| 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 (including
name, address, telephone
number, birthplace, birth date, age, number of children, nationality, marital
status, occupation, place of work, and physical description).
|
Seek/report
info:
What is your name?
Where are you from? Where
do you live?
How are you?
How old are you?
When is your birthday?
My name is _____.
I am from _____.
I am a doctor.
I have 3 children.
I am married.
I am tall/short. |
Stand Out
2, Pre-Unit (Lessons 3, 4)
Going Places 2 p.
Unit 1
Getting Together
p.2, 5, 8-10
Lifelines 1 p. 6-9,
14-17
Starting to Read,
p.8-11.
Personal Stories 2,
p.1-6
Side By Side 1, p.1-6
Oxford Picture Dictionary
(OPD), p. 22-3.
Survival English 2,
p. 137, 139
Grammar in Action 1,
p. 33, 36-37
(Audio) From the Start,
Unit 6 and 7.
(Video) Side By Side TV
1B, Segment 1.
On-line listening:
Where
are you from? |
Structures:
Possessive adj.
Simple present
Descriptive adj.
WH-questions
Focus on Grammar Basic,
software, Unit 1
Cross-culture: inappropriate
questions (age)
Extension:
(Writing) Write From
the Start, p. 3 and 4.
Write a language experience
story about the class, Collaborations Beg.1, p. 13
|
| 2. Complete
simplified personal information form (information in obj. 1) as well as
social security number, sex, how long at current job, height, weight, e-mail
address and signature.)
|
Sample Vocabulary:
Sign.
Date.
Please Print.
First/last/full name
Middle initial
Maiden name? |
Lifelines
1, p.10-13.
Working in English 1,
p. 14-17.
Lifeskills 1, p.10,13.
Going Places 1, p.16
Starting to Read,
p. 4-10.
Survival Eng. 2, p.
5
Grammar in Action 1,
p. 4 |
Extension: medical
forms, job application forms, banking forms |
3.
Introduce self and others, including greeting and leave taking.
|
Report
info:
This is my coworker.
His name is Kevin.
Hi. I'm Joe. I'm in your
class.
Hello. My name is Sarah.
I live down the street.
How are you?
It is nice to meet you.
Nice to meet you, too.
|
Stand Out
2, Pre-Unit (Lesson 1)
Basic Grammar in Action,
p. 11-13
Expressways 1, p.2-5,
14-15.
OPD, p. 22-3
Better English Every
Day, p. 32, 34
Grammar in Action 1,
p. 12-19
Lifelines 1, 2cd
ed, p. 2-5
English for Adult Competency
1, p. 2
Going Places 2, p.
9
On-line listening:
Self
Introduction |
Structures:
Possessive adjectives
Personal pronouns
Demonstratives
Simple present
Cross-culture: non-verbal
greetings, e.g. kiss handshake, hug, etc.
Extension: (Writing about
self and others) Write From the Start, p. 3 + 5. |
| 4.
Identify and describe family members.
|
Seek
& Report Info:
Are you married? Yes, I
am married.
How many children do you
have? I have 2 children.
Do you have brothers or
sisters?
Do you have a big family?
Where does your sister live?
This is my sister. She lives
in Florida with her husband. |
Stand Out
2, Unit 1 (Lessons 3, 4)
Lifeskills 1, p.41-44.
Basic Grammar in Action,
p. 32-41.
OPD, p. 24-25
Lifelines 1, p. 18-24
Eng. for Adult Competency
1, p. 12,14-15
Write From the Start,
p.14.
Vistas 1, p. 42-49.
(Video), Side By Side TV,
1A, segment 6.
On-line listening:
Family
Talking
About Families
|
Structures:
Demonstratives
Descriptive adj.
Possessive adj.
Simple present
Cross-culture: size of
families
Activity idea: Bring in and
discuss family photos.
|
| 5.
Describe likes and dislikes.
(e.g. music, sports, food,
school subjects, work)
|
Seek
& Report info/ Express opinions:
How often do you watch movies?
Do you like to dance?
Yes, I like to dance.
I like/love/hate..
I do not like the cold weather.
What is your favorite food?
What kind of __ do
you like?
Who is your favorite actor? |
Going Places
1, p.105-8
ODP p. 50-54, 60-61,152,
158-9,166.
Basic Grammar in Action,
p. 118-25.
Getting Together, p.47,
50.
Survival English 3, p.174-5.
Survival Eng. 2,
p. 147
Expressways 1, p.
150.
Foundations, p.98,
194-6.
Collaborations Beg.1,
p. 14
Very Easy True Stories,
Unit 6
Sample
Lesson Plan
On-line listening:
Family
Likes
and Dislikes |
Structures:
Simple present
Like + infinitive
Questions
Extension: (Work) Lifelines
1, p.74-7.
(Writing about food), Basic
Grammar in Action, p 127.
and Foundations,
p.98
(Reading) Very Easy True
Stories, Unit 6.
Extension: Discuss learning
preferences |
6.
Write a timeline, including past and present events, future goals,
and reason for coming to the U.S.
|
Report Info:
In my country, I was a doctor.
I came to the U.S. in ..
because..
I am studying English now.
I want to... .
I will ____.
(Time words)
Last year, Three years ago,
Now, Next year |
OPD, p.18-19.
Survival English 2,
p. 154-155
Easy True Stories,
Unit 19
Write from the Start,
p.13 15 (past).
Personal Stories 2,
p. 2-6 (present): p. 85-89 (future).
Getting Together,
p. 24.
Expressways 1, 2cd ed,
p.132-133
Grammar in Action 1,
Ch. 16
Sample
timeline |
Structures: Simple
present, past and future; because.
Extension: (Video), Side
by Side TV, 1B, Segments, 22, 23, 25, 26.
Write a brief essay about
yourself or other students in the class using the language practiced in
objectives 1-6 |
| 7.
Identify relevant points on maps.
(native country, US, Virginia,
Arlington)
|
Sample
Vocabulary:
Country
City
State
Native Country
Street |
Stand Out
2, Unit 1 (Lesson 1)
OPD, p. 122-125.
Lifeskills 1, p.
86-87.
From the Start:
Beg. Listening, Unit 16.
Collaborations Beg.
1, p. 4, 5
Metro Pocket Guide
Local Maps
www.worldatlas.com |
Extension:
Students generate a list of local points to identify on the map, e.g. hospital
(Directions/transportation) Lifelines 1, p.30-33. |
| 8.
Self-assess language and lifeskill learning needs, including preferences. |
Express
need:
I need English..
to get a job.
for my job.
to get a better job.
I like to.. |
Collaborations
Beg. 1, Unit 2
Teaching How to Learn:
Learning Strategies in ESL
Stand Out 2, Unit
8 (Lesson 1) |
Structures:
Simple 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 study housing because
...
I need to study transportation
because ... |
Sample
200/250 Lesson Plan
Learner
Needs Assessment Home Page
Team
building lesson plan
|
Structures:
need + infinitive, simple present
Extension: Students set individual
learning goals. Go to Goal
Setting
|
| 10.
Self-assess ability to use technology. |
Sample
vocabulary:
Keyboard, monitor, mouse,
click, internet. |
Technology
Needs Assessment
Technology
Lesson Plan |
Extension:
Discuss the difference between 1900 and 2002.What technology is necessary
today? Why? |
| 11.
Identify rights and responsibilities as a member of the class. |
Advise
someone to do something:
Speak English in class.
Listen to others.
No cell phones in class.
Come to class on time.
Do not eat or drink.
Sample vocabulary:
Emergency exit.
Evacuate the building. |
As a team, class establishes
class rules. Go to class
rules for sample.
School policies and emergency
procedures.
|
Structures:
Commands, negatives
Extension: Talk about rules
at home and in classrooms in students' home countries. |
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