document resume title - ericdocument resume ed 476 249 fl 801 585 author bailey, elizabeth m.;...

DOCUMENT RESUME

ED 476 249 FL 801 585

AUTHOR Bailey, Elizabeth M.; Schaffer, Deborah L.

TITLE Neighbor to Neighbor: An English as a Second LanguageCurriculum for Volunteers.

INSTITUTION Arlington County Public Schools, VA. REEP, ArlingtonEducation and Employment Program.

PUB DATE 1994-00-00NOTE 461p.; Commissioned by the Arlington Cooperative Extension

Service Bilingual Outreach Program with an Innovations inState and Local Government Award sponsored by the FordFoundation and the John F. Kennedy School of Government atHarvard University.

AVAILABLE FROM Arlington Education and Employment Program, Vocational,Career & Adult Education, Arlington Public Schools, 2801Clarendon Boulevard, Room 218, Arlington, VA 22201. Web site:http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/history.htm.

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE EDRS Price MFO1 /PC19 Plus Postage.

DESCRIPTORS Adult Education; *Curriculum Development; *English (SecondLanguage); Second Language Instruction; Visual Aids;*Volunteers

ABSTRACT

This curriculum is divided into eight modules: personalidentification (name, native country, family, address, and telephone number);time and calendar (time, daily routine, days, and months); weather andseasons; shopping (money and price of clothes); location and direction;health (body parts, problems, and emergencies); housing (rooms/furnishingsand problems); and employment (job titles and work experience). Each moduleis divided into units with communication objectives the students are toachieve. Each module follows the same format: module page; unit cover page;unit lesson plan (presentation, practice, and expansion); and handouts. Eachmodule has visuals which serve as graphic representations of the languagebeing taught. Cue cards and handouts are included. (Adjunct ERICClearinghouse for ESL Literacy Education.) (SM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Lid_

VQLO Arlington Education and Employment Program (REEP Program)CD Vocational, Career & Adult Education00 Arlington Public Schools

NEIGHBOR TO NEIGHBORAn English as a Second Language Curriculum for Volunteers

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

FThis document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Elizabeth M. BaileyDeborah L. Schaffer

Commissioned by the Arlington Cooperative Extension ServiceBilingual Outreach Program

2801 Clarendon Boulevard, Room 218Arlington, Virginia 22201

BEST COPY AVAILABLE 2L

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TncianiComaoc

1

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

NEIGHBOR TO NEIGHBORAn English as a Second Language Curriculum for Volunteers

Elizabeth M. BaileyDeborah L. Schaffer

Commissioned by the Arlington Cooperative Extension ServiceBilingual Outreach Program

Arlington Education and Employment Program (REEP Program)Vocational, Career & Adult Education

Arlington Public Schools2801 Clarendon Boulevard, Room 218

Arlington, Virginia 22201

3

The Arlington Cooperative Extension Service Bilingual Outreach Program funded this curriculumproject with an Innovations in State and Local Government Award sponsored by the FordFoundation and the John F.Kennedy School of Government at Harvard University.

Copyright ©1994, Arlington County Public Schools, Arlington, Virginia.

L4

ACKNOWLEDGEMENTS

We would like to thank:

Inaam Mansoor, Director, Arlington Education and Employment Program, forenvisioning the final product.

Danielle Ewen for making it beautiful.

The Arlington Cooperative Extension Service Bilingual Outreach Program staff--paidand volunteer--for their inspiration, input and patience.

Resources for visuals:

Basic Vocabulary Builder, National Textbook Co.Practical Vocabulary Builder, National Textbook Co.The Card Book, Alemany Press

r5

Introduction

Module 1 -UnitUnitUnitUnitUnit

Module 2 -UnitUnitUnitUnit

Module 3 -UnitUnit

Table of Contents

1

- Personal Identification 81: Name 92; Native Country 123: Family 154: Address 195: Telephone Number 22

- Time and Calendar 251: Time 262: Daily Routine 293: Days 324: Months 36

Module 4 -UnitUnit

Module S -UnitUnit

Module 6 -UnitUnitUnit

Module 7 -UnitUnit

Module 8 -UnitUnit

- Weather and Seasons 401: Talk about the Weather 412: Identify Seasons 44

- Shopping 471: Money 482: Price of Clothes 52

- Location and Direction 561: Location 572: Directions 62

- Health 661: Parts of the Body 672: Problems 713: Emergencies 75

- Housing 801: Rooms/Furnishings 812: Problems 85

- Employment 881: Job Titles 892: Work Experience 92

USING THE CURRICULUM

The Neighbor to Neighbor curriculum was written to meet the needs of volunteers teachingbeginning level English as a Second Language to adults. The goal of the program is to assistnewcomers become integrated more quickly into the community in which they live. Thecurriculum is divided into eight modules:

1. Personal Identification2. Time and Calendar3. Weather4. Shopping5. Location and Direction6. Health7. Housing8. Employment

Each module is divided into units - the communication objectives the students are to achieve.For example: HEALTH 3. REQUEST ASSISTANCE IN AN EMERGENCY SITUATION.The objective of the third unit in the Health module is that students will to be able to makeemergency phone calls.

Each module of the curriculum follows the same format:

1. MODULE PAGE - Identifies the objectives of the module

2. UNIT COVER PAGE - Presents the objectives, language examples, grammar, andmaterials needed to teach the unit

3. UNIT LESSON PLAN - Gives instructions for teaching the unit

Each lesson plan is divided into three parts:

PRESENTATION: How to introduce the new material

PRACTICE: How students will practice the language taught

EXPANSION: Additional activities

4. HANDOUTS - The written activities which go along with the lesson

Every MODULE has visuals which serve as a graphic representation of the language beingtaught.

To prepare for a class, look at the UNIT COVER PAGE to become familiar with theobjective of the unit and to determine the visuals, handouts, and other materials needed toteach the lesson. Then familiarize yourself with the UNIT LESSON PLAN.

TEACHING A CLASS

Because of variations in class size, class make up, and the number and length of classsessions, it is not possible to determine how long it will take to complete a unit. In addition,some units contain more material than others and will require more class time. It is notexpected that all students will be able to learn all the material taught in any unit. This is nota problem, however, since language skills are recycled throughout the curriculum.

Since this is an open entry program, you may see some different faces each time you teach.It is helpful to have students make namecards. Have students write their names on foldedindex cards or paper to put on their desks. In this way you will know your students' names,and they will also know each other's names.

Although your students will not be able to speak much English, it is important to let themknow what the objective of the lesson is. It helps the students to know what to focus on andwhat they are expected to learn. This can be accomplished by simply saying, "Tonight weare going to talk about money." You can continue setting the scene for the class by talking alittle more about how the topic is related to their lives. For example, "We use money to buythings."

PRESENTATION During the presentation portion of the lesson we introduce the newlanguage and vocabulary to the students. This is usually done by using visuals and/or realia(actual items). Try to teach the vocabulary within a natural context. Rather than saying,"This is a foot," say "My foot hurts." At this time the students are listening first as theteacher repeats a phrase or sentences. After having heard the new language a few times, thestudents are then asked to repeat it.

The phrase first chorally, then individually appears frequently throughout the presentationsection of the lesson. It is best for a student to first repeat something with the whole groupbefore being asked to say it on his/her own. Students often need a chance to try things out inthe anonymity of a group, without fear of others hearing mistakes. (There is safety innumbers!)

After each visual is introduced to the class, it is displayed in the front of the room. As youcontinue with the other visuals be sure to review and check for comprehension. Keep goingback so that students remember what they have been taught for each visual.

PRACTICE While this may take up less space in the lesson plan than the presentation, itactually is the core of the lesson. Having students use the language taught is, of course, theaim of the lesson so most of the class time should be devoted to practice.

2

There is usually an activity which involves the students using the visuals. The teacher asks aquestion or makes a statement and the student with the corresponding visual brings it to thefront of the room. This whole group activity is then followed by pair or small group work.The students practice a short dialogue or work with questions and answers using cue cards orreferring to a handout.

The focus of much of the presentation and practice is speaking, not writing. This is becausethat is how most communication takes place on a day to day basis. At this point, speakingand listening are the main focus.

After the students have had an opportunity to practice with each other, there is often ahandout which serves as a written comprehension check. You can see if the students haveunderstood the lesson. The students can see for themselves if they understand is as well.These handouts also give the students a printed page to take home and study. Since theyhave no text books, these handouts and their picture dictionaries are important for them.

EXPANSION This section of the lesson plan gives suggestions for additional activities andideas for field trips. The activities can be done with the whole group or may be moreappropriate for certain small groups of students. If some students need more practice with thebasic lesson, other students can work on an expansion activity. Expansion activities ofteninvolve writing. Students with higher writing skills could do these while others continueworking on their oral skills. You can work with one group of students while another workson their picture dictionaries.

Picture dictionaries provide the students a way to remember vocabulary learned in class andto expand on that vocabulary. Keep magazines and catalogues, scissors, and tape or glueavailable in the classroom. Students cut out pictures, attach them to paper, and label them.This is especially useful for topics like parts of the body, clothing, colors, family, andfurniture.

Field trips offer valuable learning experiences for students. The outside-the-classroomactivities suggested in the expansion section of the lesson plans are directly related to thetopic of the lesson. These trips would let the students see what they have been studying andgive them an opportunity to use the language in a real-life situation. Also, students who arehesitant to participate inside a classroom often open up when outside.

3

USING VISUALS

The visuals used with this curriculum are a link between words and the world -- the students"see" what they are learning about. Whenever possible, pictures from magazines or othersources and realia, actual items, should also be used.

INTRODUCING1. Hold up visual. Identify what it is by saying, "This is asimple sentence, "My foot hurts."

or by using a

After you repeat this several times, the students repeat, first chorally (as a group), andthen individually. Display the visual on the board when through.

REVIEWING1. Point to visuals displayed on the board and ask a variety of questions:

Where is the ? (Students point.)

Is this a

Is this a or a

What is this?

2. Hand out the visuals to the class. Ask questions or make statements so that thestudent with a specific visual will bring it to the front of the class.

Who has a ? (cold)

I need a . (shirt)

I'm going to the . (library)

3. Hand out visuals to the class. Ask students questions which they answer using thevisuals they are holding.

T: How's the weather? S: It's hot. (Holds up visual.)

4. Write numbers on the board. Ask that visuals be placed under certain numbers.

Put under 1.

The is number 5.

5. Use word labels to identify written form of the visuals on the board. Havestudents match labels with visuals.

4

10

LINE DIALOGUES

This activity gives students the opportunity to practice short dialogues over and over againwith different partners. It also encourages peer teaching.

1. Students form two lines facing each other.

2. Students in LINE A have cue cards. These cue cards are used to elicit responsesfrom students in LINE B.

3. LINE A remains stationary, repeating the same questions while LINE B looks atcue cards, responds, and moves right. The last person moves to the beginning of theline. Continue until everyone in LINE B has responded to everyone in LINE A. Allpairs are talking at the same time.

4. LINE A gives cue cards to whomever is opposite in line B. Repeat the procedure.

EXAMPLE: Health Problems

Al A2 A3 A4

B1 -*B2 ---> B3 -> B4

LINE A has cue cards of health problems.

A1: (holding up fever card) How are you?B1: I'm sick. I have a fever. [Moves down the line to A2]A2: (holding up cold card) How are you?B1: I'm sick. I have a cold. [Moves down the line to A3]

The teacher can monitor by standing outside the lines or by participating in either one of thelines.

In the beginning this technique may seem a bit chaotic. However, as it becomes part of theclass routine and the students get used to it, it will prove to be a very valuable practiceactivity.

5

PRONUNCIATION

Second language learners have pronunciation problems for a variety of reasons. The mostcommon are:

- the sound does not exist in the first languagethe sound exists in a different position

The pronunciation of certain sounds or combinations of sounds can be very difficult for somestudents. Therefore, it is important not to spend too much time on pronunciation problems asit can really frustrate and inhibit students. As a general rule, do not be too concerned with apronunciation problem unless it truly impedes communication.

MINIMAL PAIR DRILLS

First, students must be able to hear that there is a difference between two sounds. Next, theymust be able to identify the two sounds. Finally, they produce the sounds.

Suppose you want to work on the sound of short i (like the 'i' in sit). You will contrast thatsound with the sound it is most often confused with in this case, long e (seat).

Write two columns of words on the board:

1 2beat bitseat sitheat hit

1. Say the words going down Column 1 several times.

2. Say the words going down Column 2 several times.

3. Say the words going across (beat, bit).

NOTE: Watch your intonation. The tendency is to raise your voice after thefirst word and lower it after the second. This may confuse the students intothinking that the rising and falling intonation is the distinguishing characteristicof the two sounds. Monitor your voice and make sure both words are saidwith falling intonation.

HEARING

4. Say two words and ask students if they are the same ordifferent. You can have students raise one finger for same andtwo fingers for different.

T: beat, bit S: (Two fingers)T: bit, bit S: (One finger)

DISTINGUISHING

PRODUCTION

5. Say a word and have students identify which column itcomes from. This can also be done by holding up fingers.

T: hit S: (Two fingers for Column 2)

You can also say two or three words and have students identifythe columns.

T: hit, hit S: 2, 2T: hit, heat, hit S: 2, 1, 2

6. Say each word in Column 1 and have students repeat.

7. Say each word in Column 2 and have students repeat.

8. Say the words going across the columns and have studentsrepeat. (At this point, students should be repeatingchorally and individually.

9. Say a word from Column 1 and ask students to give you thecorresponding word from Column 2. Randomly choose wordsfrom each column. The students should always give you the"opposite" word.

10. A student says a word from one column. Another studentgives the corresponding word from the other column.

cOne Step°INDEX SYSTEM

PERSONAL. IDENTIFICATION

TIME AND CALENDAR

WEATHER AND SEASONS

SHOPPING

LOCATION AND DIRECTION

HEALTH

HOUSING

EMPLOYMENT

14

MODULE 1PERSONAL IDENTIFICATION

OBJECTIVES:

:

INFO ATION`s ABOOSELF:

,e.sz ss7.

s se s s S. ssse e so.

s

Se' s

:s Z:: A#01.1Ts$ELF.::`.`,

UNITS OIL !

: INFO 4TION,ABOVT SELP;

AY, `

s e

U 4: GivfeINFO ATION

, ABOUT SELF;AnfiRESS

UNITINFO %AVONABOVT SELF:

TELEPHONE:NUMBER

BEST COPY AVAILABLE8

PERSONAL IDENTIFICATIONUNIT 1: NAME

euxerx",X 5

2. LANGUAGE EXAMPLES

Cover PageModule 1/Unit 1

Personal Identification:Name

Give information about self: name.

,

RAftiMitit, s A

My name is Possessive adjectives: my, your, his,her

What's your name? Question Words: what

-`VISUAtar'40111#1tP:101)

e swomartwitit nart:te Jags

* Bring in naine.tagss

RANDOM,ID 1.1

BEST COPY AVAILABLE

9

17

Lesson PlanModule 1/Unit 1


PERSONAL IDENTIFICATION -- NAME

PRE$ A110ii

As students come into the room, ask them to write theirnames on a name tag and put it on. You should also have aname tag.

Hold up the visuals of the man and the woman face to face.Have one ask, "What's your name? The other responds,"My name is

Say "Hi. My name is ." Point to your name tag andsay, "My name is ." Repeat several times.

Ask a student, "What's ,.:., .:,, s

.5 ,your name?" If the , , , :.;.:k:',. s

student has trouble i: ttote: Short responsis are apprOfits Wag,', ,,

,,answering, point to his/her ,

, ...,. ..:

s

name tag and repeat thequestion. Continue with other students.

Say, "What's your name?" Have students repeat, firstchorally, then individually.

Write the question and answer on the board for students tocopy.

BEST COPY AVAILABLE

10

18,

Lesson PlanModule 1/Unit 1 (cont.)


'FBACTICE

Have students go around the room saying, "My name is. What's your name?" One student asks another

student. That student responds and asks a third, and so on.

Give students Handout ID 1.1. Have students workindividually. Circulate and check answers.

ANSION's

Add "Nice to meet you," and "Nice to meet you, too," to thedialogue.

Have students ask and answer the questions about eachother: "What's her name? Her name is Ana."

BEST COPYCOPY AVAILABL3

11

19

Handout ID 1.1Personal Identification:Name

I. NAME

2.Last Name First Name

3. NAMELAST FIRST

4.FIRST NAME LAST NAME

5. NameFirst i Last

6.LAST NAME FIRST NAME

0-ze OBJECIF


Personal Identification:Country

PERSONAL IDENTIFICATIONUNIT 2: COUNTRY

Give information about self: nativecountry.

S,555S "S ss.,itas,

Where are you from? Question words: whereI'm from BE contractions

filowtaijai3

,'.V, ISU.AL S

. ,,,* r,...,

,,z,

.

World fyiall'3,2,?,,,,:2..:_,...,...

,,..._:;,,i.:zt,z:,,,,,,...t ...:<,..; s.ins ,,, s , _ , - , <

i,. % ', '-'s* glin:,9,tri-CIObR Pr world ,

map, tpoSSIbler-,, ,

Z

rtr12

21



PERSONAL IDENTIFICATION -- COUNTRY

Hold up the visuals of the man and the woman face to faceand have one ask "Where are you from?" The otherresponds, "I'm from El Salvador."

Using a world map or the visual of the world map, point outcontinents and countries. Display in the front of the room.

Point to the United States and say, "I'm from the UnitedStates." (If the U.S. is not your country of origin, then pointto your country of origin.) Repeat several times.

Say again, "I'm from the United States. Are you from theUnited States?" Have students respond. Then ask, "Whereare you from?" Have each student respond.


P.

Have students go around the room saying, "I'm from. Where are you from?" One student asks

another student. The second student responds and asks athird, and so on.

..,;EST COPY AVALLi,z:__

13

22

Lesson Plan (cont)Module 1/Unit 2


Give students Handout ID 2.1. Have students circulate andfill in the grid by asking, "What's your name?" and "Whereare you from?"

Give students Handout ID 2.2. Have students workindividually. Circulate and check their. answers.

Have students write sentences about who they are and wherethey are from. For example, "My name is Carmen. I'mfrom Chile."

Teach the different words for nationalities. For example,"I'm from Mexico. I'm Mexican."

Have students identify their native countries on the map.

Elicit from students what they would say the first time theymeet somebody. The dialogue should look something likethis:

A: Hi. My name is . What's yourname?

B: My name's . Nice to meet you.

A: Nice to meet you, too. Where are you from?

B: I'm from . Where are youfrom?

A: I'm from

,EST COPY AVAILABLE14

23


Personal Identification:Family

PERSONAL IDENTIFICATIONUNIT 3: FAMILY

" <

;4, 'sr/A:wenn Give information about the family.

(,`"LANGIVA:GE

Who is he?This is my wife.

e ,

Question words: whoPossessive adjectives: my, your, his,her

VISUALS (ramify t. y,,men*ersr(

baliymother ,grandrnother

-father grandfather

strY211;iD 3.2 16 3.3

-Mother ,

hu d

:;(!aughter:

,16 ,

... F ., , e , e et1.+` e , ,. e e , ' ,'

BEST COPY AVAILABLE 15

24

brothetsister'grandmothergrandfather

`'grandson`grandda

^v AVAILABLE

Handout ID 2.1Personal Identification:Country

Ask your classmates questions.

NAME WHERE ARE YOU FROM?

25


NameFirst Last

1. Country

2. Native Country

3. NAMELast First

COUNTRY

4. NAMEFirst Last

NATIVE COUNTRY



PERSONAL IDENTIFICATION -- FAMILY

tA17914;: ,` ,

Hold up the visual of the family. Say, "This is a family."There is a father, a mother, and three children. Display thevisual in the front of the room.

Point to the father and say, "father". Repeat several times.Then have students repeat, "father "..

Hold up the visual of the father and say, "He is the father."Repeat several times. Ask, "Who is he?" and have studentsrespond "He is the father," first chorally, then individually.

Display the visual in the front of the room and continue withother family members. Review at random, asking "Who ishe/she?"

Hold up the label that says father. Say, "Father." Havestudents repeat, first chorally, then individually. Place thelabel with the corresponding visual.

Hold up visual of the family tree. Point out family membersand have students repeat. Identify one member of the familytree as yourself. Identify your relationship to the people onthe family tree and their relationship to you. For example,say, "This is my father. He is my father. I am hisson/daughter." Continue for the rest of the family tree.

BEST COPY AVAILABLE

16

Lesson Plan (cont.)Module 1/Unit 3


Give students Handout ID 3.1. Ask students to identifyfamily members. Write the answers on the board and havestudents copy.

Give visuals of family members to students. Ask for thefather. The student with the visual of the father shouldcome to the front of the room. Continue with all thevisuals.

Give labels to students. Have students match the labels withthe visuals.

Have students draw their own family trees, including names.Have them show their trees with their classmates andidentify the members of their family. For example, "This ismy mother. Her name is Rosa."

Have students form small groups. Give each group a set offamily labels (MOTHER, FATHER, etc.) Have studentsdistribute labels among themselves. Then, have studentsintroduce themselves and members of their family tomembers of other groups. They should follow this dialogue:

A: Jose this is my sister , Ann .

(name) (relationship) (name)

B: Nice to meet you.

A: Nice to meet you, too.

BEST CO' Pl AVAILABLE 17

28



Give students Handout ID 3.2. Have students circulate andfill in the grid by asking, "Are you married? Do you havechildren? How many sisters and brothers do you have?"

Give students Handout ID 3.3. Have students workindividually. Circulate and check their answers..

AKRON

Bring in photographs of your family and show them to thestudents. Ask students to bring in photographs of theirfamilies to share with their classmates.

Teach the words for members of the extended family: aunt,uncle, cousin, niece, nephew, etc.

Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures and labelthem as mother, father, etc.

BEST COPY AVAILABLE

18

29

Handout ID 3.1Personal Identificauon:Famtly

Ask

your

cla

ssm

ates

que

stio

ns.

NA

ME

AR

E Y

OU

MA

RR

IED

?D

O Y

OU

HA

VE

CH

ILD

RE

N?

HO

W M

AN

Y B

RO

TH

ER

S A

ND

SIS

TE

RS

DO

YO

U H

AV

E?

Handout ID 33Personal Identification:Family

NAMEFIRST LAST

COUNTRY

NAMELast First

Single / / Married / /

NAME OF HUSBAND/WIFELast First

NAMES OF CHILDRENLast First

32

PERSONAL IDENTIFICATIONUNIT 4: ADDRESS

-oBJE"

ants,'`s's,ss


Personal Identification:Address

Give information about self: address.

7 5' we

.;

What's your address? Question words: whatMy name is Possessive adjectives: my

19 BEST COPY AVAILABLE

33



PERSONAL IDENTIFICATION -- ADDRESS

TAI71611w.

Hold up the visuals of the man and the woman. Have oneask the other, "What's your address?" The other responds,"My address is 123 North Glebe Road."

Hold up visual of building, point to the street sign and say,"This is my street. I live on Columbia Pike."

Point to the building and say, "This is my building. It'snumber 5550. I live in this building in apartment number121."

Say, "My address is 5550 Columbia Pike apartment 121."Repeat several times. Write the sentence on the board andpoint to the different parts of the address: number, street,and apartment number. Put the corresponding address wordlabel under each part.

Say, "My address is 5550 Columbia Pike apartment 121.What's your address?" Help students recite their addresses.Make sure they use North or South when it is part of thestreet name.

Once students can give their street address, add city, state,and zip code.

Say, "What's your address?" Have students repeat, firstchorally, then individually. Write it on the board forstudents to copy.

BEST COPY AVAILABLE

20

34



PRACWO

Have students practice asking and answering the question"What's your address?" in pairs or small groups..

Have students dictate their addresses in pairs or smallgroups.

Give students Handout 111) 4.1. Have students workindividually. Circulate and check answers.

Teach the abbreviations for street, road, drive, etc.

Draw a rectangle on the board and demonstrate the correctway to address an envelope. Have students do the same ona sheet of paper.

BEST COPY AVAILABLE

21

35


Personal Identification:Telephone

PERSONAL IDENTIFICATIONUNIT 5: TELEPHONE NUMBERS

5 Give information about self: telephonenumbers.

TANGUAGE.EXAMPLO,'

What's your telephonenumber?My telephone number is

-GRittlAttAlt, .

\ o

Question words: what

Possessive adjectives: my, your, his,her

0404Ao,v.. '

, VISUALS::. ,--'---''''LABELS:'",'" f.------,---,- - ----, ,-,,, - , s

; telephOne - , =, `w' re - - ,' .--

. -nian , ', '-'''' '' 'Mate . ,,

s , ,s.- -',, s z, .,gle- - womanY

s -, -, `'. 'f' lenlale , 3.,.' '

,

tefeptione > -., s

, .. - : .),-,s iiitive itunt/. - ..

e .:., 's mauledz>

?,

-, - " aciiiten, , ,

.,-;,, ..

ee e s ,s a

HANDO , ,..,,,

..., ,t ,,113,5,1

22

36BEST COPY AVAILABLE

Handout II) 4.1Personal Identification:Address

Name

Country

1. Street

City

State

Zip Code

2.Number Street Apt. #

3.City State Zip Code

4. ADDRESSNumber Street Apt. #

City State Zip Code

5. Name CountryLast First

AddressNUmber Street Apt. #



PERSONAL IDENTIFICATION -- TELEPHONE NUMBER

sPRESENTATiorf

Hold up the visuals of the man and the woman. Have oneask the other, "What's your telephone number?" The otherresponds, "My telephone number is 703-987-6543."

Review the numbers from 0 to 9.

Hold up the visual of a telephone and say, "My telephonenumber is (give any number and tell them it's an example,not your real number -- unless you want the students to haveyour number.) Repeat the telephone number several times.

Point out to the students how we usually recite each numberin a telephone number individually. Say the area code, thefirst three numbers, the two numbers, and the last twonumbers.

Ask individual students, "What's your telephone number?"Have them respond with their numbers or by saying, "Idon't have a telephone."

Model, "What's your telephone number?" and have studentsrepeat, first chorally, then individually.


BEST COPY AVAILABLE

23

38



Have students ask and answer each other about theirtelephone numbers.

Have students dictate their phone numbers to the class.

Give students Handout ID 5.1. Display the word labels inthe front of the room and have students locate the words onthe handout. Check for comprehension. Have studentscomplete the form individually. Circulate and check theiranswers.

BEST COPY AVAILABLE

24

39

NAME

Handout ID 5.1Personal klentiftcation:Telephone

ADDRESS

Last First

Number Street Apt. #

City State Zip Code

TELEPHONE ( )

NATIVE COUNTRY

/ / MALE / / FEMALE / / SINGLE / / MARRIED


NAMES OF CHILDREN M/F

40

MODULE 2TIME and CALENDAR

OBJECTIVES:

,s s s.s, s,a `r

,s` V 1: =MIT;." s<,

.-

-UNIT 2ra

$

s's, 55, z.

-ADO& r s;

slY sr :RoviiN,t- 4 s'`-i

s, DA El or mu4f

"z<ss or 4: water THE

kioisrms,op -THEEgifits\,

BEST COPY AVAILABLE

e

e s s

ryVANGVAGVEXAIVIP

TIME and CALENDARUNIT I: TELL TIME

Tell time.

GRAMMARs..

What time is it? Question words: whatIt's 1:00. BE contractions

MATERIAL&

Bring in or mike a clock' wallz , -moveable handi HaVe *delft ,

, - - - Make tiodki ': fors themselves, -" ilahlg rpiatees cut-out hour,

' and . minute hands* paperfasteners iind markers,

, , e .., S.

e . ,

HANocarpi' :: ---, tit i.1, "SIC ti,

26

43_


Time/Calendar.Time

!MST COPY AVAILABLE

TIME AND CALENDAR -- TIME


Time/Calendar:Time

Set the clock to 1:00. Say, "It's 1:00." Have studentsrepeat, first chorally, then individually. Continue tellingtime on the hour to 12:00.

Set the clock to 1:00. Have students count with you to 15as you move the minute hand to the 3. Say, "It's 1:15 (onefifteen)." Have students repeat, first chorally, thenindividually.

Have students count with you to 30 as you move the minutehand to the 6. Say, "It's 1:30 (one thirty)." Have studentsrepeat, first chorally, then individually.

Have students count with you to 45 as you move the minutehand to the 9. Say, "It's 1:45 (one forty-five)." Havestudents repeat, first chorally, then individually.

Have students count with you to 60 as you move the minutehand to the 12 and the hour hand to the 2. Say, "It's 2:00."Have students repeat, first chorally, then individually.

Have students make their own clocks. Distribute thematerials and show them how to make paper plate clocks.

Set your clock and say what time it is. Have students settheir clocks and repeat the time. Repeat this procedureusing only hour (o'clock), quarter-hour (fifteen), andhalf-hour (thirty).

Ask, "What time is it?" Have students repeat, first chorally,then individually.

27

44

,3',:sT COPY AVAILABLE


Time/CalendarTime

Set the clock and ask, "What time is it?" Respond, "It's." Ask students the question and have them respond

appropriately.


Have students work in pairs asking questions about time.One student of each pair should set his/her clock out of sightof his/her partner. The partner asks, "What time is it?" andsets his/her clock according to the response given. Thepartners then compare clocks to see if they agree.

Give students Handout TIC 1.1. Have students completeand compare answers.

Give students Handout TIC 1.2. Read the time and havestudents put an X on the appropriate clock.

"sz " " / .gia)Afisii*

5,5

Have students tell time using phrases such as a quarter afterand a quarter to.

WEST COPY AVAILA8LE

TIME and CALENDARUNIT 2: DAILY ROUTINE

-,.,s , . , ,S , z se.,

'.' ss 011.1PaCITVIE' ...,.. ,!>.1.:1;--,-,, ,,,- s- ,s..-;- ,.-.... ,.. ,,..-:.. .2 ,- ,

Talk about daily routine.


Time/Calendar.Daily Routine

What time do you Question words: whatI get up at 6:00. Simple present

e

MATERIALS;01 PALI adhettfal:W:'.

,s' 'get upfs hamilpt3 study Ash',utis#01.1 ast z gti,shcirrie;,\Lsitrdtoti TV§9 to ha ye, oiler -go to bedgetthebus,, ss s

'CARDS e r e ee

-s HAN s

t 2.2 <'

;

e

29

46DST COPY AVAILAaz


Time/Calendar:Daily Routine

TIME AND CALENDAR -- DAILY ROUTINE

Hold up the visual of hand turning off the alarm clock.Point to the clock and say, "I get up at 6:00." Repeatseveral times. Have students repeat.

Ask, "What time do you get up?" Have students respond, "Iget up at 6:00," first chorally, then individually. Display thevisual in the front of the classroom.

Hold up the visual of the person having breakfast. Point tothe clock and say, "I have breakfast at 6:30." Repeat severaltimes and have students repeat.

Ask, "What time do you have breakfast." Have studentsrespond, "I have breakfast at 6:30," first chorally, thenindividually. Display the visual in the front of the classroom.

Review what you have done so far by pointing to the visualsand saying, " I get up at 6:00. I have breakfast at 6:30."

Continue introducing visuals as above, reviewing after eachone.

Point to a visual. Have students ask you the question. Forexample, point to the first visual and have students ask,"What time do you get up?" Answer for your daily routine.Continue with other questions about your daily routine.

Give students Handout T/C 2.1. Write questions andanswers on board for students to copy.

30

47

COPY AVAILABL:,:*

What time is it?

A. 6:30

E.

I.

B.

F.

J.

C.

C.

E.

Handout TC 1.1Time/Calendar:Time

D.

H.

L.

Set the clock.

7:00 10:00 3:00

What time is it?

Put an lC on the clock with the correct time:

Example: Teacher: "It's four fifteen."

1.

2.

3.

4.

Student:



Time/Calendar.Daily Routine

Hand visuals to students. Ask, "What time do you get up?"The student with the appropriate visual should give ananswer and display the visual in the front of the room.Continue with all the visuals.

Hand out cue cards. Have students work in pairs asking andanswering questions about their daily routines.

Give students Handout TIC 2.2. Have students circulate and fillin the grid by asking questions about daily routine.

XIMAN$ION%

Have students write about their daily routine.

With the same visuals, ask questions about he and she.

Using the same visuals, introduce the present continuous.Talk about what is happening now. For example, "It's6:00. I'm getting up. It's 6:30. I'm having breakfast."

EL:ST COPY AVAILABL.

31

50

Write the questions and answers.

1. What time do you get up? 2.

I get up at 6:00.

3. 4.

5.

Name

Handout TC 2.1TimeiCalendar Duly R.,uur.e

51

6.

8.

10.

7.

9.

Handout TC 2.1Time/Calendar:Daily Routine

52

CI

0.3

ri §UF.0 ",Og

U-a

What tim

e do you

Nam

eget up?

go to work?

eat lunch?go hom

e?w

atch T.V

.?go to bed?

TIME and CALENDARUNIT 3: DAYS

ts DBE

'GUAM MPLES,,

It's Monday.

Identify the days of the week.

,-, , -

t rt"72,1,stik

BE contractions

stivirOodate-


Time/Calendar.Days

visu (DaYs of- 4,,

`iteetc.Sunday

,y%Thad*

W %,sdays

Thursday, 'Friday

:Saturday

sIss- s SUN; ' Ili ti. ,,',

- ' s,', si MON,. '. ffiL 'ss ,

,::14.ig:;`,`,%

SAT.'` < ::,;:; D4. ' ,

,

- , `.64.

tue_t*RDS

008TS:Tie ait

iL

32

54

555

LEST COPY AVAILABLE


Time/Calendar:Days

TIME and CALENDAR -- DAYS

Hold up the visual of the week. Point to the day your classmeets and say, "Today is (day) . We have English classon (day) ." Repeat, "It's (day) ," several times. Havestudents repeat. Display the visual in the front of the room.

Point to the visual of theweek. Say, "There areseven days in a week.The first day is Sunday."Repeat, "Sunday" and havestudents repeat.

,Tpi INS le, yott-ii*;itiatite,YA *tio) of .thlt sweelc ontk*:f

k easier tor 'ad e \tdinames saf the days of the z`

,ss s se s,

Point to Monday and say, "The next day. is Monday." Repeat,"Monday" and have students repeat. Continue with the other daysof the week.

Review the days in order, starting with Sunday. Point toSunday and say, "Sunday." Have students repeat, firstchorally, then individually.

Say, "What day is it?" Have students repeat the question,first chorally, then individually. Write the question on theboard for students to copy.

Give students Handout TIC 3.1. Have students copy thenames of the days of the week on the first line under eachday.

Hold up the visual of Sunday. Ask, "What day is it?" Havestudents respond, "It's Sunday," first chorally, thenindividually. Display the visual in the front of the room.

33

55 r..EST COPY AVAILABLE


Time/Calendar:Days

Continue with the rest of the days, reviewing first in orderand then at random.

Hold up the visual of SUN. and say, "It's Sunday. This isthe short form of Sunday. S-U-N is the short form ofSunday." Point to the visual of Sunday and say "Sunday."Hold up SUN. and say, "Sunday."

Continue with the other days, reviewing first in order andthen at random.

Have students write the short form of each day of the weekon the second line of Handout T/C 3.1.

Give students visuals of the days of the week, long form.Call out days of the week and have the student with theappropriate day come to the front of the room.

Repeat as above with the short forms of the days of theweek. Have the students match the short form with the longform.

Give students Handout TIC 3.2. Have students completeindividually and compare answers.

Give students Handout T/C 3.3. Have students completeindividually and compare answers.

. Hand out cue cards and have students practice asking andanswering the question, "What day is it?" in pairs and/orgroups.

27ST COPY AVAILABLE

34


Time/Calendar:Days

Have students talk about their weekly schedules. Ask whichdays they go to school, go to work, shop for food, washtheir clothes, etc.

Teach yesterday and tomorrow. For example: "Today isMonday. Yesterday was Sunday. Tomorrow is Tuesday."This is a good way to practice the days of the week. Say,"It's Wednesday. What day was yesterday? What day istomorrow?" You can also hold up the visuals and have thestudents tell you which days come before and after.

HEST COPY AVAILABLE

35

57

What day is it?

Sun

day

Mon

day

Tue

sday

Wed

nesd

ayT

hurs

day

Frid

ayS

atur

day_

..._

._

---

Sun

day

Sun

.Q

i00

Handout T/C 3.2Time/Calendar:Days

NAME

Draw a line to the same day - from the long form to the short form.

SUNDAY

. MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

WED.

FRI.

SUN.

SAT.

MON.

TUE.

THU.

Write the long form of the days of the week.

Example: Sat. Saturday

1. Sun.

Mon.

3. Tue.

4. Wed.

5. Thu.

6. Fri.

7. Sat.

Handout T/C 33Time/Calendar:Days

NAME

s

TIME and CALENDARUNIT 4: MONTHS

-6IJAGE EXAMPLES

s -


Time/Calendar:Months.

Identify the months of the year.

1`, s' .., , , ,,, .4. ,s ' ... .... "..,< : , s, ,, 4 , ,, ...., ,

in, jsz , ...";:"., , , .". ':,, . GRItmmAtt ...-es...:,4, ....-., s..,, ,, , " - , ::, , .... , ,.. S. , - ,.. 's ' 4 s% ,..< , , r st, ." ' s'''s.."±(> .0::

It's January. BE contractions

, VISUALS (Months 0 the ): , -,

month , 's, ;, 2 , June,- ,', 2 , i Jan; ', -,Nov.1904 calendar July , Feb. Dec.January " August, - ,s,' Mar,Februarle ""% "September' s :: Apt.

, March - ::. , pctober ,--,,- Aug.,- zs,

Apr4' Novembef ,may Decembers Oct , ..

* Bring in 4! oale ;if Poeslb!e:

dUE:CARDS

HANDOUTS:T/04,1t ye 4 .2xTIC4.

36

61CEST COPY AVAILABLE

TIME and CALENDAR -- MONTHS


Time/Calendar:Months

Hold up the visual of the month. Say, "This is a month."Point to the weeks and have students count the weeks withyou.

Hold up the visual of the 1994 calendar or a real calendar.Say, "This is a year." Say, "There are twelve months in ayear." Have the students count twelve months with you.Do not say the names at this time.

Display the calendar in the front of the room. Point toJanuary and say, "The first month is January." Repeat,"January." Have students repeat. Continue this procedurefor the rest of the months.

Give students Handout VC 4.1. Point to the first month.Say, "It's January," as you write the word on the board forstudents to copy.

After students have completed their calendars, review themonths. Say, "What month is it? It's January." Repeat,"What month is it?" Have students repeat the question, firstchorally, then individually.

Have students ask, "What month is it?" Point to Januaryand say, "It's January." Have students repeat, first chorally,then individually. Continue for all the months of the year,reviewing at random.

E7ST COPY AVAILABLE

37

62



Hold up the visual of January. Ask, "What month is it?"Have students respond, "It's January," first chorally, thenindividually. Display the visual in the front of the room.

Continue with the rest of the months, reviewing first inorder and then at random.

Hold up the visual of Jan. and say, "It's January. This is theshort form of January. J-A-N is the short form of January."

Continue with the rest of the months, reviewing first inorder and then at random.

Give students visuals of the months, long form. Call outmonths and have the student with the appropriate monthcome to the front of the room.

Repeat as above with the short forms of the months. Havethe students match the short form with the long form.



Hand out cue cards and have students practice asking andanswering the question, "What month is it?" in pairs and/orgroups.

COPY AVAILAPLE38



Have students write their birthdates and the birthdates ofmembers of their families.

Have students ask each other, "When is your birthday?" andcompile a class list of birthdays.

Have all the students come to the front of the room andarrange themselves in the order of the months they wereborn in - from January to December.

Have students practice writing dates as numbers (7/4/94).Point out that in the United States we put the month beforethe day.

TLS"- COPY AVAILABLE

39

64

SM

T W

TF

S1

23

45

67

89

1011

1213

1415

1617

1819

20

21 2

223

24

25 2

6 27

28

2930

31

SM

T W

TF

S1

23

45

67

89

10ft

12

1314

1516

17

1819

20 2

1 22

23

14 2

5 26

27 2

8

SP

IT W

TF

S1

23

45

67

89

10II

12

1314

15 1

6 17

18 1

920

21

22 2

3 24

25

2627

28

29 3

0 31

SII

TW

TIS 1

23

45

67

89

10II

1213

1415

1617

1819

20

21 2

2 23

24 2

5 26

27

28 2

9 30

.

SI I

TW

TF

S

I2

34

56

78

9 10

0 12

1314

1516

17

le19

20

2122

23

24 2

5 26

27

2829

30

31

SI I

TW

TF

S

I2

34

56

78

9 10

II12

1314

IS16

1718

19 2

0 21

22

23 2

4 25

26 2

7 28

29

30

SP

IT II

TF

S I2

34

56

78

910

II12

1314

IS16

1718

19 2

0 21

22

2324

.25

26 2

7 28

29

3031

.

SM

T W

TF

S1

23

45

67

89

10II

1213

1415

1617

1819

20

21 2

2 23

24

25 2

6 27

28 2

9 30

31

SP

IT W

TF

S1

23

45

67

89

1011

1213

1415

1617

1819

20

21 2

2 23

24

25 2

6 27

28

29 3

0

511T

WT

FS

I2

34

56

78

9 10

II12

1314

1516

1718

19 2

0 21

22

23 2

4 25

26

27 2

8 29

ao a

t

SIIT

IITI-

S1

23

45

67

89

1011

1213

1415

16 1

718

1920

21

22 2

3 24

25

2627

28

29 3

0

SM

T'W

TF

SI

23

45

67

89

10

II12

1314

1516

17

1819

20

21 2

2 23

24

25 2

6 27

28

29 3

0 31

Handout T/C 4.2Time/Calendar:Months

Draw a line to the same month - from the long form to the short form.

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY -

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

66

MAR.

JAN.

AUG.

FEB.

SEPT.

DEC.

OCT.

JUNE

MAY

NOV.

APR.

JULY

Write the long forms of the months.

Example: Dec. December

Jan.

2. Feb.

3. Mar.

4. Apr.

5. May

6. June

7. July

8. Aug.

9. Sept.

10. Oct.

11. Nov.

12. Dec.

MODULE 3WEATHER

OBJECTIVES:

7:4 ,,4110vrartOrs's841711ER , e ,

ssz,,s

`, :":\

;. 7

STINIT 2: : ID4WTIFIr,:%::

r_EST COPY AVAILAHE

Cover PageModule 3/Unit 1Weather. Weather

WEATHERUNIT 1: WEATHER

oBjEcrivE Talk about the weather.s

stiRAMIVIAti" t

ss.%ss

How's the weather? Question words: HowIt's sunny. BE contractions

VISUALS (eather ppriditiorfs);

army: ,,,."-; Hwy t - t ,

vailly 00td5 windy s

CUE CARDS,

HANDOUT&WE i.:1

41

70

1:!:-IST COPY AVAILABLE

Lesson PlanModule 3/Unit 1Weather:Weather

WEATHER -- WEATHER

7±FPRESENTATION

Hold up the visual of the sun. Say, "This is the sun. Whenthe sun is in the sky, it's sunny. Repeat, "It's sunny."several times. Have students repeat, "It's sunny." severaltimes.

Ask, "How's the weather?" Have students respond, "It'ssunny." several times.

Ask, "How's the weather?" Have students respond, "It'ssunny," first chorally, then individually. Display the visualin the front of the classroom.

Continue with other visuals.

Say, "How's the weather?" Have students repeat thequestion, first chorally, then individually.

Write the questions and answers on the board for students tocopy.

Hand out cue cards. Have students practice asking andanswering, "How's the weather?" in pairs or small groups.

Give students Handout WE 1.1. Have students completeindividually and compare answers.

42

71COPY AVAILAP!

EXPANSIM,I,

Have students talk about the weather in their nativecountries.

Change the dialogue by combining visuals:

A: How's the weather?

Lesson Plan (cont.)Module 3/Unit 1Weather. Weather

B: It's sunny and hot.It's cloudy and cold.It's rainy and cold.It's snowy and windy.

43

72

r:ST COPY AVAILAPi

How's the weather?

0.2

0. ,,,, o,110"Ileums,""os55,,,,, illstoos%1011

1 It's windy.

2.

3.

4.

5.

7.

8.

73

rr'zr'kf: OBJECT

WEATHERUNIT 2: SEASONS

s' Identify the seasons.

;.ii:LAY'llGUAGEEXAMPLO,

It's winter.

,

Cover PageModule 3/Unit 2Weather- Seasons

s

Z'S" ORANEVIARs s,5 z

5 5, ,

BE contractions

ilATERIAlas

VISUALS Oeasons):,,`: 5,,

winter fall,

GueAl3Dp ,

notrrszwg 2.10/VE 2,2

44

74

1ST COPY AVAILABLE

Lesson PlanModule 3/Unit 2Weather.Seasons

WEATHER -- SEASONS

Hold up the winter scene visual. Say, "It's winter." Repeat"winter". Point out the lack of leaves on the tree, the snow,and the snowman. Repeat, "It's winter." Display the visualin the room.

Hold up the calendar. Point to December, January, andFebruary on the calendar and say, "It's winter in December,January, and February." Repeat, "It's winter." Havestudents repeat, first chorally, then individually.

Continue with the other seasons:

SPRING: March, April, MaySUMMER: June, July, AugustFALL: September, October, November

Review all the seasons (and their months), first in order andthen at random.

Give students Handout WE 2.1. Ask students, "Whatseason is it?" Have students respond, "It's .11

Write the name of the season on the board for students tocopy on their handouts.

Write the question and answers on the board for students tocopy.

:`ST COPY AN/MLA Lirs",

45

75

,..-

1;RACIACE

Lesson Plan (cont.)Module 3/Unit 2Weather:Seasons

Give the visuals of the seasons to students. Say, "It'sDecember. What season is it?" The student with the winterscene should stand up. Continue with other months.

Give students Handout WE 2.2. Have students completeindividually and compare answers.

Hand out cue cards. Have students ask and answer thequestion, "What season is it?"

Have students describe the seasons in their native countries.

r"ST COPY AVAILA3LI-7

46

76

1.

2.

3.

4.

Handout WE 2.1Weather:Seasons

What season is it? Draw a line.

1. WINTER

2. SPRING

3. SUMMER

4. FALL

78

Handout WE 2.2Weather. Seasons

MARCHAPRILMAY

JUNEJULYAUGUST

DECEMBERJANUARYFEBRUARY

SEPTEMBEROCTOBERNOVEMBER

MODULE 4SHOPPING

OBJECTIVES:

OVNITZ, KIELE PRICE'OF CLOTHO

A rr

\

FEST COP'( AVAILABLE::

fs -z, .,,-' ' :

f",' liBJECTIV,E, ,- ,

x'...-V-- -% , ,' '- ,-,..; .

SHOPPINGUNIT 1: MONEY

Identify money.

14440t4OE AMP

Cover PageModule 4/Unit 1Shopping:Money

5e5,

e dRAA4MAR $

<5,

-SS

It's a quarter. BE contractions

i . -,...:.,,,& ',. s , 5, 5 , .f; ,..5. ..,,-,

;MATERIAL& -., -

k , ''., > ;;:,? ::.,,, ''..: ,:` ,: , ss,...z,... r.,.,-....,......, , : , Se ...., 4

: >S...., s ..... % ,logy s (Ptapiii money): , , -

, i ,......:::,...:.--, : .. c.:., ) s e e

;ie; .. s,

cfollar bill ,:, - ,

:,,,,IiiiisidOitat big, -, - , :..,., -, ,. ,

,,Aen 40114 %Ulf r-.,

,

- ,,,, s:.- tent d011ar bill, -, , ,,,,,,

.yi: 4f.: ;6,AN' ::'...

)s', 's'c'S '':?*, Bring in Ooins ...s.- one of each tiinOminations,'--:' F,` 'e including a bait doll', if ikisi)01..,,Yo!A wifi naeci:,

;. ,1'.,,,.;..-,,sei)ougli to give, one attach coin to grais.04 at' .. %, live. studenie,, (Fbr 26 itudents, you would

.::,,,,,;, ,-,,,,Svennie% S nickel% eto4 - ; ,

> ,

< ' ' ,6

.....e e$,".) ,.... s

:' e I t, You Van bring in lift as well or siniphiu-Se :`k` a

,e es

$,,s, '' ' e ' as es3.i "'''i; C..',. ?4... "".., ......

,HANDOUTS: -,,,

.pfl 1.1 SH 1:2. SH 143,-. , - ) .:.-1..

..,.,- , %.,:- :.% . , , ,

48

81BEST COPY AVAILABLE

Lesson PlanModule 4/Unit 1Shopping:Money

SHOPPING -- MONEY

Divide the students into groups of 5 (or 4 if its a smallclass). Give a penny to each group. Say, "It's a penny."several times. Have students repeat.

Hold up a penny and say, "It's a penny. It's one cent,"several times. Have students repeat, first chorally, thenindividually.

Say, "What is it? It's a penny. How much is it? It's onecent."

Continue with the rest of the coins and bills.

.. .,- pkzcz,, -

Tien55

, 5

Point to the visuals or hold up coin/bill and ask, "What isit?" Have students answer, "It's a penny," etc.

Point to the visuals or hold up coin/bill and ask, "How muchis it?" Have students answer, "It's one cent," etc.

Say, "I need 1 cent," or "Give me 1 cent." One studentfrom each group should come up to the front of the roomwith a penny.

11,'EST COPY AVAILABLE

Lesson Plan (cont.)Module 4/Unit 1Shopping:Money

Give students Handout SH 1.1. Ask "What is it?" and havestudents identify the money. Write the answer on the board(for example, penny). Students should copy the answer onthe first line under the picture.

Then ask students, "How much is it?" and have studentsgive the amount. Write the answer on the board (forexample, 10, $.01). Students should copy the answer on thesecond and third lines.

Collect all the coins. Count five pennies into one handsaying, "One cent, two cents, etc." Hold up a nickel in yourother hand and say, "Five cents. Five pennies equals onenickel."

Continue showing equivalencies of other coins and onedollar bill.

Write $2.50 on the board. Say, "Two dollars and fiftycents." Have students repeat. Point out how money is read:first a number, then dollars followed by and, then a numberand cents. Put more dollar and cents amounts on the boardfor student to practice.

Give students Handout SH 1.2. Have students completeindividually and compare answers.

Give students Handout SH 1.3. Have students listen andcircle the money they hear. Say the money in one of theboxes. For example, "Number one. Three dimes and twonickels." Repeat several times.

50

83

Lesson Plan (cont.)Module 4/Unit 1Shopping:Money

ANWN

Ask students to count their own money.

Identify the presidents who appear on money.

Write amounts on the board. Have students see how manycombinations of coins/bills they can come up with to makethat total. For example, $ .25: one quarter, two dimes andone nickel, five nickels, twenty-five pennies, etc.

BEST COPY AVAILABLE

51

84

2.

3.

4.

Whac is ic?

How much is it?

It's a

$ .01

85

enn

lc

Name

BEST COPY AvAILABLE

Handout SH 1.1Shopping:Money

6

Tr.,TP-1121mu,45171. vi T11 F. 1:NITI.:11: ST.TES'11E.1,311.:R1C. kteiTTit. i,'ij 4

* ... 7: .....7... :... :. . 3 93603539H44.5....2 "kill

Vjo. 2

9 93608539 142 ........ .1....1. 'Lim :i: l

0,111.1:11XIMBIEJMS. =M.,14/MIZMCV NZ MICIPWW.

amOr. we Mc

or,g01,,90rtiLfetiTATF;!t01.1. ')11.111(1.r4C:. *NW

4.. AV. MENA ems M.., 27194613

C 2719406107 mai

8.

9.

as w am someme ...PI r.im-C42396121 A

r 7

86

Dray a line co the same amount.

Handout SH 1.2Shopptne..Money

==========711K I MTV? TAT17,14111VI

11114:11:1 CIfig

Jbir a 0I 13114131101it

vir

87

"rrY AVAILABLE

1.

2.

3.

4.

Circle the money you hear.

rmc I :111V1f.f VIrlkfig tIIRnyCPI 444444

I a

88

Name

Handout SH 13Shopping:Money

BEST COPY AVAILABLE

SHOPPINGUNIT 2: PRICE

OBOCT Ask the price of clothes.

ANGUA,Gt EXAMP

How much is the blue shirt?

sixe 's`f/s


Shopping:Price

.;VRAMMARk,;iy;t:7-6-N,

,`Z wck 'P

Question words: how much

-?,4-: -::n< ,--,, MA - iz:-...,,,,, ---, ,,

- - z;-'s - -,-,,,--,-..-,- , - -,

f.inSU lek sciotsii hint* :: - -

,,- ,:.,:: ...< . .--j, --,dress shirt'-pants -mat -$ shoes

1 ,

-

, .. U....te):.Ze..:....

4' Cotoredinarkorssorssoin. .,,..... k ,

;" , , red, duo.are ssWhisoK allcisi `,''-'yetroitik (Fr*Ilia for %;- ...s,

studentsty- , {+<.5 Ze -: \+"s7+

s * Aigicisi pilooilitisloritWs .;, &Hefei ottialhitt;;;-,--- --,'

, .-;.--z -.- :- -

t'Bfinglri<artiotes bt 0,0hins.ur

< HANDOUTS,, ,e e

S-,Se

H 2.1 SH3:s ,

52

"VALUABLE89


Shopping:Price

SHOPPING -- PRICE

Talk about the clothes you are wearing. For example say,"I'm wearing a shirt. It's a (color) shirt." Identify otheritems of clothing, yours and/or the students, and giving thename and colors.

Give students Handout SH 2.1 and colored markers. Holdup the blue marker and say, "It's blue." Repeat severaltimes. Have students repeat. Ask, "What color is it?" Havestudents respond, "It's blue," first chorally, then individually.Have students color the circle blue.

Continue the same procedure with the other colors,reviewing at random.

Point to #1. Ask students, "What color is it?" Write theanswers on the board for students to copy on their handouts.

Hold up the visual of the shirt and say, "This is a shirt."Repeat several times. Repeat "shirt" and have studentsrepeat. Ask, "What is it?" Have students respond, "It's ashirt," first chorally, then individually. Display visual in thefront of the room.

Continue with the other clothes visuals, reviewing atrandom.

Give students Handout SH 2.2. Ask the students, "What isit?" Write the answers on the board for students to copy ontheir handouts.

B r st_ tVAILABLE


Shopping:Price

Hold up price tag. Ask students, "How much is it?" Havestudents respond, "It's $

Display the price tag next to the shirt and say, "The shirt is$ ." Repeat several times. Have students repeat. Ask,"How much is the shirt?" Have students respond $ "

first chorally, then individually.

Point to the shirt and ask, "How much is the shirt?" Repeatthe question several times. Have the students repeat thequestion, first chorally, then individually. Write the questionon the board for students to copy.

Ask, "How much is the ?" Have students answerand write prices on their handouts (SH 2.2).

Have students color in the items of clothing on theirhandouts. You can ask them to suggest the colors the classshould use or tell them which colors to use.

Point to the shirt and ask, "How much is the (color)shirt?" Repeat several times. Have students repeat. Write"How much is the (color) shirt?" on the board forstudents to copy.

t-se,

ssPRACTICE

Give students the visuals of clothing and price tags. Say, "Ineed a shirt." The student with the appropriate visual shouldcome forward. Then ask, "What color is it?" Students referto their handouts and respond. Last ask, "How much is the(color) shirt?" Have a student identify the price and comeforward.

BEST OnPv AVAILABLE

54

91


Shopping:Price

Have students work in pairs and/or groups asking andanswering questions such as "How much is the blue shirt?"while referring to their handout.

Role play a conversation at a Lost and Found.

Role play a conversation between a store clerk and customerasking for information about items of clothing.

Take a field trip to a local clothing store or thrift shop.

Have students work on picture dictionaries. Bring inmagazines, catalogs, etc. so that students can cut out andlabel pictures of clothing and examples of colors.

BEST COPY AVAILABLE

55

92

What color is it?

1. white

3.

Handout SH 2.1Shopping:Price

Name

93

How such is the shirt?

1. shirt

4.

$18.25

2. 3.

5. 6.

94

Handout SH 2.2Shopping:Pnce

Name

111111111ifim

MODULE 5LOCATION and DIRECTION

OBJECTIVES:

z C..

1 7 h ASK ABOUT AND zA ;

LOCATION 'sssas 04, fe, '46:e" "

.UNI,Fle' ASK'

ertpOR AtilD G

;1 ,Ars<


LOCATION and DIRECTIONUNIT 1: LOCATION

OBJEcrt sii;'`; ","

r,,1140f0UAGE EXAMPYsz;,


Location/Direction:Location

Ask about and describe location.

Where is the supermarket?The supermarket is next to themovie theater.

HI,

Question words: wherePrepositions of place: next to,between, across from

'''AfISUALS: ,, , .',.,..6 ,:..,,, ,, s ..--, , , -.., - , -, ,.... e se ./.. ee ee re e 77 l y ...., l

- schOol ` . poat office z: ---- n.,Itt to s,s . ..... , s ..

'church `"s' gas station - across from .

:jibrary <, Oren shop: ;4,, ' - bet*eepvs.. ..., ....

., .,

restaurant ,s ..

MORA ater:- s, - s: ss.. ,

s-':: ,,...: ,

/,

t.

s ,. , - , , ,' ' ,.,=; -1,-,-- ":,'z

5

57

97

BEST COPY AVAILABLE



LOCATION AND DIRECTION -- LOCATION

Alig

Tell the students that in today's lesson they will learn howto describe where people and places are located. Start byintroducing the idea of neighborhoods by talking about theneighborhood the students live in. Ask questions like "Isthere a bank near here?" "Are there any restaurants nearhere?" You can also ask where students buy their food,clothes, etc.

Use students in the classto demonstrate theprepositions NEXT TO,BETWEEN, and ACROSSFROM. Have Student 1come to the front of the

s s ..,- - -,-M-1.,-;tiOttai-s,',=irt ,Thellitstruotions\ ,lowyk,zAfutreiiii, 1'4i/sliest* rikitied'uiai-01N,

i ',Sg;fsl, <0:1 $11L 'WNW teichiitts:: `-

$,

ittpoutct use the ituitentsitamei:4, s.. kk,

,,,

S ,, ,,

room and stand beside you. You say, " S1 is next to me." I amnext to S1 ." Repeat several times.

Next, you step away and ask Student 2 stand beside Student1. Say, " 51 is next to S2 . S2 is next to Si ."Repeat several times. Have students repeat.

Ask, "Where is 51 ?" Respond, "She/He is next to S2 ."Ask, "Where is S2 ?" Respond, "She/He is next to Si ."Ask the students the question. Have them respond first chorally,then individually.

Ask students to describe seating locations using next to.For example: Jose is next to Maria. I am next to Thanh.

BEST COPY AVAILABLE

58

98



On the board draw two stick figures and write: S1 is nextto S2.

.Ask a third student to come to the front and stand next toStudent 2. Ask, "Where is S3?" (students respond, "S3 isnext to S2.") Then you say, "S 1 is next to S2. S2 is next toS3. S2 is between Si and S3." Repeat several times. Havestudents repeat, "S2 is between Si and S3." Ask, "Where isS2?" Have students respond first chorally, then individually.

Ask students to describe seating locations using between.

On the board draw three stick figures and write: S2 isbetween Sl and S3.

Ask a fourth student to come to the front and stand next toS3. Elicit from the students the locations of each of the 4students. Remind them there may be more than one way todescribe where someone is. For example: S3 is next to S2.S3 is next S4. S3 is between S2 and S4.

Have Si and S2 face S3and S4. Say, "51 is acrossfrom S3. S2 is acrossfrom S4." Repeat severaltimes. Have studentsrepeat. Ask "Where isSi?" Have students

if'students seprnsuntyrq,0#141r4fsg,StitreEt prepOiitiOnS yOu, ,ha t

inAirtia each °that:-

respond "Si is across formS3" first chorally, then individually.

can!, WO -.7s>

Repeat for S2, S3, and S4.

Ask students to describe seating locations using acrossfrom.

59

99

MT ©CM AVAILABLE



On the board draw three figures in a row and a fourth facingthe middle figure. Write:. S4 is across from S2.

Hold up visual of the school. Ask students "What is this?"If no one knows, say, "It's a school." Repeat several timesand have students repeat. Display visual in the front of theclassroom.

Continue with the rest of the building visuals, reviewing atrandom.

Hold up the visual of two buildings next to each other.Say, "The supermarket is next to the movie theater." Havestudents repeat. Ask, "Where is the supermarket?" Havestudents respond, "The supermarket is next to the movietheater," first chorally, then individually. Ask, "Where isthe movie theater?" Have students respond first chorally,then individually.

Continue with the visuals illustrating between (dress shop,church, and restaurant) and across from (gas station andschool).

Point to the visual of the school and ask, "Where is theschool?" Have students repeat the question. Point to thevisual of the library and have students ask, "Where is thelibrary?" Continue with all the buildings.

Write the questions and answers on the board for students tocopy.

60

\100

Z-fle,



Give students Handout L/D 1.1. Have students work inpairs asking about and describingon the map.

the locations of buildings

Give students Handout L/D 1.2.individually and compare answers.

Have students complete

Have students draw maps of their neighborhoods includingbuildings and important landmarks. (This works well as anindividual, pair, or small group activity.) You can also walkaround the neighborhood with your students and have themdescribe the locations of building before they draw theirmaps.

Have students write a few sentences describing the locationsof buildings in their neighborhood.

BEST COPY AVAILABLE

61

101

0.0OO090

Do

SCI1001.

OD

Oci

4.4

3 ALS

sac)

511

,01.1.

Handout LD 1.2Location/Direction:Location

Where is the gas station?

1. The gas station.is next .to the church.

2. The dress shop is

. The library is

4. The movie theater i

S. The school is

6. The eas station is

7. The Post Office is

'103

the dress shop.

the su;ermarket

BEST COPY AVAILABLE

LOCATION and DIRECTIONUNIT 2: DIRECTIONS

"t , ,

OBJECTIVE, s s ss

5.


Location/Direction:Directions

Ask for and give directions.

Excuse me. Where is the postoffice?Go one block and turn left.It's on the left.

s \ s snaF.171114%;.MKOF,

314411twi.

555 -155 S S " sy.

Question words: where

ImperativePrepositions of place: on, next to,between, across from

s

, VISUAL&SS

5 ><

55

maP: *rag' z:"roag b -;IbrAry%-ohurbh '-du akt

DOUTtz1J02.1

Arge,t,s 'pPst <

vatAittio'n "

5

movie*man.

62

,104

BEST COPY AVAILABLE



LOCATION and DIRECTION -- DIRECTIONS

Hold up map of one street. Identify the buildings on eachside of the street and review locations. For example, yousay, "The gas station is across from the school." Askstudents to describe the locations of buildings on the map.

Describe the locations of buildings again, this time addingon the right and on the left. Say, "The gas station is on theright, across from the school."

Ask students to raise their right hands. Ask students to raisetheir left hands.

Ask students to stand and step away from their desks. Givethem a series of directions to follow: Turn right. Turn right.Turn left. Turn right. Take one step. Turn left. Take twosteps. etc.

Hold up map of the city blocks. Identify the names of thestreets. Count the number of blocks. Identify the buildings.

Hold up visual of the school. Have students ask, "Where isthe school?" Use your finger or the eraser end of a pencil to"travel" along the map as you give directions. For example,say, "Go two blocks and turn left. The school is on theleft." Continue for other buildings on the map.

Say, "Go one block." Repeat several times. Have studentsrepeat. Continue with different numbers of blocks.

BEST COPY AVAILABLE

63

105



Say, "Turn right." Repeat several times. Have studentsrepeat. Continue for "turn left". Then combine as follows,"Go one block and turn right." Have students repeat.Continue with other combinations of two step directions.

Point to the X on the map and say, "I am here. I want to goto the post office. Where is the post office?" Elicit thedirections from the students. Have students repeat thedirections.

Using visuals of two people, model this dialogue:

A: Excuse me. Where is the post office?

!-4450:' -:1"110 :Ntdialo9toff,s*Apandeitirrtitialokiwins

B: Go one block andturn left. It's on theleft.

A: Thank you.

Have students repeat lines ofthe dialogue after you.Change the dialogue fordifferent locations on themap.

Write the dialogue on theboard for students to copy.

;.. ;',;.:: IN; "Cy

"e'SF

r:. ` ;.> 'in

r x(?tt,arrle. ifttete Is 'theoffice `- fz,,,SS:4171p;

z

%t etE GsZ6ne bloc:karat= left.9-`,'/t.4'sW'`I

A: Turn, left? , \

Vsy i?on tiu.: -s,s;ss

tr'A: 011:11iVs WWI

Yes:*thellOvie tie.-, , ,s,

A: Think you.

Sr r

:6.

64

106

'6$

r ,06 :r*

' '``.`.':".;

1 I IL



Give students Handout LID 2.1. Have them work in pairsreferring to the map to practice the dialogue.

Increase the number of steps in the directions.

Ask students to give the directions from their homes to thebus stop, where they shop for food, the nearest 7-11, etc.

Have students write the directions.

65

107

HST COPY AVAILABLE

133ILLS 100113S

)p3anci:uoroanciporte3oial InoputH

108

Iri

BEST COPY AVAILABLE

MODULE 6HEALTH

OBJECTIVES:

IDENTIFY' /wowsls aps ss9D.r,,,zs szf,.....

UNIT'

ni,ENt401+,It, ,

Pit0 EMS

el ,

uNrr 3z REOtteSi ,.,

e e g ROENCYSITUATION

BEST COPY AVAILABLE


Health:Body Parts

HEALTHUNIT 1: IDENTIFY PARTS OF THE BODY

,OBIEC T AVE

What's the matter?My back hurts.

My head hurts.

Identify parts of the body.

Question words: whatPossessive adjectives: my, your, her,hisSimple Present Tense

sVISOAL {Pali of ifislislitOdy):\/

z hiadn"4,44,.fr chest;;?' hand

eat ataneal legAooth- _, , \

CUE CARDS-, '",

,HANIX1WIS:HE 1.1

67MT COPY AVMLABLE


Health:Body Parts

HEALTH -- IDENTIFY PARTS OF THE BODY

ATIOlsr%N.

Ask, "How are you?" around the class and have studentsrespond.

Have students ask "How are you?" As you respond, holdyour head and say "Not so good. My head hurts." Repeat,referring to different parts of your body (arm, leg, neck,etc.).

Hold up the visual of the head and say, "My head hurts."Repeat several times. Have students repeat, first chorally,then individually.

Display the visual in the front of the room and continue withthe other parts of the body. Review at random, asking,"What's the matter?"

Give students Handout HE 1.1. Elicit the names of thebody parts from the students. Write them on the board andhave students copy.

Ask, "What's the matter?" Have students repeat thequestion several times. Have students ask "What's thematter?" and then point to a visual and have studentsrespond, "My hurts."


BEST COPY AVAILABLE

68

112


Health:Body Parts

Give the visuals to the students. Have students ask, "What'sthe matter?" As you respond with a problem, the studentwith the corresponding visual should bring it to the front ofthe room.

Hand out cue cards. Have students practice asking andanswering "What's the matter?" in pairs and/or groups.

For extra practice play a variation on Simon Says:

- Have students stand.

- Say, "Touch yourhead", touching your headas you speak.

- Repeat and have studentstouch their heads.

;.4",

z %Note: `For a trickierversion: As you tellY,1110,Stugiserds t -to w% their heatte,4#O:

(16114h you'r batk orseOrile othq,-01-0-iAst-x..

- Say "Touch your back", and have students touch their backs.

- Repeat, using vocabulary taught.

- Have students take turns being the leader.

BEST COPY AVAILABLE

69

113


Health:Body Parts

Change the question from "What's the matter?" to "What'sthe matter with (name of classmate) ?" The answer willchange from my to his/her.

Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures of parts ofbodies and label them.

70

114

Fill in the blanks. Handout HE 1.1Health:Body Parts

1. My hurts.

2. My hurts.

3. My hurts.

4. My hurts.

5. My hurts.

7.

8.

9.

My

My

my

10. My

11. My

hurts.

hurts.

hurts.

hurts.

hurts.

12. My hurts.

X 1_6

Handout HE 1.1Hea1th:Body Parts

* .' I,' , , , "e, , s' t .... , 5 5 4 ,.... , 6,

'OBJECTIVE*,::....i...,.... , .,, . ,,...:,.. , ,,,,- ..- -.. .... , ,

lsiGtfA,GE EXAMP

How are you?I have a cold.

Cover PageModule 6/Unit 2Health:Problems

HEALTHUNIT 2: PROBLEMS

Identify health problems.

QK, '< Z. 't Wt.'s} .7k...A

GRAMIna., ,. Zs ',,',s.""f*.Z,V.'sp.';;Fj::',

e. `6" s'ss Z "`" .";

Question words: HowSimple present tense

VISUALS (Health sproble ms)4 :a 7':"%,

:to

".." 'd " , - -,--tever,...: m,,,.--, .." ,.- t; 4.., stomachache-- s',.;--headache- , ''.'- `,', -, - , ,

toothache s- ,.' s's, 'sore throat s% ,

. ,'4 CUE DS ss'''''., ...:-

6_ , , ,s, --.." 4:::' ".'). -,* ".. 14. ?.

.:',. r , :'-,:6, ' :s .-Z. `; ,,. ' ';'. ,4..

..6.

HANDOUT&.

.4%66

HE 21 ,, ,"

71'

117

.

BEST COPY AVAILABLE

Lesson PlanModule 6/Unit 2Health:Problems

HEALTH -- PROBLEMS

ATVS

Review parts of the body. Hold up body part visuals orpoint to your own body. Ask, "What's the matter?" andhave students respond.

Ask, "How are you?" around the class and have studentsrespond. Have students ask you "How are you?" Respond,"I'm sick," and "Not so good."

Hold up the visual of the cold and act out symptoms (sneezeand cough). Say, "I have a cold." Repeat several times.Have students repeat, first chorally, then individually.

Display the visual in the front of the room and continue withthe other health problem visuals. Review at random bypointing to a visual and asking, "How are you?"

Give students Handout HE 2.1. Have students identify theproblems. Write the answers on the board and have studentscopy.

Write the question "How are you?" and the answer "I'msick. I have a . " on the board for students tocopy. t

BEST COPY AVAILABLE

72

118

- PltikeTWE

Lesson Plan (cont.)Module 6/Unit 2Health:Problems

Give visuals to the students. Have students ask, "How areyou?" Respond with a health problem. The student with theappropriate visual should come to the front of the room.

Hand out cue cards. Have students practice asking andanswering the question "How are you?" in pairs and/orgroups.

"i4.1"::,

Have students practice talking about health problems usingthese additional dialogues:

1. 2.A: How are you? A: How's your son /husband?

B: I'm sick.

A: What's the matter?

B: I have a cold.

B: He's sick. He has a cold.

3.A: How's Mary?

B: She's sick. She has a cold.

73

119AV,POLAB LE

Lesson Plan (cont.)Module 6/Unit 2Health:Problems

Set up a clinic simulation or roleplay. Students practice askingand answering personal identification questions and questionsabout health. The "receptionist" asks for and writes down the"patient's" name, address, telephone number, etc. The "doctor"asks what the problem is and the "patient" describes illness/problem. Students can also play other roles (spouse, parent, etc.).

74

1_20

FILL IN THE BLANKS

Name

1. I have a

Handout HE 2.1Health:Problems

2. I have a

3. I have a

4. I have a

I have a

6. I have a121.


Health:Emergencies

HEALTHUNIT 3: EMERGENCIES

Request assistance in an emergencysituation.

s,

"s

Vigutioges.r , Jr r r

"My brother is hurt"

"There's a fire."

vi$u r0

police soarfire truckambutanoe ..,

,s, ,,

s so <

sss's,tRAmbitlkws sro'r.r)

Possessive adjectives: my, your, her,hisThere is

vehiotes' sarKflitmatioria):e,

4.! "4^:s A,

sfX

flUtt :4/ 7};,1101ti(ift ?:/i?

head attack :tattier's'oar accidentklice fte4

-

-:,falitifgeabeitidet7)0410,10tr":

, sz%

rz"\%?'s

,

f,- 't Eking In a prop teleOiOne, if be* ss ,-,ss:.,i , ,: `', , ss ,,,sz

-'`s , ,)', -sC , '' -,-s`' A:- -s s,'2 ,- '4's-4 , `.' i,;-- `,.`, s;):'4e;:< , s ,,,...,,, ' .,.4. .{f' \

T.: , <..,- , %, - : c. - ..%......,, ;:., ,......,,,.. -- ,....., , , ,

' , ---1S, ',i>-3i -5 sz;'4%: 4, ',,, ,S, ,''S,','Cr ..'' z` ''''' ` , ' ,s,: , : ,`--'C,'-`,Y --< -HANDbitiV "<`' `:` -` ,' s',:' S.', . ,- ;

- - -, , 7 7 7

- . ss 4.,::. ,, , !,.- * .... ,. -, , es' .. se... s.

75

1122

BEST COPY AVAILABLE

$

,

HEALTH -- EMERGENCIES

'ss


Emergencies

Review addresses and telephone numbers. Call onindividual students to give their addresses and phonenumbers. Have other students listen to their classmates andrepeat the information given.

Hold up visuals of the ambulance, police car, and fire truckand have students identify. Display the visuals in the frontof the room.

Hold up visual of woman yelling, and point to the visual ofthe ambulance. Say, "I have an emergency. I need help. Ineed an ambulance. What do I do?" Hold up the visual ofthe telephone (or use real phone). Say, "Call 911(nine-one-one)." Repeat with the visuals of the police carand the fire truck.

Hold up the visual ofthe house on fire andsay, "There's a fire."Repeat several times.Have students repeat,first chorally, thenindividually.Display visual in thefront of the room.

76

123

BEST COPY AVAILABLE


Health:Emergencies

Continue with the other emergency situations. Review atrandom by pointing to a visual and asking, "What's theproblem?"

VISUAL: EMERGENCY SITUATION:

Gun There's a man with a gun.Heart Attack My mother is having a heart attack.Car accident There's an accident.Bike accident My sister is hurt.Falling off ladder My brother is hurt.

Give students Handout HE 3.1. Ask, "What's theproblem?" Write the language for each emergency situation

on the board for students to copy.

Point to the different visuals. Ask students, "What's theproblem?" or "What's wrong?" Have students respond, firstchorally, then individually.

Hold up visual of ambulance next to visual of a healthemergency (woman clutching chest). Using telephone orvisual of phone, act out dialing 911 and model the followingdialogue:

A: Emergency operator. What's the problem?

B: (My mother's having a heart attack.)

A: What's your name?

B: (Give your name.)

A: What's your address?

77

124


Health:Emergencies

B: (Give an address.)

A: What's your telephone number?

B: (Give a telephone number.)

A: Help is coming.

Repeat this dialogue using different emergency situations.

Write the dialogue on the board for students to copy.

Give visuals of emergency situations to students. Say,"There's a fire." The student with the appropriate visualshould bring it to the front of the room.

Hand out the cue cards. Have students practice asking andanswering, "What's the problem?" in pairs or groups.

Have students "make" the 911 call with you acting asoperator.

Using cue cards, students practice making 911 phone calls.One student makes the call and the other acts as theoperator.

Give each student Handout HE 3.2. Have students workindividually and compare answers.

BEST COPY AVAILABLE

78

125,


Health:Emergencies

Identify additional emergency situations.

This is a good time to invite someone from the fire or policedepartment to talk to students about safety. They also havepamphlets written in a variety of languages which can begiven to the students. There are videos about calling 911 atthe public library.

BEST COPY AVAILABLE

79

126

WHAT'S THE PROBLEM?Handout HE 3.1

Health:Emergencies

Name

I i. My sister is having a heart attack

2.

3.

4.

5.

MATCH THE PICTURE WITH THE SENTENCE.

1.

2.

3.

4.

5.

6.

NAME

Handout HE 3.2Health:Ernergencies

My son is hurt.

There's a man with a gun.

My sister is having a heart attac

My daughter is hurt.

There's a fire.

There's a car accident.128

MODULE 7HOUSING

OBJECTIVES:

eVtS+y

- z- ,-i.ssZ,:

e e N., s s s

s t k.Ass s s s

'S:4;

1?0()IietS:z'->, 4 's

FURNISHIIVGS. sss

vv ,-N "- z

<"A...., Zs s'.4V e'P's ,s;'.

s ,s ..)%, ""Z Z:

v ";k ; e s%.,

, 2:` DE S.t- -II SC I'::,

- PROBLE,, , , , e

$;

80 BEST COPY AVAILABLE

HOUSINGUNIT 1: ROOMS/FURNISHINGS


Housing:Rooms/Furnishings

Identify rooms and furnishings.

,4140tIAG-EXAMPvee A s s s'*

svSt sL-AVt, .r:g;IY;.!$

There's a dishwasher in thekitchen.There's a sink in the bathroom.

..ea.% s e '4 ,\s- s %' sssps ? \'''e *V

NEWAR% Z^,

There is/are

Prepositions: in

," e

s 1. MATEKTALS: ret

'VIS6ALS ftoorns arld furnishincis):: 4 ' s..`ss

14';iskiiiiiiii : ;: sati,. ,: Is,...... ,,, ,

toiletiltairiri - stOveloltert .::,,- tv

-k -, ,

'''s-Atving TOom, :c TV -:-- : a,,,, --- toilet -,.. -,- - ..-`, :., -; &hie.AlgtottiOs-s?,,,s .)- v , -;,,,00ff-eeAaplo , Y-3--''-:---::tiattuy$01:4 sylie:",-'ifitrigprj,i,its,:.Fi:'q:stli,ddioontl, :,::,-,1.: '`,c bookcase %`2-;-is:sbattitutiiihoifier's s`',$4able, s<%- - ..- .. ,

',,PlittYPC5r4 ';t: ; b9d - : : -;---:',- `,;'.6 ''kitchrpA Ork , ---' floor Om - - -,

'comet, ; , ? ',. ,:- s,.. -:- .. , ,,::: ..,,:,, 7 7

S ' 77 : 7 "e

HAND\ " l 1':. 1,.

.. > ..7 f. . ...I

e.4

N

HAND°1,,.1." 77. 7 . e.14 1 K K 4 " ' 4 14 N 1 .. l N

rr1{:ISSS 4 '" HO: 1 4.11 ' 1 ' t N .. N N '. ..

...... ' ' % S r --, , ,--- s ': ,....,_. ". , ,..., -

'.6:.z., , '.s- ,

,- . -, ", , ,




HOUSING -- ROOMS/FURNISHINGS

Begin by asking students to compare where they lived intheir native countries to where they are living now. Havestudents draw pictures of their homes in their nativecountries and their homes now. Ask how they are the sameand/or different.

Hold up visual of the woman and say, "This is Mary. Marylives in a one-bedroom apartment. There is one bedroom, aliving room, a kitchen, and a bathroom."

Hold up visual of the living room and say, "This is Mary'sliving room." Repeat "living room" several times. Havestudents repeat. Display the visual in the front of the room.

Continue with the visuals of the kitchen, bedroom,bathroom, and dining room, reviewing at random.

Hold up visual of the sofa and say, "This is a sofa." Havestudents repeat "sofa" several times. Point to the visual ofthe living room and say, "There's a sofa in the living room."Repeat several times. Have students repeat, first chorally,then individually.

Continue with the other items found in a living room: TV,coffee table, and bookcase.

BEST COPY AVAILABLE

82

ri 132



Continue with the furnishings found in the other rooms:

Bedroom: bed, closet, chest of drawersBathroom: toilet, sink, bathtub/showerKitchen: sink, stove/oven, dishwasher, refrigeratorDining area: table

Give students Handout HO 1.1. Write the names of therooms and furnishings on the board for students to copy.

Hold up visual of the floor plan and say,. "This is Mary'sapartment." Identify the living room, kitchen, bathroom, andbedroom.

Have students draw floor plans of their homes. Havestudents describe their homes and furnishings in pairs orsmall groups.

Circulate among the students and ask questions about theirhomes such as, "How many bedrooms are there?" "Howmany closets are there?"

AN N

Have students write about their homes.

If there is a model apartment nearby, arrange for the class tovisit it and have students describe what they see.

83

133

BEST COPY AVAILABLE



Review the prepositions of place (see Location andDirection) and have students describe the location offurnishings in a room. For example, "The armchair is nextto the sofa."

Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures of rooms andfurnishings and label them.

1. living room

4.

7.

Handout HO 1.1Housing:Ruoms,Turrushings

2. 3.

5. 6.

8. 9.

13.

16.

14. 15.

17.

19. 20.

1

Handout HO 1.1Housing:Rooms:Furrushungt

18.

HOUSINGUNIT 2: DESCRIBING PROBLEMS

sfs ,R"-, ,Describe housing problems.OBJECITVE-

< -S.

NGOM -ULM? ,s SS S S , 4.

What's wrong?The stove doesn't work.The sink is leaking.


Housing:Problems

5.55 .6. "" "%GRAMMAR" v.%

:ioa;:s

5:; ):"" '5o's s .ss oss <;:4..x<.<5. 5

Question words: whatSimple present: negativePresent continuous

c ..: ,- = , ,A). " ::, % ., , ,

.?..f..", < s " .51/, ' '; Z's .., ".--;;4"5. ; ,o ' $ ,,.. ' ..;.' .54. 's " s. ..%."

.....<

VISUALS an ritOinaii444111'ptoblems)-,,,,z...,:;,,,''s s'=" ,...,

s es s 5 5 s ,

s

igtetRift01). r?:,:gz4.'Aiiii aittidttortee s, %

1,-, ' '-'. ,";-<,,,!,',,s,';,',-,-,`, .-, - 55 s,

;),,,CUE4A13' VS% .

, , ,..FIANDotrisi.,, ,S.

5 s

s rZosso. wastw:,.;K:5azezpzr7....,. -5

\,s'radator to

s

BEST COPY AVAILABLE

85

HOUSING -- DESCRIBING PROBLEMS

BE ENT "ION ss


Housing:Problems

Start by reviewing the vocabulary taught for rooms andfurnishings. For example, hold up the visuals of each roomand ask, "What room is this?" Display the visuals.

Tell students, "There are so many problems in my home."Say, "The stove doesn't work. The refrigerator doesn'twork. The sink is leaking. The toilet is stopped up."

Hold up the visual of the broken stove. Say, "The stovedoesn't work." Repeat several times: Have students repeat,first chorally, then individually.

Display in the front of the room and continue with othervisuals. Review at random, asking questions: "What'swrong?" "What's the problem?" "What's the matter?"

.

VISUAL HOUSING PROBLEM

Air conditioner The air conditioner doesn't work.Stove The stove doesn't work.Dishwasher The dishwasher doesn't work.Radiator The heat doesn't work.Refrigerator The refrigerator is leaking.Sink The sink is leaking.Toilet The toilet is stopped up.Bathtub The bathtub is stopped up.

Give students Handout HO 2.1. Ask students to describethe problems. Write answers on the board for students tocopy.

BEST COPY AVAILABLE

Pit4crtcp

Lesson Plan (cont.)Module 7/Unit 2Housing:Problems

Hand visuals to students. Have students ask you what'swrong. Tell students your problem. The student with theappropriate visual should come up and display the visual inthe front of the room. Continue with all problems.

Hand out cue cards. Have students practice asking andanswering questions about problems in pairs or groups.

ANSION

Role play a conversation between an apartment manager anda tenant with a problem in his/her apartment. You take thepart of the manager.

BEST COPY AVAILABLE

87

139

c..hat's the problem?

1. The heat doesn't work.

3.

5.

7.

2.

4.

6.

8.

140

Handout HO 2.EHousIng:Problems

MODULE 8EMPLOYMENT

OBJECTIVES:

,

,>s'

`,." " s'

TITLES - --'-. - -- -..,

.., ,.:.....

, - , , , , .

.ke ee ee e eee see s s e

wir 2: r- UTwmat ,

EXPERIENCe

BEST COPY AVAILABLE

88

142

OBIEttritfn

-

-1.ANGUAW ExAmP


Employment:Jobs

EMPLOYMENTUNIT 1: JOBS

Identify job titles.

G*AMA. A ,

He's a truck driver. BE contractions

,

Mkter*A.ks°: .±.. , , s " , , s x , 'l ...

' ' 4 S .4 , S 4 '1:4S !V,. SS S 1:. ,

4 , ' "SS .... it

SSNISOALS.,(006tipations),. ::

,e .6.'

S ..> ', *. <S.' )

' 7 Sy s t se s i se s : s ' s

''sles :ss 1 ar iner siOldier, ' repairman' , , " truok driver , , 7

.1).:2;.. z

V--CiSti ter - % student seametrese,

s

,e ss.:} , :.., } ,.:,,:.

'se $ ,, $ r e e ,s, , }e, reeq

csesleather SeoretalY ba 0 - painter .. ..

f..:s-m nic Rardener _ conOruction*iker , - waiteriwaitreii ,,,,, .'-:

);

' ' :;.. , ' ;..

i6 ss ' , 46 s s

;s s ,

$ , ,'.

,'CUE, DSfssss, 5, % :5 '':.

- T s: , ' EM tl,%-

,,,. ,.

.6;

BEST COPY AVAILABLE

89

143


Employment:Jobs

EMPLOYMENT -- JOBS

,1i-1%5-,,.;.,,itlItili:ffirr TION1. .1-4..0,. ...V:: ..,_''

r*;?:, ..::6 f:c. :":* .. Fr. ":,,,, , .` '

.:.... s :": ;

Point to yourself and say, "I teach English. I'm a teacher."Repeat several times. Then say, "What am I? I'm ateacher."

Hold up the visual of the truck driver. Say, "He's a truckdriver." Repeat several times. Have students repeat. Ask,"What is he?" Have students respond, "He's a truck driver,"first chorally, then individually. Display the visual in thefront of the room.

Continue with the other visuals of occupations. Review atrandom by pointing to visuals and asking, "What is he?""What is she?"


Give students Handout EM 1.1. Ask students to identifythe occupations. Write the answers on the board forstudents to copy on their handouts.

Hand out visuals to students. Say, "Who's a truck driver?The student with the appropriate visual should come forwardand say, "I'm a truck driver." Continue with the other jobtitles.

BEST COPY AVAILABLE

90

144


Employment:Jobs

Hand out the cue cards. Have students practice asking andanswering the questions "What is he?" and "What is she?"

gliCPANSION

Have students work on picture dictionaries. Bring inmagazines so that students can cut out pictures of variousoccupations and label them.

BEST COPY AVAILABLE

91

44.)\ rzi e4I....,/.4-irri,44

1 0 AponrilliAu 4

rpoil

i*i

0:Immo ,i00.11:,,r gi or

--lijA,n

Ai 5

:OBJECTIVE,

"LA,INGU, AGE EXAMPs

z

I was a truck driver.What are you now?

EMPLOYMENTUNIT 2: EXPERIENCE

Talk about work experience.


Employment Experience

'GRAMMAR5,5 5-5s 1 e:e Se

BE: past tenseQuestion words: what

s5 , 5 > MATERIALSilISUALS2 (occupations): 5

ee e e

sfenner soldier `,` repairmen4e{ student, sseamitteiss,,:

s teaoher :s secrete)* 7,,:5fiethanIo`s gardener` --constructloiisworker',-

92

147

-,`

=trUck driver , s's

pas\viaiterfweitieSs%"=,'",:n;

BEST COPY AVAILABLE


Employment:Experience

EMPLOYMENT -- TALK ABOUT WORK EXPERIENCE

-: PRES TION

Review job titles and occupations. For example, hold up thevisual of the teacher and say, "What am I?" Studentsrespond, "A teacher."

Say, "I'm going to tell you about my friend, Jose. Jose isfrom El Salvador. Now he lives in Arlington. He was atruck driver in El Salvador. Now he is a cook."

Hold up the visuals of the cook and the truck driver.Review the story. Say, "This is my friend, Jose. He's fromEl Salvador. He lives in Arlington now. He's a cook now.Before he was a truck driver."

Write NOW (USA-1994) on the left side of the board.Directly under it write, Jose - cook. Say, "Jose is a cooknow." Point to the word NOW and to 1994 and say,"Now." Repeat. Say, "What is Jose now? He's a cook."

Call on individual students and ask, "What are you?" Havestudents respond, "I'm a (job title) . If they are notworking, fill in the most appropriate "title" such ashomemaker, unemployed or student. Write their names andresponses under NOW (USA-1994).

Write BEFORE (MY COUNTRY) to the right of NOW(USA-1994). Directly under it write truck driver. Say,"Jose was a truck driver in El Salvador. Now he's a cook.Before he was a truck driver." Point to BEFORE and say,"Before." Repeat. Say, "What was Jose before? He was atruck driver."

93

148

BEST COPY AVAILABLE



Continue, "Now you are in the United States. Before youwere in ." (Point to first list.) "Now you are

. What were you in your country? What wereyou before?"

Call on individual students in the same order you did for thefirst list. Ask, "What were you before? Have studentsrespond, "I was a (job title) . Write their responses underBEFORE (MY COUNTRY).

Write the questions and sample answers on the board forstudents to copy.

-*Acme

Hand out the cue cards. Have students practice asking andanswering the questions "What are you now?" and "Whatwere you before?"

Give students Handout EM 2.1. Have students circulate and fill inthe grid by asking, "What are you now?" and "What were youbefore?"

NOTE: e may not be typical ofkind of questions used when as 6i,

<.

r About A-Persofes co:x*4110114' H01._ _tsi9*-Viz;L, they are apprOpriate forthis *to)

lan§6ageptoficien0, "

BEST COPY AVAILABLE

94

149



Have students write a simple paragraph similar to the storyabout Jose. Guide them by giving them the followingquestions:

What's your name?Where are you from?What are you now?What were you in your country?

The paragraph should look something like this:

My name is Carmen. I am from Nicaragua. I am a babysitternow. I was a teacher in Nicaragua.

BEST COPY AVAILABLE

Ask

you

r cl

assm

ates

que

stio

ns.

NA

ME

WH

AT

AR

E Y

OU

NO

W?

WH

AT

WE

RE

YO

U B

EF

OR

E?

An ESL,Curriculum for

--Voithiteers_

Ye:

AigengsMEMPEOMBOMOBISSIENEfrAariaTSCEONN'CmeggitTESIOSSfilow

\ 152

CUE CARDS

Note to teachers:

Make a copy of these and set the originalaside for your master. The copies are meantto be cut up and used by students in pairs andsmall groups.

***

153

154 T/C: Daily Routine

155 T/C: Daily Routine

SUNDAY 'MONDAY

TUESDAY WEDNESDAY

THURSDAY FRIDAY

T/C: Days

SATURDAYta

SUN. MON.

TUE. WED.

157 T/C: Days

THU. FRI.

SAT.

158 T/C: Days

JANUARY FEBRUARY

MARCH APRIL

MAY JUNE

159 T/C: Months

JULY 04) AUGUST

SEPTEMBER OCTOBER

NOVEMBER DECEMBER

T/C: Months

160-'

JAN. FEB.

MAR. APR.

MAY JUNE

161T/C: Months

eat

JULY AUG.

SEPT. OCT.

NOV. DEC.

162 T/C: Months

WE: Weather

163

/ill ill itif ol

MHO, .'001111 WI

164 WE: Weather

DECEMBER

JANUARY

FEBRUARY

(Et

MARCH

APRIL

MAY

JUNE

JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

165 WE:. Seasons

411

1167 HE: Body Parts

168 HE: Body Parts

169HE: Problems

5

HE: Problems

0

TLIs a T 3 11 a 2 1 a Ut a : a H

10... .....M..... .1*

172 Ho: Problems

a

0 6

4

110..iiiNI 11.0144e%

04"../". ' ,...........

./......... -"""'",........-

(6)

174 EM: Jobs

1 I

"111

.P

1106. ,

"*(4,1'

176 EM: Jobs

177 EM: Experience

/4.

4-4

4

)

Alb

/,Ki-s--4-

4:

;'ik.41

i

I,

179 EM: Experience

_An_ESLCurricuhun-for

olunteers_

44telariVaimarmag;smigre,er,EmpatlimmeweD,

180

otagliaSia-1:01..4VM 41:Ktem:N.P/


NameFirst Last

1. Country

2. Native Country

3. NAMELast First

COUNTRY

4. NAMEFirst Last

NATIVE COUNTRY

(-181

Handout ID 3.1Personal Identification: Family

182

Ask

your

cla

ssm

ates

que

stio

ns.

NA

ME

AR

E Y

OU

MA

RR

IED

?D

O Y

OU

HA

VE

CH

ILD

RE

N?

HO

W M

AN

Y B

RO

TH

ER

S A

ND

SIS

TE

RS

DO

YO

U H

AV

E?

Handout ID 33Personal Identification:Family

NAME-to FIRST LAST

COUNTRY

NAMELast First

Single / / Married / /


NAMES OF CHILDRENLast First

184

Handout ID 4.1Personal Identification:Address

Name

Country

1. Street

City

State

Zip Code

2.Number Street Apt. #

3.City State Zip Code

4. ADDRESSNumber Street Apt. #

City State Zip Code

5. Name CountryLast First

AddressNumber Street Apt. #

City State Zip Code

185

Handout ID 5.1Personal Identification:Telephone

NAMELast first

ADDRESSNumber Street Apt. #

City

TELEPHONE ( )

State Zip Code

NATIVE COUNTRY

/ / MALE / / FEMALE / / SINGLE / / MARRIED


NAMES OF CHILDREN M/F

1186

Write the questions and answers.

Ott

1. What time do you get up? 2.

I get up at 6:00.

3. 4.

5.

Name

Handout TC 2.1Time/Calendar:Daily Rouune

I

187

6.

8.

10.

7.

9.

Handout TC 2.1Time/Calendar:Daily Routine

188

Wha

t tim

e do

you

Nam

ege

t up?

go to

wor

k?ea

t lun

ch ?

.go

hom

e?w

atch

T.V

.?go

to b

ed?

Handout T/C 4.2Time/Calendar:Months

Draw a line to the same month - from the long form to the short form.

JANUARY

FEBRUARY

MARCH

APRIL

MAR.

JAN.

AUG.

FEB.

MAY SEPT.

JUNE

JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

190,

DEC.

OCT.

JUNE

MAY

NOV.

APR.

JULY

Write the long forms of the months.

Example: Dec. December

1. Jan.

2. Feb.

3. Mar.

4. Apr.

5. May

6. June

7. July

8. Aug.

9. Sept.

10. Oct.

11. Nov.

12. Dec.

191

What time is it?

A. 6:30

E.

I.

B.

F.

J.

C.

C.

H.


D.

H.

L.

Set the clock.

7:00 Rnn 10:00

192

3:00

What time is it?

Put an X on the clock with the correct time:

Example: Teacher: "It's four fifteen."

Student:

1.

2.

3.

4.


A 8 C DIMO

193

Wha

t day

is it

?

Tue

sday

Wed

nesd

ayl

Thu

rsda

yF

riday

Sat

urda

Sun

day

Mon

day

45.

7__

____

__ _

____

__.

_...

..

_ _

.

Sun

day

S)

Sun.

8

Handout T/C 3.2Time/Calendar:Days

NAME

Draw a line to the same day - from the long form to the short form.-6119

SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

WED.

FRI.

SUN.

SAT.

MON.

TUE.

THU.

Draw a line to the same amount.

Handout SH 1.=Shopptng.Money

ar.TIIK I NITtlf STATFAlleAmr.111'% nye."

1934:11:rI 1?,

"01

i 196

1.

2.

3.

4.

Circle the money you hear.

149

Name

Handout SH 13Shopping:Money

197

What color is it?

1. white

Name


4.

5* 6.

How much is the shirt?

1. shirt 2.

4.

$18.25

5.

199

3.

6.


Name

SM

T W

TF

S1

23

45

67

89

10II

1213

1415

16 1

718

19 2

0 21

22

23 2

4 25

26

27 2

8 29

30 3

1.0

.

SP

IT

11

I2

67

89

1314

1516

20 2

1 22

23

2427

28

TF

S

34

510

II12

1718

19

25 2

6

SIIT

WT

FS

12

36

78

9 10

1314

15 t6

17

20 2

1 22

23

2427

28

29 3

0 31

45

II12

18 1

925

26

SM

TW

TF

S3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 815 22 29

2 9 16 23 30

SH

TW

TS

SP

ITW

TF

SS

PIT

WT

FS

SP

ITW

TF

S1

23

45

67

12

34

12

12

34

56

89

10II

1213

145

67

89

1011

34

56

78

97

89

10II

1213

IS16

17

1819

20

2112

1314

1516

1718

10II

1213

1415

1614

158 16

1718

1920

22 2

3 24

25 2

6 27

28

1920

2122

2324

2517

1819

20

2122

23

2223

2425

2627

29 3

0 31

2627

2829

3024

25

26 2

7 28

3129

30

2829

3031

SIIT

WT

FS

StIT

WT

FS

SM

T W

TF

SS

MT

WIF

S1

23

I1

23

45

12

34

56

78

9 10

23

45

67

86

78

9 10

II12

45

67

89

10II

1213

1415

1617

910

II12

1314

1513

1415

16 1

718

19II

1213

1415

1617

1819

20

21 2

2 23

24

1617

1819

2021

2220

21

22 2

3 24

25

2618

1920

2122

2324

25 2

6 27

28 2

9 30

23 3024 31

2526

2728

2927

28

29 3

025

2627

2829

3031

How's the weather?Handout WE 1Weather. Weath,

1- It's windy.

2.

3.

4.

5.

7.

8.

201

1.

2.

3.

4.

202

Handout WE 2.1Weather Seasons

What season is it? Draw a line.

1. WINTER

2. SPRING

3. SUMMER

4. FALL

203

Handout WE 2.2Weather:Seasons

MARCHAPRILMAY

JUNEJULYAUGUST

DECEMBERJANUARYFEBRUARY

SEPTEMBEROCTOBERNOVEMBER

:That is ic?How much is it?

2.

3.

4.

5.

Name

It's a penny.

Handout SH 1.1Shopping:Money

$ .01 1c

6

"VrovlimmiTHE ITE IT STATES11EAM ER itk.iet tlyvi

APIRMTWAMAULMMESPUMUMWMNPONMME

7

Itat N.( lo: I/ I I CA11111.:601'le ft.. OW% ...a MOO ,

w MO .116111 ..1110

G27194C6137

-00G2719406107 .. Lam MEV "=. je inoft. If 7 CA

7. er, I : jairW

8.

9.

I I T 1..;12 I: I...on .onocoon

ma. momC4239612S1

r7

r

205

Handout SHShopping:Mon

11:3

1201

11 =m

.o..

LT

IVIA

1141

11S

pp_/

loth

os

6 g 0 0

w C7

3 OAS 'N.""S %MOP

N.,1111101100

Handout LD 1.2Location/Direction:Location

Where is the gas station?

1. The gas station is next to the church.te)

2. The dress shop is

o.411 MI" . The library is

4. The =vie cheater is

S. The school is

6. The eas 'cation is the dress shop.

7. The Pose Office is the lu;searket

207

80Z

SCHOOL STREET

2

Handout LD : L,ocation/Direction:Directio

You are here.

Fill in the blanks.

1. My hats.

2. My hurts.

3. My hurts.

4. My hurts.

5. My hurts.

6 My hurts.

209

Handout HE 1.1Health:Body Parts

7. MY hurts.

8. My hurts.

9. My hurts.

10. My hurts.

11. My hurts.

12. My hurts.

I210i

Handout HE 1.1Health: Body Parts

WHAT'S THE PROBLEM?Handout HE 3.1

Health:Emergencies

Name

1. My sister is having a heart attack.

2.

3.

4.

211

Handout HE 3Health: Emergencies

MATCH THE PICTURE WITH THE SENTENCE. NAME

1.

2.

3.

4.

5.

6.

410

My son is hurt.

There's a man with a gun.

My sister is having a heart attac

My daughter is hurt.

There's a fire.

There's a car accident.

212

1. living room 2.

4.

7.

10.

5.

8.

11.

213

3.

Handout HO 1.1Housing:RournslFurrushings

6.

9.

12.

13.

Handout HO 1.1Housing:Rooms/Furrushulgs

14. 15.

16. 17. 18.

tat=41?=7

19. 20.

'1

.%.",22 I

Km.

0:tinfoil

61::101

11.1

OVI _

tifitra

44,

e4-11 (lb V;

.e r-4c1;

Ask

you

r cl

assm

ates

que

stio

ns.

NA

ME

WH

AT

AR

E Y

OU

NO

W?

WH

AT

WE

RE

YO

U B

EF

OR

E?

, .,L.., u { ,., v \., .. , /.......u,? u 1ua, a:.av .':Ci ?ai? ?.'ri i \h \a{? v ?a ?ai?? a i? : +. A' i' {{i?,: ,; \i::' ?:, .v:?':t, v: \' a aY}au,22Y..iti .`.2?i }.;.,:.,t.:? 2?< 2;: tYic<'c?`,::< 2??:?::::.`? k;;:?` ?, ? ? ?`R?,J.Y.:,tC:.,,::., :... :::., ... k ' .` ` w Y . ).. ... } '::a} r... }.. .. , ,,, . a,,,zaz } ,zz a a:.,,,zx:.,,,z, a:,a z t . z as :aazz,zz '::, ?, : z . ?,: ,,::,'k 'izaa: zi 1 : zY.; ',;:f.a:.,az,a,.a,,.za,,,, ua...a , ,,, ?3azz: azzz:z.a.aa..,:..a:.,..,,,), } }.,; , ,,.:? ,: :: ::. : ?,z,.: wzak ..,r,.,, z: ,,z a.,u,,, `,,, ,. z,w. ?:wa ,,,,z ,,,z, , u..a,,,.,..,,,,,.:.,,,,: ,aa,:,a;z,u,:,,z , ?z::.......x ' ;a:z, , z . a }:zzz., z . a a,a,.,z: a wa ...? , , ,..,.,... a,,, , a a , ,z ,: , ,z a.:.....,.. r. : } } } }:::: } }: } }::::::.,:::: }:::: #:}};} } }.'}.:): ): ,} } }} } } }S#w }}? ####: }}s}:#}}r}i # #'} }}}.. }. }. s} 5} } # } } } } }s.:,}}a >:, > }Y) } }U #U: \ }#. )........:: }: r!r}}p}..,Y:}... }.. TR } #}};.}a} }}}: } }: }}} }U }: ?n. }. }. }.:n r.., }... . ). }... }}:}. }.. } k.. .4. n; })}}} }':} :yv

219 LD 1

DRESS 0%..o

1 e,J SHOP

I

A

.11111

I

I

222 LD 1

223 LD 1

224 LD 1

01

226

133111$ 1ST

(1004atu

C7

dOH

S /NI

PN

ssaaa

I. C11

3RD STREET I

'100113S

228

230 LD 2

231 LD 2

II. I

J

MM.

II MPa IIIIII la

II fib MN WM IND apOM In OM in 0OEM alga =MD amb dm

1111 11.1 MP aim al

a

DRESS

r iv SHOP

233 LD 2

234 LD 2

4,01010,14,4,1), *AA.%S.

.11V111r W:IX;N1M .0g41t1110.11. 11114:6411- 0 5

236 LD 2

237 LD 2

0

I IN

238LD 2

239 LD 2

240 LD 2

242 HE 1

243 HE 1

244 HE 1

245 HE 1

246 HE1

247 HE 1

248 HE 1

249HE 1

250 HE 1

251 HE 1

252 HE 1

254 HE2

255 HE2

256 HE 2

258 HE2

259 HE 2

E 3H

260

263 HE 3

264 HE 3

265 HE 3

266 HE 3

C)

CO

270 HE 3

272 HE 3

274 HE 3

276 HO 1

Living room

Kitchen

Bedroom

Bathroom

277 HO 1

278 HO 1

1.

279 HO 1

WM,

X80 HO

2811 HO 1

282 HO 1

283 HO 1

284 HO 1

t

285 HO 1

286 HO 1

I IIII II II

II

111111 IMOIII MI

16 afat

a

III i =I %I

288 HO 1

s

289 HO 1

290 HO 1

291 HO 1

292 HO 1

293 HO 1

294 HO .1

295 un I

296 HO 1

297 HO 1

4111111

disspesmi

298 HO 1

299 HO 2

300 HO 2

301 HO 2

302 HO 2

., W

'.O

IW

304 HO 2

cv0.

if)0cY

)

306 HO 2

308, EM 1

3091 EM 1

310 EM 1

311 EM 1

lulli

II

s

r. '

I1

Ir

zi.71

11111\41

era

IIIIIIMIN

NO

NI II

315 EM 1

316 EM 1

...11-

317 EM 1

318 EM 1

1

319 EM 1

320 EM 1

-- 321 EM 1

322 EM 1

323 EM 1

324 EM 2

sa

L... 4,

4(--&

s

325 EM 2

326 EM 2

327 EM 2

328 EM 2

329EM 2

330 EM 2

331 EM 2

332 EM 2

333 EM 2

334 EM 2

335 EM 2

336 EM2

1imom

moll

I

1

I

338 EM 2

339EM2

NE

IGH

BO

R T

ON

EIG

HB

OR

'VIS

UA

LS

An

ESL

Cur

ricu

lum

for

Vol

unte

ers

NE

IGH

BO

R T

ON

EIG

HB

OR

CU

RR

ICU

LU

M G

UD

E

An

ESL

Cur

ricu

lum

for

Vol

unte

ers

0

An_ESL_CurriculuntJor_Volunteers

VISUALS_ _

limm:::::migo.5:mgazu:.t..,;:-;::::N.E:wPagogvagagittoieSZUMWERNMOMONSMAZONMEastagOkr-

\ 341

343 ID 1

I MARY SMITH'

344 ID 1

Z 01

345

J.

11111Mka._

%OPill...._ ___...

_f-

0

I

1-____1,

346 1D2

347 1D2

348 ID 3

349 ID 3

-I

-..mIIIIIIIMMIII..._

%II

0

S

350 ID 3

1

351 ID 3

352 ID 3

Cl)

LO

354 ID 3

355 ID 3

eth

357

£ 01

358

E 01

Ame

359

al

41

360

DA

UG

HT

ER

£ al

362

c al

363

E CII

364

£ 01

1 365

E al

366

GR

AN

DD

AU

GH

TE

R

,E aI

/

368

370 1D4

vai

371

%Or

MLM

0

I

111.--__

372 104

373 - 1D4

17 al

374

pal

375

CII

376.

17 al

377

378 1D5

_z

_.11111111M....-

II

379 ID 5

380 1D5

9 CII

381

gc.T5 ai

382

s ai

,383

9 al

384

9 al

CI)

4tt,386

TE

LE

PHO

1JE

NU

MB

ER

9 al

388

II UM

ONq. i 1io

.a8 , ...I/I ft:*a I

I I II wt_

I RE

luumill'l

ill,..........."..7......

r r, y 7 ,- ;,. e.

391 TC 2

3921 TC 2

393 TC 2

4 TC 2

395 TC 2

396 TC 2

t

397 TC 2

398 TC 2

399 TC 2

Sun

day

Mon

day

Tue

sday

Wed

nesd

ay,

Thu

rsda

yF

riday

Sat

urda

y1

___

____

___

_ _

2__

___

____

__3

56

7__

_ __

_

4

ti

401. TC 3

O

402 TC 3

403' TC 3

404 TC 3

,405 TC 3

406 TC 3

407 TC 3

408 TC 3

409 TC 3

410. TC 3

411' TC 3

412 TC 3

413' TC 3

414 TC 3

Sunday

Monday

Tuesday Wednesday Thursday

Friday

Saturday

12

34

7

89

10

H12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

.

Janu

ary

SK

I WIF

S1

23

45

67

89

10II

1213

1415

1617

1819

20

21 2

223

24

25 2

6 27

28

2930

31

27S 6 13 20

Feb

ruar

yM

T W

TF

S1

23

78

910

1415

1617

21 2

2 23

24

2528

45

1112

1819 26

Mar

chS

HIW

IFS

12

34

56

78

910

1112

1314

1516

1718

19

20 2

1 22

23

24 2

5 2e

27 2

8 29

30

31

S 3 10 17 24

PI 4 II 18 25

Apr

ilT

W T

FS

56

712

1314

19 2

021

26 2

7 28

1 8 15 22 29

2 9 16 23 30

/

May

SP

IT W

S1

23

45

67

89

10II

1213

14

IS16

1718

19 2

021

22 2

3 24

25

26 2

7 28

29 3

0 31

SP

IT

5 12 19 26

6 13 20 27

June W

TF

SI

27

89

1415

16

21 2

2 23

28 2

9 30

3 10 17 24

4 11 18 25

July

SP

IT W

S I2

.34

56

78

910

1112

1314

1516

1718

19 2

021

22

2324

25

26 2

7 28

29

3031

SP

IT

7 14 21 28

1 8 IS 22 29

Aug

ust WS

23

45

610

917

1112

1316

1819

20

23 2

4 25

26

2730

31

Sep

tem

ber

SM

TW

TF

S1

23

45

67

89

10

II12

1314

1516

17

1819

20

21 2

2 23

24

25 2

6 27

28

29 3

0

SM

T2 9 16 23 30

3 10 17 24 li

Oct

ober

WT

FS

45

6II

1213

1819

20

25 2

6 27

7 14 21 28

I 8 15 22 29

Nov

embe

r

SP

IT W

IFS

12

34

56

78

910

1112

1314

1516

1718

1920

21 2

2 23

24

25 2

627

28

29 3

0

SP

IT

4 11 18 25

Dec

embe

rW

S1

23

56

78

910

1213

1415

1617

19 2

021

22

23 2

426

27

28 2

9 30

31

417418

TC 4

t

TC 4

419 TC 4

420 TC 4

421 TC 4

422 TC 4

423 TC 4

t,

424 TC 4

425 TC 4

S.

426 TC 4

t

427 TC 4

428 TC 4

429 TC 4

430 TC 4

431 TC 4

t

432 TC 4

433 TC 4

434_ TC 4

435 TC 4

1436 TC 4

437 TC 4

t

439 WE 1

440 WE 1

441 WE 1

k_t---MurIK

" I 1 I 1 1 1 1 1

I 111111'Ii iii I

z

443 WE 1

444 WE 1

445 WE 1

.

Janu

ary

SP

IT W

S1

23

45

67

89

1011

1213

1415

1617

18 1

9'20

21 2

223

24

25 2

6 27

28

2930

31

,

20 27

Feb

ruar

yS

PIT

WIF

S1

23

67

89

10

1314

1516

17

21 2

2 23

24

2528

45

1112

18 1

9 26

Mar

chS

PIT

WS

12

34

56

78

910

1112

1314

15 1

6 17

18 1

920

21

22 2

3 24

25

2f27

28

29 3

0 31

5 3 10 17 24

M 4 11 18 25

Apr

ilT

YT

FS

56

712

1314

19 2

021

26 2

7 28

1 8 15 22 29

2 9 16 23 30

May

June

July

Aug

ust.

5PiT

WT

F5

SM

TW

IFS

SP

IT W

TF

SS

PIT

WIF

S1

23

45

67

71 8

2 93

41

21

23

45

68

010

ii12

1314

56

10ii

34

56

78

97

89

1011

1213

ISt6

1718

19 2

021

i213

$415

1617 24

18 25$0

II12

1314

1516

1415

1617

1819

2022

23

24 2

5 26

27

2819

2021

22 2923 30

1718

19 2

021

22

2321

2223

2425

2627

29 3

0 31

2627

28

24 2

5 26

27

28 2

9 30

2829

3031

31

Sep

tem

ber

-O

ctob

erN

ovem

ber

Dec

embe

rS

PIT

WT

F5

SIM

I'SS

PIT

W T

ISS

PIT

WIF

S1

23

21

12

34

51

23

45

67

89

109

34

10

56

78

67

89

1011

124

56

78

910

1112

1314

1516

17II

1213

1415

1314

1516

1718

1911

1213

1415

1617

1819

20

21 2

2 23

24

16 2317

$8

2419

2021

2220

21 2

2 23

24

25 2

618

1920

2122

2324

25 2

6 27

28

29 3

0.3

025

3i26

2728

2927

28

29 3

025

2627

2829

3031

/,

447 WE 2

448 WE 2

449 WE 2

451 WE 2

it4=

w-

7.

x A s) 1 11

.1

..345 L

IN ,L

S 11 3 1.11 :41 11,

cnx

ipC

11_6

1"11

541"

11r.

P.'

Nip

A11

10...

.%"

,ris

rrsu

lF;o

T11

1',,

owA

V*

%N

O'1

0 ow

. 44

IRV

ON

1161

1 se

e

ItaG

271

9(40

61 0

Yru

mso

venw

s. O

A:.

7

G 2

7194

0610

7al

lie11

.84.

,4

'.

..

__

.\N..

irlI

K:N

Du.

1/L

. MN

IN

KN

tala

: an

4111

" sr

sic

er.

igsl

erim

sTA

T S

t)41

11.

1111

11.

Ida

44, I

4le

l I(

-... - '4

4 N

M 4

aka

444

4111

414

aft N

M N

ON

4N

I N

W.

G 4

2396

125

A

\.4

.. -

G 4

2396

125

A7

-2*I

st-;

` 1-

4-

-r 1

7

Z..a

.4ti,

.11.

7M

b O

OP

~W

M

Cl

J A

LU

M;

-P.

01 ui

,

457 SH 2

458 SH 2

459 SH2

460 SH.2

x

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)

Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

Educational Resources Inlotrattion MN

This document is covered by a signed "Reproduction Release (Blanket)"form (on file within the ERIC system), encompassing all or classes ofdocuments from its source organization and, therefore, does not require a"Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, may bereproduced by ERIC without a signed Reproduction Release form (either"Specific Document" or "Blanket").

EFF-089 (1/2003)

document resume title - ericdocument resume ed 476 249 fl 801 585 author bailey, elizabeth m.;...

Documents