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    • COMMON QUESTIONS
    GETTING STARTED UNIT
    LIFESKILLS PERFORMANCE OBJECTIVES
    LEVEL: 100
     
    Note to teachers: The Getting Started Unit is the first unit in the curriculum and the only required one. This unit focuses on involving students in negotiating their curriculum for the course and developing a learning community. 

    GETTING STARTED UNIT GOAL 
    Students will demonstrate their ability to use level appropriate language skills to communicate personal identification information and to function as a learning community.  

    GETTING STARTED LIFESKILLS PERFORMANCE OBJECTIVES (Summary):  
    1. Ask and answer questions about self and others. 
    2. Complete a simplified personal data form. 
    3. In everyday conversation, greet others and take leave. 
    4. Introduce self and others. 
    5. Identify immediate family members. 
    6. Locate important points on maps. 
    7. Self-assess language and lifeskill learning needs. 
    8. Set class learning goals. 
    9. Self-assess ability to use technology. 
    10. Identify rights and responsibilities as a member of the class.
    11. Ask and answer questions about common classroom items and activities. 

    Level 100 Getting Started Resource Page
     
    LIFESKILLS PERFORMANCE OBJECTIVES 

    FUNCTIONS AND SAMPLE LANGUAGE

    		 RESOURCES  
    See Resources 
    section on side bar. 
    Go to Best of the Web.

    INTEGRATION
    1. Ask and answer questions about self and others. (name, address, telephone number, birthplace, birthdate, age) Seek /report info: 
    What's your name? 
    My first name is Ana. 
    Where are you from? 
    I'm from Peru. 

    Make/respond to requests: clarification: 
    Spell that, please. 
    Repeat that, please.

    		 Oxford Picture Dictionary (OPD), p. 4 
    Survival English 1, p. 16-27 
    Foundations, pp. 4, 6, 8 
    English ASAP (Literacy) pp. 3-13 
    Expressways I, pp. 6-9 
    Access, pp. 37-39, 55, 68-70 
    Listen First (T), Unit 1 and Unit 2 
    English Extra (T), p. 3 
    Before Book One, p.1-9 
    ASAP Literacy, Ch 1    		 Enabling skills:  
    say numbers & letters (spell) 

    Structures: 
    Simple present 
    Possessive adjectives 
    Subject pronouns 
    Wh- questions  

    Cross-culture: rude questions (age)  

    Extension: Write about yourself, English Extra, Activity Book, p. 7 

    Note: Teachers with low-literacy learners should also consult the Basic Oxford Picture Dictionary Literacy Program
    2. Complete a simplified personal data form. (using info from objective 1) Sample Vocabulary: 
    Last name, first name 
    Birthdate: month, day, year 
    Birthplace: city and country    		 OPD, p. 4 
    Survival English 1, pp. 20-23 
    English Extra, pp. 8-9 
    English Extra Activity Book, p. 5 
    Grammar in Action I, p. 4 
    Starting to Read, pp. 4, 10    		 Enabling skills: letters, numbers, months of the year
    3. In everyday conversation, greet others and take leave.  Make/respond to social inquiries: self/others 
    Hi! How are you? 
    Fine, thanks. 
    Good-bye. See you.    		 OPD, p. 8 
    Survival English, p. 3 
    A New Start, p. 1 
    English Extra (T), pp. 1-2 

    student-generated language

    		 Extension: English Extra Activity Book, p. 1
    4. Introduce self and others. Report info: self/others 
    Hi, my name is Tam. 
    Nice to meet you. 
    Tam, this is Pedro.    		 OPD, p. 8 
    English Extra, pp. 1-3 
    Foundations, pp. 2, 10 
    English ASAP (Literacy), p. 99-103 
    Expressways I, p. 2-5 
    A New Start, p. 2    		 Structures: 
    Simple present 
    Possessive adjectives 
    Demonstrative pronouns 

    Cross-culture:  
    shaking hands
    5. Identify immediate family members. Report/seek info:  self/others 
    This is my mother. 
    This is my son. 
    How many brothers do 
    you have? 
    I have 3 brothers.    		 OPD, p. 24-25 
    Survival English, p. 69-87 
    Basic Oxford Picture Dictionary, p. 16 
    English Extra, pp. 20-22 
    English Extra Activity Book, p 14 Foundations,pp. 10-12 
    English Extra (T), p. 20    		 Structures: 
    Simple present 
    Possessive adjectives 
    Demonstrative pronouns 

    Cross-culture: sizes of families.
    6. Locate important points on maps (e.g., native country, U.S., Virginia). Report info: places 
    This is my country,  
    Morocco.    		 OPD, p. 122-125 
    Survival English, pp. 24-25 
    Collaborations (Literacy), pp. 4-5    		 Structures: 
    Simple present 
    Possessive adjectives 

    Extension: go to websites on nations 
     
    7. Self-assess language and lifeskill learning needs.  Express needs: 
    I need more English 
    for my job. 
    I need to practice 
    speaking more.    		 Teaching How to Learn: Learning Strategies in ESL 
         		 Structures: 
    Simple present  

     
    8. Set class learning goals, including: 
    • lifeskills topics to be covered, and
    • language skill development focus. 
    		 Express needs:  
    I need to study more ... 
     
     
     
     
     

     

    		 Sample Lesson Plan 

    Learner Needs Assessment Home Page 
     
     
     
     

     

    		 Structures: Simple present 
     

    Extension: Students set individual learning goals. Go to Goal Setting 
     

     
    9. Self-assess ability to use technology. Report info: self 
    I type on a keyboard. 
    I use a mouse.    		 Technology Needs Assessment 

    Technology Lesson Plan

    		 Structures: 
    Simple present 
    10. Identify rights and responsibilities as a member of the class. Make and respond to directives: 
    No smoking. 
    Come on time.    		 As a team, class establishes class rules. Go to class rules for sample. 

    School policies and emergency procedures.

    		 Structures: 
    Imperatives               Simple present 

    Cross-culture:  informality in U.S. adult classrooms
    11. Ask and answer questions about common classroom items and activities. Report info: objects 
    This is a pencil. 
    These are chairs. 
    Respond to instructions: 
    Open your book. 
    Listen and repeat.    		 OPD, p. 2-3, 6-7 
    OPD Beg. Workbook, p.2-3 
    OPD Classroom Activities, p.20 
    Survival English, pp. 35-43 
    English Extra, pp. 6-7 
    English Extra Activity Book, p. 4,7 
    Foundations, pp. 28-36 
    Basic Oxford Picture Dictionary, pp. 2-3 
    Listen First (T), Unit 3 
    English Extra (T), p. 7    		 Imperatives 
    Simple present 
    Singular/plural 
    Demonstratives 
    Prepositions
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