COMMUNITY UNITS
LIFESKILLS PERFORMANCE OBJECTIVES
LEVELS: 300/350/450
COMMUNITY UNIT GOAL
Unit Goal: Students will demonstrate level-appropriate
language skills needed to become, stay informed, and be involved in the community
and neighborhood.
LIFESKILLS PERFORMANCE OBJECTIVES (Summary):
1. Identify communities to which
students belong.
2. Identify needs related to community/neighborhood
resources, services & programs.
3. Access and report on community
and library resources, services and programs.
4. Identify rights and responsibilities
of community members.
5. Prepare for community emergencies/natural
disasters.
6. Analyze a community problem/issue
and identify ways to deal with/resolve problem.
7. Identify ways to participate/be
involved in the community.
Level
300/350/450 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.
| 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
communities:
I live in ....
I belong to...
I go to.....
I usually go to ...
There is/There are
I am... |
Students
brainstorm
Stand Out 3,
141-145
Collaborations, Int. 1,
68-76
Multicultural Workshop
2, 31-35
|
Structures:
present tense, modals, use
of adjectives
Extension:
Collaborations, Intermediate
1, 72-73
Discussion of student's type
of neighborhood/
community (school, ethnic,
association, etc.)
Describe the association
you belong to.
|
2.
Identify own needs
related to community/
neighborhood resources,
services and programs.
|
Identify
needs:
I want to...
I'd like to...
I have to ...
I must .....
I need to.....
There is/There are
|
See
Needs Assessment under Instructional
Planning on the side
bar for suggested activities.
Breaking the Ice, 75-76
Collaborations, Int. 2,
70-72, 73
English for Adult Competency
2, 106, 109-110
ExpressWays 2, 100
Washington Post article
on Neighborhood and Community
(1999)
See Best of the Web
|
Structures:
present tense, modals, Wh-questions
Extension:
Writing activity - comparison
of neighborhood in the USA and native country.
Collaborations, Intermediate
2
|
| 3.
Access and report on community resources, (incl. library services),
programs, and services, including eligibility requirements. |
Request
information:
Where can I...?
Would you help me with...?
I'm interested in taking a
course ...
How much does it cost...?
We're looking for....
I'd like to have some information
about.....
I'd like to get a library card...
Can I check out this book...?
Do you know where...?
Library Vocabulary
|
REEP
Lesson Plan
Topics & Language
Competencies 4
4-10, 11-14
Lifelines 4, 49-
54, 70-71
English for Adult
Competency 2, 169, 176 -177, 196 -197
Building Real Life
English Skills, 216 -
217, 224-227
CrossRoads Cafe
Worktext A, p.
37
Topic and Language
Competencies, 2-7, 10-11, 13-15
See Best of the Web:
Community (Field Trips)
Community projects
Guest speakers
|
Structures:
present tense, modals, Wh-
questions
Extension:
Map Reading
Building Real Life English
Skills, Ch. 10
Project:
Students make a directory
of community service agencies and appropriate govt. agencies (or on
the phone or computer for homework)
Field Trip to the public
library.
|
| 4.
Identify rights and responsibilities of community members. |
Identify
rights:
You can express your own opinions
...
You should...
You have a right to ...
You should know...
Legal Vocabulary
|
Define
community member. Brainstorm on what makes a good community member.
Talk it up, 112,
116-117
English for Adult Competency
2,
179-184, 185-
192
Life as a citizen, News
for You (Mar 13, 2002)
Lifelines 3, 86-
89, 91-95
EFF
Role Map
Civic
Associations
See Best of the Web:
Community (Rights and Responsibilities)
|
Structures:
present tense, modals
Extension:
Grammar in Action 3,
144-153
Invite speakers from Police
Dept., Legal Association, etc. and have a panel and engage students
in discussions with the panel.
|
| 5.
Prepare for community emergencies and natural
disasters |
Give
advice:
You should have...
You must have...
If an earthquake hits...
If you had....
Are you prepared for...?
|
Talk
it up, 112,
116
Side by Side 2,
4, 71
Home Guide to Emergency
Preparedness
Brochures from the Red
Cross,
local FEMA, etc.
Project Resilience of
Arlington
See Best of the Web:
Prepare for emergencies; what to do in case of natural disasters.
|
Structure:
present tense, imperatives,
conditional If...
Extension:
Discuss scenarios involving
an emergency or natural disaster;
invite guest speakers from
Red Cross or FEMA, or a resource person who can demonstrate first- aid
or CPR
|
6.
Identify and analyze a community problem or issue. Identify steps/strategies
to deal with/
resolve the problem.
|
Express
opinion:
What we should do is...
I could have...
I shouldn't have...
Excuse me, I don't think you're
allowed to... |
ExpressWays
2,
140-141
Problem-Solving
24-41
NorthStar Focus on Reading
& Writing H-Int,
107-115
REEP
Activity (300/350/450): New Horizons Community Center
Crossroads Cafe videos-
various problem-solving episodes
See Best of the Web:
Rights and Responsibilities
|
Structures:
present tense, negatives, modals
Extension:
Problem-Solving, 24-41
Introduce scenarios involving
trash or drugs in the neighborhood and have students do an EFF problem-
solving activity in groups. Attend community meetings as a class.
|
| 7.
Identify ways to participate/be involved in the community, including
volunteering |
Give
advice:
You could volunteer at...
You should...
Ask/Answer:
Have you ever been a volunteer?
What did you do?
Did you enjoy it?
Why? Why not?
|
Skills
for Success, Chapter 3
ExpressWays 2, p,
169
NorthStar Focus on Reading
& Writing (H-Int.), 128-150
www.unitedway.org
Students could interview
a REEP volunteer.
|
Structures:
simple present tense, modals
Extension:
As a weekend activity, give
students a contact assignment (ind/
group) to visit a volunteer
center or community project, do research, and prepare a report on benefits
of volunteering.
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|
Arlington Education and Employment Program
Contact
REEP: