| LIFESKILLS
PERFORMANCE OBJECTIVES |
FUNCTIONS AND SAMPLE LANGUAGE
|
RESOURCES
See Resources
section on side bar.
Go to Best
of the Web |
INTEGRATION
|
| 1. Introduce
self and others. |
Seek & Report Info:
Hello. My name is ____.
What's your name?
I'd like to introduce you
to...
Let me introduce you to...
This is ..... |
Stand Out 2, Pre-Unit
(Lesson 1)
Going Places 2, p.9-10
Expressways 1 2nd Ed.,
p. 2-5, 12-13
Take Charge 2, Unit
1
Grammar in Action
1, Ch. 1 On-line
listening:
Family
introductions
Randall's
Introduction |
Structures:
Simple present
Possessive pronouns
Cross-culture: handshaking,
use of first and last names, titles |
| 2.
Ask and answer personal identification questions about self and others
(name, address, telephone number, birthplace, birth date, age, number of
children, marital status, work, study, nationality and language ) |
Seek/report
info: self/others
Where are you from?
I'm from Japan. I'm Japanese.
Where do you work?
I work at Dulles Airport.
Do you have children?
No, I don't.
How old are you?
I'd rather not say.
What language do you speak?
I speak Chinese. |
Stand Out
2, Pre-Unit (Lessons 3, 4)
Jazz Chants, p.23,
45
English for Adult Competency
2, p.3-7
Going Places 2, p.7-10
Lifelines 2, Ch.
3
Expressways 1 2nd Ed.,
p 6-15
Side by Side 3rd Ed.,
p.80
Write From the Start,
p. 3-4
Online listening:
Where
are you from? |
Structures:
Questions: wh & yes/no
Would rather (not)
Simple present
Possessive adjectives
Extension:
Taboo questions (eg. age)
Write about self, Take
Charge 2, p. 10. |
| 3. Complete
personal Identification (info from objective 1 as well as sex, social security
number, how long at current job, and signature) |
Sample Language:
Sign.
Date.
Please Print.
First/last/full name
Middle initial
Maiden name? |
Take Charge 2, p.5,
7, 18
Grammar in Action 1,
p. 4
Various registration forms
www.yahoo.com
www.hotmail.com |
Extension:
Internet: Email sign
ups. Go to REEP Technology Curriculum
|
| 4. Ask
and answer questions about schedules and hobbies. |
Seek & Report Info
What do you do on the weekends?
I play soccer on the weekends.
What do you like to do?
I like to go shopping.
What does she do on the
weekend? She goes dancing on Saturday nights.
What are your hobbies?
My hobbies are swimming
& reading. |
Stand Out 2, Unit
1 (Lessons 6, 7)
Going Places 2, Unit
11 p.65-70
Beginning Stories
from the Heart, p.35-46 Online
listening:
Daily
Routine
(scroll down on page)
Daily
Schedule
Sample
Lesson Plan |
Structures:
Simple present
Gerunds
Wh-questions
Extension: hobbies in other
countries |
| 5. Identify
family relations over 3 generations.
|
Report info: others:
Those are my cousins.
This is my aunt. She is
my mother's sister.
These are my cousins. Their
mother is my aunt.
|
Stand Out 2, Unit
1 (Lessons 3, 4)
Lifelines 1 2nd Ed.,
Unit 5
The New Oxford Picture
Dictionary OPD), p.2-3, 24-25
A Conversation Book,
p.22-26, p.32
Stories From the Heart,
p.2-4
Personal Stories 3,
p.30-33
Take Charge 2, Unit
3
Grammar in Action 1,
Ch. 4
self-generated family trees
teacher-generated info grids
Online listening:
New
Listener
Talking
about Families |
Structures:
Simple present
Possessives
Demonstratives
Extension
Cross-culture: role of extended
family, marriage customs, family size, parenting problems
The Chicken Smells Good,
p.79
Collaborations Beg. 2,
Unit 3 "Changing Families"
|
| 6. State
reasons for leaving country of origin and coming to the US. |
Report info: cause/effect
There is a war in my country.
I want to study in the US.
I want a better life and
better opportunities. |
Beginning Stories From
the Heart, p. 63-76
Student-generated stories
|
Structures: There is/there
are
Simple present
Why... because
Extension:
First impressions of the
US, problems. |
7. Locate
relevant points on maps. (native country, US, Virginia, Arlington)
|
Sample Vocabulary:
Country
City
State
Native Country
Street |
maps, globe
Stand Out 2, Unit
1 (Lesson 1)
Beginning Stories from
the Heart, p.63
Collaborations Beg. 2,
vi, vii
www.50states.com
New Oxford Picture Dictionary
(CD-Rom)
|
Structures:
This is/that is
prepositions of location
Extension
Discuss, plot the route
from first country to the US.
Report about your country,
Grammar in Action 1, p. 17 |
| 8. Self-assess
language and lifeskill learning needs, including preferences. |
Report info: cause/effect
I want to study English
because I want a better job.
I need English to communicate
better.
I need to practice speaking.
I want to work on my writing.
I like to work in groups. |
Collaborations Beg. 2,
Unit 2
Teaching How to Learn:
Learning Strategies in ESL
Stand Out 2, Unit
8 (Lesson 1)
teacher-generated questionnaire |
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...
|
Sample
Lesson Plan
Learner
Needs Assessment Home Page
Team
building lesson plan |
Structures:
I need to...
I want to...
simple present
Extension: Students set individual
learning goals. Go to Goal
Setting |
| 10.
Self-assess ability to use technology. |
Express ability/needs:
I can use a mouse.
I know how to type.
I want to practice typing.
I cannot type well. |
Technology
Needs Assessment
Technology
Lesson Plan |
Structures: Can/Can't
simple present
Extension: Discuss the difference
between 1900 and 2002. What technology is necessary today? Why?
Compare technology around
the world. For example, what is the difference between students'
home countries and the U.S.? |
| 11.
Identify rights and responsibilities as a member of the class. |
Give advice:
No Smoking.
No eating or drinking.
Speak only in English.
No cellular phones.
We should be on time.
You have to bring your books. |
Collaborations Beg. 2,
p. 30
As a team, class establishes
class rules. Go to class
rules for sample.
School policies and emergency
procedures. |
Structures: Should, have
to, must
Imperatives.
Negatives
Extension: Discuss the diversity
of the class and why the rules are important. |
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