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AUTHORTITLE

6* Escobar, Joanna Sculley; Daugherty, John-A Planning Gulde for Developing yhe ESL/ABBinstructional Program. Book 3. HandbOok for theES1/ABt Administrator. .

INSTITUTION Bilingual Education Service Center, Ar ngton_31.1.1orthirestf2durational-Zooperative,;-----

Palatine , ID. '

SPANS AGENCY Illinois State Office of Education., Springfield.Adult and Continuing BdObatiort SeCtion,

PUB DAVE Jun-75NOTE 46p.; For related documents, see CE 086 198-199

ERRS, PRICE 41F-$018-1 HC-$2,06 Plus PostageDESCRIPTORS . Administrator Guides; *Adult Beet Education;

Coimunicatibn Skills Course (14jec ives; CourseOrganization; 'curriculum DevelOpmeit; gducationalObjectives; fficattcnal ProlrAms; *English (SecondLanguage); Cetera Education; *Preltam "Content;ProgramHpeveTopment; *Pro'gram'Planttng; Textbooks

ABSTRACTThe plannin'g guide for developing .Adult' English as `a

vy Second Language Programs focuses on implementing sivoals relatingto: utilizing community resources;- utilizing communi, ation skills,participVting in community neiworks, utilizing occupational

vancement opportunities, functidning in multi-cultural life tyles,an functioning at individual rate, capability, and tterest, els;The guide's seven sections cover the following/Area : generalknowledge areas content, general knowledge areas sa ple objectives,

, instructional objectives in communication' skills; a simple 12-weekprogram design, a sttope and sequence for curricultm development, an ,

annotated list of. Adult* English as a SecondLanglage examinations,and a partial selection of commercial textpooks. (JR)

i************4*********#************** ***********************t***44***** "Documents acquired by ERIC inc de-,many inforial unpublished *

* materials not available from othersources, ERIC makes every effort ** to obtain.the best copy avaiIabletevertheless, ,items of mArginal ** reprodcibility are often encRunt4ed and this affeCts the quality *

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. N

HANDBoOK,FOR' THEESL/413E ADMINISTRATOR

A PLANNING GUiDE FOR DEVELOPING,.THE ESL/ABE INSTRUCTIONALPROGRAM: BOOK THREE

0trl

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS' BEEN REPRO.DUCEP EXACTLY AS, RECEIVED FROMTO PERSON OR ORGANIZATION ORIGIN -

ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESS ILY REPRESENT NATIONALEDUCATION

OFFICIALPOSITION. OR LICY.

STITUTE OF

, 4

ENGLISH AS A SECOND CAJ\IdUAGEFOR ADULTSILLINOIS .ESL/A13E SERVICE CENTERARLINGTON HEIGHTS, ILLINOIS

1

I v

HANDBOOK FOR THE

ESL / ABE ADMINISTRATOR

I

a

L/ I

A PLANNING GUIDE FOR 'DEVELOPING THE

ESL / ABE INSTRUCTIONAL PROGRAM

BOOK 3

Written by:

JOANNA SCULLEY ESCOBAR

JOHN DAUGHERTY

ESL / ABE Consultants

The development of this handbook was funded under a special project grant to the Northwest Educational-Cooperative from the Illinois Office of Education, Department of Inttruction, Adult and Continuing EducationSeclon. The opinions expressed in this publication do not necessarily reflect the position or policy of the NorthwestEducational Cooperative or the Illinois Office of Education, Department of Instruction, Adult and Continuing.

91. Education Section, and no official endorseMent should be inferred.

BILINGUAL. EDUCATION SERVICE' CENTER

Arlington Heights, Illinois

t June 1975

o

Book 33.1

3.1.14

3.1.234.33.1,4'3.1.53.1.63.1.73.1.83,23.2.13.2.2,3.2.33.2.43.2.53.2.6'

3.2.73.2.83.2.9 ,

3.2.103.2.113.20123.2.133.2.143.115

.3.2.163.2.173.33.3.13.3.23.3.3 -

3.43.4.13.4.23.4.33.4A3.4.53.53.5.13.5.23.5.33.5.43.63.7's

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TABLE OF CONTENTS

A Plarining Guide for Developing the ESL/ABE Instructional Program . . . t. 5General. A r e a s .. 7Earning.a Living 7

, 4 "W.Home and family Life . / 1 * 8Health .. ... . . 4 4 9Government and L'aw' 9.Leisure Time . . .. . .... . ... 4

, ....... . . 9Technology 10Multi-Cultural Patterns/Life Styles \ 10General' Knowledge. AreasSample Objectives i 10Consumer Affairs (Group I) 10Consumer Affairs (Group 11)- . f. 11

Consumer Affairs (Grobp III), " 11

gonsumer,AffairsNumbers and Money (Group I) 12Consumer Affairs -- Numbers and Money (Group II) 12Consumer AffairsNumbers and Money (Group Ill) 12FamilY and Self (Group I) 13Family and Self (GrOup II) .,

13Fimily and Self (Group III) .... . . . . .._ . .. ... . ... . . . . 13Greeting and COnversingAll Content Areas (Group I) 14Greeting and ConversingAll Content Areas (Groups II and .1). . .

11

. . . 14Earning a Living (Group I) '. . . . . . . .',. ... . .. . ..... .. 15Earning a Living (Groups II and III) 15Health-Safety (Groups I and II) - ,. 15Health (Groups II and Ili) / 16

-

Health-Signs and What They Say (GroUps i, II? III) .. ... . 16Leisure TimeContinuing Education (Groups I and II). 16ESL/ABE Instructional ObjectivesCommOnication Skills . .. . 17Listening/Speaking. , 17Reading 18Writing 19 ..ESL/ABE Sample 12-Week Program Design `\ . 21Beginning . . ........ . ... . ...... ... . .. . 6 . 21

Interifiediate/Advancecl\ a 22ESL Special Conversational English, Beginning/Intermediate .. . .... 23Special Conversational English, Intermediate/Advanced 24ESL/ABE Related Areas . ..... , . .

4 . 2265AScope mid Sequence for Developing ESL Curriculum . .

Group OneBeginning Students 26Group Tw Intermediate Students . 29Group ThreeIntermediate/Advanced Students . . . . . . . .' 31Group Four- Advanced Students

-Consumer Affairs

33Test LocatorAn Annotated Liste of Adult ESL Exams 34.A Partial Selection of Commercial Text Books .. . ...... . . . . 39

3

/

A PLANNING GUIDE FOR DEVELOPING THE ESLIABEI INSTRUCTIONAL. PROGRAM

*- The following six goals are basic elementrinan ESL/ABE program. This planning guide isintended to, aid you and your staff in developing and implementing these goals.

GOAL '1; ADULTS IN THE E$LJABE PROGRAM WILL EFFECTIVELY UTILIZECOMMUNITY 'RESOURCES "TO MELT- THEIR *IMMEDIATE AND EX-PANblIV NEEDS.

To achieve this goal the program will:. t

prov. student w functiotial knowledge of the range of seviicesava able i community .1

enable each student to understand the functions of at least twenty communityservices . - ,

enable each student, to, utilize independently or in groups eacli of the servicesaavailable' in the communityprovide,each student, with qn oppottunity for personal

.

i interaction with aper,sonal representative of at least half of the -twenty service agencies identifiedby the student

GOAL 2: ADULTS IN THE ESL /ABE PROGRAM WILL EFFECTIVELY UTILIZE.COMMUNICATION SKILLS IN THEIR DAILY LIVES.

Tolichieve this goal the progrim will enable'the studen to:

- listen to varieties of spoken-English and -act. acceptabfy, effectively, andfunctiprally in the English-speal(ing society at least 80% of the'tirinespeak in a variety of situatiops,and act acceptably, effectively and functionallyin the English-speaking society at least 80% of the time ,

read from a variety of English sources and act acceptably, effectively andfunctionally in the English-speaking society at least 80% of the timewrite for a variety of purposes ih a manner acceptable, effective and functTonalin English- speaking society at least 80% of the time

GOAL 3: ADULTS IN THE ESL/ABE PROGRAM WILL PARTICIPATE EFFEC?TIVELY IN A NETWORK COMMUNITIES AND CARRY OUT THEDAILY AFFAIRS OF LIFE WITirl SELF-CONFIDENCE.

A/":To achieve this goal the program will enable the student toy

carry out consumer affairs with approximately 80% efficiencycarry out the daily- affairs of earning a living with approximately 80% of ciency,carry out the affairs of liome and family life with approximat y 8C,196efficiency ,

carry out the daily affairs bf health and safety with approrna ly 80%efficiencyparticipate in the daily affairi of government and law witlAppraxiPnatelyefficiency.

1

Participate in a variety of legure time activities with approximately 80%efficjncycarry out thp daily affairs required ' by the technological culture withapproximately 80% efficiency

_of participate inn p multiplicity_of cultural patterns and Ilfe7styles with80% efficiency

1 - ,

GO 1_ 4: ADULTS IN THE ESL/AQE PPOGRAM WILL IDENTIFY AND UTILIZEOPPORT'UNITI ES. F'OR OCCUPATIONAL/PROFESSIONALADVANCEMENT.

To achieve this.goal the program will enable the student to: 4 /7/

secure employment in accordance with individual heeds, interests and training,identify sources of employment informatiOn

. identify job categories, minimum requirements and job desirability' -0 * identify and utilize training and guidance services

.

v meet employment requirements such as application's, interviews and behavior's

GOAL 5: ADULTS IN THE ESL/ABE PROGRAM WILL UNDERSTAND AND EFFEC-TIVELY FUNCTION IN A VARIETY OF MULTI- CULTURAL LIFESTYLES.

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7

To achieve this goal the program en enable the student to:

*

JO identify the-essential valueA of various cultures and sub-cultures in the UnitedStatespredict accurately the effects of particular patterns of behaviorbehave so as to achieve a specific, desired purposeunderstand the historical and social background of the English-speaking society

G0154L 6: ADULTS IN THE ESL/ABE.PROG@AM WILL FUNCTION AT THEIR OWNRATE, CAPABILITY ANDINTEREST LEVELS:

To achieve this goal the program will enable the student to:, . .

develop personal needs assessment . .

work on individualized mate!' Is so ,..utilize consent materials appro late to his individual situatOin,,evaluate the impact of the progra upon his personal needs

0

formulattcrevisions in the program content

In deve)op' a program td-rneet your written goals you will ne0 to include each of thesix sec io outlined here. How you develop the section is best determined by you, yourstaff and your students. Each program is encouraged to develop its own best means ofreaching th4six goals. Thus you should feel free to' expand the objectives giv,en as yoursituation requires.

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.,

In utilizing the guide, the, ollowing procedure is suggisted:

)1 1.. Consult section 3.1, choosing.the necessary content areas to be included , '

2. Consul/ section 3.2, articulating the performance objectives required to achievem4tery of the contentareas

3. Consult sectiiTe3:3,""RifeTeiirmie t e communication s i s to earne4. Consult section 3.5, to determine 'a scope and_seqUence-to be folloWed for

developing the sl011 areas ..

5. Consult section 3.6, to identify the test(s) needed to place students in classes;which they can handle -t

6. Consult section 3.7, to identify a variety of commercially available texts -

We strongly urge that Goals 1 and 213e a part of all programs.

3.1 9NERAL KNOWLEDGE AREAS ,CONTENT

The following areas are sdggested. Others should be added or suthe needs and concerns of individual sttitgnV and local situations,

EARNING A LIVING

OccupationsNames of factoriesTrade terminology

-Basic vocabulary for occupations-of each student_Social Security lLicenses neededTechnological advances in trades represented in class and in lodalityJobs available to adult'sHow tofind a job7word-of-mouth, ads, agencies, etc.Novi:, to apply for a jobletter, phone, interviewFilling out an application blankHow to hold a jobappearance, customs, relations with others

I

How to\advance on the j'obr Unionsdues, card, manager or shop steward

Pensions, annuitieSW-4 forms, W-2 formsWithholding taxesCompentationHealth insuranceBlue Cross, etc.Coffee breaksPayroll deductionsVacation with payReporting incomemaking out income tax fOrmsRettrementpreparationUnemployment insurancePaydaycash., check, etc.Income taxOthers

7

tituted to fit

3.1.2 CONSUMER AFFAIRS

ames of simple, staple food items; native foodsKinds of stores for food and other purchases; how they operate and advantages of, eachFood contractsfood' plansBasic shopping rules

-- Weights, sizes, brands, grade labelingSizes of clothingmen's, women's and children'sStandard sizes for household supplies, sheets; curtains, rugs, etc.Measuring the home for rugs, curtains, etc.Consumer protection; lawslocal, state, and federal .

Standard brandsweights and measures;, foO'd and drug lawsBetter Bbsiness Bureau,.Division of Consumer FraudsPaying for purchasescharge accounts, installment buyingX.O.D., cash, contracts, credit,loans, etc.Sales taxSavings accounts, loans, mortgagesWriting checksdeposit and withdrawal slips or formsTaxes on certain itemslocal, state and federalCoins7recognition and useIntelligent buyingplanning aheadInfluence/of 4dvertisirtgnewspapers, radio, TV; how to read an adHow consumers influence producers

. ,y

Borrowing moneyfinancing purchases

3.1.3 HOME AND FAMILY LIFE

'Homemakingtable Setting, holding a party, entertaining guestsPlanning- talking things over with members of family ,

Etiquette .i.

Housekeepinggarbage disposal, etc.Renting, buying à house, apartmentLeases

Contracts ,Lbans, mortgagesBudgetingInsuranceA3, theft, eta. .

TaxesSchoolsPTACollections and 'drives in town, types of house yitations to expect in'connection withlocal drives .

..-

Baby care.

Food processingSongs toing at home with the 4mily"Happy Birthday," etc.Children's allowancesGetting a baby-sitter (-FQmily relationshipsCustorps and manners in the homeThe working mother.Other

3.1.4 HEALTH -

0

First -aid; supplies, home remedies'

3.1,5,

Food conservation how to store Rod-at home; signs of decay, reasbhablajttorage timePreventive informationlocal/state health authorities; polio,.fiu, TB, cancer, etc.

7How tO get a doctorHow to get an ambulance

,How to help in an emergency7-self-help; neighbor.helpLocal' and county' rnedica) services *liable -

Phone number of locpltfire, policejteafth services, ambulance ,.-Insurance-8rue Cross; other "r,. .

safetysafe ......

.

Regular visits tp.dpctor, dentist, clinicCare of Ore eyes

.Cateof the feetNufritidn4atici" foods; planning meals, etc.Publib haaltt4n, d SafetyHorne "CcifOnsWhat tot o if `you have akaccident at'horlie,or in the street' Matto doilf you see an accidentBasic driying rules ,Basic rules for pedestriansLocal traffic regulations 17

State driving rulesthfoughway, etc.; speed limits, etc.Dangerssigns of use of drugs, alcohol '

Other

GOVEAMENT 'AND LAW

u..t a

Awareness of governmental functions, agencies and regulationsAwareness of individual rights aild obligatioris under: the lawRelationship between the individual and the legal systemLegal papers', services

,which are needed '

...,

Comprehend the legal tax system .

, Voting requirements for -citrzensfirst voters, registrationrequirements'

4

3.1.6 LEISURE TIME

Utilizing educational opportunitiesTV and radio programsPicnics and outingHobbiesstamps:bowling, etc.Making money at homePlans for retirementMbsicappreciationconcerts, recordings, etc.Sportsbasketball, soccer, hockey, tennis, bowling, tetc.Art appreciationRepfeatiofjtypes and facilities available; charges, if any, days and hours

procedures, residence

1

'Reading for pleasureOpPortUnitieAfor social service, campaigns, drives, etc.How toktress for various eventst etiquetteRequirements orregulations forvarious activities-bal game in the parkPTA-andnther clubs in town; who is eligible for membershipClullesaM-activities for the childreri'-Sdouts, etc:-

4.ocal community TesourcesTlibrary, county agent, etc. -,.Baby 'Iv-Other,

3.1. TECHNOLOGY

A vocabulary of new words-missile, rocket, etc..., Viruses

Medical research-vaccines, polio, etc.Wonder drup-penicillin, antibioticsPeoplrespOnsible for these advanceiPasteur, Salk; etc.Telephone ,

TelevisionRadar

0

RadioOil and petroleum, responsible for a multitude of products in everyday use=- plastics,nylon, etc.Atomic energy-peacetihne usage, etc.Electrical appliances in the homeAir travel- planes; jets, etc..Moon,Ondspace travel and landingSatellite transmission of telecastiTransplantsOther

MULTI-CULTURAL PATTERNS / LIFE STYLES /

Historical background ofthe target cultureHolidaysSocial problems, customs, idiomsClothingEating,customsRecreation

-rolesReligionMoresSot rolesEmotions

32 GENERAL KNOWLEDGE AREAS -.SAMPLE OBJECTIVES


Given up to 100 flows of instruction, a student in Group / should be able to listen, speak,

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read and write about consumer education with about 80% accuracy in the followingareas:

1.' .. Build ,an appropriate 'oral and written _consumer economics vocabulary andgrammatical-structure inventory. . / 8

un up 4 . - I . . .1, - , . tit;3. Define and abbreviate terms dealing with simple measurements-such as: dozen,

pound, yards and inches. ,4. Give change, accept change, and identify American coins and bills.,5. Read simple signs in stores, such as IN OUT, SALE, 6 items or less, etc.b. Read the label on canned gbods.7. Read advertisements and cdmpare prices, weights and quality.B. Follow directions on recipes andproduce acceptable results.

- Add otheri that would be appropriate for your specific class.

t

Given up to 100 hours of instruction a student in. Group II should be able to listen, speak,read and write about consumer affairsyvith 80% accuracy, in the following areas;


4 s'

I

3.213

1. Build an appropriate oral and written consumer economics vocabulary rid

grammatical structure inventory.2. Write a check. , . t

3. Make items of clothing using dress patterns, altering,patterns and learning toconserve yardage by making purchases in fractional lengths. . i

4.. Distinguish between opinion and fact, truth and propaganda, and minimumfact and exaggeration. . , °

5. Use the facilities, of the public: library to locate books and other materials'onfood, health, se.Wing, nutrition, etc. . . . 4

6. Adjust and write up the alterations on a dress pattern, variations of a recipe,directions on knitting a sweater, etc. ,

7 Work out problems in time payment, cash sale, interest, discount, etc., 8 Keep a record of allowances, expenditures, savings, etc. with the family as a

, regular part of home management. .

9 Use for class items appearing in the local newspapers, radio and TV that pertainto efficient operation of household chores, nutritional value of various fooditems, 'pro and con of using insecticides in the homes, etc.

Add pthers that would be appropriate_for your specific cies. ,

CONSUMER AFFAIRS

Given up to 100 hours of instruction a student in GroOp, Ill should be able tolisten,speak, read and write about consumer affaird.with 80% accuracy in the following areas:

1.

/ . ........Build an appropriate oral and written consumer economics vocabularrandgrammatical structure inventory. ,

- 2, Explain- the meanings of the various seals 'of approval on items found in thestores, such as UL Approved, U.S,, Department of Agriculture Approval, GoodHousek,ping Seal of Approval, and Mot& Trend Award.-

11

3. Identify and explain the various ratings used to establish, quality conteol, suchas ,USDA PRIME, USDA-CHOICE, USDA GOOD, and USDA FAIR, and theEXTRKFAINICY, FANCY, GOOD,. CHOICE and FAIR.

4. Identify the functions and discrimate the various agencies that help to maintainstandards and qua* control of -:.gOods, such as U.S. Department of

Offlae"-ofConsumerPratection, and -the BBBMetter-BusinessBureau).

.

5. Figure out the advantages and disadvantages, of long -term monthly payment. plans.

6. , Discuss concerns partaining to the various taxes such as sales tax, income tax,and property/tax. t

..Add others that would be appropriate for your specific class.

*

3.2.4 CONSOMERAFPAIRS"-L NUMBERS AND MONEY

Given up to 100 hours of instruction a student in Group I should be able to listen, speak,read and write 'about numbers and money with 80% accuracy in the following areas:

. I

I

1. Build an appropriate oral and .written consumer economics vocabulary. andgrammatical structureinventory;

,.2.- Write- numbers and spell numbers up 6.100; for instance, 12 or twelve.3. Identify American currency arid coins and give change correctly.4. Count in sets of 2's, 5's, and 10's..

Read the Roman numerals on the face of a clock.'convert numbir words into Arabic 'numerals, such as three th6bland, twobillion, etc.

. 1;

Add others that would be appropriate for yoUr specific class.

' CONSUMER AFFAIRS NUMBERS AND MONEY

3.2.6 CONSUMER AFFAIRS NUMBERS AND MONEY °'

',Given up to 100 hotirs of instruction a student in Group I% should be able to listen, speak,read and write about numbers and money with about 80% accuracy in the followingareas:

,

1. build an appropriate, oral and written consumer economics vocabulary andgrainmaticarstructure inventory. -

2. Write words pertaining to numbers and/Or measurements, such as foot, c ups,° eleven miles, etc.

3. Abbreviate measurement tens and numbers and/or read abbreviations:4. Count insets of 3's, 4's, 6's, 7's, 8'S, and Ws. .

5. Read and write the time on the face of the clfick.

Add others that would be appropriate for your specific class,

Given up to 100 hours ok instruction, a student in Group ill s ould be able to listen,'speak, read and write about numbers and money with- ab t 80% accgrdcy in thefollowing areas:

4

'At

r

, . .. . ...

1. Build an appropriate oral and written consumer Ronomrcss vocabulary and, fgrammatical structure inventory: . . , . .#0,

*.1 2. Figure wages, salaries, overtime; etc., as they affect the'individibl. ,.

3.i, Fill but simple tax forins and monthly payment forms.4. Use all the services offered by, the banks, such a51'.'savings,AheckIng account,

..and loans. - '' , , -. .

5. ,,, Use fractious, fractional parts and: percentagesy'in altering rediped, sewingclothes or measuring dimensions. .

la. ,,

. . 04 ,

AddAdd others thatwould be appropriate for your specific class.e

. .3.2.7,- FAMILY eer'S,EL

4.

Given up to 100 hours Of instruction, a student in Groupl shoOld be able to listen, speak,read and write About his, Wilily and himself with about 80% accuracy in the following

;Build ao appropriate ,oral and iiritten-vocabtilary and grammatical structureinventory)- elating to family and,self. /

identify-the 'members of the iirvediate famp/, such-as mother, father, _sister,brother, baby;eic.Describe other relatives of the ramify.Descri6e the home, occupkion, grade, in school, special talent of pernberswnen asked. .Describe types of activites that they participate In as a family.

4. Plan and assist in a family party.

s that would be appropriate foryour specitic Class.

. .

3.2.8 FAMILY,AND SELF

Given up to,100 hours of instruction a student in Group II should be abldto ipeak, ,

read and write about his fatnily and himself With about 80% accuracy, in the followingareas:

.

Build an .appropriate oral and written vocabulary and gramMaticatstructureinventory relating to family and self. -

Identify and describe each member of the family with specific details thatmake each member uniOud./Get family participation in,PTA, church functions and community endeavors.Discussimple experience stories involeiing family members in InforMalgatherings.See his pOsition and role in the family with the duties that go with them.

Add 8thers, that would be appropriate for your specific class.

3.2.9 *FAMILY AND SELF'

Given ufr to 100 hours of instruction, a, student in Group III should be. able to listen,speak, Tead and write about his family and himself with about 80% accuracy in thefollowing areas: .

1313

0

*.a

1 Build an appropriate- on! and written vocabulary and grammatical structureinventory relating to family and self.,

2. Write ancFpbrrris an autobiography written in narrative style.3' Assist Other members of the family in as many areas as possible.4. Write and describe the aspirations of the other members of the family.

Add others thatwoir Id be arwrOpriate for your specific class.

3.2.10 GREETINGSAND CONVERSING ALL CONTENT. AREAS

Given Lip,to 1P0 Tiours of instruction, a student in Grotip,1 should be able to listen, speak,read and writeabout greeting and conversing with about 80% accuracy in the following

- areas.

1. Build an appropriate oral and written Vocabulary and grammatical stiuc)teinventory foreinterpersodal.commuriications.

2 Greet one's own friends in English, using expressions such as "Hello," "Howare you," "Hit' etc:

3. Introduce,friends to ee'ch other.4. Offer and graciously accept gre'etings, sympathy and congratulations when

necessary.5. Answer the telephone and converse in English informally. 0 46. Make and change appointments by telephone or in person:7. Ask simple questions using sentences with verb beginnings, such as do, did,

where, what, and why.8. Give name, address, .telephone number, zip Code and social security number

with accuracy.

Add others that would be appropriate for your specific class.

3.2.11# GREETING .tAKID CONVERSING ALL CONTE T AREAS

- Given.up to 100 hours of instruction, a student in Group. II or Group III should be ableto listen,,speak, read and write about greeting and conversing wit others with about 80%.accuracy in the following areas.

. 01' .

Build an appropria,te -Oral and written vocabulary and grammatical structure.

inventoiy for interpeitorial communications. 7 ,

Describe informally relationships such as aunt, sister-in-law, niece, nephew,grandchild, and cousin.

3. Lead, plan, and assist in organizing a p4. Di LISS a recent movie when talking among friends. -8: rve as an ush6, receptionist, or guide.

peak acceptably with particular attention to verb aggreement and tense.7 Participate actively in community functions, meetings, clubs, inc.

Use conversational idioms'such as, "I'm broke," "It's a lemon," and "Let'. sknock off"

c̀


14.;14'

3,2.12' EAliNING A LIVING

Given up to 100 hours of instruction, a student in Group I should be able to listen, spea k,

read and write about jobs and job training with about 80% acv, racy in the followingareas:

. '1. Build an appropriate oral and wAtten vocabulary and gram t cal structure

r

inventory relating to earning allying.2. Fill out a simple applicatiOn form3. Answer oral interview questions. -4,, Read the want-ad sectir in the daily newspapers.5. Talk abobt previous positions, employes', firm, 'wetr, etc.

,.; 6., Discuss hours of work, days of the week, duties,`Oyertime, etc.7; Talk about benefits other than wages..8. Discuss shorband long term occupatibnalgoals.

/'Describe strengths and limitations. .


3.2,13 EARNING A LIVING

Given up to 100 hours of instruction, estudent in Group II or Group III should be ableto listen, speak, read and write about jobs and job training with .about 80% accuracy inthe follOWing areas:

. 1. Build an ,appropriate oral and written vocabulary and grammatical structureinventory relating to earninglh living.Discusi-previous academic, professional or vocational-training as appropriate:Describe previous work experiences.Ask questions about wages as they relate to his family responsibilities.

5. "Name references that-would know about his job performance's.6. Answer questions pertaining to his general health 'condition.

7, Discuss short and long term academic, professional or occupotibnal goals.8. Describe strengths and limitations.

Add others that would be appropriate for your specific class-.

3.2..14 HEALTH SAFETY

'Given up to 100 hours of instruction a student in Group I or Group II should be able tolisten, speaks read and write'about safety with about 80% accuracy in the:following areas:

1. Build an appropriate oral and written vocabulary, and grammatical, structureinventory relating to mental and phiisical health and safety.

2. Administer simple first-aid measures until appropriate medical assistancearrives. ,

3. Put together a basic first-aid kit.4. Compile a listing of places to call for emergency assistance such as sire

department, police department, poison 'clinic, city and county emergencyhospital and ambulance services and the Ameritan Red Cross.

15

3.2.15

5. Read safety precautions on labels.6, Read and explain posters and pamphletspn safety and health.

k A >0,

Add others that would be appropriate for your SOecific Class.

HEALTHs

Given 'up to 100, hours of instruction, a student in Group II or Group III should be ableto-litten, 'speak, read and write about. safety with about 80% accurapy in the following

- ;

. ' Build an appropriate, Oral and writtery'vocatulary and, gramtnatical structureinventory relating:to mental and" physical health and safety,

2. 'Know basic,medical and physiological terminology,3. .,Be able to follow doctor's direction% -

4.. Be able to read and follow direction§ op prescription%5. -Understand basic physical needs.a Understand"basiceprev4ntive measures for accidents, illness andinjury.7. Identify anduse basic local health services. 4

Add others that would.be appropriate for your specific class.

3.2.16 HEALTH SIGNS AND WHAT THEY SAY

areas;

Given up to 100 hours of instruction, a student ,in Groups I, II and /// should be aOle tplisten, speak, read and write about signs and what-they mean with about 80% accuracj Inthe following areas:

A.1. Build an appropriate oral and written -vocabulary and grammatical structure

4 inventory relating tomental and physical health and safety. -2. Become familidr with `traffic and roach.' signs, such as GO, STOP, WALK,

CROSSWALK, SLOW, etc.3. Become familiar with directional signs such as north, south; east and West,4. Read safety, and fire s19,ns.in buildings sicich as auditoriurps, arenas, cafeterias,

etc.5. Distinguish signs by their international\ signs' and shapes, such,as NO PARKING,

RAILROAD CROSSING, and GO SLOW.gs,

6. Read and follow instructions on medical and drug labels:

Add others that would be appropriate for your specifiC class.

12.17 LEISURE TIME = CONTINUING EDUCATION

Given up to 100 hours of instruction, a student iri Group I or*Group II should be able tolisten, speak, read and write about education with about 80%*curacy in the,followingareas:

Build an appropriate oral and) ratan vocabulary and grammatioal structure dr-

inventory to make effective use dfieisufg time -through continuing education. °. Apply and/or register for class ork with minimum assistance from Others.

1.616

3. Ask simple questions about classes, teachers,. schedules, rooms, books.4. Ask for definition, direction or information by phone or in persoh.5." Give specific reasons for coming to class,6, Explain educational needs to the teacher for assistance.7. bescribe thp location, the purpose and curriculum of the program.

Add others that would be appropriate foeyour specific class.

3.3 ESL/ABE 'INSTRUCTIONAL OBJECTIVES COMMUNICATION SKILLS

3.3.1 LISTENING /SPEAKING

Group I,

To greet one's own friends in English correctly. . 1

. To say the days of the week and the months of the year correctly,To ask for directions in English, , ,'

di, 3o give the correct time in English Orally.To ask for help in case of emergencyTo saw the letters of the alphabet correctly..

-To pr uce sopfids not fourid in their native language, but existing in English.To c nt out loud up to one hundred; also being able to count in sets of 2's, 5's, and10's.To work together with others. .Taal simple questions about-class, family, friends; etc.

. To identify' objects around the school, classroom, home, etc.To go to-the supermarket and shop alone. .

To give change, accept change, and identify American ,coins.To introduce friends to each other.

. /To accept and offer sympathy, greeting, and congratulation's when necessary.:' To listen to others and mimic spokgn English as said by others. -;

To make appOintments, change appointments, arrange for a change; all these thingsby telephone or in porson.To ask for definition, direction, and/or information by telephone, person-to-perSon.

, .To describe accurately their, home, family, etc. , ,To talk about one's occupation, employer, firm, etc.To converse with friends entirely in English. -,

To talk informally with friends about health, liOness, Weather, family and relatives.To use proper English phrasing, intonation, and rhythm.To say most of..the colors.

These objectives are intended as a guide for the-various groups. Instruction should not belimited to these areas.

Group IITo give sample words for each of the different vowel sounds (hate, hat, above,father, fur, feet, fed; etc.)To ask questions beginning with Can, May, What, Why, When,'Where, etc:To discuss in class news items appearing in the local newspaper, radio, or TV.To repeat and follow directions given orally.To describe relative felationships, such as aunt, uncle, mother-in-law, brother, etc.

17

17

To discuss money problems, allowance, etc.To conduct a class meeting when requested.To give an oral report in front of the class when called upon. eTo demonstrate and explain a simple task when so requested by the,teacher.To read large numbers orally when necessary.To lead, plan, and assist in organizing a party.To join in and discuss a recent movie when talking among friends.To distinguish minimal pairs. 4e

To discuss the various kinds of 'measurements, such as linear, time, weights, etc.To hear the difference between Written and. spoken English, learning and practicing,blending of words together when speaking,To speak at public filac' dons).To, actively Oarticipate in community functins, meetings, clubs, etd..To speak in English as often as possible, regardless of errors.To give and receive constructive criticisms.

. To understand'and use common English idioms such as, "I'm broke,' Take-off."To peak correctly as far as verb agreement is concerned. -

'To use past tense correctly.

, \

Group III'To use American idiomatic expressionvvith ease.To use the dictionarY to verify. produnciation.To identify and produce difficult blends (str, shr, fr, tr, spr, etc.).To chair a meeting. .

To,think in English so that sentence structure does not come out non-Englis,. h.,

To' listen accurately. , ., ,

To select the right word When conversing so 'that there will be no misunderstanding.To increase vocabulary reQularty. 'To meet each new social situation by understanding what to do:To speak until understood. .Td participate in class role playing.To use courteous, exact and concise language when speaking,, interrupting and/orcriticizing. .

.

To answer most,questions accurately with ease.To speak extemporaneously. tTo reorganize a large social function.

3.32 READING 0

Group ITo read different traffic signs and be able to act accordingly.To read and identify words pertaining to addresses (street, lane, alley, dead-end).

, To read and understand simple health terms (medicine, prescription, doctor, nurse).To use correct intonational patterns when reading.To read the alphabet in sequential order.To read the date, time, and day co ectly (such as Monday, August 23, 1975).To read simple experience stories about class, family, work.To read the labels on canned goods and purchaseltems Wisely.To read advertisements and compare prices, market wisely, and compare weights.To read'and follow directions on recipes and produce acceptable end produets. .

18

'/

To re prehenOla9llow road maps; ete,,To read nd, comprehenIfVus, train 4d airplane'schedules.To use a &understand the simple elementary ictionary to locate.information.To under tend abbreviations.To read a cernprehen directions on box mixes (Jello, hot rolls, cookies, etc.).To readband cornpreh d tiis a r I markedtdpwn price and a. bargain.To sound out new words co rectly.To use the public library facilities.To read for differenfpurposes.

Group 'IITo read in thought groups, gaping when, ne ry and followipe punctuation

_ marks. .

,, aTo use ttie various sections of the newspaper to fincAinformation quickly:

.. . To pronounce new words by using syllabication. ,

To read and understand news articles, ,advertisements, signs, labels, direCtoriesscatalogs. ,

To read and understand maps: city maps, world maps, community maps, etc.

Group III' To use. general reference texts with skill in locating information needed (encyclo-

pedia, gazetteer, atlas, biographical text, etc.).iiTo read and fill out al plication formd. ...

To recognize misspelled words. ,,

To read aloud numbers running into millions, hubdred thousands,.eto.To identify all the different types of reading lraterials such as store sighs, trafficSigns, recipes, books, magazine's, newspapers, maps, globes, directions, labels, etc.Tore -group and re-phrase words for better understanding..To identify the different parts of a book. ,/ .

ATo read comics, cartoons, cartoon captions, map' legends, footnotes, hiblicigraphies,

. / Indexes, glossaries, and tables, of contents, .

To Skim, read aloud, read silently. ,

To use, reference texts. .

To imp-aye comprehension by using contextual clues.To interpret and understand simple graphs and, maps.To read in English for.enjoyment.To work for self expression.To read for purposes other than enjoyment alone.To read and interpret now materials. ,....,-.

To Place events in chronolligical 'order, alphabetical order, and numerical ordr, ..

To read literature with real attempt to understand the content.. To vary reading material, fiction, "how to" books, travelogues, mYsteries,

biographies, etc. '

To use syllabication to attempt pronunciation of new words:tread forinformation, fact, and statistics.

...

a3.3 WRITING%,.

Group 1,

To write name, address, telephone number, zip code, etc.

ir

0

p.

TO fill oui a simple application formi correctly.To Write the letters of the alphabet in manuscript,capitals.To write the let/firs oflhe alphabet in manuscriptsmall letters.

0 To write the letters of the alphabet in cursive capitals.-r.0 write the letters of the alphabet in: cursive small letters.To tell and write time correctly.To write numbers in dollars and cents.To write numbers from one to one hundred.To write numbers in sets of 2's, 5's, 10's.'To write the days of the week and the ninths of the year correctly,To spell simple one - syllable' words.

start-all sentences with a capital letter. 4,

pot thiproper punctuation market the end a sentence.o write numbers, large and small, up to .a milliOlfti.

To write a *sone! check.To write brief Weis,. .A,

To use the dictiorwry to check on' Ipelling.and meaning.,To use the common punctuation marks correctly.

.

Group 11To spell acceptably . .

To write simple descriptive paragraphs..To change a paragraph written,in present tense to past tense.To understand, what e paragraPh is and write short -compositions using twoparagraphs; \ ii '.

,To address an en(elope correctly, using abbreviations when neeqed.To use the dictionary, to check On correct spelling.To write special and business letters. '

r .To spot:misspelled words and knoW howli) correct them. ..

To write a short autobiography using guide 'cLuestioni. .

to use the following 'Punctuation marks correctly: domino, period, question mark,cOlon, sernicolon;quotation marks, explanation paint, etc.\-...1 ,p change items from Singufar to plural.

pp

C

1*write some in outline form. \. .

make graph; and charts.I, To use capitals correctly at the beginning of sentences and for all proper nouns.

To use antonyms, synonyms and homonyms.Io use both shoft and lohg sentences in writing:,

Group IIITo take notes.To write legibly and rapidly.T9 write in outline form.To do all types of writing.To use syllabication to aid in proriunciatNo,To use all punctuation marks correctly.To'write creatively and imaginatively.To use prefixes, suffixes and abbreviations.

3.4 ESL/ABE SAMPLE-12-WEEK PROGRAM DESIGN6 HOURS PER WEEK / 72 HOURS TOYAL

3,4 :1 BEGINNING

WEEK " LESSON OBJECTIVES (NSTRYCTION L MAT'L. EVALUATIONPROOF

1-21

IntroductionGreetingConversationDialogue.CalendarMonths, Days,etc. -

See InstructionalObjectivesLanguageSkills.

TOr. made materials.SA attached' book list. .Use of appropriate games.,

Live & Learn, Noble &Noble.

- Role pray,

.

a.

3-4 Rea,:ling,identifying the-English alphabet letters ,

in isolation and insequential order. .

..

,s-

Understanding and using

the English alphabet in

reading simple stories,

labels, etc, Knowingarphabet-in sequential.

order for use in locating.words in the dictionary.

c °

Tchr. made,materys.Tchr. made samples. -

Tchr. reference: English

for Today, Book 1).See attached book list.

Tchr. reference: Ho. WeLive,,: Use of appropriate

games.

Written test or'tape.,. - - t.

-

1

..

5.6,

Writing the alphabet

letters in the followingforms: ' capitalsscriptand manuscript, small

letters in script andmanuscript

'Ability to writs the .Utters of the Englishalphabet to: (1) sign

tip' names, (2) spelltheir addresses, etc. .

... A

Tchr, made practice mater-

ials. Tchr. samples.

Tchr. demonstration.Use of appropriate gaires;

) 1

Writing alphabet orletter.

7-8 Filling out application,,forms and registrationforms. Vocabulary

necessary to successfully

fill out forms.'.

Ability to register fornight school with k,

minimum assistance.

Ability to fill in anapplicatral form correctly

.

Tchr. made samples.

Tchr. made materials.Use of appropriate games.

Filling out an.appli-cation.-

9-10

,,

Giving and followingdirections and tellingtime. Using thetelephone.

See InstructionalObjectives LanguageSkills.

Tchr. made materials.,,

Tchr. reference: (English

for Today, Book 1).See attached book list.Telephone Directory,Workbook.

Moving clock handsto identify time.

4

,,

0

11-12 Functional lessonsarising from studentinterests, current events,etc. General Review.

Ability to watch andunderstand news on TV.AnleriCan holidays, etc.

. I

Use current newspapers,

news magazines, etc.

. Written test on log ofnews sources used.

3.4.2 ESL/ABE INTERMEDIATE / ADVANCED

WEEK . LESSON JOBJECTIVES INSTRUCTIONAL MATI., EVALUATION PROOF

1.2

.

r

.

b3-41s)

_ _ _._

- 5.6

,

i

78

*

.0.,

_ ..

.

Review !earnings from

family and relatives.

-

.

.

..

..

.

.

Ste InstructionalObjectivesLanguageSkills.

.

''

.

See: From Wordi ivStories, Noble & Noble.Tchr. made materials.

.. o

.

Review vocabulary.

Role play.I ntroduction.Vocabulary, test.

.

.

Occivationsjobs andjob training.

.

,,

See Instructional G.ObjectivesLanguigeSkills.

-

. .

,0

Tchr. made. materials,

?See: Live & Learn,

Noble & Noble.See attached book list.

iOral interew.Identification of occupa-tions. (We of picturesOr overhead projectidns,

testing.)

.. ,.

V

Utilizing education51

opportunities.

. - N

._ ,14-

I

tee Instructi?nal

ObjectivesLanguageSkills. c

U

. ,See: HpwiWeLiye,Noble )8c Noble.

See: From'Words toStories, Noble & Noble.

Tchr. made materials.,.

.,

S

1

*,

.Role play.

Comparing student worldwith that of lesson

, .,taught dialogue.

.

.

J

SelfHobbies.

,

....,,

4 ,

See InsfruCtional

ObjectivesLanguageSkills.

_4

Tchr. made materials.

Samples of hobbies.

-...-*.-.....,,,

Reports by students.

Possibly hobby show;

.give talk about 'self.

9-10

o

Health.

.... ,....s .

Sbe Instructional

Objectives-LanguageSkills. ,

Tchr. made materials.Traffic signs*Prescriptions.

Medical directions.First-aid signs.

.Role play. Test reviewand list common healthand traffic rules.Rules regarding noisc:nt.

'Internet% traffic signs.

Internet% health symbols... ,

11-12

.

Functional lessoh&General Review.

Holidays. :.

,,Ability to use all.materials covered in

weeks 110. f --

Allmaterials previouslyused New forms ofmaterials.

Role play. *,Test.

Dramatizations. -

Community assignment..

vvoi 224«:.

.

ce

3.4.3 ESL SPECIAL CONVERSATIONAL ENGLISH, BEGINNING / INTERMEDIATE

WEEK .

,

LESSON OBJECTIVES INSTRUCTIONAL mArt...

EVALUATIONPROOF

1-2

3-4

.

5-.6

*.

Greetings.

Conversation. ,

Introdqction. ,

Registration-Interviewing.

See InstructionalObjectives -- Language

Skills.

.

Tchr.made dialogues.Use tapes, make tapes.

Prepere assortment of

questions to ask fel' aninterview.

.Role play.

Test..

0

Telephone usage:,

Marketing, consumer 4,

affairs. -./UsiAg a latndromat.Asking for informant n'

Family. ,Self. )

.<

Health, safety...Party.

a

See Instructkinal

ObjectivesLanguageSkills: 0

,

'7, 4

Tchr. preparedteleplioneconyAeation. Prepare .."

situational dlalogpeusing marketing, laundromatdoct4's appoiritn;ent,etc. .,

. , q f.

Create situation role ;ply

',

See-Instructional


.

1

a.

Student gives oral reportto class. Students inter-view each other. .

Situational incidents.4.1

Red.c ross'posters$

Create situation roleplay.

.

7-8. _

` . ,

1 'Occupation.Banks a0d banking.Budgetingtime payment.;Shelter (home, mortgage,,,

rent, repairi, taxes,etc.). ''`

Cali irrspeaker. Take.

appropriate tours.

.

Listing of occupations°. °

Consumer materials and

money management. See:

Making the Moat of YourMoney. Provide sample

budgeting forms.

-Situation: interview anddiscussion relating to:

(1) Mortgage financing(2) Lqans(3) Interests

0-10

N,

Class.

Recreation.

Talents/Skills.Illness, emergency, etc.

, .

See InsfructionalObjectives- Language

Skills.

<,

First;aid material.

Local/state recreational .

brociiures. p

Create: (1) holiday skit,(2) animergency reqitirinadministering of first-aid.

11.12

.

/Functional lessons.

Shopping. :Ganies/Sports. '

.

Hobbiesi

. .,

. . % .

Ability to; use all areascovered in weeks 1-10.

. "

1

1,,

,

.

Reporting to class onassigned topics. Using

current issues, develop

case approach to create

dialogue. Aiinhple

.

Give a report on assigned

topic. Invite and take afriend shopping. Explainand teach a friend a

handcraft. Explaina simple gave to a friend.

. .

23 23

3.4.4 SPECIAL CONVERSATIONAL ENGLISH INTERMEDIATE /ADVANCED

WEEK LESSON OBJECTIVESi

INSTRUCTIONAL MAT'L. EVALUATIONi-PROOF

1-2

3-4

Discussing news, sports,

accidents, etc.

.

.

See Instructional

ObjectivesLanguageSicills.

.

.

Daily newapa r, weeklynews magrotfs, localweekly press. Magazines:

. _

Sports Illustrated, 4

Newsweek.

. .

Bring magazines to our

class, piCk random topics,

.discuss. ,.

...

Group buzz Sessions:

(1) Reporting(2) Role play(3) Planning

,..

SeeInstruotionalObjectivesLanguageSkills.

.

.Pamphlets issued by Adult

Assn, of theU.S.A. Other human

relations publications.!t

Discuss a universal topic:. (1) Drugs

(2) Election(3) Work(4) Traffic, etc,

,,

5-6 Introducing andexplaining a game.

` *See InstructiOnal .ObjectivesLanguageSkills. t

Elementary /Intermediate/Advanced games with

instructions.

._

Each student to each onov

thing:(1) Game(2) Recipe(3) Sport

'

7-S

-

Planning a party. }Visiting at a hospital.Attending a show; .exhibit, etc.

.

See Instruct' ional '.

ObjectrvesLanguageSkills.

Etiquette guides.Party guides.

Esquire, Cosmopolitan,Vole, Playboy PartyGuide; ,

Plan a brief coffee get-

together. vilt ailingfriend. Plan toattend anannual party, exhibit,.affair. ,

9-16"qEntertaining Visitors.(1)" Sightseeing

(2) New foods(3) Involvement in

activities

See.Instructional


,.,

.

Maps, guides, menus,

calendars. ,

.

Excursion;students taketurn role playintourguide.

.

,11-12- _Discuss

.

world, localnews that are current

topics, e.gelection;Wilbur Mills. Review andevaluate benefits gained

from class. .

See InstructionalObjectives- Language

Skills..

,

o

. ot

:Other.r

.Newspapers, radio, TV,news, communication

media.e

.

.

Continued growing expo-sure to a growing range

of Information media.

..

2 4 24

2^.

3.4.5 ESL/ABE RELATER AREAS

WEEK LESSON OBJECTIVES INSTRUCTIONAL MAT'L. EVALUATIONPPROOF

.1

1-2r.

I

"ClothingseWing, buying.Types of clothing.Garment, fabrics, etc.

,,

'

See' Instructional Object

tives oh Consumer Ed.Add and extend informa-

tion'to include sewingobjectives:

4

.

Excursion to fabric WO.Tchr. made -materials,

Use of appropriate games..

Sew a garment, keep a

record and cdmpare costi

of fabric against a .

ready -made ilressrice.PractiCe keeping an .

.expense account."..

.

,

. .

Shelter/Housing. .

Renting/Buyingt ,,hoUse."ObjectivesEconomics.

Budgeting. .

Banking and money.

.

.,

Set up. I nstructiopat

on Housing.

Set up Instructiqtial.Objectives for Banking,Budgeting, etc. Abilityto give change in 'coin's

and bills.4,

4Making the Most. of YourMoney, You and .YiirMoney Steck Vaughn.f ,.Teti:: Made materials.

House plans,_

Budgets: 4

Bank formschecking,savings accounts, deposit-

and withdrawal slips.

Draw a simple house plan.

Show and, develop budget

Ability to.figure rent,'etc., keep a record of 'outgoing monies and

balance irwith that of.incoming funds. ,..-

5-6

.

TrafIsportationDirectionsgiving and.receiving.

Map reading:

-

tee InstructionalObjectivesLanguageSkills.

.

Tchr. made materials. .

Speakers: on car pools,.

busses, planes, trains.

.,Maps, guides, etc.

Transportation schedules.

Draw simple line maps.

from home to class.Read and understand bus

and airline schedules. .

Study different types ofmaps.

7-8

9-10

Foods and Nutrition. .r

Marketing.

Letter writing, postalarea zip codes.

AccidentsFirstAid.Hospitalrmelgency.Doctorsfinding, using.

See InstructionalObjectivesLanguageSkills.:

.

Tchr. made materials..

Visit a supermarketSee: How We Live,Noble & Noble. Speaker

from Office of Consumer '''Protection, Dept. ofHome Economics.

Food charts. -

Plan a full week's menu..

.

. '

Develop InstructionalObjectives, Prepare to

assist in emergencies.

Learn to administer

mouth-to-mouth real's-citation. First-aid intimes of emergencies.

Tchr, made materials,

Speaker from American 'Red Cross, local

hospital.

Demonstration.Tests.

Role play.Practice bandaging.

.

11-12

A

FunctionalCurrentevents.

General Review.

Independent self-

direction.Evaluate self.

Create individual self-evaluative material such

as list of personal

objectives.

Games.

Sociometric evaluation todetermine ability to getalong with others.

rt) 25

4

. 3.5 A SCOOE AND SEQUENCE FOR DEVELOPING ESL CURRICULUM ,.

The course of study which folloWs suggests a curriculum for four sequential groups. The. number "four" is arbitrarily ahosen. In "Groups One through Three, the student focuses

on, the English necessary for praCtical comma i kation. Completion. of the first threegrouris,will enable a student to successfully terminate his formal study feeling that hisneed have been satisfied. Pouf extends and refines his study and skills. It is intended as aguide which you may use to establish a beginning, e middle and an end. It is based on a ,

variety of cornmercialtexts and teachipg materials..t,

3.5.1 GROUP. ONE BeginningStud'ents

Strut ure and Pronunciatici.` . f

A. Statement patterns for use'if IS, ARE; AM in present tense.t

a.

1. Intonation patterns of statementk questions an short Answers.Word order of statements using IS, ARE,AMa. Use of deterMiners:- A,:THEb. Pronunciation of THE, A, ANunstressed

3. Use of SHE, HE, IT, THEY with IS and A Rg.

B. Word order of statements contrasted with Word. Order of questiOns using IS,ARE, NO. o.

1. 'Use of full and contracted forms of IS, ARE, AM.2. Pronunciation of IT'S and THERE'S.

Short answers in the affirmative. and in the negative to questions with IS, ARE/AM.

Pronunciation of the s, z, and iz of plUrals as in CATS, WINDOWS, andDISHES.Pronunciation of contracted forms of BE with HE, SHE, WE, YOU,

. Patterns for use of verbs other than.

Word order of statements contrasted withword order -of questions withDO.Pronunciation of k and g.-S forms of third person singular used with SHE, HE,' IT, and othersingulai- nouns in statenients.Word order of questions with DOES.

44, Short answers in the affirmative and in the negative to queStions.po andIA DOES.

116. Stress pattern of compound nouns.,7. Pronunciation of t, d, and 'id: endings as in 'verbs like LAUGHED,

CALLED, and WANTED.

-.:1.

Patterns for using words of frequency.

2626 -

1. Position of frequency words (USUALLY, SOMETIMES, OFTEN, etc.).with BE contrasted with their position with verbs other than BE

. Pronunciation of .p and b.Use ,Of NEVER in statements and use of EVER in questions.

Patterns for expressions of place and time.S

1. 'Position fOr expressions of place and time. Example: WE MEET THEREEVERY DAY.

'2. Pronunciatiop of f and v as in. words like FAN and VAN.-e

Forms of BE used with expressions of past time

1. Forms of BE correlated with expressions of past time -in statements andquesiions.-

2. Pronunciation of Wand 8 as in ETHER and EITHER.a. Contrast of with 8 as in DEN and TdIEN:b. Contrast of t with 0 as in T/N and THIN.

Formation of verbs other than BE to be used with expressions orp st time.

1. Forms of verbs other than BE correlated with expressions of past tistatements and questions.

2. Short answers to questions with pxpressions of past time.3. Pronunciation of ic i, 'di and 7 as. in words 'like WASH, MEASURE

CHURCH, and JUDGE.. I

Y3. Word order of questions with interrogative wordse, ple: WHO IS HE?

Use of. AM, IS, ARE,rd -ING forin of verb td"show action in. 4

in statement patterns in contrast with statement patterns showinrepeated action; and in question patterns without theAnterrogative wordin contrast with tiuestion patterns usii*-t- he interrogative word example: /

-AM GOING TO TOWN, I GO TO-TOWN EVERY DAY.- Exa le: AREYOU GOING TO TOWN? WHERE ARE YOU GOING?

2. Pronunciation of m, n, and ng.

K. Position of single word trdifiers. Example: IT'S A GOOD SANDPIIICH.

1.L. Use of IS, ARE,..4M,"and GOING TO in expressions of future tile.

,,

"I. Statement patternscontrastecl with question patterns.2. Pronunciation of I and r

M. Formation ofrnegative statements.

1. NOT in statements and questions of present, past, and future time withBE

2. NOT in statements and questions of present, past, and future time with

27

4

DO and the simple form of verbs.3. Use of NEVER, SELDOM, RARELY, SOME and ANY.4. Pronunciation of w and y.

Use of A, THE, and substitute words with countable and noncountable nouns.

1. Noncountable nouns without A and without plural forms as well as THE.2: Pronpnciation of the front vowels:

a. /and /;as in words like EAT and IT.b. ...e and E as in words like LATE and LETc. Contrast of / with E as in words like BIT and BET.d. Contrast of /, E, and as in BIT, BET, BEATe. ... 19 as in CAT.A FEW, MANY, A LITTLE, MUCH, etc., used with countable andnoncountable nouns.

Formation of request sentences.

1. Stress and intirgation pattern for formation of requests, etc.Pronunciation of the middle vowels: f,,7

... a and a as in word Like BUT and /VOY'iCon a with 19 as in Words like NOT andRAT.

c. ai as in words li ed. ar as in words.like CURT.

2.

Q.

'Irregular verbs having a vowel or consonant contrast to indicate

Pronunciation of the back vowels and glides.

1. u and U as in words Like LUKE and LOOK.as in words like NOW.

3 &Id D as in words like COAT an'd CAUGHT.4. ... 0/ as in words like-BOY.

i

II. Vocabulary Building.

A basic vocabulary of flexIbie content might include such items as

Numbers: cardinal to 1,000; cardinal to 100CornmonrfciodsThe telling of timeArticles of clothing

-Eating utensilsParts of the bodyFurniture

'Family relationshipsOrganic matter and minerals; wood, metal, rubber, etc.Colors .

Days of the weekMonths of the yearseasons

2828

e ,

3.5.2 GROUP TWO Intermediate Students.

Most important geographical namesCommon animalsNames of occupationsA fe basic two-word verbs based n.upo verbs plus particles, e.g., PUT PN,WA/FOR, SIT DOWN, GET UP, etc. ._..,

C untable and nqncountable nouns; e.g., BUTTER as opposed to AN EGG,etc:

stt. ions,More commonly used opposite: adjectives, prepositions; etc., e.g., GOOD-BAD,ON-OFF,

11.I. Reading and Writing.4

In beginning English, writing is quite limited, but not ignored. It shOuld be used indirect relationship to 'the student's use anclounderstanding of the spoken word in the'class. Because of its influence on intonation, the question mark, the period, and theapostrophe are taught at this point. The students also begin sentences with capitalletters.

.---)r . r''''"*

Suggested proportions of time to be devoted to utilizing the skills of the languageare as ftrttows: . 4

Listening 40%Speaking 40%,Reading . . . 15%Writing 5%

Structure and. Pronunciation.

A.

B.

Review structures and pronunciation from group one.

Use of substitute. words in modification patterns.

1. OTHER and ANOTHER used as nouns in contrast with their use as'modifiers of nouns. .

2. Objective form of personal pronouns in the object position.

Patterns in which TO ME, FOR ME, and ME are used with certain verbs.'

D. Word order for expressiOn of mariner. ExAp[e: HERAPIDLY LAST WEEK.

E. Use of question word order and statement word order inIS-JOHN HERE? JOHN IS HERE, ISN'T HE?

F. Use of. CAN, SHOULD, MUST, WILL, MIGHT, MAY

G. Use of a pattern of connecting statements.

READ THE BOOK

questions. Example::

1.

1. AND ... TOO contrasted with ... AND ....EITHER.2. ... BUT...3. Pronunciation of consonant:clusters: sp as in words like SPECIAL.

Use of the two-word verbs; e.g GET UP.

'1. In a separable 15atte.rn and in an inseparable pattern.2. Pronunciation of consbnasnt clusters: st, sk, sn, sm, sl, and sw as in words.

e STATE, SKATE, SNOW, SMALL, etc..

Formation.of statements and answers using. WHY and WHO.

Structures involving use of TO and FOR,A .

1. FOR and TO plus other words as modifiers after some kinds of qualitywords. Example: HE IS VERY NICE TO ME.

2. Position of VERY, TOO, and. ENOUGH.3. Use of 'the noun or pronoun after certain action words. Exampl

BOUNCED THE BALL HARD,4: Pronunciation of final consonant clusters: Consonant + s, consonant + t,

consonant + z, and consonant d as in words like BATS, STOPPED,BAGS, and USED.

0 a

K. Use of additional patterns for subject position and Other forms.

1. 1r or THERE as the subject.2. of -'S as a contraction and to show possession.3. Pi:onunciation of grnal consonant clusters: two consonants +s as in words

like HELPS.

Use of comparisons.

1. Comparison with LIKE, THE. SAME AS, DiFFERENT FROM, TIDESAME ... AS.

2. Comparisons with -ER THAN and MORE b.. THAN, OF THE .., -EST,and THE MOST.

3. Intonation and stvis paterns used in comparisons.4. Pronunciation of final consonant clusters: two consonants t as in words

like HELPED.

U. VocabUlary

Government agenciesHealth and health practicesClothing and clothing materialsShopping expressionsHolidaysfamilynames of more distantOccupations and some responsibilities within themSRI-pie synonyms, antonyms, and homonyms

30

30

at

III, Reading.and Writing..

As in Oroup one, writing should be used in direct relationship to the student's useand understanding of the spoken word in class, and may be practiced by writing.from simple_ dictation or writing answers to questions based on reading andconversation, materials,

Reading should be based on class materials and texts as well as on the student'sunderstanding of spoken material. Students should practice silent reading, choral -.

oral reading, and indiVidual-oral reading with emphasis on rhythm, stress, andintonation.

Suggested proportiOns of time which might be spent in developing skills are:

Listening-Speaking 45%Reading 35%Writing 20%

,a 3.5.3 GROUP THREE -- Intermediate/Advanced Students

A, Review structure and pronunciation taught in group one and group two.

8'. Included sentences,

1. To modify nouns. Example: THE BOOK THAT HAS THE INFOR-MATION IS IN THE LIBRARY.

2. Pronunciation of final consonant cluster: two consonants + z as in wordslike STANDS,Pronunciation .of final consonant clusters: two consonants +d as in wordslike SOLVED.WHO, WHAT,. WHEN, etc. in object position. Example: I KNOW WHOCAME TO SEE YOU.Included sentences of independent statement pattern used in the objectposition. Example: / KNOW THAT YOU HAVE IT.

C. Use of HAVE (HAS) and HAD.

1. HAVE (HAS) + the - ED / -EN form of verbs as used in present perfectcomplete structures.

2. HAVE (HAS] + BEEN+ the -ING form of verbs as used in present perfectcontinuous structures.

3. HAD in,these patterns.

D. Those uses of BE,

1. BE ,+ the -EDAM form of verbs. Example: THE LESSONS AREWRITTEN EVERY DAY,

2. Used with STILL, ALREADY, ANY MORE, YET. Example: MARY ISSTILL SPEAKING SPANISH.

31 31

Used with - ED / -EN and -ING to describe. Example: .MARY IS ANINTERESTING GIRL r .

BE + two-word verbs and the -ING form or content words. Example: HEWASN'T USED TO SMOG. Example: HE WASN'T USED TOSWIMMING.

E. Use of different structures for verb modification.1

1. Omission of TO after certain verbs. 'Example: I LeciTHEM READ THELETTERS. ,.

2. WISH "(THAI) + statement pattern. Example: / WISH THAT I COULDGO.

FormatiOn of conditional patterns.

L Use of words like SHOULD, COULD, MIGHT, and MUST. Example: WESHOULD HAVE CALLED YOU LAST NIGHT.Use Of words like BECAUSE, IF and THUS. Example: HE IS EATINGBECAUSE FIE IS HUNGRY.

G. Fofms used in object structures and for modification.

1... -ING forms used with verbs. Example: MARY ENJOYS' WORKING WITH,CHILDREN.

2. Certain verb's followed byt two nouns with the same referent, Example:WE APPOINTED JOHN TREASURER.

B. terbs followed by an' objet and' one or two describing words. Example:HE WANTS HIS CAR PAINTED YELLOW

4. Verbs followed by an fCbject and a descrlbing words or an -ING form.Example: THEY SAW ADMAN STANDING ON HIS HEAD.

5. -ING forms use;I in th osition of the subject-as opposed to -ING formsused at the beiinning otsentences and referring to tile subject. Example:PLAYING ALL,..DAY MADE THE CHILDREN TIRED., Example:POYING ALL DAY, TI-YE CHILDREN BECAME TIRED.

H. Sequence of sentences.

1. Sequences of sentences related by2. Sequence of jentences related by i3. Sentences of restatement introduc

Vocabulary Building.

Educational opportunitiesMusic, literature, the artsLeisure-time activitiesGovernmentTravelPrefixesPostal procedures

34,

EREFORE, ALSO, and HOWEVER.expressions of time or place.IN OTHER WORDS.

SuffixesDerivationsSynonymsAntornmsHomonymsIdiomsHyphenation of words

Insurance proceduresDriving

Ill. Reading and Writing.

Traffic regulationsPurchasing suggestions

At this level, more time is devoted to reading and writing. Reading skills aresharpened and expanded as nece* tools for obtaining information. Readingcomprehension is evaluated through oral or written qUestions and discussions.

Writing skills are developed to meet the needs of daily living as well as the moreformal requirements of education. Give piactice in writing dictated sentences, short,paragraphs and letters, using the grammatical structures which have been 4aught.

Suggested proportion of time:

Listerling-Speaking t 40%Reading 40%Writing 20%

3.5.4 GROUP FOUR Adtianced Students

By the time the student has reached the "advanced refinement and expansion of thematerial already introduced in previous classes. At these levels there is more emphasis onreading and writing in such 'contextual materials as will help the student to gain insightinto social problems,of our society, of labor and industry, the American philosophy andway of life, etc.

Attention could be given to the spelling patterns below:

1. Spelling vowel sounds, / and I.2. Spelling vowel sounds, e and E.a Spelling vowel sounds, /, E, and 1.4. Spelling vowel sound, O.5. Spelling vowel sounds, a and a.6: Spelling sounds of glides, DI and ar.

Spelling sounds of glides, au and oi.

Taken from: TEACHING ENGLISH AS A SECOND LANGUAGE TO ADULTS; A Prospectus for Te'achers;Methoddlogy, Philosophy and Techniques for Teaching English as.,a Second Language for the Teacher of Adults in

Public Schools, Private Industry, Service Organizations, Church and Other Training Programs. By PatriciaHeffernan-Cabreta; Program for Teachers of English to Speakers of Other Languages (TESOL); School of Education,

University of Southern California, Los Angeles; 1970.

. 33

TEST LOCATOR

.

N I.3.6 NAME OF TEST

3.6.1 ESL Placement Test

g cr) 3 E

x I x

3.6.2 Diagnostic Test for Students of English as a SecondLanguage

3.6.3 Oral Placement Test for Adults x

x x

3.6.4 Comprehensive English Language Test for Speakers'ofEnglish as a Second Language 1 J x

3.6.5 A Compre ensive English Language. Test for Speakers ofEnglish as Second Language x X

3.6.6 A Comprehensive English tinguage Test for Speakers ofEnglish as a Second Language x x

3.6.7 Eriglish-SeconcrOnguago Placement Test. EPT 100-200-300 . X

3.6.8 Ityin Oral Interview test

3.6.9 English-Second-Language Placement Tests. EPT 400-500600 .

X I X x

x x

3.6.10. An English Reading Test for Students of English as a. Foreign Language

3.6.11 Test of Aural Comprehension. Forms A, B & C

x

x

3.6.12 Test of Aural Perception in English for Latin /tied=Students

3.6.13 Examination in Structure

3.6.14 Test of Aural Perception in English for Japanese Students

3.6.15. ESL Test ..

3.6:16_ Placement Test for Speakers of Other Languages

3.6.17 ELI English Achievement Series

3.6.18 Oral Placement Test

3.6.19 Oral Production Tests x

x XI

x

x

x.

x

x

x

3.6.20 English Placement Test

3.6.21 Michigan Test of English Language Proficiency.Forms A, 13, C

3.8.22 Michigan Test of Aural Comprehension

x

x

.34 1 3

.;

"A

A

x

4

3.6 AN ANNOTATED LIST or ADULT ESt*IiXAIVIS

3.6.1 Calexico Intercultural Design. ESL PLACE(KENT TEST: grammar. Levels 1 &2. Calexi-co, California: Calexico Unified School District.

Measures.bhinning and intermediate students' proficiency in grammar. Strictly.paper and pencil exam consisting of two parts with 50 multiple choice items bi\each part. Part one has instructions in English and Spanish.

3.6.2 Davis, A.L. DIAGNOSTIC. TEST FOR STUDENTS OF ENGLISH AS A SECONDLANGUAGE. New York; McGraw-Hill Book co., 1953.

t60-minute paper and pencil test of 150 multiple choice items to measurere diness for college. Scoring and interpretation provided. No norms or data onreliability.

3.6.3 Ferrel, Allen. ORAL PLACEMENT TEST FOR ADULTS. Albuquerque, New Mexico:*Southwistern Cooperative Educational Laboratory, Inc., 1971,

Measures English oral production and aural proficiencies of adults viastructured individual interview. Time of administering varies according to eachstudent's profidency. An enwhasis placed on determining a person's ability touse English as yunctional tool of communication. Proficiency scales(elementary, intermediate, advanced, exempt) based on aural comprehensionand speaking.

3.6.4 Harris, David P. and Leslie A. Palmer. COMPREHENSIVE ENGLISH LANGUAGE TESTFOR SPEAKERS OF ENGLISH AS A SECOND LANGUAGE: listening. NewYork: McGravV--Hill Book Co., 1970.

Measures intermediate and advanced students' comprehension of shotkr\, state-ments, questions, and . dial recorded by 'U.S. speakers. Two sections:

**answering questions, understand' g statements. 40 minutes. 50 multiple choiceitems. Reliability and norms available.

3.6.5 Harris, David P. and Leslie A, Palmer. A COMPREHENSIVE ENGLISH LANGUAGETEST FOR SPEAKERS OF ENGLISH" AS A SECOND LANGUAGE:structure. New York: McGraw-Hill Book Co., 1970.

Tests intermediate and advanced students' ability tomanipulate grammaticalstructure in spoken English. 45 minutes: 75 multiple choice items. Reliabilityand norms available.

3.6.6 Harris, David. P. and Leslie k Paimer. A COMPREHENSIVE ENGLISH LANGUAGETEST FOR SPEAKERS OF ENGLISH AS A SECOND LANGUAGE:vocabulary. New York: McGraw-Hill Book Co., 1970.

Tests intermediate and advanced students' knowledge of lexical items occufr ringin advanced English readings. 35 minutes. 75 multiple choice items. In two

35 35

I

parts: completion of sentences, selection of one word equivalent to a phrase.Reliability and norms available.

3.6.7 Ilyin, Donna. ENGLISH-SECOND-LANGUAGE PLACEMENT Tgt-,L, EPT 100-200-300.Forms A & B. San FranciscO: San Francisco Comni-unitV Colleg6 aistrict,

p

Alemany Adult School, 1971.

May serve as either an achievement or a placement test. 50 multiple choiceitems on English structure. 30 minute test. Used to place students in lowerlevels of ESL: beginning-low and high; intermediate-low andhigh. Standardizedon adult students.

3.6,8 ilyin Dpnna. ILYIN ORAL INTERVIEW TEST. Rowley, Mass: N'ewbury Hous4 Pub.,1972.

4-At

An individually administered test of oral production and coMprehension only.Appropriate for beginning to advanced adults. Takes from 5-30 minutes sincetest ends attfrustration level. Distinguishes those students who can ask andanswer quens with correct content but who use incorrect structure. Shortform scoring or a more analytic form permitted by taped transcription ofanswers. Provided: form correlations, reliability, standard error, native speakersamples for each item, a list of common mistakes by variou0anguage-groups',two alternate forms.

3.6.9 Ilyin, Donna, Jeanette Best and Virginia Biagi.' ENGLISH -SECOND-LANGOA6EPLACEMENT TEST. EPT 400-500-600. Foim's G & fl. San Francisco:San Francisco Community College District, Alemany Adult School, 1971.

May serve as either an achievement or a placement test. 50 multiple choice'items on English structure. 30 minute test td*,plade stUdentt in higher ESLlevels: intermediate-high; advaoced-low °and high.- ttatidardized On- adultstudents.

r3.6.10 King, Harold' V. and Russell N. CamNhelk AN ENGLISH READING TEST FOR

STUDENTS OF- ENGLISH AS A FOREIGN LANGUAGE/Portland, Oregon: English'Language Services, 1956.

30-minute silent reading comprehension test of 50 multiple choice items -32 ofwhich measure paragraph comprehension. For college placement only; 70%minimum score foi' recommendation to a university. No data,on reliability.Interpretation of scores provided.

36.11 Lado, Robert TEST' OF AURAL COMPREHENSION. Forms A,'B 81 C. Ann Arbor,Michigan: English Language Institute, University of Michigan, 1957.

A pr'oficiency test to place students in college classes. May be groupadministered; examiner reads aloud and students select appropriate,,pictures.40 minutes. 60 multiple choice items. Can be scored in 30 seconds. Prcifidiencyand progress, norms available.

3.6.12 Lado, Robert. TEST OF AURAL PERCEPTION IN ENGLISH FOR LATIN- AMERICANSTUDENTS. Ann Arbor, Michigan: English Languagqinstitute, University ofMichigan, 1957.

3.6.13

a.

.,

A 50minute group test to see how well a student has learned to hear phonemiccontrasts of English. 100 multiple choice items. Not intended as a measure ofEnglish proficiency in order to admit a student to other academic work. Usefulto pronunciation teachers.

Lado, Robert and Charles Fries. EXAMINATION IN STRUCTURE. Ann Arbor,Michigan: Eng!' Language Institute, University of Michigan, 1947.

rests basic gramm tical patterns. Eleven. parts. 150 items. Appropriate fornative speakers of nch, Portuguese, and Spanish.' Reliability and normsavailable. -

,

, 0

3.6.14 Lado, Robert and R.D. Andrade. 'PEST' OF AURAL PERCEPTION IN ENGLISH FORJAPANESE STUDENTS. Ann Arbor, Michigan: English Language Institute,University of Michigan, 1950.

To diagnose the sound' perception difficulties of Japanese speakers learningEnglish: Parts.1, 8(2 with 50 items in each 23 problem sounds tested.

.

3.6.15 Mills, Don. ESL TEST, Long Beach; California: Long Beach Community College District.

100 multiple choice items: 1-20 student listens to sentence and then selectscorrect answer; 21-100 student selects the grammatically correct response.

3.6.16 Perlman, Alice. PLACEMENT TEST .FOR SPEAKERS OF OTHER LANGUAGES.Brooklyn, N.Y.: Adult Basic Edudation Program, NYC Board of Education,1972,

a

.Four parts: (1) Test of oral reception and productionindividual answersquestions and has free oral production.' (2) Test of oral Spanish reading todAtermine reading ability in student's native language; (3) Test of silent Spanishreading comprehension reading passages followed, by multiple choice items.

44) Test of silent English reading comprehension.

3.6.17 Pillsbury, Paul W., Randolph Thrasher, and John Upshur. ELI ENGLISH ACHIEVE-MENT SERIES: Ann Arbor, Michigan: 'English Language Institute, Universityof Michigan, 1963.

A series of nine exams'covering aural comprehension, grant , and vocabularyin context to determine the achievement of English as a foreign language ofstudents who have been using the- LadoFries texts: English SentencaPattems,English, Pattern Practice, Lessons in Vocabulary. Each test has 50 multiplechoice item with 30 minutes maximum for each exam.

3.6.18 Poczik, ,Robert. 0 AL PLACEMENT TEST. Albany, N.Y.: Bureau of Basic. Continuing

Education, State Education Department.

37 37

A five-minute orally and individually administered plaCement exam whichplaces students in one of three ESL levels or exempts him -from the ESL track.Fifteen stimulus-response items with suggested questions for free conversationwhich yield . three scores: auditory comprehension oral _production,conversation.

3.6.19 Poczik, Robeit. ORAL PRODUCTION TESTS. Levels 1-3. Al , N.Y.: Bureau of BasicContinuing Education, State Education Department.

Totally oral achievement tests of less than 10 minutes each. Content andsequence of tests follows that of Orientation IdAmerican English (likely to beinappropriate when other texts are used). Varttd format: stimulus-responseitems, a free conversation section, an oral rating scale. Yields three scores:auditory comprehension, oral pro uction, conversation. Criteria provided forgoing from one level to another.

Spaan, Mary and Laura Strowe. ENGLISH I ACEMENT TEST. Ann Arbor, Michigan:English Language InStitute, Universi y of Michigan, 1972.

For intermediate students. 100 problems: listening comprehension-20, gram-mar-30, vocabularyz-30, reading-20. 75 minutes.

I

3.6.21. Upshur, John et al. MICHIGAN TEST OF ENGLISH LANGUAGE PROFICIENCY:Forms A, B, C. Ann. Arbor, Michigan: English Language Institute, University ofMichigan, 1962.

To predict academic success of non-native speakers of English who are enteringan American 'university. 75 minutes to administer. Multiple choice. items:40grammar, 40vocabulary, 20reading questions,

3.6.22 Upshur, John, Mary Spaan, and Randolph Thrasher. MICHIGAN TEST OF AURALCOMPREHENSION. Ann Arbor, Michigan: English Language Institute, Uni-versity of Michigan, 1972.

Measure's ability of non-native speaker of English to understarid Englishstructures. For those whO wish to pursue academic careers in universities:Forms 1, 2, or 3 are presented orally. 90 multiple choice items in each form.

--Compiled by: John DaughertyJoanna Sculley.

ESL /ABE ConsultantsBilingual EducatiOn Service CenterMt. Prospect, Illinois

38

A

3.7 A PARTIAL ELECTION OF COMMERCIAL TEXT BOOKS

The b9oks listed below by ESL levels include a fair sampling of commercial materialsavailable. This list is not intended to imply any recommendations for use It is only meantto give an indication Of the range available.

In geneial, teachers select texts at the level they are teaching.. Selecting a text at a higherlevel invalidates the book for continuing students. However, teachers should feel free toselect a text from a lower level if the needs of a class so indicate and if the students in theclass have not used the book before.

Spellers, readers, grammars and newspapers. written fbr native s eakersof English arelisted at level 6. Your staff should make an effort to use these supplements as soon aspossible at each' of the program levels. -

American Classics: Bret Harte's Outcasts of Poker Flatand Luck of Roaring Camp (Dixson;Regents)

American English Reader (Taylor; McGraw-Hill)

American Folktales. I (Binner; Crowell)

Ananse Tales (Dykstra; Teacher's College Press)

Batic Reading Skills for High School (Monroe Horsman; Scott-Foresman)

fie a Better Reacti- B (Smith; Prentice-Hall)

Beginning.American English (Mitchell; Prentice-Hall)

Beginning Lessons in English (Fisher and Dixson; Regents)

Ananse Tales Workbook (Dykstra; Teacher's College Press)

39

I

Inter-' Beginning mediate Advanced

Low High Low ,High Low High,

L.1 L.2 L.3 L.4 L.5 L.6

Building English Sentences with Adverbs (Hall; Regents)

Building English Sentences with BE (Hall; Regents) .

Building English Sentences with Two Verb's (Hall; Regents) ... ...

Building English Sentrinces with Verbals (Hall; Regents)

Contemporary Spoken English Book I and part of Book II(Kane & Kirkland; Crowell)

Contemporary Spoken English Book II (last part) and Book III(Kane & Kirkland; Crowell)

Contemporary Spoken English. Books IV, V and VI(Kane & Kirkland; CroWell)

Cowboys in Alaska (Collier- Macmillan)

Drills and Exercises in English Pronunciation: consonants andVowelsSupplementary (ELS; Collier-Macmillan)

Drills and Exercises in English Pronunciation: Stress andIntonation Part ISutplementary text (ELS; Collier-Macmillan) .....Drills and Exercises in English Pronunciation: Stress and .Intonation Part IISupplementary text (ELS; Collier-Macmillan)

English Conversation Practice (Taylor; McGraw-Hill)

English Conversation Practices (Phinney, Universiiy Of Michigan) . 4

EngliskDialogues for Foreign Students.Supplementary(Paratore; Holt Reinhart & Winston) .

English Duden DictionarySupplementary (MLD; Harrap & Co., Ltd.) ... .

Building English Sentences with One Verb (Hall; Regents) ..

English for Today Book Ohre (NCTE; McGraw-Hill)

English for Today Book Two (NCTE; McGraw-Hill) .

English for Today Book Three (NCTE; McGraw-Hill)

English for Today. Book Four SAC'TE; McGraw-Hill) ..

En for Today Book Five (NCTE; McGraw-Hill)

Eng Today Workbook; Book One (Breckenridge; McGraw-Hill)

English for Today Workbook: Book Two (Breckenridge; McGraw-Hill)

, English Grammar Exercises- Book One (ELS; Macmillan)

English Grammar Exercises Book Two (ELS; C011ier Macmillan),

' 4040

L.1. L.2 L.3 L.4 L.5 L.6

x

x

x

x

X (

x

x

x

EnglishGrainmar Exercises Book Three

English Is.Spoken; An lntennadiate Te(Wohr& Metcalf; Washington/Publicati ns)

(ELS; Collier Macmillan)

tin Conversational English

English 900 Book One (ELS;:Macmilla

$ Two and rye (E S; Macmillan)English 900Boo * -.

twilit; 900 B k Fbtir (ELS1Macmit.

English 900 Book Five (ELS; Macrril Jan)

English 900 Book Six (ELS; rinacyrii

Ian)

/.,./ English Pattern PracticesLessO ns -15 (Lad° & ,ties;,-

University of Michigan) '

. .....

English Poeta' rriParcticas4-asson to end (Ladd & Fries;Universiiy-of Michigan), . .... . fat

tEnglish Sentence Pattg rnsLesso!sr' University of Michigin),-,

English Sentence PatternsLUniversi f Midhigan)

English Pronunciati Supple'University of Michigan

Eilglish Sounds and Their Spell;

s 15-75:(Lato & Fries;....n 16 to end (Lado &

text (Ladd 8t, Fries;

. English Step by Step with Pictu

English Stress and Intonation;--

'English This Way Books 1 anci2

gs ellen; C

as (Boggs and DI

well)

on; Regents) ... . . ...

upp. (Crrift; ELS)

(ELS; Macmillan] .... .......... .

English This Way Books 3 and 4 ELS; Macmillan)

English This Way Books 5 andiS C4S: Macmillan)

Englishtbis. Way 7 and 8 (ELS; MaCmillan)

English' hiS Way Books 9 and 10 (E06; Macmillan),

Eaglish This Way Books-11 and\12 (ELS; Macmillan)

..... ......

-444

. \\

' English Your. NewJ

language, last part Book I and first part Bodk U(Betnardp & Paraell; Silver-Burdett) 4..4 ....... ,.. 0 .....

Essintia/Vms7SupPlementary (Dixson; Rents)

Everyday Dialogues in 'English; A Practice Book'in AdvancedConversation (Dixson; Regents)' ,

.

41 41 s

r.

# ...4 4.

x

x

x.

.2 L.3 L.4 L.5 L.6

x

x

x

x

Xfr

x

Facts or Fiction (Collier-Macmillari)

L.1 L.2 L.3 L.4 L.5 L.6

Family Life in the U.S.A. (Alesi & Pantell; Oxfor nWersity)

774 Forid We Eat (Hall; Regents) o

FOOT Sho-rt Mysteries (C011ierMacmillan)

Graded Exercisesin EnglishSupplementary (DixsonFlegents) ......Guided Composition Writing (Baskoff; Chilton) ... .t

'GukledOriting and Free Writing (Selected sections)(Robinson; Harper and Row).

Handbook of American idiomsSupplementary (Whitford & Dixon; Regents) .

Handwriting for Students of English as a Second Language(Kittle; American) , . .

I; ...... ..

Idiom Drills for Students of English as a Second LanguageSupplementary .,(McCaUurn; browell)

r -

lm'aginery Line Handwriting, Beginning Cursive (Townsend; Steck-Vaughn)

Intensive Course in English Elementary Part I (E L$)

Intensive Corirse in English Elementary Part II (ELS)

Intensitie Couksein English Volume! I, Adtianced 1 (ELS)P

International Llk Tales (Sinner; Crowell)

International Folk Tales II (Sinner; Crowell) .. . . . .. .. . ..

Truth (Collier-Macmillan)

The Key to English Adjectives 1, Adjectives II, Figutetive Expressions,Nouns, Prepositions I, Phylositions II, Two-word Verbs, Verbs(Collier-Macmillan)

Ledo English Series, Book I (Lado; Regents)

Ladd English Series, Book II (Lado:aRegents)

Lado English Series, Book Ill (Lade; Regents)

Lado English Series, Book IV (Lado; Regents)

Lado English Series, Book V (Lido; Regents)

Lado English Series, Book VI (Lado; Rs'egents) ..

Lado English Series, Workbook I (Lado; Regents) .... . . ...... . ..

Ledo English' Series, Workbook II (Lado; Regents)

I 42 .42

x

x

x.

x

x

x

x

x

Lado English Series, Workbook III (Lado; Regent),

Lado English Series, Workbook IV (Lado; Regents) **

Lado English Series, Workbook V (Lado; Regents) . , .......

Lado English Series, Workbook VI (Lado; Regents)

Language and Life in the U.S.A. (Doty & Ross; Harper & Row)

Learning American EnglishlTaylor; McGraw-Hill)

Learning to Use English, Book I (Finocchiaro; Regents)

Learning N Use English, Book 2 (Finocchiaro; Regents-I

Let's Learn English Beginning Courst!.(Wright & McGillivray; Affrican)

Let's Learn Eng lish Beg inning Cpur.se, Part 2(Wright & McGillivray; Americin)

/Lees Learn EnglishIntermediate Book (Writ & Van Syoc; American)

et's Write English Book I (Wishon-Burks merican)

Life with the Taylors (MCbillivray'i zokoli; American)

Listen & Guess,' Laboratory Book 2 cAllen & lien; McGraw.:1-Ji I)

Listen & Guess, Laboratory Book 3 (Allen & lien; McGraw-Hill)°. .

Man and His World (Kurilecz; Crowell)

Manual of Amer-1Ln EnglishSupplementary (Prator;Holt, Rinehart &1Winston)

Mastering American English (Taylor; McGraw-Hill)

Mastering American English .(Hayden; Pilgrim & Haggard; Prentice-Hall)..

...

Mastering Spo fish Workbook.' (Taylor; McGraw-Hill) .........Men Who Made America, Foun a Nation (DaCruz; Crowell)

The Mitchel Family (Collier-M cmillan)

Modern American English Book I (Dixson; Regents) , .

Modarn.American English'Boc, k II (Dixson; Regents) : ... . .... . . .

Modern American English Book III ( Dixson; Regents)

Modern American English Book //(Dixson; Regents)

Modern togolifth EssayWork Book (lerciwell; McGraw-Hill)

L.1 1.2 L.3 LA L.5 L.6

x

1r

x

x

x

x

x.

x

x

x

x

-

/ Modern tngfish Primer Part 1 (King & Campbell; ELS)

Modern English Primer Part 2 (King & Campbell; ELS)

110

L.1 L2 L.3 LA L.6 L.6

'ModernShort Stories in English Advanced Reader (Dixson; Regents) ...... .

Modern Spoken English (Crowell; McGraw -Hill) t.

Ne'w Horizons in English Books1:5 (Addison Wesley)

New Horizons in English Workbooks 1.5 (Addison Wesley)0

News For You Form ASupplementary (Laubacli; Laubach)v

News For YouForm B (Laubach; Lapbach)

Orientation in American English, Level I, Text 100 (Blue) (IML)

Orientation in American English, Level 2, Text 101 (Yellow) (IML)

Orientation in American English, Level 1 Workbook 100A (Blue) (IML) .

X

x

x x

x

x

X

Orientation in American English, Level 2 Workbook 102A (Yellow) (IML)

Orientation in AmerkanEnglish, Lev.el 2Reader 101C (Yellow) (IML)

Orientation in American English, Level 3 Reader 102C (Orange) (IML)

Orientation In American English, Level 3 Text 102 (Orange) (IML)

Orientation' in American English, Level 3 Workbook 1024 (Orange) (I ML)

Orientation in American English, Level 4 Reader 103C (Green) (IML)

Orientation in American English, Level 4 Tapibook103B (Green) (I ML)

Orientation in American English, Level 4 Text 103 (Green) (IML"

Orientation in American English, Level 4 Workbook 103A [Green) (IML)

Orientation in American English, Level '5 Text 104 (Gray) (IML)

People in Fact and Fiction (Allen; Crowell)

x

x

People in Livingston (Men; Crowell)

The People Speak (CollierMacmillan)..

Practical. Conversation in English forAdvanced Students (Hall; Regents) x

Practical Conversation in English for Intermediate Students(Hall; Regents)

A Practical English Grammar, (ELS; Collier-Macmillan)

Practice Your English (Wright; American)

4 4

Practicing American English (Taylor; McGraw-Hill)/

The Presidency in Conflict (Collier-Macmillan).

PrOnunciation Course in English .for Foreign StudentsSupplement(Croft; Washington Pub. ALI)

Pronunciation. Exercises in EnglishSupplementary (Clary & Dixon;Regents)

Pronunciation Handbook for Foreign StudentsSupplementa(Grosvenor; Out of Print)

ry.. t

.., ,

Rapid Review of English Grammer (Praninskas; Prentice-Hall)

Reader's Digest Readings BOok One (Reader's Digest Service)

Reader's Digest Readings Books Two & Three (Reader's Digest Service)

_,.."Reader's Digest Readings Book Four (Reader's Digest Service)

Reader's Digest Readings Book Five) (Reader's Digest Service)

Reader's Digest Readings Book Six (Reader s Digest Service)

Reading &Conversation for Intermediate Advanced Students (ELSA

Reading IinprOvement Exercises for Students of English as a SecondLangujge (Harris; Prentice Hall) ..

:: ..

cReacting and Word Study (Croft; Prentice - Hall)'

. s...

Regent's English Workbook Book 1 (Dixson; Regents)

Review Exercises in English Grammar (Rankin '& Kane; I ML)

R.S.V.P. Book 2 (Lewis; Amsco)

R.S.V.P. Book $ (Lewis; Amsco)

Russels of Hollytree Circle (Collier-Macmillan)

Scenes of America (Collier-Macmillan),

Science Research Associates Reading for Understanding(Science Research Associates)

Second Book of American English (Pantell; Oxford)

Signs of Life (Hall; Regents)

The Silver Elephant (Collier - Macmillan)

Sovereign Talisman (ELS; MacmjIlan)

Special English Engineering Book I (ELS; Collier-Macmillan)

4545

L.1 L.2 L.3 LA L.5 L.8

x

x

x

A

x

to

t.

X

x

x

x

x

ti

Special English journalism Book I (ELS; Collier-Macmillan)

Special En ish Medkine Book / (BLS; Collier-Macmillan)

Spokfn E ishGeneral Notes (Sutherland; SFUSD).

SRA Reading Laboratory III B (Parker; Science Research Associates)

,Stories to Surprise You (Collier-Macmillan)

r\-\Story of My Life (Keller; Collier-Macmillan)

Success in Reding Book I (Shater:Macdonald; Silver-Burdett)

Ten Great Americans (McGillivray; American)

The USA: The Land and thePeople (Dixson; Regents)

The USA: Men and History (Dixson; Regents)

The USA: Men and Machines (Chapman; Regents)

Three Detective Stories (Collier; Macmillan)

Toward a Better World (McGillivray; American)

Twelve Famous Americans (Collier-Macmillan)

Utterance Response Drills for Students of ESL (Alter, Collier &Steinberg; Prentice-Hall)

The Vanishing Lady (Collier - Macmillan)a

The Virginian (Wister; "t 4.

. ,

Vocabulary in ContextSupplementary (Franklin, Meikle, StrainUniversity of Michigan) ..Winston Dictionary for SchoolsSupplementary (Holt, Rinehart &Winston)

A

Writing English (Ross & Doty; Harper & Row)

Writing Through Understanding (Arap*off; Holt, Rinehart and Winston)

Your Family and Your Job. (Cass; Noble & Noble)

L.1 L.2 L.3 LA LS LA

x

x

x

x

x

x

x

x"

x

x

x

x

Bard on the San Francisco College District ESL Master Plan, Phase II, 1972.

46

.**