COMMUNITY UNIT
LIFESKILLS PERFORMANCE OBJECTIVES
LEVELS: 200/250
COMMUNITY UNIT GOAL
Unit Goal: Depending on their interests
and needs, students will demonstrate the level appropriate language skills
needed to become, stay informed and be involved in their communities.
LIFESKILLS PERFORMANCE OBJECTIVES (Summary):
1. Identify communities to which
students belong.
2. Identify rights and responsibilities
of community members.
3. Identify own needs related to
community resources, services, and programs.
4. Access and report on community
resources, services and programs including eligibility requirements.
5. Identify ways to be involved in
the community.
6. Given a community problem, identify
possible solutions.
7. Prepare for community emergencies
and natural disasters.
Level
200/250 Community Unit Resource Page
Note to teachers: Several other
units in the curriculum cover aspects of community as well - Getting Started,
Consumerism, Money/Banking, Telephone, Health, Work, Legal, Housing, Transportation.
Consult these units for additional objectives and resources.
Other community topics
not covered specifically in other unit include library, post office, schools,
tax information and community involvement.
| LIFESKILLS
PERFORMANCE OBJECTIVES |
FUNCTIONS AND SAMPLE
LANGUAGE
|
RESOURCES
-See Resources section
on side bar.
-See Best of the Web:
Community |
INTEGRATION
|
| 1.
Identify communities to which students belong. |
Identify communities:
I am a member of the school
community.
I go to St. Mary's church.
I live in Clarendon.
I belong to the PTA.
I am a parent.
I am a worker.
|
Students brainstorm
Student-generated materials
(i.e., student writings from previous classes)
|
Structures:
to be
present tense
Extension: Describe your
school.
The New Grammar in Action
1, p.104-113 (200)
Describe your neighborhood
Stand Out 2, p. 81-85
A Conversation Book1,
English in Everyday Life, Unit 7, p.106-107
English in Action 2,
p.73
|
| 2.
Identify rights and responsibilities of community members. |
Identify: rights and responsibilities:
You can express your opinions.
You should know your neighborhood.
You should know your neighbors.
You should recycle.
You should...
You have a right to..
Vocabulary for crime and
public safety
|
Students define
a community member.
Sample list of rights and
responsibilities
EFF
Role Map
Civic
Associations
See Best of the Web:
Rights and Responsibilities
Saving
the Earth
|
Structures:
modals: can, should
present tense
Extension: Expressing your
opinions using superlatives and comparatives
Side by Side 2, 3rd ed.
p. 50-53 (250)
Talk about your neighbors.
Side by Side 2, 3rd ed. p. 128-129 (250)
What were your neighbors
doing when the power went out?
The New Grammar in Action
2, p. 170-173 (250)
Going Places 2, Unit
6 (200/250)
|
| 3.
Identify own needs related to community resources, services, and
programs. |
Vocabulary: community
resources (post office, bank, library...)
Express needs and opinions:
I need to...
I want to buy some stamps
please.
I'd like to mail this package.
|
Students Brainstorm
See Needs Assessment under
Instructional Planning on the side bar for suggested activities.
Oxford Picture Dictionary,
p. 88, 96-98
Stand Out 2, p.95-96
Expressways, 2nd. ed.
p. 126-128
English for Adult Competency
1, p.150-153
Getting Together, An ESL
Conversation Book, p. 55-66, 117-118
|
Structures:
want to, need to, would like
to
Extension
Borrowing from a neighbor
Going Places 2, Unit
18 p.115-116
Neighborhoods in the U.S.
and native country, Collaborations Beginning 2, p. 67-76
Expressways 2nd. ed.
p. 51 (200)
Side by Side 2, 3rd ed.,
p. 46 (neighborhood changed--comparisons)
A Conversation Book1,
English in Everyday Life, Unit 7, p.116-117
Listen For it, New Ed.,
Unit 14, p. 68-72
Comparing Cities: The
New Grammar in Action 2, Unit 9, p. 84-94
|
4.
Access and report on community resources, services, and programs, including
eligibility requirements.
NOTE to teachers--Be sure
to include the library |
Vocabulary for
the library
Request information:
Is there a post office nearby?
Where can I find the library?
Is this service free?
Are there night classes at
this school?
Do you offer typing classes?
Report information:
You must be/need to be an
Arlington resident.
Request clarification:
Excuse me, can you repeat
that please?
|
Expressways,
2nd. ed, p. 34-39
Side By Side 1, 3rd
ed., p. 56-57 (See transportation resources)
English in Action 2,
p. 66-71
The New Grammar in Action
1, p.48-53 (200)
Going Places 2, Unit
7, p. 32, 39-44
Real-Life English 3,
Unit 2, p.14-25
Listen For it, New ed.,
Unit 11, p. 54-57
Collaborations Beginning
2, p. 76-77
English for Adult Competency
1, p. 156-160, 164
See also: Transportation
Unit (asking directions)
See also:
Telephone Unit (directory
assistance)
Stand Out 2, p. 90-91
English
Language Center
See Best of the Web
for topic specific resources.
Community and school
brochures or pamphlets
Community project
Dinner
and A Movie
Arlington
County Libraries Site
|
Structures:
Questions
Is there/Are there?
Simple present
need to, have to
modals: must, should
Extension:
map reading
Listen For it, New ed.,
Unit 7, p. 35-39 (When are you open?)
A Conversation Book1,
English in Everyday Life, Unit 7, p.108-109
Field trips, Guided Tour
of Public Library
Guest speakers, followed
by a question and answer session
|
| 5.
Identify ways to be involved in the community . |
Identify activities:
You can vote.
You can volunteer at your child's
school.
You can participate in church
activities.
|
Students brainstorm
what makes a good community member.
Collaborations. Beginning
2, p. 79-80
Life as a Citizen, News
for You, March 13, 2002 (250)
Easy English News, October
2002, Vol. 8 No.2, p.1
|
Structures:
modals: can
Extension: 200/250 Describing
hometowns-Going Places 2, Units 27 & 28
Invite a volunteer to speak
before the class, followed by a question-and-answer session
|
6.
Given a problem in the community, give advice and identify possible solutions.
|
Identify problem:
Parking/trash/crime is a problem
in my neighborhood.
There is a lot of crime in
my neighborhood.
My neighbors are very noisy.
Give advice:
You should move to a safer
neighborhood.
Don't walk alone at night.
Lock your doors.
You could talk to your neighbors
or you could talk to the apartment manager.
|
See Best of
the Web: Rights and Responsibilities
Oxford Picture Dictionary,
p.101
Problem Solving ,
p. 24-40 (250)
Side By Side 2, p.
128-129
|
Structures:
Modals: Could, Should
Imperatives
Present tense
There is/there are
Extension:
Crime Vocabulary
Oxford Picture Dictionary,
p.100
Personal problems dealing
with community (bank or public transportation)
A Conversation Book1,
English in Everyday Life, Unit 7, p.118-121
|
| 7.
Prepare for community emergencies. |
Identify disasters:
flood, tornado, hurricane, earthquake
Report emergency:
I want to report an emergency.
Give instructions/advice:
Run!
Call 911!
Look out!
You should listen to the
radio in case of emergency.
|
See Best of
the Web: Preparing for Emergencies
Oxford Picture Dictionary,
p. 102-103
Brochures from local agencies.
|
Structures:
should
imperatives
want to, need to
imperatives
|
Back to Top
|
Arlington Education and Employment Program
Contact REEP: