| LIFESKILLS
PERFORMANCE OBJECTIVES |
FUNCTIONS AND SAMPLE LANGUAGE
|
RESOURCES
See Resources
section on side bar.
Go to Best
of the Web |
INTEGRATION
|
1. Using
appropriate social registers, exchange greetings and
introduce self and others.
|
Seek/report info:
Hey, how's it going?
Hi! How are you?
Hello! How are you doing?
Let me introduce my
supervisor, Mr...
I'd like you to meet...
This is my friend, Linda. |
Lifelines 3, p.
1-2
Our Own Stories,
p. 54-68)
Expressways 3, p. 2-3,
8-9
Crossroads Cafe (video
& text), Episode 1 |
Structures: Simple present,
would like
Cross-culture:
use of first names, last
names, and titles; handshaking,
kissing, other conventions |
| 2. Given
social situations, ask/answer questions about self, others, and family
members.
|
Seek/report info: self/others:
How is your job?
How was your weekend?
I haven't seen you in quite
a while.
What do you do? I work at
Wilson School.
How many brothers and sisters
do you have? |
Expressways 3, p.
4-6, 14, 15
Lifelines 3, p. 2-6
Breaking the Ice,
Units 1-3
Grammar in Action 2,
Unit 2 (How similar are you to an average American.)
Stand Out 3, Pre-Unit
(Lessons 1-3)
On-line listening:
Where
are you from?
Information
Grids |
Structures: Simple
present and past
Questions: wh & yes/no
Cross-culture:
comfortable speaking distance between people |
3. Identify
relevant points on globes/maps (native country, VA, Arlington, location
of friends and family).
|
Seek/report info:
This is Arlington. I live
there.
This is Bolivia. My mother
lives there.
|
Rethinking America
1, p. 208, 209 (maps)
maps, globes
50states.com
CIE
World Factbook
Arlington
maps |
Structures: simple
present; demonstratives
|
| 4. Express
reasons for coming to the US in current and historical context of immigration. |
Seek/report info:
self/others:
I came to escape war in
my country/ because I
wanted a better job.
People have been immigrating
to the US from
_____ for many years. |
Collaborations, Inter.
1, p. 18, 19-21, 34, 35, 70, 71, 84-87, 88-89
Collaborations, Inter.
2, p. 10
Rethinking America
1, p. 1-18
Stories from the Heart,
p. 55-57 |
Structures: simple past;
present perfect
(continuous); past
continuous; because |
| 5. Describe
native country or hometown orally and in writing.
|
Report info: location: My
country has many mountains.
...is the largest city.
There is a lot of rich,
green farmland. |
Collaborations, Inter.
1, p. 7, 9, 13 (bottom) Getting Together, p. 118-122
Rethinking America 1,
p. 95-105 ("Towns: My Home Town")
Stories from the Heart,
p. 14-16, 39-41
Go to 450 Sample
lesson plan for possible adaptation |
Structures: much/many; simple
present and past;
there is/are;
comparatives
and superlatives
Extension: Compare hometown
to Arlington or other places lived. |
| 6. Identify
rights and responsibilities as a member of the class, including emergency
procedures. |
Give advice:
Smoking is not permitted.
You should ask questions
if you don't understand.
You have a right to express
your opinion.
Instruct/respond to instructions:
Don't forget to close the
door.
Turn right and go out the
side door.
If the weather is bad, listen
to the radio. |
Collaborations, Inter.
2, p. 11,12
Our Own Stories,
p. 116-123
Rethinking America
1, p.108-126
Skills for Success,
p. 162
As a team, class establishes
class rules. Go to class
rules for sample.
School policies and emergency
procedures.
Sample
Lesson Plan |
Structures: Should
Must/have to; imperatives;
If clauses: real present
Cross-culture: rules,
policies, appropriate
classroom behavior
Extension: emergency procedures
at home and work |
7. Self-assess
learning needs and styles. 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 ..because...
Express ability:
I can read pretty well,
but I have trouble with speaking.
I cannot understand telephone
conversations.
Writing is easier for me
than speaking.
Express preferences:
I learn best when...
Watching TV helps me.
I like to read. |
Collaborations Inter.
1, p.5, 6, 8,11,13, 26-31
Collaborations Inter.
2, p. 27, 28-33
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
Teacher and student created
timelines |
Structures: would like;
can/cannot;
comparatives
and superlatives;
gerunds; when clauses
Extension: Students set individual
learning
goals. Go to Goal
Setting
|
8. Set
class learning goals, including:
-
lifeskills topics to be covered,
and
-
language skill development
focus.
|
Seek/express agreement:
What do you think?
What is your opinion?
We agreed that..
I agree.
I think so, too.
I don't agree.
I don't think so.
We decided/picked... . because... |
Skills for Success,
p. 21, 151
Learner
Needs Assessment Home Page
Team
building lesson plan |
Structures:
Present and past;
Questions
Extension: Reflect on process
of negotiating curriculum. |
9. Self-assess
ability to use technology.
|
Express ability:
I can use e-mail.
I cannot type.
Using a mouse is easy for
me.
I have never (used a computer
before).
|
Technology
Needs Assessment
Technology
Lesson Plan
NorthStar Introductory,
Unit 1 |
Structures: Present
perfect; I can/am able to; cannot
Extension: Uses of technology
in everyday life: today and 10 years ago |
Arlington Education and Employment Program
Contact REEP: