
conversation
to have a free
and dictate
presentation.
conversation with
adjectives.
visitors and ask for
2. Role Play.
their preference and
recommend the
proper visiting
routes to them.
2. Students will learn
some adjectives to
describe a place.
Final
evaluation
1.
Students
will be able 1. Authentic context
T
to use all they have
role play.
(2 hr) activity.
learned to
accomplish their
work in an authentic
situation
Th

Modal verbs.

1. Listen and decide

the stress patterns of
the words.
2. Dictation of
unstressed words.
3. Word stress Bingo.

16

Work in pairs
and develop
the itinerary
into a
conversation
between a
customer and
an Info Center
assistant.

Students go
over all they
have learned in
the 3 months
and prepare for
the final
evaluation
activity.

Lesson Plan I
Objective: Students will be able to differentiate sounds /l/ and /r/ in listening and
speaking.
Materials and Tools:
1. Sammy Diagrams of /l/ and /r/.
2. Contextualized minimal pairs.
3. Handout of Pronunciation Journey.
Class procedure:
I.

Orientation: Warm-up Activity (approx. 5 min)

1.

Instructions:
1) Teacher introduce the pronunciation of the sounds/l/ and /r/ by saying
several minimal pairs (right/light, wrong/long etc) and ask students if
they can hear any difference.

2.

Purpose: students could be aware of the topic of this lesson.

II. Presentation: Introduction to the modal words that used in giving directions
(approx. 20 min)
1.

Teacher shows the Sammy Diagrams of /l/ and /r/ and introduces the place of
articulation/manner of articulation of the two sounds.

2.

Teacher lead students to read some minimal pairs to practice the two sounds.

III. Involvement:
1.

Listening discrimination exercise with minimal pairs (approx. 15 min)

Instructions:
1) Students listen to the audio twice and circle the word they hear.
2) Teacher checks their answers in the class.
3) Divide the students into 8 groups and each group create a short story
with the words they have circled before.
4) Every group read their story to the whole class.

2.

Game: Pronunciation Journey (approx. 15 min)

Instructions:
1) Students work in pairs. Student A read and Student B listen.
2) Student A is going to read one word from each minimal pair. Student B

17

will start from the start point and then go left if they hear /l/ sound or go
right if they hear /r/ sound.
3) See which destination they have reached.
4) Then student A and student B change their role and do it again.
IV. Conclusion & Assignment (approx. 5 min)
Teacher concludes the lesson.

18

Appendix I
1. Sammy Diagrams of /l/ & /r/

2. Listening discrimination exercise with minimal pairs

Task: Circle the word you hear
1. Is that Eileen / Irene?
2. There was a small lake / rake behind the cabin.
3. The teacher collected / corrected the homework.
4. Theyve already filed / fired them.
5. It was at the end of the wall / war.
3. Pronunciation Journey
/l/

/r/

lamb

ram

lip

rip

play

pray

fly

fry

feeling

fearing

19

Reference:
1. Celce-Murcia, Donna M. Brinton and Janet M. Goodwin (2010). Teaching
Pronunciation: A Course Book and Reference Guide. Cambridge: Cambridge
University Press.

2. http://hancockmcdonald.com/materials/pron-journey-hit-v-heat

20

Lesson Plan II
Objective: Students will be able to use modal words to talk about ability, possibility
or give advice.
Materials and Tools:
1. Map of Magic Kingdom Park, Disneyland, Orlando
2. Cards
Class procedure:
I.

Orientation: Warm-up Activity (approx. 10 min)

1.

Instructions:
1) Students work in pairs. Each pair gets a map of Magic Kingdom Park
(Appendix 1).
2) One student in the pair circles out a place she or he wants to go. Then his
or her partner gives directions to the circled place.
3) Exchange turns to do the activity again.

2.

Purpose: students be aware of the modals they have used in the speaking

II. Presentation: Introduction to the modal words that used in giving directions
(approx. 15 min)
1.

Teacher shows the modal words that frequently used in giving directions.

2.

Teacher gives a guided dialogue to the students, which involve modal words
in it. (Appendix2)

3.

A gap-filling task: shows a conversation with modal words missing. Ask

students to complete the conversation by filling modal words together.
(Appendix3)

III. Involvement: Guess the place or situation game (approx. 30 min)

1.

Instructions:
1) Students work in pairs. Each pair is handed a place or situation to
describe. (Appendix4)
2) The pairs create a conversation by using the modal words to depict the
place/situation on their card. (8-10 min)
3) Once all the students have completed their conversations, pairs act their
conversation to the class. The other students in the class try to guess the

21

places or situations described.

2.

This activity is borrowed from:

http://www.teach-this.com/images/resources/guess-the-place-or-situation.pdf
and we modified it.

IV. Conclusion & Assignment (approx. 5 min)

Teacher concludes the lesson of how to use modal words to give directions.
Assignment

22

Appendix II
1. Map of Magic Kingdom Park, Disneyland, Orlando.

2. Guided dialogue
A: Anything I can help?
B: Yes. How can I get to the Pirates Plaza?
A: Go down this road. You will see the Magic Garpets Square in front of you and
there is an Enchanted Tiki Room behind it. Walk into that direction.
B: Sorry, wait, I have to take notes.
A: Okay. I can write down the place names for you.
B: Oh, that will be so kind!
A: Here it is. You should walk in the direction of the Tiki room. Keep going until
you see the Pirates League on your left side. You have to cross the Pirates League.
Then you will see the Pirates Plaza.
B: Thanks so much!
A: Youre welcome!
3. Gap-filling Conversation
A: Excuse me. Do you know where the Pecos Bill Cafe is?

23

B: Yes. You _____ go down this street to the cross and turn left. Keep going until
you see a bridge. You _____ cross the bridge if you want take a cut off. Otherwise you
need to turn right at the corner of that road and walk for another 15 minutes to the
destination.
A: How long will it take me to get there?
B: Around 30 minutes.
A: Oh, thats too long, Im so hungry now. Do I have other options?
B: You ____ take a boat there. The boarding place is just 3 minutes walk from here.
And it only takes you 10 minutes to the Cafe.
A: Thank you!
B: Youre welcome!
Answers: should; have to; can
4. Cards of places or situations
1. on a tour bus

2. lost purse in an event

3. at a museum

4. find a restaurant

5. in a castle

6. find an automatic teller machine

7. on a beach

8. lost in an attraction

9. in a cinema

10. find a magic show

11. at a ticket office

12. look for restroom

Reference:
http://www.teach-this.com/images/resources/guess-the-place-or-situation.pdf

24

Lesson Plan III

Objective: Students will be able to apply what they have learned from previous class
about how to give information and directions to develop skills in giving
recommendations.
Materials and Tools:
1. Map of Disneyland theme parks
2. Worksheets
Class procedure:
I.

Orientation: Warm-up Activity (approx. 8 min)

1.

Go over the knowledge that weve taught in the previous lesson.

II. Presentation: Introduction to the modal words that used in giving directions
(approx. 15 min)
1.

Students will be shown a video clip of an authentic recommendation situation.

(Appendix1)

2.

Teacher leads the students to discuss what kind of expressions or phrases are
used in the video and what kind of phrased can be used in giving
recommendation.

3.

Students view the video clip again after discussion

III. Involvement: Guess the place or situation game (approx. 35 min)

Instructions:
1. Students work in pairs. Each pair will receive a worksheet including five
attractions, five events and five shops. The information about their opening and
closing time and location in map is provided in the worksheets. (Appendix2)
2. Students need to choose four places from the 15 pieces of information and
create a one-day tour for visitors. (10 min)
3. After discussion, each pair chooses a representative to introduce their designed
tour to other classmates.
IV. Conclusion & Assignment (approx. 2 min)
Assignment: students work in pairs to develop their one day tour
recommendation into a conversation. Next class, they will play their conversation..

25

Appendix III
1. Video clips
Your Magical Guide to Hong Kong Disneyland Part 1 of 3
http://www.youtube.com/watch?v=Ao4PSWEdahY
2. Worksheet
Attractions
1. Captain EO
Time schedule: 9:00 AM to 7:00 PM
Age interests: kids, teens, adults
Thrill level: scary, loud
Feature: an interactive intergalactic adventure and a classic revamped
Location: Epcot Future World
Map

2. The Circle of Life

Time schedule: 9:00AM to 7:00PM
Age interests: all ages
Feature: a widescreen film about conservation
Location: Epcot Future World
Map:

26

3. American Heritage Gallery

Time schedule: 11:00AM to 9:30PM
Age interests: all ages
Feature: a collection of African-American artifacts and art
Location: Epcot World Showcase
Map:

27

4. House of the Whispering Willows

Time schedule: 11:00AM to 9:30PM
Age interests: all ages
Feature: exhibition of clay cavalry created to protect Chinas first emperor
Location: Epcot World Showcase
Map:

5. Spaceship Earth
Time schedule: 9:00 AM to 9:00 PM
Age interests: preschoolers, kids, adults
Thrill level: slow rides, dark
Feature: the iconic geosphere and
explore the history of communications
Location: Epcot Future World
Map:

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Events and Tours

1. Disneys Holiday D-Lights
Time schedule: 4:00PM to 9:00PM
Age interests: adults
Feature: illuminating 5-hour tour
Location: Epcot
Map:

2. International Flower and Garden Festival

Time schedule: all day
Age interests: all ages
Feature: enchanting view of topiaries and savor seasonal foods
Location: Epcot
Map:

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3. Backstage Magic
Time schedule: 8:30AM to 9:30AM, 1:30PM to 2:30PM
Age interests: adults
Feature: see how thousands of dedicated cast members make magic happen
Location: Epcot
Map:

4. International Food and Wine Festival

Time schedule: 9:30AM to 8:30PM
Age interests: all ages
Feature: embark on grand culinary adventure
Location: Epcot
Map:

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5. Disneys Princess Half Marathon

Time schedule: 2:00PM to 5:00PM at weekends
Age interests: teens, adults
Feature: magic event presented by characters in fairy tales
Location: Epcot
Map:

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Shops
1. The Crown & Crest
Time schedule: 11:00AM to 9:00PM
Offering: British style apparel & accessories, gifts & housewares
Location: Epcot World Showcase
Map:

2. My Heritage Books
Time schedule: 11:00AM to 9:00PM
Offering: art and collectibles
Location: Epcot World Showcase
Map:

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3. Port of Entry
Time schedule: 11:00AM to 9:00PM
Offering: apparel & accessories, camera & media, pins & vinylmation
Location: Epcot World Showcase
Map:

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4. Art of Disney
Time schedule: 9:00AM to 9:30PM
Offering: art & collectibles, pins & vinylamation
Location: Epcot Future World
Map:

5. Mousegear
Time schedule: 8:45AM to 9:30PM
Offering: apparel & accessories, gifts & housewares, camera & media, pins
& vinylmation, Mickey ears, toys & plush
Location: Epcot Future World
Map:

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Lesson Plan IV
Objective: Students will be able to have a free conversation with visitors and ask for
their preference and recommend the proper visiting routes to them.
Materials and Tools:
1. Peer evaluation feedback sheets
Class procedure:
I.

Orientation: Warm-up Activity (approx. 15 min)

1. Teacher will play two Disneyland promotional video clips, each will last 3
minutes.
2. Students dictate the adjectives that are used in the video as many as possible.
3. Teacher will introduce the importance of using adjectives in giving
recommendation.
4. Students will share their answers in class and teacher will write these
adjectives on the chalkboard.
5. Then the students will watch the two video clips again.

II. Involvement: Role Play (approx. 43 min)

Instructions:
1. The students will play their conversation they have developed in front of
class. Each pair has 3 to 4 minutes.
2. Every student will get a feedback sheet. (Appendix 1) They need to fill the
feedback and give it to the presented pair after their role play.

III. Assignment (approx. 2 min)

Assignment: Students go over all they have learned in the 3 months and prepare
for the final evaluation activity.

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Appendix IV
Feedback sheet
Presenters Names: ________________________________________________
Your Name: ______________________________________________________

1) Do you think the conversation effective?

2) Strengths of their conversation:

3) Your suggestions for further development:

4) Adjectives they have used in their conversation:

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Lesson Plan V
Objective: Students will be able to use all they have learned to accomplish their work
in an authentic situation
Materials and Tools:
1. Video tape recorder
2. Cards
3. Map of Magic Kingdom of Disneyland, Orlando.
Class procedure
I.

Involvement: Main Activity (approx. 120 min)

Instructions:
1. Students are formed into four groups. Each group will divide their group

members into three subordinate teams. In other words, there are three teams in one
group and every team has two members.
2. There will be two designed paths in a theme park in Disneyland. (Appendix 1)
The four groups will choose their path through drawing lots. So there are two groups
in each path.
3. In the first round, two groups from different paths will be the workers in the
Disneyland first, so they are worker groups. The three teams from each of the worker
groups will be allocated into three different places in their path. One is in the
restaurant, one is the souvenir shop and another is in the information center. The rest
two groups will be the visitors in this round, so they are visitor groups. The three
teams from each of the visitor groups will receive a specific task from the teacher.
(Appendix 2) One group receives the tasks in the left column. The other group
receives the tasks in the right column. And they should keep the tasks in secret.
5. The visitor groups will visit all the three places where the worker groups are
working at. The three teams in each visitor group should visit the places one by one,
which means that the second team can only visit the restaurant or shop or information
center after the first team leaves. And the visitor groups need to ask worker groups
questions they have prepared in last assignment, at the same time, finish the task the
teacher gives to them.
6. The worker groups are going to answer visitor groups questions until they
are satisfied. The teacher will count the time for the each group. The worker groups

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should try to finish the race as fast as possible. The visitor groups need to try to put
forward hard questions to procrastinate the time.
7. After first round, the two groups in one path change their roles. In the mean
time, the groups in two different paths change their tasks. Then do the same race
again.
8. All students conversations will be recorded by the video record machine in
every workplace to record.
II. Evaluation (approx. 5 min)
Teacher will review the record videos of every team and give score

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Appendix V
1. Two paths in the Magic Kingdom Park, Disneyland, Orlando.

2. Cards of places or situations

1. You want to visit the Cinderella

2. After you having the meal with

Castle and participate in the Disneys

your friend in the restaurant, you

Family Magic Tour in one day. And you want to pay the bill separately.
dont want to miss the last shuttle bus
from Magic Kingdom to your hotel.
3. You want to buy a special gift for

4. You are going to find a restaurant

your sister who likes adorable things

that offering delicate desserts and

and bright color. But she does not like

special theme with good price

Disneyland dolls.

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5. One of you is allergic to seafood. The

6. You have seen sales in the

other one is vegetarian. You both like

souvenir shop through online

iced drink and sweets.

information. So you really want that

deal. You only bring credit card with
you and you want cash back

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References
Marianne Celce-Murcia, Donna M. Brinton and Janet M. Goodwin (2010). Teaching
Pronunciation: A Course Book and Reference Guide. Cambridge: Cambridge
University Press.
Mark Hancock (1996). Pronunciation Games. Cambridge: Cambridge University
Press.
www.youtube.com
https://disneyworld.disney.go.com/
http://hancockmcdonald.com/;
http://www.teach-this.com/images/resources/guess-the-place-or-situation.pdf;

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