| 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 appropriate questions about self, family, and friends in
a social setting. |
Seek/report info:
self/others:
How long have you lived
in Arlington?
How's your brother doing?
What's new? |
Breaking the
Ice, Units 1-3
Lifelines 3, Unit
1
Getting Together,
p. 1-4
A Conversation Book,
p. 16
Grammar in Action 2,
Unit 2
Stand Out 3, Pre-Unit
(Lessons 1-3)
On-line listening:
Listening
exercises
Information
Grids
Video & Worktext A: Crossroads
Cafe, Episodes 1, 2 |
Note: Review
objective 1 material, 250 level
Structures: Simple present;
Present Perfect; wh questions
Extension: taboo questions,
use of first and last names and titles
How are you similar to/different
from the average American?, Grammar in Action 2, Unit 2 |
| 2. Write
about self, family, and friends. |
Possible topics:
Keepsake
assignment
Timelines
First Day in the U.S.
Reasons for Coming to the
U.S.
Changes in Your Life |
Writing It Down,
p. 16-19
Drawing Out, p. 92-93
Weaving it Together 1,
Ch.1, 13 & 14
Collaborations Inter.
1, Unit 3
Oxford Picture Dictionary
(OPD): Classroom Activities, p. 33-35
Stories from the Heart
(About Me)
Stand Out 3, Pre-Unit
(Lesson 4)
Registration forms |
Structures: various
Extension: type up the writing
and make a bulletin board |
| 3.
Self-assess language and lifeskill learning needs, including learning methods.
State future goals, orally and in writing. |
Express wants/needs:
When I finish English classes,
I want to...
I would like to be a nurse.
I need to study/practice
..because...
I want to study auto mechanics.
Express ability:
I can speak English, but
I have trouble with writing.
I cannot read newspapers.
Writing is more difficult
for me than speaking.
Express preferences:
I learn best when...
Watching TV helps me.
I do not like to read. |
Collaborations
Inter. 1, Units 1 & 2
Teaching How to Learn:
Learning Strategies in ESL
Grammar in Action 2,
Ch. 8 & 10
Oxford Picture Dictionary
(OPD): Classroom Activities, p. 13
Stories from the Heart
(My Future)
Stand Out 3, Unit
1 (Lessons 3, 4, Unit Review, and Team Project)
Videos with Texts:
A Day in the Life of
the Gonzalez Family, Unit 1, Scene 1
Crossroads Cafe,
Episodes 1, 2
Sample
Lesson Plan
On-line listening:
What
kind of books? |
Structures:
Simple present, past
Future; verb + infinitive;
Can/cannot
would like;
comparatives
and superlatives;
gerunds; when clauses
Extension: Timelines
Students set individual
learning goals. Go to Goal
Setting |
4.
Set class learning goals, including:
-
lifeskills topics to be covered,
and
-
language skill development
focus.
|
Develop/Express
Consensus:
What do you think?
What is your opinion?
We agreed that...
We decided/picked... because... |
Sample
Lesson Plan
Learner
Needs Assessment Home Page
Team
building lesson plan |
Structures:
Simple present, past
future
Extension: Reflect on process
of negotiating curriculum. |
| 5.
Self-assess ability to use technology. |
Sample Language:
Mouse
Email
Internet
Word Processing |
Technology
Needs Assessment
Technology
Lesson Plan |
Extension: Uses of technology
in everyday life: today and 10 years ago |
| 6.
Identify rights and responsibilities as a member of the class. |
Give advice:
Go to the nearest exit.
Listen to your classmates.
You should bring a pencil
to class.
You shouldn't bring a cell
phone to class. |
As a team, class establishes
class rules. Go to class
rules for sample.
Sample
Lesson Plan
School policies and emergency
procedures. |
Structures:
Imperatives; should, shouldn't
Extension: Discussion of
'the adult learner' |
Arlington Education and Employment Program
Contact REEP: