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    • COMMON QUESTIONS
    GETTING STARTED UNIT
    LIFESKILLS PERFORMANCE OBJECTIVES
    LEVEL: 150
     
    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 simplified data form.  
    3.  Greet people and say good-bye.  
    4.  Introduce self and others.  
    5.  Identify family relationships and describe own family.  
    6.  Locate relevant points on maps.  
    7.  Write a timeline.  
    8.  Self-assess language and lifeskill learning needs.  
    9.  Set class learning goals.  
    10. Self-assess ability to use technology.  
    11. Identify rights and responsibilities as a member of the class and respond to seasonal and other emergency procedures.
     
    Level 150 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, birth date, age, number of children, and marital status). Seek/report info:  
    Where are you from? 
    What's your name? 
    I am from... 
    My name is... 

    Make/respond to requests:  clarification: 
    Excuse me?  Please spell that. 
    Please repeat that.

    		 Stand Out 1, Pre-Unit (Lessons 2, 3), Unit 2 (Lessons 1, 3) 
    Basic Grammar in Action, p. 11-14 
    Survival English 2, p. 6 
    Take Charge 2, p. 2 (listening exercises), p. 3 
    Side by Side 1, p. 2-5 
    English for Adult Competency 1, p. 3 
    Collaborations 1, p. 6. 10-11 
    Going Places 1, p. 9-15    		 Structures:  
    Simple present 
    Possessive adjectives 
    Subject pronouns 
    Wh-questions 

    Cross-culture: 
    inappropriate questions (age)  

     
    2.  Complete simplified data form including (information from objective 1 as well as sex, social security number, e-mail and signature). Sample Vocabulary: 
    Name 
    Sex 
    Social  security number 
    Birthplace 
    Marital status 
    N/A    		 Stand Out 1, Unit 2 (Lessons 1, 3) 
    English for Adult Competency 1, p. 8-9 
    Survival English 2, p. 5-6 
    Lifelines 1, p. 13 
    Take Charge 2, p. 7 and listening exercises p. 5. 
    Oxford Picture Dictionary (OPD), p. 4 
    Going Places 1, p. 16 

    Simplified data forms 
    3.  Greet people and say good-bye in formal and informal situations. Seek & Report info: 
    Hi. 
    Hello.  How are you? 
    Fine thank you. 
    Good-bye. 
    See you later.     		 Stand Out 1, Pre-Unit (Lesson 1) 
    English for Adult Competency 1, p. 2 
    Expressways 1, p. 2-3. 
    Basic Grammar in Action, p. 3 
    Side by Side 1, p. 26 

    Side by Side 1 video. 

    Lesson Plan

    		 Cross-culture: 
    Non-verbal greetings: 
    kiss, handshake, hug, etc.
    4.  Introduce self and others. Report info:  
    Hello.  My name is... 
    It's nice to meet you.... 
    This is my friend....    		 Stand Out 1, Unit 1 (Lesson 2) 
    Expressways 1, p. 4-5. 
    English Extra, p. 1    		 Structures: 
    Simple present 
    Possessive adjectives 
    Demonstratives
    5.  Identify family relationships and describe own family. Seek & report info:  
    She is a/my grandmother. 
    He is an/her uncle. 
    I have one sister. 
    My sister lives in... 
    How many brothers do you have?    		 Stand Out 1, Unit 1 (Lesson 5) 
    OPD, p. 24-25 and  
    OPD Beg.Workbook, p. 24-25 
    OPD tape, listening #7 
    Collaborations Beg. 1, Unit 3 
    English for Adult Competency 1, p. 12-15 
    English Extra, p. 20-22 
    English Extra Activity Bk, 14  
    Side by Side 1, Unit 6 test and video 
    Personal Stories 1, p. 2-9 
    Take Charge 1, p. 63 

    Students' family photos  

    Family listening activity 

    Software: 
    Oxford Picture Dictionary: family unit 

    		 Structures: 
    Simple present 
    Demonstratives 
    Possessive adjectives 

    Extension:  
    Students draw family trees 

    Cross-culture: Family size  
     
    6.  Locate relevant points on maps (e.g.. native country, US, Virginia, Arlington) Sample vocabulary: 
    Country 
    Native country 
    State 
    City    		 Stand Out 1, Unit 1 (Lesson 1) 
    Collaborations 1, p. 4-7 
    OPD, p. 122-125  
    OPD workbook p. 122-125.  
    Survival English 2, p. 154-155 

    Local maps 

    Maps
    7.  Write a timeline, including past and present events and future goals.  Report info:  self 
    I came to the U.S. in... 
    I am studying English at... 
    I want to work at...     		 Survival English 2, p. 154-155 
    OPD, p. 28-29 
    OPD workbook p. 28-29 

    Sample timeline 

    		 Structures: 
    Present 
    Past 
    Future 
    Prepositions- time, place
    8.  Self-assess language and lifeskill learning needs and preferences. Express needs:  
    I want to learn English to...get a job. 
    I need English to...get job training.    		 Teaching How to Learn:  
    Learning Strategies in ESL 
    Stand Out 3, Unit 8 (select appropriate lessons) 

    Collaborations Beg. 1, Unit 2

    		 Structures:  
    Present
    9.  Set class learning goals, including:  
    • lifeskills topics to be covered, and
    • language skill development focus. 
    		 Express Need: 
    I need to study... because... 
    I need to improve my speaking because... 
    I want to improve my writing because...     		 Sample Lesson Plan 

    Learner Needs Assessment HomePage 

    Team building lesson plan

    		 Structures:  
    Present  

    Extension: Students set individual learning goals. Go to Goal Setting
    10.  Self-assess ability to use technology. Sample vocabulary: 
    Technology 
    Monitor 
    Mouse 
    Keyboard     		 Technology Needs Assessment 

    Technology Lesson Plan

    		 Extension:  
    Discuss different kinds of technology and how technology is used in everyday life. 
    11.  Identify rights and responsibilities as a member of the class and respond to  
    seasonal and other emergency procedures.    		 Sample Language: 
    Be nice to your classmates. 
    Come to class on time.  
    Try to speak English in class.  
    Evacuate the building. 
    Emergency exit    		 As a team, class establishes class rules. Go to class rules for sample.  

    Collaborations 1, p. 30 

    School policies and emergency procedures.

    		 Structures:  
    Imperative 

    Cross-culture: class rules in other countries  

    Extension: 
    Compare rules in a classroom with workplace rules
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