| LIFESKILLS
PERFORMANCE OBJECTIVES |
FUNCTIONS
AND SAMPLE LANGUAGE
|
RESOURCES
See Resources
See Best
of the
Web: Community |
INTEGRATION
|
| 1.
Identify communities to which students belong. |
Identify:
community:
I study English at...
I live/work in Arlington.
I live in..neighborhood.
I am Moroccan.
I am a parent.
I go to..church.
I live on.....street. |
100 and
150:
Students brainstorm
to build
meaning of community.
|
Structures:
Simple present
Extension:
Describe your
neighborhood
100 and 150:
Foundations (87)
Basic Oxford
Picture Dictionary
(BOPD) Literacy
Program (214)
Collaborations
Beginning 1
(72-73,76-77)
150:
Side by Side 1 (65)
Take Charge2 (57)
Expressways 1 (51) |
| 2.
Identify community and neighborhood resources, services, and programs. |
Identify:
resources:
This is the library.
That is the playground.
That is the WIC/
Medicaid/Food Stamps office. |
100 and
150:
BOPD (68-69),
Workbook
(68--69),
Teachers Resource
Book (126-128),
Literacy Program (206-215)
OPD (88-93,152-3)
Collaborations
Beginning
1 (70-71)
English in Action (90-91)
Take Charge 1 (121)
Side by Side 1 (14)
Foundations (69-70)
100:
Foundations (65-70)
Survival English 1 (122-123,
129-133)
Collaborations Literacy
Worktext (86-90)
150:
Stand Out 1 (81-90)
Going Places 1
(87-89)
Take Charge 2
(50,55,59-60) |
Structures:
Demonstrative
pronouns
Simple present |
| 3.
Identify own needs related to community resources, services, and
programs. |
Express:
needs and opinions:
I need books/videos.
My children need a
park.
My daughter needs help with
school.
I would like to help other
people from El
Salvador. |
See Needs
Assessment under Instructional Planning
on the side bar for
suggested activities.
100 and 150:
Students brainstorm
Foundations, p. 65
(visuals on p. 47) |
Structures:
Simple present
Would like... |
| 4.
Access and report on community resources, services, and programs,
including eligibility requirements. |
Request
information:
Where is the library?
Can I check out a
cassette?
What are your hours?
Report information:
The police station is
near the Metro station.
You must be/need to
be an Arlington resident.
Request clarification:
Excuse me. Could
you repeat that,
please? |
100 and
150:
BOPD Resource Book (128-129,131)
OPD (88-93,96),
library
(98)
Take Charge 1
(122-124)
Small Talk
(Jazz Chants),
Unit 12
See Best of
the Web:
Community: Library
See Transportation
Unit for resources
on asking for and giving directions
100:
Foundations
community research
(7,19,47,62,104,116,127)
library (151-52), P.O. (148-50)
Survival
English 1
hours (237-238), post office (247-253), library (257-260)
150:
Going Places 1 (92)
Take Charge 2 (53)
Basic Grammar
in Action
library (64-65,68,70-71)
English for Adult Competency
1 adult ed (156-157), health clinic (159), general (160),
day care (161-162),
library
(163-164),
reading (165)
Survival English 2
crime (187-198, 200)
English in Action,
p. 96-97,100,
library (103) |
Structures:
Present tense
questions and
statements
Modals
(can/could/must)
Extension:
Map reading,
Take Charge 2(52)
Extension:
Make a brochure
of a city, Stand Out
1 (99)
Extension:
Go on a field trip
Extension:
REEP
Activity (100/150): Community
Research
Extension:
Invite a guest
speaker
|
| 5.
Identify ways to be involved in the community. |
Identify:
ways to be involved:
I can know my neighborhood.
I can take English
classes.
I can recycle.
I can volunteer at...
I can help my neighbors. |
100 and
150:
OPD (126-recycling)
Students brainstorm
what
makes a good community member.
150:
Collaborations Beg. 1
(76-77)
Expressways 1, Exit
8 (Recreation) |
Structures:
Modals (can)
Extension:
150:
Describing hometowns,
Going Places 1
(59) |
| 6.
Identify rights and responsibilities of community members. |
Identify:
rights and responsibilities:
You can speak.
You can complain.
You should know your neighborhood.
You should ask
questions. |
100 and
150:
Beginning Stories from
the Heart (Unit 1: About Me)
BOPD Literacy Program
(184-190)
OPD (126-recycling)
Survival English 2 (198-200,
203, 206-207-signs)
EFF
Role Map
Civic
Associations
See Best of the Web:
Community: Rights & Responsibilities |
Structures:
Modals:
can/should
Simple present |
7.
Identify and analyze a community problem or issue. Identify steps/
strategies to deal with/resolve
the problem. |
Identify:
problem:
Parking/trash/crime is a
problem in my neighborhood.
Identify: solution:
I can talk to my neighbors.
I can...
|
100
and 150:
See Best of the Web:
Community: Rights & Responsibilities
students brainstorm
150:
Stand Out 1 (91-92)
Take Charge 2 (56)
Collaborations Beg. 1
(76-77)
English in Action
(101 "Our School" Parking Problem)
150:
Side by Side 1 (49-
neighborhood problems)
English for Adult Competency
1 (Chapter 9)
Survival English 2
(204-205-reading) |
Structures:
Simple present
Modals (can, will)
Future (will, going
to) |
| 8.
Prepare for disasters and community emergencies. |
Express:
need:
I need a first-aid kit.
You should get a
flashlight.
Report info:
There is a hurricane.
There is a fire.
There was an explosion.
Give instructions:
Run!
Stay inside!
Call an ambulance!
Get help! |
See Best
of the
Web: Community: Preparing for Emergencies
100 and 150:
BOPD (74), Resource
Book (130-1), Literacy Program (184-199)
Survival English 1
(102-103)
Survival English 2 (184-186,
200)
Brochures from local agencies
Local telephone book |
Structures:
Simple present
Simple past
Modals (should)
Imperative
|
Arlington Education and Employment Program
Contact REEP: