Esol

T E N N E S S E E
A D U L T
ESOL Curriculum
Resource Book
P A T
S A W Y E R ,
E D I T O R
bun venit
vindas de boas vilkomm
bienvenido
welcome
mile widziany
benvenuto vitme vs
dobr pozshlovat hosgeldiniz

bienvenu
vytaite
mottakelse
bisimela
vlkommen vui lng

A COLLABORATIVE PROJECT OF
TENNESSEE DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT, OFFICE OF ADULT EDUCATION

AND THE UNIVERSITY OF TENNESSEE, CENTER FOR LITERACY STUDIES
J U N E
2 0 0 1
Acknowledgements
Many people contributed to this action research project. They gave of their time, energy, professional abilities and
love for the area of English for Speakers of Other Languages. We are extremely grateful to them for their help.
Listed below is a list of practitioners, administrators, researchers, and state leaders who served as advisors and
partners in this project.
Dr. Connie White, Associate Director
University of Tennessee
Center for Literacy Studies
Hope Lancaster, Program Manager

Tennessee Dept. of Labor and Workforce Development
Office of Adult Education
Cynthia W. Barnett
ESOL Peer Trainer for Tennessee
District 7
Henry County Adult Learning Center
Paris, Tennessee
Shanna R. Sutton
District 7
Putnam County Adult Education
Cookeville, Tennessee
Diane Cohn
District 6
Williamson County Adult Education
Franklin, Tennessee
D.Lee Wilson
District 5
Nashville Metro Adult Education
Nashville, Tennessee
Shari Dvorak
District 4
Rhea County Adult Education
Dayton, Tennessee
Rebecca Dotson
ESOL teacher
Blount County Adult Education
Maryville, Tennessee
Connie Mayes
District 2
Sevier County Adult Education
Sevierville, Tennessee
Heather Nicely
District 1
Kingsport City Adult Education
Kingsport, Tennessee
Anne Pittman
District 8
Memphis City Adult Education
Memphis, Tennessee
Beth Christopher
ESOL teacher
Bedford County Adult Education
Shelbyville, Tennessee
Suzanne Elston
ESOL teacher
Bradley County Adult Education
Cleveland, Tennessee
Sandra Smith
ESOL teacher
Cansler Adult Education Workforce
Connections
Knoxville, Tennessee
Chris Spies
ESOL teacher
Dyer County Literacy Program
Dyersburg, Tennessee
Catherine Via
Supervisor
Crockett County Adult Education
Alamo, Tennessee
Rebekah White-Williams
ESOL teacher
Alamo, Tennessee
Ron Martin
Supervisor
Warren County Adult Education
McMinnville, Tennessee
A special thanks to Neena Teaster,

Joe Valentine, and Barbara Eubank
who helped us with the typing and
proofing, and to Mary Revenig who
put it all together.
Robbi Nash
ESOL teacher
Nashville READ
Nashville, Tennessee
And last, but definitely not least, our

heartfelt thanks to our family, spouses
and children who gave of their time and
support to our efforts.
This is a collaborative project of Tennessee Department

of Labor and Workforce Development, Office of Adult
Education and The University of Tennessee, Center for
Literacy Studies.
UT PUBLICATION NO.: R01-1804-73-001-01
ISBN NO. 0-9702799-1-4
Regina Robbins
Administrative Coordinator for ESL
Pellissippi State Adult Education
For further information contact:

The University of Tennessee/Knoxville
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
TEL: (865) 974-4109
FAX: 865-974-3857
Table of Contents
1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
2. National Reporting System Levels for Adult ESOL Programs . . . . . .3
3. Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Beginning ESL, Level II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Low Intermediate ESL, Level III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
High Intermediate ESL, Level IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Low Advanced ESL, Level V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
High Advanced ESL, Level VI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
High Advanced Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Part 2 of Level VIHigh Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Part 3 of Level VIESOL High Advanced Level . . . . . . . . . . . . . . . . . . . . .27
4. English Language/Civics Competencies . . . . . . . . . . . . . . . . . . . . . . . .31
Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Beginning ESL, Level II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Advanced ESL, Level VI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
5. Workplace Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Beginning ESL, Level II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
High Advanced ESL, Level VI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Workplace Tips for Adapting Materials for Instruction . . . . . . . . . . . . . . . . . . .42
6. Student Learning Plans . . . . . . . . . . . . . . . . .43

LEVEL 1
Banking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Cardinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Ordinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Personal Information . . . . . . . . . . . . . . . . . . . . . . . . .55
Shopping, First Session . . . . . . . . . . . . . . . . . . . . . . .58
Telephone Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Telling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
T E N N E S S E E A D U LT E S O L C U R R I C U L U M R E S O U R C E B O O K
Table of Contents
Student Learning Plans, continued

LEVELS 1 & 2
Telephone UseSecond Session:

Leaving a Message . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Telephone Use, 911 Calls . . . . . . . . . . . . . . . . . . . . . .68
Before and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
LEVEL 2
Personal Introductions
(or Present Tense of To Be), Lesson 1 . . . . . . . . . .73
Present Tense of To Be, Lesson 2 . . . . . . . . . . . . . .75
Telling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
What Do You Do? (Work, Lesson 1) . . . . . . . . . . . .79
Problems at Work, Lesson 2 . . . . . . . . . . . . . . . . . . .81
LEVELS 2 & UP
LEVELS 5 & 6
Learning English Through Photography . . . . . . . .117

Teaching English Vocabulary
Through Geography . . . . . . . . . . . . . . . . . . . . . .119
The Use of Symbols/Labels
During the Holocaust . . . . . . . . . . . . . . . . . . . . .121
Using the Newspaper to Complete
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Using the Scientific Method to
Teach Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . .125
Learning English Through a
Mathematics Activity . . . . . . . . . . . . . . . . . . . . .127
Expanding Vocabulary Through the
Use of Literature . . . . . . . . . . . . . . . . . . . . . . . . .129
Locating a Job (About Town) . . . . . . . . . . . . . . . . .131
Using the Newspaper to Teach Verb Tenses . . . . . .132
Using the Newspaper to Buy Groceries . . . . . . . . . .83

LEVEL 6
LEVELS 3 6
Using the Advice Column of a Newspaper . . . . . .134

Three Structures of a Word:
Prefix, Root, Suffix . . . . . . . . . . . . . . . . . . . . . . . .137
Descriptive Paragraphs/Photo Analysis . . . . . . . . .142
Thanksgiving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
Native Americans . . . . . . . . . . . . . . . . . . . . . . . . . . .150
Christmas Customs . . . . . . . . . . . . . . . . . . . . . . . . . .89

Martin Luther King, Jr. . . . . . . . . . . . . . . . . . . . . . . .95
MULTI-LEVEL (1 6)
LEVEL 3
Using the Newspaper to Find an Apartment . . . . . .84

Using the Newspaper to Study
Restaurant Ads . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
LEVEL 4
Job Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

Warning Labels . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
LEVELS 4 & 5
Getting the Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

LEVELS 4 & UP
Using the Newspaper to Find

Clothing Sales . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Using the Newspaper to Buy a Car . . . . . . . . . . . . .109
Using Coupons at the Grocery Store . . . . . . . . . . .110
Present Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Past Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
Future Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Our Campus, A Discovery Tour . . . . . . . . . . . . . . .156

Emotional Good-byes and
Ambivalent Hellos, Culture Shock . . . . . . . . . .158
Our Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Our Town, Tennessee . . . . . . . . . . . . . . . . . . . . . . . .162
Our State: Tennessee . . . . . . . . . . . . . . . . . . . . . . . .165
Our New Country:
The United States of America . . . . . . . . . . . . . . .168
Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171
Presenting New Verb Tenses:
A Grammar-Oriented Activity . . . . . . . . . . . . . .174
Lets Rent a Movie . . . . . . . . . . . . . . . . . . . . . . . . . .178
Making an International Quilt . . . . . . . . . . . . . . . .181
Learning About the Local Police Force . . . . . . . . .183
Folk Tales From Many Lands . . . . . . . . . . . . . . . . .186
International Potluck Dinner . . . . . . . . . . . . . . . . .188
Table of Contents
New Years Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190

Columbus Day/Traveling . . . . . . . . . . . . . . . . . . . . .192
Halloween . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
Weather and Seasons . . . . . . . . . . . . . . . . . . . . . . . .201
Housework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
Addressing an Envelope . . . . . . . . . . . . . . . . . . . . . .205
The Calendar and Dates . . . . . . . . . . . . . . . . . . . . .206
Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208
The Telephone Book . . . . . . . . . . . . . . . . . . . . . . . .210
Getting to Know You,
A First Class Experience! . . . . . . . . . . . . . . . . .212
Money, Money, Money . . . . . . . . . . . . . . . . . . . . . .214
Telephone Bills . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217
About Town An Introduction . . . . . . . . . . . . . . . .219
A Trip to McDonalds (About Town) . . . . . . . . . . .220
Walk and Talk (About Town) . . . . . . . . . . . . . . . . .222
How To (About Town) . . . . . . . . . . . . . . . . . . . . . . .225
Shopping (About Town) . . . . . . . . . . . . . . . . . . . . .226
A Visit to the Hair Salon (About Town) . . . . . . . .227
A Stop for Ice Cream (About Town) . . . . . . . . . . .229
Window Panes (About Town) . . . . . . . . . . . . . . . . .231
Picnic at the Park (About Town) . . . . . . . . . . . . . .232
Free Time at the Library (About Town) . . . . . . . .233
Visit to School
Navigating the Internet (About Town) . . . . . . .235
Student Learning Plans
Civics Curriculum . . . . . . . . . . . . . . . . . . . . . . . .237
LEVEL 1
Going to the Doctor . . . . . . . . . . . . . . . . . . . . . . . . .238

LEVEL 2
Signs in Our Daily Lives . . . . . . . . . . . . . . . . . . . . . .239

Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241
The Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
Body Parts and Safety Signs . . . . . . . . . . . . . . . . . .248
Community Workers . . . . . . . . . . . . . . . . . . . . . . . .250
The American Flag Pledge of Allegiance . . . . . .252
LEVELS 3 6
Election Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
LEVELS 4, 5, 6
INS Citizenship Questions:

Read, Recite, Review . . . . . . . . . . . . . . . . . . . . . .257
The American Flag:
The Stars and Stripes, Lesson 1 . . . . . . . . . . . . .259
The American Flag:
The Stars and Stripes, Lesson 2 . . . . . . . . . . . . .261
MULTI-LEVEL (1 6)
The American Flag: The Stars and Stripes,

Lesson 3 Name the States . . . . . . . . . . . . . . . . .262
A Game: Citizen-to-Be . . . . . . . . . . . . . . . . . . . . .263
Citizenship Test Preparation . . . . . . . . . . . . . . . . . .265
Oral Citizenship Review . . . . . . . . . . . . . . . . . . . . .271
Decoding Citizenship
Vocabulary the Easy Way . . . . . . . . . . . . . . . . . .274
Speaking Drill: The American Speak . . . . . . . . . . .277
Expressing Pleasure When Receiving Gifts . . . . . .281
Drivers License: Teaching Traffic Laws,
Licensing Requirements, and
Traffic Accident Procedures . . . . . . . . . . . . . . . .282
Civics Books of America: A Silent Sustained
Reading (S.S.R.) Exercise . . . . . . . . . . . . . . . . . .285
Inauguration Day:
Teaching Fundamentals of U.S. Government,
Electoral Process, Symbols and Traditions . . . .287
Christmas Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . .289
Super Bowl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291
Workplace Attitude . . . . . . . . . . . . . . . . . . . . . . . . .293
Community Vocabulary Charts . . . . . . . . . . . . . . .295
United States History from 1492-1865 . . . . . . . . .298
Groundhog Day . . . . . . . . . . . . . . . . . . . . . . . . . . . .301
Christmas Parade . . . . . . . . . . . . . . . . . . . . . . . . . . .303
Calendar Activity . . . . . . . . . . . . . . . . . . . . . . . . . . .305
Food and Containers . . . . . . . . . . . . . . . . . . . . . . . .307
Colors/Maps/Businesses/Directions . . . . . . . . . . . .309
Workplace Language Bingo . . . . . . . . . . . . . . . . . . .311
Comparing U.S. Money:
Do You Save Money? . . . . . . . . . . . . . . . . . . . . . .316
Tennessee, The Volunteer State . . . . . . . . . . . . . . . .318
Table of Contents
New Student Learning Plans . . . . . . . . . . . . . . .A1

LEVEL 1
Reading a Bus Timetable and Using the Bus . . . . .A3

Asking For and Giving Basic Directions . . . . . . . . .A6
Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A9
Medical Insurance . . . . . . . . . . . . . . . . . . . . . . . . . .A11
Beginning Communication . . . . . . . . . . . . . . . . . .A14
Personal Information . . . . . . . . . . . . . . . . . . . . . . .A15
Beginning Vocabulary Skills . . . . . . . . . . . . . . . . . .A17
Group Discussion . . . . . . . . . . . . . . . . . . . . . . . . . .A18
Using a Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . .A19
Listening and Visual Skills . . . . . . . . . . . . . . . . . . .A20
LEVELS 1 & 2
The New Student Learning Plans

on the right, were submitted in 2002
by Tennessee Adult Education programs
Liquid Measurements . . . . . . . . . . . . . . . . . . . . . . .A21

Know Your Feelings . . . . . . . . . . . . . . . . . . . . . . . . .A23
Seven Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . .A25
Reading and Understanding Business Signs . . . .A28
who had received a federal EL/Civics grant.

LEVELS 1 3
They are inserted after page 322.
My Friend the Yellow Pages . . . . . . . . . . . . . . . . . .A30

LEVEL 2
Learning to Use a Workbook . . . . . . . . . . . . . . . . .A31

Integration of English . . . . . . . . . . . . . . . . . . . . . . .A32
Learning to Use Personal and
Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . .A33
Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A36
White Fang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A38
Veterans Day Activity . . . . . . . . . . . . . . . . . . . . . . .A40
LEVELS 2 6
Courtroom Procedures . . . . . . . . . . . . . . . . . . . . . .A42

Making Apologies . . . . . . . . . . . . . . . . . . . . . . . . . .A44
LEVEL 3
Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A46
Vocabulary Development . . . . . . . . . . . . . . . . . . . .A47
The Art of Storytelling . . . . . . . . . . . . . . . . . . . . . .A48
Active Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . .A49
Mapping Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A50
Table of Contents
Developing Writing Skills . . . . . . . . . . . . . . . . . . . .A51

Summarizing and Retelling Information . . . . . . .A52
Parents Practice Reading to
Their Children . . . . . . . . . . . . . . . . . . . . . . . . . . .A54
Learning About Adjectives . . . . . . . . . . . . . . . . . . .A56
LEVELS 3 5
Lets Eat Out! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A58

LEVELS 3 6
Crossroads Caf (Opening Day) . . . . . . . . . . . . . .A60

Crossroads Caf (Growing Pains) . . . . . . . . . . . . .A61
Start a Conversation . . . . . . . . . . . . . . . . . . . . . . . .A63
Getting to Know Your State and
Local Government . . . . . . . . . . . . . . . . . . . . . . .A64
LEVEL 4
Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A67
LEVELS 4 6
Sales Sheet Scavenger Hunt . . . . . . . . . . . . . . . . . .A69

No Wonder the English Language
Is So Difficult to Learn . . . . . . . . . . . . . . . . . . . .A70
Using Catalogs to Make Purchases . . . . . . . . . . . .A72
Giving and Receiving Gifts . . . . . . . . . . . . . . . . . . .A74
LEVELS 5 & 6
Learning to Be Assertive . . . . . . . . . . . . . . . . . . . . .A76

Newspaper Scavenger Hunt . . . . . . . . . . . . . . . . . .A78
Courtroom Drama . . . . . . . . . . . . . . . . . . . . . . . . .A79
Learning About Cars . . . . . . . . . . . . . . . . . . . . . . . .A80
LEVEL 6
Earth Day Every Day . . . . . . . . . . . . . . . . . . . . . . . .A82

War on Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . .A85
Mark Twain and The Adventures of
Huckleberry Finn . . . . . . . . . . . . . . . . . . . . . . . .A88
MULTI-LEVEL (1 6)
Re-entry to Class After a Vacation . . . . . . . . . . . . .A92

This Is an Emergency! . . . . . . . . . . . . . . . . . . . . . . .A95
The Flag of the United States:
Patriotic Customs . . . . . . . . . . . . . . . . . . . . . . . .A96
Memory Game . . . . . . . . . . . . . . . . . . . . . . . . . . . .A100
International Cooking . . . . . . . . . . . . . . . . . . . . . .A102
Interviews with Presidents . . . . . . . . . . . . . . . . . .A104
An Interview With Former Presidents . . . . . . . .A106
Life Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A110
Public School Registration and
School Policies . . . . . . . . . . . . . . . . . . . . . . . . . .A112
Voting Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A114
Basic Food Groups and Nutrition . . . . . . . . . . . .A117
Letter Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A119
Personal Hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . .A21
Survival at Home . . . . . . . . . . . . . . . . . . . . . . . . . .A123
Presidential Qualities . . . . . . . . . . . . . . . . . . . . . . .A125
Our Town U.S.A.
Part I: Hands-on Alcoa . . . . . . . . . . . . . . . . . . .A126
Part II: Hands-on Maryville . . . . . . . . . . . . . .A128
Part III: Hands-on Blount County . . . . . . . . .A130
Workforce Vocabulary I
with hands-on-materials . . . . . . . . . . . . . . . . .A132
Workforce Vocabulary II
with hands-on-materials . . . . . . . . . . . . . . . . .A135
Gardening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A138
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A140
Visit to the DentistCaring for Your Teeth . . . .A142
Where in the World . . . . . . . . . . . . . . . . . . . . . . . .A144
Getting to Know the Health Department . . . . . .A146
Exploring the Community
The Public Library . . . . . . . . . . . . . . . . . . . . . .A148
Getting to Know Your School System . . . . . . .A151
The Community Map . . . . . . . . . . . . . . . . . . .A153
Christmas Customs and Origins . . . . . . . . . . . . .A156
Learning About Mardi Gras . . . . . . . . . . . . . . . . .A157
Learning About the Newspaper . . . . . . . . . . . . . .A159
September 11 and Beyond . . . . . . . . . . . . . . . . . .A160
The Autumn Season . . . . . . . . . . . . . . . . . . . . . . .A162
Table of Contents
7. Materials and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

MATERIALS AND TEXTBOOKS
ESOL Level One and Level Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

ESOL Level Three and Level Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326
Level 5 and Level 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
PUBLISHERS INFORMATION
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
8. Student Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Certificate of Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

ESOL Student Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
CHECKLISTS OF COMPETENCIES
Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

Beginning ESL, Level II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Low Intermediate, Level III. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
High Intermediate, Level IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
Low Advanced, Level V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
High Advanced, Level VI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
9. Information for New ESOL Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . .357
10. Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .359
Introduction
Introduction
uring the program year 2000-2001, eight Tennessee ESOL Peer

Trainers and an ESOL coordinator, along with nine EL/Civics
Grantees, began work on an action research project to develop
an ESOL curriculum resource guide for Tennessee adult ESOL teachers.
This book is the result of their years work and is dedicated to their ESOL
students and to the wonderful Tennessee ESOL teachers who have dedicated their work and time to Tennessees students.
In addition to the information contained in this book, the authors wish
to add their beliefs and ideas about what helps to create a successful ESOL
class. They are as follows:
Good ESOL teachers must be able to reach across cultures and connect
with the individual ESOL students and be sensitive to their lives.
Good ESOL teachers perceive English as a skill that students must have
to function in our society.
ESOL classes should be adapted to the students needs and curriculum
should be used as a resource for the ESOL teacher and not rigidly followed.
Diversity permeates the ESOL classroom in every aspect of the ESOL
environment. Imagine a classroom which has a refugee with no education in the same class with a clinical psychologist who speaks five languages but no English. Imagine a class that includes a 19-year-old
migrant worker in search of independence and a 77-year-old woman
whose culture requires that she not speak when her husband is present.
Learning English when you live in

the US seems easy because you
hear English all the time, but Im
not sure it is, especially for adults.
If you dont have the support of a
class, with a teacher, its very hard
to start to be confident and to
speak to the American people.
Student Learner
The best ESOL classroom includes respect, laughter, warmth, is a safe

haven for our ESOL students, and above all, gives them hope.
Hope is the thing with feathers that perches in the soul
Emily Dickinson
The vision of the University of Tennessees Center for Literacy Studies is shared by the authors of this resource book. It is as follows:
We envision a future in which all adults have the skills, knowledge and
understanding they need to flourish in an increasingly complex and interconnected world. We will work with others to create an adequately funded
Introduction
and staffed adult literacy and lifelong learning system that fosters democratic values and processes, participation, personal agency, increased voice,
and critical reflection.
Learning English looks easy,
but its hard.
Student Learner
We are ESOL practitioners who are passionate about our mission and
vision and wish to continually work to improve the lives of our students.
Ken Burns, when speaking of America said, Improvisation is our genius as
a people. It is also, we believe, our genius as ESOL teachers. Please use this
resource book as a guide and use your own creative ability and improvisational skills when working with your students.
Pat Sawyer
The University of Tennessee
NRS Levels for Adult ESOL
National Reporting
System Levels for
Adult ESOL Programs
The National Reporting System (NRS) has divided the ESOL levels of
achievement into six levels. These levels are used when reporting student
achievement.
The NRS has assigned titles to these six levels. They are:
1. Beginning ESL Literacy
2. Beginning ESL
3. Low Intermediate ESL
4. High Intermediate ESL
5. Low Advanced ESL
6. High Advanced ESL
I dont belived this is U.S.A. When

I came first time, I asked by myself,
I felt the people very nice, and
humburger is bigger also, just dont
know how to order. But now I am
very lucky. Have a good teacher,
I will strive to learn English.
Student Learner
Student Performance Levels (SPLs)

SPLs describe the students level of knowledge of the English language.
1. Student cannot speak or understand English.
2. Student can understand some simple and frequently used words in
context.
3. Student can understand phrases if spoken slowly with frequent
repetition.
4. Student can participate in conversation in limited social situations, and
communicate basic survival needs with some help.
5. Student can converse on many everyday subjects, but may need repetition, rewording or slower speech. Individual has basic control of
grammar.
6. Student can understand and participate effectively in face-to-face
conversations on everyday subjects spoken at normal speed, can
understand survival, work, and social situations.
Students Workplace Skills

1. Level IMinimal or no English. Uses gestures or isolated words. May
recognize only common signs. Can handle only routine jobs that require
no oral communication. No knowledge of computers or technology.
2. Level IIUses simple words and phrases with frequent repetition. Can
fill out simple forms, recognize labels and product names, can handle
jobs that require basic oral and written English.
NRS Levels for Adult ESOL Programs
When I came to America, there

were a bit supermarket and a big
parking.
Student Learner
3. Level IIIInterprets directions, schedules, signs and maps, fills out simple forms. Handles entry-level jobs that involve written or oral English.
Uses simple computer programs and FAX machines.
4. Level IVMeets basic survival and social needs, follows simple oral and
written instruction, communicates on phone, writes messages, completes forms and job applications. Can work on computers.
5. Level VFunctions to meet survival needs, uses phone, reads charts,
handles jobs with oral and written instructions, uses computers.
6. Level VIUses English in social and work situations; interprets charts,
graphs, tables, and forms. Communicates on phone, understands radio,
TV, and can instruct software use.
Competencies
Tennessee ESOL Curriculum for Adult Education

The purpose of this curriculum
is to provide English language
instruction for limited English
proficient adults that will increase
their ability to communicate in
English.
The content is compatible with
principles of language acquisition
for adult learners of English and
includes skills useful in workplace,
life, and academic applications.
Skills are integrated into reading,
writing, speaking and listening
formats.
Language Laboratory and

computer-assisted instruction are
recommended options.
This course is divided into the
six ESOL Levels, identified by the
NRS (National Reporting System).
Progress through the levels may be
measured by approved standardized tests. (Examples, BEST or
CASAS)
It is not intended that students
will progress through this
curriculum sequentially. The
instructor may present topic-
centered lessons that integrate

skills from several areas.
Curriculum materials chosen
for this curriculum should be adult
oriented, at the appropriate
language and literacy proficiency
levels, current and culturally
sensitive.
Classroom activities and materials
are suggested which appeal to
students with a variety of learning
styles and which incorporate
the previous knowledge and
experience of the learners.
Competencies
English for Speakers of Other Languages
Certificate of Accomplishment
ESL
BE
ERARY
GINN
IT
These skills are verified by the Basic English Skills Test (BEST), portfolios,
interviews, and instructor observation. At the time of issuance, Skill Competencies are demonstrated at the Beginning ESL Literacy proficiency and
will have an exit score on the Oral BEST of 0 to 15 and/or the Literacy
BEST 0-7.
Beginning ESL Literacy, Level I
At the Beginning ESL Literacy Proficiency Level, the participants:
Cannot speak or understand English, and/or understand only isolated

words or phrases.
Have no reading or writing skills in any language, or have minimal skills,
such as the ability to read and write own name or simple isolated words.
There is little or no comprehension of how print corresponds to spoken
language.
Can communicate only through gestures or a few isolated words, such as
name and other personal information.
Can handle only very routine entry-level jobs that do not require oral or
written communication in English. There is no knowledge or use of computers or technology.
Competencies
Beginning ESL Literacy,

Level I, continued
At the end of Level I, the student will be able to:
Use appropriate greetings, introductions and farewells.

Identify self and personal information.
Express likes, dislikes, feelings and emotions in culturally appropriate
ways.
Use and respond to polite expressions.
The student will be able to:
I want to speak English with

anyone.
Student Learner
Demonstrate ability to use basic residential telephones.

Answer the telephone and respond or express a lack of understanding.
Use basic emergency vocabulary and 911 procedures.
Recognize and identify a telephone book, a calling card and a telephone
bill.
Recognize and identify basic body parts.

Recognize basic vocabulary relating to illness and accidents.
Recognize basic health care vocabulary (doctor, nurse, dentist, hospital,
clinic, health department, emergency room).
Request a doctors appointment and read an appointment card.
Identify various medications, their usage, request assistance with dosage,
and recognize requirements for immunizations.
Identify personal hygiene products and daily grooming routines.
Identify basic foods, food groups and healthy eating habits.
Recognize U.S. currency, symbols relating to money and read prices (dollar/cent signs, decimal point).
Recognize a check and a money order and read amount.
Identify signs using sight words and symbols (enter, exit, push, pull, men,
women, caution, no smoking, no swimming, arrows, directional signs,
bus signs).
Use vocabulary to ask for and give simple directions (turn left, turn right,
go straight, next to, between, in front of, behind).
Identify safe driving practices (seat belts, child safety restraints).
Identify warning symbols (poison, flammable, danger).
Name and state the cost of basic food items.
Recognize and interpret concept of measurements (cup, quart, gallon,
pound).
Recognize and identify basic American clothing sizes (S, M, L, XL).
Identify types of housing (apartment, house, mobile home).
Competencies
Identify basic government agencies (post office, social security, health

department, Department of Human Services).
Demonstrate ability to purchase stamps and mail a package.
Identify the current U.S. president.
Locate the United States and Tennessee on a world map, locate county
and city of residence on a Tennessee map.
Beginning ESL Literacy,

Level I, continued
Identify family members (mother, father, son, daughter, brother, sister).

Recognize compulsory schooling for children 6-18, enrollment procedures and the importance of regular school attendance.
Recognize proper care of children (requirement of food, shelter, hygiene,
child care providers, acceptable discipline).
Recognize, identify and trace basic shapes and numbers.
Identify basic colors.
Recognize, state, read and write the alphabet (upper and lower case) and
numbers.
Alphabetize basic word groups.
Use a picture dictionary.
Recognize, state, read and write vocabulary for personal information
(first, middle, last name, number, street, zip, phone number and social
security number and fill out personal information form). (Use caution
when asking for this information.)
Trace and sign name (signature).
Recognize, state, read and write basic questions and answers.
A Student Checklist for Beginning

ESL Literacy, Level I is located in
the Student Portfolio section.
Use subject pronouns (I, you, he, she, it, we, they).
Use common verbs.
Use prepositionsin, at, from, on, for, with, of, under, next to, between,
behind.
Competencies
Beginning ESL, Level II
NING
SL
BE
IN

interviews, and instructor observation. At the time of issuance, skill competencies are demonstrated at the Beginning ESL Literacy proficiency and
will have an exit score on the Oral BEST of 16-41 and/or the Literacy
BEST 8-46.
At the end of Level II, participants will be able to:
Understand frequently used words in context and very simple phrases

spoken slowly and with some repetition; communicate survival needs, and
will have some control over basic grammar and understanding of basic
questions.
Identify entry level jobs and workplaces of various occupations.

Recognize procedures for applying for a job and complete a simplified
job application form with assistance.
Demonstrate ability to respond to basic interview questions.
Produce required forms of identification for employment.
Demonstrate ability to ask for assistance and clarification on the job.
Demonstrate ability to read a simple work schedule.
Recognize pay stubs and deductions.

Use basic emergency vocabulary and 911.
Recognize and identify a telephone book, calling card, and a telephone
bill.

Recognize basic health care vocabulary (doctor, nurse, dentist, hospital,
clinic, health department, emergency room).
Competencies

Beginning ESL,
Level II, continued
Recognize cardinal and ordinal numbers.

Tell time using analog and digital clocks.
Demonstrate the use of a calendar by identifying days of the week and
months of the year using words and abbreviations.
bus signs).
Demonstrate ability to read and comprehend silently and aloud and
answer questions.
Determine the main idea in a simple paragraph.
Demonstrate sequential ordering of events.
Demonstrate ability to read a simple table or chart.
Write a dictation based on life skill topics.
Write legibly upper and lower case letters and demonstrate use of
capitalization.
Write a basic friendly letter and address an envelope including the return
address.
A Student Checklist for

Beginning ESL, Level II is located
Use common verbs such as to be (present), simple present, the word
can.
Use adverbs: here, there, today, always, usually, never.
Use common and proper nouns.
in the Student Portfolio section.
Competencies
MED
Low Intermediate, Level III
IA
ESL
ER
TE
OW IN

interviews, and instructor observation. At the time of issuance, skill competencies are demonstrated at the Beginning ESL proficiency and will have an
exit score on the Oral BEST of 42-51 and/or the Literacy BEST 47-53.
At the end of Level III, participants will be able to:
Understand simple learned phrases and limited new phrases containing

familiar vocabulary spoken slowly with frequent repetition.
Ask and respond to questions using such phrases.
Express basic survival needs and participate in some routine social conversations, although with some difficulty.
Have some control of basic grammar.
Identify different kinds of jobs using simple help-wanted ads.

Describe personal work experience and skills.
Demonstrate ability to fill out a simple job application without assistance.
Produce required forms of identification for employment (photo I.D.).
Identify social security, income tax deductions, and tax forms.
Demonstrate understanding of employment expectations, rules, regulations and safety.

Demonstrate understanding of basic instruction and ask for clarification
on the job.
Demonstrate appropriate treatment of co-workers (politeness and respect).
Identify job promotion requirements.
Demonstrate interpersonal communication skills and positive attitude at
work.
Explore educational opportunities for job advancement.
Demonstrate ability to use basic test-taking strategies (circle, bubble in,
dictation).
Demonstrate knowledge of operating equipment necessary for home and
work.
Demonstrate ability to report personal information including gender and
marital status.
10
Competencies
Demonstrate ability to make appropriate formal and informal introductions, greeting, and farewells.
Use appropriate expressions to accept and decline offers, and to express
feelings and emotions.
Low Intermediate,
Level III, continued
Use appropriate telephone greetings, leave an oral message and take a

written message.
Demonstrate understanding of basic parts of a phone bill.
Demonstrate ability to operate public and cellular phones, pagers and use
a phone card.
Identify body parts.
Define health care vocabulary (emergency room, doctor, nurse, dentist,
hospital, clinic, health department).
Request doctors appointment, communicate symptoms and injuries and
follow doctors instructions.
Read and interpret information on medicine labels.
Identify basic foods and food groups, including nutritional information
on food labels.
I like America. They even decorate

their parking lots.
Student Learner
Identify and use ordinal and cardinal numbers.

Interpret clock time.
Demonstrate use of a calendar by identifying days of the week and
months of the year.
Convert dates to numeric form.
Count and use U.S. coins and currency.
Identify checking and saving accounts, write a check and record information in checkbook and savings register.
Demonstrate ability to follow simple instructions related to geographical
directions, (N. S. E. W.).
Read and understand traffic signs.
Identify required documents related to transportation (drivers license,
insurance card, registration, passport).
Demonstrate knowledge of emergency procedures at home and work.

Interpret product label directions, warning signs and symbols.
Identify food items, state costs and demonstrate use of coupons.
Identify clothing, read clothing labels (sizes and laundry instructions).
Read sales ads and compare prices (clothing, cars, food).
11
Competencies
Low Intermediate,
Level III, continued
Identify types of housing (apartment, house, mobile home, condo).

Identify basic utility companies (water, gas, electric, telephone and cable).
Identify places in the community and describe public services.

Demonstrate understanding of holidays and social customs.
Identify the current U.S. president, vice president and governor of
Tennessee.
Describe various weather conditions and respond appropriately to

weather emergencies.
Locate the United States and Tennessee on a world map and locate the
county of residence on a state map.
Describe family members.
Locate neighborhood school or day care and follow enrollment
procedures.
Demonstrate the importance of communication between home and
school.

Low Intermediate, Level III is
located in the Student Portfolio
section.
12
Recognize, state, read, and write statements and questions.

Listen to short conversations and answer questions orally and in writing.
Preview and make predictions prior to reading.
Demonstrate ability to read and comprehend silently and aloud and
answer questions.
Write legibly upper and lower case letters and demonstrate use of
capitalization.
Write a basic friendly letter and address an envelope including the return
address.
Use subject pronouns.
Use common verbs (affirmative, negative, yes/no questions, short answer).
Use adjectives: descriptive, possessive, demonstrative.
Use prepositions.
Use common and proper nouns (singular and plural).
Use information questions.
Use adverbs: yesterday, tomorrow.
Use articles: a, an, the.
Competencies

RMED
E ESL
TE
AT
interviews, and instructor observation. At the time of issuance, skill competencies are demonstrated at the Low Intermediate ESL proficiency level and
will have an exit score on the Oral BEST of 51-57 and/or the Literacy BEST
54-65.
IGH IN
High Intermediate, Level IV
At the end of Level IV, participants will be able to:
Understand learned phrases and short new phrases containing familiar

vocabulary spoken slowly and with some repetition.
Communicate basic survival needs with some help; can participate in
conversation in most social situations and use new phrases with some
hesitation.
Rely on descriptive and concrete terms.
Communicate with inconsistent control of more complex grammar.
It fees easier to live here than

in Japan because there are lots
of spaces, nature things, and
Recognize and use basic work-related vocabulary.

Use various sources to identify job opportunities and inquire about a job
(newspapers, agencies).
Complete a job application and transfer information to basic resume
format.
Recognize and demonstrate appropriate behavior and positive image for
job interview.
kindly people with activities and

creativeness.
Student Learner
Demonstrate understanding of work schedules, time clocks, time sheets,

punctuality and phoning in sick.
Follow generic work rules and safety procedures.
Ask for clarification and provide feedback to instructions.
Demonstrate appropriate communication skills in the work environment
(interactions with supervisor and co-workers).
Recognize and understand work-related vocabulary for transfers, promotions, incentives.
Identify appropriate skills and education necessary for getting a job promotion.
Identify appropriate behavior, attire, attitudes and social interaction for a
promotion.
13
Competencies
High Intermediate,
Level IV, continued
How do I feel about living in the

U.S.? I feel impotent, a prisoner,
like the animals in the zoo, because
this is not my country. And I miss
my friends, family, relative, my
people. Besides I cant do my
university course and the idiom is
very difficult.
Student Learner
Demonstrate ability to use test-taking strategies (circle, bubble in on

answer sheet, true/false and cloze).
work.
Identify self and personal information (name, address, telephone number, place of birth, age, social security number, nationality, education,
marital status, occupation).
Identify self, family members and others (physical characteristics and
personal traits).
Communicate impressions, emotions, likes, dislikes, acceptance and
rejection.
Demonstrate ability to use different types of telephones and telephone
options (directory assistance, operator assistance and calling cards).
Answer incoming telephone calls, take a simple message and respond to
voice mail prompts.
Demonstrate appropriate communication in 911 emergencies.
Locate alphabetical and topical listing information in yellow and white
pages (restaurants, hospitals, plumbing).
Identify body parts and the five senses.
Recognize and apply practices relating to personal hygiene and grooming.
Describe aches, pains, illnesses, injuries, dental health problems and
follow doctors instructions.
Read and interpret medical instructions for prescriptions and over-thecounter drugs.
Compare services provided by the health department, hospitals, emergency rooms, and clinics.
Recognize the importance of healthy eating and maintaining a balanced
diet.
Plan a schedule of activities on a calendar.

Count and make change accurately.
Complete a check or money order.
Identify common banking terms and demonstrate ability to use banking
services.
Describe the use of an ATM machine and recognize the importance of
keeping number codes secure.
Interpret traffic and common road signs.
Ask/give simple directions to local destinations.
Simulate making reservations for different kinds of travel.
14
Competencies

High Intermediate,
Level IV, continued
Demonstrate understanding of safety and warning signs and emergency

procedures.
Recognize and use vocabulary relating to alarm systems (smoke detectors, house and car alarms).
Demonstrate understanding of comparative shopping.

Calculate savings when making purchases with coupons.
Read and order from a menu.
Identify articles of clothing, U.S. sizes, quality and prices.
Simulate procedures for putting merchandise on layaway.
Demonstrate understanding of guarantees, warranties, and procedures to
return merchandise.
Identify various means of locating housing (signs, ads, personal contact)
and report maintenance, repairs and problems.
Locate various businesses, governmental and community agencies in
local area (doctors office, school, hospital, post office, church).
Identify procedures for mailing a letter or package, (domestically and
internationally) for purchasing money orders and registering mail.
Identify the current U.S. president and vice president, state and local
officials.
Recognize vocabulary and tradition associated with major American holidays and contrast with native customs.
Describe various weather conditions and appropriate preparation for
weather emergencies.
Read various temperatures and compare Fahrenheit to Celsius.
Recognize the importance of communicating with childs school (meetings, conferences with teachers).
Recognize compulsory schooling for children 6-16 years of age and the
importance of school attendance.
Locate neighborhood school and follow enrollment procedures.
Recognize the importance of proper childcare and acceptable discipline
(requirement of food, shelter, hygiene, child care providers).
Recognize, state, read and write statements and questions.

Listen to simple conversations and respond appropriately.
Demonstrate ability to describe a person, place, thing or event.
Recognize the meaning of words with common prefixes and suffixes.
15
Competencies
High Intermediate,
Level IV, continued

High Intermediate, Level IV is
located in the Student Portfolio
section.
16
Recognize the meaning of compound words.

Determine the main idea and supporting details in a paragraph.
Recognize sequential order of events in a paragraph.
Demonstrate ability to read and understand basic charts, graphs, maps,
tables and diagrams.
Write legibly using manuscript and cursive handwriting.
Write a short note, a friendly letter, address an envelope including the
return address.
Write a short paragraph using correct spacing and legible cursive handwriting.
Write a set of simple directions.
Change one grammatical structure of a paragraph to another.
Use common verbs, contracted forms and correct spelling in: present
tense, present continuous, future will, going to, past tense, present perfect, modals.
Use information questions (who, what, where, when, whose, whom, why,
how).
Use adjectives: demonstrative, possessives, descriptive.
Use adverbs: frequency, time, location.
Use prepositions.
Use nouns: count, non/count possessive.
Use sentence structures (subject, verb, object, affirmative, negative, interrogative).
Competencies

A
LOW
ANCE
ESL
interviews, and instructor observation. At the time of issuance, skill competencies are demonstrated at the High Intermediate ESL proficiency level
and will have an exit score on the Oral BEST of 58-64 and /or the Literacy
BEST 66+.
DV
Low Advanced, Level V
At the end of Level V, participants will be able to:
Converse on many everyday subjects and some subjects with unfamiliar

vocabulary.
Have control of basic grammar, and comprehend abstract concepts in
familiar contexts.
Read and write simple narrative descriptions and short essays on familiar
topics.
Have consistent use of basic punctuation, but make some grammatical
errors with complex structures.
Function independently to meet most survival needs and communicate
on the telephone on familiar topics.
Handle jobs that require simple oral and written instruction and limited
public interaction.
Use all basic software applications, understand the impact of technology
and select the correct technology in a new situation.
It feels good to be in America.

There is good weather, better than
France. The people are so friendly,
always ready to help you. But, I
miss a lot the food, the wine, my
family and my friends.
Student Learner
Demonstrate English skills necessary to obtain employment.

Use a variety of resources to search for job opportunities and discuss
required training.
Complete job applications, resume and cover letter.
Recognize and demonstrate standards of behavior for job interview, ask
and answer questions during a job interview.
Write a thank-you note and conduct a follow-up call after the simulated
job interview.
Demonstrate understanding of job specifications, policies, standards,
benefits and W2 form.
Demonstrate understanding of U.S. work ethic (appropriate behavior,
attire, attitudes, and social interaction that affect job retention).
17
Competencies
Low Advanced, Level V,

continued
I feel pleased because Im learning

a second language, and I have the
Opportunity to make better my
Demonstrate understanding of workers rights (compensation, unionization, right to work).

Demonstrate an understanding of work performance evaluations and
their impact on promotions.
work.
Ask and provide directions and instructions.

Demonstrate ability to take and report accurate messages.
Demonstrate ability to give and request information clearly by telephone.
Locate a variety of resources in telephone directories (maps, government
agencies, coupons).
communication with the people in

this country.
Student Learner
Communicate effectively using vocabulary relative to doctors, dentists,

body parts, illnesses, and medications.
Follow emergency procedures and complete medical forms and accident
reports.
Recognize requirements for immunizations.
Demonstrate understanding of banking system and terms (loans, interest
rates, investments, mortgages).
Identify budget planning strategies.
Demonstrate understanding of time zones.
Discuss U.S. driving responsibilities (drivers license, traffic regulations,
insurance, seat belts, child safety restraints).
Demonstrate appropriate response when stopped by law enforcement
officers.
Describe a problem/request service (emergency road assistance, car accident and vehicle theft).
Identify and report types of crime as victim or witness (rape, burglary,
domestic assault).
Interpret classified ads and other resources to locate housing (lease or
purchase).
Describe information regarding rental agreements/contracts, renter/landlord rights and responsibilities.
Compare/contrast various types of insurance (life, homeowners).
Demonstrate understanding of U.S. main holidays and social customs.
18
Competencies
Locate and access community services, organizations, and government

agencies.
Demonstrate understanding of trial by jury and other elements in U.S.
court of law (judge, jury, lawyers).

continued
Describe the purpose of Emergency Broadcast System.

Describe recycling regulations and illegal dumping.
Demonstrate knowledge of U.S. educational system (compulsory schooling, child care, PTA).
Develop awareness of acceptable/unacceptable parenting and disciplinary
practices.
Listen and follow directions.
Demonstrate ability to paraphrase words or ideas in conversations.
Understand use of formal versus informal vocabulary and basic idiomatic
expressions.
Comprehend selected reading passages recognizing the main idea.
Utilize new vocabulary by context clues.
Recognize sequence of events in a reading passage.
Demonstrate ability to use the dictionary.
Review and make predictions prior to reading.
Distinguish fact from opinion.
Interpret information from diagrams, tables, graphs, schedules.
Skim and scan to locate information.
Write a paragraph focusing on one topic.
Use verbs:
past continuous
future progressive
past perfect
modals
conditionals
gerund, participles, infinitives
Identify parts of speech and use in sentences:
nouns: common, proper, plural, possessive
pronouns: subject, object, indefinite, possessive, reflexive
adjectives: possessive, comparative, descriptive
prepositions: time, place
adverbs: place, manner, time, frequency
verbs
19
Competencies

continued
A Student Checklist for Low
Use sentence structures:

compound and complex sentences
active and passive voice
clauses and phrases
direct and indirect speech
Advanced, Level V is located

in the Student Portfolio
section.
20
Competencies

High Advanced ESL, Level VI
HIGH
ANC
ESL
interviews, and instructor observation. At the time of issuance, skill competencies are demonstrated at the Advanced proficiency and will have an exit
score on the Oral BEST of 65 or higher and/or the Literacy BEST 66+.
DV
At the end of Level VI, participants will be able to:
Understand and participate effectively in face-to-face conversation on

everyday subjects spoken at normal speed.
Converse and understand independently in survival, work and social situations.
Clarify general meaning and control basic grammar, although may still
lack total control over complex structures.
Read authentic materials on everyday subjects and can handle most reading related to life roles.
Write multiparagraph essays with a clear introduction and development
of ideas.
Have a general ability to use English effectively to meet most routine
social and work situations.
Interpret routine charts, graphs and tables and complete forms.
Have a high ability to communicate on the telephone and understand
radio and television.
Meet work demands that require reading and writing and can interact
with the public.
Instruct others in use of software and technology.
Plan a career path and develop a portfolio: which may include resume,
cover letter, professional recognitions, awards, certificates, etc.
Interpret want ads, job announcements and networking.
Present a positive image (dress, grooming, body language) and ask and
answer a variety of questions in a job interview simulation and a followup call.
benefits and complete IRS form(s).
21
Competencies
High Advanced, Level VI,

continued
When I first came to the United

States I came with my husband
and my three daughters. When
we were in the Chicago airport, we
were very hungry. We saw the
hamburger picture but we didnt
know how to order. So we just
watched the picture and didnt eat
anything. We didnt know the
time. We just gave the ticket to

attire, attitudes and social interactions that affect job retention).
Communicate with supervisor and co-workers, orally and in writing,
regarding work related tasks and problems:
write memos, report forms, etc.
give and follow instructions
ask/respond to apologies/criticism
identify problems, solutions, consequences.
Demonstrate an understanding of work performance evaluations.
Demonstrate an understanding and discuss workers rights (compensations, unionization, right to work).
Demonstrate an understanding of safety procedures (Right to Know,
OSHA).
Demonstrate an understanding of the concept of job advancement
including job postings and vacant position listings.
Update resume and locate information about educational services that
will assist in career advancement.
Write an action plan for achieving goals and requesting a promotion or
raise and identifying personal strengths and weaknesses.
Demonstrate ability to apply a variety of test-taking strategies (multiple
choice, true/false, cloze and essay).
the airline worker. We didnt

understand what she said. We
just ran to the gate. My friend met
us at the Memphis airport. We told
her we were hungry. She took us to
the Waffle House and we ate. That
was our first meal in America. It
was delicious!
Student Learner

work.
Demonstrate good comprehension during face-to-face conversation by
verbally responding.
Use appropriate language for social, academic, and life situations,
demonstrating sensitivity to gender and cultural bias including voice volume and proper body language.
Identify bias, prejudice or propaganda in oral messages and print
materials.
Take accurate written notes and give complete verbal reports from telephone communication.
22
Competencies
Recognize problems related to nutrition, substance/drug abuse, and identify where treatment may be obtained.
Ask for/give advice related to nutrition and good health habits.

continued
Reconcile a bank statement.

Use appropriate banking terms when inquiring about banking services.
Develop a monthly budget.
Plan a trip determining cost of schedules and time factor.
officers (ask/answer questions regarding traffic violations).
Describe appropriate responses to transportation problems (cancelled
flights, road emergencies).
Demonstrate an understanding of the responsibilities of owning a gun.
Demonstrate understanding of American system of government (three
branches).
Demonstrate understanding of trial by jury and other elements in a U.S.
Request and respond to information from businesses, government and
community organizations.
Demonstrate ability to communicate with school staff, orally or in writing (parent -teacher conference, PTA, volunteer, illness, bus problems).
Identify means to access educational opportunities for children (special
programs, scholarships, extracurricular activities).
Develop awareness of acceptable/unacceptable parenting and disciplinary
practices.
Use responsive listening, including paraphrasing, summarizing for elaboration and clarification.
Demonstrate good comprehension of classroom lectures and tests.
Clarify meaning by asking relevant questions, making relevant comments.
Recognize and use idioms appropriately.
Use dictionary and/or thesaurus effectively (parts of speech, definitions,
pronunciation).
Recognize and restate the sequence of events in a reading passage.
23
Competencies

continued
A Student Checklist for High
Distinguish fact from opinion and draw appropriate inferences and conclusions from a reading passage.
Obtain appropriate information from diagrams, tables, graphs or
schedules.
Summarize a reading passage.
Write two or more paragraphs that are focused and organized.
Draft and revise a composition with introduction, body, and conclusion.
Edit documents for spelling, punctuation, correct grammar.
Demonstrate note-taking strategies.
Select and use appropriate pre-writing strategies (brainstorming, graphic
organizing, and outlining).
Develop an outline to organize ideas for a composition including main
ideas, specific ideas and details.
Demonstrate effective word choice.
Employ conventional sentence structure.
Write a paragraph including a topic sentence with controlling ideas,
major points, support, and a concluding sentence.
Produce final documents edited for spelling, capitalization, punctuation,
grammar, sentence formation and format.
Use verbs:
future possessive
past perfect
modals
conditionals
Advanced, Level VI is located

in the Student Portfolio
Identify parts of speech and use in sentences.
section.
Use sentence structures: compound and complex sentences, active and

passive voice.
24
Competencies
High Advanced Competencies

The following two sections (Part 2 and Part 3 of the High Advanced, Level
VI) were designed especially for academically and professionally oriented
ESOL students. The competencies focus on those that are required for academic work. In addition, ESOL students who have successfully completed
all the levels of the BEST test, but still need additional work in an ESOL
class may wish to pursue these parts of Level VI.
I like to learn English. I need to

know English because I travel alone
from my country to the U.S.A. My

Academic Level
grandchildren like to hear history

before they go to sleep and I need
to read English to them. I know very
nice people here. I would like to
speak with them and I cannot. This
year Im feeling proud because I
Part 2 of Level VIHigh Advanced
improved my English a little. My

teacher is a very nice person and
wonderful teacher. My classmates
Advanced Level
Write sentence describing what a student needs in order to attain a

desired career.
Develop a resume.
Alternative assessment:
____________________________________________
are so nice, too. I am so glad. I am

feeling happy.
Student Learner
Demonstrate English skills necessary to maintain employment.
Write a paragraph on the U.S. work ethic.

___________________________________________
Demonstrate English skills necessary for career advancement.
Develop written list of agencies or Internet sites where career advancement information may be obtained.
Develop written dialogue asking employer for a promotion or a raise.
_____________________________________________
25
Competencies
Part 2 High Advanced,

Level VI, continued
Demonstrate English skills necessary to listen effectively.
Use various teacher-selected texts and be able to answer written comprehension questions on these texts.
Idiom matching exercises (teacher-developed).
_______________________________________________
Demonstrate English skills necessary to speak effectively.
Provide oral presentation (Use a scored matrix provided by the teacher.)

Demonstrate English skills necessary to read effectively.
Use reading tests supplied by the teacher.

Demonstrate English skills necessary to write effectively.
Develop an essay (Use TOEFL scoring matrix).

Demonstrate English skills necessary to apply standard grammar structures.
Use the unit tests (with 75% + accuracy) in the text, Understanding and
Using English Grammar by Betty Schrampfer AZAR (Prentice Hall/
Regents).
_________________________________________
26
Competencies
TOEFL (Test of English as a Foreign Language)

Part 3 of Level VIESOL High Advanced Level
Many ESOL programs use the TOEFL preparation materials as the basis for
their High Advanced ESOL Level Curriculum. Most ESOL publishing companies carry TOEFL preparation texts.
Reprinted by permission of the TOEFL Program, Educational Testing Service.
I love to live in the United States
The Test of English as a Foreign Language (TOEFL) is designed to evaluate

the English proficiency of people whose native language is not English.
TOEFL scores are required for admissions purposes by more than 2,400
colleges and universities in the United States, Canada, and eighty other
countries. Because the TOEFL test is independent of any curriculum or
teaching method, the proficiency level of any test taken can be compared
with that of any other student or group of students regardless of academic
background or English training.
The test consists of four sections: Listening, Structure, Reading, and
Writing. Two sections, Listening and Structure, are computer-adaptive,
which means questions are tailored to examinees proficiency levels. Therefore, students will receive fewer questions that are too easy or too difficult
in those sections and candidates abilities can be estimated more accurately.
The TOEFL Web site is (www.toefl.org). To order a copy of the TOEFL
Bulletin, you may download a copy from the Web site at (www.toefl.org/
infobull.html) or you may call 1-609-771-7100.
because I have security.

Student Learner
There are four sections of the TOEFL.

Computer-Based TOEFL Test Format
Listening Questions
30 to 50 questions
40 to 60 minutes
Structure Questions
20 to 25 questions
15 to 20 minutes
Reading Questions
44 to 55 questions
70 to 90 minutes
Writing (essay)
1 topic
30 minutes
Sample Writing Topics

Modern
life is causing many traditions and beliefs to become less important. Choose one tradition or belief and explain why you think it should be
continued and maintained. Use specific reasons and examples to support
your answer.
27
Competencies
Part 3 TOEFL:
continued
Neighbors are people who live near us. In your opinion, what are the
qualities of a good neighbor? Use specific details and examples in your
answer.
For a full list of the writing topics, see the TOEFL Web site at
(www.toeflorg/cbprpmat.html) or the TOEFL Information Bulletin.
Special Strategies for Each Section
Everything is so big! Even
the grocery stores! The people
are so big
Student Learner
Listening. Before the day of the test, examinees should: Practice listening to
radio, TV, and movies in order to become accustomed to North American
English.
Structure. Use paper-based test preparation materials for practice in addition to computer-based preparation materials. The computer-based test
contains the same types of Structure questions featured in the paper-based
TOEFL test.
Reading. Become accustomed to scrolling techniques and reading onscreen
by:
Using computer-assisted language learning software
Reading on the Internet
Reading electronic documents at the library
Reading passages in the TOEFL Sampler
Writing. Become familiar with the topics listed in the Bulletin and at the
Web site (www.toefl.org/cbprpmat.thml#topics), and practice writing several
30-minute draft essays using the topics.
Keep in mind that there is no choice of topic. Candidates should realize
that if they click on Next and then Answer Confirm they will not see
another topic, and they will have lost the opportunity to complete the essay.
The writing tutorial explains this procedure.
Suggestions for Using the TOEFL Material
With Your Level 6 or Academic Level Students.
It is not intended that these suggestions be rigidly followed, rather, they are
meant to be a source of ideas for teachers to adapt or use in their own
classes or programs. These ideas can be adjusted to the needs of the students being served.
Each TOEFL textbook has selections of both pre- and post-tests. The
students should begin working on the TOEFL by taking a pre-test. It will
then be most helpful if they start this project by beginning to work on the
section where they received their lowest score.
28
Competencies
Test #1: Listening

Listening measures a students ability to understand spoken North American English. The statements and conversations in the listening comprehension section are samples of what a student would hear if he/she were in a
classroom with a group of North American students.
Test #2: Structure
This section is designed to measure a students ability to recognize language
that is appropriate for standard written English. (In many classes, this
would be called a grammar usage test.) The paper-written test is multiple
choice. The computer test is multiple choice and includes the essay.
Part 3 TOEFL:
continued
Everything is hard for the

beginner.
Student Learner
Test #3: Reading

The Reading Test is designed to measure a students comprehension of
standard written English. Many students who have taken this test think it is
the most difficult test. They have found that they should have spent more
time on reading preparation. There are usually several long passages that
must be read and questions to answer about what has been read.
The best way to prepare students for this test is to have them read, read,
read. Have them read newspapers, news magazines, books assigned to them
by their teacher and anything that has long reading passages.
Test #4: Essay
A student will be given 30 minutes to write on a topic that will be given to
the students by the test administrator. The student can NOT choose the
essay topic. This essay can be handwritten or written on a computer.
A student should handwrite the essay if he/she is not comfortable
Typing
Composing written material on a keyboard, or
Using a keyboard with English characters.
Sample Writing Topics for the Essay
How do movies or television influence peoples behavior? Use reasons

and specific examples to support your answer.
You must select a person to teach others to do a job. Which one of
the following is the most important for you to consider in making your selection?
The persons education
The persons work experience
The quality of the persons previous work.
Use specific reasons and examples to support your answer.
29
English Language/Civic Competencies
English Language/
Civics Competencies
During the Program Year 2000, the Office of Adult Education of the United
States Department of Education, Office of Vocational and Adult Education
presented nine grants to Adult Education ESOL programs in Tennessee.
The following curriculum is the culmination of the work produced by
these grantees in a joint action research project.
I wish I can spend time in America

using English without my husbands
help. Someday I want to study at
The purpose of this curriculum is to provide English language instruction

that will emphasize instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation and U.S. history and
government.
university and have a job.

Student Learner
The curriculum is divided into the six ESOL levels, identified by the NRS
(National Reporting System). It is not intended that students progress
through this curriculum sequentially. The instructor may present topiccentered lessons that integrate information from several areas.
For adult English language learners, civics education is a broad term that
includes:
Instruction on how to gain U.S. citizenship;
Instruction about U.S. history and culture, including lessons on diversity
and multiculturalism;
Instruction and guidance on becoming active participants in their new
communities.
A key element of civic participation education for adult English language learners is that learning needs to have real-life consequences. One of
its purposes is for learners to become active in community life. For example, learners might collaborate to fight for a community improvement,
learn about and participate in the American electoral system (if appropriate), or join the local Parent Teacher Association. (Lynda Terrill, National
Clearinghouse for ESL Literacy Education.)
31
Civics Competencies

After completing Level I, the student will be able to:
When I finished six grade, I very

want to continued go to school but
my countrys school only have six

Locate the United States and Tennessee on a world map.
Locate county and city of residence on a Tennessee map.
Recognize compulsory schooling for children 6-18, enrollment procedures and the importance of regular school attendance.
Recognize a check and a money order and read the amount.
Demonstrate understanding of U.S. holidays and social customs.
years free. The seven grad need to

pay for money. My family is very
poor. My mom told me she doesnt

have money for me to go back
After completing Level II, the student will be able to:
school. I must go to work

Demonstrate ability to purchase stamps and mail a package and a letter.
Identify community services (hospital, police, fire, public schools, library,
parks and recreation areas).
department, Department of Human Resources).
Everyday lunch time when I walk in

street, I saw a lot of students. I feel
very sad. They are so lucky. I wish
some day I can go back school
again. Right now I have chance to
go back school. I feel very happy
and lucky. I hope some day I can go
to school full day, learn some more
English. I never feel tired in class.

Student Learner
After completing Level III, the student will be able to:

Identify the current U.S. President, Vice President and state Governor.
32
Civics Competencies
High Intermediate ESL, Level IV

After completing Level IV, the student will be able to:
Locate various businesses, governmental and community agencies in

local area (doctors office, school, hospital, post office, church, synagogue,
and mosque).
Identify procedures for mailing a letter or package (domestic and international), for purchasing money orders and registering mail.
Demonstrate ability to utilize a variety of delivery services (post office,
UPS, FEDEX).
Identify the current U.S. president and vice president, state and local officials and their functions.
Recognize vocabulary and tradition associated with major American holidays and contrast with native customs.
Identify various means of locating housing (signs, ads, personal contact)
and report maintenance, repair problems.
Compare/contrast U.S. legalities regarding parenting practices (compare/contrast practices to those of other countries).
Identify housing costs (first, last and security, utility deposits).

After completing Level V, the student will be able to:
Demonstrate understanding of trial by jury and other elements in a U.S.

officers.
Describe a problem/request service (emergency road assistance, car accident and vehicle theft).
Locate and access community services, organizations, and government
agencies.
Demonstrate understanding of American system of government (three
branches).
33
Civics Competencies
Advanced ESL, Level VI

After completing Level VI, the student will be able to:
It is very important for me to

earn English because this new
language opens my mind to
this new world surrounding the
language, customs, habits, and
my new life.
Student Learner
Understand the conditions required when applying for citizenship:

Be at least 18 years old.
Have been a lawful permanent resident of the United States for a continuous five-year period.
Can read, write and speak basic English.
Have a knowledge of U.S. history and government.
Is a person of good moral character and has not been convicted of a
serious crime.
If married to an American citizen, can apply for citizenship after having lived in the U.S. for three years and after having been married for
those three years.
Understand the steps to citizenship:
Be eligible to apply
Complete the application process
Pass the INS interview
Swear the Oath of Allegiance to the United States
Understand and be able to give correct answers to the 100 Questions distributed by the Immigration and Naturalization Service (see Student
Learning Plan Citizenship Test Preparation).
Resources
Citizenship: Passing the Test (Low Beginning)
Published by New Readers Press.
This book covers all essential topics required for civics questions within the
INS naturalization interview. Some of the information presented in the
book is about American history, branches of U.S. government, holidays,
government leaders, national symbols, voting, and practice tests. A student
book, audiotape and teachers guide are available.
The INS Citizenship Interview: Will They Pass?
This 50-minute video takes ESL students step by step through the process
of the INS interview, including the oral test, and shows the level of language skills and content knowledge required to succeed. It provides excellent modeling for people preparing for the citizenship test and interview
and is particularly useful for teachers helping them prepare.
34
Civics Competencies
The Way to U.S. Citizenship (Intermediate Level)

This is a basic United States history and government workbook designed
by CASAS. It focuses on integration of language and content while recognizing the unique learning needs of permanent residents and citizenship
candidates. Thirty-six lessons each include a narrative, an activity section
with practice exercises and a quiz.
Living in the United States
A pocket reference guide to U.S. culture that includes maps, vital statistics,
and a brief history to assist newcomers to the U.S. It also includes practical
advice on topics such as banking, health, and local customs.
Preparation for Citizenship
Published by Steck-Vaughn.
Readability levels for this text are levels 2-4. It includes INS core content,
100 authentic study questions, and application forms.
Americas Story
Published by Steck-Vaughn.
This is an excellent series (text 1 and text 2) on American history that is
written at readability levels of 2-3. Features covered are exploration, settlement, the fight for freedom, growth of the nation, the Civil War, Reconstruction, westward expansion, the Industrial Revolution, the World Wars,
the space race, civil rights and the Clinton presidency.
Text 1 is before 1865. Text 2 is after 1865.
Stories We Brought With Us (Beginning Level)
Published by Pearson Education.
Traditional tales from various countries offer two versions of each story
one with less complex structures and limited vocabularymaking it ideal
for multi-level reading classes. The multicultural content encourages students to draw on their own traditions and backgrounds for comparison
and contrast.
Handbook for Citizenship (Beginning-Advanced level)
Published by Pearson Education.
Designed for oral use, this text teaches the information needed to answer
oral U.S. citizenship exam questions. Contents include early U.S. history,
U.S. government, and writing practice for the INS exam. A cassette tape
and tapescript are also available.
35
Civics Competencies
Citizenship Made Simple (Beginning-Intermediate)

Published by Delta Systems Co., Inc.
Individuals wishing to apply for U.S. citizenship, ESOL instructors, and
legal professionals will find this to be a comprehensive and easy-to-read
manual. The book covers frequently used terms, requirements for U.S. citizenship, the application process, and the test. The book also includes a
directory of immigration offices and U.S. passport agencies.
Our Constitution, Our Government:
Getting to Know the United States (Beginning-Intermediate)
Published by Delta Systems Co., Inc.
This text uses the Constitution of the United States to study our system of
government. It explains how and why our system of government is so successful. The teachers guide provides additional exercises through case studies, role-playing and written activities.
36
xxx
Workplace Competencies
Most of the following competencies are located in the list of curriculum
competencies and listed under the NRS levels. Some teachers may wish to
use this separate list of competencies for their workplace classes.

The individual at this level can handle only very routine entry-level jobs
that do not require oral or written communication in English. There is no
knowledge or use of computers or technology.
When the first time I arrived to the

united Estates of America, I was
thinking in how to find a school to
learn this language. Since 1998 was
bus signs).
Recognize, state, read and write vocabulary for personal information
(first, middle, last name, number, street, zip, phone number and social
security number and fill out personal information form).
the first time in to be in this Kind of

earth, but after that date I like it to
live in this country. Anyway, I found
this school building and now I can
speak a little bit of Englis. I should
like to find a better job.
Student Learner

The individual at this level can handle routine entry-level jobs that do not
require oral communication and in which all tasks can be easily demonstrated.
At the end of Level II, the student will be able to:
Identify entry-level jobs and workplaces of various occupations.

37

Demonstrate the use of a calendar by identifying days of the week and
months of the year using words and abbreviations.

The first time that I came here in
Unite State was in 1993. It to me
The individual at this level can handle routine entry-level jobs that involve
only the most basic oral communication, and in which all tasks can be
demonstrated.
was different world. I had trouble

with the language. The food was
different tatally. I meet people from
dirrerent country. Also some people
are good and other are bad. The
Life was so hard to me because
everywhere need English. So I tried
to learn English. I went to school.
At the end of Level III, the student will be able to:
There are all the problems that I

have the first time that I get here.
Student Learner

Demonstrate understanding of basic instruction and ask for clarification
on the job.
Demonstrate appropriate treatment of co-workers (politeness and
respect).
Demonstrate ability to report personal information including gender and
marital status.
Demonstrate ability to make appropriate formal and informal introductions, greetings, and farewells.
Use appropriate expressions to accept and decline offers, and to express
feelings and emotions.
Use appropriate telephone greetings, leave an oral message and take a
written message.

The individual can handle entry-level jobs that involve some simple oral
communication, but in which tasks can also be demonstrated.
At the end of Level IV, the student will be able to:

38
Complete a job application and transfer information to basic resume

format.
Recognize and demonstrate appropriate behavior and positive image for
job interview.
Demonstrate understanding of work schedules, time clocks, time sheets,
punctuality and phoning in sick.
Identify appropriate behavior, attire, attitudes and social interaction for a
promotion.
Demonstrate ability to use test-taking strategies (circle, bubble in on
answer sheet, true/false and cloze).
work.
Recognize and use vocabulary relating to alarm systems (smoke detectors, house and car alarms).

The individual can handle jobs that require oral and written instruction
and limited public interaction. The individual can use all basic software
applications, understand the impact of technology and select the correct
technology in a new situation.
At the end of Level V, the student will be able to:
Use a variety of resources to search for job opportunities and discuss

required training.
Recognize and demonstrate standards of behavior for job interview, ask
and answer questions during a job interview.
Write a thank-you note and conduct a follow-up call after the simulated
job interview.
benefits and W2 form.
attire, attitudes, and social interaction that affect job retention).
39
When I come to the Unite State my

first time I was feel strange and I
dint know to speak they language.
That was very hard to me. When I

Demonstrate an understanding of work performance evaluations and
their impact on promotions.
work.
Locate a variety of resources in telephone directories (maps, government
agencies, coupons).
Discuss U.S. driving responsibilities (drivers license, traffic regulations,
insurance, seat belts, child safety restraints).
learned about this school, I had

a hope for learn how to speak
High Advanced, Level VI
English and so have communicition
The individual has a general ability to use English effectively to meet most
routine work situations, can interpret routine charts, graphs and tables and
complete forms, has high ability to communicate on the telephone and
understand radio and television, can meet work demands that require
reading and writing and can interact with the public, can instruct others in
use of software and technology.
with everybody.
Student Learner
At the end of Level VI, the student will be able to:
Plan a career path and develop a portfolio: which may include resume,
cover letter, professional recognitions, awards, certificates, etc.
Present a positive image (dress, grooming, body language) and ask and
answer a variety of questions in a job interview simulation and a followup call.
benefits and complete IRS form(s).
attire, attitudes and social interactions that effect job retention).
Communicate with supervisor and co-workers, orally and in writing,
regarding work related tasks and problems
Write memos, report forms, etc.
Give and follow instructions
Identify problems, solutions, consequences.
Demonstrate an understanding and discuss workers rights (compensations, unionization, right to work).
40
Demonstrate an understanding of safety procedures (Right to Know,

OSHA).
Demonstrate an understanding of the concept of job advancement
including job postings and vacant listings.
Update resume and locate information about educational services that
will assist in career advancement.
Write an action plan for achieving goals and requesting a promotion or
raise and identifying personal strengths and weaknesses.
Demonstrate ability to apply a variety of test-taking strategies (multiple
choice, true/false, cloze and essay).
Demonstrate knowledge of operating equipment necessary for work.
Demonstrate good comprehension during face-to-face conversation by
verbally responding.
41
Workplace Tips for Adapting Materials for Instruction

Many ESOL students, while
experiencing the stresses of
learning a new language and
adjusting to a new culture, are
also dealing with the same adult
responsibilities and pressures many
other adult education students
face. These pressures include:
finding and keeping a job;
Use actual job materials as instructional texts; any commercial products

used should truly contribute to the learning environment and lend themselves to integration with environmental print.
Eliminate extraneous material. As a workplace instructor, you must know
what is extraneous and what is critical or essential information.
Make the topic clear; what is this piece of information about and what is
it supposed to do?
Reduce the number of words in a sentence and sentences in a paragraph
whenever possible.
Rewrite sentences in subject-verb-object word order.
navigating the health care system;

finding housing; and dealing with
problems such as crime, drugs,
and living in poor neighborhoods.
The ESOL classroom, whether it
is in a factory, school, or civic
building, needs to be one where
Change sentences written in passive voice to active voice whenever possible.

Introduce new vocabulary in context and reinforce its use in the context
of the employees work.
Eliminate as many relative clauses as possible.
Rewrite paragraphs in charts, graphs, or other kinds of illustrations when
possible.
students will feel safe and will
Encourage employees to draw on their prior knowledge to access information and to conceptualize learning.
experience an atmosphere of
Organize instruction by job tasks, not by discrete basic skills.
trust and openness.
Include problems and simulations that practice basic skills as used in the
workplace.
Barbara Tondre-El Zorkani

Educator
Build on the employees knowledge of the job.

Involve the employees in preparing or creating instructional materials
and in identifying topics for further study.
Address reading issues using forms, documents, and signs from the job.
Help employees learn strategies for interpreting and completing written
forms.
Give employees the opportunity to learn from one another and to work
together to solve problems.
Make certain instruction is linked to the goals and objectives of the company and the participating employees.
42

In an action research project, Tennessee ESOL Peer Trainers and the recipients of an EL/Civics grant designed and wrote Student Learning Plans.
These plans were tried out with ESOL students and shared with co-workers. The feedback from this research was used to complete the Student
Learning Plans that follow.
Student Learning Plan

Title of ESOL Learning Plan:
Level: (Please circle.) Level 1, Level 2, Level 3, Level 4, Level 5, Level 6, Multi-level
If applicable, check the Equipped for the Future (EFF) standard(s) used in this learning plan.
___1. Read with understanding
___2. Convey ideas in writing
___3. Speak so others can understand
___4. Listen actively
___5. Observe critically
___6. Use mathematics in problem solving and communication
___7. Solve problems and make decisions
___8. Plan
___9. Cooperate with others
__10. Advocate and influence
__11. Resolve conflict and negotiate
__12. Guide others
__13. Take responsibility for learning
__14. Reflect and evaluate
__15. Learn through research
__16. Use information and communications technology
For consistency,
peer trainers
and EL/Civics
grant recipients
were asked to
use this format
when submitting
Lesson Plans.
Identify the learning plan: (Be explicit.)

What will students do?
What will teachers do?
What is the length of the task?
Describe in detail the activities used to implement this learning plan.
What evidence will you look for to know that learners are developing this learning skill?
How will you collect this evidence?
Instructor Comments and Reflections:
Submitted by:
County/Program:
43
GINN
ESL
BE
ERARY
Banking
IT
LEVEL 1
To learn the vocabulary used in banking, to become familiar with checks,

deposit slips, and checkbook records and to be able to make a deposit and
cash a check.
To learn to keep a checkbook record.
EFF Standard(s) Used in This
Learning Plan
Length of Activity: 1 hour or more

Look, listen, read and write.

Study and practice the vocabulary used with banking forms.
Work in pairs.
Practice dialog used when cashing a check.
Become familiar with and fill out checks, deposit slips, and checkbook
records.
Observe and evaluate the students familiarity with banking forms and
words.
Adjust presentation to students level. Introduce vocabulary using copies
of banking forms to illustrate the words.
Sketch forms on the board and fill out at least one check, one deposit
form and one page of checkbook record on the board.
Provide scissors and copies of Blackline Master #13, English ASAP,
Teachers Edition, Literacy Level, p. 149.
Monitor students work, give help and encouragement as needed.
Repeat filling out of forms, if required.
Encourage partners to help each other.
Model and promote practice of dialog.
1. Read With Understanding

2. Convey Ideas in Writing
3. Speak So Others Can
Understand
4. Listen Actively
5. Observe Critically
6. Use Mathematics in Problem
Solving and Communication
7. Solve Problems and Make
Decisions
8. Plan
9. Cooperate With Others
10. Advocate and Influence
11. Resolve Conflict and Negotiate
12. Guide Others
13. Take Responsibility for
Learning
14. Reflect and Evaluate
15. Learn Through Research
16. Use Information and
Communications Technology
Activities used to implement this learning plan.
Ask students if they know the name of any bank. Ask if anyone has a bank
account and has a checkbook with them. Would anyone like to show
his/her checkbook? If no one volunteers, teacher should be prepared with a
checkbook. Name parts of the checkbook: checks, deposit slips, and a page
of checkbook records. Distribute worksheet with examples of checks,
deposit slips and page of checkbook records. Teacher sketches check form
on the board while students cut out two checks. Assign partners and have
each student write his/her name, first name first, and give it to partner.
Teacher fills out check form on the board for $300.00. Students make out a
SUBMITTED BY:
D. Lee Wilson
COUNTY/PROGRAM:
Davidson County/Nashville
Metro Adult Education
45
Banking, continued
check to partner for $300.00. Use current date. Verify the spelling of partners name. Write the amount in numbers and then in words, filling in any
vacant spaces with a line. Complete check with students signature.
Observe each students work and distinguish between a signature and
printing. Students should give partners the $300.00 check which is made
out to them. Partner endorses it exactly as the name is written on the check
for $300.00. Direct students to fill out another check made out to
______________for $________. Sketch a deposit slip on the board, and
fill it out with a starting balance of $450.00. Use the check from partner for
$300.00 as part of the deposit, and $21.50 as the cash amount to be
deposited. This is a good place to stop if students seem ready. Model dialog,
or play tape for cashing a check and rehearse it until students are comfortable and can be understood. Use unison repetition, individual, and pair
work as practice. If time allows, follow same procedure and complete a
page of checkbook record, starting with a balance of $450.00.
What evidence will you look for to know that learners are
developing this learning skill?
Vocabulary words pronounced understandably.

Correctly entered information on checks and deposit slips.
Reading the dialogue understandably.
By attention to pronunciation of vocabulary words and dialog.

By checking information recorded on checks and deposit slips and accuracy in endorsing and signature.
Vocabulary
Cash, check, write a check, endorse, sign, back, front, ID, drivers license,
deposit slip, checkbook, keep a checkbook record and balance.
Dialog
Student 1:
Student 2:
Student 1:
Student 2:
Student 1:
Student 1:
46
I want to cash this check/money order.

Is it made out to you?
Yes, its from my family.
Do you have ID?
Heres my ID card. ( or Drivers License).
Thats fine. Youll need to endorse it on the back. Sign your
name exactly as it is written on the front.
Banking, continued
Resources
Action English Pictures, pp. 61 (Offers sequential pictures of a man cashing a check).
English ASAP: Literacy, Teachers Edition, pp.149. (Steck-Vaughn Company)
Oxford Basic Picture Dictionary, pp. 149:( Oxford University Press.)
Oxford Basic Picture Dictionary Workbook, pp. 70: (Oxford University
Press.)
Real Life English, (Level 1-Student Book), pp. 55: Dialog: Bank closed on
holidays. (Steck-Vaughn Company.)
Small Talk, pp. 50, #1. Carolyn Graham,( Delta Systems Co., Inc.)
Instructor Comments and Reflections
The time required for this lesson will vary widely from one to two class sessions, determined by the students experience with banks. If additional
material is needed, a study of other services which the bank provides would
include credit cards, a drive-through window, ATM machines, safety
deposit boxes, investments and loan information. For students with no
experience with banks, a field trip to one would be worthwhile. Take care to
make the bank representative who will conduct the tour aware of the students very limited knowledge of English. Copies of Action English Pictures,
p. 61, provide a good review of the verbs used for students who are ready
for this exercise.
Progress Check
Today I studied ________________.

( ) I can cash a check.
( ) I can make a deposit.
( ) I can show an ID.
47
ESL
BE
ERARY
GINN
IT
LEVEL 1
Cardinal Numbers
To learn to read, write and spell cardinal numbers. To understand their use
and to pronounce them understandably. To learn to ask for repetition and
clarification.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Length of Activity: One to two class sessions, determined by

students facility in using numbers
Listen, look, read and write.

Count beans and place them in a 10 x 10 grid.
Work with partners, identifying numbers on dominoes or dice.
Make flash cards and use them to read, spell, and pronounce numbers
while working in pairs.
Arrange flash cards sequentially.
Play Bingo.
Call Bingo.
Provide materials: beans, grids, dominoes, dice, index cards, and Bingo
game.
Model writing numerals and number words and demonstrate their
meaning.
Count and write numbers in sequence.
Initiate dialog by asking questions which are answered by numbers.
Provide practice sheets with numerals and words written on them.
SUBMITTED BY:
D. Lee Wilson
COUNTY/PROGRAM:
48
Write numbers 1 12 on the chalkboard. Ask students to demonstrate

the meaning by finger signs or by drawing objects. If there is difficulty,
the teacher will model this activity and adjust the presentation. If students are able, invite them to write the number words under the numerals on the board.
Review number words emphasizing correct pronunciation.
Ask students to place beans (12) on the number grid.
Use dominoes and/or dice for practice in identifying numbers.
Review using classroom objects: doors, windows, students, tables, men,
women, people from various countries.
Distribute the index cards, 12 to each student, to create flash cards with
numerals at the top and number words at the bottom of the cards (both
written on the same side). Ordinal numbers will be placed on the back of
the cards later. Have students arrange cards sequentially and then ask
them to count, holding up the proper card, if needed.
Give students copies of numerals and number words for practice in writing and spelling to be done outside of class.
Play Bingo.
Cardinal Numbers,
continued
Vocabulary
Number words grouped one through twelve, thirteen through twenty-nine,

and one hundred. If two sessions seem necessary, use thirteen through
twenty-nine, and one hundred for the second session.
Dialog phrases
How many are there?

How many?
Please repeat.
Excuse me.
Participation in oral and written activities.

Facial expression and speed of response.
Creation of flash cards and ability to place them in sequence.
Use of cards in response to question, How many _________are there?
Practice sheet work.
Note amount and ease of participation in oral and written activities.

Observe facial expression and speed of response.
Check flash cards and students ability to place them in sequence without
help.
Note responses to question, How many ___________are there?
Monitor interactions with partner.
Observe work on practice-sheet.
Cultural Differences
1 is written without an extension on the top, left.

7 is written without crossing it.
9 is written with a loop at the top, on the left of a straight line.
49
Cardinal Numbers,
continued
Resources
Foundations, p. 608 (Delta Systems Co., Inc.)

Listen First Unit 2, PP. 11-16 (Delta Systems Co., Inc.)
Literacy in Lifeskills, Book 1, pp. 5-10, pp. 12-18 (Heinle & Heinle). Extensive practice for students who need it.
The numbers vocabulary is relatively small but intensely important. It is

helpful to practice it until there is relaxed confidence in its usage. Numbers
are used so frequently and in such a wide variety of activities that the security of being able to use numbers successfully gives students an encouraging start in their use of English.
Progress Check
Today I studied _________________.

( ) I can count from 1 to 12 in English.
( ) I can spell the number eight.
( ) I can read the words for numbers.
50
GINN
ESL
BE
ERARY
Money
IT
LEVEL 1
To examine the currencies from several countries and to become familiar with
U.S. currency and be able to use it comfortably.
Length of Activity: One or two class sessions
Bring examples of currency from their countries and show it to class

members.
View currency from other countries.
Learn the names, spellings and values of U.S. currency and practice its use.
Be prepared to show additional currency if all students are from the same
country.
Give students an opportunity to show their countrys currency.
Present American coins and explain their values.
Direct student practice in writing and saying vocabulary words and using
American coins.
Introduce dialog phrases and direct practice.
Prepare a practice sheet.
Introduce each student and his/her native country. Ask him/her to show
currency from his/her country.
Discuss differences in currencies.
Give each student a chance to present one coin even if all students are
compatriots.
Present additional currency if needed.
Evaluate students familiarity with American money and adjust the level
of the lesson appropriately.
Present American coins and ask students for names and spelling of the
coins. If students are able, they may write the coin names on the board
and other students can add the value of each coin.
Present bills of American currency, including a two-dollar bill.
Introduce coins with which they may not be familiar such as a fifty-cent
piece and a silver dollar.
Ask students to write the names and values of American coins.
Use a practice sheet to familiarize students with American coins and bills,
if needed.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
D. Lee Wilson
COUNTY/PROGRAM:
51
Money, continued
Student work at the board, speed of answering questions, amount and level
of participation, facial expression, and practice sheet answers.
Observation of students responses, quality of attention, questions asked,

presentation of currency.
Check practice sheet.
Vocabulary
Coins, change, penny, nickel, dime, quarter, half-dollar, bill, amount,

total, and cash.
Dialog Phrases
Do you have any change?

Do you have change for a five (dollar bill)?
Culture
Distinguish between a dollar bill and a bill to be paid.

Demonstrate the placement of the cents sign following the amount, (50)
and the dollar sign preceding the amount ($4.00). You can say amounts
of money several ways, example: $1.25 may be said one dollar and
twenty-five cents,a dollar twenty-five or a dollar and a quarter.
Resources
Basic Oxford Picture Dictionary, pp. 10: (Delta Systems Co., Inc.).
Basic Oxford Picture Dictionary Workbook, pp. 10: (Delta Systems Co., Inc.).
English ASAP, Literacy Level 1, Teachers Edition, pp. 148: (Steck-Vaughn).
English ASAP, Literacy Level 1, Student Book, pp. 74-77: (Steck-Vaughn).
Small Talk, pp. 51: Carolyn Graham (Delta Systems Co., Inc.).
Students enjoy bringing their money to show. They seem to feel comfortable as they talk about it, but may need help with many of the words.
Progress Check
Today I studied _________________________.

( ) I can tell the value of each American coin.
( ) I can change a dollar.
( ) I can spell dime.
52
GINN
ESL
BE
ERARY
Ordinal Numbers
IT
LEVEL 1
To learn the vocabulary for ordinal numbers, their use, and their correlation
with cardinal numbers.
Length of Activity: One class session

Learning Plan
Review cardinal numbers.

Read, write, pronounce, spell, and use ordinal numerals and words.
Make flash cards and use them to answer questions.
Practice working in pairs.
Take dictation of these words.

Provide flash card materials and study sheets with ordinal words and
numbers.
Introduce ordinal numbers.
Guide and observe creation of flash cards.
Conduct drills that use flash cards with partners and with class.
Describe in detail the activities used to implement this learning plan.
Pass out study sheets with both cardinal and ordinal numbers.
Line students up to illustrate order.
Use calendar to illustrate order.
Ask about each students birthday and write the dates on the board.
Practice reading them as ordinal numbers.
Mention illustrations such as first name, First Aid, Twenty-first Street, etc.
Send students to the board and give out ordinal numbers to be equated
with cardinal ones. Example: 6/6th, six/sixth.
Students add ordinal numbers to the back of flash cards.
Teacher conducts drills with students using correlated flash cards to
answer questions.
Accuracy of words and numbers on flash cards.

Ability to answer questions with ordinal words.
Ability to pronounce ordinal words.
Board work and flash card answers.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
D. Lee Wilson
COUNTY/PROGRAM:
53
Ordinal Numbers,
continued
By monitoring student activity in the creation of accurate flash cards, and

by listening to answers to questions.
By giving attention to students work on the board and noting correct
answers.
Vocabulary
First, second, third, fourth, fifth, sixth, seventh, eight, ninth, tenth, eleventh,
twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth,
nineteenth, twentieth, twenty-first, twenty-second, etc.
Dialog Phrases
My first name is ___________________.

My last name is ___________________.
My birthday is the ____________ of ______________(month).
Resources
Foundations, Level 1, pp. 58, 59, 61. Delta Systems Co., Inc.
Interchange, INTRO, Student Book, pp. 68, Cambridge University Press.
Oxford Basic Picture Dictionary Workbook, pp. 4, 5. Oxford University
Press
Real Life English, Student Book, Level 1, pp. 47-49. Steck-Vaughn Company
Culture
Many cultures say family names first before given names. Students need to
distinguish which of their names Americans call first name to prevent
confusion and embarrassment.
This vocabulary, like all others for beginning students, requires lots of practice. It can be boring for teacher and students alike. Utilize as much humor,
entertainment, surprise, and variety as can be mustered. The purpose is to
remove guessing and uncertainty so students can answer without long
pauses and concern. Students then have good feelings about their progress
and success.
Progress Check
Today I studied ____________________.

( ) I can give my first name.
( ) I can match cardinal and ordinal numbers.
( ) I made flash cards today.
54
GINN
ESL
BE
ERARY
Personal Information
IT
LEVEL 1
To give personal information that is appropriate and understandable. To ask

for clarification and repetition as needed.

Learning Plan
Look, listen, read and write, respond to questions, give personal information both written and orally.
Learn to use discretion in giving personal information to strangers, such
as age, salary, phone number, address, credit card number, and social
security number.
Pronounce and practice vocabulary words. Introduce self, record and listen to introductions.
What will the teachers do?
Provide several information forms to be completed, and give help as

needed in completing them.
Prepare copies of dialog.
Model vocabulary words and dialogs.
Discuss use of personal information.
Demonstrate filling out forms, and direct practice.
Check written work. Provide tape and tape player to record.
Prepare copies of dialog.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Give each student a worksheet of several information forms to be completed. Teacher may walk around the room and give help as needed, or
use the board to demonstrate how to complete the form. Direct students
to fill out additional forms using the same information. Walk around the
room again and check each students progress.
Model giving oral information. Include students by asking for their
names, etc. Use vocabulary words to ascertain students understanding.
Introduce dialogs and pass out copies of vocabulary and dialogs. Practice,
using unison and small group repetition, followed by pair work. If more
practice is needed, one of each pair may progress to the next partner.
Partners will tape the dialogs and play them back to encourage clarity of
pronunciation.
SUBMITTED BY:
D. Lee Wilson
COUNTY/PROGRAM:
55
Personal Information,
continued
Students are able to give their names, addresses, and phone numbers both
orally and in legible writing.
Teacher circulates in the room during pair work to observe clarity of

speech, checks written work, and listens to tape.
Vocabulary
First name, last name, spell, street, avenue, road, circle, zip code, address,
telephone number, social security number, and I dont have one.
Dialog
Student 1:
Student 2:
Student 1:
Student 2:
Student 1:
Student 2:
Student 1:
Student 2:
Student 1:
Student 2:
Student 1:
Student 2:
Whats your name?

My name is ____________ _____________.
Whats your first name?
Its _____________.
How do you spell that? Or, can you spell that?
_ _ _ _ _ _ _ _.
Where do you live? Or, whats your address?
I live at _________. Or, My address is ______________.
Whats your zip code?
Its 37 _ _ _..
Whats your phone number?
Its (_ _ _) _ _ _ _ _ _ _.
Culture
It is wise to be cautious when giving personal information to strangers.

This includes financial information, phone number, address, and social
security number. Some Americans do not like to tell how old they are, so it
is better not to ask. It is customary for men to shake hands with other men
when they are introduced, and women often do also.
Resources
56
English ASAP, Literacy, Teachers Edition, pp. 3-13. Steck-Vaughn Company

English ASAP, Literacy, Student Book, pp. 4-13. Steck-Vaughn Company
English ASAP, Workbook, Level 1, pp. 6-8. Steck-Vaughn Company
Foundations, pp. 2-10. Delta Systems Co., Inc.
Literacy in Life Skills, Student Book, pp. 62-89. Heinle & Heinle
Real Life English, Literacy, Student Book, pp. 12-24. Steck-Vaughn
Company
Real Life English, Literacy, Teachers Edition, pp. 12-24. Steck-Vaughn

Company
Real Life English, Level 1, Student Book, pp. 2-15. Steck-Vaughn Company
continued
Set the standard for understanding students personal information rather

high. Extensive practice is required. Students need practice pronouncing
their names slowly and clearly. Using a tape recorder is helpful.
Progress Check
Today I studied _________________________.

( ) I can tell my name and address.
( ) I can spell my name and address.
( ) I can give my phone number.
57
ESL
BE
ERARY
GINN
IT
LEVEL 1
Shopping, First Session
To learn the vocabulary used in shopping and to practice, write, and use it. To
become familiar with different forms of payment.

Learning Plan
Length of Activity: One class period, more if needed.

What will the students do?

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Help collect and price some items sold in drugstores.

Practice, write, and use the vocabulary for shopping and payment.
Price articles for sale and plan their arrangement.
Prepare play money.
Collect articles to be sold in the drug store, provide play money materials,
prepare vocabulary and demonstrate its use.
Conduct an exercise to practice identifying and familiarizing students
with articles to be sold and the vocabulary words.
Introduce vocabulary in three divisions as given in its listing.
Present realia to be used as merchandise in groups as given in vocabulary

listing.
Pain killers: show container and ask students to identify aspirin,
Tylenol, ibuprofen and Advil.
Candy: peppermint, caramel and chocolate.
Makeup: lotion, lipstick, mascara, cream, eyebrow pencil, rouge or
blush. Students will make a list of these products with the teachers
help.
Review the lists.
Plan arrangements of merchandise for the shopping activity.
Prepare play money to be used in shopping.
Review names, spelling and values of coins and of bills.
SUBMITTED BY:
D. Lee Wilson
Improved pronunciation and use of vocabulary.

Ability to name and spell the names of the products to be sold.
COUNTY/PROGRAM:
58
Monitoring students speech and pronunciation, and participating in

practicing vocabulary words.
Viewing students lists of vocabulary words.
Shopping, First Lesson,

continued
Vocabulary
Pain killers: aspirin, Tylenol, ibuprofen and Advil.

Candy: peppermint, caramel and chocolate.
Makeup: lotion, lipstick, mascara, cream, eyebrow pencil, rouge or blush.
Pay, check, credit card, cash, ID, drivers license, passport, How much is
it? and I am just looking.
Resources
Oxford Basic Picture Dictionary, pp. 40, 41. Oxford University Press
Oxford Basic Picture Dictionary Workbook, pp. 40, 41. Oxford University
Press
Real Life English, Student Book, Level 1, pp. 72-77. Steck-Vaughn Company
Real Life English, Student Work Book, Level 1, p.32. Steck-Vaughn Company
Small Talk, p.50, #2, p.51, #3. Carolyn Graham, Delta Systems Co., Inc.
Students especially enjoy shopping lessons and they may even ask questions about their experiences. This lesson may be simplified by limiting the
items for sale to one group, such as make-up. Garage and yard sales could
also be featured.
Progress Check
Today I studied ____________________.
( ) I can pay by check when I have an ID.
( ) I can tell the clerk I am just looking.
( ) I can ask the clerk, How much is it?
59
ESL
BE
ERARY
GINN
IT
LEVEL 1
Telephone Use
To learn to use the telephone to find numbers in the telephone book, to ask for
clarification and repetition, to identify themselves on the phone, and to handle
wrong numbers.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Length of Activity: Two class periods, more if needed

Bring telephone book and telephone to class if possible.

Become familiar with sections of the telephone book and find numbers
in the telephone book.
Learn the customary way of phrasing telephone numbers.
Practice requests to repeat and clarify.
Practice identifying self and dealing with wrong numbers.
Provide telephone books and telephones.

Determine students experience with telephone use and adjust lesson to
appropriate level.
Direct practice dialing letters as well as numbers.
Have some students at the board to take dictation from seated students.
Exchange groups.
Introduce vocabulary with examples and explanation.
Prepare worksheets with vocabulary and dialogs.
Direct dialogs in unison and then in pairs.
SUBMITTED BY:
D. Lee Wilson
COUNTY/PROGRAM:
60
Determine how much experience students have had with telephone use.
Students who have been in the United States for a while are usually well
experienced in calling home but do not try to speak English on the telephone.
Point out letters on the telephone and explain how to use them.
Give an example and have them dial a number that is given in letters.
Send half of the students to the board. Ask remaining students to take
turns dictating numbers to those at the board. Students may use their
own telephone numbers or made up ones.
Give students a few names and have them look up the telephone number
in the phone book. Include one or two businesses. Introduce vocabulary
with examples and explanations.
Direct dialog activity. Rehearse first in unison then in pairs. This is a good
activity to record if there is time. Play the tape back so all students can
hear their own recordings. If possible, allow students to record with a
partner in a nearby location, not in the classroom.
Telephone Use,
continued
Ability to find numbers in the telephone book.

Remembering to identify self on the telephone.
Proof of understanding new telephone numbers when dictated.
Recognizable improvement in clarity, pronunciation and intonation of
dialogs.
Observe students speech and determine understanding.

Note success in finding numbers in the telephone book.
Check the telephone numbers written during dictation.
Listen to dialog as students practice with partners and listen again if they
were taped.
Vocabulary
Answer the phone, dial, local call, receiver, area code, dial tone, long distance, wrong number, busy signal, hook, and Please hold.
Dialog
(Placing a Call)
Student 1: Hello.
Student 2: This is __________. May I speak to __________ please?
Student 1: This is he/she.
(Receiving a Call)
Student 1: Hello.
Student 2: Hello. This is __________. May I speak to __________ please?
Student 1: Just a minute, Ill call him/her to the phone.
Dialog 1 (Receiving a Wrong Number Call)
Caller:
Hello. May I speak to ____________, please?
Answerer: Im sorry, there is no one here by that name. Or, there is no by
the name of ________ here. You have the wrong number.
61
Telephone Use,
continued
Dialog 2
Caller:
Answerer:
Caller:
Answerer:
Hello. May I please speak with President Bush?

WHO?
President Bush.
President Bush does not live here. You have the wrong number.
A Cultural Note
The number 0 in a telephone number is usually pronounced oh not zero.

It is polite to begin a telephone call by giving your name very clearly and
slowly. Be prepared to repeat and spell your name.
Resources
Graham, Carolyn. Small Talk: pp. 22. ( Delta Systems Co.,Inc.)

Foundations: pp. 67. (Delta Systems Co., Inc.)
Listen First: pp. 16. (Delta Systems Co., Inc).
Literacy in Life Skills: pp. 64-67. (Heinle and Heinle)
Real Life English Literacy, Teachers Edition: pp. 20-21. (Steck-Vaughn
Company)
Talking on the telephone is one of the things students find most difficult. It
is helpful to remind them how to ask for repetition or clarification and
learn that it is acceptable to say, I dont understand. If there is a wide disparity in the students experience in using the phone, pair students with
different ability levels together and let them go through a few exercises.
Progress Check
Today I studied ________________.

( ) I can give my telephone number.
( ) I know the area code for my telephone number.
( ) I can tell a caller he/she has the wrong number.
62
GINN
ESL
BE
ERARY
Telling Time
IT
LEVEL 1
Students will learn to tell time and ask for the current time.
Length of Activity: One or two 2-hour sessions
Learning Plan
Review the numerals 1-60; practice pronunciation of numbers, identify

numbers by sight, and write the numerals.
After listening to simple dialogs, circle the appropriate clock and times.
Write the correct times as indicated.
Say the correct times as indicated.
Circle the times on a sample time card, and say the times.
Learn a simple dialog requesting and giving the current time.
In groups of two, ask and give the time from realia clocks.*
What will the teacher do?
Guide students in reviewing numerals 1 60. Ideas for this are:

Write them on the board and have students copy the task(s).
Lead the whole class in choral reading emphasizing pronunciation differences in 13 30, 14 40, etc.
Point to individual numbers randomly and have students say the designated number along with variations where the number is said randomly
and the student will have to write each number and/or work in small
groups writing each number on index cards and then order the cards.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Teach the form for writing the time (using the colon), how to say the
times (one-fifteen, six-thirty, eleven-fifty, etc.), the word oclock for the
exact hour, a.m., and p.m. Use realia clocks* to teach times.
Say a series of times as students circle the appropriate clock as shown on a
series of pictures of digital and face clocks. This activity can be found
on page 50 of Take Charge: A Student-Centered Approach to English, Book
1, by Edna Dialata, published by McGraw-Hill. Students can also indicate
the correct time on their realia clocks.*
Play the cassette or read the tapescript of a series of simple dialogs involving time as students circle the appropriate time. An example of this activity is on page 47 of English ASAP, Literacy Level, or p. 50 of Real Life
English, Literacy Level, both published by Steck-Vaughn.
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
*Patterns for making realia clocks can be found in the back of English ASAP: Connecting
English to the Workplace and Real Life English literacy level (Steck-Vaughn).
Henry County Adult Education
63
Telling Time, continued
Using a realia clock, show various times as students write the correct
times.
Using a realia clock, show correct times as students say the correct times.
Have students circle and say the times indicated on real time cards or a
sample time card such as found on p. 47 of English ASAP or p. 51 of Real
Life English (Steck-Vaughn).
Have students circle and say the times indicated on real time cards or
teach a simple dialog requesting and giving the current time, such as:
What time is it?
Its 4:30.
Excuse me?
Its 4:30.
Thank you.
Have students practice this dialog with their partner using realia clocks.
Students circling the appropriate clocks and times, writing the correct
times, saying the times correctly as a class and with partners.
Teacher observation, written activities

Of the three texts cited, I have taught only from Real Life English. I liked the
thorough methodical approach of this text for literacy level students. The
English ASAP seems to follow a similar approach for this level but it is
geared more towards the workplace.
64
BE
NING
BE
IN
SL
GINN
ESL
ERARY
Telephone UseSecond Session:

Leaving a Message
IT
LEVELS 1 & 2
Learn to leave a message with a person or on an answering machine.


Learning Plan
Listen to tapes that illustrate how to leave a phone messages.

Read and practice the dialogs in unison with the class, and with a partner.
Tape dialogs and replay them.
When possible, leave a message on an answering machine.
Provide tape player and tapes.

Prepare tapes and scripts which feature leaving a message with a person,
or on an answering machine.
Model, direct, observe, encourage and assist with dialog practice.
Play the tapes.
Introduce, explain and practice vocabulary.

Review telephone use, and the need to ask for repetition and clarification.
Play tape of first dialog, and ask what the students understood. Replay
and ask if they understood anything more.
Give students prepared script of dialogs and replay tape once or twice.
Replay tape, pausing after each speech for students to repeat in unison.
Ask students to select a partner and rehearse the same dialog.
Circulate and observe difficulties and pronunciations which are not
understandable. Assist students.
Partners tape dialog in another room, if possible, while the remaining
students continue to practice.
Rehearse and practice second dialog using the same routine. Allow students to listen to their tapes immediately, then play all tapes for the class.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Understanding and repeating the dialogs.

Questions or requests for repetition.
The quality of the students tapes: are they understandable?
COUNTY/PROGRAM:
D. Lee Wilson
65
Telephone Use
Second Session:
Leaving a Message,
continued
By observing students participation in vocabulary and dialog practice,

with particular emphasis on being able to understand the tapes.
Vocabulary
Take a message, leave a message, answering machine, dont hang up, hold
on, hold the line, can you hold? and may I use your phone, please?
Culture
Students often hang up when they hear a message on an answering

machine. To reduce their apprehension, suggest that they call the time and
temperature number to accustom them to listening to a message without
the necessity of speaking.
Dialogs
Leaving a message with a person:

Eric:
Hello.
George: Hello. This George. May I speak to ____________, please?
Eric:
Im sorry, he isnt here. Can I take a message?
George: Yes. Please tell him to call George at 297-4464
Eric:
Call George at what number?
George: 297-4464
Eric:
297-4464?
George: Thats right. Thanks. Good-bye.
Eric:
Bye.
Leaving a message on an answering machine:
Answering machine: Youve reached 260-6375. Were not able to answer
the phone right now, but please leave a message after
the beep and well return your call.
BEEP
Caller:
This is Maria. My daughter is sick so I cant come to
class. Please call me at 383-1338. I will be at home
tonight. Thank you. Bye.
Resources
Interchange, INTRO, Students Book, pp. 100-102. IC-4. Cambridge University Press
Interchange, INTRO, Teachers Manual, pp. 130-134. Cambridge University
Press
Listen First, p. 16, pp.29-32. Delta Systems Co., Inc.
66
Students are especially afraid of speaking English on the phone. They often
answer the phone in their native language. It is helpful for the teacher to
call students and they are pleased to be called. It may be wise to tell them
you will call. Remind students to ask for repetition, and to say, I dont
understand.
Telephone Use
Second Session:
Leaving a Message,
continued
Progress Check
Today I studied __________________.

( ) I can give my telephone number.
( ) I can ask someone who calls to please repeat slowly.
( ) I can leave a message on an answering machine.
67
G
BE
NING
BE
IN
SL
ERARY
GINN
ESL
IT
LEVEL 1 AND/OR 2
Telephone Use, 911 Calls
To learn how to call for help in an emergency, and what information to have
ready.

Learning Plan


Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Discuss and study vocabulary.

Listen to and practice dialogs of emergency calls and practice making
them.
Show pictures of fire, medical and police emergencies.

Lead discussion of emergencies and vocabulary.
Prepare a work sheet of situations that require help, and discriminate
between life threatening and non-life threatening ones.
Emphasize and direct practice as students give their names and addresses.
Conduct repetition of dialogs as needed.
Write vocabulary on the board, discuss, and use pictures to illustrate a

fire, medical emergency, or need for police.
Use work sheet of emergencies and practice telling operator what help is
needed.
Read and practice dialog of emergency phone calls.
Practice with different partners.
Emphasize need to continue to hold the line.
Practice asking for translator and waiting for translator to come on the
line.
Rehearse giving home address.
SUBMITTED BY:
D. Lee Wilson
Students ability to be understood.

Remembering the 911 and additional numbers if given.
Students staying on the phone line when asked to do so.
COUNTY/PROGRAM:
By observation of students work on practice sheet, listening to dialogs and

practicing phone calls.
68
Vocabulary
Emergency, life threatening, non-life threatening, fire, medical emergency,

police, ambulance, weapon, gun, knife, wreck, injury, accident, location,
cross street, drunk, interpreter, stay on the line, dont hang up.
Telephone Use, 911 Calls,

continued
Dialog 1
Student:
(Dials 911.)
Operator: 911 Emergency. Do you need police, fire, or medical? (Copied
from police training directions.)
Student:
Police. I need an interpreter-Polish.
Operator: You need police and a Polish interpreter?
Student:
Yes. Man with a gun.
Operator: Dont hang up. Wait.
Student:
O.K.
Interpreter: (Speaks Polish.) What is your name? Phone number? Address?
etc.
Dialog 2
Student:
(Dials 911.)
Operator: Metro-Nashville Police, Smith speaking. Do you need police,
fire, or medical?
Student:
No English. Spanish.
Operator: Wait. Dont hang up. Ill get a Spanish interpreter. Hold on.
Student:
O.K.
Operator: Keep waiting. Dont hang up. Spanish speaker is coming.
Student:
O.K.
Operator: Just a minute. Hold on.
Student:
O.K.
Interpreter: (Speaks Spanish.) Asks for fire, police or medical, also name,
address or location, and phone number.
Student:
(Answers questions in Spanish.)
Interpreter: You can hang up now.
Culture
If a call is made from a cell phone, location must be given. If call is made
from a regular phone, police need verification of the address. It is crucial to
keep the line open even when the caller cannot say anything. Police will
investigate a 911 call even if no one can speak a word.
This is difficult for beginning students, but it is a worthwhile safety measure. If students are able to give their name, address, and phone number in
69
Telephone Use, 911 Calls,

continued
70
English, it saves time. Identifying the type of emergency is also vital. Some
areas have a second emergency number to call for non-threatening emergencies. This includes wrecks with no injuries, etc. In Nashville the number
is 862-8600. Using a phone for practice, even when it is not connected, is
helpful to students. Writing the address may also be helpful during practice
sessions.
G
BE
NING
BE
IN
SL
GINN
ESL
ERARY
Before and Now
IT
LEVEL 1 AND/OR 2
Students will learn and use common verbs in simple past tense as they write
about and discuss their lives before and after coming to the U.S.
Length of Activity: One or two 2-hour class sessions
Learning Plan
Write the past tense form of some common verbs.

Complete sentences describing foods eaten before and now.
In small groups, discuss this topic.
Complete a chart about other ways they are changing, using present and
past tense. Tell a partner about the completed chart.
Complete a similar chart about the partners experiences.
Write about how they and their families are changing since coming to
the U.S.
Write the base form and simple past tense form of some common verbs
on the board for students to copy (such as: cook, like, live, buy, drink, eat,
go, get, wear).
Model pronunciation and have students repeat chorally.
Instruct students to keep this for study and review. Write these sentences
on the board for students to copy and complete:
1. Before, in my country, I ate _____, but now, in this country, I eat
_____.
2. Before, I drank _____, but now, I drink _____.
3. Before, my family cooked _____, but now, we cook _____.
Have students discuss their sentences in small groups. They can report to
the class afterwards if they want to.
Pass out charts for students to complete, similar to this one from Collaborations: English in Our Lives, Beginning 2, by Gail Weinstein-Shr and Jann
Huizenga (Heinle and Heinle):
Now
I live with ________.
I live near ________.
I like to__________.
I buy____________.
I wear___________.
I__________(other).
Before
I lived with ________.
I lived near ________.
I liked to__________.
I bought__________.
I wore____________.
I___________(other).

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
71
Before and Now,

continued
Have students work with a partner to share the information from their
completed charts. As students listen to their partners, they will complete a
similar chart in third person (with the heading About My Partner. For
example, instead of I live and I lived, use She/he lives and She/he lived.)
Instruct each student to share their partners answers with the class. Lead
any class discussion that follows.
Assist students in writing a few sentences, dialog-journal style, about
themselves and their families based on these questions: Are you changing? If your family is here, are they changing? How? If this is difficult, use
the Language Experience Approach with a volunteer to use as a model for
the others to follow.
See above. You may also want to spend time in this session or other sessions
teaching the three ways to pronounce regular verb past tense endings, and
add other verbs to this list.
Completion of sentences and charts.

Classroom participation.
Student writings.
Teacher observation, sentences, charts, student writing.

Students really like to talk about their lives before and compare experiences
theyve had since coming to the U.S. This stimulated some lively conversations in my class. Students enjoy class and probably learn better when the
topic is meaningful to them.
72
BE
NING
SL
Personal Introductions (or Present Tense

of To Be), Lesson 1
IN
LEVEL 2
Students will practice personal introductions using present tense to be

statements.
Length of Activity: Two 2-hour class sessions
Review basic vocabulary related to personal information.

Listen to a recording of a series of simple introduction dialogs including
name, spelling, where are you from, phone number, age, address, and
request for repetition or clarification.
Read the dialogs from the textbook (see below) as they listen.
Practice the dialogs with a partner. Then practice introducing themselves
and/or their partners in small groups.
Complete a simple personal information form.
Interview a classmate in front of the class. Other students will write down
the information they hear.
Read a simple story about an immigrant.
Write answers to comprehension questions.
Write a paragraph about themselves.
Complete homework assignments from grammar workbook on present
tense statements with to be, contractions with to be, and possessive
adjectives.
With a partner, complete textbook information gap review activities.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Review with students by writing basic vocabulary words on board: first

name, last name, age, address, etc.
Do the same with personal pronouns and conjugation of to be.
Teach to be contractions with personal pronouns and question word,
what.
Guide students through the above activities, circulating around the room,
and helping where needed.
Teach possessive adjectives.
Make homework assignments.
SUBMITTED BY:
Cindy Barnett
These activities are taken from Unit 1 of the textbook and cassette, Take
Charge! A Student-Centered Approach to English, Book 2, by Edna T. Diolata
COUNTY/PROGRAM:
73
Personal Introductions,
continued
and published in 1997 by McGraw-Hill. The homework assignments are

from the Take Charge! Grammar Workbook 2, by John Chapman.
Classroom participation, successful completion of activities.

Teacher observation.
The homework assignments should be collected and checked for accuracy.
The writing assignments could go into the students portfolios.
I taught this lesson to a class of about 14 Hispanics, most of whom spoke at

least some English, but wanted to learn to read and write in English. They
have responded well to the approach of this textbook, which was recommended at one of the University of Tennessee, Center for Literacy Studies
ESOL Institutes.
74
BE
NING
SL
Present Tense of To Be, Lesson 2
IN
LEVEL 2
Students will continue to practice using the present tense of to be, this time
with location.
Length of Activity: One 2-hour class session
Learning Plan
As a whole class repetition, then with partners, practice a series of three

dialog/substitutions drills from Chapter 2 of Side by Side, Book 1, by
Molinsky and Bliss (Pearson Education ESL) responding in complete
sentences with the correct form of to be.
Discuss, write, and learn new vocabulary.
Read two short passages silently, then listen while they are read aloud.
Answer true/false comprehension questions.
Discuss in groups where students are from, whos in class today, whos
absent, where are they.
Read and recite with the whole class the rhythm and pronunciation exercises found in the Side by Side Activity Workbook 1, Chapter 2.
Complete written homework assignments from the workbook.
Teach/review new location vocabulary.

Model the dialogs from the substitution drills.
Guide and assist students.
Read passages aloud as students follow in their texts.
Offer for a volunteer to read aloud.
Ask comprehension questions.
Guide group discussion.
Read rhythm and pronunciation exercises.
Assign homework.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
See the textbook and Side by Side Teachers Guide 1 for more detail.
SUBMITTED BY:
Classroom participation in the activities and successful completion of

homework assignments.
COUNTY/PROGRAM:
Cindy Barnett
75
Present Tense of To Be,

Lesson 2, continued
Assign Homework will be collected at the next class session.

Assign Teacher observation.
The Side by Side textbook series contains lots of repetition and reinforcement, which is good for most of my students.
76
BE
NING
SL
Telling Time
IN
LEVEL 2
Students will use simple present and present continuous tenses to read, talk,
and write about their daily routines, work schedules, and business hours.
Length of Activity: Several (three or four) 2-hour class sessions
Learning Plan
Review telling time.

Review grammar using it to express time.
Ask and answer questions about time in simple present tense, then write
about their daily schedules.
Analyze signs indicating business hours.
Ask and answer questions in present continuous about time.
Analyze, design, write, and correctly answer questions about work
schedules.
Explain and guide students through all activities.

Teach any new vocabulary.
Encourage participation.
Suggest student groupings and pairings for each group activity.
Provide texts, realia, charts, etc.
Play cassette where indicated or read tape script.
Check students written work.
Correct homework assignments.
Circulate throughout the classroom, assisting where needed.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Review use of it to express time (What time is it? Its _____.).

Review asking and telling time using realia clocks as a whole class and in
pairs.
Listen to a recording of simple dialogs about time, and circle the appropriate time. An example of this activity is found on p. 43 of English ASAP,
Book 1, published by Steck-Vaughn.
Analyze photographs (teacher or student taken) of signs indicating business hours from local businesses, or use the pictures on p. 54 of Take
Charge: A Student-Centered Approach to English, Book 1, Edna Diolata,
published by McGraw-Hill or on p. 55 of Real Life English, Book 1, published by Steck-Vaughn. Ask students questions about the business hours
on different days of the week. Students ask each other in small groups or
in pairs.
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
77
Telling Time, continued
In pairs, ask and answer questions in simple present about daily schedules,
such as What time do you get up? What time do you eat breakfast? etc.
charts for themselves and their partners. Take Charge, Book 2 has a good
example of this activity on pp. 42-43. The Take Charge Grammar Workbook 2 has circling and writing activities on pp.40-41 for practice using
these questions and answers for first and third persons as well (What
time does she feed the children? etc.)
Read a short passage entitled Rosas Daily Routine and answer comprehension questions from p. 45 of Take Charge, Book 2. Write about their
daily routines using questions from the next page as guides. This can be a
homework assignment.
In small groups, look at clocks showing various times. Students tell their
groups, using present continuous tense, what they are doing at these
times.
English ASAP, published by Steck-Vaughn, contains several good activities dealing with work schedules (pp. 41-43 in the Student Book 1 and
Unit 4 in the Workbook 1). These include analyzing work schedules
and asking questions in pairs, listening to a recorded telephone conversation between an employee and boss and completing a sample work
schedule, practicing a dialog about asking to leave work early for an
appointment, writing their individual work schedules, and completing a
class project involving a fictitious business and designing work schedules
for students.
Classroom participation, successful completion of the above mentioned

activities.
Teacher observation and written assignments.

My students especially enjoyed writing about their daily routines (and later
reading them aloud to the class). I corrected these and returned them for
the students to write a corrected version. We put these into their portfolios.
78
BE
NING
SL
What Do You Do? (Work, Lesson 1)
IN
LEVEL 2
Students will discuss, describe, and evaluate their current jobs.

Length of Activity: One 2-hour session
Read a simple story describing a typical job, complete a cloze activity, and
dictation based on the story.
Discuss the story.
Interview each other and complete a chart of their classmates job
descriptions.
Report to the class about other classmates jobs.
Write and distribute copies of a simple, two-paragraph story in simple

present tense describing a fictional, but typical, job such as one your students might have. (Or use one of the stories from Collaborations: English
in Our Lives, by Weinstein-Shr and Huizenga, Heinle and Heinle.)
Allow students to read it silently for a few minutes, then read it aloud to
them, or have a volunteer read it.
Lead student discussion of the story by asking questions such as, What
does she do? Does she like her work? Do you know anyone who has a
job like this?
Distribute copies of the story written as a cloze activity for students to
complete.
Dictate two sentences from the story for students to write.
Teach interview questions and answers about work such as, What do you
do? What is your job? What hours do you work? Do you like your
job?
Teach job names, including homemaker and student.
Distribute copies of a simple chart with columns, or put it on the board
and have students copy it. The column headings should be something
like: Name, Job, Job Activities, Hours, Likes Job?
Instruct students to circulate around the room, interviewing each other
and completing their charts. Afterwards, have them tell the class what
theyve learned.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
This could be extended to cover more than one class session by also teaching the simple present tense, frequency adverbs, tools/equipment vocabulary, and/or adjectives to describe work. The Language Experience Approach
79
What Do You Do?,

Lesson 1, continued
could be used to have a student or students tell about their job(s) as you
write about it on the board. This could generate more discussion and ideas
for future lessons.
Successful completion of cloze activity, dictation, and chart.

Participation in discussion and interviewing activity.
Teacher observation, the cloze activity, dictation, and charts.

Most of these ideas are from the textbook, Collaborations: English in Our
Lives. I like the student-centered, reflective approach of this text, which
seems to give more responsibility for learning to the student than other
approaches. However, some of my students prefer more structured grammar lessons than this text employs. So one suggestion is to use the book as a
basic guide for daily classroom topics and add grammar lessons where
appropriate.
80
BE
NING
SL
Problems at Work, Lesson 2
IN
LEVEL 2
Students will discuss work-related problems, suggest solutions to the problems,

role-play solving problems at work, and write about their jobs.
Learning Plan
Read and discuss a simple story about problems at work.

In groups, write suggestions for solutions to these problems, and write
ideas about what other problems people might encounter at work.
Discuss solutions.
Share ideas with the class.
Role-play with a partner about one or more of the problems and solutions. Write, in dialog journal style, about their work. Tell what they like
and dont like about their work.
Write and distribute a simple story describing problems one of the students might encounter at work, or use a story such as this one from Collaborations: English in Our Lives, by Weinstein-Shr and Huizenga, Heinle
and Heinle, Beginning 2, p. 60 and the Collaborations Beginning 2 Workbook, p. 53:
In the summer, I get dizzy from the heat in the kitchen.
There arent enough cooks here. Thats the biggest problem.
Sometimes I work ten hours with no break. Sometimes I get
mad. I want to quit."
Guide student discussion of the story.
Teach any new vocabulary.
Teach use of should.
Instruct and guide group activities.
Guide class discussion.
Make a master list of their problems and solutions on the board or on
newsprint. Have students write about their jobs. Write questions on the
board to assist their writing if necessary, such as: I am a _____. At work,
I like to work when _____. At work, I dont like to _____. I feel good at
work when _____. I feel bad at work when _____. While students are
writing, use the lists from the board or newsprint as role-play ideas.
When they finish writing, assign problems/solutions to pairs to practice
and perform for the class.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
81
Problems at Work,
Lesson 2, continued
This lesson could serve as a springboard for teaching work-related vocabulary and grammar lessons on should, like to and dont like to, simple
present tense, and irregular present tense verbs such as have. For the roleplay, you will probably need to teach basic phrases such as, Can you
explain that again? Can I take a break now? May I leave at 4 oclock today? I
think theres a mistake in my paycheck, etc.
Classroom participation, group participation, student writings, role-plays.

Teacher observation, student writings, student-generated lists. The roleplays could be video- or audiotaped.
Most of these ideas are from the textbook, Collaborations: English in Our
Lives (Heinle and Heinle). This lesson could potentially generate strong
emotions which can be good to stimulate discussion, but the teacher will
need to be sensitive to students feelings.
82
ANC
ESL
HIGH
DV
BE
NING
SL
Using the Newspaper to Buy Groceries
IN
LEVEL 2 & UP
Students will learn how to read grocery ads and the terminology of ads.
Length of Activity: 2 to 4 hours. Probably two class sessions.
Look through grocery ads.

As a class, discuss the ad.
Use picture dictionary to identify items.
Talk about containers, prices, sales, abbreviations, dates of sales, and
other terminology.
Provide ads, dictionaries, and worksheets.

Guide discussion and assist as necessary.
This lesson presumes that students have already been studying the food
and supermarket vocabulary from the picture dictionary. As a class, students will discuss the ad and talk about the items and vocabulary of the ad.
Students will work in pairs to complete worksheets with questions about
the ads.
Students will take turns standing in front of class asking questions of
their classmates from the worksheet.
Students will each make up a grocery list pertaining to their needs from
the grocery ad.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Observation.
Ability to successfully complete the written assignment.
Ability to ask and answer questions of each other.
Observation.
Written assignments.
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
Students are enthusiastic about this practical assignment. The next lesson
could be about coupon clipping.
83
ER
MED
IA
ESL
TE
OW IN
LEVEL 3
Using the Newspaper to Find

An Apartment
Students will study the classified ads to find apartments suitable to their needs.
Length of Activity: 4 hours. Probably two class sessions.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Look for apartments in the classified ad section of the newspaper.

Learn meaning of the abbreviations and vocabulary of apartments.
Make practice calls to inquire about the apartments.
Set up appointments for viewing.
Provide materials and instruction.

Assist and guide students as needed.
Use a picture dictionary to familiarize students with the vocabulary of

apartments.
Show an ad for an apartment on the overhead. Point out abbreviations.
Explain.
Students will then work in groups or pairs looking at ads. Each student
will select an ad that would be suitable for him/her and cut out the ad.
Each student will decode his/her ad and write his/her information on
paper.
Each student will then tell the class about his/her apartment.
As a class and with teachers help, students will form a conversation
group to ask questions about the apartment in his/her ad and write it on
paper.
Students will then practice making phone calls about their ads.
SUBMITTED BY:
Connie Mayes
Written translation of the ad.

Written phone conversation.
Oral phone conversation.
COUNTY/PROGRAM:
This procedure could be adapted for job ads.
84
Using the Newspaper to Find an Apartment, continued
Worksheet for Using the Newspaper

to Rent an Apartment
1. Where is the apartment located? __________________________________________________________________
2. What is the phone number? ______________________________________________________________________
3. How many bedrooms are there? __________________________________________________________________
4. How many rooms are there? _____________________________________________________________________
5. How much does it cost per month? _______________________________________________________________
6. Are utilities extra? _______________________________________________________________________________
7. How much is the deposit? _______________________________________________________________________
8. Is the apartment furnished or unfurnished? _________________________________________________________
9. When is it available? ____________________________________________________________________________
10. What is their policy about pets? ___________________________________________________________________
11. What kind of heat and air does it have? ____________________________________________________________
12. What is special about this apartment? _____________________________________________________________
13. What kind of appliances does it have? _____________________________________________________________
14. In what kind of neighborhood is it located? ________________________________________________________
15. What do you like about this apartment? __________________________________________________________
___________________________________________________________________________________________________
16. What dont you like about this apartment? ________________________________________________________
__________________________________________________________________________________________________
85
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LEVEL 3
Using the Newspaper

To Study Restaurant Ads
As part of a unit on eating in and/or working in restaurants, students will
study restaurant ads in the newspaper and identify pertinent information.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Length of Activity: 2 hours, depending on size of the class.

Work in pairs or groups looking at restaurant ads.

Clip an ad that looks interesting to them.
Complete a questionnaire compiled by the teacher.
Answer questions from fellow students about their ads.
The teacher will provide instruction, materials and monitor and assist as
necessary.
1. Students will have learned restaurant vocabulary in the earlier part of

the unit, so the teacher can proceed by putting a restaurant ad on the
overhead. She will point out the operating hours, locations, special
prices, coupons, etc.
2. Students will then work in pairs or groups studying ads and each student will cut out an ad.
3. Students will use their ad to write answers to questions on a worksheet.
4. Students will then ask each other questions about the restaurant.
They can use the questions in the questionnaire. They may work in pairs
or they may ask the entire class.
Can they identify a restaurant ad?

Can they read the information?
Can they read and answer the questions correctly?
Can they understand orally and respond correctly?
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
Worksheets and observation.

Can be used with Level III and up. For multi-level groups, do the entire
exercise in groups.
86
Using the Newspaper to Study Restaurant Ads, continued
Restaurants
1. What is the name of the restaurant? __________________________________________________________________
2. Where is it located? _____________________________________________________________________________
3. What days are they open? _______________________________________________________________________
4. What are the hours? ____________________________________________________________________________
5. Do they serve a special food? ____________________________________________________________________
What is it?_____________________________________________________________________________________
6. Is there a coupon? ______________________________________________________________________________
What is it for? __________________________________________________________________________________
7. Do they advertise any special prices? _____________________________________________________________
What is the special?_______________________________________________________________________________
8. What is the telephone number? __________________________________________________________________
9. Do they have entertainment? _________________________________________________________________________
What is it?______________________________________________________________________________________
10. What are some of the dishes they serve at this restaurant? ______________________________________________
_______________________________________________________________________________________________
11. Would you like to eat at this restaurant? ____________________________________________________________
Why? ______________________________________________________________________________________________
87
Using the Newspaper to Study Restaurant Ads, continued

Restaurants
Nouns
appetizer
ashtray
bar
bowl
booth
buffet
chair
check
cocktail
course
cup
dessert
dish
fork
glass
gourmet
gratuity
knife
main course
meal
menu
mug
napkin
order
plate
platter
reservation
round (of drinks)
refill (of coffee)
salad bar
salt
serving
spoon
table
tablecloth
tax
tip
wine cellar
wine list
order
pay
prepare
reserve
tip
take out
diner
drive-in
fast-food
gourmet
luncheonette
natural foods
pizzeria/pizza
parlor
snack bar
soda fountain
vending machine
chef
cook
dishwasher
guest
headwaiter
host
hostess
maitre d
manager
waiter
waitress
dry
fresh
fried
grilled
hot
mashed
medium
overdone
rare
raw
salty
scrumptious
sliced
spicy
steamed
succulent
take-out
tasteless
tasty
to go
well-done
doggy bag
dutch treat
room and meals tax
go dutch
take the check
foot the bill
dine and dance
Verbs
dine
eat out
Types
automat
cafe
cafeteria
coffee shop
Personnel
baker
bartender
busboy
cashier
Adjectives
la carte
baked
bland
boiled
broiled
cold
delicious
Idioms and Expressions
wine and dine
bill of fare
bottomless cup
88
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Christmas Customs
TE
MULTI-LEVEL, PRIMARILY LEVEL 3 6
Length of Activity: Approximately two 2-hour sessions

Read for information on the plants of Christmas.

Interact with each other and with teacher using the information/vocabulary on the topic.
Share information about their cultures.
Use listening, writing, reading and speaking skills while using the information available in the lesson.
Provide resources for the students to learn about the plants of Christmas.
Respond to questions.
Lead game activity.
Lead creation of a model thank-you note as an example for students to
follow in doing one on their own.
Provide direct instruction on idioms at close of lesson.
Helpful resources for adapting information for students to use:

Celebrations: The Complete Book of American Holidays by Robert J. Myers.
ISBN 0-385-076770-0, 1972.
The Winter Solstice: The Sacred Traditions of Christmas by John Matthews.
ISBN 0-8356-0769-0, 1998.
Hark! A Christmas Sampler by Jane Yolen & Tomie dePaloa. ISBN 0-39921853-X, 1991.
1. Depending on number of students present, either form groups to
study a specific plant of Christmas, or give individual students information on different plants. Distribute sheet of questions which follows this
Student Learning Plan. (The Plants of Christmas ESOL Team Learning
12/00) to each student. Working in small (3-4 people) groups or individually, complete the questions. Once complete, students share with the whole
class what has been learned about their assigned plant. (It helps if teacher
brings in a live or artificial example of each plant, e.g., poinsettia, mistletoe,
ivy, pine, etc.)
Information on the plants of Christmas can be found in the resources
listed above.
Mistletoe Hark!, page 61; Holly/Ivy The Winter Solstice; Christmas
tree, Hark!, pages 62-63, page 66; Poinsettia Celebrations, page 338
(A story about the legend of the mistletoe is included with this lesson plan.)

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:
Kingsport City Schools

Adult Education
89
Christmas Customs,
continued
2. Play Christmas BINGO. A grid to set up such a game can be found in

Elizabeth Claires book, The ESL Teachers Holiday Activity Book, with pictures of Christmas symbols. Put the pictures of the objects in several random arrangements on the BINGO grid, copy them and have ready for
students to use. Use buttons, small squares of colored construction paper
or BINGO markers to place on the pictures during play. Before playing,
with the whole class, go over the pictures and name the objects. Students
can provide names they already know; teacher can supply new ones. (Be
sure NOT to have the names of the objects printed on the BINGO grid
its more challenging and a better learning experience that way!) Teacher
calls out the objects, students cover the picture if it is on their grids; first
one to cover a line in any direction calls out Bingo. Usually, this game is
played with little reference to the BINGO letters at the top of the grid; if the
student can find the correct object anywhere on the grid, he/she can cover
it with a marker. Of course, the game could be played the traditional way
for more advanced students. Candy canes as prizes add to the fun.
3. Using English for Everyday Activities (Delta Systems Co., Inc.) teach
Writing a Personal Letter (page 73) and Mailing a Letter (pages 7475). Explain to students that much mail is sent during the American holiday season and one important kind to send is thank-you notes.
4. Write a thank-you note. As a class, construct a thank-you note for a gift
on the board. Teacher can bring in magazine pictures or advertisements for
items which would be suitable gifts. Also, teacher can provide notecards
and envelopes for practice; use paper folded to a notecard shape, or use leftover notecards or some of the ones which charities send out to many people. Once the class thank-you note is complete, pass out pictures of more
gifts, plus notecards and envelopes for the students to create a note and
address and envelope. These notes can be shared if desired.
5. Dictate a Christmas-related short piece for students to write down,
word for word. One possibility is:
Things dont mean that much in life. Its what you do for other people and how you treat other people. When you leave this earth, you
cant take a house with you, or pretty clothes, or cars, or nothing. Its
all left. from A Foxfire Christmas, page 65
(There are other good possibilities in this book or in many other works on
Christmas.)
90
6. Idioms to introduce:
Dont look a gift horse in the mouth be grateful for gifts; do not examine
them too closely
Give someone the works give someone the complete treatment, everything related to his/her wishes
Remember someone to someone else let someone know that another person is thinking about him/her
All of a sudden something happens quickly, without warning
Keep ones fingers crossed a good luck action to make wishes come true
by heart learn something by memorizing it
Do someone good something that is good (beneficial) for someone
Have ones heart set on really want something badly, want very much
Christmas Customs,
continued
7. Students could conclude this lesson by sharing how each says Happy
Holidays in their native languages. Expressions could be written on the
board and practiced by everyone.
Oral presentation of information on the plants of Christmas.

Participation in Christmas BINGO game.
Written responses to thank-you note exercise and dictation exercise.
Teacher looking at/correcting written responses.
91
Christmas Customs, continued
The Plants of Christmas

(ESOL Team Learning) 12/00
1. Describe the plant.
2. What does it symbolize?
3. How is it used in modern celebrations of Christmas?
4. Tell a story about the plant.
92
The Legend of the Mistletoe

Baldur was the most beloved of all the Nordic
gods. He was beautiful, kind and wise. He was not,
however, free from despair. Night after night he had
terrible dreams of gloom and grief. When he told his
mother, Frigga, about these dreams, she became very
worried because she knew he was being followed by
the cold shadow of death. To protect her son, Frigga
went through the fields and forests asking every living
thing to swear that they would not harm Baldur.
A bold messenger of the gods, Hermod was the
first to challenge the power of these oaths. He threw
his ax at Baldur, but the ax dropped harmlessly at his
feet. Everyone was happy to see no harm come to their
beloved Baldur, and they spent the day in an open field
throwing knives, stones and other weapons at Baldur,
just to prove that nothing would hurt him.
One of the other Nordic gods, Loki, was jealous
of all the attention being paid to Baldur. He disguised
himself as an old woman and went off to visit Frigga.
He told Frigga that he had traveled a long way and had
seen a terrible sight. There is a terrible sport going on
in a field near here. All the gods are ganging up on one
man, throwing weapons at him.
Frigga explained to the old woman that the gods
were throwing weapons at her son, but that he was
safe because she had received oaths from all things
never to harm him.
I hope you have gotten oaths from absolutely
everything, the old woman said.
Frigga said she had gotten oaths from everything
except the mistletoe, because it seemed too young to
give an oath. Oh, I am sure it was too young, said the
old woman. I must be going now.
Loki quickly made his way to the part of the forest

where mistletoe grew. At that time mistletoe grew as a
tree. Loki uprooted the tree, stripped it of the leaves
and sharpened one end to a point. Then he hurried off
to the field where everyone was still gathered.
There he found Baldurs brother, Hod, who was
feeling left out of all the fun. Loki told Hod he would
help him throw a dart at Baldur. When that was done,
the mistletoe flew through the air and pierced Baldurs
chest, going into his heart. Baldur fell to the ground,
dead.
Frigga ran to Baldur and held him. Her tears
became gentle white berries on the mistletoe. She sent
Hermod to the kingdom of death to plead for her son.
The god of death said that if everyone would give up
their evil thoughts and long-standing grievances and
memories of past wrongs, if they would forgive each
other, then Baldur would not have to die.
Frigga said she would be the first to open her heart
and as an expression of that, she would give mistletoe
a special place of honor. Instead of growing as a tree,
mistletoe would now be supported by the great oak
tree. Frigga said that whoever met beneath the mistletoe, be they enemy or friend, that they shall embrace
and open their hearts to one another.
That is why during the Christmas season that
people who meet under a sprig of mistletoe kiss each
other. Because we have not all forgiven each other,
Baldur is still waiting to return from the kingdom of the
dead.
Adapted from Doorways to the Soul,
edited by E.D. Pearmain
93

Christmas Word Search
Can you find all the Christmas words in the puzzle below?
BELL
BLITZEN
BOW
BOY
CANDY
CHRISTMAS
CLAUS
COMET
CUPID
DANCER
DASHER
DONDER
ELF
FIREPLACE
GIFTS
HOLLY
JINGLE
JOLLY
JOY
MERRY
MISTLETOE
NICHOLAS
PRANCER
PRESENTS
RUDOLPH
SANTA
SLEIGH
SNOWMAN
TOYLAND
TOYS
TREE
VIXEN
WREATH
94
IA
DV
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Martin Luther King
TE
MULTI-LEVEL, INTERMEDIATE THROUGH ADVANCED
OW IN
Length of Activity: Most activities in this lesson plan could be

accomplished within a 3-hour class or in two shorter sessions.
Speculate/predict about conditions in the U.S. in the 1960s and before

regarding dark-skinned people.
Use all language acquisition areas (reading, listening, speaking, writing)
to process information on this subject.
Pose questions about a picture from prior to 1960 displaying drinking

fountains marked White and Colored.
Read aloud as students follow in printed text.
Form small groups to work on questions on articles, poems, songs and
stories.
Provide direct instruction on idioms and address questions from students on this subject.
From the text, Holidays in the USA, (Scott-Foresman) show the photograph on page 9 and discuss the context. Read the article on Martin Luther
King Day on page 10; students can listen or follow along in the text.
Form small groups. Give each group a different story from A Trilogy of
Martin Luther King Stories plus the page of questions on their story. In
small groups or pairs, students read, discuss and respond to the questions. When all groups/pairs have completed the questions (or the majority of them) gather again as a class and have each group talk about its
story and how it relates to M. L. King.
Using a tape recording of Mr. King speaking in August 1963, at the Washington Monument, allow students to listen to at least part of his speech.
Provide copies of the text so that students can follow the printed version
during the oral presentation. (I would suggest allowing the students to
listen at least from the point where he says: When will you be satisfied?
to the conclusion.) Following the listening, students and teacher can discuss the speech or, for advanced only groups, students can form groups
and work on the questions on the speech provided with this lesson plan.
As a whole class, students can listen to, follow the printed version, then
try singing the song We Shall Overcome. Questions on vocabulary and
meaning can be addressed at this time. (A tape is available which accom-

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:
Kingsport Adult Education
95
Martin Luther King,

continued
panies the Holidays in the USA book. (Scott-Foresman) Students listen

first while reading along, then try singing it together.
An advanced class might read some or all of Walt Whitmans I Hear
America Singing as an introduction to this next exercise, but the exercise
can be done on its own as well. Teacher should explain that Langston
Hughes was a black poet who lived in the early twentieth century. Students can read the poem chorally after the teacher models it, then can
discuss what it shows about singing America and predicting what the
future will be.
In small groups or in pairs, students can discuss Talk About It and
decide what is worth protesting. Responses to this discussion can be
shared with the entire class if time allows (often groups/pairs come to different but equally valid conclusions).
As a concluding exercise, teacher can provide direct instruction on the
following related idioms:
get on your soapbox preach or talk about something you really
believe in
take the bull by the horns get in there and solve the problem
straight from the horses mouth get information from an original
source
shoot off ones mouth speak without thinking first
feed someone a line tell someone what they want to hear;
lie to someone
talk through ones hat talk although you really do not know what you
are talking about
at the end of your rope at the end of ones patience
As a homework exercise, students could try to create sentences using these
idioms which could be shared and discussed from the board during the
next class. As an alternate assignment, the teacher could provide some situations which could be described using these idioms. Idioms could also be
taught early in the lesson and then used during discussion of the various
ideas that emerge from the information given in this context.
Students can share information on the stories they read.

Students can provide written responses to questions on stories, speeches,
songs and poems.
Students can write sentences using idioms.
Students can respond to or ask meaningful questions.
Students can participate in singing of folksong.
96
Teacher reading/correcting sentences and responses to questions.
Teacher listening to exercise which uses singing.
Martin Luther King,

continued
A Trilogy of Dr. Martin Luther King, Jr. Stories

Written by Debbie Rauch
Two Brothers and M. L.

Introduction: Have you ever had your parents tell you, for
whatever reason, that you could never play with one of
your friends again?
That is what really occurred many years ago in 1935.
It happened to a six-year-old boy who later became very
famous. Read on and see if you can guess who it is.
Once there were two brothers who lived in Atlanta,
Georgia. Their house was right next to the small neighborhood grocery store that their father owned.
For as long as they could remember, they had been
best friends with a boy who lived across the street. His
name was M. L. and his father was a preacher.
M. L. and the two brothers played together almost
every day from the time they were first able to walk until
they were six years old. Then the three boys became old
enough to enter school for the first time. None of them
could understand why, if they were best friends, that they
couldnt go to the same school. That last summer before
first grade, they were sad at the thought of soon being
separated. But they were comforted by one thought:
Well, at least we can play together after school and on
the weekends.
Finally the first day of school arrived. The two brothers,
with their blond hair and blues eyes and white skin, went
off to an all-white school.
And M. L., with his black hair and brown eyes and
brown skin, went off to an all-black school.
After school on that first day, M. L. ran across the
street to his friends house and rang their doorbell. The
two brothers started to answer the door. But their mother
held them back. She sent them up to the room that they
shared with a stern voice. They didnt understand what
they had done wrong. They walked up the stairs slowly.

Only after she heard their bedroom door close did she
answer the front door. There was M. L. asking, as he had
asked dozens of times before, if her two sons could come
out and play. He was disappointed, but not too upset,
when she made the excuse that they were busy cleaning
their room and could not play that day. M. L. went back
home. The mother went upstairs to talk to her sons.
The two brothers heard the front door close. They
heard their mother walking up the stairs. She entered their
room and sat down on one of the beds. She drew the two
boys to each side of her. They listened quietly to what she
had to say.
Boys, I must talk to you. I know that your are not
going to understand what Im about to say now, but you
will someday when you are older. Now that you are big
boys and going to school, it is time you put certain things
behind you. You are white boys and go to an all-white
school. M. L. is black and goes to an all-black school. I
know how much you like M. L. and I like him too, but if
your new friends found out that you played with a black
boy, they would make fun of you. Therefore, your father
and I think it best that you only play with white children
from now on. Do you understand?
Yes, Mama, the boys answered in unison.
Then one brother spoke up. But when do we get to
play with M. L.? Hes our best friend!
Their mother answered firmly, Boys, you may never
play with M. L. again! If I catch you talking to him or playing with him, you will be severely punished! That is my last
word on the subject! Then she got up, walked out of their
bedroom, and closed the door.
The two brothers looked at each other in sadness and
97
Martin Luther King, continued

confusion. They didnt understand what had just happened. One of them started to cry. They didnt say anything because they didnt know what to say. They just sat
and played quietly the rest of the day.
After school the next day, the brothers heard the doorbell ring. Once again their mother sent them up to their
room.
Their mother answered the door to M. L., who once
again was asking if the two brothers could come out and
play. She sighed and then began to speak.
M. L., my sons cannot play with you anymore.
Why? M. L. asked in great shock.
It is because you are black and my sons are white.
You go to a separate school from my sons. Lets just keep
it that way from now onseparate. Do not come back to
this house ever again. Good-bye!
The door was shut. M. L. went home in tears and confusion to seek what comfort he could in the words and
explanations of his mother.
As time passed, and the boys made new friends at
school, the painful sadness of losing their best friend gradually lessened. Their parents, seeing them happy again,
truly felt they had made the only decision possible for their
sons futures.
Across the street, M. L.s mother tried to pick up the
pieces. She pulled M. L. onto her lap. For the first time she
tried to explain to six-year-old M. L. about slavery. She
tried to explain to him about segregation as it existed in
the year of 1935. She talked for a long time.
Finally she said, M. L., you may not remember or
understand everything that I have told you today. But if
you dont recall anything else, I want you to always
remember this: You are just as good as anyone!
And six-year-old M. L., short for Martin Luther King,
Jr., never forgot his mothers words. He spent his life
working to prove to each and every one of us that:
You are just as good as anyone!
THE END
98
GoodBye, Denise
Introduction: When I was in 5th grade, in 1969, one of
my school friends died on the last day of school. She was
hit by a car and died instantly. It was my first real experience with death. My friends and I were very upset and
confused!
Six years earlier, in 1963, one fifth-grade girl and three
eighth-grade girls died in a church in Birmingham,
Alabama. They were killed by a bomb!
My best friend died yesterday. It is still so hard for me
to get over the shock. Her name was Denise. She is
waseleven. We had just started the fifth grade together.
Today is Monday, September 16, 1963. School is
closed in Birminghamor, rather, all the black schools are
closed so that we can attend the funerals.
You see, Denise wasnt the only one that died yesterday. Cynthia, Carol, and Addie Mae also died. Those three
girls were fourteen years old and were in the eighth grade.
Rev. Martin Luther King is coming back to Birmingham
to preside over the funerals of Denise and two of the older
girls.
I guess youre wondering how they died. The newspaper headline stated: Black Church Bombed! Four Girls
Killed! The church that was bombed was our church, the
Birmingham Sixteenth Street Baptist Church. That was the
church that Dr. Martin Luther King used as his headquarters when he was here last. We were so proud! Proud of
him and proud of our church. The four girls killed were
Denise and three eighth-grade girls. They were in the back
of the church putting on their choir robes when the bomb
exploded.
Cynthia, Carol, and Addie Mae had been singing in
the choir for some time. Today was to be Denises first
time to sing with them. She was so excited and proud
to be chosen. She hashada beautiful voice.
The rest of us were sitting in the pews or standing in
the aisles when that bomb exploded. We all ran out
screaming and crying. One girl was blinded. She was
twelve years old. But we thought nobody else was hurt.
We all stood there staring at our church in shock. There
were big gaping holes torn out of it.
I kept waiting for Denise to come running from the
back of the church. She didnt come. So finally I started to
wander to the back of the church, but two men stopped

me. They wouldnt let me go back there. But they did tell
me that Denise and those three bigger girls were dead.
Dead! How can my best friend be dead?
That happened just yesterday! It feels like a hundred
years has passed between Sunday, September 15th and
today, Monday, September 16th.
Lots of blacks were real angry. Some of them said that
it was time for us to arm ourselves with guns. But Denises
father, Mr. McNair said, Im not for that. What good would
Denise have done with a machine gun in her hands?
Dr. King presided over their funeral. He said a lot of
things that made me feel a little better. I wrote his words
down so that I wont ever forget them. I want to be able to
read these words over when I cant sleep at nights wondering whywhy I had to lose my very best friend. Ill read
them to you:
Denise McNair, Cynthia Wesley, Carol Robertson, and
Addie Mae Collins were heroines of a holy crusade for
freedom and human dignity. Their deaths tell us to work
passionately and unceasingly to make the American
dream a reality. They did not die in vain. God still has a
way of wringing good out of evil. History has proved again
and again that unearned suffering is redemptive. The
innocent blood of these little girls may well serve as the
redemptive force that will bring new light to this dark city.
They did not die in vain.
Well, thats what happened. I just have one more thing
to say. I miss you, Denise!
THE END
The Bad Law

Introduction: This story is a very loose parallel to the Civil
Rights Movement. In 1955 to 1956, the black people in
Montgomery, Alabama staged a bus boycott that lasted
over a year. The end result was that the black people were
no longer forced to sit on the back of a bus or to give up
their seats to white people.
When the boycott was over, Dr. Martin Luther, Jr.
noted that the sky did not fall when blacks and whites
were allowed to sit down together on a bus. That statement inspired the next story.
Long, long ago, there was a forest filled with bears,
wolves, foxes, rabbits, and many other animals. One of
those bears was the ruler of the forest. He was known as
President Bear.
The bears and most of the other animals in the forest
were allowed to wander anywhere within and without the
forest as they desired. But there was one group of animals, the rabbits, that were confinedby lawto one
particular corner of the forest. A large fallen tree marked
the border line that divided these rabbits from all the other
animals in the forest.
If President Bear was ever questioned about the rabbits, he would state rather foolishly, The rabbits must stay
in their corner of the forest and no other. That is the law! It
was the law in President Daddy Bears time. It was the law
in President Granddaddy Bears time. And it is the law in
our time. As my Granddaddy always told me, A law is a
law is a law.
And if anyone ever asked President Bear how that law
got started, he would say: There was once a horrible big
storm. A huge tree came crashing down almost on top of
a bunch of rabbits. The Wise Fox, who was visiting from
foreign parts, told my granddaddy that the huge tree
falling like that was a warning. He said that rabbits
shouldnt be allowed to run free like that. And if my
granddaddy didnt pass a law super quick to confine all
the rabbits to stay behind that fallen tree, the sky would
fall. That tree fell in that spot on purpose so as to mark
the border line for all time.
All the animals in the forest had been raised to believe
that tale about the sky falling. The rabbits had heard this
tale too, and most of them believed it. But there was one
rabbit, by the name of Martin, who did not believe that it
99

could possibly be true that the sky could ever fall. He tried
to tell this to the other rabbits, but they would not listen to
himat first.
But one morning, the rabbits woke up and realized
that there was no more food left in their corner of the forest. They started moaning and groaning, Oh, no! Were
going to starve! Were going to die! And there is nothing
we can do about it. Oh, dear!
They began to roll around on the ground in agony.
All of a sudden, Martin spoke up. Hey, fellow rabbits!
Get hold of yourselves! There is something we can do
about it!
The rabbits all looked up hopefully. There is? What
can we do?
Martin replied, We simply have to hop over that fallen
tree and get the good food that waits for us.
The other rabbits spoke up fearfully, But Martin, we
cant do that! If we cross the fallen tree, the sky will fall,
and then we will die!
Martin replied, If we do not hop over the fallen tree,
we will die anyway of starvation!
The rabbits hedged and stalled. And Martin could see
that most of the rabbits would rather die in their holes than
face the horror of the sky crashing down upon their heads.
He realized that he must convince them before it was too
late that the sky would not remain or fall depending on the
movements of mere rabbits. He knew he had to give them
proof.
Therefore, he called to his fellow rabbits, Follow me to
the fallen tree. I wish to show you something important!
The rabbits all followed Martin to the border line. They
lined up along the edge of the fallen tree and waited to see
what he was going to do.
Martin called out very loudly, President Bear! President Bear! We rabbits need to speak to you immediately!
Some of the other animals heard, and the message was
passed on.
President Bear was told of their request, and it was
not long before he appeared with his entourage of animals
following closely behind.
Yeah, what do you want?
Martin Rabbit said, President Bear, my name is Martin. We rabbits have a problem. We have run out of food.
President Bear asked, What do you expect me to do
about it, Martin?
President Bear, either we rabbits need to be allowed
100
to hop over the fallen tree so that we can get some food
for ourselves, or food needs to be brought in to us.
President Bear ignored the latter part of their request
and addressed only the first part. You may never cross
the border line!
Why not?
President Bear said, It is the law!
Martin asked, President Bear, is that a good law, do
you think?
President Bear replied, It doesnt matter whether it is
a good law or a bad law, for as President Granddaddy
Bear always said, a law is a law is a law.
Martin insisted, President Bear, it is a bad law. And a
bad law is a law that needs to be changed.
President Bear stated, Permission is denied. You may
not break the law! If you rabbits hop over the fallen tree,
the sky would fall. That is my last word on the subject!
President Bear started to turn around to walk back to
his cave. But Martin called out to him and said, "President
Bear, we rabbits are starving! We have no more food!
Therefore, I challenge this bad law of yours. A bad law is a
law that needs to be changed. I dont believe that the sky
will fall, and I will prove it. I am going to hop over the fallen
tree.
All the animals flopped down on their bellies and fearfully covered their heads with their paws and waited for
the sky to come crashing down upon then. Only President
Bear and Martin remained standing.
Martin lifted his right front paw and placed it on the
ground just beyond the fallen tree. President Bear stared
fearfully up at the sky, butnothing happened!
Martin lifted his left front paw and placed it on the
ground just beyond the fallen tree. Again, President Bear
stared fearfully up at the sky, but, again,nothing happened! Then Martin hopped completely over the fallen tree
and stood on the forbidden ground. President Bear
dropped down to the ground and covered his head, convinced that the sky was going to fall. There was silence.
Martin called out, All you animals, lift your heads!
Look for yourself! A rabbit has crossed the border line and
the sky did not fall! What do you think of your bad law
now, President Bear?
All the animals, President Bear included, lifted up their
heads, saw that Martin had indeed hopped over the fallen
tree, and then looked up at the sky. The sky was still up
there in the sky! They began muttering among themselves.

President Bear slowly got to his feet. He stared at the
sky in utter amazement. He ran over and quickly consulted with his advisors. Then he raised his head and
spoke: Friends, it seems that a small part of this law has
been misrepresented. It appears that one rabbit may
cross the border line and the sky will not fall. But if even
two rabbits cross the border line, then the sky will surely
fall. Therefore, Martin, I will revise this law. One rabbit at a
time may hop over the fallen tree and get food for himself.
That is the law!
Martin quickly turned to the other rabbits and said,
Fellow Rabbits, that law, too, is a bad law. A bad law is a
law that needs to be changed. Please hop over the fallen
tree. Help me to prove that the sky will not fall.
The rabbits twitched their ears as they thought. Their
heads were swimming with fear and confusion. Their
stomachs were grumbling with hunger. They were rooted
to the ground with indecision.
Martin knew he had to help the rabbits to think. He
called out again, Fellow Rabbits, are you hungry?
Yes, Martin! Were starving!
Fellow Rabbits, do you want to be able to move
about and eat whenever and wherever that you will?
Yes, Martin! We do!
Fellow Rabbits, are you willing to risk your lives to
change your lives?
That was a harder question. But then, the rabbits grew
determined and desperate.
Martin saw the change in them. He called out
demandingly, Fellow Rabbits, are you ready?
And one by one, they called out, Yes, Martin! We are
ready! And one by one, all the rabbits hopped over the
fallen tree. And nothing happened! The sky was still up
there in the sky.
Then Martin looked at President Bear and all the other
animals. Again he asked, What do you think of your bad
law now, President Bear?
President Bear consulted quickly with his advisors.
I dont understand it. How could my Granddaddy be
wrong?
Wise Wally Wolf, one of the advisors replied, President Bear, I believe your Granddaddy wasnt exactly
wrong, just foolish for listening to a stranger. It was the
stranger that was wrong. It was the foolish fox who told a
lie!
President Bear cheered up and said, Yeah, youre
right! My Granddaddy wasnt wrong, just foolish.
President Bear turned around and said rather sheepishly, Martin, you were right! It was a bad law! And a bad
law is a law that needs to be changed! So I will make a
new law!
The new law is that the rabbits are free to go anywhere within and without the forest as they please. Thank
you, Martin, for teaching me a very important lesson.
Thank you for teaching me that a bad law is a law that
needs to be changed.
President Bear and Martin the Rabbit touched noses.
All the animals cheered!
THE END
101

Two Brothers and M.L.
Good-bye, Denise
The Bad Law
1. Tell about the three friends:
1. How old was Denise?
1. Why were the rabbits confined to

one corner of the forest?
2. What happened to her?

2. What did the rabbit, Martin, tell
the other rabbits?
2. What will change when they all go

to school?
3. What is a funeral?
3. Where do the two brothers go to

school?
3. What happened one morning in

the rabbits corner of the forest?
4. What did Martin suggest they do?

4. What happened at the
Birmingham Sixteenth Street
Baptist Church?
5. How did the other rabbits feel

about that suggestion?
4. Where does M.L. go to school?
5. What happens after the first day

of school?
6. How did the two brothers feel

about not being able to play with
M.L.?
7. How did M.L. feel about not being

able to play with his friends?
5. Why did the two men stop the

author from going to the back of the
church?
6. What did Martin ask President

Bear?
7. What did President Bear answer?
6. How did the black people feel

about what happened at the
church?
8. What did Martin think should be

done with a bad law?
9. What was the first thing Martin

did to show that the law was bad?
7. Who came for the funeral? What

did he say?
10. What was the result?
11. What did Martin and the other

rabbits do then?
8. What did M.L.s mother tell him?
8. How did Dr. Kings words help the

author?
12. What did their actions prove?
13. Why did Martin and President

Bear touch noses?
9. Who was M.L.?
How does this story compare to
what happened in the United States
during the Civil Rights Movement?
102
Martin Luther King,

continued
Martin Luther King, Jr. Day

A black man in a picture is drinking from a water fountain. It is 1955. There
is a sign COLORED on the drinking fountain. For many years, black Americans did not have the same rights as white Americans. Drinking fountains
and rest rooms had WHITE or COLORED signs. African Americans had to
sit in the backs of buses. Many restaurants did not serve food to black
people. In some places, black children and white children did not go to the
same schools. Many African Americans could not vote. They had trouble
getting good jobs.
A young black man from Georgia became angry. His name was Dr.
Martin Luther King, Jr. He wanted equal rights for all Americans. He
worked hard to make peoples lives better. He led many peaceful demonstrations. One important demonstration was in 1963. Dr. King gave a
speech in Washington, DC, at the Lincoln Memorial. There were 250,000
people there. He told them,
I have a dream . . . that one day little black boys and girls will join hands
with little white boys and girls and walk together as sisters and brothers.
One year later, in 1964, Dr. King received the Nobel Peace Prize. In
1968, a white man assassinated Dr. King. When Dr. King died, he was only
39 years old.
Dr. Kings dream of peace and better lives for all Americans is alive
today. In 1983, his birthday became a national holiday. On the third
Monday in January, many Americans remember Martin Luther King, Jr.
Students study about him. People listen to speeches and think about
civil rights.
Life for African Americans is better today than it was in 1965. But there
are still many problems. Dr. Kings dream is still a dream.
from Holidays in the USA, (Scott-Foresman)
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LEVEL 4
Job Application
Length of Activity: 4 hours

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Be able to apply for a job.

Give personal information.
Fill out a job application.
Guide students in filling out a job application.

Supply students with job applications from local businesses to fill out for
practice.
Discuss with students how to ask a business if they have any jobs available.
Use may plus verb to request permission to do something:
May I apply for a job?May I have a job application?
Have students practice asking questions to other students using may +
verb. May I borrow a piece of paper?May I look at your book?
Share with the students the difference between print and write.
Put some words on the board, some printed and some written.
Point to a word, have student pronounce the word and tell you if it is
printed or written.
Give each student the same copy of a job application.
Tell students that forms and documents should be completed by printing
with pen or typed.
Share with students that print is easier to read (more legible).
Review the job application with students. Encourage students to ask
about parts of the form they do not understand.
Complete the job application together as a class.
Distribute different job applications to students.
Ask students to compare the forms to see how many different ways there
are to ask for the same information.
Student then completes his/her job application.
Encourage students to share their applications with the class.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
104
Class discussions and activities.

How well they fill out an application.
Interest of the learner.
Collect the job applications that the students filled out on their own.
Job Application,
continued
Forms, documents, and applications are overwhelming for ESOL students.

The students gained confidence from this lesson in filling out forms.
105
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AT
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LEVEL 4
Warning Labels

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Be able to read product labels.

Follow directions.
Locate and identify warnings.
Talk about products.
Guide the learning activities.

Introduce new vocabulary.
Bring in products for students to read labels.
Introduce new vocabulary to students: label, caution, directions, net

weight, use and discuss meaning of words with students.
Explain abbreviations oz., lb., g., kg.
Use a box of laundry detergent and demonstrate to the class where to
locate each vocabulary word.
Divide the class into groups and supply students with products that the
teacher brought from home (Clorox, oven cleaner, Pledge, etc.)
Give students a list of questions to complete about the products.
1. What is this product used for?
2. How do you use it?
3. Is there a caution with this product?
4. How to use the product?
Encourage students to add new words to the vocabulary list.
Have each group share their product and answers to the worksheet with
the class.
Students interest in the lesson.

Discussions about the lesson and vocabulary words.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
Collect the question sheet about the product.

Observe how well the students explain the product they examined.
The students enjoyed the lesson. They did have prior knowledge of warning labels; however, they did gain new knowledge.
106
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ANCE
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Getting the Facts
TE
AT
LEVELS 4 AND 5
To locate the facts in news stories by identifying the 5Ws.

Length of Activity: 1 hour
Read articles in the local newspaper or Easy English News, then answer
questions pertaining to who, what, when, where, and why.
Read an article to class, then will discuss the who, what, when, where,
and why with the class.
Select articles for students to read.
Provide a questionnaire.
Teacher will read an article to class, then discuss the why, who, what,
when, and where with them.
Teacher will select an article for each student to read.
After reading the article, student will complete a worksheet answering the
5W questions.
Students will then question each other with questions beginning with the
5Ws.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Are students answers appropriate?

Are students questions correct?
Observation.
Students must be able to read for this lesson to be effective.

SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
107
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LEVELS 4 AND UP
Using the Newspaper

To Find Clothing Sales
As part of a unit on clothing, students will look through the newspaper for
clothing sales. They will learn vocabulary for sales, such as discounts, percent
off, regular price, etc. and also mathematically figure the sales price.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Length of Activity: Approximately 2 hours

Find ads for clothing in the newspaper.

Clip, read, discuss, answer questions, and figure prices from % off.
Provide instruction, materials, assist as needed and create a worksheet.

(Students already will have studied the vocabulary of clothing earlier in the
unit.)
Teacher will show on the overhead a clothing ad and point out the sales
words.
Students will work in pairs or groups finding ads for themselves and each
other.
Students will each clip an ad and then complete a worksheet answering
questions about the ad.
Students will use the information from their questionnaire to tell the
class about their ad.
Students in the class will ask questions of the speaker.
Observation.
Worksheet.
Oral questions and answers.
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
108
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Using the Newspaper to Buy a Car
TE
AT
LEVELS 4 AND UP
IGH IN
Students will learn to find and read ads for sales of vehicles by looking through
the newspaper for ads by dealers and also the classified section. They will learn
the vocabulary and abbreviations of vehicle ads.

Learning Plan
Look through the newspaper, identifying vehicle ads, clipping them out
and discussing the ads.
Complete a worksheet answering questions about the ads.
Supply materials and instruction.

Make worksheets.
Assist as needed.
Teacher will explain to class the procedure for finding prices of vehicles in
the newspaper. She will hand out newspapers and point out some ads.
Teacher will lead the class in a discussion of types of cars and the vocabulary of buying a car such as interest rates, bargains, trading, rebates, etc.
Each student will clip out a regular ad and a classified ad that is of interest
to him/her.
Teacher will ask students questions about their ads.
Students will complete worksheets with questions about their ads (one
worksheet for the regular ad and one for the classified ad).
Students will ask each other the questions on the worksheet, to be
answered with answers about their own ads.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Are they able to participate in the discussions with the correct observations?
Are they able to successfully complete the worksheets?
Worksheets.
Observation.
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
This is high-interest practical exercise.
109
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IGH IN
LEVELS 4 AND UP
Using Coupons at the Grocery Store

Students will learn how to use coupons to save money at the supermarket.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Find and cut coupons from the Sunday newspaper.

Study the coupons and learn how to use them to save money at the grocery store.
Supply the newspapers.

Instruct and guide students in the art of couponing.
Teacher will instruct students about the art of couponing. Some information presented will be: What is a coupon? Why would I want to use
one? What is the difference between a store coupon and a manufacturers coupon?What is the vocabulary of coupons?What is meant by
double coupons?How much money can I save?
Teacher will hand out newspapers and students will clip the coupons.
They could then trade them until each student has six coupons of items
that he/she would like to buy.
The teacher could then ask each student about his/her coupons.
Students could ask each other questions.
Each student will total up his/her savings.
Some current grocery ads could also be used so that students could learn
the value of shopping the sales and using coupons together.
Do they answer the teachers questions correctly?

Are they able to question their fellow students knowledgeably?
Will they use coupons when they shop?
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
Observation.
A worksheet could be developed.
A coupon box could be kept in the room where students could bring
coupons for trading.
110
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Present Time
TE
AT
LEVELS 4 AND UP
A general introduction and activities about the simple present and the present
progressive.
Length of Activity: approximately three to four weeks
Learning Plan
Through a series of sequential activities students will identify present and

present progressive verbs.
Provide the necessary charts, information, and activities about present

time.
Demonstrate the use of these verbs.
Encourage the correct use of these verbs in writing and speaking.
1. Students will interview their partners. Then each student will introduce their partner to the class. Information to be presented should
include name, native country, address, profession, and hobbies.
2. How is the simple present and present progressive differentiated?
The Simple Present
The Present Progressive

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Page 3, Fundamentals of English Grammar (Delta Systems Co., Inc.)

3. Plenty of writing practice needs to be provided. Use of one verb in the
present state, progressive state, negative and question state is necessary.
Example: I like to play Bridge.
I am playing Bridge today.
Do you like to play Bridge?
My friends dont like to play Bridge.
4. Provide a list of common verbs. Allow time for discussion and use of
dictionaries.
5. Charades: The teacher provides 3x5 cards with action verbs written on
them. The student chooses a card and pretends to do something. The
rest of the group tries to guess what the action is and describe it using
present progressive.
Examples: Driving a car, playing tennis, talking on the telephone, etc.
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
111
Present Time, continued
6. An oral activity: A group of four students performs activities at the

same time. The class describes the groups actions. These actions can be
written on the board using present progressive.
Example: Yoko is scratching her ear.
Jose is rolling his eyes.
Then the next group of four students demonstrates different actions.
7. A writing activity: Students write their names on a 3x5 card. Then each
student must chose a card with a name. Each student must then
describe the person whose name is on the card using present and present progressive verbs. The class must guess who they are describing.
Example: This person is from Mexico.
They are wearing glasses.
They have short black hair.
8. Review: Create a story and have students complete the sentences using
present or present progressive.
Example: Right now Vilma (read) _____ her English story, but she
(understand, not) it. Some of the vocabulary (be) _____too difficult
for her. Vilma (think) _____ about her country Brazil.
Samples of students work will be dated and collected for their portfolios.
Progress in number correct should be noted by the student and teacher.
Written review activities will be completed individually by students and

discussed as a class. Repetition about usage will be emphasized.
The teaching of grammar tends to be dry and repetitive. It is important to

intersperse written activities with oral activities to keep interest high.
Teaching grammar is the meat and potatoes of ESL classes. It is necessary for a well-written and well-spoken English speaker. Teaching grammar
is often perceived as boring and repetitive. It is my purpose to provide three
lesson plans based on grammar and interspersed with teaching ideas to
make it more interesting. It is my hope that these basic plans will help generate other ideas which will be helpful in teaching a daily grammar lesson.
I would like to add that the Azar series, Fundamentals of English Grammar, both the text and the workbook, is excellent in providing written and
oral activities to practice verb usage. Another excellent resource is Intermediate Grammar for high intermediate and low advanced groups. The Azar
Series of three textbooks is published by Delta Systems Co., Inc.
112
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Past Time
TE
AT
LEVELS 4 AND UP
A general introduction and activities about the simple past and the past progressive.
Length of Activity: approximately three to four weeks
Through a series of sequential activities, students will identify past and past
progressive verbs.
Provide the necessary charts, information, and activities about past time.
Class discussion: Answer the questions using simple present verbs or simple past verbs. Example: What do you usually do each morning? What do
you usually do during class? What do you usually do on the weekend? On
a piece of paper, summarize what was done yesterday. Students read their
summaries to the class.
Charts of regular past verbs need to be provided.
Plenty of writing practice and discussion needs to be part of the activities,
including question and negative forms. For example, She worked yesterday. She didnt work yesterday. Did she work yesterday?
Charts of irregular verbs need to be provided.
Plenty of practice must be provided to help with comprehension and
spelling. For example, My dog (dig) _____ a hole in the yard and (bury)
_____ his bone yesterday.
Oral activity: Partner interview. Have students ask each other questions.
They must tell the class three interesting things about their partner using
past tense verbs.
Oral activity: Form a circle. Each student must ask the student seated to
their right a question. The student must answer the question using past
time verbs. Continue questioning around the circle, teacher included.
Provide chart and explanation of the simple past and past progressive.
The Simple Past
The Past Progressive

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
(Page 32 Fundamentals of English Grammar (Azar) Delta Systems Co., Inc.)
113
Past Time, continued
Provide plenty of practice using past progressive. For example, I saw my

friend at the store yesterday, she (buy) _____ milk. John didnt hear the
phone ring, he (sing) _____ in the shower.
Provide a written review where the student has the choice of using simple
past or simple progressive. First have the student complete the activity
alone. Then have the students work with a partner to compare answers.
Discuss as a class any questions. For example, I (try) _____ to do my
homework, but the phone (ring) _____. He (eat) a hamburger when his
beeper (buzz) _____.
Write a composition about your first day in the United States. When
completed, go back and underline all present, present progressive, past,
and past progressive verbs.
Also, daily journals could be written with questions asking for answers
using the verbs that are being studied. Progress can be noted about writing
ability.
Written review activities will be completed individually by students and

discussed as a class. Repetition about usage will be emphasized.

keep interest high.
114
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IGH IN
DV
ANC
ESL
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Future Time
TE
AT
LEVELS 4 AND UP
A general introduction and activities about Future Time.

Length of Activity: Three to four weeks
Through a series of sequential activities, students will identify future verb

tense.
Provide the necessary charts, information, and activities about future

time.
Partner interview: Ask your partner questions about what they will do
tomorrow, tomorrow night, next week, next month, next year, etc. Tell the
class three interesting activities their partner will do in the future.
The teacher will present charts and definition of future time.
Plenty of writing practice needs to be provided. For example, I will go
with you tomorrow. Will you go with me tomorrow? I wont go with you
tomorrow.
Write a paragraph using present, past, and future tenses. Use the words
yesterday, every day, four days ago, and tomorrow in this paragraph.
Have students write their name on a 3x5 card. Put cards in a bag. Have
students draw a name. Each student must write a paragraph predicting
the future of the name drawn. Discuss marriage, children, jobs, exciting
adventures, etc. The class must guess which student is being discussed.
Provide a verb tense review covering past, present, and future tenses. For
example, I (go) _____ shopping this afternoon. I (know) _____ I (need)
some money. How much money do you think I should bring?
On 3x5 cards have verbs written. Students must choose a card and write
three sentences on the board using this verb in present, past, and future
tenses. The class must read the sentences and determine if they are grammatically correct.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
115
Future Time, continued
Written activities will be completed individually by students and discussed as a class.

Repetition about usage will be emphasized.

intersperse written activities with oral activities to keep interest high.
116
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ANC
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LOW
ANCE
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Learning English Through Photography
DV
LEVELS 5 AND 6
Adventure in Photography
Length of Activity: About two to three weeks

Keep a journal of activities and vocabulary.
Have their own camera and film.
Teachers will supply activities, speakers, and workshops for students to have
a clear understanding of what makes a good photograph?
Introduce Electronics and Photography in The New Oxford Picture Dictionary, page 100 (Delta Systems Co., Inc.). Have students begin to create
a photography dictionary. Do activities in Oxford Workbooks.
Discuss the Five Things Needed to Make a Photograph:
Film Light Camera Subject Processing.
Discuss types of film, caring for film.
Discuss kinds of cameras, how cameras work, camera care.
Discuss creating a photograph, natural light, using a flash, angles, background clutter, composition, light conditions.
Glossary words.
Have a speaker give a photography demonstration to class.
Students have one week to shoot and develop a role of film:
Students need to tell a story with their pictures.
Students need to be creative in their picture-taking.
Students must choose their six best pictures:
One picture will be used to create a class calendar. Our class obtained a
grant through an art agency. This money paid for the cost of the calendars.
Beside the chosen photograph, the student must tell about the actions
taken.
The other five pictures are to be glued on a poster board.
The student must write a story about the actions in the pictures.
Each student will read his/her stories to the class.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County Adult Center
Students will be observed by the teacher to assess their ability to communicate orally, express their ideas clearly, and listen when others are speaking.
117
Learning English
Through Photography,
continued
Students understanding of vocabulary will be evaluated through the completion of the Photography Stories.
This is a fun, fun activity that I have done for the last two years. To make it
cost effective, I used an arts grant to pay for the calendars, film development, and disposable cameras for anyone who didnt own one. We use the
calendars in speeches to different community agencies to show our productive and diverse ESL class.
The Five Things Needed to Make a Photograph
Make a Photo Story
1. Film
This flexible plastic is coated on one side with tiny light sensitive
particles called silver halides. Particles that are exposed to light will
darken.
In creating your story, outline

the most important parts.
2. Light
How much light actually strikes the film is very important. A particular film will require a specific amount of light to make a well-defined
image.
2. Take photographs of
these steps.
3. Camera
The camera is basically a box that keeps the film in total darkness
until the shutter release button is pushed. Then a specific amount
of light is briefly allowed into the camera through the lens, striking
an isolated piece of the film, creating an image of your subject.
4. Subject
This is what you are taking a photograph of. Perhaps the most fun
part of photography is HOW you decide to capture your subject!
(What kind of light, what camera angle, how close should you be,
how far away, etc.)
5. Processing
Images on film are invisible (a latent image) until the film is bathed
in special processing chemicals. From this processed film, prints
are made. Photo labs develop film into prints and color slides
through an efficient, largely automated process.
118
1. Make a plan.
3. Select five to ten of these

pictures that best illustrate your story.
4. Mount these pictures,
adding words only if
necessary.
ASK YOURSELF
What is the story I want to
tell?
What sort of photographs
will best tell the story?
How can I make it interesting and fun to look at?
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Teaching English Vocabulary

Through Geography
DV
LEVELS 5 AND 6
To teach English vocabulary basic knowledge through a map of the 50 states of

the United States.
Length of Activity: Approximately two weeks of classes
Identity all 50 states and abbreviations.

Learn interesting facts and trivia about the individual states.
The teacher will provide an assortment of maps, information, and activities

for the students to study and learn.
Provide a map with states listed and give the class a quiz. See how many
states they can label. Discuss the activity and provide students with a
completed map for them to study. Date and save this first map for their
portfolios.
After the map activity, give the students a trivia quiz. Have a large map on
the classroom wall for reference. Some examples of questions one might
ask are, What are the three states south of Tennessee? What is the smallest
state? In the continental U.S., what state is the farthest north?
Give students a list of the states. Practice pronunciation; then determine
abbreviations for each state. A review activity is to match a list of states
with a list of abbreviations. This is an important activity because the
postal system prefers abbreviations.
Give students a blank map and a list of states and abbreviations. Match
the state with correct name and correct abbreviation.
Oral activity: Have students list which states theyve visited. Discuss with
the class favorite destinations and activities while traveling.
Use 3x5 cards. On one card list different cities in the U.S. On another card
list modes of transportation, such as airplane, car, motorcycle, etc. Have
the transportation card holder choose two cities; then have the trio sit
together and create a route by making a list of states they would have to
travel through to get from one city to the next.
A variation of this activity would be to provide road maps. Have the students map a route by using interstates, highways, etc., from one city to the
next.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County Adult Center
119
Teaching English
Vocabulary Through
Geography, continued
To make this activity more difficult, have students figure mileage

from one city to the next. Use different mileage scales for this activity.
Have each student choose a state to study. Through the use of teacher
information, encyclopedias, and the Internet, have each student give a
10-minute presentation about each state.
Have students create population, topographic, highway, or historical,
etc., maps of selected states. Present their findings to the class.
Provide the same quiz and map activity that was given at the beginning of this activity.
Compare results from this quiz with the results of the original quiz.
Samples of work will be collected for portfolios.

A before and after quiz will be given to compare progress.
This is such a fun unit to do. There are so many more map activities
than I have stated. The skys the limit.
120
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
The Use of Symbols/Labels

During the Holocaust
DV
LEVELS 5 & 6
Nazi Europe used labels to differentiate between different groups of people.

What are common cultural labels today?
Length of Activity: one or two class periods

Learning Plan
Students will read, discuss, and listen to information about this emotional
subject.
The teacher will facilitate learning activities and discussion in a fair manner.
1. Discuss the different labels used during Nazi-occupied Europe to differentiate between people.
Nazis wore swastika armbands on left arm
Jews yellow Star of David
Gypsies black triangle
homosexuals pink triangle
Jehovahs Witnesses purple triangle
criminals green triangle
2. Discuss why this labeling was deemed necessary.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
3. Discuss labeling on ones feelings of individualism.

4. How does this labeling affect how one sees oneself and how one feels
others see you?
5. Discuss segregation and paranoia. How does labeling feed into these
feelings?
6. How does United States culture label people?
(titles, rings, clothing)
7. How do we use words today to label people?
(religious, economic, educational, political, age, immigrant)
What are examples of word labels?
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
121
The Use of
Symbols/Labels
During the Holocaust,
continued
8. How are word labels beneficial?

9. How are word labels detrimental?
*10. Think about the ways that people are labeled in society to answer the
following questions.
a. How does labeling shape the way you see yourself?
b. How does labeling shape the way others treat you?
c. How have other people labeled you in the past?
d. Write a list of labels that you like to use to describe yourself.
*11. Think about a time in your life you were a victim of stereotyping, prejudice, or discrimination. How were you labeled? Describe how this
episode affected you.
*12. Class question: Write answers on the board.
Do you believe that the use of labels to describe individuals is justified? Why or why not?
13. How can we use labeling for positive purposes to show similarities and
not just differences in human beings?
14. Students need to reflect on these discussions about what theyve
learned, and what does this study of symbolism/labels mean to them
personally in the larger context of the Holocaust? As citizens of a
democracy?
*Taken from UT/Center for Literacy Studies Lessons from the Holocaust.
Students understanding of vocabulary will be evaluated through the completion of the discussions.
Students thought this was a very helpful experience and appreciated the
information learned.
122
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Using the Newspaper

to Complete Sentences
DV
LEVELS 5 & 6
To rewrite headlines so they are complete sentences.

Length of Activity: One 1-1/2 hour session
Learning Plan
Look through newspapers and write down headlines.

Add words or change words around to make complete sentences.
Write their sentences.
Demonstrate the manner in which the activity is to be completed.

Provide newspapers and perhaps suggestions as to certain headlines that
would be appropriate.
Assist as needed and finally help students to evaluate their own work.
Teacher will demonstrate finding a headline in the newspaper and then

making a complete sentence from it.
Teacher will select a headline for each student who will then change it
into a complete sentence.
Students will then locate headlines themselves and make complete sentences.
Students will write their sentences on the board and the class will comment as to the correctness of the sentences.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
1. Is the word order correct?

2. Can they read the sentence?
3. Can they correct others work?
1. Collect their written work.

2. Observation.
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
The students enjoyed this activity.
123
Using the Newspaper to Complete Sentences, continued

Complete Sentences
Objective:
To rewrite headlines so they are complete sentences
Directions:
Headlines in the newspaper are not always complete sentences. Words are often left out
because only a certain number of letters and spaces can be used. Look for 10 headlines in the
newspaper today. Write the headlines and the complete sentences in the spaces below.
Headline as
it appears in the newspaper
Headline as
a complete sentence
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
124
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Using the Scientific Method

to Teach Vocabulary
DV
LEVELS 5 & 6
Teaching English vocabulary and basic knowledge through learning the Scientific Method.
Length of Activity: 1 week of different activities should be sufficient.

Learning Plan
Students will continue creating their student dictionary with new vocabulary words. They will work individually and in groups to study information
given.
The teacher will provide information and learning activities, and be a moderator for group learning activities.
1. Discuss as a class different methods about gathering information. Write

these on the board.
2. Provide an article about a scientific experiment to the class.
a. Preview the article: What does the title tell about the article?
b. What information does the picture give you?
c. Are there any diagrams or graphs?
d. What information do these diagrams or graphs provide?
e. Write two questions you think this article will answer.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
3. Have students read the article aloud. Circle any words they do not
understand.
4. First discuss vocabulary words. Add them to the students dictionaries.
5. The teacher will then reread the article.
a. What is the purpose of the article?
b. What clues led you to your answer?
SUBMITTED BY:
Diane Cohn
6. Discuss the four components of the Scientific Method. Write them on

the board. OBSERVATION, HYPOTHESIS, EXPERIMENT, CONCLUSION.
COUNTY/PROGRAM:
Williamson County
Adult Education
125
Using the Scientific

Method to Teach
Vocabulary, continued
7. Write the different sections of the article that go under these four
headings.
8. Provide another article about a scientific experiment. Can the students
complete the different sections of the article under the four scientific
components? Have several students demonstrate their findings on the
board.
9. Have each student provide a written answer about doing an experiment or solving a problem. Write the description in complete sentences. Exchange the descriptions with a partner. With a different color
pen, underline and label the four scientific method components in the
paragraph. Discuss your findings with the class.
10. Oral activity: Discuss as a class how using the scientific method would
be important in everyday life.
11. In groups of four, each group must use an everyday problem and try to
find a solution for it by using the Scientific Method. For example,
Observation: Every day I wake up with my left hand tingling.
Hypothesis: I am sleeping on my left side without moving.
Experiment: I will try not sleeping on my left side.
Conclusion: I should wake up every day without my left hand tingling.
A quiz can be given covering Scientific Method. Applications of practical

uses of the Scientific Method are discussed and questioned during class.
Samples of the students work will be placed in their portfolios. Teacher

observation is important during the class discussions and activities.
This is a good beginning activity for teachers who have international students in their GED classes. This process can be repeated for other scientific
procedures.
126
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Learning English Through

A Mathematics Activity
DV
LEVELS 5 & 6
Teaching English vocabulary and comprehension through mathematics and

the Pythagorean Theorem.
Length of Activity: A one or two week period, depending on the need
for repetition and review.

Learning Plan

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Students will learn to apply the Pythagorean Theorem formula to practical

story problems to further their use of English.
The teacher will provide information, plenty of practice and math story
problems with diverse vocabulary words.
1. The students need a notebook to create a math dictionary for new

words and definitions. Example: hypotenuse, triangle, legs, right triangle, and relationship, etc.
2. Introduce and explain the formula: a2 + b2 = c2
3. Divide the class into pairs. Have each pair determine the sides of five
triangles, and then use the formula to determine if their triangles are
right triangles. Using the board, present their findings to the rest of the
class.
4. Provide plenty of exercises (including story problems) for students to
practice.
Example: A ladder is placed against the side of a house and reaches the
roof line. The house is 24 feet high and the distance of bottom of the
ladder from the house is 10 feet. How long is the ladder?
5. Provide a review of number squares and square roots. Use plenty of
story problems. Example:
7 2 = 49
49 = 7
Jose and Maria disagree on the expression 7 2 5 2.
Jose says its 14 10 = 4. Maria says its 49 25 = 24. Who is right?
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
127
Learning English Through

A Mathematics Activity,
continued
6. Divide the class into groups of three. Give each group a story problem
to solve. The group must read the problem to the class, solve the problem on the board showing reasons for each of the steps taken.
A review sheet will be provided.

Each student must solve the problems individually.
Then each student will solve problems on the board.
A class discussion will determine the correct answers.
Students will work in groups and individually to solve problems.

Samples of their work will be dated and placed in their portfolios to show
progress.
It is fun to teach math cooperatively. It provides plenty of opportunity for

discussion and the practice of speaking English correctly. It also provides
opportunity for one to increase ones own vocabulary.
128
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Expanding Vocabulary
Through the Use of Literature
DV
LEVELS 5 & 6
Choose any story from the Chicken Soup for the Soul series, learning vocabulary, and comprehending cultural situations.
The students will read the short story with two basic purposes: to comprehend the story and increase vocabulary.
The teacher will serve as a moderator in the discussion about the story and
will provide activities to expand learning and comprehension.
Pre-reading activities: Read the title, ask the students what they think the
story will be about.
Notice the chapter title, for example, Parenting, Love, Live Your
Dream, etc. Ask the students if this information changes their opinion?
Have the students read the story aloud. Tell them to sound out all
unknown words.
Have the students circle the unknown words.
List the unknown words on the board. Provide definitions and a sample
sentence for each word.
Students should write these words and definitions in their dictionaries.
The teacher should then reread the story to the class.
Discuss the moral of the story. Example: What is the story trying to teach?
What does the story say about American culture? Could this story happen in any culture?
Have each student tell something they learned from the story.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The students will be able to use their new vocabulary words in grammatically correct sentences. The students will be able to discuss the meaning of
the short story.
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
Have students choose five new words from their dictionaries. They must
each write five sentences using these words correctly.
129
Expanding Vocabulary
Through the Use of
Literature, continued
130
This sequence of activities can be used with any story in order to increase
students vocabularies. It is a fun way to teach American culture through
literature.
More and more international students are attending GED classes
across the state. This is being met with varying degrees of success. To teach
a regular GED class, the lessons must be content-based. For a successful
international GED class, these two modes of teaching must be mixed to
help the student. First and foremost, the students need to increase vocabulary is most important in order to match the new vocabulary with previous
knowledge.
It is my hope that students will create their own dictionaries throughout all the activities to increase their vocabularies and, consequently, their
reading comprehension.
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Locating a Job (About Town)
DV
LEVELS 5 & 6
Students will complete a job application and participate in a job interview.

Complete several different job application forms.

Practice telling about their job experience and skills with a partner.
Use the information to write a letter of recommendation for their partners.
Hold a practice job fair in the classroom where each student is interviewed by the instructor.
See that students dress appropriately for interviews.
Remind students to bring application and recommendations with them
to the interview table.
Students will be requested to list the skills they have which they could use
in performing a job.
The teacher will hand out classified ads from the local newspaper.
Students will be directed to choose at least two jobs for which they appear
qualified.
Students will look at a job application to learn what information is
needed to complete the application.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Interaction between candidate and interviewer.

A readable recommendation.
A neatly completed application.
Appropriate dress.
Read applications and recommendations.
Record interview to discuss with students.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
Students find the activity challenging and fun.

It is an essential skill for finding acceptable work in the community.
Confidence in job search will be useful if skills are practiced.
131
ANCE
ANC
ESL
HIGH
DV
ESL
LOW
DV
LEVELS 5 & 6
Using the Newspaper to Teach

Verb Tenses
Length of Activity: 1-1/2 hours

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
132
Identify verbs in a newspaper, then classify as to present, past or continuing.

Practice pronunciation of the verbs, paying special attention to the d, t,
and -ed sounds.
Share their verbs with the class.
Write some sentences using the verbs they have found.
Provide newspapers, instructions, and assist as necessary.

Students will identify 20 verbs they find in the newspaper. They will write
the verbs on a piece of paper.
Students will categorize the verbs into columns of past, present and continuing tense.
Students will complete each verb by writing the past, present and continuing tense of each one.
Students and teacher will talk about the verbs they have chosen, discussing definitions, and answering questions students may have about
their verbs.
Students will write definitions for their verbs.
Teacher will compile the lists and make copies for all the students. As a
class, they will classify them as d, t, or -ed words and pronounce them
as a group.
Each student will choose 10 verbs and write a sentence with each one in
the past, present, and continuing sense. This would probably be a homework assignment.
Ability to identify verbs from a written selection.

Ability to determine the tense in which they are used.
Ability to correctly write sentences with the verbs.
Using the Newspaper to

Teach Verb Tenses,
continued
Written lists.
Written homework assignment.
Observation.
Students must be able to read for this to be an effective lesson. In a multilevel class, it might be best for students to work in pairs. This exercise provides them the opportunity to study commonly-used verbs.
133
ANC
ESL
HIGH
DV
LEVEL 6
Using the Advice Column of a Newspaper

Length of Activity: 1 hour. If time runs out, then response could be
assigned as homework.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Students will read an advice column from the newspaper and then enhance
their English thinking, speaking, and writing skills by discussing the article
and writing a response.
Teacher will provide an appropriate article from an advice column. She/he

will read the article to the class, then guide a discussion on the problem and
possible solutions.
Teacher will explain what an advice column is, then read the column to
the class while they follow along with their copies.
Students will ask for clarification of words and phrases that they dont
understand.
Students will discuss the situation and then identify the problem.
Students will discuss possible solutions.
Students will pretend to be Ann Landers and write their own personal
responses.
Finally, teacher will read Ann Landers response to the class.
This may precipitate further discussion.
Are students observations and comments appropriate in regard to the

problem?
Writing progress.
SUBMITTED BY:
Observation.
Written assignment.
Connie Mayes

COUNTY/PROGRAM:
134
Students enjoy this activity and usually engage in lively discussions.
Using the Advice Column of a Newspaper, continued

Monday, December 11, 2000
A D V I C E
Mother-in-laws partying keeps the kids up too late
Dear Ann Landers:
My mother-in-law lives out of the country. She visits once a year, and stays with us
for two months. She likes to cook, which is nice, but when she does, the meal
isnt ready until 9:00 p.m. Sometimes we dont eat until after 10. This is very hard
on my young children. I prepare food for them separately, but my mother-in-law
thinks that is insulting. When they stay up to eat her meal, they have trouble getting out of bed the next morning for school.
On the weekends, its worse. My mother-in-law invites people to our house for
dinner and conversation, and they often stay past 10 p.m., making too much noise
for my children to sleep. I have asked the adults to be more quiet, but its useless.
There are always bursts of laughter or shouting. Last weekend, my youngest was
still awake at midnight.
My mother-in-law says adults should be able to party on the weekends. She
insists that the children will become accustomed to it over time. If this were a oneweek visit, I would put up with it. If my mother-in-law were here all year, perhaps
my children would get used to these nocturnal noises over time. However, neither
is the case, and my children and I are miserable over the disruption to their schedules. I have asked my husband to intercede, but he agrees with his mother. Can
you help me?
Americanized in Washington
Dear Washington:
I cant help you, but your childrens pediatrician can. Ask him to write a letter
stating that your children must eat their evening meal no later than 7 p.m. and
they need a full nights rest. Suggest to your mother-in-law that she get together
with her friends at someone elses house. You can also put a fan or other white
noise in your childrens bedroom to muffle late-night conversation.
I suggest counseling for you and your husband, as well. He is putting his mother
ahead of you and causing problems in your marriage. This must stop, but he
needs to hear it from a professional. Good luck.
135
Using the Advice Column of a Newspaper, continued

Emotions
Nouns
affection
aggravation
amusement
anger
anguish
annoyance
anxiety
awe
belligerence
bitterness
bliss
boredom
bravery
cheer
courage
craziness
dejection
delight
depression
disappointment
disgust
embarrassment
enthusiasm
envy
fatigue
fear
feeling
fright
gladness
glee
greed
happiness
hope
horror
indifference
jealousy
joy
joviality
laughter
love
mood
nervousness
pain
passion
pity
pleasure
prejudice
pride
rage
regret
restlessness
sadness
sorrow
tears
temper
terror
tiredness
trouble
weariness
zest
Idioms and Expressions

at wits end
blow ones top
fit to be tied
go to pieces
happy as a clam
136
Verbs
abhor
aggravate
agitate
amuse
anger
annoy
antagonize
bewilder
blush
bore
bother
burn up
calm
cheer up
console
cry
delight
depress
detest
disappoint
disgust
embarrass
envy
excite
fatigue
fear
feel
frighten
fume
gladden
hate
hope
laugh
lament
like
love
mope
mourn
pain
please
rejoice
sadden
shake up
stir
tire
tremble
trouble
weep
hot and bothered

in a dither
make sense
method in ones madness
love will find a way
Adjectives
abhorrent
abject
affectionate
afraid
aggravated
amorous
amused
angry
annoyed
anxious
apprehensive
belligerent
berserk
bewildered
bitter
blissful
bored
bothered
brave
calm
cheerful
cheery
crazy
dejected
delighted
depressed
disappointed
disconsolate
disgusted
embarrassed
enthusiastic
envious
excited
fatigued
fearful
out of sorts
stand-offish
tear jerker
troubled waters
end of your rope
flustered
forlorn
frightened
gay
glad
gleeful
grouchy
happy
hopeful
insane
irritated
jealous
jolly
joyful
jovial
loving
melancholy
merry
moody
mournful
nervous
painful
passionate
pleased
restless
sad
sexy
shy
sorrowful
tearful
timid
tired
troubled
upset
weary
HIGH
ANC
ESL
Three Structures of a Word:

Prefix, Root, Suffix
DV
LEVEL 6

Recognize common prefixes, roots, suffixes, and their meanings.

Use the three structures of a word to help define new words.
Change words from one part of speech to another.
Define the three structures of a word.

Supply students with a list of ten common prefixes, ten common roots,
seven common suffixes.
Guide students in learning.
List the ten common prefixes on the board. Have the students brainstorm
some words they know that have these prefixes; ex.: ad-, mis-, sub-,
(adhere/advance, mistake/misunderstood, subway/submerge).
Have students tell you the meaning of the words.
Students should notice there is a similarity to the words with the same
prefixes. Submerge and subway are words with the meaning of
under.
Give students a list of words.
Discuss the meaning of these words.
Have students add prefixes to the words and discuss the new meaning of
the prefix.
Have students write each new word in a sentence.
Have students read two sentences aloud in class.
List the seven common suffixes on the board.
Have students brainstorm some words they know that have these suffixes.
Discuss the similarities.
Give a list of ten words to the students. Discuss the meaning of these
words.
Have students change the word from one part of speech to another by
adding a suffix.
Teacher indicates which words are to be changed to a noun, adjective, or
adverb. (ex., capt capture, captivate)
Discuss the similarities.
Give students ten words that have the common roots.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
137
Three Structures of a
Word: Prefix, Root, Suffix,
continued
Using the common roots list, have students write what they think is the
meaning of the words.
Discuss what the students think.
Give students a list of definitions to the words.
Have student choose the correct definitions.
Have students write sentences using these words. Have students read two
sentences.
Recognition of the three structures.

Recognition of similarities in words that have the same prefix, root, and
suffix.
Class activities and discussions.
The class brainstorm list.

The written activities from class.
The sentences the students write with words containing a prefix, root,
and suffix.
138
Three Structures of a Word: Prefix, Root, Suffix, continued

References:
Grammar and Composition Prentice Hall
Warriners English Grammar and Composition Harcourt Brace Jovanovitch
Ten Common Roots

Root
Meaning
Example
Meaning
-cap-
(-capt-)
to take or seize
capt- + ivate
to take or hold
-dic-
(-dict-)
to say or point
out in words
pre- + dict
to foretell
-mit-
(-mis-)
to send
re- + mit
to send back
-mov-
(-mot-)
to move
mov- + able
able to be moved
-pon-
(-pos-)
to put or place
com- + pose
to put together
-spec- (-spect-)
to see
spec- + tator
one who sees or watches
-ten-
(-tain-)
to hold
de- + tain
to hold back
-ven-
(-vent-)
to come
con- + vene
to come together
-vert-
(-verse-)
to turn
in- + vert
to turn upside down
-vid-
(-vis-)
to see
vis- + ible
able to be seen
Using Roots to Define Words

Match the words in the first column with their
meanings in the second column.
1. prospect
a. way of using words
2. inversion
b. the act of coming between
3. dictation
c. something sent for approval
4. mobility
d. a turning upside down
5. intervention
e. to oversee
6. transpose
f. future outlook
7. submission
g. someone taken as a prisoner
8. supervise
h. to reach
9. attain
i. to change places
10. captive
j. ease of movement
139

Ten Common Prefixes
Prefix
Meaning
Example
Meaning
ad-
to, toward
ad- + here
to stick to
com-
with, together
com- + pile
to gather together
dis-
away, apart
dis- + grace
to lose favor
ex-
from, out
ex- + port
to send out
mis-
wrong
mis- + lead
to lead in a wrong direction
post-
after
post- + war
after the war
re-
back, again
re- + occupy
to occupy again
sub-
beneath, under
sub- + merge
to place under water
trans-
across
trans- + oceanic
across the ocean
un-
not
un- + beatable
unable to be defeated
Working With Prefixes

1. press
6. change
2. read
7. marine
3. play
8. venture
4. arm
9. reliable
5. form
10. place
Words
Definitions
140

Seven Common Suffixes
Suffix
Meaning
Example
Part of Speech
-able (-ible)
capable of being
comfortable + -able
adjective
-ance (-ence)
the act of
confid + -ence
noun
-ful
full of
joy + -ful
adjective
-ity
the state of being
senior + -ity
noun
-ly
in a certain way
firm + -ly
love + -ly
adverb or
adjective
-ment
the result of being
amaze + -ment
noun
-tion (-ion, -sion)
the act or state of being
ten + -sion
noun
Using Suffixes to Change Words from One Part of Speech to Another

Change each of the following words to the part of speech indicated. The
spelling of some of the words will change slightly. Write a brief definition of
each new word.
1. Change perform to a noun.
2. Change regret to an adjective
3. Change act to a noun.
4. Change like to an adjective.
5. Change attend to a noun.
6. Change timid to a noun.
7. Change cheer to an adjective.
8. Change mobile to a noun.
9. Change predictable to an adverb.
10. Change correspond to a noun.
141
ANC
ESL
HIGH
DV
LEVEL 6
Descriptive Paragraphs/Photo Analysis

Length of Activity: 4-6 hours

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
Use adjectives and synonyms.

Use words to describe sensory responses (see, smell, taste, touch, hear).
Write a descriptive paragraph.
Review adjectives and synonyms with students.

Discuss the five senses.
Explain what makes a good descriptive paragraph.
Supply students with photographs to write a descriptive paragraph.
Write the five senses on the boardsee, smell, taste, touch, hear.
Have students copy these on a sheet of paper and fill in their sensory
responses. Not all five senses will be stimulated.
Have students share their list with the class.
Now have students add adjectives to their sensory listex., see, window,
large.
After they have added the adjectives, have them think of synonyms.
Have students share this with the class.
Tell students that this is what will make a good descriptive paragraph,
using descriptions that appeal to the five senses.
From the sensory list the students just completed, have them write a
descriptive paragraph about the classroom.
Pass out magazine pictures to the class.
Have students make a sensory list.
Have students complete the sensory list using images from the photo.
From their list, have them write a descriptive paragraph about the photo.
Also, have students write what they think was the intended message of
the photo.
Have students share their photo and descriptive paragraph with the rest
of the class.
You may have students think of synonyms for the readers paragraphs.
COUNTY/PROGRAM:
Ability of student to use adjectives/synonyms that make sense, how well

he/she completes the sensory list, oral class activities and participation.
142
The sensory list the student completes along with synonyms for the
adjectives.
The descriptive paragraphs the students write.
Descriptive Paragraphs/
Photo Analysis, continued
Advanced level students love to write, even though this area can be difficult
for them. They enjoyed this lesson and so did I. There were some great
paragraphs.
143
ANC
ESL
HIGH
DV
LEVEL 6
Thanksgiving
Length of Activity: Approximately one 3-hour session

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
144
Read information about the observation of Thanksgiving in the U.S.

Interact with teacher and each other using vocabulary and information
gleaned from the reading.
Use reading, writing, listening, and speaking in the language acquisition
process.
Guide cooperative learning activities about the American Thanksgiving.

Establish small groups/pairs for teamwork.
Provide direct instruction on related idioms/terms at close of lesson.
1. Form mixed level groups; teacher distributes printed information.

a. For beginning level: The Story of Thanksgiving from ESL Teachers
Holiday Activity Kit by E. Claire and All About Thanksgiving from
the same book.
b. For intermediate level: Thanksgiving Day from Holidays in the USA
c. For advanced level: Thanksgiving (article included)
2. Students read information, then work together to respond to the
questions.
Intermediate and advanced level students receive the questions sheet
entitled: Adult ESOL Thanksgiving 11/00, and beginning level students
receive the one entitled: Adult ESOL (BICS) Thanksgiving 11/00. When
students have had time to respond to most or all of their questions,
responses are shared with entire class, by teacher reading questions and
asking a representative from groups to respond.
3. If time allows, teacher can ask the class some general questions about
the observance of Thanksgiving and address any vocabulary items students wish to ask about.
4. Using the tape which accompanies Holidays in the USA (Scott Foresman) play the Thanksgiving folksong, Over the River and Through the
Woods.
a. Students listen to the song.
b. Teacher distributes the words to the song; students listen to the song
again.
c. Group sings song.
d. Teacher addresses vocabulary items which may be unfamiliar to
students (e.g. sleigh, drifted snow, stings, dapple gray, hunting hound,
spy).
e. Students then put away printed copy and do fill in the blanks
dictation. (Beginning students should receive the copy marked BICS;
all other students receive the other copy.) Teacher will read the words
to the song; students fill in the missing words. Following the
dictation, students can check spelling using the copies of the words to
the song used for the singing.
Thanksgiving, continued
5. Students and teacher arrange the chairs/desks in a semi-circle or full circle. Distribute the exercise What are you thankful for this year? and
instruct students to think a few minutes about the question, perhaps
make a few notes on the page. Then, everyone does Blessing Reception. The first player says: I am thankful for _____. The next player
repeats what the first said, then adds what he/she is thankful for. Each
successive player must repeat the blessings of all previous players before
adding his/her own. Students (and teacher!) can be given the opportunity to repeat all the blessingsif they dare!
6. Remind students that an important part of the observance of this holiday is food. Distribute copies of English for Everyday Activities (Delta
Systems Co., Inc.) and go over the pages that pertain to food preparation and buying. (pages 32-39 preparation; pages 62-63 shopping)
The materials may be taught/practiced by having teacher model each
sentence/phrase and students repeat chorally. Vocabulary can be
addressed during presentation/discussion. Teacher may select the pages
on food preparation which would be of particular interest to the group.
7. On a table teacher arranges a full place setting including: place mat, dinner plate, tableware, salad bowl. Before class, make large, clear labels for
each item in the place setting. Teacher can then hold up each item to be
named; unfamiliar vocabulary can be written on the board. Then, erase
the board and give students the labels. One at a time, they come to the
place setting and place the label in the correct place. For additional
practice particularly for beginners, more advanced students can request
that beginners bring them various items from the pace setting. (I used
an old set of Melmac dishes for this exerciseeasy to transport and
use.) As additional practice the place setting picture can be distributed
for the students to label on their own.
145
8. To conclude the lesson, teacher introduces some related idioms (which

can be written on the board ahead of time.)
Lets talk turkey Lets do business, speak frankly
I could eat a horse I am very hungry
She eats like a horse/bird She eats a lot/only a little
Bite off more than you can chew take on more than you can handle
(do)
Eat your words take back what you said, apologize, admit you were
wrong
Shake a leg hurry up, go fast
Would rather a polite way to request something
Written and oral responses to questions on Thanksgiving.

Participation in singing of Over the River
Response to circle exercise of Blessing Repetition.
Response to labeling of parts of table setting.
Teacher reading of written responses to questions.
Teacher reading/correction of dictation exercises.
146
Thanksgiving Day
Thanksgiving
The fourth Thursday in November is Thanksgiving.

Thanksgiving is a national holiday; so most people dont
go to work. People get together with their families and
friends to give thanks for the good things in their lives.
Many people travel by plane, train, bus, or car to be
with their relatives. More people travel for Thanksgiving
than for any other holiday.
On Thanksgiving Day, families come together for
a special dinner. They are going to eat turkey, stuffing,
mashed potatoes, and cranberries. They will have
pumpkin pie for dessert. After dinner, the family will
relax and talk. Some of them will watch a football
game on TV.
Thanksgiving started over 350 years ago with the
Pilgrims. In the fall of 1620, one hundred Pilgrims came
to America from England. They came on a boat, the
Mayflower. Half of the people came for religious freedom. All came for new lives.
The first winter, the Pilgrims were hungry, sick, and
cold. Many people died. Then the Native Americans, the
Indians, helped the Pilgrims. They taught the Pilgrims to
plant corn and build houses. In the fall of 1621, the Pilgrims and the Indians had the first Thanksgiving. The
Pilgrims wanted to give thanks for their new land. They
also wanted to thank the Indians for their help.
The first Thanksgiving was three days long. The
Native Americans and the Pilgrims celebrated together.
But in the years after the first Thanksgiving, there were
many problems between the newcomers and the Indians. The newcomers took land from the Indians. They
killed Indians and destroyed the Native American way of
life. Today many Americans feel ashamed about this.
Some states celebrate Native American days. On these
days, Americans honor Native Americans and remember the peace and friendship of the first Thanksgiving.
In 1620, a ship called the Mayflower sailed across the

sea. One hundred men, women, and children were on
their way to a new land. These people were called
Pilgrims. They left their homes in England because the
King of England would not let them worship God the
way they wanted. They were going to a new land where
they could make their own rules. The Mayflower arrived
on the east coast of what is now America. There were
no houses or streets or cities then. It was winter and the
Pilgrims had very little to eat. They did not have clothes
that were warm enough for the cold weather. Many
Pilgrims died during that long, cold winter.
When spring finally came, Native Americans made
friends with the Pilgrims. They taught the Pilgrims how
to plant corn and how to hunt and fish. The Pilgrims
worked hard building cabins and making warmer
clothes for the coming winter. In the fall, they knew they
were ready for the long winter ahead. They had food
stored up, a warm place to live, and warm clothes. They
had friends who helped them. They were able to worship God the way they wanted to. The Pilgrims were so
happy; they wanted to have a special day of thanks like
they celebrated in England. In England they called this
day Harvest Home. The Pilgrims invited the Native
Americans to join them for their day of thanks.
That first Thanksgiving in American lasted for three
days. The Native Americans brought deer and wild
turkey for dinner. They cooked outside. They played
games and said prayers of thanks to God for their many
blessings. After that first celebration, other harvest celebrations took place in America, but not every year, and
not always on the same day. When Abraham Lincoln
became president in 1860, he made Thanksgiving an
official American holiday. It is celebrated on the fourth
Thursday of November every year. On Thanksgiving Day
and the day after children do not go to school. Many
adults do not go to work. Families and friends get
together and have a big meal, just as the Pilgrims did.
They often eat turkey and dressing, mashed potatoes
and gravy, cranberry sauce and vegetables, and pumpkin pie and apple pie. They may watch parades and
football games on TV. Thanksgiving is a time when
Americans think about their blessings and are thankful.
147
Thanksgiving
Thanksgiving
Adult ESOL (BICS) 11/00
Adult ESOL 11/00
1. What was the name of the ship?
1. Who were the Pilgrims?
2. Where did the Pilgrims come from?
2. How did they get to America?
3. Who helped the Pilgrims?
3. What was life like for Pilgrims when they first arrived
in America?
4. What foods do Americans eat on Thanksgiving?

4. Why was the first Thanksgiving celebrated?
5. How many days was the first Thanksgiving?
5. Who celebrated the first Thanksgiving? How long
was it? What did the people do?
6. When is Thanksgiving?
6. How long has Thanksgiving been a national
holiday?
7. What happened between the Indians and the whites

after the first Thanksgiving?
8. How do you think the Indians felt when the white

man first arrived in American? How do you think
they felt after the first Thanksgiving?
9. How do modern Americans celebrate

Thanksgiving?
10. Why does more travel occur during Thanksgiving

than during any other time in America?
148
Lets Sing
Today most Americans travel by car, plane, train, or bus to be with their families on Thanksgiving.
But many years ago, people traveled by horse. In the winter, horses pulled sleighs in the snow.
This is an old American folk song about Thanksgiving. A family is going to visit their grandmother
for Thanksgiving dinner. They are riding in a sleigh.
Over the River and Through the Woods
Over the river and through the woods
To grandmothers house we go.
The horse knows the way to carry the sleigh
Through the white and drifted snow.
Oh how the wind does blow!
It stings the toes and bites the nose
As over the ground we go.

Trot fast my dapple gray!
Spring over the ground like a hunting hound
For this is Thanksgiving Day!
Over the river and through the woods,
Now grandfathers face I spy!
Hurrah for the fun! Is the turkey done?
Hurrah for the pumpkin pie!
ESOL Dictation
11/97 (BICS)
ESOL Dictation
11/97
Over the river and through the ________
Over the river and ________ the woods
To grandmothers ________ we go.
To grandmothers ________ we go.
The ________ knows the way to carry _________ sleigh
The horse ________ the way to carry ________ sleigh
Through the ________ and drifted snow.
Through the _________ and drifted ________.
________ the river and through the ________
________ the river and through the ________
Oh how the ________ does blow!
Oh how the ________ does blow!
It stings the toes and bites the ________
It stings the ________ and bites the ________
As over the ground we ________.
As ________ the ground we ________.
Over the ________ and through ________woods
Over the ________ and through ________ woods
Trot ________ my dapple gray!
Trot ________ my dapple gray!
Spring ________the ground like a hunting hound
Spring ________ the ________ like a hunting hound
For this is Thanksgiving _________!
For this is ________ Day!
Now grandfathers _________ I spy!
Now ________ face I spy!
Hurrah for the ________! Is the turkey done?
Hurrah for the ________! Is the ________ done?
Hurrah for the pumpkin ________!
Hurrah for the ________ pie!
149
ANC
LEVEL 6
ESL
HIGH
DV

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Native Americans
Length of Activity: Material and activities for this lesson for a mostly
intermediate level class will take at least two class periods of two to
two and a half hours each.
Note: Use of this lesson plan is contingent on address to the following texts
(or others similar to them):
The Elders Are Watching by Dave Bouchard/Roy Henry Vickers
Native American Legends written and adapted by Terri Cohlene
Quillworkers, a Cheyenne Legend
Ka-ha-si and the Loon, an Eskimo Legend
Little Firefly, an Algonquin Legend
Turquoise Boy, a Navajo Legend
Clamshell Boy, a Makah Legend
Dancing Drum, a Cherokee Legend
Read information about a Native American tribe which will be shared

with the whole class.
Interact with each other and with teacher using vocabulary and information about Native Americans.
Guide cooperative-pair learning about a Native American tribe.

Establish small groups/pairs for teamwork.
Provide guided or direct instruction on idioms at close of lesson.
1. Of the whole class, teacher will ask: What do you think of when you
hear the phrase American Indian or Native American?
2. After discussion, teacher will then ask: What do you know about these
people?
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
150
3. Teacher pairs up students. Each pair will be given one of the small
books on a Native American group and instructed to use the information at the end of the books to find answers to the questions on the
ESL Team/Pair Learning on Native American People. In addition to
responding to the questions, students should notice the instructions
before the questions about reading the small poem at the beginning of
each book and explaining it at the beginning of their presentation to

the class.
Native Americans,
continued
4. Once the questions are answered by each pair, the whole class assembles
again and each pair then talks about the Native American people they
have studied. The presenting pair should sit at the front of the room.
Teacher can remain in a seat or be at the board to help give explanation
of vocabulary if necessary.
5. Give copies of the long poem The Elders are Watching to the class
members. Show the illustrations from the book. Ask the class: Who are
the elders? Read the poem to the class after giving them the instruction
that they will join you in reading the parts that are highlighted in yellow. Following the reading, time permitting, there can be discussion of
the poem, or small groups can be formed and students can respond to
the questions on ESOL Team Learning The Elders are Watching.
6. Individual work Teacher can dictate the following as the class writes
exactly what is said. Following the dictation, piece can be put on overhead or on board for students to check their own work.
In the beginning, the people and animals lived in the sky and below the
sky there was only ocean. When the skies became too crowded, a tiny
water beetle was sent below to search for land in the ocean. When the
beetle could find no land to rest upon, it dived to the bottom of the
ocean and brought up a small piece of mud. This mud grew and began
to form the earth. The people then sent a great buzzard, while the land
was still very soft mud, to find a place dry enough for the people to live.
Flying over the land, the great buzzard became very tired. With his
wings still beating, he sank to the soft earth where his wings hardened,
becoming mountains and valleys.
(This is a Cherokee legend of the formation
of the Great Smoky Mountains.)
7. Following exercises on Native American people, the teacher can make

transition to modern times by saying that home is an important concept to all people. Using English for Everyday Activities (Delta Systems
Co., Inc.) pages 30-31, do a listen/choral response practice with whole
class. Be sure to go over vocabulary questions and discuss the section
entitled: For Special Attention.
151
Native Americans,
continued
8. Lesson may be completed by direct instruction by teacher on the following related idioms:
once in a blue moon very occasionally
let sleeping dogs lie dont disturb someone who may cause trouble
to buffalo someone to fool, trick or puzzle someone
eat like a horse/bird to eat a lot/a little
hold your horses wait a minute
bury the hatchet forget ones disagreements
be low man on the totem pole to be the lowest one in the hierarchy
Clarity of presentation on the assigned Native American group.

Written responses to questions and dictation.
Student response to Word Search, given either as homework or as a
review exercise at the beginning of the next class.
Participation in choral readings.
Teacher reading of dictations/question sheets.
Teacher listening to pair presentations on their Native American people.
In an advanced group, students can also read the legends and perhaps retell
the story to the class and discuss its meaning.
ESL Team/Pair Learning on Native American People

There is a poem or saying at the beginning of your book.
Write it on the board and explain what it means.
1. What is the name of the tribe you studied?
2. Where did these Native Americans live?
3. What did their houses look like? What were they made of?
4. What jobs did men in the tribe do? What did women of the tribe do?
5. What did the tribe eat? How did they obtain their food?
6. Describe the clothing of the tribe.
152
Native Americans, continued

The Elders Are Watching
ESOL Team Learning 11/95
They told me to tell you they believed you
When you said you would take a stand.
They thought that you knew the ways of nature.
They thought you respected the land.
They say you hunt for the thrill of the kill.

First the buffalo, now the bear.
And that you know just how few there are left,
And yet you dont seem to care.
They want you to know that they trusted you

With the earth, the water, the air,
With the eagle, the hawk and the raven,
The salmon, the whale and the bear.
They have no problem with fishing for sport.

There are lots of fish in the sea.
It is for the few who will waste a catch,
For you, they are speaking through me.
You promised youd care for the cedar and fir,

The mountains, the sea and the sky.
To the Elders these things are the essence of life.
Without them a people will die.
You said you needed the tree for its pulp,

Youd take but a few, youre aware
Of the home of the deer, the wolf, the fox,
Yet so much of their land now stands bare.
They told me to tell you the time has come.

They want you to know how they feel.
So listen carefully, look toward the sun.
The Elders are watching.

They wonder about risking the salted waters,

The ebb and flow of running tide.
You seem to be making mistakes almost daily.
Theyre angry, theyre hurting, they cry.
Theyre starting to question the things you said

About bringing so much to their land.
You promised youd care for the daughters and sons,
That youd walk with them hand in hand.
The only foe the huge forest fears

Is man, not fire, nor pest.
There are but a few whove come to know
To appreciate natures best.
But with every new moon you seem to be

More concerned with your wealth than the few
Women and children, their bloodline, their heartbeat,
Who are now so dependent on you.
They watch as you dig the ore from the ground.

Youve gone much too deep in the earth.
The pits and scars are not part of the dream
For their home, for the place of their birth.
You are offering to give back bits and pieces

Of the land they know to be theirs.
Dont think theyre not grateful, its just hard to say so
When wondering just how much you care.


153

Now friend be clear and understand
Not everythings dark and glum.
They are seeing some things that are making them
smile,
And thats part of the reason Ive come.
The colour green has come back to the land.
Its for people who feel like me.
For people who treasure what nature gives,
For those who help others to see.
And there are those whose actions show.
They see the way things could be.
They do what they can, give all that they have
Just to save one ancient tree.
Of all of the things that youve done so well,

The things they are growing to love,
Its the sight of your home, the town that youve built.
They can see it from far up above.
Like the sun when it shines, like the full moon at night,
Like a hundred totems tall,
It has brightened their sky and thats partially why
Theyve sent me to you with their call.
Now Ive said all the things that I told them I would.
I hope I am doing my share.
If the beauty around us is to live through this day
Wed better start watching and care.
They told me to tell you the time is now.
by Dave Bouchard
The Elders are Watching Questions

ESOL Team Learning 11/95
1. Who is telling this story?
9. What message has been brought from the Elders?
2. Who are the Elders?
10. For whom is this message?
3. What does "take a stand" mean?
11. VOCABULARY:
hawk, raven, salmon, cedar, fir, essence, tide, foe,
pest, ore, pits, scars, thrill, pulp, bits and pieces,
glum, ancient, totems
4. What did the Elders trust the newcomers with?

5. What gives the most danger to the forests?
6. List the things that the Elders are concerned about:
7. To the Elders, what seems to be important to the
newcomers?
8. What are some good things that the Elders have
observed?
154

Word Search
T
W P
P M M W M
K M
O W
O O
U W
O G
Tribes and Nations

NAVAJO
UTE
WASCO
SHASTA
TEJAS
CADDO
ZUNI
CHOCTAW
SENECA
YUMA
CHEROKEE
CROW
KAROK
APACHE
PAWNEE
COCHITI
YAQUI
CHINOOK
PEQUOD
CREE
IROQUOIS
HOPI
POMO
KIOWA
PIMA
COMANCHE
ACOMA
SIOUX
SEMINOLE
CHEYENNE
INUIT
WINNEBAGO
155
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Our Campus, A Discovery Tour
Length of Activity: 2 to 3 hours


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:
Memphis City Schools, ABE
156
Listen to an orientation.
Go on a tour of the campus.
Visit at least one other class in session.
Take notes and fill in a blank map of the campus.
Ask questions.
Participate in a follow-up discussion.
Obtain or plan and execute a simple, blank map of the campus.

Arrange at least one visit to another class.
Study and know the function of each facility that the class will be taken to.
Prepare to answer basic questions about welding, nutrition, computer,
etc.the activities that the students will see.
Present a vocabulary including a list of
places: auditorium, gymnasium, parking lot, etc.
subjects: mathematics, computer keyboard, tailoring, etc.
plant life: magnolia, grass, holly, hedge.
Class assemblesprobably in the classroom, although an auditorium or

such could be an exciting starting pointespecially if you can add to
this drama with an important guest speaker such as the principal to welcome and initiate this discovery tour.
Teacher explains the nature of the tour, prepares students for what they
will see, hear, need to understand about classes they will monitor, etc.
Proceed on tour. If possible, make a visit to another class first and/or last.
Class is introduced to other class and teacher. The other instructor
explains what is done in the class, allows ESOL students to ask questions
and gives students in both classes the opportunity to talk and ask questions of each other.
Proceed from visiting a class to a general walking tour of the campus: anywhere and everywhere is valuable. Some examples might be to visit the
cafeteria kitchen, to see the ropes, props, and boards of back stage in the
auditorium, or to peek in the door of a computer class, art class, etc. (Even
if your class takes place in a grammar school, seeing what the children are
doing in their classes prompts endless language opportunity.)
From the buildings, proceed outside to point out the faculty parking lot,
the oaks, the magnolias, the holly, the grass and clover, the red bricks and
mortar. Dont overlook the impromptu: A robin! Mud puddle! Poison ivy!
An optional tour of the rim of the campus is sometimes good to include,
time and weather permitting. The school is next to the grocery store.
This is a sidewalk; this part we are standing on is the curb. There are
four junipers in that front yard. and so on.
Return to class for follow-up activities. Back in the classroom students
can search for and identify things seen in the Oxford Picture Dictionary
(Oxford University Press). Beginners can write and say sentences in the
simple past such as, I saw a robin. I liked the magnolia tree. I wanted
to study more computer. I didnt like the poison ivy. The principals
name was Ms. Carol Miller. They can also work at filling in the map of
the campus. Intermediates fill in or prepare a map of the campus and are
able to express what is where: The cafeteria is across from the principals
office. Everyone can work at filling in blanks such as, Faculty is another
word for _____. Advanced students can assist others and/or write a
chronological report theme, other paper, or journal entry on the trip.
Finally, have a conversation; talk about what you have seen, what you
enjoyed, what you learned, classes you would all like to take. I, for example, would like to take the locksmith course offered on our campus, and
my students know this. We all seem to want more computer lessons, and
many of the students are interested in various other courses our adult
high school offers.
Our Campus,
A Discovery Tour,
continued
Ability to express physical surroundings with new vocabulary.

Ability to express locationboth in oral and written form.
This evidence is collected by encouragement of conversation, critiquing of

written work, etc.
Dont underestimate this kind of pounding the pavement connection of

language and surroundings: it works! Never overlook this or any other
opportunity to teach grammar, vocabulary, etc. on the spotas the questions, situations arise. In fact, perhaps more than this is an activity plan
about a campus tour, it is a plan about using what is around you and what
is at hand as your plan: for your ESOL students everythingevery blade of
grass, each layer of mortar and brick, every frog in the parking lotis an
English lessonand each syllable of these words that you give them makes
you an English teacher.
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Emotional Good-byes and Ambivalent

Hellos, Culture Shock
Length of Activity: 2 or 3 hours

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:
158
Learn emotion vocabulary.

Listen to teachers story of a difficult good-bye.
Prepare their own story of a difficult good-bye.
Participate in broom game.
Listen and talk about culture shock.
Provide a broom.
Learn the broom game and prepare to explain it to students.
Prepare a telling of an emotional parting in his/her own life.
Create a list of emotion adjectives and adverbs.
Help students develop realistic expectations of a new life after the
upheaval of the old.
Provide opportunities for students to express.
Optionally, begin class with a vocabulary of emotion adjectives: joyful,

angry, sad, and so on. The Broom Game: Each person in turn takes a
broom and attempts to sweep in a manner that demonstrates one of the
new words. Others try to guess, You are furious. When the guess is correct,
you can add, Yes, he was sweeping furiously.thereby introducing the
adverb form of the word. If someone asks, explain. Otherwise, just do this
without other comment. The person who guesses gets the honor of the second demonstration, but try to make sure everyone has at least one try. I
have had wonderful success with this game, and at other times, not. i.e.
Use it if you think it will work in your groupor not!
Next, ask the class, Have you ever had to say good-bye to someone you
loved? If you can, give the students a bit of your own personal history: I
often tell my students of a time in June of 1995 when my youngest brother
was returning to the mission field in Brazil. All the family gathered at the
airport to see him off. We were all unhappy to see him go, but I think my
father knew that it would be the last time he would see Scott. His hug was
extended, and he wept openly as he clung to his son. Of course, it was an
emotional time for all of us, I tell the class. We felt very sad. We left the
airport sadly. Have you ever felt that way?
At this point, introduce the concept of the other side of those goodbyesinevitably, for our students, it is the story of arriving in the United
States. This is an excellent day to have a guest speakeror a text on culture

shock and the range of emotions it brings for theor do your own research
and provide printouts for the students. Discuss the aspect of living in a new
country. How did you feel when you first arrived in the United States? Was
it a dream come true for you? Did everything seem wonderful? What were
some of those first happy feelings? Listen to the responses. Sometimes, as
soon as that first happiness dies down, another thing happens to people:
they become depressed. This is normal. Everyone goes through it. Allow
students to express here if they wish. I missed my family.is often as far as
students want to go here. Still, they hear and the message is important.
Move to the future: if possible, have an advanced student who has had
lots of adjustment time discuss how he/she has done so. Encourage others
to discuss the positive aspects of their new lives. What is the best thing
about your new life? or Why are you happy to be in the USA? In some of
my classes, similar questions have brought amazing responseseverything
from, I can eat good pizza whenever I want, to I am happy for my sons
life, from a Chinese woman. Oh, I responded. You are happy that your
son will have a good life here? No! she said. In China my son would not
have a life. I cannot have a second childonly here. A success story of first
order! Your students will have many stories of how their lives are succeeding in this country. When the stories have stopped, consider introducing
the concept of journal writing in this session. Beginning students can begin
theirs in their native language with perhaps just a listing of the English
adjectives that apply to their feelings. Other will want to use more English.
Emphasize that in either language this is a project just for the individual.
Emotional Good-byes and

Ambivalent Hellos,
continued
Optional Activity
If desired, read a short piece on saying good-bye such as that on p. 30
of Side-by-Side, Level III, second edition (Pearson Education ESL). Have
some students read it aloud again.
Then for writing and discussion have
students spend some time preparing
and delivering their own good-bye
story. Beginners can make a simple
statement, I say goodbye to my
family in Moscow. Others will
attempt more of a story.
Students are able to comment on stages of cultural shock using new vocabulary. They are able to write, express in a personal, emotional way.
Listening to students. Watching them begin to write of their own hopes

and struggles.
This can seem a difficult subject to approach, but try to get past your own
reluctance. Emotions are a part of life, and life must be reflected and
expressed with language. What could be more frustrating than being
unable to express ones emotions in ones new language?
Aspects of this activity can pop up at anytime in your ESOL class. Listening to students, helping them to express their frustrations and emotions
can be a big and recurring part of an English teachers life.
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Our Classroom
Length of Activity: about 2 hours


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:
160
Learn vocabulary for things at hand in classroom.

Practice prepositions as they apply to surroundings.
Speak/write of things in classroom.
Discuss how to make room better/perhaps begin hands on.
Teach vocabulary.
Teach prepositions.
Direct exercise in writing and speaking of room.
Direct discussion of how to better room.
Read a poem.
Teach students a game and participate in it.
Conclude with happy thoughts about our room.
A good, practical place to begin this lesson is in the Oxford Picture Dictionary, p. 76, A Classroom (Oxford University Press). Point out, pronounce
the various objects on the page. Have students repeat the words. If they
exist, ask students to point out their counterparts in the room. Do we have
a loudspeaker?Where is our chalk tray? Point out other objects common
to all rooms, window, light switch, etc. Set beginners about the task of
writing the new vocabulary. If you desire, they can write it with a simple
sentence such as, We have a pencil sharpener. We do not have an overhead projector.
Meantime, review prepositions on p. 102 of the same text. Intermediates especially can go about the task then of writing/speaking sentences
about where things in the room are in relation to other objects, A butterfly
is at the window. Our wastebasket is below the light switch. There is a
camera in the teachers drawer. We have a beautiful candlestick on the
entrance table.
Encourage advanced students to look more closely at the common
accouterments (You might even try that word on them!) This is a door,
but what is this?A hinge.This, a window, but this?A pane.
As the interest in the vocabulary wanes, begin to guide a discussion:
But is that all there is to a classroom? What other things are important to
our room? Talk about your favorite things in the room. Have students
express theirs. If someone else doesnt, be sure you at least mention the
people in the roomyou and the studentswho make the room truly and
uniquely ours. Move to writing projects about these favorite things.
Beginners can write simple sentences, My favorite things in the room are
the big windows. Intermediates can vary sentences. Advanced might try
their hand at a descriptive paragraphor even a poem about the windowpanes or creaky hinges! Compare, discuss writing.
If time allows, discuss how you could make the room better: Create a
bulletin board committee? Bring plants? A book committee? A book monitor? Class officers? A board? (You, the CEO, of course!) Yes, the ideas can
grow from the physical to the esthetic to the organization of the people,
and they will be uniquely yoursours.
In the end, and especially if no one else has, remember the unique
treasure of the books in the room. Pick one up. Remind the class of all the
wonders that are contained just within the tiny physical space of that one
book. Read something special, magicala poem, of course. (The New
Horizons series contains many wonderful ones from Lazy Jane in Book
One to The Sound of Silence in Book Five.)
Still, the selection isnt important; what you want here is just the
SOUND of the beauty and magic of the most important thing of all in
our room, this magnificent English language.
How many objects can the students name?

How well can they write, talk about the room, its needs, our solutions,
etc.
Listening to students responses, discussion.

Critiquing their writing.
Our Classroom,
continued
Optional Activity
If time allows, you can end the day
with a game, Black Magic. You will
need an accomplice for this game.
This is how it is played. Either you or
your accomplice leave the room and
any possibility of overhearing what
goes on in the room. Students in the
room are encouraged to pick ANY
object, however large (the blackboard) or tiny (the top left hinge of the
cabinet door). It makes no difference.
When the choice is madelets say
the overhead projectorthe absent
one is invited back into the room. The
other of you two asks, Is it the piggy
bank? No, it isnt. Is it the
teachers text book? No, it isnt.
Etc.until, Is it the blue chair? No,
it isnt. And only then, Is it the overhead projector? Yes, it is! Your
secret? The chosen object is always
named immediately after the first
object asked about with four legs
such as the blue chair. Give as
many students as possible the
opportunity to stump you. Divulge
the secret or not? Thats up to you,
but send the students home with the
idea that our classroom is a magical
and fun place to be!
In an activity such as this one, it is a good idea to have beginning, intermediate, and advanced levels of the project, but dont be too rigid. An intermediate might want to copy the basic vocabulary; a beginner might wander
over to discover the names of the hinge and the panejust let it happen.
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Our Town, Tennessee


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Listen.
Learn names and locations of city sites; find these, their own home, etc.
on a map.
Express and/or discuss location of various city sites in relation to others
Prepare a written report for oral presentation.
Discuss and vote on an appropriate site to visit on a field trip during
another session of the class.
Provide a city map.

Provide local paper(s).
Provide pictures and/or brochures of the city.
Tell students of his/her favorite places and things to do in the city.
Ask students to express what they already know of the city.
Help students find various places on the map of the city.
Help students prepare reports.
Help students decide where to go on a future field trip.
(Example city used in this activity is Memphis.)

The teacher can begin the session with this question: Where do you
live? Listen to answers. Some students will give their address. Some will
say that they live in Tennessee, or in your town or in a particular area of
town. Some might say that they live in the United States.
Follow this up with something like, We live in all those places, but today
we want to talk about and learn about Memphis. Where are some special
places you have been in Memphis? Answers will, of course, vary. Perhaps the Peabody, Court Square, or the Goldsmith Botanical Gardens will
be mentioned. Perhaps, places such as Piggly Wiggly or a particular
church. Mamadou, can you tell us about Mud Island? Why do you like
to go to the Piggly Wiggly, Maria?
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:
Memphis City Schools

Adult Education
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Now tell the students about places you like, events that are going to happen that you would like to attend, etc.
Study the map of your town together. Find the places you have talked
about. Help students find the school campus and their own street, and
dont overlook important places such as hospitals, libraries, and the
police station. Discuss these, especially in relation to one another. My
house is in the southeast. His house is near the Mall of Memphis. The
Memphis Belle is on Mud Island.
Our Town, Tennessee,

continued
Next divide into groups. One group will study brochures and other material to investigate permanent sites in the city that might make good destinations for a future field trip. Level One can do this, or you can make sure
people of different levels are on each committee. Another group will find
activities and events for the following week and month. This is a good
project for intermediates. In Memphis, The Flyer is an excellent source for
this research team. Your town has a similar alternative paperor a section in the regular newspaper devoted to such information. Another
group will read the current newspaper to discover the most newsworthy
events that have happened in your town recently. (Alternatively or additionally, a local newscast can be watched on television.) These students
will attempt to answer who, what, when, where and why questions. This
project, of course, is best left to advanced students.
All groups find their information with the help of the teachers questions,
comments, etc. Often on occasions such as this, I tell my students, I am
part of every group, meaning, of course, that they should call me to their
group for whatever assistance they need. Otherwise, this is a good time to
step back and let your students be in charge. Students discuss, write
reports, select spokespersonsreporters. When all have finished or
there is no more allotted time, call the groups back together. It is a good
idea to have your advanced group go first. Less experienced students
always gain confidence, ideas about what to do, etc. by watching the more
experienced students first. Thus, your third group reports on the news of
the recent past. There was a wreck on Poplar at Highland. Two people
were killed. This is a dangerous place. Today Mayor Herrington went to
New York. with additional detail.
Group two next reports on events taking place in the city in the near
future, suggesting the best of the best for the upcoming week and month.
I personally like the wine-tasting at the art gallery on Saturday afternoon, but the group has voted to recommend the Blues Concert in Tom
Mayes Park on Sunday. You can bring all your family and a picnic. It is
free. You can hear the real Memphis music. We think it is the best event in
Memphis for this week.
163
Our Town, Tennessee,

continued
Finally, group one reports on permanent attractions. Here are some

places we can go in Memphis: Mud Island for a big map to the Mississippi River and a famous airplane, the Memphis Belle; Memorial Park,
there is the beautiful grotto. We can go to see the art at Brooks Memorial
Art Gallery. We think the best place to go is the zoo. It is in the Overton
Park. At this juncture the class can vote on a future field trip, the date can
be decided on, and plans can be made to study more about the winning
site in an interim class.
An Additional Possibility for This Activity
THINK BIG! Invite the mayor or the president of the Chamber of Commerce as a guest speaker.
Students are able to demonstrate where their house, your school, important sites are on a city map.
Students are able to report on an aspect of the city in written and oral
forms.
Students are able to make decisions about where to go on a field trip and
begin to organize this trip.
By observing students ability to understand and talk about the city map.
By critiquing both oral and written reports.
By observing decision-making process.
If you love your hometown as much as I love Memphis, this lesson will be a
pleasure for you as well as your students!
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Our State: Tennessee
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Listen.
Learn names and locations of some state sites, counties, cities, etc. and
find these on a map.
Express and/or discuss location of various state sites in relation to other
sites, their new hometown and county, as well as other cities and counties
in the state.
Discuss and vote on an appropriate site to visit on a family weekend trip
or possibly even a class field trip.
Provide a state mapif at all possible one for each student that they can
keep.
Provide pictures and brochures of the states attractions.
Tell students of his/her favorite places and things to do in the state.
Lecture about and supervise discussion of state.
Help students decide where they would like to travel within the state.
(Example state used in this activity is Tennessee.)

The teacher can begin this activity with this question: Where do we all
live? Listen to the answers: Some students will say the name of your town
or county, some might say that they all live in a particular neighborhood or
even in the United States. Hopefully, some will answer, Tennessee. Follow
this up with a statement such as, We live in all those places, but today we
want to talk about and learn about Tennessee. Where are some special
places you have visited in our beautiful state?
Answers will of course vary: Perhaps Gatlinburg, Shiloh, Pickwick
Dammaybe Nashville or the state capitol building. But dont be surprised
at offerings such as Alabama or even, My cousins farm. Continue the
discussion, correcting answers such as Alabama, but also asking students
to tell about the places they have been. Jesus, what can you tell us about
Pickwick Dam? Listen and then without ceremony, use the moment to
explain TVA, etc., in simple, conversational termsmuch as you might to
an English-speaking visitor to the state.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:

Adult Education
165
Our State: Tennessee,

continued
Next, tell the students about places you like to visit in the state, and
while this is more a geographical discussion than a civics one, I think it is a
good idea to at least mention the name of the governor of the state. Study
the map of the state together. Find the places you have talked about. Help
students find your home county and town, the county where their cousins
farm is, etc. Dont overlook important places such as the county seat; the
capital city, Nashville; and the largest city, Memphis. Especially in Tennessee, I think it is nice to point out our neighboring states and count them
together. We have more neighbors than any other state. Look at the
important waterways in the state. Of course, in Tennessee, the Mississippi,
which forms our western border, and the Tennessee, which divides our
state into its three regions, are musts. This is also a perfect time to introduce the flag of Tennessee and discuss the three stars which represent these
same three regions. Discuss all these thingsespecially in relation to one
another. Memphis is on the Mississippi River and is in the southwest corner of Tennessee. Nashville is northeast of Memphis. Shiloh and Pickwick are very close to each other. Gatlinburg is in the Smoky Mountains
and very near Knoxville.
Now divide into groups of two or three partners in order to create
reports about various places in the state. As much as possible, make sure
that people of different levels are in each group of partners. Each group will
study brochures and other materials related to different tourist attractions
and historical sites in the stateespecially those that are near enough to
your town to make good destinations for family outings or class field
tripsprepare a report, and select a reporter who will give their report to
the class. All groups find their information with the teachers assistance,
questions and commentsbut only on an as needed basis. It is important
to step back and let your students do as much of the work as possible.
When all groups are ready (or allotted time has run out), have your
strongest group report first and continue until all reports are given. If it is
possible to plan a future field trip for the class, a vote could be taken at this
time on feasible destinations, the date can be decided on, and plans can be
made to study more about the winning site in a future class.
Additional Activities
State history, state civics.

Students are able to demonstrate where their new hometown is, as well as
the location of the state capital, largest city, and other important sites on a
state map.
166
Students are able to report on a site in the state in written and oral forms.
Students are able to discuss and make decisions about where to go on a
field trip and begin to organize this trip.
Our State: Tennessee,

continued
By observing students ability to understand and talk about the state map.
By critiquing oral and written reports.
By observing decision-making process.
It is a lot of fun showing these new residents our beautiful state.
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Our New Country:

The United States of America

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:

Adult Education
168
Listen.
Learn names and locations of states, some major and capital cities, find
these, the state in which they are located, on map of the United States.
Discuss possible nearby out-of-state sites to visit.
Play a game.
Provide a map of the USA.

Provide various materials about the country as a whole and individual
states.
Tell students how many states he/she has visited and some highlights of
some of them.
Ask students to express how many states they have visited.
Help students find various states on the map.
Point out all 50 states at least once.
Help students decide on good destinations in neighboring states.
Begin the session with this question: Where do we live? If you have been
using these location lessons as a series, the students will by now enjoy anticipating the answer you are looking for: The one you want to emphasize
today is, of course, the United States of America. In fact, if someone does
not give that full name, be sure you do. Follow this up with a question:
Where are some places you have been in the United States? Answers will
vary. Some might name your hometown, Tennessee, even Germany!
Respond especially, however, to the mentioning of other states. Ricardo,
what did you like about Texas? Urshula, what did you see in New York?
etc.
Next, introduce a map of the United States and point out and name all
50 states. Pause for questions. Then tell the students how many states you
have been to and tell at least something of your experiences. Find some of
the places all of you have been on the map.
Discuss the location of the various states, the smallest state, Rhode
Island, the largest, Alaska. Talk again about the neighboring states to Ten-
nessee: Arkansas, Missouri, Kentucky, Virginia, North Carolina, Georgia,

Alabama, and Mississippi. Discuss the various regions of the U.S. and especially make students aware that Tennessee is in the southeast, a region that
is often referred to as The South. In addition, dont forget to point out the
District of Columbia.
Next, divide the class into groupsI think groups of two or three partners work best for this project, putting your weaker students with the
stronger. Each group will research and report on one particular state or
region, as you and your available research materials deem best, but I think a
special emphasis on our neighboring states by at least one group will prove
most practical. The purpose of this location series is to learn more about
physical locations, and this should always be emphasized in your comments to the various groups as you monitor their group research, but never
forget to step back as much as possible and let the students do the work
mistakes and all. When all groups have finished or there is no more allotted
time, call the groups back together and proceed with the reports. Have
individuals recall what they remember from reports other than their own.
There are many wheat fields in Nebraska. Sacramento is the capital of
California. Lead a discussion about some of the best possibilities of destinations for future travel. Especially if our neighboring states are discussed,
the class could at least discuss and vote on a dream field trip: Helen
Kellers home in Alabama is not too far form here. We could take a bus
through the Smokies and go to North Carolina, etc.
A game that works well in this session is Lets Get on a Bus. Your have
a piece of paper and pen. No one else is allowed to write. Students compete
as individualsopen or closed book as you wishbut if you have beginners, open book is probably fairest. First contestant says, Lets get on a bus
and go to _____. Lets imagine Arizona. (You begin a list with Arizona,
and continue it with each students addition.) The next contestant must
remember Arizona, and say, Lets get on a bus and go to Arizona
andWest Virginia. So on and so on, each contestant adding to the list.
(Yes, Hawaii is allowed on this imaginary bus trip!) Anyone who does not
remember the list in perfect order or hesitates more than ten seconds is out.
This is an excellent exercise for remembering in ones new language. I have
witnessed some amazing contests with long, long lists before we had a winner, and it is very empowering even to those individuals who are out early.
By and large, they continue to follow the game, and win or lose, many students realize for the first time that they have actually sustained a thinking
process in their new language. An alternative or additional activity would
be to put students into two teams and see which one can record the most
states in an allotted time. All fifty? Great!
Our New Country: The

United States of America,
continued
169
Our New Country: The

United States of America,
continued
Students are able to demonstrate where the state of Tennessee and at least
some other states are on a map.
Students are able to report on interesting facts and sites in other states in
written and oral forms.
Students are able to make decisions about where to go on a dream
field trip as well as on future personal trips.
By observing students ability to understand and talk about the map of

the United States.
By observing students ability to understand and talk about the map of
the United States.
By observing the decision-making process.
By observing the students ability to remember the names of states.
One excellent source of information on attractions and historical sites in all

fifty states is Readers Digest Travel Guide USA.
The game played in this activity is adaptable to many vocabularies; for
example, I am going to the supermarket and I am going to buy ________,
of course, proceeding with an ever longer list as in the game above.
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Our World
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MULTI-LEVEL

If possible, bring pamphlets, books, and other items containing information about their home country.
Express, discuss and inform others of aspects of their homeland.
Listen.
Learn names of all the continents of the world and be able to locate all
the countries represented on them, i.e. countries represented in class.
Provide a map of the world.

Provide additional brochures, atlases, and books for research.
Talk to students about places he/she has visited outside the USA.
Teach the names of the continents of the world in English as well as various oceans, mountain ranges, etc., especially as they come up in conversation.
Ask students to talk briefly about where they are from.
Help students prepare a longer report on their country.
As with other location themes, the teacher can begin this session with the
now familiar question, Where do we live? Probably no one will think to
name the Earth, but however these answers unfold, follow them up with
We live in all those places, but today we want to talk about our world,
Planet Earth. Show a map of the world, go over the names of the continents, and ask students to express where they are from, what continent it is
on, and one other interesting thing about it. Naturally, you will all want to
locate each country as it is mentioned. Answers will vary, and advanced
students and intermediates will have an easier time of it than beginners, but
try to get even the beginners to say something extra of their country if only,
I love Peru.
Ask students to form groups according to their nationality. If there are
more than three or four people from the same country, you will want to
form more than one group to represent that country. Students will work
together to prepare a report about their country. (If you wish, you can prepare a list of research questions for the various levels, but I find that this and
all of the location theme activities work best when I move from group to
group, see what they are doing, how they are thinking, etc., and then offer

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:

Adult Education
171
Our World, continued
impromptu research ideas and questions that fit the moment and the materials they have at hand.) They will also need to elect a spokesperson for the
group or decide what specific aspects that each individual in the group will
report on. (Incidentally, if all of your class is made up of one nationality, you
will want to follow the latter plan, as well as making other adjustments to
this activity such as looking at various other countries on the map and possibly having students report on a country that is not their own.)
Dont worry too much about time in any of these group projects that I
have described in my various student activitiesthe students will worry
about it for you and will be eternally not ready, but you just use the time
that is available to you and when it is gone, just say, Ready or not, here we
go, then proceed into the report phase of the session.
Students give reports.
When they have finished, ask students to recall something they learned
about a country other than their own. Ask someone to repeat the names of
the continents, etc., and finally, ask who remembers the name of our planet
in English.
If time allows, a good way to end this session is with the game Im
Going on Vacation. I have played this game for years with students of all
levels. Everyone can play it, everyone loves it, and it is especially good for
helping beginners remember their English letters:
Divide the class into two teams. The person going on vacation is you,
and where you are going is any country in the world. You say, Im going on
vacation, and Im going to. At this point you draw short blanks on the
board to equal the number of letters in the countrys name (in English, of
course). For example: _ _ _ _ _ _ . The first player on the first team asks,
Does it have a/an _? Lets say a U. No, it doesnt. Proceed to the first
player on the second team, who might ask, Does it have a/an A? And you
answer, Yes, it does. Write in: _ A _ A _ A. At this point with the guessing
of a letter contained in the name, the player earns the right to guess the
country. Do you want to guess? and so on until someone guesses
Canada! Their team wins the point and the process starts all over with a
new country.
Students are able to recite the names of the continents and the Earth.
They are able to demonstrate where their own and other countries are on
the map.
They are able to work together in a group to research and decide on what
to put in a report.
172
They are able to report on aspects of their own country in oral and written form.
Our World, continued
By observing students ability to understand and talk about the world

map.
By observing the group research process.
Another possible activity for this location series might be Our Universe.
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Presenting New Verb Tenses:

A Grammar-Oriented Activity

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Listen and observe explanation of new verb tense structure, and use it.
Ask questions.
Practice new verb tense in oral and written exercise.
Participate in short skits.
Use new verb form in structured conversation.
Plan to use new tense in at least three real-life situations within the next
24 hours.
Review structure and use of verb tense.

Present explanation of verb tense in oral, written and drawn forms.
Guide students through written and oral exercises.
Help students prepare skits.
Help students converse with new tense.
Help students plan how they can introduce verb form into real life within
24 hours.
(example verb tense: past perfect)

I usually start an introduction of a verb tense by linking it to a previously
learned tense. Thus, were I to be teaching the past perfect, I would start by
reviewing the present perfect for and with the students. First I would
remind the students of the way the present perfect is formed, using the
example verb to eat, and demonstrate by asking them to orally supply the
various parts of the formula, correcting them when needed and writing the
following on the board as we work together for the answers.
present perfect
to eat
simple present of
the verb to have
He has
+
+
past participle of main verb

eaten
Anne Pittman
COUNTY/PROGRAM:

Adult Education
174
Next, we work together to remember how the verb is used. I usually use
the drawing of a time line to help the students visualize this:
Basically the present perfect expresses that something started in the past
and continues until now. It leaves the future open, making no commitment
one way or the other.
Presenting New Verb

Tenses, continued
On board:
He has eaten apples all his life.
Past
Now
1987
/------------------------------------/
Future
????
(For the purposes of this comparison, variations of this basic affirmative

use are usually omitted.)
Next, I like to introduce the past perfect by erasing the appropriate
words in the simple present of to have and he has, replacing them with
the appropriate words to form the past perfect all the while, of course,
orally explaining. The result looks something like this:
Simple past of
The verb to have +
He had
+
past participle of main verb

eaten
Next, I begin an erasing process on the time line, all the while explaining the uses of the new tense: The past perfect is used to express that
something started and stopped in the past, often before something else
happened. The end result of the erasing/replacing process looks something
like this:
When I arrived at seven, he had already eaten dinner.
Past
Now
Future
6 p.m.
/-------/
7 p.m.
/
I explain as I draw, He ate between 6 and 6:30. His plate was cleaned. I
arrived at seven. He had already eaten when I arrived. I had to eat alone,
etc.
Encourage questions. Be prepared to answer them.
Next, I like to go through an oral repetition of the conjugation of the
tense. Most texts provide these and/or I write them out on the board for us
to follow.
Next, move students into the oral exercises provided by whatever text
you are following. These are usually and universally in dialogue form. I
like to read both parts of an example. Ask again for questions. Then I usually have a student join me in repeating the example dialogue I as A,
they as B. If it is a strong class, I usually proceed through the exercise
175
Presenting New Verb

Tenses, continued
with volunteers; if it is a multi-level or weak class, I am often a participant

in Number 1, asking the students to think with me as I make my decisions. Then I usually call on individuals to continue a chain process (If a
student is B in number 1, the same student is A in Number 2, etc.). I
find it is usually best to hold questions until the end of an exercise. There
are many reasons for this, but one of the most important ones is that so
often students find the answer on their own through the simple repetition
of pattern that a good dialogue exercise offers. Nothing teacher. Now I
know, is a frequent response when I ask a student to repeat his question at
the end of an exercise.
Follow oral exercises with written exercises. I like to do these in class
and encourage students to work individually, with a buddy, or with meas
needed. Of course, I check the work as they finish.
Next it is time for a bit of drama or IMPROV. In this case, i.e. the past
perfect, I often pair students. Presupposing the groups previous learning of
expressions of past tense, I tell them I want each pair to demonstrate the
difference in the following sentences:
When I got home, he ate.
When I got home, he was eating.
When I got home, he had eaten.
Encourage them to develop a scene with a bit of drama. These are
fun, they move toward the natural use of the tenses, and you will be amazed
at what talented improv actors are lurking right there in your ESOL class,
just waiting to ham it up and entertain you. I am usually pretty tight with
correction here and in conversation. Now is just a time for all to enjoy the
understanding of the language.
If time allows, end the day with conversation in the new tense. This can
be combined with an expression of what situation of the next 24 hours can
be used to introduce the verb tense into the students real lives. Assure them
that you will want reports, and wish all a cheerful good-bye. You have all
worked hard!
176
They ask intelligent, informed and/or thoughtful questions about it.

They are able to use it correctly in oral and written exercises.
They are able to demonstrate and compare its use in impromptu skits.
They are able to express in the verb tense in structured conversation
and finally, the best evidence: You hear the tense coming back to you in a
real-life conversation with your studentmusic to an ESOL teachers
ears.
Note the nature of the questions asked.

Observe and critique the results of oral and written exercises.
Compare these to the efforts of the improv skits.
Listen to the structured conversation.
Listen to your students real conversation.
Presenting New Verb

Tenses, continued
This is intended as a sort of explanation to beginning ESOL teachers of a

process that at least one somewhat experienced teacher goes through in the
introduction of a typical verb tense. It is by no means meant to be a formula that everyoneor anyonemust follow, but rather just an example
of what a typical verb tense presentation might be.
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Lets Rent a Movie
Length of Activity: 2-1/2 to 3 hours


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:

Adult Education
178
Listen to teachers preview of movie.

Read questions to be answered during viewing of movie.
Look at pre-movie vocabulary list and ask for/look for definition.
Keep an additional vocabulary list.
Advanced students approach the watching of the movie as a research
project.
Intermediate students attempt to answer at least two of the research questions and keep a vocabulary list.
Beginning students relax into the sound of the movie, enjoy the visual
clues, listen to teacher and other students discuss the movie, attempt to
make at least one statement about the movie.
All approach this as something to enjoy.
Determine movie to be viewed. (Examples here refer to Youve Got Mail.

Another I have found to work well in all levels is What About Bob. In fact,
comedies with simple themes seem to work best both for ESL students as
such and for a mixed group of adultseverybody loves to laugh.)
Obtain movie, VCR, etc. and arrange seating. (If a number of people
must view a relatively small screen, a deep V arrangement of chairs
often works well.)
Preview the movie with the class in mind (even if you have seen it
before).
Prepare a pre-vocabulary list and discuss it with the class before the
movie.
Prepare a list of research questions for advanced students with at least
two directed to intermediates, and hopefully, one that beginning students
might answer.
Some questions might be:
What is the setting? time? place?
How is the setting important?
What is the opening or final song? (in Youve Got Mail for example,
Somewhere over the Rainbow is sung over the final scene.)
Who sings the song? (extra credit question!)
What is the significance of this song?
What are adjectives used to describe the main character(s)?
(A variance for Youve Got Mail might be, What are Kathlines and Joes
e-mail handles?)
Describe your favorite scene. How is it important to the rest of the
movie?
Never marry a man who lies, is a quote from the movie. How do Joes
actions later reflect this quote?
Other specific questions about our example movie might be,
What is the dogs name? (Bradley.)
How does the horn sound in the song sung at Thanksgiving?
(Forlorn.)
What does Joes computer say when he turns it off? (Goodbye.)
You get the ideamake your own questions for the movie you have
selected.
Review these questions with students before movie.
Finally, help beginning students relax and be aware of just listening to the
sound of English coupled with the screened images for a learning experience of language. To listen is good. When we see English with words,
we learn.
Lets Rent a Movie,

continued
Students and teacher gather for the Big Event of the movie! What could
be more American than watching a flick together? (Popcorn and sodas
do nothing to hurt the atmosphere, if its convenient to have them.)
The teacher sets the stagewhat will basically happen in this movie,
what students may need to understand. Review vocabulary and
research questions. Assure even the advanced students that they as individuals are not expected to answer every question. I encourage students
not to try to understand everything, but to relax and appreciate the
understanding that comes.
Students and teacher watch movie with as few interruptions as possible.
Post movie: Stay relaxed. Have fun talking about what you have just experienced together. Teacher takes vocabulary questions; class discusses
research questions with teacher encouraging more from advanced,
some from intermediates and finally, just one answer, The computer say
goodbye or at least a comment from the beginners. I no understand,
is an observationbut even beginning students usually do better than
that. They use computer to write love. Just be sure the beginners go last.
The inspiration/knowledge that they receive from more advanced students in multi-level classes is a source of continual amazement.
179
Lets Rent a Movie,

continued
Teacher observes the oral and written responses of students:

Do they evidence an understanding of the movie?
Do advanced students in particular articulate and write about this well?
Do intermediates in particular demonstrate an understanding of
vocabulary?
Are beginning students each able to express at least something about the
movie?
One of the greatest motivators is WANTING to understand. Couple this

with the fun of a movie, and the new language results in your students are
often surprising.
ONE IMPORTANT NOTE: This should be an exceptional class activity
An Event. (Perhaps an end-of-semester treat.) When used properly and
sparingly, movies make a wonderful in-class activity. However, never fall
into the mistake of too many movies, too often.
180
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ESL
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Making an International Quilt
IT
MULTI-LEVEL
Length of Activity: from 1 to 2 weeks

The students will each create a fabric block and will then construct a classroom international quilt.

Learning Plan
The teacher will make sure all necessary materials and tools are available.
She will oversee the construction of the quilt.
1. Have students read The New Oxford Picture Dictionary page 100,
Handicrafts. Review the names of sewing items.
2. Discuss making a class quilt. Make a list of materials needed and who
can bring what.
3. Decide on a quilt theme. How can the quilt best represent/symbolize
our ESL class and our backgrounds?
4. Distribute 8.5'' x 11'' pieces of paper and markers. Have students design
their quilt square. Review theme and purpose of the quilt.
5. Have each student show class their square and tell about it.
6. Divide the class into groups of four. Have each group elect a head tailor.
7. Demonstrate to the head tailors the various steps of the directions.
Explain vocabulary including edges, right side of the fabric, wrong side
of the fabric, sew, pin.
8. Have head tailors review and discuss directions with each group.
9. Follow directions and sew blocks together until quilt is complete.
10. Hang quilt in classroom.
11. On board ask students to list steps taken to make their quilt. Have students copy these directions.
12. Have each student write a paragraph about what their quilt square
means to them.
13. Make a round-robin story about making the quilt. Have one student
write a sentence about their feelings. Then have the next student continue writing another sentence. Go around the room until everyone has
written a sentence. Read the story aloud to the class.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Diane Cohn
COUNTY/PROGRAM:
Williamson County
Adult Education
181
Making an International
Quilt, continued
Students understanding of vocabulary will be evaluated through the completion of our International Quilt.
This is such a fun activity and it is wonderful for all levels to work together.
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Learning About the Local Police Force
IT
MULTI-LEVEL
Students will increase their knowledge about and comfort level with the local
police force.
Length of Activity: several class sessions
Learning Plan
Discuss what experiences, observations, knowledge they have about the

police and what questions they have.
Develop a list of questions to ask the police chief as a guest speaker.
Interview him using their questions.
Afterwards, list and discuss new vocabulary words and key concepts from
his visit to the classroom.
Write a summary of his presentation.
Guide students in preparing and editing their questions.

Invite the police chief to the ESOL class.
Explain key concepts and new vocabulary.
Develop a page of matching words to their meanings and a crossword
puzzle using the new words, possibly an easier and a more difficult version of each, depending on ability levels of the students.
Develop a simple form for students to keep in their cars about what to do
and what information to obtain in the event of a car accident.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
In the initial discussion (see above) students will also talk about cultural
differences between the police here and in their native countries, and perhaps why some may feel afraid and untrusting of the police. They will discuss their questions/concerns in class, each write 2-3 for homework, and
edit them in class in mixed ability groups. Students will role-play in pairs as
a practice for asking their questions. After the police chief visit, the students
will compose together a written thank-you note and will address the envelope correctly using the phone directory to obtain the correct address.
Students will participate in the discussions.

They will take turns asking the police chief their questions.
They will later write a summary of the information they learned. They will
practice filling out the teacher-developed accident report form. They will
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
183
Learning About the Local

Police Force, continued
complete the teacher-developed matching exercises and crossword puzzle

of vocabulary words.
Teacher observation, written summary, correctly completed accident form,

completed matching exercise and puzzle
I found this activity to be successful with a class of 10 students from upperbeginning to lower-advanced levels. It was part of a unit on community
services. The student chose to invite a police officer from a list of community service workers. The activity seemed to allay some of their fears and
helped them to feel more comfortable with what to do in certain situations
involving the police (traffic accidents, police stops, roadblocks, police
searches, etc.). At least two of the students were undocumented and had
been open about it with me and the other students. At first they were
apprehensive about inviting the police chief, but they turned out to be
among his more animated questioners.
ESOL Listserv Comments
Re: Student learning Activity Learning about the Local Police Force
from Paul H. deLeon, ESOL teacher with the Knox County
Adult Education program:
One thing that struck me is that this kind of activity can be educational for
the police as well as for ESL folks, helping the cops understand the concerns
and conditions many immigrants face, and in general just getting them on
the police screen as people to be respected. Im told that battered women
are finally (in some places) getting treated better by the police, because of
such educational work over the years. Wouldnt hurt to remind the rankand-file too that, in many places, police policy is to strictly limit cooperation with the INS to very specific circumstances.
So an extended lesson about the police could also include helping learners develop a list of local resources, such as bilingual lawyers. Fran Ansley at
the UTK Law School (ansley@utk.edu) has had her students researching
immigration issues for a couple of years, and Ive also had them to class. My
recollection is that their focus is more on housing and job issues than on
criminal matters. Then theres the National Immigration Law Center, which
publishes various materials in English and Spanish (other languages?).
Ive also seen some related newspaper articles, which could have a variety of classroom applications, from news about the murders in Monterey,
TN to the Durham, NC Herald-Suns 1995 article on crime in the Latino
184
community (part of a series called New Faces, New Voices; I dont know if
its still accessible at www.herald-sun.com).
Talking about cops, courts and crime also lends itself to practicing
questions, forms, commands (Freeze!good for ESL folks to know so
they dont get shot 41 times), excuses (Officer, Im rushing my mother to
the hospital), past continuous (in the textbooks, often in the context of
alibis), and language related to emergencies. Ive seen books with cartoon
sequences about emergencies that learners can reconstruct and retell. Some
learners may even be interested in the arcana of police jargon, a la cops;
Ive seen audiotapes called Essential Spanish for Law Enforcement, by Living
Language (Random House, 1997).
You might have already mentioned it, but it occurred to me that talking
about the police and courts can also lend itself to practicing indirect questions and statements (He said he saw someone run out of the alley) and
conditionals (What would you do if?)
Learning About the Local

Police Force, continued
Police Vocabulary Words

Instructions: Write the letter of the correct meaning beside each word.
1. accidental (adj)
A. something a person is expected to do
2. saddest (adj)
B. in a way that follows the law
3. happiest (adj)
C. happening by accident
4. city limits (n)
D. to do something against the law
5. responsibility (n)
E. a charge for a service
6. investigator (n)
F. most sad
7. unmarked (adj)
G. plain, with no design or markings
8. legally (adv)
H. most happy
9. fee (n)
I. rules for how to do something
10. guidelines (n)
J. someone who tries to solve a crime
11. background check (n)
K. an imaginary (not real) line around a city
12. commit (a crime) (v)
L. a computer check on a persons past
In case of accident
Always call the police. Dont admit fault. Dont discuss the accident with anyone except the police or the insurance company. Obtain the following information if another party is involved:
Name
Names of any Witnesses
Address
Address
Phone Number
Phone Number
License Number
Make, Model, & Year of Vehicle
Police Department:
Insurance Company & Policy Number (optional)
Sheriffs Office:
Police Officers Name and Badge #
185
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MULTI-LEVEL
Folk Tales From Many Lands
Student will tell folk tales from their native countries.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Length of Activity: Several class sessions, depending on the size of

the class and how long it takes for everyone to tell his/her story. Allow time
for about four students to present and the ensuing discussion per 2-hour
class.
As homework or during class time, prepare a presentation of familiar folk

tales from the students native countries.
Ask the students to tell the story to their classmates using pictures, drawings, or other visual aids if they choose.
Participate in a class discussion of similarities/differences in native stories
and the universality of the morals taught in the stories.
(Optional: Write folk story.)
Give assistance where needed in the preparation phase.

Video- or audio-tape record each students presentation.
Guide class discussion.
In addition to the activities described above, the students will enjoy watching the video or listening to the taped stories. This is a good opportunity
for students to observe themselves speaking English. It can help boost their
confidence about speaking. They may pick up on errors they hadnt noticed
before.
The effectiveness of the presentations, the interest stimulated in the listeners, and participation in the class discussions.
SUBMITTED BY:
Cindy Barnett
Video- or audio-tapes. (Optional: written stories.) The originals or copies

of students drawings or other visuals can be put into their portfolios.
COUNTY/PROGRAM:
186
This activity was a big hit among my students. Some put more effort into it
than others. Some of the discussions were quite animated. The drawings/
visuals appealed to visual learners. One student made elaborate Japanesestyle story cards to accompany her story. She made colored chalk drawings
on one side of each piece of poster board and wrote the text on the other
side. She later used them to tell her story to a local pre-school group.
I hadnt taped my students before this activity. It was an eye-opener for
some to hear themselves speaking English. Future tapes could be compared
with these to help students see their progress. These can also be kept in
portfolios.
Folk Tales From Many

Lands, continued
ESOL Listserv Comments about Student Learning Activity

Folktales from Many Lands
from Heather Nicely, teacher, Kingsport City Schools
Adult ESOL Program:
The only comment I might make is that I would encourage students to
TELL stories, not read them during their presentations. To give them the
confidence that this can be done, you could have practice sessions ahead of
this activity in which you give students copies of very short stories (such as
those on the Hodja story cards) [Story Cards are available from Pro Lingua
(800-366-4775)] which they read, study and ask the teacher questions until
they fully understand. Then, the cards/story texts are taken away from the
students and they find a partner (or are assigned one) to tell their story to.
Change partners a few times in the course of this activity to give additional
practice. The students (and sometimes their teacher!) are amazed at how
well they can do this without the prop of written text.
Stories and their telling are wonderful ways to practice English, as well
as being able to share cross-culturally.
187
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ESL
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MULTI-LEVEL
International Potluck Dinner
This activity will involve several sessions of learning about U.S. measurements,
reading and writing recipes and discussing foods, all culminating in a potluck
dinner, which can be scheduled for a holiday or end-of-school-year party.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Cindy Barnett
COUNTY/PROGRAM:
188
Length of Activity: This could take 3-4 sessions, up to many more

class sessions, depending on how much you decide to do with it.
Compare U.S. and metric measurements, analyze U.S. equivalencies (i.e.

4 cups = 1 quart), and identify abbreviations for measurements.
Read and analyze recipes for a variety of dishes.
Beginning students can learn names of foods, cooking utensils, and basic
cooking verbs (chop, boil, bake, etc.), and identify actual foods or pictures of foods.
Discuss similarities/differences in American foods and foods from their
native countries.
Write one or more recipes for a favorite dish(es) from the students native
country. Explain preparation to the class, and demonstrate, if practical.
Prepare and bring this dish to the potluck dinner. Taste and appreciate, if
not enjoy! Foods from many lands.
Provide students with copies of a table of weights and measurements,

such as the one from The Basic Picture Dictionary (Delta Systems Co.,
Inc.), Appendix C.
Bring measuring cups, spoons, quart and gallon containers to class.
Bring actual cooking utensils, or use pictures from The Basic or New
Oxford Picture Dictionary.
Provide a variety of recipes and cookbooks for students to look at and
discuss.
Bring actual foods and/or pictures of foods cut from magazines for students to identify.
If time and money allow, bring an occasional prepared dish to class for
students to taste, along with its recipe.
Guide class discussions.
Assist students in writing and re-writing their recipes.
Compile recipes into a class cookbook.
Bring a typical American dish to the potluck dinner.
Enjoy tasting foods from other countries and know that food is an
important part of culture.
There is so much you can do with this type of activity. Advanced students
could type (word process) the recipes on the computer and compile the
cookbooks. You could teach nutrition and portion sizes. The health department has colorful pamphlets available on the Food Guide Pyramid. The
nutritionist there or the extension office home economist could talk to the
class about nutrition or demonstrate preparing healthy foods.
In addition to bringing fruits, vegetables, etc. for identification, you
and/or students could bring packages of foods that require preparation
(cake mix, instant pudding, macaroni and cheese, etc.) and practice reading
the instructions, teaching any new vocabulary words.
You could use teacher-made flash cards to review vocabulary, with the
food picture on one side and the word on the other.
You could teach the imperative (command) form using food preparation verbs.
You could use the T.P.R. (Total Physical Response) method for this
with beginning students.
You could make word searches or crossword puzzles using new vocabulary (www.puzzlemaker.com).
International Potluck
Dinner, continued
Written recipes, class cookbook, participation in class discussion, presentations/food preparation demonstration, participation in potluck dinner,
completed vocabulary puzzles.
Copies of students recipes or the class cookbook can be put into their portfolios.
One of the activities my students enjoyed the most, besides the actual dinner, was the local extension office home economists food preparation
demonstrations. (We are fortunate to have a self-contained, portable
kitchen demonstration unit at the Adult Learning Center.) She made
omelets on one occasion and broccoli-cheese soup on another. Everybody
got to practice making omelets and help make the soup. Getting the recipes
from our class cookbook included in the Tennessee Literacy Coalition cookbook, and the students names in the local newspaper about it, was an
unexpected bonus.
189
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
New Years Day

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
190
Read information about New Year celebrations.

Interact with each other and teacher using vocabulary learned from
reading.
Share elements of their cultures observances of the new year.
Use writing, listening, and speaking in addition to reading in the language acquisition process.
Form cooperative groups.

Guide students in acquiring needed information for class discussion.
Provide direct instruction on idioms at conclusion of lesson.
1. At beginning of class session, teacher will step in front of the semi-circle of students and sign (using Sign Language, instructions for signing at end of this plan) Happy New Year. Repeat the sign several times,
then get students to try forming it. After they can do it, let them know
what they have been saying.
2. From each language group represented among your students, elicit
how Happy New Year is said in their language. Put on the board. (This
is good opportunity for the students to practice spelling aloud to you!)
Repeat expressions together. (Beginners can participate in this exercise
with more advanced students.)
3. Form groups of 3-4 students each, mixed level and mixed background.
Distribute information about New Years from Holiday in the USA
(Scott-Foresman) and from ESL Teachers Holiday Activity Kit (The
Center for Applied Research in Education) to appropriate level students. Distribute team-learning question sheet on New Years Eve and
New Years Day. Students read and discuss together to find responses to
questions.
4. Distribute information on Chinese New Year with multiple copies of
the pictures of the animals. Students are to determine which animal
sign they each are and what qualities they have. During class discussion
of the questions and Chinese New Year signs, students can talk about
their own signs and those of their teammates.
5. Since the Chinese Zodiac uses animals, this is a good time to introduce
how languages represent the sounds that animals make. Distribute the
sheet: Sounds Like a _______ and model the sounds listed on the
chart. Allow students to guess what animal sound is being represented
by the words. After students go through the English sounds, elicit how
such sounds are represented in their languages.
6. Prepare a sheet with the following questions. Let students jot down
notes about their responses, then discuss as a class.
a. Was last year good or bad for you?
b. What was one good thing about last year?
c. What was one bad thing about last year?
d. What is one thing you want to do in the new year?
e. What are three things you want to do in the new year?
Participation in discussion.
Written and oral responses to questions on New Year celebration.
Teacher checking of written responses to questions during discussion of
New Year.
New Years Day, continued
Related Activity
1. Teacher can present and students
repeat and discuss the sections
from Everyday for Everyday Activities (Delta Systems Co., Inc.) on:
Going to a birthday party, pg. 76
Going to a dinner party, pg. 77
This also provides an opportunity
to share customs relating to entertainment, particularly the American
sense of time (on time, in time at
___ time) and the importance of
arrival time at social events.
2. To conclude lesson, teacher can
lead discussion of the following
idioms. Put idioms on board
before or as they are discussed:
a clean slate begin anew
turn over a new leaf start fresh
different strokes for different folks
different things are good for
different people
give it my best shot Ill try my
hardest to succeed
Party expressions:
dressed to the nines/teeth/to kill
very dressed up, very fancy
knock someones socks off really
surprise someone
keep someone in stitches really
entertain someone, make someone laugh a lot
kick up ones heels have a very
good time
191
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Columbus Day/Traveling
Length of Activity: a 3-hour session (with some condensation), or

could be used for two shorter (e.g., 2-hour) sessions.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
192
Be exposed to vocabulary concerning traveling and history.

Read information about Columbus and the discovery of America.
Interact with each other and the teacher using the vocabulary and information about the topic.
Guide exposure to the vocabulary using the texts noted in the list of
activities.
Establish groups/pairs for class work.
Provide direct instruction on idioms.
1. On the classroom board, before class begins, write the poem below for
discussion:
In fourteen hundred ninety two
Columbus sailed the ocean blue
Mighty strong and brave was he
As he sailed across the sea.
Students can repeat the poem chorally after the teacher, then ask questions about vocabulary (or teacher can go over poem line by line, eliciting responses on meaning from the students.)
2. Provide copies of The Discovery of America (from ESL Teachers Holiday Activity Kit by E. Claire, The Center for Applied Research in Education) for all students. Read chorally, or allow students to take turns
reading aloud. Then, give copies of other Columbus information
(Christopher Columbus from ESL Teachers Holiday Activity Kit,
Columbus Day from Holidays in the USA, Scott-Foresman, and The
First Americans from Yesterday and Today in the USA by A. Live) to students depending on their level, plus a copy of the questions on Columbus. Put students into small groups and mix the levels of students in
each group. Their task is to discover the answers to the questions, using
the materials that the group has. After the groups complete the question
sheets, the whole class can share responses, guided by the teacher.
3. As a whole class, teacher can introduce the idea of travel, since Columbus traveled around the world himself. Using English for Everyday Activities (Delta Systems Co., Inc.) go over the following sections concerning
4.
5.
6.
7.
travel by having students repeat each sentence or phrase after you and
discussing any additional vocabulary:
page 22, Car Starting Our
page 23,Car Operating
page 24-24 Driving Along
page 27 Taking a taxi
page 28 Walking Somewhere
Using the Travel page(s) of Oxford Picture Dictionary, students will do
level appropriate exercises (Beginning Workbook, p. 73 & 74; Intermediate
Workbook, p. 66 & 67, 71 & 72) on vocabulary of travel, working in pairs.
Using the exercise Talk About It (from Holidays in the USA, ScottForesman, p. 104 and 105) students work in pairs to generate responses
to the questions about travel. In sharing with the whole class, each
member of the pair will tell about his/her partners trip.
Give a dictation exercise using one of the 55-word stories from The
Worlds Shortest Stories. (Story on page 111 or 160 works well for this
topic.)
Idioms for topic on travel:
Its a fur piece. Its a long way.
driving me crazy irritates me, makes me crazy
neither here not there not important
in time/on time with enough time/at the exact time
by _______- not later than __________
Columbus Day/Traveling,
continued
Use of IN/OUT OF to indicate transportation in vehicle holding 5-6 persons (car, boat, private plane, taxi). Use of ON/OFF to indicate transportation in vehicle holding one or a large number of people (ship, plane, train,
bus, horse, bicycle).
Completion of written exercises.

Oral responses to questions/sharing with class.
Oral communication of information used and learned in small groups
about Columbus.
Student response to exercise on this topic at beginning of next class (from
Intermediate Workbook on Oxford Picture Dictionary do page 39; pass out
exercise and copies of dictionary for students to use).
Ability to at least attempt to write the dictation exercise.
Listening by teacher to reports from pair exercises and small group
activities.
Looking at/correcting workbook exercises and dictation.
193
Columbus Day/Traveling, continued

The Discovery of America
1. Over twenty thousand years ago, people from Asia discovered America.
2. They were hunters. They were looking for animals to
hunt for food. They walked over land from Siberia into
Alaska.
3. There were many animals in North America. The newcomers stayed, and more people came. They spread
over the two continents.
4. After thousands of years, there were many different
groups of people living in North and South America.
They spoke different languages and had different ways
of living.
5. Today, we call these people Native Americans.
6. Some of these Native Americans hunted animals and
ate wild plants. Other Native Americans became farmers. In Mexico and South America, Native Americans
built cities and great civilizations.
7. For thousands of years, the people in Europe did not
know about America.
8. In the year 600 A.D., Irish sailors sailed to America. They
did not stay, and they did not bring others with them.
9. Bjarni Herjolfsson (Byarnee Heriulfson) was a Viking. He
sailed to the coast of America. He did not land. He told
stories about the land he saw. This was in 986 A.D.
10. Leif Ericksson (Leef Eriksin), a Viking, heard the stories.
He came to America a few years later. He called the
land Vinland. The Vikings stayed in America for a short
time.
11. In 1492, Christopher Columbus came to America. He
was Italian, but he was sailing in Spanish ships. He was
looking for a way to go to Asia.
12. Columbus made four trips to America. He brought
many people after him. But Christopher Columbus did
not know that he had discovered a new continent.
Christopher Columbus
1. Christopher Columbus was born in Genoa, Italy in 1451.
He loved the sea. He became a sailor when he was fifteen years old.
2. After many years and many travels, Columbus became
an excellent sea captain. He had many maps that
showed that the earth was round. The maps showed
that it was possible to sail west to get to the East.
3. Columbuss maps showed that Japan was across the
Atlantic Ocean, 2,700 miles away. Columbus did not
194
know that his maps were wrong. Japan is really 12,200

miles to the west! And North and South America are in
the way.
4. Columbus asked King Henry of Portugal for ships and
sailors to discover the way to China and Japan. King
Henry said no.
5. Then Columbus went to Spain and asked Queen
Isabella and King Ferdinand. There was a war in Spain.
Wait until the war is over, Queen Isabella said.
6. Columbus had to wait many years. The war was over, at
last, in 1492. Then Queen Isabella said yes.
7. The city of Palos gave Columbus three ships: the Nina,
the Pinta, and the Santa Maria. Queen Isabella gave
Columbus money and ninety sailors.
8. The three little ships sailed from Palos on August 3. First
they stopped at the Canary Islands for more food and
water. They left the Canaries on September 6.
9. The weather was good and the trip was easy. Columbus promised the sailors that they would all become
rich. At first the sailors were excited. But day after day
passed and they did not see land. The sailors became
afraid.
10. After four weeks the sailors wanted to go back. They
thought they would die if they didnt turn around.
11. Columbus said, If we dont find land in three days, we
will go back. He offered a prize to the first man to see
land. Two times someone shouted, Land! but it was a
mistake.
12. At last, they saw some birds. They followed the birds.
On the thirty-fifth day, two hours after midnight, a sailor
on the Pinta shouted, Land! He could see land by the
light of the moon.
13. That morning, October 12, all the men went ashore.
They were very happy to be on land. They kissed the
sand on the beach.
14. The people who lived on the island were the Arawak.
They called their island Guahanal.
15. The Arawaks came to see the large ships and the
sailors. They were amazed at the sailors strange
clothes. They were amazed at the beards on the sailors
faces.
16. The Arawaks thought the ships and the men had sailed
down from the sky. They brought the sailors presents,
food, and parrots.
17. Columbus and his men gave presents to the Arawaks,
too. He tried to ask them if this was part of Japan. They
Columbus Day/Traveling, continued

could only use sign language. Columbus thought that
he was in the Indies. He called the people Indians.
18. Columbus named the island San Salvador. He claimed
San Salvador for the King and Queen of Spain. He did
not ask the Arawaks if they would like to belong to
Spain.
19. Columbus sailed to other islands. He left forty sailors on
the island of Hispaniola. He returned home to Spain
with just two ships. He took home many things to show
Queen Isabella. He brought parrots, pearls, gold, and
six Indians.
20. When the two little ships returned, the people in Spain
were very, very excited. As the ships came into the port
of Palos, cannons thundered, church bells clanged, and
people cheered.
21. Queen Isabella made Columbus the ruler of the lands he
discovered. She was very happy with his discoveries.
22. Many sailors wanted to go with Columbus on his next
trip. They thought they would find gold and become
rich. The next year Columbus sailed again. This time he
had seventeen ships and fifteen hundred men.
23. He sailed to other islands, and to Honduras, the coast
of Florida, Venezuela, and Panama.
24. The men who went with him did not find a lot of gold.
They were disappointed. Some of them said Columbus
was a cruel leader. They sent him to jail in Spain.
25. Isabella freed Columbus, and he went back to Hispaniola. He lived there for ten years. He was rich, but he
was not healthy. He went back to Spain where he died
in 1506.
26. Americans remember Columbus in many ways. Places
are named for him, such as the District of Columbia;
Columbus, Ohio; and Columbia, South Carolina.
Columbia is a nickname for the United States in several
songs. Columbia University is named for Columbus.
Hundreds of schools are named for him. There is a
famous statue of Columbus at Columbus Circle in New
York.
27. Americans celebrate Columbus Day with parades, parties, and good times. The year 1992 was the five hundredth anniversary of Columbuss discovery of America.
Columbus Day
Americans remember Christopher Columbus on
Columbus Day. Christopher Columbus was born in 1451 in
Italy. He lived in Genoa, a city by the sea. He loved the sea
and learned to sail.
In the fifteenth century, Europeans wanted gold and
spices from Asia. The trip by land to Asia was very long and
difficult. Christopher Columbus wanted to find a faster way
to Asia. He wanted to sail west from Spain.
He asked the king and queen of Spain for help. They
gave him money for the trip. Columbus bought three
shipsthe Nina, the Pinta, and the Santa Maria. In August
1492, Columbus and 83 men left Spain to find Asia.
They sailed for many difficult weeks. On October 12,
the men saw land. Columbus thought it was Asia, but he
was wrong. The land was the Bahamas, a group of islands.
Columbus found a New World. He made four trips to the
New World before he died.
Columbus died a poor man. He wasnt famous. But
Americans remember him each year on Columbus Day. The
first Columbus Day celebration was in New York City in
1792. Now Americans celebrate Columbus Day on the second Monday in October. It is a legal holiday in many states.
Most people do not go to work or school. There are Columbus Day parades. Many stores have big sales.
Christopher Columbus was not the first European to
come to the New World. About 500 years before Columbus, Leif Ericson sailed form Norway to Canada. He found
the New World of North America. In 1964, President
Lyndon Johnson named October 9 Leif Ericson Day. So in
October, Americans remember two important men,
Christopher Columbus and Leif Ericson.
195
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Halloween
Length of Activity: 2-hour class session (without storytelling session)


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
196
Be exposed to vocabulary about Halloween.

Read information about Halloween.
Discuss information learned about Halloween.
interact with the teacher and with each other using vocabulary and information learned.
Guide exposure to the vocabulary about Halloween.

Establish groups for class work.
Guide hands-on project.
Provide direct instruction on idioms at close of lesson.
As a whole class, address the question: What do you know about Halloween? Elicit whatever information class already knows. Pictures of
Halloween items can be shared at this time, so that the students may
review or add to their list of terms.
Form groups of mixed levels, pass out the question sheets and information sheets according to the language level of the students. The longer
article, adapted from Celebrations by R.J. Myers, can be used for high
intermediate to advanced learners; the shorter article on Halloween from
Holidays in the U.S.A. by Porter, Minicz & Cross (Scott-Foresman) can be
used with advanced beginners through low intermediate students.
Working together, students generate responses to the questions, using the
information from the different articles. Students should share information because it is possible that each article may not contain all the
answers they need.
As a whole class, go over the responses to the questions. Each group can
take turns responding with the information from their reading and discussion. Pictures of Halloween items can be used during this discussion
to reinforce the vocabulary they are working with.
As a whole class, student will participate in the hands-on activity of creating a jack-o-lantern from Hands On English (New Readers Press). Teacher
needs to provide: one pumpkin, a sharp knife, a large spoon, newspapers,
trash bag and tie, black marker pen, small flashlight, votive candle, slips of
paper.
Prior to class, teacher will type the following list and cut into individual
strips. Place into envelope with a picture of jack-o-lantern on it (for reference!) and the above list of needed items with which to do the project.
1. Cover the table with newspaper.
2. Pick up the knife and cut a circle around the stem of the pumpkin. Take
off the lid.
3. Pick up the spoon and scrape out the inside of the pumpkin.
4. Pick up the marker and draw two eyes on the pumpkin.
5. Pick up the marker and draw a triangle nose on the pumpkin.
6. Pick up the marker and draw a big mouth on the pumpkin.
7. Pick up the knife and cut out the eyes.
8. Pick up the knife and cut out the nose.
9. Pick up the knife and cut out the mouth.
10. Pick up the spoon and scrape out the pumpkin again until it is very
clean inside.
11. Clean up and throw away the mess.
12. Pick up the flashlight, turn it on and put it inside the pumpkin.
(Then, the teacher turns out the classroom lights so the class can admire
their handiwork.)
Halloween, continued
Teacher will pass out the slips of paper and each student will write his/her
name on the slip of paper. They will all be collected, placed into a container and then a drawing will be held to find out which student will take
home the jack-o-lantern. Before taking it home, teacher will take flashlight and give a tealight candle to the student to use on Halloween inside
the jack-o-lantern.
Teacher and/or students can then read or tell favorite ghost or Halloween
stories.
Using Holidays in the U.S.A. by Porter, Minicz, & Cross (Scott-Foresman),
students can follow the words to the song Skeleton Bones by using the
accompanying tape or the lead of the teacher. After going through the
song a time or two, students can stand up and indicate each part of the
body as the song tells of them, pointing or touching their foot bone,
ankle bone, leg bone, etc.
Following the introduction/review of body part names via the skeleton
song, students will use appropriate level pages of the Oxford Picture Dictionary Workbook to reinforce this vocabulary.
Beginning pages 4-5
Intermediate pages 3-4
197
To conclude the lesson, teacher will lead discussion of following idioms

which are written on the board. Students can take notes as the idioms are
discussed and defined.
scared to death very scared, frightened
drives me batty makes me crazy, annoyed
play tricks on do jokes on
skeleton in the closet have a secret one doesnt want to share
give up the ghost die
ghost of a chance very little chance
work yourself to death work very hard
Comments
When assigning jobs during the pumpkin carving, dont worry too much
about which level students get which jobs; they will assist each other in
knowing what to do next.
Oral responses to questions.

Oral communication of information used and learned in small groups.
Written responses to questions about Halloween and body parts
vocabulary.
Participation in hands-on activity.
Listening by teacher during group activities and whole class sharing.
Looking at/correcting written exercises.
198
Halloween
The word Halloween was formed from Hallow's Evening,
which is the day before All Saints Day, celebrated on
November first. Sounds in the two words blended into one
shorter, easier word. Halloween had its origins in religious
observances connected with the New Year; most of the
customs come from ancient traditions of both pagan and
Christian religions.
For Celtic tribes in Wales, Ireland, Highlands of Scotland and Brittany who followed the Druid religion, November first was New Year's Day. It was also their joint festival
honoring the Sun God and Samhain, the Lord of the
Dead. This time of year was selected for this festival
because it marked the return of cattle to the barns for the
winter, just as the feast of Beltane on May first marked the
time when cattle were turned out to pasture at the beginning of the summer.
For many cultures, New Year festivals were a time
when the dead returned to the living world to mix with the
living. The Celtic people believed that the sinful souls of
those who had died during the year were relegated to the
bodies of animals. Only through gifts and sacrifice could
these souls be freed of their sins and be able to go to
Heaven. Samhain, Lord of the Dead, judged these souls
and decided how their existence would continue, whether
in the body of an animal or a human being. A common
sacrifice was of horses because they were sacred to the
Sun God. Even humans were sacrificed, often by being
burned. By the Middle Ages, human sacrifice was not as
common, replaced by burning black cats instead (black
cats were thought to be "familiars" or friends of witches.)
Fire was a significant part of Celtic rituals for New
Year's. Old fires were allowed to go out and new ones
kindled during the New Year's celebrations. Fires were
thought to rejuvenate the sun and to aid in banishing evil
spirits. Fire rituals were also used to predict the future. In
North Wales, for example, every family built a large bonfire
near the house on Halloween. As the fire died down, each
family member would throw in a white stone, marked for
later identification. They would say prayers and walk
around the fire before bedtime. In the morning, if any
stone was missing from the ashes of the fire, it was
believed that the owner of the stone would not live until
the next Halloween. Fire was also believed to be an effective weapon against witches and other evil spirits, who
were said to fear the power of the fire. So, fire was used to
purify an area and safeguard it from bad spirits.

In the eighth century, when the Pope moved the
observance of All Hallows, or All Saints' Day to November
first, Halloween began to have a connection with Christianity. All Saints Day was in honor of all saints who had
died with or without official church recognition of the sainthood and was a religious holiday. The evening before this
observance, All Hallows' E'en, however, became known
as a time favored by witches and sorcerers.
Halloween came to America after the first two hundred
years of its settlement with the Irish, who arrived in great
numbers in the 1840's. From that time until the present,
though, the association of Halloween with All Saints' Day
has become less and less important, until it has developed
almost entirely into a holiday for children, a fun-filled
occasion.
Some of the present day Halloween customs, however, have their roots in long-ago customs. Dressing in
costumes and going door to door begging for treats has
its roots in the pagan New Year's celebrations. In those
days, costumed villagers representing the souls of the
dead paraded through towns to lead the ghosts away.
(The people thought if they dressed in costumes that the
ghosts would not recognize them!) When Christianity
became more widespread, the church wanted to give a
more religious meaning to the customs, so the people
parading in costumes on Halloween would offer to fast for
departed souls, or would represent patron saints of the
local churches. Playing "tricks" comes from the pagan
belief that on the night before Halloween, ghosts and
fairies roamed the countryside doing very mischievous
things, such as turning the milk sour or riding people's
horses until they were exhausted. Even apples and nuts
have a connection to the old customs. Apples honored
the Roman goddess of fruits, Pomona, and nuts were part
of the harvest. Both were used to tell fortunes. A young
woman would peel an apple in one continuous strip and
then throw the strip over her shoulder. Whatever shape it
took when it fell was the initial of her lover. Nuts representing lovers were thrown into the fire. If they burned slowly
and steadily, they represented a faithful lover; if they
exploded, that was the sign of an unfaithful lover.
Apples have also been used for games during the Halloween celebration. "Bobbing" for apples in a tub of water
and trying to bite an apple hanging from a string both
began in Great Britain. A more risky game was done by
199
putting an apple on one end of a stick and a lighted candle on the other. The stick was then suspended and
turned. The player had to try to bite the apple and avoid
the candle!
Witches and goblins, spirits and ghoststhey are all
part of the present day Halloween observances. Their
roots, however, lie deep in the past, in a pre-Christian
time, when the world seemed even more mysterious and
unpredictable. This holiday, like many others, connects us
not only to present customs, but to ancient ones as well.
(Adapted from CELEBRATIONS by Robert J. Myers,
1972.)
They look forward to next year and a new costume. Only

364 days until next Halloween!
Lets Sing
On Halloween, many people decorate their stores and
houses with pictures of skeletons. This is an old American
folk song about skeleton bones.
Skeleton Bones
With the toe bone connected to the foot bone,
And the foot bone connected to the ankle bone,
And the ankle bone connected to the leg bone,
Oh goodness, they scare!
Halloween
October 31 is Halloween. Halloween is not a national
holiday, so people go to work. Children go to school.
Halloween is a day to dress up and have fun. Children
wear many different costumes. Some dress up as witches
or ghosts. Other children wear animal costumes. Some
dress up as TV characters. Parents make costumes for
their children or buy costumes in stores.
Young children wear their costumes to school for class
parties. After school, children go from house to house in
their neighborhoods. Parents usually go with them. The
children ring doorbells and say, Trick or treat! The treat is
candy, fruit, or money. Children trick-or-treating usually
carry a bag to hold their treats.
Some adults like to dress and go to Halloween parties
too, but adults dont go from house to house to ask for
candy!
Halloween means holy evening. Halloween is the day
before a religious day, All Saints Day. On All Saints Day,
Christians remember dead family and friends. They go to
church and to the cemetery.
Many years ago, people in Great Britain were afraid the
night before All Saints Day. They were afraid of bad spirits
from dead people. They wanted to scare away the dead
spirits, so they painted their faces. They wore their clothes
inside out. They cut scary faces in pumpkins and put candles inside. Immigrants from Great Britain brought these
Halloween customs to the United States.
Today people are not afraid on Halloween. Halloween
is just for fun. People decorate their homes with witches,
ghosts, and skeletons. They put scary pumpkins outside
their houses. When Halloween is over, children are sad.
200
Oh those bones, oh those bones, oh those skeleton bones,

With the finger bone connected to the hand bone,
And the hand bone connected to the elbow bone,
And the elbow bone connected to the shoulder bone,
With the hip bone connected to the back bone,
And the back bone connected to the neck bone,
And the neck bone connected to the head bone,
Team Learning
1.
2.
3.
4.
5.
Halloween
ESL 10/91
What date is Halloween?

What do children do to celebrate Halloween?
How do adults celebrate Halloween?
What is the history of Halloween?
How is Halloween different now than it was in earlier
times?
6. Make a list of all the things that are used now to decorate for Halloween.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Weather and Seasons
IT
MULTI-LEVEL
Length of Activity: Could be used over more than one class session,
depending on length of sessions. In a three-hour session, all the activities
(except idiom lesson) were able to be covered, but it would depend on the
level of the students and how much time was available.
Learning Plan
Be exposed to vocabulary about weather and seasons.

Read information/stories relating to topic.
Interact with each other and with teacher using vocabulary and information about the topic.
Guide exposure to the vocabulary using the texts listed in the activities
section.
Establish groups/pairs for class work.
Do direct instruction on idioms which close out the lesson.
1. At the beginning of the session, the whole class will use page 25-26 of
the Oxford Picture Dictionary (Delta Systems Co., Inc.). Beginning students will also use pages 62-63 of the Harcourt Brace Picture Dictionary
(Steck-Vaughn) to learn the vocabulary of weather and seasons.
2. As individuals, students will do the appropriate written exercises from
the Oxford Picture Dictionary Workbooks: Beginning, page 30; and Intermediate/Advanced, page 31. Teacher will guide and assist completion of
these exercises; students may also assist each other.
3. In small groups established by the teacher, students will practice temperature conversion using 3X5 cards with thermometers on them of both
Celsius and Fahrenheit measures. They will convert any temperatures
given in C to F and any given in F to C. Each small group will be provided with another pair of 3X5 cards on which the conversion formulas
are given. After the groups have completed their conversions, this information will be shared with the entire class by having representatives
from each group show the work on the board.
4. Groups will then work together on the exercise on Word Building and
Language Play concerning weather and seasons. Students will communicate with each other as they complete the lists of Weather I Like and
Weather I Dont Like.
5. Teacher will assign each group a season (winter, fall, spring, summer).
Small groups will then discuss their season and answer the three ques-

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
201
Weather and Seasons,

continued
tions in the exercise, Sharing Stories. Once all groups have completed
the exercise, the information will be shared with the whole class by the
students with the teacher facilitating the sharing.
6. In small groups, students will read folktales relating to weather and seasons. A different story will be available for each level, e.g.:
Beginning: Sunny Day from Stories to Tell Our Children by G. Weinstein-Shr
Intermediate: Why the Sun Comes Up When Rooster Crows from
How and Why Stories by M. Hamilton & M. Weiss
Advanced: Why the Monsoon Comes Each Year from Tales from
Many Lands by Anita Stern
Volunteers from each group can then share the story with the entire
class by telling the story, not reading it. Teacher can facilitate this by
summarizing or addressing vocabulary which may be unfamiliar to the
remainder of the class.
7. This lesson will be closed out by the teacher writing on board and then
giving direct instruction (or eliciting responses from students) on the
following weather/season idioms:
under the weather feeling a bit sick
once in a blue moon rarely
be up in the air undecided about something
out of the blue suddenly, unexpectedly
clear the air resolve something
spring fever feeling restless when spring comes
its raining cats and dogs raining hard (This is a good one to have students share how their language describes very hard rain.)

Ability to tell story after time to study it and ask questions about it.
Correct computation/conversion of temperatures.
Student response to new exercise related to this topic when they gather
for next weeks session. (While students are assembling, and exercise
using information from previous weeks session is given each student to
do on his/her own. Exercise used for this lesson was a crossword puzzle
on the season, fall.)
Listening during class activities and whole class sharing.
202
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DV
ANC
ESL
GINN
ESL
ERARY
Housework
IT
MULTI-LEVEL
Length of Activity: This lesson provides enough material for two 2-hour
sessions, or for one 3-hour class with some deleting of activities.
Be exposed to vocabulary about the house and how to take care of it.
Read information about houses and housework.
Guide exposure to the vocabulary using the texts listed in the Activities
section of this Student Learning Plan.
Establish groups/pairs for class work and distribute activity manipulatives for group work.
Provide direct instruction on idioms.
Since the theme for this lesson is Working Around the House, vocabulary needs to be introduced using the Oxford Picture Dictionary (page 38,
Delta Systems Co., Inc.) and/or the house-related items from SteckVaughns Magnetic Way.
Students then individually do level appropriate exercises from Oxford Picture Dictionary Workbooks, i.e., page 50 from both the beginning and
intermediate level books.
Working as a whole class, students will then be introduced to the following from English for Everyday Activities (Delta Systems Co., Inc.)
Cleaning the House, pages 50-51
Doing Laundry, pages 48-49
Teacher passes out books and students look, listen and repeat the sentences/phrases sequentially from each page. Discussion of the items follows and teacher addresses questions on the vocabulary from the
students.
This vocabulary can be further reinforced for beginning students by
going over related words in the Basic Oxford Picture Dictionary and for
intermediate students by doing Lesson 1.5 from American Vocabulary
Builder 2 (Delta Systems Co., Inc.).
Form small groups (3-4 members in each) and give each group a room
from the Magnetic Way. They are to discuss in their groups how to clean
this room and review the names of items in the room. Then, each group

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
203
Housework, continued
presents to the rest of the class what is in the room and how to clean it.
Each small group then receives a large picture (I used pictures from Double Action Picture Cards Addison-Wesley). Together, the groups are to
write sentences about what needs to be done with or cleaned in the picture of that room. Sentences are put on the board and discussed.
Class is concluded with teacher giving direct instruction in the related
idioms. The phrases are put on the board and teacher elicits responses
from students and guides discussion of possible meanings.
Idioms:
run out of use up
do the dishes wash the dishes
catch up on the laundry/housework finish all needed work
clean off/out/up: off clear surface; out clear container such as drawer,
cupboard, closet; up general cleaning
get rid of throw out
worn out too old to use, ready to dispose of
Other closing activity can include working the Spring Cleaning puzzle
from Hands-On English (Level A for lower level students and Level B for
higher level students) and a dictation on Spring Cleaning from the same
issue (Vol. 9, No. 6). (New Readers Press)

Student response to exercise on this topic done at the beginning of the
next session of their ESOL adult class (crossword puzzle from HOE can
be used for this purpose).
Generation of sentences about housecleaning done in small groups.
Listening by teacher during group activities and whole class sharing.
Looking at/correcting written exercise.
204
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Addressing an Envelope
IT
MULTI-LEVEL

Learn vocabulary (address, return address, house number, street, city,

state, zip code, glue, postage, lick, stamp, self-stick stamps).
Learn abbreviations Rd., St., Ave., Dr.
Position of addresses on envelope.
Address an envelope.
Define vocabulary.
Model writing the envelope. Resources: Longman ESL Literacy Second
Edition, Unit 2, Numbers (Delta Systems Co., Inc.) and Word by Word
Picture Dictionary, The Post Office page 75 (Pearson Education ESL).
Check for understanding.
Activity opener: Hold up an envelope and ask students what it is, how is it
used, what do you write on it?
On the board, illustrate addressing an envelope, point to different parts of
the address and ask students which vocabulary word defines that part.
Write the vocabulary words and abbreviations (Rd., Dr., etc.) on index
cards and pass them out to the students. Have students say the word and
then go to the board and write an example (zip code 38501; Dr. Drive)
Have a few students come to the board and write their addresses in a rectangle. Have different students ask and answer questions using the vocabulary words from their envelopes. (What city does the friend live in?
What street does she live on?)

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Responses given in class discussions.

Work they do by going to the board.
Addressing an envelope.
Have students address an envelope to the teacher including return address.

Observation of class participation.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
Putman County Adult Education
Instructor comments and reflections:
This lesson went well among the students. I was surprised that many did
not know the meaning of the words glue and lick.
205
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
The Calendar and Dates

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
Recognize and name the days of the week and months of the year.
Use a calendar.
State the date.
Describe weekly routine.
Say and write the place and date of birth.
Answer questions with when and where.
Learn Consonant sounds d and y.
Write dates with abbreviations.
Understand yesterday, today, tomorrow.
Give instructions on the days of the week and months of the year.
Teach how to abbreviate.
Direct questions using when and where.
Teach the consonant sounds d and y.
Have students choose a card which has on it the name of a month (12
cards), read the card, and line up in the correct order of the months. The
student then writes abbreviation of his/her month on the board (Dec.
and 12). Do the same with days of the week.
Make a calendar for the month. Put yesterday, today, tomorrow on the
board. Have a student choose a date from the calendar, and he/she writes
it on the board under one of the categories. Have other students complete
the categories.
Get in small groups. Have students ask and answer when and where they
work, what they do on Saturday, Sunday, etc.
On a sheet of paper, have students write where they were born and when.
Have different students ask the questions to other students. Teacher
checks sheets for accuracy.
Have students practice writing ds and ys. Have the class brainstorm for d
and y words. Put list on the board. Have students say the words and listen
for correct sound.
Use various worksheets to reinforce each activity.
206
The Calendar and Dates,

continued
The interest in the listeners, participation in class discussions, observing the

students as they complete written activities.
Worksheets that are completed in class, group activities, coming to the

board to fill in information, oral activities (dialogue).
The students enjoyed the lesson. They gained confidence in this area.
Resources
Longman ESL Literacy Second Edition

Unit 4 The Calendar (Delta Systems Co., Inc.)
English ASAP Literacy Level
Unit 4 Time Management (Steck-Vaughn)
Word by Word Picture Dictionary
The Calendar page 33 (Pearson Education ESL)
Teacher-made worksheets
207
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Money

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Name U.S. coins and commonly used bills and identify their values.
Read and write money amounts using symbols and the decimal point.
Count money in order to determine total value.
Determine equivalent money amounts.
Figure the total cost of several items and compute correct change.
Give instruction on the student objectives.

Give assistance where needed.
Check for understanding.
Hold up and name the coins, including the half dollar, silver dollar, Susan
B. Anthony silver dollar and Sacagawea gold dollar. Tell each coins value.
Help students identity the pictures on the coins.
Students pass the coins around and compare them, describing the differences in color and size.
Hold up the coins again and have students name coins and tell the value
of each.
Do the same with bills ($1, $5, $10, $20).
After teaching and illustrating the $ sign, sign, and decimal point, give
each an index card with a money amount written on it. Have students
come to the board and write the amount with numbers, using $ sign,
sign, and decimal point (one dollar and twenty cents, $1.20, or fifty
dents, .50 50). Have students say the amount.
Using the amount from the index cards and using play money, have students count the correct amount using the least amount of change.
Have the class get into small groups. Using the amount on their index
cards, total the value. The teacher will pay the total with a bill and the
group is to figure the change by starting with the total and, selecting small
denomination coins first, count up to the total amount paid.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
208
Participation in class activities.

Correctly write and speak amounts of money.
Money, continued
Correct answers to worksheets.

Board work.
Worksheets.
Possibly a post-test.
The students learned valuable information from the lesson. I am amazed

that there were several students who did not know the U.S. currency and
the value. The two coins that students get confused with are the nickel and
dime because of size vs. value.
Resources
Life School Consumer Economics

Clovis Adult School Unit Money
Word by Word
Money Page 66 (Delta Systems Co., Inc.)
English ASAP Literacy Level
Page 77 (Steck-Vaughn)
Longman ESL Literacy Second Edition
Page 75 (Delta Systems Co., Inc.)
209
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
The Telephone Book


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
210
Put words in alphabetical order.

Use guide words to locate information in the white pages and the yellow
pages.
Find government listings.
Find emergency numbers.
Identify area codes.
Learn how to use the operator.
Learn and practice telephone dialogue.
Listen and write phone numbers correctly.
Supply students with local telephone books.

Instruct and guide students on how to use the telephone books.
Give assistance when needed.
Alphabetical order: Put some words on the board that begin with different
letters. Discuss A-B-C order and have students alphabetize the words. Do
the same with a list of words that begin with the same letter. Alphabetize
to the second letter.
Using the telephone book, discuss the white pages and the yellow pages.
Ask a student to find his/her phone number in the book. Tell class page
number. Look at the last name, address, initials. Teach and discuss guide
words. Do this with a few more students phone numbers.
Have students ask/answer questions from the page in the book, What is
___ telephone number? What is her address? Pick any name at random.
Put some headings on the board Beauty, Restaurant, Day Care, etc.
Locate a specific number under a heading and have students practice asking/answering questions from above, again.
Have students name government offices they have dealt with or may deal
with. Discuss where each would be listed. Instruct students on how to
find city, county, state governments, and United States Government. Put a
list of government listings on the board (library, health department, a
local school, etc.) and have students locate them in the book.
Discuss emergency listings. Have students name what numbers would be
considered emergency (fire, police, poison control). Help students locate
these numbers in telephone book.
Have students make a personal emergency list. Include friends and relatives numbers.
Write names of different states on index cards. Have students find the
area code. Include states that have more than one area code. Have students ask/answer: What is the area code of West Virginia? It is 304.
Also, discuss 800 numbers.
Discuss situations in which using the operator is necessary or a good
idea. Practice dialogue for these types of calls, I would like to make a collect call.
Read some telephone numbers to the students and have them listen and
write them.
Discuss the idiom Let your fingers do the walking.
The Telephone Book,

continued
Participation in class discussion and activities, completing worksheets,

questions and answers by students.
Coming to the board, oral activities (dialogue), class participation, oral and
written activities. Give students different individuals, businesses, or institutions; have them find the listing and then write it down.
Immigrants are intimidated by the telephone. They have a difficult time

speaking/listening on the phone. Students gained confidence because of
this lesson.
211
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BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Getting to Know You, A First Class

Experience!
Length of Activity: Flexible 1 2 hours, possibly divided into beginning

and ending activities of a session that also includes a short, first text/grammar lesson in the middle portion of the session.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Anne Pittman
COUNTY/PROGRAM:

Adult Education
212
Participate in mixer.
Introduce self, others.
Remember others names, countries, other details and recite these.
Use simple present of to be, other verbs.
Prepare a welcome, an optional mixer activity, optional refreshments.

Prepare to tell students of self, interests, family, etc.
Ask each student in turn to tell of selfprompting, assisting, allowing
omission, etc. as seems fit.
Remember students names and something about each and demonstrate.
Encourage students to do same.
Ask how many questions.
Say some form of goodbye and come back to each individual.
I find that an informal beginning works best for me. I like to greet people
at the door, encourage them to sit down, walk about introducing myself
and others, chatting, encouraging others to do so. A simple mixer activity
such as the following can be fun.
Pin a picture of an objecta doll, a house, a car, etc.on the back of
some students. Pin the corresponding English word on the back of others. When two people match up, they can become partners or, if you
prefer, that can simply be the enda sufficient point being just the fun of
meeting a few of ones new classmates. (In a mixed-level group, one persons English usually compensates for the others, people help, it is all in
fun and in that spirit, all works out.)
Five or ten minutes into the hour, call the class into session. Introduce
yourself as planned, and then ask each student in turn to introduce themselves, prompt them to tell something about themselves, Are you married? What can you do? etc. (Alternately, if students have a new
partner, they can introduce their partner to the class.) ThenSURPRISE
them; this is wake-up time. Pointing to one of the students, ask, Who is
this?Where is Alicia from? or How many children does Franco have?
This gets attentions: Suddenly, these new students are struggling to
remember what they have just (half?) heard in English! In the process of
asking about everyone, DONT FORGET TO ASK ABOUT YOURSELF:
Whats my name?What can I do? etc
Another activity that works well on the first night is a simple Who
remembers how many people in the room are from China? How many
people told us they can cook? etc. End this with, How many men (or
opposite of teachers sex) are in the room? Someone always quickly
comes up with the right answer, Seven. Good. There are seven men.
Now, how many women are in the room? Virtually always, the students
will forget to count you! Sometimes I think we teachers are considered to
be a third sort of being. Eight. No. A recount. Yes. Teacher, there are
eight women. A few feminine (or masculine) gestures usually gets your
point across Oh! Nine! and every one has a good time with it, but I
believe it also gets an important point of your shared adult humanity
across to the students. (If you are going to build this activity around a text
lesson, this is a good place to do it. Class rules and such can also be discussed here, but I find that there is time enough for these in the second
session.)
As the class is drawing to an end, have everyone stand. Attempt to name
every individual, You are Hong. Perhaps adding, youre the one who
likes to swim, etc. whenever possible or as time allows. As you get each
individuals name, have then sit down. If you dont, have them repeat
their name and remain standing. Continue around and around the room
again until everyone is seated. Another SURPRISE! Ask, Does anyone
think you can name everyone? Congratulations are in order to anyone
who can. Lead the applause!
Wish the class well. Encourage them to come back. Be sure on this night
of nights to wish, Good night, Boris. Be careful, Yvonne. Or just bye,
now!and look in the eye even if you still cant remember a name.
Getting to Know You,

continued
They respond.
They speak some English.
They leave feeling good about themselves and the potential that they as
an individual and this new class have.
By listening and seeing their English and human responses.

Treat your new students much as you would guests at any important social
gathering on this first day.
213
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Money, Money, Money
Length of Activity: one 3-hour class session

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
214
Practice listening to and saying numbers in English.

Read information about garage sales.
Interact with teacher and each other using vocabulary presented on
money and numbers.
Model clear pronunciation of numbers in English.

Provide direct instruction in writing of numbers in American.
Form groups for cooperative learning.
Provide direct instruction in related idioms at close of session.
Practice pronunciation of numbers in English. Concentrate on the differences in pronunciation of the teens and tens (accent on the second syllable with teens; accent on the first syllable with tens). Numbers can be
written on board and pointed to for practice, or flash cards can be used.
After some oral/aural practice, give a list of numbers, one at a time, for
students to write down. A volunteer student or two can also give such a
list for the practice in listening to different voices and pronunciations.
Teacher can then give direct instruction on the ways of writing numbers
in the U.S. It should be explained that alternate methods for writing
numbers are not erroneous, but can be confusing in this country. Regarding the writing of ones and sevens, emphasize that is probably true,
When in Rome
Using a purchased game (from teacher supply store) play Money Bingo.
Teacher forms mixed-level groups to work on the Garage Sale cooperative learning. Students read the article on Garage Sales (from A Look at
Life in the USA). Student volunteers can read paragraphs; teacher
addresses vocabulary questions. Then students use pages 50 and 51 in
their groups and work together to produce responses to the questions.
They decide together what prices to put on items as well. When complete,
the teacher can go over responses with the whole class, giving an opportunity to compare the prices different groups have agreed upon, plus discuss the information contained in the advertisements for garage sales.
(Note: Interesting things sometimes emerge from such discussions. One
of the questions states: How many days is the garage sale at 4048 Camp-
bell Street? One of my students said: Thirty days. My question to him

was: What made him come to that conclusion? He had interpreted 9-1
and 10-2 as dates not times, so his conclusion made sense.)
As a whole class activity, teacher can dictate from page 52; students write
on their own paper exactly what is read. Text can be written on board for
students to check their work.
Using English for Everyday Activities (Delta Systems Co., Inc.), as a whole
class, the following texts can be used to present other useful moneyrelated vocabulary items:
Shopping for groceries, pages 62-63; Paying for things, pages 64-65; Going
to the bank, page 66; Using an ATM, page 67.
Teacher models; students repeat chorally. Special attention should be
given to notes and items in blue-shaded areas of text.
Teacher provides direct instruction in money-related idioms to conclude
the lesson:
pay through the nose pay more than is needed, pay dearly
in the money feeling lucky, winning money
short-change someone cheat someone
get something for a song get a very good (low) price
feel like a million dollars feel very good about something
money talks people listen when money is involved
money to burn having lots of money
made of money having lots of money
pocket money money to spend
money burning a hole in ones pocket extra money possessed that one
really wants to spend
put your money where your mouth is spend or give money for something
one believes in
Money, Money, Money,

continued
Oral responses to pronunciation practice.

Winning at Money Bingo.
Responses to questions/exercises on garage sales.
Written response to dictation.
Teacher reading of dictation exercises/responses to written questions.
Teacher listening to pronunciation during practice of numbers in English.
Teacher checking of lists of numbers made by students listening to spoken numbers.
215
Money, Money, Money, continued

Garage Sales
Many people in the United States have old things in their
houses or apartments. They have old clothes, books,
dishes, and furniture in their closets and basements.
In the spring, people usually clean their houses or
apartments very well. They wash windows, floors, and
walls. People also clean before they move to a different
house or apartment. When they clean, they find many
used things. People often give these things to needy
families.
Sometimes people sell their old things. One way to sell
old things is to have a garage sale. When a family has a
garage sale, they take their car out of the garage. They
put old clothes, furniture, and other used things in the
garage. If a family doesnt have a garage, they can put the
things to sell outside in their yard. Then they put a price on
each thing.
Garage sales are great places to buy things for your
house or apartment. You can find good used things at low
prices. If you buy new things at a store, prices can be

high. But if you buy used things at a garage sale, prices
are usually low.
Prices are not always fixed at garage sales. You can
usually bargain for a different price. If something costs ten
dollars, you can offer five dollars. People usually pay cash
at garage sales. They do not pay by check or credit card.
There is no sales tax at garage sales.
Garage sales are usually on weekends. About a week
before the sale, they make signs and put them around the
neighborhood. Sometimes people put ads in the newspaper or put balloons in front of their house.
In some cities, people have to buy permits from the city
for garage sales. Permits usually cost less than ten dollars.
In some cities, families can have only one or two garage
sales each year.
You can find good things at garage sales. Americans
say, One persons trash is another persons treasure.
Talk About It, Activity 1
Talk About It, Activity 2
With a small group, talk about these 12 things to sell at a

garage sale. Decide together the prices of these things.
Write the prices on the lines. Then share the prices with
the class.
When people have garage sales, they often put ads in the
newspaper before the sale. With a partner, look at these
newspaper ads. Read the questions below and write the
answers.. Then share your answers with the class.
_____ six water glasses
1. Where is the five-family garage sale?
_____ tape recorder
2. Where is the yard sale?
_____ womans dress

_____ childs table with two chairs
_____ girls bicycle
_____ frying pan
3. Where can you buy a refrigerator/

4. Where can you buy a color TV?
5. What can you buy at 3111 Hill Street?
_____ lamp
_____ sofa
_____ bathroom rug
_____ four coffee mugs
_____ baby bed
_____ mans coat
216
6. Where can you buy a sofa?

7. How many days is the garage sale at
4048 Campbell Street?
8. When is the garage sale on Meadow Lane?
9. Which garage sale would you go to?
What would you buy?
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Telephone Bills
IT
MULTI-LEVEL

Identify relative costs for different types of long distance calls and telephone service options.
Locate and identify information and charges listed on a telephone bill.
Supply students with telephone bills, telephone book.

Instruct students on types of long distance calls and service options.
Teach student how to identify information and charges listed on a telephone bill.
Provide information from local telephone company about service
options.
Ask the students what time of day they make long distance calls.
Discuss a.m. and p.m.
Ask if they call during the week or on weekend, and how long they usually talk.
Discuss long distance rates, dial direct, call in the evening, call at night,
call on the weekend, and keep your calls short. Explain to the students
how this reduces the cost of the telephone bill.
Ask students if they have touch tone, private/party line, additional
phones, call waiting, etc. Look at information from the local telephone
company of service options and calculate different types of options.
Have students bring in a telephone bill or teacher supplies students with
old ones.
Teach how to read a telephone bill. Discuss date, time, minutes,
day/evening, weekend, etc., place and number called, charge. Look for the
key for the telephone bill ex., DN = day call, night rate. Have students
find their shortest call and longest call and teacher asks questions about
the calls, when, where, how long, etc.
Have students locate the monthly service charge and the long distance
charge. Explain these to students.
Practice dialogs on situations such as: getting or receiving a wrong number, taking a message or giving someone a message.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
217
Telephone Bills,
continued
Ability to follow directions, locate specific charges on the telephone bill,

class discussions and activities, answer questions about long distance calls.
Worksheets. Give students the same copy of a telephone bill and have them
underline or circle specific questions about the bill; ex.: On Jan. 23, circle
the place and number called; circle and write down what type of call DD
= direct dial, day rate.
The students found the information in this lesson interesting and useful.
This lesson answered a lot of questions for them.
218
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
About Town
IT
MULTI-LEVEL
Introduction to the following ten

Study Unit Calendar
1. A Trip to McDonalds
2. Walk and Talk
3. How To
4. Shopping
5. A Visit to the Hair Salon
6. A Stop for Ice Cream
7. Window Panes
8. Picnic at the Park
9. Free Time at the Library
10. Visit to School Navigating the Internet
The following set of ten related lessons (pages 220-236) requires students
to learn about the various tasks and pleasures of living in an American
community. It may be altered by choosing activities for a small town or one
urban in complexity. Students will enjoy activities in the classroom and
may find opportunity for field experiences if funding and transportation
are available.
Students will gain experience by first listening, followed by speaking,
reading and writing. Each set of plans includes tactile-kinesthetic activities
to help students visualize American lifestyles as perceived through all learning modalities.
I sincerely hope that your students, too, enjoy their learning trip
About Town.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
219
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
A Trip to McDonalds (About Town)
Students in this lesson will take a trip to McDonalds and order breakfast.
Length of Activity: approximately 6 hours
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Day 1 Students will practice ordering several different meals, with students alternating between customer and clerk roles.
Day 2 Students will travel to McDonalds where they will order meals, pay
for orders, and eat in the restaurant.
Day 3 Advanced students will write about their experiences. Lower level
students will complete a lesson on food vocabulary and practice making
change.
The teacher will discuss food vocabulary:

Scrambled eggs
Orange juice
Water
Croissant
Sausage
Biscuits
English muffin
Hash browns
Bacon
Coffee
Cheese
Apple juice
Pancakes
Milk
Syrup
Discuss prices of individual items vs. prices of combination plates.

Use menus to practice paying for one order teacher directed.
Eggs, biscuit, cheese, hash browns, coffee locate items on menu and add
up total price, pass out play money and make change for items with
instructor.
Use menu to price a combination plate.
Locate the menu item called McDonalds Biscuit Meal which includes a
biscuit, eggs, cheese, bacon, hash browns, coffee, and orange juice.
Determine which meal is less expensiveentre or combination plate.
SUBMITTED BY:
Shari Dvorak
Interaction between students and store personnel.

Ability to make change.
Use of vocabulary as students order.
Social interaction as students enjoy breakfast.
COUNTY/PROGRAM:
220
A Trip to McDonalds,
continued
Vocabulary quiz if desired.
Vocabulary puzzle if desired.
Written appraisal of experience.
Students find this activity challenging and fun. It works well with multilevel classes since students can help one another. Students will encounter
the problems of making themselves understood as they order in a community restaurant. Students need practice in community activities to gain confidence in use of language interaction.
221
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Walk and Talk (About Town)
Students in this set of lessons will learn the difference between regular and
irregular verbs. This lesson assumes that plurals of verbs have already been
taught and understood.
Learning Plan


Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
222
Students will use the cheat sheets and their knowledge of the add -ed to
form regular verbs. They will each be given halves of 10 sentences. Some
will be subject halves, other predicate (verb) halvessome predicate
halves will contain incorrect verb forms which may not be used to create
correct sentences. Students are to mingle with other students to create
complete sentences which have correct subject and verb pairs. The sentences should all be about visiting areas of the community.
Students will write sentences talking about walking through their own
community.
Have students do actions like sit, stand, shout, blink to show the action in
a sentence. (This action is called a verb.)
Show a sentence strip with each verb underlined.
The girls sit on the chairs.
The girl sits on the chair.
The boy stands up.
The boys stand up.
I shout when I am angry.
She shouts when she is angry.
I blink if the sun is bright.
He blinks if the sun is bright.
Tell students that verbs show time. Today they will study how verbs show
actions that happened in the past. (The grammatical structure is called
past tense.)
Present information: The rule is that many English verbs create past
tense by ending in the letters d or ed.Move for example ends in e, so
d only is added. Walk has no e so both the e and the d are added.
Walk in the past tense becomes walked. (Show models on sentence
strips or on an overhead projector or blackboard.) Talk becomes
talked in the past tense form.
Students are provided large sheets of white paper and are asked to
write as many English verbs as they know on the paper. They are then to
add d or ed to each verb according to the rule above.
Place all sheets on the walls around the classroom.

The teacher will then draw big red circles around all the regular verbs
correctly written.
The teacher will note that some verbs give trouble because they are
irregular; that is, they do not follow the rule for past tense verbs ending in
-ed. English has a number of other ways to form past tense irregular
verbs. Tell the students they will probably have to memorize them.
There are six groups which may help you to remember some of the
common irregular verb forms. Past participle verbs require helping verbs
like have, has or had so that the action started in the past, went on for a
while, and ended in the past.
The teacher needs to make cheat sheets for each of the following six
groups of irregular verbs so that students can constantly refer to them.
1. Group one is the same for present, past and past participle:
burst, burst
hit, hit
let, let
set, set
cost, cost
hurt, hurt
Walk and Talk,

continued
put, put
2. Group two is different in the past, but the past participle is in the same
form as the past:
bring, brought, have brought
buy, bought, have bought
catch, caught, have caught
feel, felt, have felt
find, found, have found
get, got, have got or gotten
hold, held, have held
keep, kept, have kept
lay, laid, have laid
lead, led, have led
leave, left, have left

lose, lost, have lost
make, made, have made
say, said, have said
sell, sold, have sold
send, sent, have sent
sit, sat, have sat
teach, taught, have taught
tell, told, have told
win, won, have won
3. Group three verbs are different in present and past, but the past
participle adds (n) to the past tense:
break, broke, have broken
choose, chose, have chosen
freeze, froze, have frozen
speak, spoke, have spoken

steal, stole, have stolen
4. Group four forms the past participle by adding (n) to the present
tense.
blow, blew, have blown
draw, drew, have drawn
drive, drove, have driven
give, gave, have given
grow, grew, have grown
know, knew, have known

rise, rose, have risen
see, saw, have seen
take, took, have taken
throw, threw, have thrown
223
Walk and Talk,

continued
5. Group five verbs form the past and the past participle by changing
a vowel.
begin, began, have begun
do, did, have done
ring, rang, have rung
shrink, shrank, have shrunk
sing, sang, have sung

sink, sank, have sunk
swim, swam, have swum
6. Group six forms the past and the past participle in various other
ways.
come, came, have come
do, did, have done
eat, ate, have eaten
fall, fell, have fallen
go, went, have gone
lie, lay, have lain
ride, rode, have ridden

run, ran, have run
tear, tore, have torn
wear, wore, have worn
write, wrote, have written
Watch to see that students use cheat sheets.

Discuss correct sentences with the entire group to see what thought
processes students are developing to make choices.
Correct sentences on the completed sentence strips.
Students will be able to write a sentence containing a regular ending past
tense verb.
Students will be able to write sentences containing irregular ending past
tense verbs.
Students find the activity challenging and fun. It works well with multilevel classes since students may work on plural endings, or past tense regular endings, or past tense irregular endings, or mix the sentences. This
lesson probably needs to be repeated weekly to develop confidence.
224
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
How To (About Town)
IT
MULTI-LEVEL

Day 3-4 Decide on a campus location and write directions telling others
how to move from the classroom to the other location. Working in pairs,
one student will read from directions to tell partner how to go to the new
location. Reverse tasks. Discuss which specific directions were missing
from the written directions in order to actually arrive at the appropriate
location.
Prepare speeches telling an audience how to perform a chosen task.
They may teach crocheting, cutting down a tree, or changing a tire. Students will choose any topic to prepare a presentation for the class.
Students will present speeches directing others How to
Day 1 The teacher will direct students, through precise oral instructions,
to make peanut, banana, and marshmallow fluff sandwiches.
Day 2 The teacher will hand out city maps and direct students to draw a
path from one location to another. Examplefrom the Adult Learning
Center to the Post Office. Students will choose one route and let student
direct them in a walk to mail letters containing recipes from the ice cream
unit (page 229).

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Students can give a clear oral presentationspeech.

Students will demonstrate the ability to read and write directions.
Students will demonstrate the ability to use oral language to explain to
others.
Active listening to instructions.
Students attempts to complete tasks demonstrated.
Students find the activity challenging and fun. It works well with multilevel classes since students can help one another. Students learn to use
resources like maps. Students will gain confidence in interacting with others in giving and taking instruction.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
225
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Shopping (About Town)
Students will select a wardrobe utilizing different budgets, including the figuring of taxes and sale discounts.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Materials Needed for Lesson
Play money, clothing, catalogs, measuring tapes, calculators.

Use catalogs to locate two business-appropriate wardrobes. One selection

must be chosen to be completed for under $100. The second must cost
between $125 and $175.
Female students select a dress, skirt and blouse, sweater, shoes and hosiery.
Male students select pants, shirt, tie, shoes.
Figure out the tax as part of the purchase price. They may use sale items
and figure the % discount.
Need to use the size charts provided in catalogs to determine correct sizing.
May shop online or from catalogs.
Day 1 Teacher will discuss the importance of first impressions in dressing

for a job.
Discuss differences between business, evening, and casual wear.
Provide a list of stores which offer various levels of quality and pricing.
Interesting and appropriate clothing choices.

A correctly itemized bill of sale.
Tax and discounts figured correctly.
Adhered to cost guidelines.
Check math.
Analyze choices of clothing.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
226
Students find the activity challenging and fun. Essential math skills are
practiced. Lower level will practice vocabulary and will utilize teacherguided wardrobe selection. Knowing appropriate business, casual, and
evening wear will help students make wise choices in clothing purchases.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
A Visit to the Hair Salon (About Town)
IT
MULTI-LEVEL
Students will learn how to make an appointment at the hair salon for a hair
cut, hair coloring or permanent. They will also keep the appointment, real or
imagined, and learn about tipping and paying for the service.

Learning Plan
Magazines or books with pictures of different hairstyles.

Vocabulary lists to be handed out to the students. Charge books and play
money.
Work in groups of two, guiding and influencing each other to choose a

style that is flattering to them.
Role-play the part of client ordering services or consultant offering advice.
Consultants will write charge tickets and clients will pay for services
including tip.
Open lesson by demonstrating hair color and styles to explore new

vocabulary.
Hair Salon Terms:
blonde
brown
frosted
styles
medium
wavy
manicure
hair cut
roots are showing
black
short
shampoo
bad hair day
brunette
long
set
bangs
red
curly
blow dry
buzz cut
auburn
straight
shave

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Assign students to work in pairs to decide on a new style or color for their
partner. Look through magazines.
Work with students as they work in pairs, one acting as shopkeeper, the
other acting as a client ordering hair care. Have students reverse roles.
Teach tipping practices.
Student interaction as choosing a new hairstyle progresses.

Use of new vocabulary.
Correct payment.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
227
A Visit to the Hair Salon,

continued
Student interaction at all levels is immediately enjoyed. Practice in the

classroom is a great stress leveler for the real experience.
228
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
A Stop for Ice Cream (About Town)
IT
MULTI-LEVEL

Recipes, recipe supplies, cookies, pictures of ice cream.

Learning Plan
Prepare ice cream using recipe brought to class by teacher.

Open lesson by showing each ingredient, utensil and measuring quantity

needed to prepare homemade ice cream in order to explore new vocabulary.
Ingredients:
ice cream
milk
crushed ice
vanilla
salt
sugar
whipping cream
Interaction as cooking progresses.

A tasty product.
Use of vocabulary as students prepare ice cream.
Social interaction as ice cream and cookies are enjoyed.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Students find the activity challenging and fun. It works well with multilevel classes since students can help one another. The recipe names large
servings. Eating allows for discussion of informal dining since ice cream is
eaten right out of the plastic bag. Of course it could be removed and served
on fine china if desired.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
229
A Stop for Ice Cream, continued

An Edible Experiment in Thermodynamics (Ice Cream)
Background Information
Ice keeps things cold because it absorbs energy from its
surroundings, melting as it does so. The temperature at
which a solid melts, called it a melting point, is the same
temperature at which the liquid form freezes. For pure water,
this is 0C or 32F. However, if some other substance is
added to the water or ice, such as salt, the freezing/melting
point is lowered. Thus, you can use salted ice to freeze
liquid water.
In this activity, salt is added to ice in a large plastic bag.
A second, sealed, plastic bag containing the ingredients for

ice cream is placed into the bag with the salty ice. The large
plastic bag is then sealed. The bag assembly is kneaded
until the ice cream mixture freezes. (The energy in the ice
cream mixture is transferred to the salted ice, which melts
as a result. The temperature of the ice cream mixture is lowered to the temperature of the ice brine, and this is cold
enough to freeze the ice cream.)
Materials per class of 30 and (per student)

__ at least five 1/4 cup measure scoops or cups
__ at least five plastic measuring cups
__ 5 sets of measuring spoons
__ 1 gal (1/2 cup) milk (2% and reduced lactose milk will also work)
__ 1 gal (1/2 cup) whipping cream or non-dairy creamer
__ 8 cups (1/4 cup) sugar
__ 1 bottle (1/4 tsp) vanilla
__ 30 (1) quart or sandwich size zipper-lock bags (freezer weight suggested)
__ 30 (1) gallon-size zipper-lock bags (freezer weight)
__ 30 (1) plastic spoons
__ 3 gal (about 2 cups) crushed ice
__ 10 lb (1/2 3/4 cup) food grade salt (this is much cleaner than rock salt)
__ nuts, fruit, or chocolate syrup, as desired
__ ski mittens/gloves, thick bath-size towels, or 1-lb coffee cans (1 pair or 1 each per student)
__ paper towels
Procedure
1.
2.
3.
4.
Measure 1/4 cup of sugar. Transfer the sugar to the small plastic bag.
Measure 1/2 cup milk; add 1/2 cup whipping cream to it. Do not transfer this to the bag.
Add 1/4 tsp vanilla to the mild/cream mixture. (Younger students may need assistance with this step.)
Transfer the contents of the cup to the bag with the sugar. Close the bag securely, squeezing out most of the air
before closing. There is no need to stir the contents.
5. Place the small plastic bag inside the large plastic bag.
6. Surround the smaller bag with a few cups of crushed ice.
7. Pour 1/2 to 3/4 cup of salt over the crushed ice and seal the larger bag securely.
8. Put on mittens or wrap the bag in the thick towel, or place the bag into the coffee can. Knead or roll back and forth
on a table or on the floor. Be careful not to put too much pressure on the bags.
9. After 10 minutes, check if the mixture is frozen. If not, continue kneading or rolling.
10. When the mixture is frozen, remove the smaller bag. Wipe the brine from the zipped edges of the bag, then eat the
ice cream directly from the bag. (Add nuts, fruit, or chocolate syrup if desired.)
230
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Window Panes (About Town)
IT
MULTI-LEVEL
Students will learn to create window panes to help summarize written or oral
presentations.
Learning Plan
Listen to the rest of the story and construct two more window panes.
Looking at all three panes, make a fourth pane combining all three of the
original panes.
Tell the story to a partner referring to the panes as an outline.
The teacher will read the first section of The Three Little Pigs and then
direct students in locating nine important words which will help them
summarize the story. Each word is placed at the bottom of one pane of the
window drawn on the index card. Immediately above each word, the student draws a picture to remind himself of the word in the story. The words
should be sequential.
Choose words.
Draw pictures.
Retell a story.
Combine to summarize.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Listening.
Look at cards produced.
Beginning students may need to create cards to learn the vocabulary.

Advanced students will find the activity useful in summarizing many
kinds of written material including science and math lessons if they write
the processes.
Students find the activity challenging and fun.
Drawing helps students visualize since the activity uses both sides of the
brain.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
231
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Picnic at the Park (About Town)
Students will plan a picnic and enjoy a day in the park.

Learning Plan
Vocabulary lists, food, pictures of parks, magazines.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Bring food to class or will meet at designated park.

Socialize while eating.
Spend time playing games if desired.
On the following day, write about the experience. Intermediate levels can
do a vocabulary test. Lowest levels can cut pictures out of magazine to
design their own park. Advanced levels might enjoy doing this also.
Develop a crossword puzzle using vocabulary of things in the park.

Slide
Tennis courts
Merry-go-round
Monkey bars Basketball courts Picnic tables
Walking track
Swings
Barbecue grills
Explain pot luck and picnic.

Assist in organizing what everyone will bring.
Explain that students will cooperate to put together a meal and then
socialize while enjoying the meal.
Interaction as eating progresses.

Use of vocabulary.
Social interaction as food is shared.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
232
Picnic style eating allows for informal interaction outside the classroom
allowing all levels to enjoy activities together.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Free Time at the Library (About Town)
IT
MULTI-LEVEL
Students will visit the library, obtain a library card, and check out a book.
Transportation to the library, two IDs (social security card, license, old
light bill, etc.) and dictionaries.
Work in groups of two.

Get library cards (if desired).
Working in pairs, find a book to look at or read while at the library.
Get help from teacher (especially for lower level students).
Check out a library book (if desired).
On following day, share what they enjoyed about the trip and the books
they checked out.
Open lesson by demonstrating different things found in the library.

Explore new vocabulary. Talk about the different types of reading.
Novel
Biography
Newspaper
History
Drama
Mystery
Reference materials how to information
Computer information
Poetry
childrens books

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Explain need for two types of ID to check out books.

Explain need to return books within librarys allotted time.
Assign one higher level student to work with a lower level student.
Guide discussion on favorite books and stories.
Interaction between students and library personnel.

Obtaining a library card.
Books checked out.
Use of vocabulary.
Sharing stories of books checked out.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
233
Free Time at the Library,

continued
Document in student files whether or not library card was obtained
and/or book checked out.
Students find the activity challenging and fun. It works well with multilevel classes since students can help one another. Students enjoy field trips.
Lowest level students can choose a video to be shown at a future time.
234
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Visit to SchoolNavigating the Internet

(About Town)
IT
MULTI-LEVEL
Students will learn how to use the mouse and navigate the internet.
Learning Plan
Computers. Vocabulary lists to be handed out to the students.

Day 1 Play games such as Solitaire or Whack a Mole (found on the Internet under Whack a Mole).
Day 2 Work in groups of two, guiding and influencing each other to
choose a topic that is interesting to both of them. Students will follow different leads to research their topic.
Day 3 Write a short synopsis describing what information they found.
Day 4 Students will share information with the class. Lower levels can
review vocabulary words.
Open the lesson by demonstrating and discussing computer technology.

Mouse
Hardware
Printer
Home page
Cursor
Information line
Software
Modem
Keyboard
Internet
CD ROM
Internet provider
Download
Windows
Disc, floppy
Web browser
E mail

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Assign students to work in pairs to help make the process less intimidating the first time on the computer.
Direct students to choose a topic in which they have an interest.
Guide students through the process of clicking on home page and then
typing in the different interest topics in the search line. Lower level students can be guided to a location that has Spanish.
Interaction.
Ability to find a topic of choice.
Written paragraphs.
Verbal sharing of experience.
Familiarity of computer terminology.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
235
Visit to School
Navigating the Internet,
continued
Vocabulary quiz if desired
Vocabulary puzzle if desired
Student interaction at all levels is immediately enjoyed with hands-on

experience being utilized from the start. All levels can participate. This is a
very practical lesson as students can look for information they can use in
their lives (legal aid, immigration laws, citizenship, etc.). I also sometimes
include a few days of typing lessons before I do this lesson so as to facilitate
familiarity with the keyboard.
236
Student Learning Plan Civics
Civics Curriculum
American History and Government
The purpose of the following Lesson Plans is to provide

English language instruction that will emphasize
instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation and
U.S. history and government.
237
ESL
BE
ERARY
GINN
IT
LEVEL 1
Going to the Doctor


Learning Plan
The students will learn to say the items in a first aid box and write the new
vocabulary in their journals.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The teachers will provide several first aid kits to be examined and will write
new vocabulary on the board.
The teacher will introduce a first aid box and ask the students if they can
identify the items in the box. There will be a class discussion about how
and when to use the first aid items. This can lead to a discussion of a visit
to the doctor, and phrases will be identified and practiced for use during
a visit to the doctor.
The teacher will ask for volunteers to role-play a visit to the doctor, after
which the students will write their new vocabulary in their journals
(using Oxford Picture Dictionary, Oxford University Press, for word identification).
Teacher will listen to students pronounce new vocabulary and will check
the vocabulary written in their journals.
Student journals.
The students thought the role-playing was helpful.
SUBMITTED BY:
Regina Robbins
COUNTY/PROGRAM:
Pellissippi State Technical

Community College
238
BE
NING
SL
Signs in Our Daily Lives
IN
LEVEL 2

Students will identify eight common road signs and learn the meaning of
the signs.
Learning Plan
Guide students in learning.

Teach the meaning of the road signs.
Supply students with pictures of eight common road signs.
The instructor can get copies of road signs from the drivers testing station,
AAA, or take pictures of the signs with a camera. Before the instructor
begins the lesson, have students look for road signs that they dont know or
understand.
Eight road signs will be discussed in the lesson:
1.
2.
3.
4.
5.
6.
7.
8.
Stop
Yield
Do Not Enter
One Way
No Left Turn
U Turn
Pedestrian Crossing
Curve with m.p.h.
Display pictures of each road sign.

Number each one so all students will know which sign you are or will be
discussing.
Have students look at the display of pictures. Students are to write the
number of one sign that he/she does not know and the number of one
sign that he/she does know.
Ask students what sign he/she knows. Encourage students to share the
one he/she does not know.
Teach the meaning of the signs. Discuss new vocabulary (enter, pedestrian, way, etc.)
Tell students that m.p.h. is how fast they are driving. Emphasize that a
m.p.h. on a curve sign means they should not drive faster than the speed
on the sign.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
239
Signs in Our Daily Lives,

continued
Divide class into groups. Give the groups pictures of the road signs.
Have students determine the meaning of the signs.
Have the groups orally share their signs with the class and review their
meaning.
Have each student number his/her paper 1-8. Hold up a road sign, one at
a time.
Students are to write the sign on his/her paper and possibly write a brief
definition.
Discuss the signs that students have seen that they do not understand.
Interest of the learners about the lesson.

Oral discussion.
Class and group participation.
The sheet the students complete identifying each road sign.

The students know some of the signs. They enjoyed learning about the
signs they did not know.
240
BE
NING
SL
Communities
IN
LEVEL 2

Learn points of interest in the community.

Identify these locations on a map of the area.
Learn new vocabulary.
Use personal pronouns in the possessive form.
Supply each student with a map of the area.

Introduce new vocabulary.
Introduce personal pronouns in the possessive form.
Give students a list of the vocabulary words:

communities, town, church, library, parks, post office, schools, stores.
Teacher says a word; students repeat.
Define community for students a place where people live, work, and
play.
Ask students to name one thing about the community where they live.
Distribute a map of the area to each student.
Hold up a map and say, This is my map. Then point out things that
belong to male and female students. Introduce personal pronouns in possessive form: my, your, is her, its, our, their.
Discuss and define the vocabulary words for students.
Ask a student what is the name of our town.
Encourage students to answer in a complete sentence using a possessive
pronoun.
Ask students where their children go to school. Encourage answers using
a possessive pronoun. (Ex.: My child goes to _____ school.)
Help students locate the schools on the map.
Do this with where they work and/or attend church.
Put a list of area parks on the board. Remind students this is a place
where people in the community go to relax and play. Guide students in
locating the parks on the map.
Ask students in what stores they shop. Put a list on the board and the
street where the stores are. Have students work in groups to locate as
many stores as they can. Also, try and have them locate the library and the
post office. Have students circle the locations.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
241
Communities, continued
Next, tell students, My house is on _____ street. Have the groups try to
locate your street.
Students then tell what street their house is on. (My house is on
_____street.)
Students are to locate streets on the map. Within each group, have one
student tell what street another students house is on. (His/Her house is
on _____ street.)
Encourage students to look for other points of interest on the map. Identify and discuss.
Students interest in the lesson.

Comprehension of vocabulary words.
Map skills.
Group activities and class participation.
Give a vocabulary sheet and have student match the word to its meaning.
Complete a sentence sheet using possessive pronouns.
Have students write their address.
Locate their street on a map.
Students appreciated the map of the community. At times, it is difficult to

locate or follow directions to a place in the community because of the language barrier. They liked learning about the parks in our area.
242
BE
NING
SL
The Earth
IN
LEVEL 2

Identify the globe as a model of the earth.

Identify the seven continents of the earth on a globe or map.
Identify the oceans of the earth on a globe or map.
Describe the relationship of the continents and oceans using cardinal
directions.
Name the continent, country, and state he/she lives in.
Demonstrate activities of the lesson.

Teach about the bodies of land and water on the earth.
Teach new vocabulary.
Supply students with globes or maps of the earth.
Vocabulary for the lesson:

Earth
Ocean
Globe
Blue
Round
Rise (verb)
Continent
Set (verb)
Salt
The students will be asked to share what they already know about the
earth and what they would like to find out about the land on the earth.
Show students a globe. Inform students the globe is a model of the
earth. The earth is round. Each major body of land is called a continent. A very big body of salt water is called an ocean. The color blue on
a globe represents a body of water.
Introduce the word continent. The teacher will pronounce it and ask
students to do so. The teacher will define the word.
The teacher will next identify the seven continents and their location on a
map.
The students will be asked to repeat each continent name.
The teacher will review the continents and their location on the map.
(You may use name cards for this activity.)
The teacher will clear the map and ask students to come up and identify
the continents. Have students say the continents name as they locate
them on the map.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
243
The Earth, continued
Next, students will be divided into small groups and given a globe. The students will be asked to locate the seven continents on the globe. At first, they
will be allowed to use a map as a guide, then they will be asked to find the
continents from memory.
Use this activity with the four major oceans.
Introduce the directions north, south, east, and west.
Use a U.S. map to demonstrate the directions to students.
Define the verbs rise and set.
Explain to students that the sun rises in the east and sets in the west.
Have students look at a globe or map.
Ask questions using cardinal directions. (Ex., Is Europe north or south
of Africa?)
The oral discussions of the lesson.

The class participation.
The class/group demonstrations.
Have students complete a map with the seven continents and four oceans.
This lesson was informative to students. They enjoyed using map skills.
Resources
People and Neighborhoods (McMillan/McGraw Hill), Maps and Globes

(Harper-Trophy), Maps, Globes, Graphs (National Education Corp.)
244
Name_______________________________________________
10
4
1
5
9
7
8
2
11
6
This map shows all seven continents and four oceans.

Write the continent and ocean names on these lines.
Continents
Oceans
1.__________________________________
1.__________________________________
2.__________________________________
2.__________________________________
3.__________________________________
3.__________________________________
4.__________________________________
4.__________________________________
5.__________________________________
7.__________________________________
245

Name_______________________________________________
Finding Directions on a World Map

North Pole
Arctic
Ocean
N
W
Europe
North
America
E
S
Asia
Atlantic
Ocean
Africa
Pacific
Ocean
South
America
Equator
Indian
Ocean
Australia
Map Key
Antarctica
South Pole
1. Find the Equator. Put an x on it.

2. Are these places north or south of the Equator?
Antarctica ________________________ Australia ________________________
North America _____________________ Europe__________________________
Arctic Ocean ______________________ Asia ____________________________
3. Finish the line between the North and South Poles.
4. Are these places east or west of the line you drew?
Atlantic Ocean ____________________ Asia ____________________________
Australia __________________________ Indian Ocean ____________________
North America ____________________
246
South America ___________________
ocean
continent

Name_______________________________________________
Finding Continents and Oceans

North Pole
Arctic
Ocean
N
W
Europe
North
America
E
S
Atlantic
Ocean
Equator
Indian
Ocean
Map Key
ocean
South Pole
continent
1.Write these names on the map where they belong.

South America
Australia
Asia
Antarctica
Africa
Pacific Ocean
2. Name two continents that touch the Indian Ocean.
_______________________________________
_______________________________________
3. Name two continents that touch the Atlantic Ocean.

_______________________________________
_______________________________________
247
NING
SL
BE
IN
LEVEL 2
Body Parts and Safety Signs

Length of Activity: 4 5 hours

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
248

State symptoms and injuries.
Read safety signs.
Supply word cards and picture cards.

Give examples of health and safety situations.
Guide and assist when needed.
Identify parts of the body on a chart and have students complete chart.
Give students a chance to fill in the body parts they know and then fill in
chart together.
On separate index cards, write a body part. Pass the cards out to the students. Go around the room and have the students say the word and point
to the body part.
Teach the dialogue, Whats the matter? My leg hurts. Have students
practice the dialogue using different body parts. Teach words like cut,
broken, burned. Ask students to name other types of injuries and list
them on the board and practice saying them.
Substitute the dialogue, My finger is cut.
Prior to teaching safety signs, tell students to write down signs they dont
understand from work, stores, schools, road construction signs.
The teacher needs to have safety signs or flash cards.
Teacher reads the sign and students repeat. Ask students if they have seen
any of these signs and, if so, where. Explain to students what the signs
mean.
Add the signs that they brought to class. After practicing saying the signs,
hold a sign up and choose a student to read the sign and tell what it
means. Do this with all the signs.
Play Bingo one game with body parts; the other with safety signs. Make
a nine square board with body parts listed at the top. Have students write
nine body parts in the squares. Teacher says the body parts, and students
write an X on the word the teacher says. Student with all Xs wins. Do this
with safety signs.
Body Parts and Safety

Signs, continued
Listening and speaking activities, class participation, correctly completing

charts.
Worksheets, bingo game, listening and speaking activities.

Students knew quite a few of the safety signs from the workplace. They had
questions about road signs: Slippery When Wet, Bridge Freezes, Blasting Zone, etc.
References
Word by Word Picture Dictionary, The Body pg. 68-69

English ASAP Literacy Level, Health and Safety pg. 86-97
Longman ESL Literacy Second Edition, Health pg. 145-162
English ASAP Book 1, Health and Safety pg. 87-98
249
NING
SL
BE
IN
LEVEL 2
Community Workers

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Recognize four community workers.

Learn what the workers do in the community.
Teacher will guide the learning.

Ask the four community workers to visit the class.
Define any new vocabulary.
The instructor may want to teach a lesson on communities prior to teaching community workers. This will help the learner better understand community workers.
The four community workers that will be discussed are:
1. Firefighter
2. Police officer
3. Letter carrier
4. Trash collection person
Discuss the job description of each worker and the purpose of their jobs.
Inform students about the uniform that the workers wear, the type of
vehicle he/she drives, and where the workers office is located.
Discuss the dialogue used when a person has to call the police or fire
department (ex.: calling 911, repeating the students address or address of
the emergency).
Arrange for the four community workers to visit the classroom. Prior to
the workers visits, help the students write a question in English that
he/she will ask the worker. After the workers give a short presentation,
encourage students to ask the workers the questions.
After the workers leave, have the students write the answer to their
questions.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
250
Community Workers,
continued
Class discussion.
Class participation.
The questions the students write to ask the community workers.

The responses the workers gave to the students questions.
Have students write the responses on paper.
It is important that ESOL students learn about community workers.

It is common for immigrants to have a fear of people in uniform.
251
NING
SL
BE
IN
LEVEL 2
The American Flag Pledge of Allegiance


Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
252
Determine the meaning of the stars and stripes on the flag.

Be able to locate the original 13 colonies on a map.
Recite the Pledge of Allegiance.
Learn prepositions above, below, next to, beside, next to.
Guide the students in the learning process.

Aid in map skills.
Supply students with materials needed for the lesson.
Flag of the United States

Have on display a picture of one U.S. flag with 13 stars and one with 50
stars.
Have students orally describe the flags.
Put the list on the board.
Ask students why one flag has 13, the other 50.
Give each student a map of the U.S.
List the thirteen colonies on the board. Teacher says the state names; students repeat.
Locate each of the 13 states individually on the map.
Ask students if anyone in the class has lived or visited one of these states.
Have students share their experience with the class.
Discuss with students why these states are called the original 13 colonies.
Explain the early history of the U.S.
Have students count the stripes. Have students determine the meaning of
the 13 stripes.
Write the names of the 13 colonies individually on index cards. Pass the
cards out to different students. Have the student read his/her card and
then locate the colony on a U.S. map.
Have students get in small groups. Distribute a blank map of the U.S.
along with a list of the 13 colonies.
Have students write the 13 colonies in the correct location on the map.
For more challenged students, provide a list of the remaining 37 states
and have them write as many state names as they can in the appropriate
location. Emphasize that the additional 37 states are why we have 50 stars
on todays flag.
Teach or review the prepositions above, below, next to, beside while still
in small groups. Have students describe the location of different colonies.
(e.g., Is Virginia above or below Pennsylvania?)
The American Flag

Pledge of Allegiance,
continued
Pledge of Allegiance
Ask students if they know what Americans say/recite to show our loyalty
to the flag.
Distribute a copy of the Pledge of Allegiance to each student.
Read the Pledge to the students.
Share with students when and where the Pledge is recited.
Demonstrate how you stand when saying the Pledgeright hand over
your heart.
Tell students that men are to take off their hats.
Write the words Pledge, Allegiance, Republic, indivisible, liberty, and justice on the board.
Provide the meaning of these terms for the students.
Have the students write the words and meanings down on their copy of
the Pledge of Allegiance.
Pledge promise
Allegiance loyalty
Republic a nation where people vote for leaders
indivisible something that cannot be divided
liberty freedom
justice fairness
Teacher says the wordsstudents repeat. Discuss the words and their
meanings. Recite the Pledge again, substituting the word with its meaning.
Encourage students to say the Pledge individually and then say it together
as a class.
Have students complete a crossword puzzle using the six vocabulary
words to help promote understanding.
Continue saying the Pledge of Allegiance at the beginning of each class
meeting.
Class participation and discussion.

Class and group activities.
Interest in the lesson.
253
The American Flag

Pledge of Allegiance,
continued
Writing the 13 colonies in their correct location.

Observing how well students read the Pledge of Allegiance.
Correctly completing the crossword puzzle using vocabulary words.
This lesson was very informative. Many students have never been in a situation where the Pledge of Allegiance was recited. Students enjoyed the lesson.
254
IA
HIGH
DV
ANC
ESL
OW IN
MED
ER
ESL
Election Day
TE
LEVEL 3-6

Be presented with vocabulary pertaining to elections in the U.S.

Read information about the election process in the U.S.
Guide presentation of relevant vocabulary items using the texts listed in

the activity section.
Establish small groups for cooperative learning efforts.
Provide direct instruction on idioms at the close of the lesson.
As a whole class activity, go over the article from Holidays in the USA
(Scott-Foresman) on Election Day. Have individual students read paragraphs aloud. Respond to any questions from students on content or
vocabulary.
From page 120 of the text, give students time to match the sentences
using because about elections. Go over their responses together.
Form small (3-4 participants) groups. Have the students discuss the
issues on page 121, and, in their groups, come to consensus about each
issue. When complete, the whole class comes together again and shares
their conclusions about each issue.
From page 63 in ESL Teachers Activities Kit, (The Center for Applied
Research in Education) Lets Talk About Election Day, generate
responses to questions in small groups, then report to the whole class.
Using the text Holiday Activities for ESL go over vocabulary on page 62
Election Day, then have individual students go over exercise items #1-5.
Once questions have been addressed, have students prepare for a dictation exercise. As text, use page 123 from the Election Day lesson in Holidays in the USA (Scott-Foresman).
If a tape of For Hes a Jolly Good Fellow is available, allow students to
listen to it and follow the words on paper. Then try singing it together a
time or two.
As transition to the next activity, teacher can say: We get lots of our
information about candidates and the important issues from reading and
TV. Lets look at some vocabulary from those activities.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Heather Nicely
COUNTY/PROGRAM:

Adult Education
255
Election Day,
continued
Use English for Everyday (Delta Systems Co., Inc.) to discuss Reading (p.
42) and Watching TV (p. 43). Teacher patterns by reading each part and
students read chorally after him/her. Teacher should demonstrate parts of
a book by using a book and should be sure to go over the items in the
blue boxes to make sure students have full understanding of the vocabulary for these processes.
Related idioms to present at the conclusion of this lesson:
closed book not known, secret
close the books stop taking orders
hit the books study, especially for exams
keep books keep records of money, accounting
have ones nose in a book someone who reads often and a lot
one for the books very unusual
I can read you like a book what you are thinking is very clear to me
talking book recorded book for blind people
throw the book at someone strictly apply the rules
vote down veto, defeat by voting against

Written responses to exercises and dictation.
Oral communication of information learned and used in small groups.
Student response to written exercise on the topic of elections during the
following class (teacher can give each student a copy of the Election Day
crossword puzzle from Hands On English (New Readers Press).
Listening during group exercises and class discussion.
256
HIGH
DV
ANC
ESL
RMED
E ESL
INS Citizenship Questions:

Read, Recite, Review
TE
AT
LEVELS 4, 5, 6
IGH IN
Length of Activity: Two 1-1/2 hour classes

The students have previously been given the 100 Citizenship Questions
with translations in their own language (in this case, Vietnamese). We used
a Vietnamese to translate the questions. They will study ten questions
(grouped by teacher according to topic) at home before each class session.
During class they will read from the board, listen to questions and answer
orally, and participate in a group game.
Select the questions for each class session.

Choose relevant material for home study.
Demonstrate proper English pronunciation of each question.
Guide students in constructing sentences to answer the questions.
Facilitate group interaction and games.
Homework assignments, which are reviewed and discussed in class, are taken
from Entry into Citizenship, by Becker & Siegel, published by Contemporary
Books.
Students have previously read the ten questions to be covered during the
class. The teacher writes the questions, one at a time, on the board. Without
consulting the translation in his/her notebook, each student has an opportunity to read the question on the board. The teacher helps with pronunciation, if necessary. Students are encouraged, but not required, to read
aloud. After the question is read, students are invited to give the answer.
The teacher demonstrates how to answer in the form of a sentence, rather
than a phrase, if appropriate. After all ten sentences have been reviewed, the
homework assignment is reviewed and discussed as a group. Students are
encouraged to read aloud and ask each other questions. As an extension,
students draw questions out of a hat, and read them aloud, either giving
the answers themselves, or asking other students to answer.
A further extension to the lesson is to play a version of Hangman on
the board using words from the lessons for students to guess.
Example: A M E R I C A N
This is a good way to practice spelling and pronunciation. I have also asked
the person who identifies the word to use it in a sentence.
This has been a very successful activity. Even shy students who nor-

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Sandra Smith
COUNTY/PROGRAM:
Cansler Adult Education Center/

Knox County Adult Education
257
INS Citizenship
Questions, continued
mally do not volunteer to participate will begin to call out letters and try to
guess the work.
It is not necessary (and perhaps not even advisable) to draw the hangman figure to play a version of this game.
To show that they have learned the answers to the citizenship questions,
students will respond in class to questions written on the board. They will
demonstrate the ability to pronounce English words by reading aloud in
class and by answering verbal questions. They will demonstrate the ability
to listen and understand.
Teacher observation of class participation.

Homework papers.
Written multiple-choice quizzes.
The students I have been working with are highly motivated and eager to
learn the material. They seem to have benefitted from having the citizenship questions written in both English and Vietnamese and come to class
prepared to answer questions in English. They enjoy game situations, especially the Hangman activity.
258
HIGH
DV
ANC
ESL
RMED
E ESL
The American Flag: The Stars and

Stripes, Lesson 1
TE
AT
LEVELS 4, 5, 6
IGH IN
Length of Activity: 1-1/2 hour class session

Describe the colors and patterns of the U.S. flag.

Identify the symbolic meaning of the stars and stripes.
Read and write and pronounce the names of the 13 original colonies.
Locate the 13 original states on a map.
Provide each student with a small American flag and U.S. map.
Write state names on the board and assist in pronunciation.
Provide practice for reading questions and answers related to the flag
from a list of 100 INS citizenship questions.
Related pages from Entry into Citizenship, by Becker & Siegel, published by
Contemporary Books, will be given for homework assignment.
Students have previously been assigned a review of the relevant questions

from the INS list. (My Vietnamese class had been given this list with questions and answers translated into Vietnamese for study at home). After
writing the questions on the board, the teacher will ask students to volunteer to read them and give answers orally. Using their flags as models, students will point to the stars and stripes, give their colors and numbers, and
state the symbolic meanings. They will name as many of the 13 original
states as they can, and the teacher will write them on the board. Students
will copy them onto paper and practice pronunciation of each one, with
teacher guidance. Using their maps, students will point to the location of
each of the 13 original states and again say the name of each one.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Verbal responses to questions.

Demonstrations of accurate pronunciation.
Demonstration of ability to identify places on a map.
SUBMITTED BY:
Sandra Smith
COUNTY/PROGRAM:

259
The American Flag:

The Stars and Stripes,
Lesson 1, continued
Teacher observation of class participation.

Review of homework.
At next class session, students will identify states on a blank map.
This is a high-interest activity. Students benefit from having translated

materials to study in advance.
Creating a Five-Point Star

George Washingtons original pencil sketch for the flag
indicated 6-point stars, a form he apparently preferred.
Betsy Ross, however, recommended a 5-point star. When the
committee protested that it was too difficult to make, she
took a piece of paper, folded it deftly, and with a single snip of
her scissors, produced a symmetrical five-point star. This
seeming feat of magic so impressed her audience that they
readily agreed to her suggestion.
To you we pass along the secret
Take a thin piece of paper 8-1/2" x 10" (or an exact
proportion thereof), fold it as indicated and cut yourself a
perfect 5-point star. Thanks to the Betsy Ross House
for providing these instructions.
1996-2000 by the Independence Hall Association
http://www.ushistory.org/betsy/flagstar.html
Step 1. Fold an 8-1/2" x 10" piece of paper in half.

Step 2. Fold and unfold in half both ways to form creased
center lines. (Note: be sure paper is still folded in half.)
Step 3. Bring corner (1) right to meet the center line. Be sure
to fold from the vertical crease line.
Step 4. Bring corner (1) left till edges coincide, then make the
fold.
Step 5. Bring corner (2) left and fold.
Step 6. Bring corner (2) right until edges coincide. Then fold.
Step 7. Cut on the angle as shown in the picture.* Then
unfold the small piece.
Step 8. Marvel at your perfect (we hope!) 5-point star!
If your star is not perfect, take a fresh piece of paper
(8-1/2" x 10"not 8-1/2" x 11") and return to step 1.
*See internet site: http://www.ushistory.org/betsy/flagstar.html
260
HIGH
DV
ANC
ESL
RMED
E ESL

Stripes, Lesson 2
TE
AT
LEVELS 4, 5, 6
IGH IN
Length of Activity: 1-1/2 hour class

Follow teachers directions to cut paper stars to represent the states.*

Label each star with a state name (50 stars).
Locate states on a map.
Construct a bulletin board-sized flag.
*Directions for cutting 5-point star were
Recite the Pledge of Allegiance.
found on internet:
www.ushistory.org/betsy/flagstar.html
Listen to the national anthem.
Provide materials for activity and demonstrate steps for cutting stars.
Facilitate construction of bulletin board.
Review with students the meaning of the stars and stripes on the flag.
Demonstrate how to cut stars and facilitate group activity. Give each student a list of state names so that each star can be labeled. Provide materials necessary for construction of bulletin board flag. Students will work
together on this with minimal teacher participation.
Teacher recites Pledge of Allegiance, and then students practice reciting
with teacher as a group.
Students listen to the national anthem, reading a paper copy as they listen. Review INS questions on the Stars and Stripes and Francis Scott Key.
Students will take home U.S. mapswith and without state names. They
will write names of states on the blank maps, using labeled maps as guides.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Observation of student behavior during group project.

Completion of assigned tasks.
Maps that show recognition of state names.
Construct bulletin board flag.

Labeled maps brought to next class session.
SUBMITTED BY:
Rebecca Dotson
This is a fun activity but may take much longer to complete than two class
sessions. Teacher may want to have some stars made in advance.
COUNTY/PROGRAM:
261
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL

Stripes, Lesson 3 Name the States
Length of Activity: 45 minutes

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Play a Bingo game to reinforce knowledge of state names.

Play a Concentration game using copies of the Bingo game.
Provide materials for activities.

Facilitate activities.
If students are unfamiliar with the game of Bingo, demonstrate how to

play. USA Bingo has cards with state shapes and names on one side and
various facts about the state on the back. If students are advanced, they
can be asked to give information other than the state name, such as the
capital city; otherwise, name recognition is the goal of this activity.
For the Concentration game, copies of the Bingo cards can be cut up to
show individual states. Cards (2 for each state) are arranged face down in
a random arrangement. Each player tries to uncover a match.
Students can listen to state name and read it on the Bingo card.
Students demonstrate memory skill by finding matching cards playing
Concentration.
Observations during activities.

Lots of funperhaps too much for one class session!
SUBMITTED BY:
Sandra Smith
COUNTY/PROGRAM:

262
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
A Game: Citizen-To-Be
IT
MULTI-LEVEL
The student will identify and associate citizenship terminology and quotes as
parts of speech.
Length of Activity: About 1 hour
By playing the game Citizen-To-Be students will identify the parts of

speech and associate citizenship terminology and quotes with how the
parts of speech are used in a sentence. Please see game directions for Citizen-To-Be from a game by Raelene Hudson called Gramopoly (LinguiSystems, 1-800-PRO-IDEA).
Teacher will set up the game, introduce the game and demonstrate how to
play the game by using examples provided in the game directions.
Students will play the game; please see directions.

Vocabulary: noun, verb, article, conjunction, prepositional phrase, helping verb, adjective, adverb, interjection, pronoun
Conversation: Throw the dice, Your turn, Go, Move, Pay the
money, Go to prison, I need help, Choose a card, Can you help
me? Do you want to sell it? Do you want to buy it? How much?
O.K., Yes or No, and Try again etc.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Homework:
Students may take a Sentence Sheet and/or Definition Card home to

practice identifying the parts of speech.
Students use opportunities to speak, to answer correctly, self-correct, help

others, mark their papers and interact appropriately.
Teacher observation; adapting, testing, practicing or collecting homework

with Sentence Sheets for desired purposes.
SUBMITTED BY:
Rebecca Dotson
Students love this game, learn a lot, and the teacher may be surprised how
students quickly adapt in order to play the game.
COUNTY/PROGRAM:
263
Game Directions for Citizen-To-Be

Players: 2 to 8, or teams can play
Object:
To become the first player to buy all parts of the
sentence.
To reinforce learning of the parts of speech and how
these parts work together in a sentence.
To familiarize students with citizenship terminology,
ideas and quotes
Materials: game board, 2 dice, 8 markers, play money,
50 Good Luck cards (25 green, 25 orange), 30 Deed
cards, 8 Definition cards
Start the Game: Place the game board on a flat
surface. After shuffling Good Luck cards place them
in their squares on the board, face down. Players
choose a token and put it on the White House.
Each player receives $135.00 divided as follows: three
$20s, five $10s and five $5s. The rest of the money
goes in the bank. (More difficult, longer sentences
require more money.)
Each player chooses a different sentence, depending
on the ability of the student. To be fair, each players
sentence should have the same number of parts.
For example: The President laughed. has three words.
The is an article, president is a noun and laughed is a
verb.
For example: Give me liberty or give me death. has
seven words. Give is a verb, me is a pronoun, liberty is a
noun, or is a conjunction, give is a verb, me is a pronoun and death is a noun.
For example: Congress is quickly given the power to
enforce this law. has 10 words. Congress is a noun, is
is a verb, quickly is an adverb, given is a helping verb,
the is an article, power is a noun and to enforce this
law is a prepositional phrase.
Students roll the dice to start the game. The student
with the highest number rolled goes first.
Banker: Select a student to manage the money and
deeds. If the student plays in the game, his/her money
must be kept separate from the banks.
Definition cards: If definition cards are needed by the
students, they may be purchased or not. Set the price
from $5 and up as the teacher decides.
264
Playing the game: First player rolls the dice and

moves the token the number of spaces indicated. If
the player throws doubles, the player gets an extra turn
until the player throws three doubles in a row. Then
the player goes to prison. Two or more tokens may
occupy the same space at the same time. Players holding a deed for the property landed on by other players
at the same time will pay that player. According to the
space a player lands on and what part of speech the
player needs to complete the players sentence, the
player will pay the banker and collect the deed. If the
player does not want the part of speech, the player
may sell it to others or place it in the mush pot in the
center of the board, but the player, nonetheless, must
purchase the speech part. The game continues.
Good Luck Cards: If the player lands on a star ()
space, the player chooses a card from the Good Luck
deck matching the color of the star (). The player
must do as the card dictates. If the card says Free (part
of speech), the player keeps the card, sells it or places
it in the mush pot.
Prison: A player goes to prison if the player lands on
the space marked Go To Prison, if the player throws
three doubles in a row or if the player draws a Good
Luck card that says Go To Prison.
To get out of Prison, the player throws doubles, uses
a Good Luck card that says Get Out Of Prison, or
pays $10 to the mush pot before the player throws the
dice. After the dice are thrown, the player moves forward as indicated. A player does not stay in prison after
three turns. The player pays the mush pot $10 after
the third turn and moves forward.
Congress: Players who land on this place rest. Players do not receive money or Good Luck cards.
The Winner: The first player to collect Deed or Good
Luck cards for each part of the players sentence wins
the game. The game continues for second and third
place winner. Discussion follows.
Variations: Time limits can be set, player with the most
cards wins. Free cards can be issued equally to all players before the game begins. Teachers may use the
game to teach only one part of speech by issuing free
cards for selected other speech parts, thereby placing
emphasis on one part of speech. Sentences may be
substituted and interchanged as needed by the teacher.
Student Learning Civics
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Citizenship Test Preparation
IT
MULTI-LEVEL
Preparing for the INS test for citizenship.

Length of Activity: 1 class session
Demonstrate knowledge of key events, momentous documents, and historic personages in United States history.
Understand who the Pilgrims were, the symbolism of the first holiday
the Pilgrims celebrated in the New World and key elements in American
history.
Prepare for the INS test.
The teacher will supply the 100 INS study questions and the 30 dictation
questions (see following). The teacher will supply information about the
INS interview process including what materials to take to the interview and
what types of questions may be asked.
The teacher will present the 100 questions to the class (see attached).
Depending on the level of the students, the teacher will decide how many
questions to work on during each class session.
The 30 dictation questions will be studied in the same manner. Two or
three a class session is usually appropriate. Dictate the sentences and
then write the sentences on the board and let the students correct their
own work.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The students will be able to answer correctly all 100 questions and be able
to write correctly all 30 dictation sentences.
The teacher will prepare a test of the 100 questions (without the answers).
The teacher will dictate all 30 sentences to the students.
SUBMITTED BY:
The students felt that the overlearning in this Student Learning Plan was
helpful.
Several teachers
COUNTY/PROGRAM:
Tennessee
265
Student Learning Guide

January 29, 2001
Immigration and Naturalization
New Literacy Testing Guidelines
Internet Sources
At the January 26 meeting of the Citizenship Educators

Interest Group, Stacey Summers, an INS Supervisor,
announced that a series of changes have just been released
concerning the dictation and reading portions of INS naturalization testing. The changes include the following points:
The key to determining that a dictated sentence is acceptable of passing will be the ability of a reasonable person
to decipher the meaning of the sentence. This will permit
phonetic spelling. Punctuation and capitalization will not
disqualify a sentence as long as it does not affect its
meaning.
If an applicant is unable to write the sentence read by the
adjudicator, a second sentence will be read for dictation. If
the applicant is unable to write that sentence, a third and
final sentence will be given. Only one correctly written
sentence is necessary to pass.
In order to reject all attempts made by an applicant to
write the dictation sentences(s), a supervisor must review
the writing and agree that they fail to accurately communicate their meaning.
The reading portion of the test will also use the 30 sentences
as its source.
Applicants will be asked to read one of the 30 sentences.
If they are unable to read the sentence given, a second
sentence will be selected by the adjudicator. If the applicant
is unable to read the second sentence, a third and final
sentence will be designated.
http://www.ins.usdoj.gov/graphics/aboutins/overview.html
www.thecenterweb.org
Texts and Other Resources
Steck-Vaughn
Americas Story
Americas History: Land of Liberty
Preparation for Citizenship
Preparing for United States Citizenship CD-ROM
Preparing for United States Citizenship CD-ROM
American Government: Freedom, Rights, Responsibilities
Pearson Education ESL
Voices of Freedom
Handbook for Citizenship
Contemporary Books
Entry Into Citizenship
Getting Your Citizenship
Citizenship Practice Cards
INS 30 Dictation Sentences

1. The President lives in the White House.
16. The President signs bills into law.
2. The American flag is red, white, and blue.
17. The people have a voice in the government.
3. Citizens have the right to vote.
18. Congress passes laws in the United States.
4. The President has the power of veto.
19. People in America have the right to freedom.
5. There are fifty states in America.
20. A Senator is elected every six years.
6. The American flag has thirteen stripes.
21. The American flag has stars and stripes.
7. The American flag has fifty stars.
22. Many people have died for freedom.
8. The White House is in Washington, DC.
23. Congress meets in Washington, DC.
9. America is the land of the free.
24. People vote for the President in November.
10. America is the home of the brave.
25. Only Congress can declare war.
11. The House and the Senate are parts of Congress.
26. Congress is a part of the American government.
12. There are three branches of government.
27. The President lives in Washington, DC.
13. The President is elected every four years.
28. The stars of the American flag are white.
14. The President must be born in the United States.
29. The President must be an American citizen.
15. Many people come to America for freedom.
30. The stripes of the American flag are red and white.
266
Student Learning Guide

100 Citizenship Interview Questions
1. What are the colors of our flag? Red, White, and
Blue
2. How many stars are there in our flag? 50
21.What do we call a change to the Constitution?

An amendment
22. How many changes or amendments are there
to the Constitution? 27
3. What color are the stars on our flag? White

4. What do the stars on the flag mean? One for each
state in the Union.
5. How many stripes are there in the flag? 13
6. What color are the stripes? Red and White
7. What do the stripes on the flag mean?
They represent the 13 original states.
23. How many branches are there in our

government? 3
24. What are the three branches of our government?
Legislative, Executive, and Judiciary
25. What is the legislative branch of our government?
Congress
26. Who makes the laws in the United States?
Congress
8. How many states are there in the Union? 50

9. What is the 4th of July? Independence Day
27. What is the Congress? The Senate and the House

of Representatives
10. What is the date of Independence Day? July 4th
28. What are the duties of Congress? To make laws
11. Independence from whom? England
29. Who elects the Congress? The people
12. What country did we fight during the

Revolutionary War? England
30. How many Senators are there in Congress? 100
13. Who was the first President of the United States?

George Washington
31. Can you name the two senators from your state?
(insert local information)
32. For how long do we elect each senator? 6 years
14. Who is the President of the United States today?

George Bush, Jr. (or whoever is next)
15. Who is the vice-president of the United States
today? Dick Cheney (or whoever is next)
16. Who elects the President of the United States?
The electoral college
17. Who becomes President of the United States if
the President should die? Vice-President
18. For how long do we elect the President?
Four years
33. How many representatives are there in Congress?

435
34. For how long do we elect the representatives?
2 years
35. What is the executive branch of our government?
The President, vice president, cabinet, and
departments under the cabinet members
36. What is the judiciary branch of our government?
The Supreme Court
37. What are the duties of the Supreme Court?
To interpret laws
19. What is the Constitution?

The supreme law of the land
20. Can the Constitution be challenged? Yes
38. What is the supreme law of the United States?

The Constitution
267

100 Citizenship Interview Questions, continued
39.What is the Bill of Rights?
The first 10 amendments of the Constitution
52. Why are there 100 Senators in the Senate?

Two (2) from each state
40. What is the capital of your state?

53. Who selects the Supreme Court justices?

Appointed by the President
41. Who is the current governor of your state?

54. How many Supreme Court justices are there?

Nine (9)
42. Who becomes President of the United States if

the President and the vice-president should die?
Speaker of the House of Representatives
55. Why did the Pilgrims come to America?

For religious freedom
43. Who is the Chief Justice of the Supreme Court?

William Rehnquist (or whoever is next)
44. Can you name thirteen original states?
Connecticut, New Hampshire, New York, New
Jersey, Massachusetts, Pennsylvania, Delaware,
Virginia, North Carolina, South Carolina, Georgia,
Rhode Island, and Maryland
45. Who said, Give me liberty or give me death?
Patrick Henry
46. Which countries were our enemies during World
War II? Germany, Italy, and Japan
47. What are the 49th and 50th states of the Union?
Hawaii and Alaska
56. What is the head executive of a state government

called? Governor
57. What is the head executive of a city government
called? Mayor
58. What holiday was celebrated for the first time by
the American colonists? Thanksgiving
59. Who was the main writer of the Declaration of
Independence? Thomas Jefferson
60. When was the Declaration of Independence
adopted? July 4, 1776
61. What is the basic belief of the Declaration of
Independence? That all men are created equal
48. How many terms can the President serve? 2
62. What is the national anthem of the United States?

The Star Spangled Banner
49. Who was Martin Luther King, Jr.?

A civil rights leader
63. Who wrote the Star Spangled Banner?

Francis Scott Key
50. Who is the head of your local government?

64. Where does the freedom of speech come from?

The Bill of Rights
51. According to the Constitution, a person must

meet certain requirements in order to be eligible
to become President. Name one of these
requirements.
Must be a natural born citizen of the United States;
must be at least 35 years old by the time he/she will
serve; must have lived in the United States for at
least 14 years
65. What is the minimum voting age in the United

States? Eighteen (18)
66. Who signs bills into law? The President
67. What is the highest court in the land?
The Supreme Court
68. Who was the President during the Civil War?
Abraham Lincoln
268

69. What did the Emancipation Proclamation do?
Freed many slaves
70. What special group advises the President?
The Cabinet
71. Which President is called the Father of our
Country? George Washington
77. Who has the power to declare war? The Congress

78. What kind of government does the United States
have? Republican
79. Which President freed the slaves?
Abraham Lincoln
80. In what year was the Constitution written? 1787
72. What Immigration and Naturalization Service form

is used to apply to become a naturalized citizen?
Form N-400, Application to File Petition for
Naturalization
73. Who helped the Pilgrims in America?
The American Indians (Native Americans)
74. What is the name of the ship that brought the
Pilgrims to America? The Mayflower
75. What are the 13 original states of the U.S. called?
Colonies
76. Name three rights of freedom guaranteed by the
Bill of Rights.
1. The right of freedom of speech, press, religion,
peaceable assembly, and requesting change of
government.
2. The right to bear arms (the right to have weapons
or own a gun, though subject to certain regulations).
3. The government may not quarter, or house,
soldiers in the peoples homes during peacetime
without the peoples consent.
4. The government may not search of take a persons
property without a warrant.
5. A person may not be tried twice for the same
crime and does not have to testify against him/
herself.
6. A person charged with a crime still has some
rights, such as the right to a trial and to have a
lawyer.
7. The right to trial by jury in most cases.
8. Protects people against excessive or unreasonable
fines or cruel and unusual punishment.
9. The people have rights other than those
mentioned in the Constitution.
10. Any power not given to the federal government
by the Constitution is a power of either the state or
the people.
81. What are the first ten amendments to the

Constitution called?
The Bill of Rights
82. Name one purpose of the United Nations.
For countries to discuss and try to resolve world
problems, to provide economic aid to many countries
83. Where does Congress meet? In the Capitol in
Washington, D.C.
84. Whose rights are guaranteed by the Constitution
and the Bill of Rights?
Everyone (citizens and non-citizens) living in U.S.
85. What is the introduction to the Constitution
called? The Preamble
86. Name one benefit of being a citizen of the United
States.
Obtain federal government jobs, travel with U.S.
passport, petition for close relatives to come to the
U.S. to live, vote in elections.
87. What is the most important right granted to U.S.
citizens? The right to vote
88. What is the United States Capitol? The place
where Congress meets
89. What is the White House? The Presidents
official home
90. Where is the White House located?
Washington, D.C. (1600 Pennsylvania Avenue, N.W.)
91. What is the name of the Presidents official
home? The White House
269

92. Name the right guaranteed by the first
amendment? Freedom of: speech, press,
religion, peaceable assembly, and requesting a
change of the government
93. Who is the Commander in Chief of the U.S.
military? The President
94. Which President was the first Commander in
Chief of the U.S. military? George Washington
95. In what month do we vote for the President?
November
270
96. In what month is the new President inaugurated?

January
97. How many times may a Senator be re-elected?
There is no limit.
98. How many times may a Congressman be
re-elected? There is no limit.
99. What are the two major political parties in the
U.S. today? Democrat and Republican
100. How many states are there in the United States
today? Fifty (50)
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Oral Citizenship Review
IT
MULTI-LEVEL
To measure the oral and aural English skills of adult learners and to familiarize students with format of INS Oral English Interview.
Length of Activity: Approximately 20 minutes per interview.
(Two three instructors give interviews simultaneously in separate rooms.)
Instrument: CASAS ORAL CITIZENSHIP REVIEW
(25 citizenship questions; 5 workforce questions);
(used by permission from CASAS, Lise Wanagee, Representative)
(Copyrighted: only synopsis of interview: Attachment A)
Respond orally to scripted protocol of questions on CASAS Citizenship

Interview Test.
Train and be certified in administration of CASAS Test.

Secure private room for interview.
Administer questions privately.
Score interview according to scale provided.
Share privately with student at next class.
Give overall indicators to class.
Begin instructional curriculum development.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Administrators/Instructors:
1. Trained and approved as certified test administrators.
2. Secure field piloted tests from respective company.
3. Advertise class.
4. Enroll ESL students in class.
5. Secure private rooms for administering oral interviews.
6. Conduct interview, following scripted protocol.
7. Score per interview.
8. Share with student at later date.
9. Give overall indicators to class.
10. Take suggestions from class on topics for students writing journals.
11. Begin instructional curriculum development, including workforce
training.
SUBMITTED BY:
Crockett County ESL Program
271
Oral Citizenship Review,

continued
Students:
1. Enroll in ESOL classes
2. If qualified, NOT U.S. Citizen and/or need upgrading in English linguistic skills, participate in oral interview activity
3. Answer questions in English, if possible
4. Begins journals, writing in English at each class session
5. Academic assessment
6. Workplace technology skills training
Scores: (1 30) and interviewers opinion if examinee prepared for INS

oral English interview. (Scores cannot be transferred into scaled scores on
Pilot Field Test.)
Upgrading in individuals English word development:
Phonetic development.
Oral-communicative skills: life skills: community/government, medical, family support systems, shops/stores, businesses, calendar events.
Journaling per class session: increase in written English words, not
sentence structure.
Sight word recognition.
Academic upgrade/GED preparation.
Documented oral English proficiency/basic demographic answers given

in English.
Foundation provided for curriculum development.
Academic upgrade and/or GED preparation.
When CASAS Citizenship Interview Test is formally published next year,

test results will assist test administrators in determining:
Examinees CASAS scaled score for oral skills.
Competencies which examinee needs to master.
Readiness for passing INS Oral Interview.
272
ATTACHMENT A:
Synopsis:
CASAS Citizenship Interview Practice Test
Oral Citizenship Review,

continued
Oral assessment, administered one-on-one in controlled interview

format. Designed to assist AE Program to determine whether learner
ready for naturalization oral English interview.
Five sections: total 25 questions.

Swearing in/screening.
Basic communications skills.
Intermediate communications skills.
Advanced communications skills.
Additional eligibility factors.
One supplemental section: 5 questions: linking items: workforce

related.
Questions focus on personal information and topics from N-400
Application for Naturalization.
Screening instrument for communicative English proficiency.
Designed for use with learners from any language background.
Questions are scored: zero (0) if oral response not given in English.
One (1) if answered in English.
Interviewer records whether individual is prepared, almost prepared, or
not prepared for INS Interview.
273
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Decoding Citizenship Vocabulary the

Easy Way
Identifying long and short vowel sounds/decoding words for pronunciation.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning

Learn to decode words (in order to pronounce them) by identifying long

and short sounds of citizenship vocabulary.
May work in pairs or in small groups to compare answers.
Speak the sounds in order to learn and decipher long and short sounds.
The teacher will explain the long and short sounds and give examples of
each. As the teacher presents the lesson, it is a good idea to encourage students to give examples of words with long and short sounds. Soon it will be
clear that there are many words with spellings that do not fit this pattern.
Welcome to English, I say. For now, stick to only those words that fit this
simple long and short vowel sound system. The teacher points out to students that there are many spelling and sound examples in English that are
irregular. Students can deal with these at another time. Today, the lesson
must focus on words that fit this simple pattern. For long sounds, you must
hear the letter in the word, for example: long a = hay; long e = eagle; long i
= ice; long o = ocean; long u = uniform. For short sounds: short a = apple;
short e = egg; short I = hit; short o = hot; short u = cut.
Teacher presents the long and short vowel presentation, inviting students to
respond and give examples. The teacher answers questions, omits words
that do not fit the pattern and writes the information on the board. The
teacher writes a e i o u across the board in chart form and deciphers long
and short sounds: - for long and u for short, over the letter in the word.
This is the traditional way. The difference in this lesson is that if the spelling
does not fit the pattern, the teacher throws out the word. It is too confusing. The citizenship vocabulary was chosen because these words fit the pattern. Again, students can deal with irregulars at a later date.
SUBMITTED BY:
Rebecca Dotson
COUNTY/PROGRAM:
274
Vocabulary
pledge, freedom, city, tax, judge, uniform, flag, states, people, oath, capitol,
president, must, vote, job, united, holiday, parade, bill, vice (president),
photo, rights, absentee, Ulysses (S. Grant), electoral, ballot, precinct, future,
alien, Grover (Cleveland), patriotic, register, civil, Polk (James K.), fireworks, eagle, trust, liberty, congress, suffragists, John (Adams), primary,
due (process of law), Al (Gore), null (and void), capitalism, higher (law),
Unitary (government), overriding (a veto), delegate, John (Adams), checks
(and balances), justice, Mayflower (Compact), unconstitutional, Republican (party), diverse (community), dictatorship, monarch, Democratic
(party), equal (representation), common (good), Independent (party),
treason, protection
Vocabulary the Easy Way,
continued
Conversation
Students remember, you must hear the sound of the letter for a long
sound. For example, Overhear the o? Good, that is the long o. Welcome to English! Be consistent with the short sounds. No irregular
sounds are allowed, our task is to establish a pattern that will work for us
right now.
Homework
Students may look up definitions in the dictionary. Tell students to choose

the definitions that relate to civics. The teacher may want to clarify these
terms at another class period from selected civics texts.
Students can orally give examples of all vowel sounds, long and short.
Students can complete charts writing examples of all the vowel sounds of
English, long and short.
Written work of completed charts by students, teacher observation of brief

oral interviews
Teaching this simple system in comparison to teaching the new universal

system of English pronunciation is much easier for students. If advanced
students want to learn the universal system later, I provide it. My Asian students particularly love learning systems. They have said so many times,
Wow! Teacher, thank you! Now I understand!!!
275
Vocabulary the Easy Way,
continued
Answer Sheet
Short a
flag
capitol
tax
Long a
states
parade
Short e
pledge
president
Long e
freedom
people
Short i
city
bill
holiday
job
Long i
rights
vice (president)
vote
oath
photo
Short u
judge
must
Long u
united
uniform
Short a
absentee
ballot
Long a
alien
patriotic
Short e
electoral
register
Long e
precinct
eagle
Short i
civil
liberty
Long i
primary
fireworks
Short o
congress
John (Adams)
Long o
Polk (James K.)
Grover (Cleveland)
276
Short u
suffragists
trust
Long u
future
Ulysses (S. Grant)
Short a
Al (Gore)
capitalism
Long a
Adams (John)
Mayflower Compact
Short e
Long e
delegate
Republican (party)
checks (and balances) equal (representation)
Democratic (party)
treason
Short i
dictatorship
Independent (party)
Long i
higher law
diverse (community)
Short o
common good
monarch
Long o
overriding (a veto)
protection
Short u
justice
unconstitutional
null (and void)
Long u
due (process of law)
unitary (government) ex. Great
Britain
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Speaking Drill: The American Speak
IT
MULTI-LEVEL
Reading and Speaking

Length of Activity: 20 minutes or less
Listen as the teacher speaks each lesson drill.

Read and speak the lessons in unison with the teacher and other students.
(Speaking Lessons follow this Student Learning Plan)
Read and speak the practice lesson drills.

Keep the momentum of the lesson from dragging. Some students will
hesitate and pause, but the purpose of the lesson is to model real-life
English or the superlatives of our language. Read and speak the lessons
one at a time. Then have students repeat each lesson after the teacher.
After developing a habit of devoting 20 minutes or so a lesson to speaking
and reading these lessons, the teacher will notice students becoming
familiar with the lessons. The practice lessons allow students opportunities to speak without embarrassment, because familiarity of English
speaking patterns increases. In the beginning lessons, the teacher should
model and refrain from correcting students. Just let students develop
an ear for pronunciation. Corrections can come later, but not in the
beginning stage.
Read and speak with the students as needed in a loud voice. Encourage
others to use a loud voice.
Practice drill can be fun and energetic! Use them to open the class,
change the mood of the class or to close a class.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The teacher passes out copies of speaking lessons to all students. The
teacher reads one lesson. The students repeat the lesson after the teacher.
(Teacher reads with students.) In the beginning there are too many new
words for students; the teacher must lead with conviction in order for
this lesson to be successful. It is the rise and fall of the sentence patterns, the
inflections, the intonations, the sounds of English emphasis or explosives
that make speaking lessons so valuable!
SUBMITTED BY:
Rebecca Dotson
Vocabulary
There is a wealth of vocabulary in each lesson to apply or relate to other

lessons.
COUNTY/PROGRAM:
277
Speaking Drill,
The American Way,
continued
Conversation
First, I will read the lesson; please listen carefully. Next, it is your turn,
and I will help. Dont try to be perfect, just keep it moving! Good job!
Very good. Keep trying! Dont worry about all the words. We will read
them so many times you will learn them. Just relax, try the sounds and listen. If it helps, move your finger along with the words or use a strip of
paper.
Homework
Encourage students to take copies home and practice daily as little or as

much as possible. The mouth has muscles that need to be exercised by
speaking English words. My students told me, My mouth is hurting! This
is normal.
Within a few weeks the teacher will begin to realize an improvement

through teacher observations.
Teacher observation of student participation.

This is possibly the most valuable type of lesson I use. By familiarizing

themselves with or partially memorizing phrases, words and word chunks,
the students often benefit in comprehending language in their own individual way. All it takes is 20 minutes of daily practice drill!
278
Speaking Drill, The American Way, continued

Speaking Lessons
Lesson One: My Country 'Tis of Thee: Thesaurus Musicus London
My country tis of thee, Sweet land of liberty, of thee I sing;
Land where my fathers died, Land of the Pilgrim's pride,
From every mountainside, let freedom ring.
Our father's God, to thee, Author of liberty, to thee we sing;
Long may our land be bright with freedom's holy light;
Protect us by thy might, Great God our King.
Lesson Two: Article 1 of the Bill of Rights
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the
freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a
redress of grievances.
Lesson Three: Related Speech Excerpt: Abraham Lincoln
With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish
the work we are in, to bind up the nations wounds, to care for him who shall have borne the battle and for his widow and
orphans, to do all which may achieve and cherish a just and a lasting peace among ourselves and with all nations.
Lesson Four: O Beautiful for Spacious Skies: Samuel Augustus Ward
O beautiful for spacious skies, for amber waves of grain,
For purple mountains majesties above the fruited plain!
America! America! God shed His grace on thee,
And crown thy good with brotherhood from sea to shining sea!
O beautiful for pilgrim feet, whose stern, impassioned stress
A thoroughfare for freedom beat across the wilderness!
America! America! God mend thine every flaw,
Confirm thy soul in self-control, thy liberty in law!
O beautiful for heroes proved in liberating strife,
Who more than self their country loved, and mercy more than life!
America! America! May God thy gold refine
Till all success be nobleness, and every gain divine!
O beautiful for patriot dream that sees beyond the years
Thine alabaster cities gleam, undimmed by human tears!
America! America! God shed His grace on thee,
And crown thy good with brotherhood from sea to shining sea!
Lesson Five: Article 14 Section 2: Citizenship defined; privileges of citizens
All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States
and of the State wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of
citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor
deny to any person within its jurisdiction the equal protection of the laws.
Lesson Six: The American's Creed: William Tyler Page
I believe in the United States of America as a Government of the people, by the people, for the people; whose just powers are
derived from the consent of the Governed; a democracy in a republic; a sovereign nation of many sovereign states; a perfect
union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American
patriots sacrificed their lives and fortunes.
I therefore believe it is my duty to my country to love it; to support its Constitution: to obey its laws; to respect its flag; and
to defend it against all enemies.
279
Speaking Drill, The American Way, continued
Lesson Seven: The Call To Arms: Patrick Henry (abridged)

Mr. President, it is natural to people to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth. Is this
the part of wise people, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those,
who, having eyes, see not, and having ears, hear not, the things which so nearly concern their temporal salvation? For my part,
whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.
Gentlefolk may cry Peace, peacebut there is no peace. Why stand we here idle. Is life so dear, or peace so sweet, as to be
purchased at the price of chains and slavery? I know not what course others may take; but as for me, give me liberty or give
me death.
Lesson Eight: The Constitution of the U.S.A. (preamble)
We the people of the United States, in order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity,
do ordain and establish this Constitution for the United States of America.
Lesson Nine: Gettysburg Address, Abraham Lincoln (abridged)
Fourscore and seven years ago, our forefathers brought forth on this continent a new nation, conceived in liberty and
dedicated to the proposition that all people are created equal. Now that we are engaged in a great civil war, testing whether
that nation, or any nation so conceived and so dedicated can long endure... We here highly resolve that these dead shall not
have died in vain, that this nation, under God, shall have a new birth of freedom, and that this government of the people, and
for the people shall not perish from the earth.
Lesson Ten: The Declaration of Independence: Thomas Jefferson (abridged)
We hold these truths to be self-evident, that all people are created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights,
Governments are instituted among people, deriving their just powers from the consent of the governed. That whenever any
form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute
new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most
likely to effect their Safety and Happiness.
Lesson Eleven: The Declaration of Independence: Thomas Jefferson (abridged)
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume the powers of the earth, the separate and equal station to which the Laws of Nature
and of Nature's God entitle them, a decent respect to the opinion of peoplekind requires that they should declare the causes
which impel them to the separation.
Lesson Twelve: The Star Spangled Banner: Francis Scott Key
Oh, say can you see by the dawns early light,
What so proudly we hailed at the twilights last gleaming,
Whose broad stripes and bright stars through the perilous fight
Oer the ramparts we watched were so gallantly streaming?
And the rockets red glare and bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that Star-Spangled Banner yet wave
Oer the land of the free and the home of the brave?
280
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Expressing Pleasure When

Receiving Gifts
IT
MULTI-LEVEL

Role-play receiving a gift and expressing pleasure.

Write thank-you notes.
Talk about giving and receiving gifts (holidays, birthdays, etc.).

Lead discussion of gifts that made students happy.
Elicit vocabulary from students (big, small, flat, square).
Teacher will talk about giving and receiving gifts (holiday, birthdays, etc.)
Teacher will elicit gift ideas from students which made them happy or
gifts that disappointed them or didnt fit.
Teacher will show the gift box to students and ask them to describe what
could be in it. (The guesses will depend on the shape and size of the box).
Adjectives such as big, small, flat, square should be elicited from students.
Teacher models gift-giving vocabulary (Happy Birthday, Aunt Jane!).
Teacher asks class for some other gift-giving occasions. (Merry Christmas, Happy Anniversary, Happy Mothers Day).
Teacher models vocabulary for receiving the gift. (Its lovely, thank
you.) Teacher asks class for some other vocabulary for saying thank you.
(I love it!, How nice!, What a beautiful color!)
Class can be split into small groups or pairs depending on the ability of
the beginning students to role-play the occasion, the gift and the vocabulary for the giver as well as the recipient.
Students can then write a thank-you note specific to the gift they used in
the role-play.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Students will understand new vocabulary and be able to write thank you
notes.
SUBMITTED BY:
Beth Christopher
Collect thank you notes created by students.

COUNTY/PROGRAM:
Bedford County Adult Education

Program
281
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
MULTI-LEVEL
Drivers License: Teaching Traffic Laws,

Licensing Requirements, and Traffic
Accident Procedures
Length of Activity: Several class periods, depending on needs
and level of students.
Learn basic traffic laws and regulations.

Familiarize themselves with common road signs, and learn how to read
and fill out a drivers license application.
Learn about laws regarding liability insurance, how to respond to police if
stopped for a traffic violation, and the proper procedure in case of a traffic accident.
Provide materials to review basic traffic laws and regulations. (Tennessee

Drivers Manuals should be made available to students who wish them.
The manuals are available in Spanish.)
Show and drill students on meanings of different traffic signs.
Encourage students to bring in questions or examples of unusual signs
they may see.
Provide drivers license forms for students to practice completing.
Drill students on reading information from these forms.
Help students answer questions about height and weight by bringing
scale and tape measure to class and allowing students to measure their
height and weight.
Bring an auto insurance policy, declarations statement, and proof of
insurance cards to class for demonstration.
Explain appropriate behavior when stopped by police and lead the students in role-playing exercises for traffic stops and for accidents.
Share and allow students to share personal experiences.
SUBMITTED BY:
Suzanne Elston
The teacher will outline and discuss basic driving rules using Tennessee
Drivers Manual as a guide. This is not intended to be an exhaustive lesson, but should familiarize students with speed limits, signs, laws against
drinking and driving, school zone and school bus laws, signaling, and
accident procedures. This activity should take one to two class periods.
COUNTY/PROGRAM:
282
The teacher will discuss requirements for a Tennessee drivers license:

identification, including social security number, passing a written test,
driving test, and eye test.
The teacher will provide blank applications for students to practice filling
out. She will help students measure and weigh themselves.
Teacher and students with drivers licenses may share them with the class,
allowing others to answer questions based on information on the
licenses, such as address, date of birth, height, etc.
Students will have the opportunity to see an automobile insurance policy.
The teacher may also share proof-of-insurance cards, monthly insurance
statements, declaration of coverage, etc., to familiarize students with
these documents. These activities should take one class period.
The teacher will discuss with students traffic violations and traffic accidents and appropriate behavior in these circumstances. The teacher may
play the police officers role in the situation of a traffic stop. Students will
take turns role-playing their responses. The teacher will create a scenario
of a traffic accident with and without injuries, allowing students to suggest appropriate responses. Students may want to share personal experiences with the class. This activity should take one class period.
Drivers License,
continued
Students will be able to identify signs and fill out forms.

Students will be able to respond to simple questions and requests during
role-playing.
Students license applications may be collected and kept in their folders.

Some students will be able to document their success by acquiring a drivers license or by obtaining auto insurance.
This was a rather ambitious project. Since many students attend classes
irregularly, any lesson that lasts more than one class period may seem disconnected if they miss a class. I have taken this into consideration and tried
to make each lesson self-contained so that the student learns something
valuable from any one class period even if (s)he doesnt get to attend the
entire series. This activity can be multi-level but may be difficult for very
low level students. Remember that some very limited-English students
drive on a regular basis (either legally or illegally). These students, above all,
283
Drivers License,
continued
need to have a basic understanding of traffic laws. Even more advanced students, or students who already have a drivers license, can benefit from the
extra practice and exposure to our driving laws.
Suggested Materials
Tennessee Operators Manual.

Paper or plastic road signs (available through ESOL catalogue or teachers
supply store).
Tape measure and weight scale.
Drivers license application form (you may be able to obtain these along
with operators manuals from your Drivers License Testing Center or
local highway patrol. If not, any form that asks for name, address, birth
date, height, weight, eye and hair color can be adapted for this purpose.
Learning Styles Addressed
Sharing samples of a drivers license, insurance policies, etc., and drilling

with road signs will aid tactile and visual learners.
284
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Civics Books of America: A Silent

Sustained Reading (S.S.R.) Exercise
IT
MULTI-LEVEL
Reading (followed by speaking and/or writing assessment

if the teacher chooses)
Length of Activity:
(S.S.R.): 20 minutes
Speaking: 15 minutes (depending on class size)
Writing: 20 to 30 minutes and then move to computers
to type a copy, if available.
Participate in a Silent Sustained Reading (S.S.R.) exercise for at least

twenty minutes.
Choose civics books to read on various subjects related to Americans and
how they built their country. Students are free to change books as many
times as they like. If a book seems interesting and later does not, the student may change books. The student keeps choosing books at will. After
the twenty minutes, and the teacher decides to assess the activity, the student will summarize his/her reading experience for the teacher and/or
class by speaking. The students may also write about their experiences in
sentence, paragraph or essay form (depending on the level of the student).

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Give directions for the S.S.R. activity.

Research her/his collection of books before hand and take them to class.
The teacher may have to visit several libraries before finding enough
books on this subject. Books on the beginning level are the most difficult
to find, but are available. The teacher assumes responsibility for the books
and therefore must tell students not to borrow them without permission
or special arrangements. Repeat this activity each class meeting to
encourage reading. According to research, this activity is the best way to
improve reading and vocabulary scores. The teacher does not make corrections during speaking, unless asked. The teacher assists students oneon-one with writing as student self-corrects.
SUBMITTED BY:
First: Start with S.S.R.

Second: Begin speaking activity for the group (or teacher if the speaking
opportunity is for assessment).
COUNTY/PROGRAM:
Suzanne Elston
285
Civics Books of America,

continued
Third: Begin the writing activity and teacher-assisted self-correction for

assessment, if appropriate.
Fourth: Students move to computers to type their work, if computers are
available.
Vocabulary
Varies with each student.

Conversation
What books did you like best, least and why?

Teacher may find some students are unaccustomed to silent reading. Be

patient, they will adapt.
Students reading books with high interest.

Teacher observations, speaking and writing samples for assessments, if

desired by the teacher.
This activity requires preparation and the constant changing of books by

the teacher, but it is a high interest and valuable activity for improving
vocabulary and reading scores. The student takes responsibility for his/her
own learning. The teacher may find librarians that might prepare a collection of books for this activity and this would cut preparation time.
286
HIGH
BE
GINN
Initiate discussion by creating or selecting a topical English passage for

study and translation.
Supply additional materials for classroom use.
Lead discussion and ask questions of students about their own countries,
encouraging students to listen and speak as well as draw and sing.
(Teacher must be willing to lead the way with these activities.) The
teacher will ask students to follow political events outside of class
through media or Internet.
Communicate in English with the teacher and their classmates.

Learn about American government, electoral process, symbols and traditions.
Share information about their own countrys government, electoral
processes, symbols and traditions with the class.
Be encouraged to follow current events outside of class and further investigate related issues through media and Internet.
Suggested Materials:*
Citizenship: Passing the Test. New Readers Press. pp. 4-17.
The Oxford Picture Dictionary, (black edition) Oxford University Press. p. 116.
DV
ANC
ESL
ESL
Length of Activity: about 2 hours, depending on size and variety of

origins in the class
ERARY
Inauguration Day:
Teaching Fundamentals of
U.S. Government, Electoral Process,
Symbols and Traditions
IT
MULTI-LEVEL

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
I begin this activity by writing a brief English passage on the board for students to copy. I usually create this passage using vocabulary I want to introduce and sentence structure I want to teach. I usually write about something
topical, in this case, the Presidential Inauguration, or anything related to the
subject I want to teach that day. The passage is already on the board prior to
class so that students routinely enter class and begin to copy the passage and
work independently at translating it. This time allows latecomers to get settled so that no one misses anything. When everyone has completed copying
* The books used in this exercise are a suggestion only. Other resources are available that
might be as useful in presenting the lesson. The main point is that the discussion and
classroom interaction is the goal, not the completion of a set amount of written material.
SUBMITTED BY:
Suzanne Elston
COUNTY/PROGRAM:
287
Inauguration Day,
continued
the passage, I begin by reading it aloud, slowly and clearly. Then I repeat the
passage, phrase by phrase, working at translation or understanding. I do not
translate works but draw, act out, or otherwise explain. Students are encouraged to ask questions or suggest other works that they know that might help
explain the passage. Even very low level students can usually understand the
main point of a passage, if not every word.
After introducing the subject of government and election of new leaders
with the translation passage, I used pages 4-17 of Citizenship: Passing the Test
(New Readers Press) to extend the discussion. We worked through the section page by page, allowing individual students to read the brief passages
aloud. Then I allowed time for individual students to address the classroom
with their responses to the questions. For example, on page 4, students
responded to Which country are you from? by naming their countries and
locating them on the wall map for the class. Page 5 asks students to find
their countrys flag in the drawing. I asked my students to draw their flag on
the board for us and explain the colors and symbols. (I began by drawing
and explaining the U.S. flag.) When we discussed national anthems on page
9, I sang a few lines of The Star Spangled Banner, then allowed students to
share by singing their own anthems. (I didnt force anyone to do this, but I
was surprised by how many were quite willing and proud to sing theirs.) We
compared election procedures and political parties and various other government institutions. Students were encouraged to share similarities and
differences between their countries and the U.S.
Students are able to read and comprehend the passage with assistance. Students are able to discuss and share their knowledge with classmates.
Classroom observation of students; collection of extra information or artwork that students may bring to class after lesson.
This is sort of a free-wheeling exercise that gives students many opportunities to practice speaking and listening to the teacher and each other. I love
this type of activity and so do my students. We all learned many interesting
similarities between our countries (e.g. We learned that our special District
of Columbia surrounding our capital is common throughout many countries. Mexico, Columbia, and even Honduras have a special district that
incorporates their nations capital.) I also had one student come to class the
next day with several pages of material she had taken from the Internet
about her countrys flag and national anthem.
288
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Christmas Card
IT
MULTI-LEVEL
Length of Activity: One 2-hour class period with follow-up in a subsequent class
Read and examine model Christmas cards in class.

Select a Christmas card provided by the teacher, write a brief message to a
friend or the teacher, address the envelope, and mail the card.
Learn the locations of area post offices.
Learn about purchasing stamps and mailing packages at the post office.
Bring in several Christmas cards with brief messages so that students may
examine them. The cards should include addressed envelopes so students
can identify different elements required for posting a letter.
Supply a variety of blank Christmas cards for the students to choose
from. The teacher may supply supplemental texts or handouts for students to read and practice on.
Use a county map to help students locate the main post office and
branches in the area.
Suggested Texts and Materials
Freeman, Daniel B. Speaking of Survival. Oxford University Press. pp.

114-116.
Molinsky, Steven J. and Bill Bliss. Foundations. pp. 148-150 and Foundations Activity Workbook. Pearson Education ESL. pp. 96-97.
Zevin, Patricia E. New Oxford Picture Dictionary Beginners Workbook.
Oxford University Press. pp 62-63.
City/county map. (Our Chamber of Commerce provides maps for our
ESOL students free of charge.)

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Begin the activity by explaining the tradition of sending Christmas cards.

Show students some Christmas cards that you have received, especially
those with brief messages inside. Saved envelopes are also very helpful so
students can identify the address, return address, stamp and postmark.
Use handouts or workbook pages from one of the selected texts or other
related material to discuss the post office, buying stamps, wrapping and
mailing packages, different shipping rates, addressing an envelope, and
mailing a letter. (Dont forget to include instructions on how to mail a
letter from your home mailbox.)
SUBMITTED BY:
Suzanne Elston
COUNTY/PROGRAM:
289
Christmas Card,
continued
Use a classroom map of your county to help students locate the post
office, including branches, and let them select the site most convenient
for them.
Have students select a blank Christmas card from your supply. (I buy
these at the end of the season and keep them on hand.) Let them decide
to whom they would like to send the card. (The recipient they choose
should reside in the U.S.) If they dont have the address, encourage them
to send a card to you or to one of their classmates. They may want to
practice writing a short message on plain paper before they commit it to
the actual card.
Circulate among the students and help with the message writing, offering
suggestions where needed. Direct students to address the envelopes. You
may want to supply postage and ask the students to mail the cards themselves (either at the post office or from a home or municipal mailbox), or
you may want to suggest independent trips to the post office to buy
stamps and to mail the cards.
Ask students who receive a card in the mail from a classmate to bring it to
class, and be sure to bring any cards that the students have sent to you so
that they can see their accomplishment.
Students will demonstrate their understanding of the skill by writing and

addressing a Christmas card.
Teacher will keep cards and envelopes received in the mail in the students
folders. She will note in the senders folders any cards that classmates have
received.
This activity worked well in class, and students were delighted to mail a
card to their teacher or friends. This activity could be adapted to other
times of the year when cards are appropriate. The teacher might also keep
a selection of all-purpose cards on hand and have the class as a whole
mail get-well cards, sympathy cards, congratulation cards, etc. The students could write individual notes or just sign their names and have one
student address the envelope, but the exercise can be used as a review for
the entire class.
290
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Super Bowl
IT
MULTI-LEVEL

Read and learn about a popular American sports event, the Super Bowl.
Play a game that reviews and teaches selected competencies using the
framework of the Super Bowl.
Write a brief translation passage on the board explaining the Super Bowl.
(This game can be adapted for any timely sports event such as the World
Series, the NBA playoffs, etc.)
Develop a set of questions based on competency skills, divided into three
levels of difficulty. Each question will be clearly written in bold marker on
a 3x5 card. On the back of each card, a point value is assigned: Touchdown (6 points) for most difficult, Field Goal (3 points) for medium difficulty, and Extra Point (1 point) for easiest. The cards will be placed face
down on the table in three stacks where students can reach them.
Divide class into two teams, having advanced and lower level students
evenly dispersed between the two teams. The teams will take the names of
the Super Bowl opponents, i.e., the Baltimore Ravens and the New York
Giants.
Sample translation passage
Today is Saturday, January 27, 2001. Tomorrow is Super Bowl Sunday. That
is the day the National Football League (NFL) Championship game is
played. The teams playing in this years Super Bowl are the Baltimore
Ravens and the New York Giants. The game will be played in Tampa,
Florida. Millions of people all across the United States will watch the game
on television. Super Bowl parties have become a tradition for many football
fans. They gather in homes and restaurants and bars to watch the most
important professional football game of the season.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Sample quiz questions
Extra point: Spell your first name. What time is it? What country are you
from? Count to ten. Count the number of people in class today. What day
of the week is it?
Field goal: Name five things in this classroom. Name the months of the
year. What coin is worth twenty-five cents? Name eight colors.
Touchdown: Name six parts of the body. Give directions to the bathroom. Name five household appliances. You have $1 and you spend $ .79
on a soda. How much money do you have left?
SUBMITTED BY:
Suzanne Elston
COUNTY/PROGRAM:
291
Super Bowl, continued
Begin the activity by writing a brief translation passage about the Super
Bowl or other competitive event on the board. Allow students several
minutes to copy and work on their own at translating the passage. Begin
by reading the entire passage aloud, then reading through sentence by
sentence working at translation by explaining and acting out as you go.
Allow some time for discussion of the Super Bowl, football, soccer, and
sports in general. Students may want to compare our sports traditions
with those in their own countries.
Explain to the students that they are going to have their own Super Bowl
today. Divide them into evenly matched teams and give the teams the
names of the opponents in the Super Bowl or other event. Explain the
scoring system and model one or two sample questions so students will
understand how the game proceeds. A student from the first team selects
the point value question he or she wishes to try to answer. A member of
the opposing team reads the question aloud and the first player must
answer the question. If the answer is correct, the first team wins the
appropriate number of points. Play proceeds with a player from the other
team answering a question in the same manner. Play alternates from one
team to the next with each student getting a chance to select his own difficulty level. The game may end at an established time limit or at an
established point value as the teacher sees fit.
The teacher may want to set aside some time at the end of play to review.
Students ability to read the questions.

Students ability to answer the competency questions.
Students ability to interact, cooperate with, and encourage team members.
Observation of students during and after the activity.

Several Learning Styles are addressed

in this lesson. Tactile learners enjoy
manipulating the question cards.
Because the questions are read aloud
as well as shown to the player, there is
also an aural and visual component.
292
This was such fun! This is a variation on a lot of similar question/answer

games, but borrows heavily on a suggestion from Sue Gill of Nashville
Families First. My students really got into the Super Bowl theme and the
competition. Several remarked that they had really enjoyed the class. They
all tended to start out very conservatively with their point choices, but as
the game heated up, they began to risk taking the more advanced questions
for the higher point value. They all want to play again with even more difficult questions. I am thinking of adding a writing component to this activity
by asking the students to write some of their own questions.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Workplace Attitude
IT
MULTI-LEVEL
Length of Activity: 1 to 1-1/2 hours

Listen to description on workplace attitudes.

Role-play different attitudes.
Write an essay concerning what they learned and what attitude seems to
work best in the workplace.
Study workplace attitude information.

Set up classroom for overhead viewer and role-playing.
Discuss with students different attitudes and show examples.
Have students show different types of attitudes by role-playing.
Have students write an essay on the different attitudes and what one they
feel fits best in a work situation.
Read essays and make any corrections. (Looking for appropriate use of
the English language and understanding of subject matter.)
Review subject matter.
The teacher will have:

Reviewed information ahead of time and prepared room layout.
Had previous discussions concerning work behavior.
Implemented class lesson on workplace attitudes using transparencies.
Students role-play each attitude.
Implemented classroom discussion.
Evaluated essays for use of English language and understanding of subject matter.
The students will:
Listen to and discuss work place attitudes.
Role-play different attitudes.
Discuss as a group the different attitudes.
Write an essay concerning the different attitudes and which one they feel
is appropriate in the work place.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Communicating with others concerning subject.

Ability to use words in a general conversation correctly and showing
knowledge of information.
SUBMITTED BY:
293
Workplace Attitude,
continued
Ability to write and communicate thoughts on paper with no problems.

Ability to develop an opinion, but handle in an appropriate manner.
Better writing and English skills.
Students will write an essay.

The students have a better understanding of appropriate behavior in the

workforce, an ability to handle conflict in the workplace, a better understanding of writing and the English language and a better development of
written and oral communication skills.
How Behavior and Work Ethics Go Hand-in-Hand: Four Types of Behavior

Role-Playing
You are working the line, but there is one employee who is always bothering you.
You dont like the way this person is always in your way or the things this person is saying to you.
How will you handle this situation?
Do this situation in the aggressive, assertive, passive and indifferent manner.
Aggressive
To undertake an attack;
begin a quarrel.
Disposed to vigorous activity.
Assertive
Positive declaration
without attempt at proof.
Confident.
Passive
Not working, acting or
operating; inactive; acted upon,
influenced, or affected by
something external.
Indifferent
Having no marked feeling or
preference; impartial; neither
good nor bad.
294
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Community Vocabulary Charts
IT
MULTI-LEVEL
Create Community Vocabulary Chart using English words which network

services offered in your county and surrounding area.
Length of Activity: 1 hour to research/develop/design
5-10 minutes for presentation
10-15 minutes feedback
Instrument/Materials
Telephone books (Bell South and local telephone).

County/city maps (provided through Chamber of Commerce).
Paper, pencils/pens.
Sample of Community Vocabulary Chart (Attachments: B and C).
Identify orally major service areas/needs, such as government buildings,

medical services, schools, churches, banks, shops, family services, etc.
Write identified words in English.
Categorize.
Determine connecting services/buildings, etc., under each category (content-related vocabulary), writing words in English.
Use maps/phone books for research (Instructor checks for student
knowledge of English alphabet).
Use sample chart as guide.
Create, via group interactions, English vocabulary word hooks regarding community services, one category per group.
Design/evaluate group charts.
Work cooperatively with other groups to design overall Community
Chart (Each group decides on 1-2 persons within their group to work
together with other group designees in creating ONE chart).
Present orally to class (Group assigns one (1) person to present).

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Design sample community vocabulary chart, one per group.

Divide students into groups of 3-4.
Assess/note student recognition of English alphabet for research purposes.
Provide and familiarize students with research books.
Monitor word recognition/writing words in English.
Encourage expansion chart(s) into other areas: ask how charts may
evolve into other area, oral responses to be given in English. Areas may
SUBMITTED BY:
295
Community Vocabulary
Charts, continued
include: government buildingscourthouse officescar license, taxes,

Juvenile Court, etc.
Evaluate.
Give positive feedback.
Post on wall.
Provide copies for each individual at next class session.
The students will create a vocabulary chart of words used to identify

offices and businesses in students county.
The class will divide into groups. Each group will be assigned vocabulary
words to identify and place in the community chart.
The teacher will circulate in the classroom to help students where needed.
Interchange/interaction of usage of English vocabulary.

Recognition of English words.
Correctly-written English words.
Improved pronunciation of English vocabulary.
Successful categorization of words.
Creation of Community Vocabulary Chart.

Increased self-esteem/comfortability in group interactions and oral presentations.
Charts can be created using any category pertinent to individual and/or

respective city/community.
296
Community Vocabulary Charts, continued
ATTACHMENT B
Buildings/
Offices
Shops
Grocery,
Department Stores,
Beauty Salons
City/County
Support
Services
Government Offices,
City Hall, Courthouse,
Post Office, Library
Transportation
Schools
Bus, Taxi, Rail, Air
DHS, Doctors Offices,

Health Department, Hospitals
Headstart, Migrant Headstart,
Elementary, Middle and High Schools
ATTACHMENT C
Buildings/Offices
Shops
Scottys Grocery, Piggly Wiggly,
Johnnys Dollar General,
Merle Norman, Worrells Mens Wear,
Alamo Florist, Jones Florist,
Variations Barber/Beauty Shop,
Dairy Queen, Olympic Steak
House
Crockett
County
Support
Services
Schools
Health Dept., DHS,

Family Resource Center,
Senior Citizens Center,
NWTDC, Alamo Medical
Clinic, Bells Medical Clinic,
Jackson/Madison
Co. General Hospital
Elementary/Middle/High:
Alamo, Bells, MC, Friendship,
Gadsden, CCMS, CCHS
Adult Ed.:
LPN, DSCC, JSCC,
TCC (Ripley, Jackson)
Courthouse:
Alamo City Hall,
Bell City Hall/Fire Dept;
Post Offices:
Alamo, Bells, Gadsden,
Friendship, Maury City
Election Office:
FHA; Chamber of
Commerce, Library
Businesses
Pictsweet, ABB,
Jockey, Angelica,
Advantage, Crockett Gin,
Farmers Gin, L&H Gin,
Planters Gin,
Cairo Gin
297
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
United States History from 1492-1865
Length of Activity: 2 to 3 class sessions


Learning Plan
Read the three simplified versions of historical periods in the United States.
Discuss these readings and write a synopsis of the readings.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The teacher will supply the readings, will help with the discussion and
encourage students to act in a one-act play.
The teacher will distribute copies of the history lesson to be read and ask
some advanced level students to read it. A discussion will follow and a
time line made of the readings.
Students will divide into groups and write a paragraph about what they
have read.
Students will be encouraged to discuss the early history of their native
country.
Role-playing or a one-act play can be created.
Teacher observation of preparation of one-act play and class discussions.

Observation of students interest in the lesson.

Students activities during these sessions.
Short quiz on information presented.
This was an enjoyable activity. The students felt that they had learned much
about United States history.
SUBMITTED BY:
Chris Spies
COUNTY/PROGRAM:
Dyer County Literacy
298
United States History from 1492 1865, continued

Reading I:
Colonies in the New World
In 1492, Christopher Columbus sailed to the New World
under the flag of Spain. Columbus was originally from Italy.
He made four voyages to the Americas.
During the 1500s, Spain was very powerful because of
the colonies it had in the New World. The country became
very rich because there was a lot of gold and silver in
South America. Spain controlled almost all of South and
Central America.
The first permanent colony in North America was in
what is now called Florida. It was called St. Augustine. It
was established in 1565 by the Spanish.
The first permanent English colony in North America
was at Jamestown. It was founded in 1607. The colony
was named for King James 1 of England. The King James
Version of the Bible is also named after him. Jamestown is
located in Virginia.
Another important English colony was founded in
1620. It was called Plymouth. The colonys original settlers
came to America on the Mayflower. Plymouth is in present
day Massachusetts.
Reading II:
The American Revolution
The American colonies fought the British to become an
independent country. England had controlled the American colonies for over 150 years. There were some events
that made their relationship worsen and led up to a fight
for independence.
The Stamp Act of 1765 angered the colonists because
they felt it was taxation without representation. There were
no American representatives in the British Parliament.
In 1770, an event called the Boston Massacre
occurred when British troops fired into a crowd, killing five
Americans. The soldiers may have been provoked by the
crowd, but it caused more tension between the Americans
and the British.
The Tea Act of 1773 placed a levy, or tax, on tea. The
Colonists struck back with what is called the Boston Tea
Party. Colonists in Boston boarded ships loaded with tea
and dumped over 300 chests of tea into the harbor. After
this, Englands King George III closed the Boston harbor

to all commerce. They also placed Massachusetts under
military rule and placed thousands of British soldiers in
Boston.
In 1775, fighting broke out between the British soldiers, called lobsterbacks because of their red uniform
coats, and the American Colonists, also called minutemen because they were supposed to be ready to fight on
a moments notice. The first battles were at Lexington and
Concord in Massachusetts. The battles have been
called the shots heard round the world.
In 1776, the colonies formally declared their
independence. Thomas Jefferson wrote the Declaration
of Independence and it was signed on July 4, 1776.
General George Washington was the leader of the
Continental Army, the Americans who fought the British.
The Colonists fought the British until their commander,
Lord Cornwallis, was surrounded and surrendered at
Yorktown in 1781.
The Treaty of Paris formally ended the war for
American independence. It was ratified by the American
Congress in 1783. In this treaty, the British government
officially recognized the United States as an independent
nation, and George Washington was elected as the first
president of the United States.
Reading III:
The Constitution
The Declaration of Independence was signed on July 4,
1776. This is the official beginning of the United States.
The government of the United States as we know it today
began later with the adoption of the Constitution.
The Articles of Confederation were the documents that
defined the first government of the United States. Many
people in the young country thought that the Articles of
Confederation were ineffective. They thought that the Articles should be revised.
In the Summer of 1787, delegates from 12 of the 13
states met in Philadelphia for the purpose of revising the
Articles of Confederation. George Washington was the
chairman of the convention. The delegates decided to
change the entire system. They worked together for three
299
United States History from 1492 1865, continued

months during the hot weather to write the Constitution.
In the document, the government is divided into three
main branches: the executive, the judicial, and the legislative. The executive branch carries out the laws and is
headed by the President of the United States. The judicial
branch interprets the laws and is headed by the Supreme
Court. The legislative branch writes the laws and includes
the House of Representatives and the Senate.
The Constitution also tells about the way the branches
interact with each other. This is called a system of checks
and balances. This system keeps any of the branches
from gaining too much power.
The Constitution also defines the role of the federal
government. It separates those areas that are the responsibility of the federal government and those that are the
functions of state governments.
The Constitution of the United States was adopted in
1789 after 9 of the 13 states ratified, or approved, the
document. The Constitution is often called the supreme
law of the land.
The Constitution can be amended, or changed. It is
hard to change the Constitution. There have been only
27 Amendments to the Constitution since it was adopted
in 1789. The first ten amendments are called the Bill of
Rights. The ability to amend the Constitution allows the
document to be flexible and change as the country
changes.
Reading IV:
The American Civil War
The American Civil War began in 1861 and ended in 1865.
Many of the Southern states seceded, or withdrew, from
the United States. The states that remained a part of the
United States called themselves the Union. There were
many things that helped cause the war. There were also
many effects, or outcomes, that the war had on the United
States.
A large part of the economy of the Southern states
depended on slave labor. Their economy was based on
agriculture. Large farms were called plantations. Many
plantations across the South were operated using slave
300
labor. Slaves were mainly black Africans. Slaves had very

few rights and were not considered citizens of the United
States.
There were some slaves in the North, but not nearly as
many as in the South. The North had mostly small farms.
There was little need for slave labor. The cities in the North
had a lot of industry. A large portion of the immigrants
coming to the United States went to the North in search of
jobs in factories.
The United States in1860 was clearly divided by sectional differences. The South wished to continue to
expand slavery and their agricultural way of life. Many in
the North wished to contain slavery. Some people in the
North, called abolitionists, felt slavery was wrong and
wished to make it illegal in the U.S.
In November of 1860, Abraham Lincoln was elected
President of the United States. He was from Illinois. He
wished to restrict the growth of slavery. People in the
South viewed his election as a threat to their way of life
and agriculture-based economy.
Before Lincoln took office, many of the Southern
states had seceded and formed the Confederate States.
They elected Jefferson Davis from Mississippi as their
president. They began to prepare for war. The Confederates attacked Ft. Sumter in April of 1861. Lincoln
demanded that troops from all the states still in the Union
be called for active duty. Because of this, additional
Southern states joined the Confederacy.
The Union and Confederacy fought the Civil War for
four long years. It was fought mainly in the Southern
states. The Union was better supplied and had many
more troops. They eventually won the war. The South
became a part of the United States again. 600,000
Americans died during the war. Abraham Lincoln was
assassinated right after the war ended.
One of the most important outcomes of the Civil War
was the ending of slavery in the United States. After the
war ended, there were changes made to the Constitution
that freed all the slaves, made former slaves citizens, and
gave black men the right to vote in elections. These were
the 13th, 14th, and 15th Amendments to the Constitution.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Groundhog Day
IT
MULTI-LEVEL
Length of Activity: Parts of this activity may be used as a simple warm-up

at the beginning of class and limited to 1/2 hour or so, or it may be
extended into a full-length class period depending on the interest of
the class.
Learning Plan
Copy and translate a brief written passage about Groundhog Day from
the board.
Work independently at translating, then actively participate with questions and responses as the teacher reads aloud and helps them understand the passage.
Share with the class any similar observances or customs they may have in
their native countries.
Learn and practice an English tongue twister.
Read aloud several groundhog songs and will be encouraged to join in
singing them to popular tunes.
Read and answer some multiple-choice questions based on the information they have read and heard from the classroom discussion.
Do outside research about a superstition or custom from their own
country.
Present information about Groundhog Day through written and spoken

word.
Supply additional materials in the form of rhymes, songs, tongue twister,
and quizzes.
Lead class discussion as well as speaking and/or singing activities.
Encourage students to do outside research on their own traditions and
return to share them with the class.

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The teacher will write the translation passage on the board before class
begins so that students can begin work as they enter class. After everyone has
had some time to work on writing and translating the passage, the teacher
will read it aloud and help students with difficult words, phrases, and concepts. She will try to answer any questions and will present additional information about the way we observe this old superstition. A newspaper picture
with Punxsutawney Phil routinely appears on the front page of newspapers
all over the country. A news clipping of this ritual would be interesting to
share with the class. (I copied and enlarged a picture from Encarta to create
SUBMITTED BY:
Suzanne Eston
COUNTY/PROGRAM:
301
Groundhog Day,
continued
Sample Translation Passage:

Today is Saturday, February 3, 2001.
Yesterday was Groundhog Day.
Groundhog Day is celebrated on
February 2 of each year, when,
according to rural American tradition,
the groundhog leaves his burrow
a bulletin board display.) There are dozens of ideas on the Internet of things
to do with children on Groundhog Day. Some of these can be adapted for
adults. Some classes may be more willing to sing than others. In any case, the
song could be read and recited for oral practice. The woodchuck tongue
twister is fun and students often like to compete for the fastest, most accurate pronunciation. The teacher may want to make copies of the groundhog
quiz for students to read and answer independently or as a class. The teacher
should ask questions and encourage discussion about any similar traditions
or superstitions that students may observe in their countries. The teacher
will encourage students to do additional research about any such traditions
and bring their results back to share with the class.
where he has been hibernating to

see if the cold winter weather will
continue. The groundhog, or woodchuck, comes out of his hole to see if
he can see his shadow. If the sun is
shining, he will see his shadow and
will return to his burrow for six more
weeks of cold weather. If the day is
cloudy and he does not see his
Students will:
Read and comprehend the passage with assistance.
Discuss and ask questions about the subject.
Answer questions about the information presented.
Improve pronunciation and rhythm through practice.
Share research with the class.
shadow, that means spring will come

early this year. What did the ground-
hog see yesterday? What does it

mean?
Classroom observation of students; teacher may collect quizzes for student

files; student research may be noted in files.
Tongue Twister:
Suggested Materials
How much wood would a
Groundhog Day Songs found at:
woodchuck chuck
If a woodchuck could chuck wood?
A woodchuck would chuck all the
wood he could chuck
http://ourworld.cs.com/_ht_a/DonaldRHalley/ghdsongs.htm
Groundhog Day Quiz found at:

http://www.aitech.ac.jp/~iteslj/quizzes/mc-lb-ghd.html
Check Internet for additional materials: Search Groundhog Day
If a woodchuck could chuck wood.
This was a fun activity and students seemed charmed and amazed by the
hoopla surrounding this old superstition.
302
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Christmas Parade
IT
MULTI-LEVEL
Length of Activity: Two class sessions

Listen actively as teacher explains the details of upcoming local Christmas parade.
Learn new vocabulary through context and visual clues.
Read and translate a brief news release.
Follow the route of the Christmas parade on a simple outline map and
learn important local landmarks.
Choose a possible site along the route to view the parade from and plan
driving routes and parking options.
Attend the parade if possible and discuss and write about their experience.
Describe the upcoming Christmas parade (or other community cultural

event) using vocabulary the students know or can learn from context.
New words may be introduced with visual aids (drawings, pictures, or
mime).
Encourage students to ask questions and share knowledge. The specifics
of the parade will be presented in handout as a written news brief for the
students to read and work at translating.
Produce this handout by editing news articles for appropriate length and
vocabulary level or by writing one (example provided). The handout
should include an outline map of the parade route such as might appear
in the newspaper.
Guide the students through the written passage, helping with difficult
words or constructions. (Lower-level students may not understand the
passage in its entirety, but should have a general understanding of meaning and full understanding of dates and times.)
Teach map skills and English directional words as you guide students
along the parade route and points out landmarks.
Urge students to attend the parade.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The teacher will begin the session by telling students about the American
tradition of the Christmas parade. Describe the typical parade participants, introducing new vocabulary as you go.
Students will be encouraged to ask questions during this monologue in
order to clarify understanding.
The teacher will hand out a reading passage about the parade, including a
SUBMITTED BY:
Suzanne Eston
COUNTY/PROGRAM:
303
Christmas Parade,
continued
Christmas Parade
Cleveland will have a Christmas
Parade on Saturday, December 2, at
6 p.m. The parade will have floats,
marching bands, fire trucks, motorcycles, horses, and Santa Claus. All
the floats and trucks will have many
lights. It will be very pretty.
The parade will go north on Lee
Highway and turn right on 3rd
Street. It will go east on 3rd Street to
Ocoee Street. It will turn left on
Ocoee Street and go north to the
monument. It will turn left at the
monument and go south on Broad
Street to Inman Street. It will turn
right on Inman Street and go to
Keith Street. It will turn left on
Keith Street and go south to Bradley
Central High School.
Where will you go to watch the
parade?
map of the parade route and allow the students some time to try to read
and translate the passage on their own. Then read it aloud and assist students with understanding.
The teacher will guide the students as they trace the parade route on their
maps and will identify important landmarks along the way. (Local sites
may include schools, the Boys and Girls Club, the Drivers License Testing Center, the county courthouse, library, monuments, and the Adult
Education offices.)
The teacher will encourage the students to attend the parade to observe
and participate in this cultural tradition.
The teacher will help the students select an observation site and plan how
they will drive to the site and where they will park.
As a follow-up lesson, students will be encouraged to describe the parade
orally and/or write about it. They will discuss personal impressions and
any difficulties they may have encountered.
Students will be able to:

Demonstrate map skills and show plans for attending the parade.
Point out important landmarks on a map.
Discuss and write about their experience.
Students written work will be collected in a portfolio. Students will create a

classroom map on which they identify important community locations.
Sav-a-Lot
Grocery
Bradley
Central
High
School
H
304
IG
STREET
Courthouse
Public
Library
OCOEE STREET
KEITH STREET
INMAN
BROAD
STR
E
ET
Monument
3RD STREET
Boys and
Girls Club
Drivers
License
Testing
Center
Students enjoyed sharing their own similar

traditions with the class. Many were
intrigued when I explained my own family
tradition of riding our horses in the
Christmas Parade. Several did attend the
parade and were excited to see their teacher
riding by as a participant.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Calendar Activity
IT
MULTI-LEVEL

Identify months, days, dates/numbers, and holidays.

Discuss information by answering verbal questions.
Determine meaning of terms first and last and today and tomorrow.
Demonstrate writing skills by taking notes on basic facts copy sentences
from board.
Answer written review questions.
Create a large wall calendar.
Prepare a lesson to introduce and review the concepts listed above.

Ask questions to elicit specific information.
Give information when needed to fill in missing pieces.
Monitor written and verbal work for correctness.
Supply materials.
Ask students the following questions: What day is today? What month is it
today? What is the date today? (This activity was planned for January 31, so
the following questions were also asked.) What day will it be tomorrow?
What month will it be tomorrow? What will the date be tomorrow? (We
reviewed that it was the last day of January and will be the first day of February.)
The more advanced English speakers volunteered to answer the oral
questions. I then wrote the questions on the board and asked the lower
level English speakers to tell me the answers since they had heard it previously. I prompted them with answers as needed.
All students wrote down the questions and answers.
They grasped the term today and tomorrow, but did not comprehend the terms first and last (last day of January and first day of February). I had them line up and then explained first and last in line. They then
understood the meaning.
We used markers and a 24'' x 36'' calendar with blank squares to write
in the month, dates and holidays. Each student had the opportunity to
write and draw something to represent holidays.
We then discussed the holidays in February which allowed us to discuss

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Lynn Moore
COUNTY/PROGRAM:
Cansler Adult Education

Program/Knox County
305
Calendar Activity,
continued
the first president, George Washington, and Abraham Lincoln. Questions

on these two men are on the citizenship test. From the board, they copied a
sentence about each based on our class discussion.
Verbal answers during class giving each student the opportunity to

respond.
Observation of class participation.
At the start of the next class give a written review quiz.

Review Questions:
1. What day is it?
2. What month is it?
3. What is the date today?
4. What does a farmer do?
5. What does a plumber do?
The students and I enjoyed this lesson. Some of it was quite simple, so
even the most basic English speaker could have success in answering.
Other skills were reinforced so that all felt that they had accomplished
something. The calendar is hanging out in the hall for all of our adult education students to see.
306
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Food and Containers
IT
MULTI-LEVEL
Length of Activity: 2 sessions of 45 minutes each

Identify types of foods using the Oxford Picture Dictionary (Oxford University Press).
Identify types of containers.
Practice using money.
Demonstrate writing skills by taking notes on basic facts; copy sentences
from board.
Practice buying groceries.
Prepare lesson to introduce and review the concepts listed above.

Supply materials.
Day 1
Using play items and real items set up store sections on the class tables.
Produce-Dairy, Produce-Fruit and Vegetables, Meats and Poultry, Baking
Needs, Canned Goods, Snack Food.
Give handout identifying types of containers: box, bag, carton, etc.
Have students fill in blanks.
Have students identify items in that container.
Use dictionary to assist in naming grocery items.
Have students tell if they eat specific items.
Day 2
Continue to identify items.
Now the items have prices on them.
Give students money to spend and have them buy within that budget.
Other students can act as cashier and tally purchases.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Lynn Moore
COUNTY/PROGRAM:

Program/Knox County
307
Food and Containers,

continued
Verbal answers during class giving each student the opportunity to respond
Observation during class participation

I found that I could have used many more items than I had for our store.
We only identified very basic items. Some they knew, but many they didnt.
Produce
Fruits and Vegetables
FRUITS
banana
apple
orange
grapes
pears
grapefruits
lemons
limes
plums
peaches
strawberries
cherries
watermelon
308
VEGETABLES
corn
beans
cabbage
broccoli
lettuce
spinach
garlic
tomato
bell pepper
potato
onion
carrot
mushroom
peas
cucumber
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Colors/Maps/Businesses/Directions
IT
MULTI-LEVEL
Length of Activity: 2 sessions of 45 minutes each


Determine meaning of terms right and left, north, south, east, west, and
city block.
Identify standard businesses by name.
Identify colors.
Demonstrate writing skills by taking notes; copy sentences from the
board.
Use a map to identify buildings and follow directions, coloring buildings
different colors.
Use dictionary.
Prepare lesson to introduce and review the concepts listed above.

Supply materials.
Day 1
Supply students with a copy of a basic map with several buildings listed.
Name a building, ask the students to find it on the map.
Talk about what is done in each building; use picture dictionary to assist.
Give each student a box of crayons; give them a specific color to color
each building.
After all the buildings are colored ask them which building is red, etc.
Day 2
Explain right and left, holding up my hands. Also discuss words having
the same meaning such as right as a direction and right as correct.
Have the students locate a specific building on the map.
Name the building next to it, ask if it is on the right or the left (repeat
process several times).
Use objects in the room to identify if they are right or left of something
else.
On the map, give directions for them to follow from a starting point hav-

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
SUBMITTED BY:
Lynn Moore
COUNTY/PROGRAM:

Program/Knox County
309
Colors/Maps/
Businesses/Directions,
continued
ing to travel by blocks turning right and left and north, south, east and
west to various buildings on the map.
Verbal answers during class giving each student the opportunity to

respond.
Observation during class participation.

I believe it is very important for students to have an understanding of

major businesses and how to follow directions. This was a basic start to
helping them find specific places. I find that it helps to incorporate several
activities in one lesson because some of the students get bored fairly
quickly. It is challenging to keep the advanced learners moving while not
going too fast for the beginning learners. I do ask more difficult verbal
questions of the more advanced learners.
Look at the map and complete

the questions.
1. List the names of the streets,
roads or avenues on the map.
2. Is the park north, south, east or
west of the hospital?
3. What street is your business on?
X marks the entrance.
4. Is the school in the north or
south area of this map?
5. Find Start Here on the map. Give
directions from the start point to
the movie theater.
What is the first street that
you could take?
At the corner do you have
to turn right or left?
Then what street do you
take?
How many blocks do you
go in all?
310
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Workplace Language Bingo
IT
MULTI-LEVEL
Length of Activity: Varies from 30 minutes to 1 hour, depending on

the game and how much the students wish to play or the teacher wishes to
spend time. It should last no longer the one hour.
Listen to instructor as he/she calls out words.

Try to match words to BINGO board.
Write word/term down on paper in order to later find the definition.
Continue to follow game this way till student has five words/terms in a
row. The first to get five in a row shouts BINGO. After each game,
research the words on the list and write a definition for them.
Develop a list of workplace words/terms to be used in BINGO.

Review word list with the students and give each one a copy of the list.
Give each student a game board and game piece markers.
Give each student a piece of paper and pen/pencil.
Cut strips of paper and write one word or term on each strip from your
word list.
Place the strips of paper in a container.
Mix up the strips of papers in the container.
Pull out a strip and call out the word/term.
Instruct students to write down each word/term on their blank piece of
paper.
Continue to pull strips out and have students write down each word until
someone cries BINGO.
Have each student research and write definitions for each word called out.
Discuss these words and how they are used in the work place.

Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
The teacher will:

Review information ahead of time and plan.
Have spent time discussing workplace terms/words used and what they
mean.
Have explained to students how to play BINGO.
Have students use terms in an example to show understanding.
Have students write down terms and definitions to develop English skills.
SUBMITTED BY:
The students will:

Listen to and discuss words and terms.
311
Workplace Language
Bingo, continued
Mark words with markers when found on game board.

Write down words/terms as instructor calls them out.
Call out BINGO if they win with 5 in a row.
Write definitions to each word/term called out during game.
Students will:
Use words correctly in a conversation.
Write down words/terms and know their definitions.
Show other students understanding of terms and help them.
Classroom observation of students ability to use words in appropriate

settings.
Workplace Language Bingo Work List

time clock
production time
wages
production
FICA
social security
benefits
break time
operations
plant manager
human resources
custodian
profit
loss
shrinkage
tonnage
inventory
payscale
W2 Form
312
shift work
prep time
deductions
sick days
time off
leave of absence
code of ethics
mission statement
call-ins
quality control
turnover
assessments
scheduling
shift work
supervisor
product cost
wholesale
retail
middleman
operational management
IR irregular merchandise
auditing
sealer application
cafeteria plan
insurance package
401K Plan
mutual funds
team work
company meetings
corporate
waste evaluation forms
percentage
filling the order
scanning
bar code specs
packaging
Workplace Language Bingo, continued
Pay Scale
W2 Forms
Shift Work
Prep Time
Time Clock
Production
Time
Wages
FICA
Deductions
Benefits
Break Time
Social
Security
FREE
Sick Day
Production
SPACE
Leave of
Absence
Code of
Ethics
Mission
Statement
Call Ins
Turnover
Assessments
Scheduling
Shift
Manager
Scheduling
Quality
Control
313
Team Work
W2 Forms
Benefits
Break Time
Time Clock
Production
Time
Cafeteria
Plan
Mission
Statement
Deductions
Scanning
FICA
Assessments
FREE
Pay Scale
Code of
Ethics
Call Ins
Irregular
Merchandise
Packaging
Retail
SPACE
314
Leave of
Absence
Specs
Shrinkage
Scheduling
Waste
401K Plan
FREE
SPACE
315
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL

Do You Save Money?
Students will compare and contrast their countrys money with U.S. money to
equate the approximate value of a dollar, and to identify symbols printed on
the money by discussing and writing in class.
Learning Plan
Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Length of Activity: 1 to 3 class sessions

Listen and understand the teachers explanation of U.S. money (dollar,

quarter, dime, nickel, penny) and symbols.
Speak to the group in order to compare and contrast their own countrys
money and to equate an approximate value of the U.S. dollar, also identifying the symbols of their countrys money (if possible).
Write sentences, one or two paragraphs or essays explaining their countrys money equivalency to a dollar and its symbols or American symbols.
(Teacher assigns tasks according to the choice and level of student.)
Give a brief explanation of U.S. money and the symbols that appear on
the dollar.
Make copies of the different money and record information of symbols
and equivalencies to the U.S. dollar.
Choose a site to display information.
Assist students as needed.
SUBMITTED BY:
Short lecture by teacher.

Speaking opportunities for students to share and discuss.
Teacher summarizes student money equivalencies and symbols on the
board as students respond, or teacher can prepare beforehand a copy of
the money and record explanations on this paper as the students
respond.
After discussion, teacher and students will display information. Students
write sentences, a paragraph or an essay comparing and contrasting
money from different countries. Teacher assists as needed.
Rebecca Dotson
COUNTY/PROGRAM:
316
Vocabulary
Money: dollar, quarter, dime, nickel, penny, symbol, collection, bank, save.
Symbols: George Washington, Abraham Lincoln, Lincoln Memorial,
Thomas Jefferson, Monticello, Franklin D. Roosevelt, torch, John F.

Kennedy, Presidential Coat of Arms, Sacagawea, bald eagle, Susan B.
Anthony.

Do You Save Money?,
continued
Conversation
Can you tell me about your countrys money, pictures on the money and
relationship to the dollar? How many _____ equal one dollar? How
many _____ will you give me for one American dollar? Who is this man
on the money? Who are these women on the money? What does this
mountain mean? Why are these birds on the money? What is this
flower? What do these words mean? Do people save or collect
money?Do people keep money collections in your country?
Student participation and discussion; ability to equate their rate of money

as compared to the dollar; ability to tell about symbols of their countries.
Teacher observations and teacher-recorded student responses, money

equivalences as reported by students and information on symbols for display. Student oral and written reports on money and symbols.
I found that teaching money was a lot easier when relating to that students
money system. The students were actively involved and brought in samples
of old money as well as new. This lesson generated lots of conversation and
led to other activities on symbols. The Internet has lots of related research
possibilities. Students knew the daily dollar equal rates better than I did.
Thailand-bant; Taiwan-yen; Laos-gib; Japan-yen; China-yen;

Germany-mark. The Father of the country is printed on American and
Chinese money. No other country (represented by these students) collected money in money collections like the Americans. An example used in
class was First State Quarters of the United States Collectors Map (a picture of each state and a place for the quarter). Some students thought this
was a very funny idea. Why you do that? they said.
317
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Tennessee, The Volunteer State
Research Tennessee history, symbols of statehood, demographics, state and

local government.

Learning Plan
Length of Activity: 2 class session, 5 hours. Group, research,

plan/prepare visuals. Write essay/give oral-visual presentation.
Instrument/Materials

Understand
4. Listen Actively
Decisions
8. Plan
12. Guide Others
Learning
Tennessee worksheet (Ouachita Technical College, AR)

Tennessee Land, History, and Government (Crawford, Charles; SteckVaughn, 1984)
Website: www.state.tn.us/index/html
Worksheets
Research Tennessee history through:

a. websites
b. texts
c. handouts
Become familiar with computer research:
a. log on to websites
b. search engines
c. print
Read computer printouts for pertinent factual information.
Study vocabulary words.
Research charts/handouts for demographic information.
Write, in English, answers to statements/questions.
Complete word-search puzzle on Tennessee.
Create descriptive visuals, using major facts:
a. tri-folds
b. overheads
c. posters
Summarize facts and write English essay gleaned from research (descriptive words, not grammar structure).
Give 3-5 minute oral presentations, using visual.
SUBMITTED BY:
318
Research websites.
Prepare teacher-made pre/post test on major facts about Tennessee
(Attachment C-1).
Pre-test (Attachment C-2).
Prepare vocabulary.
Copy and distribute handouts.
Group students (3-4 per group).
Give verbal overview and assist with learning activity:
a. computer research
b. printouts/handouts
c. visuals
Evaluate.
Encourage/solicit sharing of ideas from groups.
Assist with preparation for oral/visual presentations.
Post-test (Attachment C-2).
Tennessee,
The Volunteer State,
continued
The students will use the Internet and texts to research Tennessee history
and then complete the teachers handouts.
Working as a group, the students will prepare oral/visual presentations.
The students will:

Do research.
Plan.
Cooperate/observe.
Demonstrate technological competencies.
Summarize/write in English.
Evaluating research.
The students will:

Create descriptive visuals.
Present orally in English.
Pre-post test.
Increased knowledge/factual information about state of Tennessee and

students county.
Expand information to U.S. History and Constitution for increased citizenship skills.
319
Tennessee, The Volunteer State, continued

ATTACHMENT C-1
Vocabulary: Tennessee Terms

Nashville
1796
Mockingbird
David Crockett
Iris
Crockett County
Tulip Poplar
Bobwhite (Quail)
Firefly and Lady Bug
Largemouth Bass
Tennessee River
Channel Catfish
Tennessee River Pearl
Honeybee
Limestone and Agate
Tennessee Waltz (1965)
Raccoon
Rocky Top (1982)
Passion Flower
French (1753)
Tennessee Valley Authority
Yuchi, Chickasaw,
(TVA)
Cherokee, Shawnee
Volunteer
Mississippi River
Great Smoky Mountains
Battle of Shiloh (1862)
Reelfoot Lake
Battle at Fort Pillow (1864)
State Seal
House and Senate
Honorable Don Sunquist
Governor
Agriculture
Judges
Commerce
Mayor
Three Grand Divisions
County Executive
State of Franklin
Crab Orchard Stone
320

ATTACHMENT C-2
Who Wants to be a Tennessean?

DIRECTIONS: From your research on Tennessee, play the game; circle the correct answer.
1. The capital of Tennessee is:
a. Jackson
b. Knoxville
c. Nashville
d. Chattanooga
2. The official state bird is:

a. Bluejay
b. Mockingbird
c. Cardinal
d. Sparrow
3. The state flower is:

a. Iris
c. Carnation
d. Rose
b. Tulip
4. A significant body of water that flows from south to north across the width of Tennessee is:
a. Mississippi River
b. Tennessee River
c. Cumberland River
d. Rio Grande
5. Tennessee is known as the
a. Bluegrass state
b. Peach state
c. Volunteer state
d. Show Me state
6. The Three Grand Divisions are:

a. Mississippi Valley, TN Valley, Cumberland Mountains
b. East, Middle, West
c. Delta, Plateau, Cumberland
d. Delta Plains, Highland Rim, Blue Ridge
7. The current governor is:
a. William Blount
b. Al Gore
c. Don Sunquist
d. __________________
8. Tennessee became a state in:

a. 1865
b. 1862
c. 1903
d. 1796
9. One of the largest and most visited National Parks in the USA is in Tennessee. It is:
a. Reelfoot Lake
b. Stone Mountain
c. Great Smoky Mountains d. Yellowstone
10. Crockett County was founded in
a. 1871
b. 1796
c. 1819
d. 1823
11. Crockett County was created from four counties. They were:
a. Lauderdale, Haywood, Dyer Obion
b. Madison, Dyer, Lauderdale, Gibson
c. Haywood, Dyer, Madison, Gibson
d. Humboldt, Milan, Trenton, Dyersburg
12. Which of the following is the correct title for the Chief Elected Official of Crockett County?
a. Mayor
b. County Executive
c. Board of Aldermen
d. County Commissioners
13. The official Tennessee wild animal is:
a. Raccoon
b. Bobcat
c. Whitetail Deer
d. Rabbit
321

14. The official agricultural insect is
a. Ladybug
b. Honeybee
c. Firefly
d. Dragonfly
15. The official game bird is:

a. Quail
b. Turkey
c. Dove
d. Crow
16. In 1753, the Tennessee Territory was owned by:

a. British
b. Confederated
c. Spanish
d. French
17. Two major types of industries are written on the Official Seal of the State of Tennessee. They are:
a. Agriculture and Commerce
b. Industry and Commerce
c. Agriculture and Industry
d. Commerce and Rails
18. In April 1862, a major Civil War Battle was fought in West Tennessee at Pittsburg Landing (on the
Tennessee River). The name of this famous battle was:
a. Battle of Bull Run
b. Battle of Stones River
c. Battle of Chattanooga.
d. Battle of Shiloh
19. The agency which provided electric power to Tennessee and surrounding states is the:
a. New Deal
b. TVA
c. Great Lakes
d. TNN
20. The Office of Governor of each state and the Office of President of the U.S. are called:
a. The Judicial Branch
b. The Legislative Branch
c. The Supreme Court
d. The Executive Branch
21. The House and Senate of both the state and the U.S. Governments are the:
a. Legislative Branch
b. Executive Branch
c. Supreme Court
d. Judicial Branch
22. The process through which a bill becomes a law must begin with the introduction (origin) of that bill in the
a. Governors Office
b. Judicial Branch of Government
c. House or Senate
d. Mayors Office
23. In most U.S. cities and towns, the chief elected official is the:
a. banker
b. Mayor
c. County Commissioner
d. Lawyer
24. The state songs of Tennessee are:

a. The Tennessee Waltz and Ole Tennessee
c. Rocky Top and Blue Suede Shoes
b. The Tennessee Waltz and Rocky Top

d. Jazz and Beale Street
25. Nashville is know as:

a. Dollywood
b. Rockn Roll City
c. Elvis Presleys Hometown d. Music City
Score yourself as discussed in class. After post-testing, compare your answers with those you submitted before
researching the history of Tennessee.
322
New Student Learning Plans

These Student Learning Plans were submitted in 2002 by
Tennessee Adult Education programs who had received a
federal EL/Civics grant. Please insert them after page 322
in your Tennessee Adult ESOL Curriculum Resource Book.
UT PUBLICATION NO.: R01-1804-103-001-03

NOVEMBER 2002
A1
BE
GINN
ESL
To practice asking for specific information about bus times as well as practice
telling the time. To practice reading for specific information and understanding a bus timetable.
ERARY
Reading a Bus Timetable and

Using the Bus
IT
LEVEL 1

Learning Plan

Orally practice and produce inquiries about bus time arrivals and
departures.
Receive and respond to information gained.
Use authentic material map, bus timetable.
Practice reading for specific information.
Role-playing riding the bus system.
Provide map, timetables, flashcards.

Present the target language and at this stage aid and guide the student
toward correct word order, pronunciation, stress, and intonation.
Monitor throughout.
Set up role-play activity, encouraging passengers to greet and interact
with each other.

Understand
4. Listen Actively
7. Solve Problems and
Make Decisions
8. Plan
12. Guide Others
13. Take Responsibility for Learning
(Students have already had a lesson on telling time.)

Draw a picture of a numbered bus, a bus stop, and the transfer point on
the whiteboard and elicit this vocabulary.
Unfold map of Knoxville (or relevant city) on the desk. Students stand
around the desk. Ask students to point to specific landmarks/major
streets/their own homes. Each student is given the chance to locate a
place. Students may instruct each other.
Use an eraser as the bus and follow a major bus route. Pins are bus
stops. A pen top is the transfer point.
Concept check understanding, name of road, number of the bus, starts
at.the transfer point, goes to. the mall, etc.
Use four major points on the route: transfer point, destination, and two
bus stops in between.
Each word is written on a piece of card, students work together to put the
cards into the correct word order.
SUBMITTED BY:
Cathy Hogan Davies

COUNTY/PROGRAM:
Knox County
A3
Reading a Bus Timetable

and Using the Bus,
continued
What
time
does the number 11 bus leave
the transfer point?
This task may be graded by using fewer flashcards.
What time
does the number 11 bus
leave the transfer point?
Turn the cards face down. Say each chunk. Students repeat chorally/individually.
The whole is repeated using the cards as prompts.
Substitute the leave card for the get to card. Consolidate understanding
with the help of the bus/eraser.
Students record the questions in their notebooks.
Students return to desk. Place a time card next to each of the four bus
stops.
Instruct one student to ask the question and another to respond with the
time.
Students practice in pairstaking turns to ask and answer. (This may
then be substituted for another route and times.)
Students return to their desks. Hand out copies of the number 11 bus
timetable drawing attention to the Mon-Fri timetable, a Saturday
timetable, and that no buses run on Sunday.
Help with the initial understanding of reading a timetable, ask for
times/students respond. (This activity may be made into a full information
exchange carried out in pairs.)
Return to picture of the bus on whiteboard, mime waiting at a bus, stepping toward the edge of sidewalk as the bus arrives, getting on the bus,
having the correct fare, how to pay for and receive a ticket.
Role-play as driver and invite one student to be the passenger. Role-play
once more, this time with a timetable. The student now has a role card
asking for specific information.
Set out chairs and construct a bus.
Each student has a role card. Students take turns playing the driver.
Encourage them to greet and say farewell to each other when getting on
or off the bus.
Hold up street names on a card to explain where the bus is on the route.
A4
What evidence are you going to look for to know that learners are
Can the students orally produce the questions?

Can they understand and respond correctly?
Have they completed the reading task, information exchange, and roleplay successfully?
Reading a Bus Timetable

and Using the Bus,
continued
How are you going to collect this evidence?
Through monitoring the task progress of the group and the individual.
Materials and resources
Map, timetable, flashcards.

Instructor comments and reflections
An imaginary city may be used to simplify the map-reading process. It

can also allow an injection of humor if the road names/buildings are
those of the students/teachers/faculty members.
Props can be used at role-play stage: putting on coats, holding umbrellas,
a bus drivers cap, etc.
This can be extended to a day excursion and actually travel the bus
together.
The first two stages of the lesson can be adapted to train or airplane
inquiries.
Progress check
(
(
(
(
)
)
)
)
I can ask for bus times.

I can give bus times.
I can read parts of a bus timetable.
I feel confident enough to use the bus.
Dialogue for role-play

Asking for information.
Passenger:
What time does the number 11 bus leave the transfer point?
get to Kingston Pike? get to the mall?
Bus Driver: Answering with the time.
Greetings
Passenger 1: Hi, Juan! How are you?

Passenger 2: Hi, Maria! Im fine. How are you?
Passenger 1: Fine, thanks.
Farewells
Passenger 1: See you, Juan.

Passenger 2: Bye, Maria. See you.
A5
ESL
BE
ERARY
GINN
IT
LEVEL 1
Asking For and Giving Basic Directions
To identify place names and match with their function. To understand,

recognize, and produce certain propositions. To ask for, give, and respond to
basic directions.
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others

Look, listen, and record.

Read, write, and record.
Take an active role through the use of total physical response.
Take an active role through communicating meaning to complete a gap
fill task.
Take responsibility in pair work so that their partner can successfully finish the information-exchange activity.
Provide flashcard material.

Set up a fair-sized table to lay out map, flashcards, etc.
Adapt worksheets to meet the specific needs of each group.
Provide realia (a pen top to represent a student, etc.).
Present, guide, and monitor.
SUBMITTED BY:
Cathy Hogan Davies

COUNTY/PROGRAM:
Knox County
A6
Hold up picture flashcards of different places in the community. Elicit

from the students the name of each place.
Use explanation/mime/additional pictures to consolidate meaning.
Students point to correct flashcard. State the name of each place with
students repeating chorally, then individually.
Hold up the flashcard with the place name written on each card and state
each place name. Students match picture and word flashcards.
Students record these items in their New Word Books.
Students complete a worksheet matching pictures and words. Students
check answers in pairs, which leads to whole class feedback.
Use the flashcard to elicit propositions and drill. Use total physical response
to check understanding. Students may then instruct one another.
Create several streets on a desk using pens, pencils, and rulers to define
roads, junctions, etc. Students gather around. Use, for example, two pen
tops to represent two students from the class. Street names can be student names.
The dialogue has already been written up on the whiteboard and covered
with paper. (A basic dialogue can be developed into a slightly more complex one depending on the groups confidence/success in dealing with the
target language.)
Reveal letter by letter the target language until the sentence is fully disclosed.
Asking For and Giving

Basic Directions,
continued
Use mime/facial expressions to convey the meaning of the question,

Where is the ___________?
Use the place name picture flashcards to complete the question,
It is ______________ the supermarket?
Again use the picture flashcards to elicit the correct preposition.
Drill the sentencecorrecting word order, grammar, and pronunciation.
In open pairs, one student asks and another answers. Substitute the picture flashcards.
Students record prepositions and question-and-answer dialogue.
(Optional written worksheet to check individual understanding.)
Model the speaking/listening activity with a student. Student A and Student B
have maps locating three places and missing three places. In asking for
basic directions and sharing information, they complete the task. Each student MUST NOT look at the others map.
Obtain class feedback.
Response to total physical response in checking prepositions.

Checking worksheets.
Outcome of information-exchange activity.
Through worksheets and task-based activities.

Basic Dialogue
More Detailed Dialogue
A.Where is the ________?

B. Its : across from . . . the school.
: next to
: behind
A. Excuse me. Wheres the ______?

B. Its on_________ street.
Its : across fromthe school
: next to
: behind
: in front of
A.Thank you.
B. Thats OK.
A7
Asking For and Giving

Basic Directions,
continued
Resources
Materials adapted from Life Prints Level 1 p. 9 (flashcards), p. 40 (Gapfill).

Other worksheet were made by the teacher.
This is a very controlled lesson providing confidence, security, and success in the task to the first-time language learner. This lesson uses visual
aids as prompts to raise interest and set context for low level learners.
The learners stand around the desk/table while the teacher presents the
target language. This helps to remove distractions and keep the learners
attention.
The lesson can be graded making it more demanding with more prepositions and a longer dialogue.
Progress check
( ) I can ask for directions

( ) I can give directions
A8
GINN
BE
Length of Activity: 1-hour session

Listen to and discuss options and family needs related to transportation.

Be an active participant in discussions.
Evaluate which option will best meet family needs.
Use maps and bus schedules to develop timetable for getting to work and
coming to class.
Develop a chart of costs involved in owning a car. This will show cost of
purchasing a car, car maintenance, and insurance.
Introduce and explain vocabulary related to transportation.

Provide bus maps and schedules.
Present, guide, and monitor discussion and activities.
Provide information for costs involved in auto ownership.
Assist students in comparing costs and convenience of each option.
ESL
Learn about community transportation options

Public transportation
Taxi
Owning an automobile
Car pooling
ERARY
Transportation
IT
LEVEL 1

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Activities used to implement this learning activity
Discuss vocabulary related to transportation, use flashcard to match

words to pictures of vocabulary words.
Discuss the options available in community for transportation.
Provide students with bus maps and schedules.
Students will develop a schedule for using bus to get to work and to class.
Discuss advantages and disadvantages of using public transportation.
Show students information on costs of using a taxi.
Discuss advantages and disadvantages of carpooling.
Discuss the advantages and disadvantages of owning a vehicle.
Using materials provided, develop a chart showing costs of purchasing
and owning a vehicle.
SUBMITTED BY:
Carol Robbins
COUNTY/PROGRAM:
Knox County
Vocabulary
Bus, bus schedule, bus stops, auto, financing, insurance, taxi.
A9
Transportation, continued
Checking activity sheets.
Understanding of cost comparison demonstrated by choices.
Ability to make informed decision about best choice for family based on
individual situation.
Observation of student participation.

Collection and review of completed activities.
Transportation issues are critical to many students for employment and

daily living. Because most communities have developed around the
assumption that autos are available to residents, newly arrived students
accustomed to living in areas where autos arent a necessity find it difficult
to function in American communities. This lesson would be followed up
with a lesson on how to obtain a drivers license.
A 10
GINN
ESL
BE
ERARY
Medical Insurance
IT
LEVEL 1
Learn about insurance options available. Choose appropriate insurance plan

for family needs.
Learning Plan
Learn vocabulary related to insurance.

Compare insurance plans and benefits of each.
Compare insurance plans with family needs.
Introduce vocabulary related to insurance.

Provide information on insurance plans available in the community:
Blue Cross/Blue Shield, John Deere, Cariten, Aetna.
Prepare charts showing costs and benefits of each plan.
Provide examples of family needs.
Assist students in comparing needs with insurance plans.
Introduce vocabulary. Explain and practice vocabulary.

Discuss need to have insurance coverage. Medical care is expensive and is
not provided routinely by the government.
Discuss benefits of each plan.
Discuss what plans may be available to them. (Teacher will ask prior to
class what plans are available to each student.)
Discuss enrollment periods. Coverage can be changed each year if students have a choice of plans.
Use charts to compare plan benefits and costs.
Use case studies to look at family needs and select appropriate plan for
each case study. (Teacher may do this and explain or students may be
asked to make and explain choice; this will depend on the level of the
class.)
Provide information and forms to students for use in making choices for
their family.

Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Vocabulary
Carol Robbins
HMO, PPO, POS, deductible, primary care, benefits, PPO savings.
COUNTY/PROGRAM:
Knox County
A 11
Medical Insurance,
continued
Questions and requests for repetition.

Completion of activities.
Observing student participation.

Choices made for appropriate family coverage.
Many students have had government-provided medical coverage and have

never had to make choice of insurance coverage.
References:
Member handbooks from insurance options obtained through businesses

employing students.
A 12
Medical Insurance,
continued
Insurance Worksheet
Insurance Company 1:
Cost:
Cost:
Deductible:
Deductible:
Pharmacy:
Pharmacy:
Maximum Out of Pocket:
Co-pay:
Co-pay:
Cost of doctors visit:
Noncovered costs:
Noncovered costs:
Cost:
Cost:
Deductible:
Deductible:
Pharmacy:
Pharmacy:
Co-pay:
Co-pay:
Noncovered costs:
Noncovered costs:
A 13
ESL
BE
ERARY
GINN
IT
LEVEL 1
Beginning Communication
Length of Activity: 1-hour every session

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
The students will orally produce complete sentences for survival skills.
The teacher will stimulate discussion on what areas students need survival
English.
Basic communication such as How can I explain my job situation on my

work area we talk only in English for this activity and community such
as go the the post office, restaurants, malls, etc.
Good pronunciation, correct use of basic grammar and an increase in the

number of new vocabulary words used in communication.
I give them paper to work with and exercises with oral activity. Oral and
written exercises indicate level of improvement and mastery.
The most active students get more out of this activity. The quiet ones lock
in paperwork mostly.
SUBMITTED BY:
Mark Butler and Ruben Paz

COUNTY/PROGRAM:
Warren County
A 14
GINN
ESL
BE
ERARY
Personal Information
IT
LEVEL 1
Length of Activity: Ongoing

Students will introduce themselves.

Students will practice speaking clearly and slowly.
Students will practice writing and spelling personal information.
Students will learn how to give directions.
Students will learn what personal information to give and when, i.e.
Social Security number.
Students will practice speaking in English with other classmates.
The teacher will model orally the proper pronunciation of English

vocabulary.
The teacher will prepare a personal information form.
The teacher will demonstrate the personal information form.
The teacher will introduce the map of Chattanooga.
The teacher will introduce the use of BellSouth telephone directory.
Each student will be given a copy of a personal information form. The

chalkboard will be used as an information form. The students will be
directed on how to complete the form. The activity will be closely monitored by the teacher. The map and telephone book will also be major
parts of this activity.
An information form will be modeled orally by the teacher. The students
will have to orally introduce themselves giving personal information.
Vocabulary will be repeated. Vocabulary will be used to check for understanding.
Small group and individual repetition will be done. Repetition in various
forms will be used for more practice.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Vocabulary
First name, middle name, last name, street, circle, lane, drive, avenue, road,
lot number, address, Zip Code, telephone number, Chattanooga, Hixson,
Ooltewah, Collegedale, Social Security number, place of employment,
Chattanooga State, north, south, east, west, East Ridge, Ringgold, Georgia,
and family member names.
SUBMITTED BY:
Audra D. Ingram
COUNTY/PROGRAM:
Chattanooga State Technical

College Adult Basic Education
Program
A 15
continued
Dialogue
Dialogue is taken from Real Life English, Level 1, Student Book/Workbook,

Steck-Vaughn Company.
Culture: The various cultures in the class are attempted to be merged into
the community.
Resources
Real Life English, Level 1, Student Book, pp. 2-15, Steck-Vaughn Company.
Real Life English, Level 1, Workbook, pp. 2-16, Steck-Vaughn Company.
Real Life English, Audiocassette, Units 2-3, Steck-Vaughn Company.
Chattanooga Area Map.
2002 BellSouth Telephone Directory.
Students will give oral and written presentations (cursive/manuscript).

Teacher observation of oral and written presentations.

Students learning to speak English need extensive practice giving personal

information is a mandatory skill. Transitioning into the community will be
smoother and less confusing. Correct pronunciation of information is a
must. It must be clearly understood. This Learning Plan is only a skeleton
of what takes place in class.
A 16
New Student Learning Plans Plan
BE
GINN
ESL
ERARY
Beginning Vocabulary Skills
IT
LEVEL 1
Length of Activity: 1-hour session, 2 times a week

Listen and repeat words and sentences.

Learning Plan
Observe and correct them and write pronunciation.

Use the Oxford Dictionary Book.

Cassette player for vocabulary.
They read back to me and I can see a great improvement.

Tape the activity so they can hear themselves.

This one activity seems to be the best for this level.

Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 17
ESL
BE
ERARY
GINN
IT
LEVEL 1
Group Discussion

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
They sit in small groups and practice and evaluate one anothers pronunciation of new words.
As students talk to each other, help them with pronunciation and make
observations.
Group 1. Three or four people share pronunciation of words that theyve

written on their paperwork.
Group 2. They listen to the pronunciation and see if it is close to the word
written on the paper.
Ask for information and give them questions to think about.

Most of this evidence I collect in paperwork activity.

This activity brings to the student a lot of encouragement.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 18
GINN
ESL
BE
ERARY
Using a Dictionary
IT
LEVEL 1

Look for specific words in dictionary.

Learning Plan
Give students selected words with specific purposes of finding and using
those words.
Each student has a dictionary.

Each student is assigned 5 words to look up.
Each student explains in his or her own words what the word means.
Each word is targeted to help them on different areas of the other activities.
I keep their workpaper.


Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
This one activity brings new words for them.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 19
ESL
BE
ERARY
GINN
IT
LEVEL 1
Listening and Visual Skills
Length of Activity: 45 minutes to 1 hour

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Listen and watch.

Prepare material.
Students follow Oxford Dictionary of Pictures.

Students follow Crossroad Caf material before and after.
Comprehension of questions from the video and dictionary as they are

administered to students.
Keep each ones work on file and grade it.

Pictures, sounds help them in many areas such as visualizing the action of
the words.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 20
G
BE
NING
BE
IN
SL
GINN
ESL
ERARY
Liquid Measurements
IT
MULTI LEVEL 1-2
Length of Activity: 1 or two 2-hour sessions

Read, write, pronounce, spell, and use measurement words for liquid
volume.
Identify liquid containers by volume using the words cup, pint, quart,
half gallon, and gallon.
Learn the abbreviations of volume measurements and identify these
terms on commonly used containers.
Work in a group and use the volume equivalency chart to practice measuring and making equivalent measurements.
Complete teacher prepared worksheets.
Working within a group, prepare a punch drink by following the directions, measuring, and recording liquids.
Provide all the needed materials for the lesson included in the list and
punch ingredients.
Model vocabulary words and identify and label each container with a
flashcard.
Explain and demonstrate the difference between the word ounce as a
liquid measure and a weight measure.
Demonstrate the word equals using equivalent measurements.
Prepare worksheets using vocabulary words and equivalent measures.
During group activities, travel around the room asking questions and
encouraging students to use the vocabulary words and make equivalent
measurements.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Activities used to implement this learning plan
After the teacher has introduced the vocabulary words and identified the
liquid containers by labeling each container with flashcards, have the students match the containers with both the full and abbreviated form. This
could be done as a game or a group discussion.
Reinforce the vocabulary words by using the word-search sheet as an
individual or partner activity.
Give each student a volume equivalency sheet. Demonstrate the word
equal or equivalent by using the measuring cup, containers, and water to
show each equal measurement on the sheet.
SUBMITTED BY:
Hilda Monroe
COUNTY/PROGRAM:
Cheatham County Adult Education
A 21
Liquid Measurements,
continued
Divide the class into small groups and allow them to measure. The
teacher can encourage the activity by holding up a flashcard with a measurement on it.
Have the students complete the crossword puzzle and matching sheets to
review the vocabulary and equivalent measurements.
Hold up the various containers and have the students write the names
and then hold up the correct flashcard so they can check their spelling.
Close the class by dividing the class into two groups and making the
ESOL punch. Encourage the students to use the vocabulary and equivalent measures by asking such questions as, If you put two cups of juice
into the punch, how many pints did you use?
Classroom participation in identifying and labeling containers correctly.

Successful completion of the measurement worksheets and dictation
activity.
Use of new vocabulary words during class discussions and group work.
Participation in and completion of the closing group activity.
Worksheets on measurements and vocabulary words, including matching, word search, and a puzzle.
Dictation.
Culminating group activity.
The Harcourt Brace Picture Dictionary has a measurement chart on page 22.
I also used the internet site of schooldiscovery.com to make the worksheets.
A 22
G
BE
NING
BE
IN
SL
GINN
ESL
ERARY
Know Your Feelings
IT
MULTI LEVEL 1-2

Become familiar with the names of various human emotions.

Associate the meaning of the emotion with the word.
Identify emotions exhibited through pictures.
Demonstrate and identify emotions through role-play.
Relate emotions to occurrences in their everyday lives.
Listen to a story being read.
Complete related worksheets.
Inform students of the names of various human emotions.

Explain the meaning of the emotions verbally and through action.
Supply pictures to be used by students in identifying different feelings.
Read a story.
Observe and monitor students in discussions and demonstrations.
Provide related worksheets.
The teacher will begin this activity by introducing Feelings found in the
Oxford Picture Dictionary for the Content Area, Topic 33. The students will
complete the accompanying activity sheet found in the Content Area
Workbook. Several pictures will be made available for the class to view. Students will use what they have learned about emotions to identify the various feelings depicted in the pictures. The students will listen as the teacher
reads the familiar story of Cinderella. The students will be requested to
identify the different emotions observed in this story. The students will
randomly select one of the emotions being studied and demonstrate
through role-play. The other students will attempt to identify the emotion.
Students will complete other related worksheets.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Teacher observation of students during teacher presentation.

Students participation in discussions and demonstrations.
Completed worksheets.
SUBMITTED BY:
Carrie M. Dowell
COUNTY/PROGRAM:
Sumner County Schools

Adult Education
A 23
Know Your Feelings,

continued
Oral responses to questioning will be evaluated, and written assignments

will be taken up.
Having an understanding of various human emotions enables one to have

a better understanding of self and others.
A 24
G
BE
NING
BE
IN
SL
GINN
ESL
ERARY
Seven Questions
IT
LEVEL 1-2
Learn to ask and answer these seven important questions: who, what, where,
when, how, how much, and why.
Length of Activity: 10 to 15 minutes at the end of each class
Guided Practice
1. Look, listen, say, read, and write.
2. Look up vocabulary words in dictionaries.
3. Say the words with the teacher.
4. Listen to teacher modeling sample sentences using the seven questions.
5. Practice oral sentences using the seven questions.
6. Work in pairs to fill out teacher handout.
7. Class discussion.
8. Write sentences.
Lesson Presentation
1. Prepare vocabulary list.
2. Prepare worksheet.
3. Put vocabulary on the board.
4. Model the vocabulary words.
5. Give sample sentences.
6. Lead discussion.
7. Monitor and assist where needed.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
After verbal practice, students will work in pairs to complete the worksheet
with questions using who,what,where, etc. As a class, discuss some of
the questions and answers from the worksheet. Students will write sentences using who,what,where questions.
1. Observation.
2. Ability to successfully complete the written assignment.
3. Ability to ask and answer questions of each other.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
A 25
Seven Questions,
continued
Worksheet handouts.
This is a very basic lesson appreciated by all the students, as they are often
asked many of these questions when they first come to the U.S. It is also a
lesson that can be used informally for practice at the end of each class.
Additional Information
You might need to go over some of the extra vocabulary words in this list
before you use it as a handout, or you can just make your own list with
words already taught. Sometimes I put a student in level one with a student
from level two.
A 26
Seven Questions,
continued
Worksheet
1. How are you?

2. What is your name?
3. What is your favorite food?
4. What is the color of your hair?
5. What is the color of your eyes?
6. When were you born?
7. Where were you born?
8. What country are you from?
9. Why did you come to the U.S.?
10. Where do you live now?
11. Why do you want to go to school?
12. Where do you work?
13. When do you work?
14. What shift do you work?
15. What time do you go to work?
16. When do you finish working?
17. Where are you from?
18. How many children do you have?
19. How many tables are there in the room?
20. How much did your hat cost?
21. How much does it cost to go to school?
22. Who is sitting next to you?
23. What is your teachers name?
A 27
G
BE
NING
BE
IN
SL
ERARY
GINN
ESL
IT
LEVEL 1-2
Reading and Understanding

Business Signs

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
The students will study various store and business signs relating business
hours. Students will learn to read and understand different sign formats.
Students will use math to determine how many hours per day and per week
the business is open. They will answer various questions about store business hours. They will plan a series of errands and will make decisions based
on store business hours.
The teacher will prepare for this activity by collecting a variety of pictures
of business signs showing store hours (some samples are included with this
activity, but film or digital photographs work well and can be enlarged or
reproduced). The teacher will review important vocabulary with class. The
teacher will distribute samples of business signs and will let students examine them. The teacher will ask questions appropriate to student levels. The
teacher will continue asking questions, allowing all students practice at
answering, and challenging students with more difficult questions as they
appear more capable.
Teacher should begin this exercise by reviewing important vocabulary

words, such as hours, open, closed, days of the week, abbreviations for days
of the week, a.m., and p.m., and the use of the dash for inclusive days
(Mon-Sat). Teacher will use one or two enlarged business signs to demonstrate to students how to read and interpret the information. Then teacher
will distribute photocopies or pictures of signs for students to study. The
teacher will allow students to study the signs and will begin with easy questions to allow all levels of students to demonstrate competence.
Some sample questions
SUBMITTED BY:
Suzanne Elston
COUNTY/PROGRAM:
A 28
Level 0:
Which store is closed on Saturday?
Is this store open on Sunday?
(Allows students to point to correct picture or answer with yes or no.)
Level 1:
What time does this store close on Monday?
How many hours is this store open on Saturday?

(Allows students to answer with one- or two-word answer. Second question
requires some simple mathematics.)
Reading and Understanding Business Signs,

continued
Level 2 and up:

How many hours is this business open each week?
(Requires multistep mathematics with brief answer.)
Which store hours are more convenient for you?
Why?
(Requires critical evaluation and elaborated response.)
Questions about total hours per day and per week offer valuable practice in
workplace skills such as computing hours worked. More advanced students
might be challenged by suggesting a series of errands at several different
stores and having students plan the order in which they would accomplish
their errands based on store hours.
Students will be able to read a business sign and interpret it, answering
questions about the stores hours of operation.
Teacher will observe students ability to answer questions about the business signs.
I developed this exercise when I noticed that some of my students had

trouble with the BEST Test portion about reading business signs. I realized
that many of these signs use abbreviations that students were not familiar
with. This also seemed like a good opportunity to get in some workplace
skills such as keeping track of hours worked.
A 29
OW IN
ER
MED
IA
ESL
BE
TE
ESL
ERARY
GINN
IT
LEVEL 1-3
My Friend the Yellow Pages

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Students will be able to use the local phone book to find a doctor. They will
be able to research a specialty or location. They will be able to make a decision based on their need.
Have copies of the local phone book listing of doctors. Show heading:
Physicians. Guide students through listings and advertisements.
Write Physician on board. Explain that this is another word for doctor
and that it is the listing used in the phone books. Give out copies of physician listings in phone book. Guide students in determining the kinds of
physicians (how many different kinds are listed). Teach vocabulary: pediatrician, ob/gyn, EMT, etc. Ask students if they have ever used a pediatrician,
surgeon, etc. Break class into groups of four students. Write on board, I
have a 6-year-old son with allergies. Please recommend a doctor.
Classroom and group participation, monitoring group discussions of

problem. Testing vocabulary by asking what a particular doctor did for his
or her patient.
Monitoring small groups. See if students break down appropriate recommendations to pediatricians and allergists.
SUBMITTED BY:
Beth Christopher
COUNTY/PROGRAM:
Many students did not know about the Physician heading. During the
group discussions, the students learned about location. Since our phone
book is a county book, some of the doctors listed came from towns outside
our county. Students understood that you can sometimes tell by the
exchange number that you can get some idea of location. They also practiced asking Where are you located? in order to get directions.
Bedford County Adult Learning

Center
A 30
BE
NING
SL
Learning to Use a Workbook
IN
LEVEL 2

Study one chapter of the Crossroad Caf books at a time.

Learning Plan
Prepare an activity for that chapter.

Books: Use or create different activities from Oxford Dictionary and Crossroad Caf books.
Ask questions from the material the students read.

Photocopy the book activity.

The activities are welcome anytime. They like it very much.

Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 31
NING
SL
BE
IN
LEVEL 2
Integration of English

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Before class starts (in groups) each student explains and evaluates his or
her improvement, including where, when, and how he is able to use what
he is learning.
Give verbal input about what is shared.

Before we start any activity class we get together to bring current events
from
1. work
2. home
3. community
and discuss these events in English.
I will tape our conversation and evaluate the students progress demonstrated in the conversation.
Using a recorder we converse, then we write about what we discussed.

This activity really helps to bring the group together.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 32
BE
NING
SL
Learning to Use Personal and

Possessive Pronouns
IN
LEVEL 2
Length of Activity: One class period of 2 hours, more if needed.
First hour: personal pronoun usage

Second hour: possessive pronoun usage
Instruction in pronunciation and usage of pronouns: 10 minutes of
each hour
Matching magazine pictures with pronouns on flashcards: 10 minutes
of each hour
Answering questions about magazine pictures: 10 minutes of each hour
Partner and group activities: 20 minutes of each hour
Practice sheets: 10 minutes of each hour
Recognize pronouns on flashcards.

Match persons or objects in pictures with flashcards.
Answer questions about pictures using appropriate pronoun.
Practice using appropriate pronoun with partner and in group activities.
Fill in sentences on practice sheet with appropriate pronoun.
Define personal and possessive pronouns: I, you, he/she/it, we, you,

they, mine, his/hers/its, ours, yours, theirs.
Instruct in proper pronunciation and usage of pronouns.
Provide flashcards or instruction in writing and pronouncing pronouns.
Supply magazine pictures of individuals and groups for questioning
students regarding pronouns.
Direct students in group activities and games for skills development in
pronoun usage.
Provide practice sheet with sentences demonstrating correct pronoun
usage.
Model and facilitate pronoun usage in all of teaching activities.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Teacher will define personal and possessive pronouns, writing them on

board and showing flashcard of each.
Teacher will show magazine pictures of individual people, groups of people and inanimate objects, asking students to select flashcard showing
correct pronoun to describe picture.
SUBMITTED BY:
Donna Poole and Regina Robbins

COUNTY/PROGRAM:
Pellissippi State ESOL
A 33
Learning to Use Personal

and Possessive Pronouns,
continued
Teacher will ask students questions about each picture, leading them to
respond with appropriate pronoun.
Example:
Q In this picture, what is the lady in the red dress eating?
A SHE is eating a pear.
Q Does the pear look good?
A Yes, IT does look good.
In partner groupings, students will question their partner about something
interesting he or she has done that can be shared with the group. Partners
will then tell the group what they have discovered about their partner,
using only pronouns.
Example:
She once climbed a tall mountain in her country.
Students will form a circle and play Button, Button, Who Has the Button?
using both a name and the appropriate pronoun for that person when they
guess who has been given the button.
Example:
Q Who has the button?
A I think Maria has the button. SHE has it.
Teacher will pass a basket around the circle and collect from each student
an item (coin, piece of jewelry, etc.) to be used in the next activity. The
teacher holds up each item, asking the question Whose is this? The student to whom the item belongs to responds with It is mine. The other
group members answer with It is his/hers. Teacher demonstrates the possessive pronoun yours by showing the basket of items all together. The
pronoun ours is identified by placing one of his or her own personal
items in the basket with the students items. For the pronoun theirs the
teacher can replace two of the group members items in the basket after all
other items have been returned to students.
Students will be given a practice sheet containing sentences in which correct and incorrect pronoun usage must be determined. Sample sentence:
Jack likes to ride HIS bike. He rides IT everyday.
A 34
Students pronunciation of pronouns.

Ability to use pronouns in given context.
Discrimination between personal and possessive pronoun usage.
Facial features suggesting understanding or confusion.
Written responses on practice sheets.
Learning to Use Personal

and Possessive Pronouns,
continued
Monitoring student responses to flashcard matching activity.

Observing students in partner interaction and group activities.
Group participation responses.
Practice sheet answers.
A good homework assignment might be asking students to write a brief

paragraph containing at least two personal and two possessive pronouns.
A 35
NING
SL
BE
IN
LEVEL 2 AND UP
Pets
To guide students on how to find and care for pets.
Length of Activity: Three 2-hour classes

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
1. Look, listen, read, and write.

2. Research on Internet.
3. Read articles teacher will bring to class on pet populations and suitability of different pets.
4. Write about pets they had (or wanted) before they came to U.S.
5. Discussion about pound pets, veterinarian care, shots, etc.
1. Bring articles from papers and magazine on overpopulation of pets due

to lack of neutering and spaying.
2. Hand out list of vocabulary words from articles.
3. Go over words and ask for any questions.
4. Divide group into pairs to do teacher-assisted research on pets on the
Internet.
5. Prepare and hand out lists of local resources for veterinarian care and
the local pound (include telephone numbers).
6. Lead discussion on the importance of getting pets neutered and getting
rabies shots.
7. Give directions to the pound or even better, if possible, take a field trip
to the pound.
8. Direct students in writing an essay on pet of choice.
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
A 36
Open class with a discussion of the problems involved with packs of dogs
running free or too many cats around. After a short discussion, hand out
copies of articles from papers and magazines. Go over any vocabulary
words and answer any questions. Lead a discussion on the importance of
pet neutering and shots. Divide into pairs and do Internet search on appropriate pets for the family, a single person, working household, etc. The second day of class can be spent doing the teacher-guided Internet research. At
the end of class have a discussion about what was learned. The third day of
class can be spent on a field trip to the pound and/or writing an essay on
pet of choice. (You may need to extend this Student Learning Plan to a
fourth day.)
Pets, continued
1. Vocabulary words pronounced understandably.

2. Participation in discussion, showing understanding.
3. Student writings showing understanding.
1. Teacher observation.
2. Student writings.
The students enjoyed talking and writing about pets from their childhood.
A 37
NING
SL
BE
IN
LEVEL 2 AND UP
White Fang
Students will study the story of White Fang, written by Jack London, to become familiar with one American author and story.
Length of Activity: Variable. One hour at a time.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
1.
2.
3.
4.
5.
6.
7.
8.
Read the story.

Record unknown vocabulary words in notebooks.
Look up vocabulary words.
Read out loud and silently.
Work in White Fang notebooks.
Discuss the chapters.
Watch the movie.
Write a critique of the movie.
1.
2.
3.
4.
5.
6.
7.
Introduce the story.

Work with the students as they record and look up vocabulary words.
Read some of the chapters out loud.
Supervise work in White Fang notebooks.
Lead discussions.
Show movie.
Assist where needed as students write critique.
Describe in detail the activities used to implement this learning activity.

Do the workbook first as this gives the main gist of the story, with questions asked at the end of each synopsis to track the students in their understanding. Pass out the books and let the students dive into reading. Break
when all students have finished a chapter to make sure everyone is following the story. Let the students take turns reading aloud, and read a chapter
to them now and then. (Alternate silent and aloud reading.) Discuss each
chapter. Rent and show the movie when everyone has finished reading the
story. Write a movie critique.
Resources
SUBMITTED BY:
Shari Dvorak
COUNTY/PROGRAM:
A 38
Bring the Classics to Life, White Fang Level 1, A/V Concepts Corp.,
Long Island, New York.
White Fang, Jack London, published by Watermill Press, Mahwah, New
Jersey.
White Fang, continued
Evaluation
1. Vocabulary words pronounced understandably.
2. Participation in discussions.
3. Reading the dialogue understandably.
4. Showing understanding of the story.
Monitoring
1. Teacher observation of discussion interaction.
2. Attention to pronunciation of vocabulary word and dialogue reading.
3. Checking notebooks (White Fang notebooks and personal vocabulary
notebooks).
4. Written movie critiques.
The time required to finish this lesson will vary widely. It could be spread
over a number of weeks to months depending on how often the class
meets. The lesson focusing on White Fang is done only about an hour each
class session. The students begin to look forward to the lesson almost as to
a soap opera. We were able to borrow these books from the GED class, but
you might be able to borrow a set from the high school.
A 39
NING
SL
BE
IN
LEVEL 2-6
Veterans Day Activity

Length of Activity: Two hours

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Interact with teacher and one another while discussing Veterans Day pictures, defining vocabulary new to them, listening, reading, and making
sentences.
Guide and respond to the discussion and activities.

Establish groups for activities.
Prepare and distribute materials.
Pass a copy of the book entitled Celebrate With Us to each student. Turn
to page 38.
Discuss the pictures on pages 38 and 39, using as many of the vocabulary
words as possible. Make sentences using the remaining words. Encourage
students to write the sentences in their notebooks.
Teacher reads story on page 40 to the class.
Teacher then entertains questions from the class as to vocabulary or
any other questions pertaining to the selection. Discuss the selection
for comprehension.
Then some students may volunteer to read the story.
Students close books. Page 40. Listening Comprehension.
Pass out yes/no cards to each student. (Each student has a card that
reads yes and one that reads no.)
If there is a student in the class who reads well, let that student read
the statements. Otherwise, the teacher reads them. After each statement, students hold up their cards as to whether the statement is true
or false (yes or no).
Page 41. Before class, teacher has prepared cards with the sentences from
Section B. Each card has one sentence on it. Before handing out the
cards, work sentence 1 with the students, showing them how to cross out
the incorrect word and write in the correct word.
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
A 40
Depending on class size and level of class, you may want to have students
work in pairs or independently. You also may want to give more than one
card to each student or pair. If you have a multilevel class, pair off students
by putting a lower-level student with a higher-level student.
Section 2. New Words. Identify vocabulary.

Then simply work together as a class for answers.
Veterans Day Activity,

continued
Page 44. Writing. Section B.

The same procedure can be used as for page 41.
Finally, if there is still time, you can discuss the questions on page 43,
Section 5. Try to get students to write their answers on cards to pass to
you. Some of these questions could be assigned for homework. You also
could have them work in groups to come up with written answers, then
report back to class.

Participation in exercises.
Cards.
Observation during the activities.
My students thoroughly enjoy the lessons in this book. They like the variation of the activities with the cards, rather than a worksheet.
Being able to read with comprehension is a requirement for this lesson, so
it is not appropriate for levels zero or one. In a multilevel class, it is important to pair the lower students with the more accomplished students.
A 41
NING
ANC
ESL
HIGH
DV
SL
BE
IN
LEVEL 2-6
Courtroom Procedures
Length of Activity: Four class periods. Eight hours total.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Learn the vocabulary of the court system.

Learn how to conduct themselves in the courtroom.
Learn what to do if charged with a crime.
Prepare vocabulary lists and pictures.

Invite a member of the legal community to speak to the class.
Supply books and props.
Provide video clips from TV programs.
Day 1:
Teacher elicits responses from the students as to their experiences with
local law enforcement and the courts. Have they had any problems? What
has happened? What are their thoughts about the police? What have they
heard? What are some reasons one might have to appear in court?
Introduce vocabulary. The Oxford Picture Dictionary, page 43, may be
used along with any additional pictures the teacher may have found.
Define vocabulary together and make sentences. Prepare some questions
to ask speaker.
Day 2:
Speaker.
Day 3:
View various situations from video clips. Discuss. Talk about:
What to do if you are required to appear in court.
What to do if you are given a traffic ticket.
What to do if you are charged with a crime.
What to do if you are a victim of a crime.
SUBMITTED BY:
Connie Mayes
Student groups make posters of various people who have roles in the
courtroom, such as police officers, lawyers, judges, parole officers, etc.
Show their duties and language that they would use.
COUNTY/PROGRAM:
A 42
Students role-play various scenarios that the teacher has prepared such as:
You are in court because of a traffic ticket.
You are in court because a neighbor has complained of loud music
at your house.
You are in court because your child was found unattended in the
neighborhood.
You are in court because you did not have an insurance card or
insurance.
You are in court for a DUI.
You are in court because you are getting a divorce.
You are in court as a witness for someone else.
You are in court because of an automobile accident.
Courtroom Procedures,
continued
Day 4:
Students set up a mock courtroom and role-play the judge and other participants. The makeup of your students will determine whether you will
have attorneys, a jury, witnesses, etc.
Finished posters.
Observation of role-play.
Questions students ask.
How are you going to collect this information?
Finished posters.
Sentences from vocabulary words.
This is a very practical lesson. Students are petrified when they have to
appear in court. If possible, a visit to a courtroom would be recommended.
A 43
NING
ANC
ESL
HIGH
DV
SL
BE
IN
LEVEL 2-6
Making Apologies

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Learn the vocabulary of making apologies.

Learn various ways of making apologies.
Role-play scenarios where an apology is in order.
Prepare vocabulary list and other materials.

Prepare cards with scenarios when an apology is in order.
Examples: stepping on someones foot, breaking something that belongs
to someone else, spilling food on a customer, spilling coffee on a classmate, being late for an appointment.
Guide students as they list possible times when an apology is needed.
Monitor students in role-play.
Lead students in jazz chants.
During two class periods immediately prior to the lesson on apologies, the
teacher introduces jazz chants from unit 8 of Carolyn Grahams Small Talk.
There are three jazz chants. One should be presented two weeks before, one
should be presented one week before, and the final one can be presented on
the day of the lesson. This introduces students to the vocabulary, rhythm,
and phrases of apologies.
Teacher elicits responses from the students as to their experiences making apologies.
Class lists possible times when an apology is necessary.
Different ways of making apologies are discussed.
Teacher then presents a scene. Students work together to devise the proper
apology. They can get ideas from the jazz chants.
SUBMITTED BY:
Connie Mayes
Finally, students are divided into groups. Teacher gives each group a scenario card. Each group works out a role-play for the scenario, then presents
it to the class.
Students complete the apology dictation from unit 8 of the jazz chants.
COUNTY/PROGRAM:
A 44
Making Apologies,
continued
Questions students ask.
Dictation.
Use of apology appropriate to the situation in group role-play.
Dictation worksheet.
Students were anxious to talk about their embarrassing times and mistakes
they have made because of the language. They were eager to learn the
proper procedure to say Im sorry.
A 45
ER
MED
IA
ESL
TE
OW IN
LEVEL 3
Citizenship

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Read from citizenship book about United States history and government.
Guide student in learning new vocabulary and concepts.

Reading on citizenship lesson.

Discussion of lesson by students and teacher.
Comprehension of written questions.
Responses to completed questions.
Grading of completed questions.

Observation of discussion regarding issues and ideas brought out in
reading.
Retrieval of question sheets.
Oral questions by teacher.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 46
MED
IA
ER
ESL
Vocabulary Development
TE
LEVEL 3
OW IN

The students will read and listen to teacher pronounce sentences or words.
They will individually repeat the pronunciation of these words.
The teacher will model the pronunciation of words and sentences written
on the board.
Teacher writes words and sentences on the board.

Teacher points to word or words to be spoken and models pronunciation.
Teacher asks group to pronounce word or words together with him.
Teacher has individual students say the word after the teacher models
pronunciation.
Improvement toward target pronunciation.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
List of student names, teacher marks either check minus, check, or check
plus to indicate level of improvement.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 47
ER
MED
IA
ESL
TE
OW IN
LEVEL 3
The Art of Storytelling

Length of Activity: 5 minutes per student. 30 minutes per class.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Demonstrate their abilities to create and communicate ideas through the

art of storytelling. Listeners will ask questions at end of story.
Teacher will provide pictures for students to use to illustrate their stories.
Pictures of people, animals, places, and things will be placed on a table in

front of class.
The students will be called upon by teacher to come to front of class and
look at pictures on table.
He or she will then tell a story of a factual or fictional event based upon
the pictures chosen.
Students will ask questions of the storyteller at conclusion of story.
Teacher observation of the following:

How well story flowed.
Correct vocabulary.
Correct grammar usage.
Teacher will have checklist of proficiency in each of the three areas evaluated.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 48
OW IN
MED
IA
ER
ESL
Active Listening
TE
LEVEL 3

Orally read a section of an anecdote or factual account. The students will

answer written questions about the reading and discuss and give opinions
about particular aspects of the reading.
The teacher will facilitate class discussion on parts of the anecdote that students find interesting.
Distribute anecdote.
Assign sections to be read orally by each student.
Distribute written comprehension questions to students.
Discuss story with class.
Note correct answers to completed questions.

Observe student participation in discussion of story.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Record correct observations of students answering comprehension questions and in their discussion.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 49
ER
MED
IA
ESL
TE
OW IN
LEVEL 3
Mapping Skills

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
The students will be given maps and directions about getting from point A
to point B using direction terms. They will correctly give directions.
The teacher will explain and model the use of direction words and phrases
and have class practice several examples prior to the activity.
Each student will be given a map with various streets and places already
labeled on map.
Students will then divide into pairs.
Student A will then give directions to his partner, Student B, about how
to get from one point to another.
Student B will draw the route on his map as described by Student A. At
the conclusion of Student As directions, Student B will show and discuss
any problems he or she had with As directions.
Reverse roles and repeat with different beginning and ending points.
The accuracy of maps drawn by listening students.
By retrieving the maps drawn.
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 50
MED
IA
ER
ESL
Developing Writing Skills
TE
LEVEL 3
OW IN

The students will write a paragraph on the given topic.

The teacher will give the topic or situation to the students to write about.
Students will be given 10 minutes to write their paragraph. The teacher will
collect the paragraphs and write each anonymous paragraph on the board.
Students will then take turns finding and correcting errors in each paragraph under teachers guidance.
Accurate correction of paragraph errors.

Teacher will record who made appropriate corrections.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:

COUNTY/PROGRAM:
Warren County
A 51
ER
MED
IA
ESL
TE
OW IN

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
LEVEL 3
Summarizing and Retelling Information

The students will have an opportunity to practice reading aloud, writing a
summarization of what they have read, and verbally reporting to the class
what they have written. This will be done in small groups of three students
each, in the form of a television News Report.
The teachers goal is to help the students be successful in correctly using English
grammar in spoken and written forms.
Length of Activity: Two, 2-hour sessions
Students will:
Bring to class current events newspaper articles, as assigned the previous
week.
Read aloud and discuss their articles in their small group and decide how
each article can be summarized for a News Report.
Together each group will write a summary for their three articles, each
one being three or four sentences long. The summaries will become the
text for the News Report.
Present their News Report to the class and help each group correct mistakes that may have been made in the presentations.
The teacher will:

Divide the students into three groups according to skill level or mixing
the skill levels, depending upon the total groups dynamics.
Guide the students in their preparation to present a News Report by
moving from group to group helping with pronunciation, summarizing,
grammar, etc.
Collect written summaries for correction of grammar. Summaries
should be copied and the original returned to the students so they can
practice their presentation before the next session.
During the presentations, the teacher records words or sentences that need
correction. After the presentations the teacher will write the words or sentences on the board for the class to evaluate and repeat aloud as a group.
SUBMITTED BY:
Jeannie Obenschain
1st Session: Small Group evaluation of article and writing of the summaries.
COUNTY/PROGRAM:
A 52
2nd Session: News Report presentations and evaluations.
Ask the students how news is reported in their countries.

Give an example of retelling a story from a newspaper article or other
short story.
Using the facts of the story, show how the information is easily retold.
The students should consider what may need to be left out.
Spend some time practicing verb tenses and other common grammar
mistakes using examples from their articles.
Do not allow the students to simply read sentences from the article, but
tell the story.
Student participation in small- and large-group exercises, including

bringing an article to class and producing a written summary of each
article.
Observation and interaction with each small group and student to monitor progress in the task.
The student corrects himself and/or offers help to another student in the
process of writing the summary.
Summarizing and
Retelling Information,
continued
Extension Activity
Encourage the class to videotape
the presentations for evaluating one
another and for the fun of it. Each
group could present a feature articlefood or travel, for example
in place of a news article.
Collection and correction of written summaries.

Evaluation of presentations.
Suggest that a few creative students
ment to be presented between each
Practicing conversations and working on writing skills is important for

the students. They could be encouraged to dress in costume, report on
location, or add any of their own ideas to make the exercise fun and full
of conversation.
group presentation.
prepare a commercial advertise-
Bring extra newspapers!
A 53
ER
MED
IA
ESL
TE
OW IN
LEVEL 3
Parents Practice Reading to

Their Children
The students will use childrens story books to work on pronouns, spelling,
vocabulary, and capitalization.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Karen Peebles & Regina Robbins

COUNTY/PROGRAM:
A 54

The students will be given preselected childrens storybooks to read aloud

to the entire class.
The students will be asked to rewrite the story, changing nouns to pronouns and pronouns to nouns, making necessary capitalization changes.
The teacher will have short childrens books selected for the class.
The teacher will hand out and review rules for capitalization and pronouns.
The teacher will help with pronunciation and definition of unfamiliar
words.
The teacher will pass out and review handouts with rules for pronouns
and capitalization.
Each student will take a turn reading a storybook aloud to the class.
The teacher will list unfamiliar words on the board as students read and
will help them with their pronunciation.
As the stories are being read, students will identify all pronouns and capitalized words, other than at the beginning of the sentence.
Students will look up definitions in the dictionary, and then take turns
writing definitions on the board for the unfamiliar words from the story
they read.
Students will then rewrite their story replacing 10 pronouns with nouns
and replacing 10 nouns with pronouns. If time permits, they can read the
new story to the class.
The evidence that the students are learning new vocabulary and spelling will
be on the board (the definitions from the dictionary). The evidence that
they are developing the use of pronouns and capitalization will be seen in
the rewrite of their story.
The rewrite of the short story will be collected by the teacher.
Parents Practice
Reading to Their Children,
continued
The books chosen for this exercise should be rich with vocabulary and
good sentence structure. But they should not be long. Keep the stories
short! The use of a dictionary to look up the definitions may seem tedious
but is a tried-and-true way to learn spelling and definitions. Reading aloud
to a group can be intimidating, but the experience will help with pronunciation as well as learning to communicate clearly to the class. The teacher
can make copies of each story available to the entire class.
A 55
ER
MED
IA
ESL
TE
OW IN
LEVEL 3
Learning About Adjectives


Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Bill Fischer & Regina Robbins

COUNTY/PROGRAM:
Work in teams to develop a list of adjectives.

Review a written passage and identify the adjectives.
Review a second written passage to identify adjectives and turn in their
work.
Provide a working definition of adjectives.

Coordinate and facilitate student interaction activity.
Introduce and teach concepts of various types of adjectives.
Provide two written exercises.
Evaluate each students progress.
The teacher will define adjectives and give some introductory examples.
Students will divide into groups of two or three; in their groups, they will
develop a list of adjectives that they can use to describe one another or
describe some article of clothing or jewelry that is on their person.
The class will reassemble and the students will relate their lists with
their living examples.
The teacher will discuss the use of adjectives in simple sentences and
phrases, using written examples. The use of successive adjectives will be
discussed.
The students will be given a written passage and asked to identify the
adjectives by underlining or circling the words.
The passage will then be discussed in class and any questions entertained.
The teacher will then introduce the special adjectives called articles, a
and an; the passage will be reviewed again to identify the correct use of
articles.
The teacher will then introduce the topic of personal adjectives with some
comparison to personal pronouns. (The next class will focus on this topic.)
The class will review the written exercise again to identify personal
adjectives.
The teacher will hand out a short passage on adjective identification, to
be turned in at the end of class.
A 56
Learning About
Adjectives, continued
Are the students readily identifying adjectives in the passage used in the
class discussion?
Are any of the students not participating or looking puzzled?
What are the results of the exercise handed in at the end of class?
Teacher observation of the results of the in-class exercises and discussions.

Review of the exercise that is handed in, which will be corrected by the
teacher.
Adjectives, correctly used, are crucial for expressive written and spoken
English.
Adjectives are a relatively simple concept to understand, thus giving the
student confidence in tackling more difficult topics.
A 57
DV
ANCE
ESL
IA
LOW
MED
ESL
ER
TE
OW IN
LEVEL 3-5
Lets Eat Out!

Length of Activity: Two to four class sessions.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
The students will study a menu from an area sit-down restaurant and will
make dinner selections. Students will role-play ordering from the menu,
asking appropriate questions about menu items, and responding to waiters
questions. Students will estimate dinner costs, check dinner ticket for accuracy, and estimate appropriate tip. Students may follow up in-class activity
with actual restaurant visits and report back to class about their experiences. Students may write about their experiences.
The teacher will prepare for this activity by collecting sample menus from
area restaurants if possible (if actual menus are unavailable, teacher may be
able to find menus online). Many chain restaurants have websites with
menus posted, and some communities have restaurant review websites that
post menus from area restaurants. These menus may or may not have
prices listed but often give price ranges for menu categories. The teacher
will provide picture dictionaries to review vocabulary associated with food
and dining out. The teacher will role-play the part of the waiter with the
students.
SUBMITTED BY:
Suzanne Elston
COUNTY/PROGRAM:
A 58
Teacher may want to begin exercise by reviewing food and restaurant

vocabulary using a picture dictionary. Teacher will explain to students that
they are going to learn about dining at a sit-down restaurant where they
will have to read and interpret a menu and order from a waiter. Teacher will
allow students to select a menu from the collection and study it (this exercise may be done individually or in small groups). Teacher will encourage
students to ask questions about new vocabulary. When students have made
a selection, teacher will role-play the part of the waiter, taking orders,
answering questions, and writing up a ticket. Teacher may encourage moreadvanced students to take turns role-playing as the waiter and the diner.
Teacher will present students with a dinner ticket and allow them to check
for accuracy, estimate a tip, and role-play making payment with credit card
or cash. Teacher will encourage students to dine at a sit-down restaurant
and report back to the class about the experience, or teacher may arrange a
class outing to a local restaurant for dinner or lunch. Teacher may ask students to write about their experiences.
Lets Eat Out, continued
Students will be able to read a menu and ask appropriate questions, reply to
a waiters questions, and order a meal. They will be able to estimate dinner
costs and use math to verify bill accuracy. They will be able to estimate an
appropriate tip.
Teacher will observe students role-playing dining at a sit-down restaurant.

This role-play may be recorded or videotaped. Students may share with the
class their experience dining out, or they may write about their experience
and the teacher can collect the writing for their portfolios.
Many of my students would enjoy going to nicer restaurants from time to

time but opt for fast-food and buffets because the necessity to speak is
more limited in those environments. They enjoyed the opportunity to
explore various menus in a nonthreatening environment. I am planning to
keep a catalogue of menus on hand in class as a resource for students who
may want to try new restaurants in the future. This way they can take their
time to study the menus and make some choices prior to their visit.
A 59
IA
DV
ANC
ESL
HIGH
MED
ESL
ER
TE
OW IN
LEVEL 3-6
Crossroads Caf (Opening Day)

Length of Activity: Approximately 2.5 hours

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Introduce themselves and others. Students will view and discuss video and
character events. Read and fill out job application form. Build vocabulary
skills based on video and job application forms. Students will develop sentence sequencing skills. Small group exercises: Picture word cards Set 1,
Spell It program, level 2, Lesson 1 (progressing to level 5 reading), and
Dolch words.
The teacher will discuss the story with the students. Students will discuss
the characters and events in the story. Teacher will help them fill out a job
application and teach them how to present themselves at an actual interview. Teacher will aid in sentence sequencing. Teacher will aid in role-play
introductions.
Video: Crossroads Caf #2 - Opening Day page 1.

Worksheet from text page numbers 3-14.
Sentence sequencing pages 3 and 5.
Actual employment application.
Build vocabulary skills page 3.
Retell the story. Fifty percent accuracy building to 80 percent accuracy.

Use of vocabulary skills. Fifty percent accuracy building to 80 percent
accuracy.
SUBMITTED BY:
Sally Smith
Listening skills.
Student critique skills.
Completion of worksheet assignment.
COUNTY/PROGRAM:
Crockett County
Adult Education GED/ESL
The students enjoy working with Crossroads Caf.
A 60
IA
DV
ANC
E
ESL
HIGH
MED
ER
ESL
Crossroads Caf (Growing Pains)
TE
LEVEL 3-6
OW IN
Length of Activity: Approximately 2.5 hours

View and discuss video. In small groups, write a simple newspaper job
advertisement using story-related vocabulary words. Read employmentrelated forms. Students will build vocabulary skills from job advertisements
and video. Students will develop sentence-sequencing skills by using exercises in the book. Students will role-play using exercises in the book. Students will be required to critique role-play. Small group activities: Picture
word cards - Set 1, Spell it program, level 2 (progressing to level 5), and
Dolch words.
The teacher will discuss the story with the students in order to receive feedback from the students. Students will discuss the story. Teacher will instruct
students on how to answer a job advertisement. Teacher will aid with developing sentence structure skills. Students will discuss role-play introductions and critique.
Video: Crossroads Caf #2 - Growing Pains page 15.

Worksheet page numbers 17-38 from text.
Actual job advertisements from newspaper.
Build vocabulary skills page 17.
Role-play pages 21 and 22.
Picture word card set 1
Dolch cards

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Retell the story with 50 percent accuracy, slowly building to 80 percent

accuracy.
Use of vocabulary skills with 50 percent accuracy, building to 80 percent
accuracy.
Appropriate role-play and critique.
SUBMITTED BY:
COUNTY/PROGRAM:
Warren County
A 61
Crossroads Caf
(Growing Pains),
continued
Listening skills.
Student critique skills.
Completion of worksheet and newspaper job advertisement assignment.
Students enjoy working with Crossroads Caf.
A 62
IA
HIGH
DV
ANC
ESL
OW IN
MED
ER
ESL
Start a Conversation
TE
LEVEL 3-6

Write responses to a conversation starter on an index card.

Work with a partner to make a short conversation.
Discuss conversation with class.
Write a different question on six or seven index cards.

Divide class into pairs to work on activity.
Distribute one index card to each pair.
Guide students as they come up with responses for a question on the card.
Discuss each new conversation with class.
Write a conversation starter (one or two questions) on each of the index

cards. Some conversation starters could be the following:
How is your new job?
What do you like about living in the United States?
Why are you taking a class to learn to speak English?
Why is obtaining your citizenship important to you?

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
After dividing the class into pairs, hand out one card to every pair of students. Instruct students to discuss and write out a short conversation
using the question on the card as the conversation starter. Ask them to
come up with at least four responses to the question on the card. After
students have completed the activity, discuss each conversation, making
corrections as needed.
Participation in conversation activity.

Written responses to conversation starter.
Discussion of each new conversation in class.
SUBMITTED BY:
Michelle Lanius
Listening to students discussions.

Observing students written responses on activity.
COUNTY/PROGRAM:
Montgomery County
Adult Education
A 63
Start a Conversation,
continued
A 64
You may want to model this activity before assigning it to your students.
The questions or conversation starters really depend on each class as well
as students interests and ability levels.
IA
DV
ANC
E
ESL
HIGH
MED
ER
ESL
Getting to Know Your State and

Local Governments
TE
LEVEL 3-6
OW IN
Length of Activity: 1 week

Listen to an explanation of state government.

Copy the diagram from the board.
Read about the powers of the state government.
Read about the members of the General Assembly from our district.
Listen to an explanation of county and city government.
Read about the members of the city council.
Listen to an explanation of the function of the city council and what
takes place at a meeting.
Work with a partner to come up with and write down a city problem to
present at a mock city council meeting (lower-level students may be
given several to choose from for this part of the activity).
Present the problem to the class in a mock city council meeting.
Decide in the capacity of the city council the best course of action to be
taken to resolve the problem that has been presented.
Fill in the parts of the state and local government on a worksheet.
Use a diagram to explain state government and its function.

Pass out a list of the powers of the state government.
Pass out names and information about our districts leaders.
Use previous diagram to add on the county and city governments and
explain their relationship to the state government.
Pass out names and biographical information of the city council, mayor,
and vice-mayor of Columbia.
Explain what takes place at a city council meeting.
Pass out possible city problems or concerns to beginning-level students, or
pair the advanced-level students with the beginning-level students to
brainstorm together for a city problem or concern to write down and hand
in to the teacher to put on the agenda for the mock city council meeting.
Guide the students through a presentation of their concerns or problems
to the class.
Guide the students through discussion of the concerns or problems and
possible solutions.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Pamela G. Brown
COUNTY/PROGRAM:
Maury County Adult Education
A 65
Getting to Know
Your State and Local
Governments, continued
State Government
Using a diagram of the state and local governments on the board, the
teacher will explain the way the state legislature is set up in districts. The
teacher will concentrate on the district that includes the students county.
An explanation of the powers of the state legislature will be given, and the
students will receive a handout that explains this. Handouts will be used to
give biographical information about various legislators. The students will
be asked to read that information silently, and after they have read the
information the teacher will ask if anything needs clarification.
County and City Government
Next the teacher will explain the hierarchy of the county and city governments and name the people that make up that group in their county and
their city. The students will be given biographical information on that
group of people and asked to read it silently. Again, any questions will be
cleared up by the teacher before proceeding.
City Council Meetings
The teacher will explain when and where city council meetings take place
and what their function is to our city. The lower-level students will then be
given a list of problems or will be paired with a higher-level student and
asked to come up with their own problem to present to the city council. The
students will then write their own question or choose one to write down and
present to the teacher to be put on an agenda for a mock city council meeting. The students will be called on to present their question to the mock city
council, and the city council will decide what action needs to be taken.
Evaluation
The final activity will be to practice arranging the state and local governments in the chart that the teacher has used to show the hierarchy. The
teacher will hand out a blank diagram for the students to fill in their
own chart.
The students will demonstrate their learning by participating in class activities, writing down a question or concern for the mock city council meeting, and filling in the worksheet at the end of the lesson.
The evidence of learning will be observed by the teacher or collected in the

class as indicated.
A 66
IGH IN
RMED
E ESL
Sequences
TE
AT
LEVEL 4

Recognize that the sequence of events effects the outcome.

Use the comic strips to make a story that makes sense.
Learn vocabulary that deals with sequencing.
Unscramble the sentence strips to make a sensible story.
Each student write a story about the comic strip.
Introduce the concept of sequences by giving examples of good

sequencing.
Provide comic strips that have been cut apart and glued to index cards.
Prepare sentence strips that can be put together to make a simple story or
that give directions to make something.
Offer help as needed.
Coordinate and facilitate student interaction activity.
Evaluate each students progress.
The teacher will define sequences and give some introductory examples.
As a group look at one set of comic strips. Discuss what is happening on
each card.
Put the cards in the correct order.
Divide into groups of two. Give each group a set of comic strip cards.
Have them arrange the cards in the correct order and write a short story
about their comic strips.
Have the groups share their comic strips with the rest of the class.
Discuss the sequencing vocabulary such as first, second, then, and finally.
Put a set of sequence strips on the board with tape. As a group decide
what happens first, then second, then third, and then last or finally.
Have a student put the strips in the right order on the board.
Divide into groups of two. Give each group a set of sentences strips. Have
the group put the sentences in the correct order.
Have the group share their sentence strip stories with the rest of the class.
Individually have students write directions to tell how to make something. The directions must include at least four steps. Encourage the students to use the new vocabulary words.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Ann Fischer & Regina Robbins

COUNTY/PROGRAM:
A 67
Sequences, continued
How well do the students present their comic strips and sentence strips?
Are any of the students not participating, or looking puzzled?
What are the results of the exercise handed in at the end of class?
Teacher observation of the results of the in-class exercises and discussions.

Review of the exercise that is handed in, which will be marked or
corrected by the teacher.
Stories or directions have a logical order: one thing must happen before
another thing happens.
Changing the order will either give a different ending or the story will
not make sense.
A 68
HIGH
DV
ANC
ESL
RMED
E ESL
Sales Sheet Scavenger Hunt
TE
AT
LEVEL 4-6
IGH IN

Find sales items in sales sheets.

Calculate and compare purchase totals.

Learning Plan
Provide grocery lists with regular prices.

Provide sales sheets.
The teacher will give each student a grocery list that has regular prices
beside each item and sales sheets containing some, or all, of the items on
the list.
Students will find items that are on sale or that have coupons. They will
calculate the total of the items, then figure the cost without the sale price
or coupons.
Students will then calculate their savings.
Ability to perform the activity.

Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Observation.
Correct answers on calculations.
The grocery lists and sales sheets can be the same for the whole class or a
variety can be distributed.
SUBMITTED BY:
Marcia Robertson
COUNTY/PROGRAM:
Stewart County
A 69
DV
ANC
E
ESL
I
HIGH
RMED
E ESL
TE
AT
IGH IN

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
LEVEL 4-6
No Wonder the English Language Is

So Difficult to Learn
Homographs (heteronyms): This lesson is to help students who are confused
when trying to pronounce and use words that are spelled the same but have
different pronunciations and meanings.
Length of Activity: Fifteen minutes a day for several weeks
culminating in a one-hour activity.
Recognize words that have the same spelling and different pronunciations.
Recognize the definitions and different pronunciations of homographs.
Practice using the pronunciations and definitions of the words.
Be able to place the correct word in sentence strip with missing homographs.
Use homographs in a sentence.
List words that have the same spelling and different pronunciations.
Define the words.
Supply students with a list of words.
Model the pronunciations of the words.
Demonstrate the use of different homographs in sentences.
SUBMITTED BY:
Elaine Mitchell
COUNTY/PROGRAM:
A 70
Write the definition of a homograph on the board: Two or more words

spelled the same way but pronounced differently. Example: to bow (bau)
low, and a bow (bow) and arrow.
Give students the list of homographs.
Each class period, list two or three homographs from the list on the
board.
Allow students to tell or guess the meanings and pronunciations of the
words.
Discuss the meanings of the words.
Pronounce the words and have the students repeat.
Write a sentence using the words on the board and have the students
read aloud the sentence.
Have the students write the words in a sentence.
Review the words from the previous class before introducing new words.
After the entire list has been introduced and practiced, divide the students
into groups for an activity using the homograph introduced in previous
classes. Allow one hour.
Provide the groups with 5-10 sentence strips that have the homographs
missing and separate cards with the missing words (homographs). Each
group can have a different set of sentences.
Have the groups begin at the same time trying to find the right word for
the sentences. Reward groups as they complete the activity.
Ask each member of each group to read aloud one of their completed
sentences.
No Wonder the English

Language Is So Difficult
to Learn, continued
The class and group participation and discussion.

The oral pronunciation and reading of sentences.
The writing of sentences.
The completion of the sentence strip activity.
Written sentences, oral responses, and completed sentence strips.

This teaching activity could be adapted for use in regular classrooms as

either language arts instruction or as a way to help students understand
how immigrants feel as they struggle with learning English.
Source: Homonyms, Heteronyms, and Allonyms: A Semantic/Onomantic
Puzzle by Fred W. Riggs http://www2.hawaii.edu/~fredr/homonymy.htm
A 71
DV
ANC
E
ESL
I
HIGH
RMED
E ESL
TE
AT
IGH IN
LEVEL 4-6
Using Catalogs to Make Purchases

Students will learn to understand catalog descriptions, correctly interpret
order information, and complete order forms.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:

Look through catalogs (in groups of two or three).

Contribute to class list of new vocabulary.
Give an oral report on his or her selection.
Complete an order form as homework.
Write a sentence using each new vocabulary word as homework.
Provide dictionaries.
Provide catalogs.
Lead discussion of new vocabulary words.
Provide sample order forms.
Lead discussion of terms and abbreviations on order forms.
Each student will be given a catalog.

Groups of two or three students will work together to understand catalog
information and to develop a list of five unfamiliar vocabulary words
with their definitions.
Each student will select a gift from the catalog for a designated family
member, marking the page and circling the selection.
Each team will share its vocabulary list and definitions with the class.
Each student will give an oral presentation to the class telling what item
they selected, for whom it was intended, and why it was chosen.
The teacher will hand out sample catalog pages and order forms highlighting several catalog items and discuss or explain any new terms or
abbreviations.
As homework, the teacher will ask the students to complete the order
form in their catalog for the item they selected. (Students will be cautioned not to use a real credit card number in filling out the form.)
Mary Vogel
COUNTY/PROGRAM:
A 72
Using Catalogs to Make

Purchases, continued
Are they contributing to the class discussion of vocabulary and terminology?

Are they able to define these new words?
Have they been able to make a selection from the catalog and are they
able to describe and explain that selection?
Have they successfully completed the order form for their selection?
Observation.
Worksheets (order forms assigned as homework).
Written definitions of vocabulary (assigned as homework).
While the ability to use catalogs is certainly not, in itself, a survival skill, the
individual skills needed for this activity are. This learning plan encourages
oral and written expression and promotes the knowledge of terminology
dealing with subjects such as shipping and handling, state and local taxes,
clothing sizes, and American weights and measures.
A 73
DV
ANC
E
ESL
I
HIGH
RMED
E ESL
TE
AT
IGH IN
LEVEL 4-6
Giving and Receiving Gifts

Students will learn about American customs and etiquette regarding the
giving and receiving of gifts and they will write a thank-you note.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others

Students will read and discuss photocopied articles about American

customs related to gift giving.
Students will read and discuss photocopied articles about American
etiquette as it relates to gift giving.
Students will identify any unfamiliar vocabulary words.
Students will write a thank-you note.
For homework, advanced students will read OHenrys Gift of the Magi
and write a short essay telling the main idea of the story. (Or, the teacher
can read this to the class.)
The teacher will prepare articles explaining American gift-giving

customs and etiquette.
The teacher will lead discussions of these articles and explain any
unfamiliar vocabulary words.
The teacher will explain the form and content of a well-written thankyou note.
SUBMITTED BY:
Mary Vogel & Regina Robbins

COUNTY/PROGRAM:
A 74
The teacher will introduce the days topic to the students.

Students will take turns reading out loud the articles on American giftgiving customs and etiquette.
Any new vocabulary words will be listed on the board and defined by the
students or the teacher.
Students will be asked to share any differences between their countries
customs and etiquette and those of America as they relate to the giving
and receiving of gifts.
The teacher will use the board to show the correct form and basic content of a well-written thank-you note.
The students will select the name of a gift from slips of paper turned face
down. They will then write a thank-you note for that gift. If this activity
is not completed by the end of class, it will be completed at home and
turned in the next day.
For homework, intermediate students will be asked to write a short essay

telling about a favorite gift they have received.
For homework, advanced students will be asked to read OHenrys Gift
of the Magi and to write a short essay telling the main idea of the story.
Giving and Receiving

Gifts, continued
Participation in class discussion.

Written thank-you note.
Written homework.
Observation.
Correcting written class assignment and homework.
This was an enjoyable activity for the class.
A 75
ANCE
ANC
ESL
HIGH
DV
ESL
LOW
DV
LEVEL 5 AND 6
Learning to Be Assertive

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
A 76
Define the word assertive.

Discuss times when they needed to be assertive but were unable to communicate.
Discuss times in the future they may need to be assertive.
Respond to scenarios presented by the teacher.
Lead discussion about assertiveness.

Present the language and demeanor of being assertive.
Present video scenes from TV shows of people being assertive.
Provide scenario cards for role-play.
Teacher defines the word assertive. Then she leads a discussion about
students experiences with being assertive. Talk about when it is necessary, the consequences of being assertive, of not being assertive, and of
being too assertive.
Teacher presents the language and demeanor of being assertive: Students
make checklist, or teacher can make the checklists to hand out.
Know your rights.
Keep calm.
State the facts.
Tell what you expect.
Use I statements, not You statements. I expect, I need, I want, etc.
Ask to speak with the manager or supervisor.
As a class, students make conversations and practice the language.
Finally, teacher gives pair of students two cards with possible situations
requiring assertiveness. Students role-play for class.
Some examples:
(a) Returning an item to a store.
(b) Being asked to do something you dont want to do.
(c) Taking your car to the garage and the bill is far higher than you were
told it would be.
(d) Telephone salespeople.
(e) Problems with a childs teacher.
Learning to Be Assertive,
continued
(f) Problems with neighbors.

(g) Asking for a raise.
(h) Being treated unfairly at work.
Observation.
This is a very practical exercise and enjoyable for students. My students told
of times that, rather than speak up for themselves (due to the language barrier), they just paid extra money or settled for whatever circumstance was
involved, even though they were treated unfairly. This lesson arms them
with some ammunition for handling difficult situations. Students could
also practice writing letters to a company about a product they are dissatisfied with.
A 77
ANCE
ANC
ESL
HIGH
DV
ESL
LOW
DV
LEVEL 5 & 6
Newspaper Scavenger Hunt


Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Search newspaper.
Provide newspapers.
Provide items-to-find lists.
The teacher will divide the class into groups. Each group will get a newspaper section (classifieds, comics, sales, local, etc.). Each group member
should have his or her own copy of the section their group is assigned. The
teacher then gives the groups a specific assignment for which they will
search, such as adjectives, adverbs, science words, weather terms, animals,
etc. Each group will report to the class.
How well the group members work together.

Reports.
Observation.
Reports to class.
This can be tailored to include whatever the class is studying at the time.
SUBMITTED BY:
Marcia Robertson
COUNTY/PROGRAM:
Stewart County
A 78
HIGH
DV
ANC
ESL
LOW
ANCE
ESL
Courtroom Drama
DV
LEVEL 5 & 6
Length of Activity: Two 2-hour sessions

Play a role in a court trial.

Learning Plan
Guide the mock trial.

The teacher will present a court case for the class to perform (the students
may suggest possible issues). Students will role-play in a courtroom drama.
Roles will be decided by a draw. The first two hours will be preparation
time. The second two hours will be the actual drama. The roles of judge,
defendant, defense lawyer, prosecutor, witnesses, and jury will be included.
The students then write an evaluation of how the trial was handled and
what they learned.
Students abide by court rules.

Students demonstrate spontaneous problem-solving.
Students evaluations.

Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Observation.
Student evaluations.
This activity may be at the completion of a judicial system unit. Before

the drama, invite a lawyer into the classroom to discuss trials and the different people involved in courtroom trials.
SUBMITTED BY:
Marcia Robertson
COUNTY/PROGRAM:
Stewart County
A 79
ANCE
ANC
ESL
HIGH
DV
ESL
LOW
DV
LEVEL 5 & 6
Learning About Cars


Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Demonstrate prior knowledge by listing all the automobile-related

vocabulary they can recall.
Learn new vocabulary about the automobile.
Identify various parts on a car.
Practice dialogue related to the car.
Demonstrate writing abilities by writing about a car breakdown, road
trip, etc.
Observe and evaluate the students familiarity with a car by having the
students list parts of a car.
Introduce vocabulary by presenting students with a picture of a car.
Help them to write a story about their most interesting car adventure
using as much of their new vocabulary as possible.
Distribute copies of pages 108-109 of the The Oxford Picture Dictionary
(Oxford University Press).
Distribute index cards with the new vocabulary.
Distribute dialogues from pages 108-109 of The Oxford Picture Dictionary Teachers Edition.
Have students list parts of a car on the board. Pronounce and discuss
the words. Ask students if the parts are on the inside or outside of the
car. What is the part for? Have you had to have this part fixed on your
car?
Distribute dialogues. Have the students practice the dialogues. Distribute the index cards. Have the students create dialogues using the
new vocabulary.
Tell the class of a car breakdown, adventure, or such. Help students to
write a car story of their own.
SUBMITTED BY:
Angela Millard
COUNTY/PROGRAM:
Dyer County Literacy Program
A 80
Vocabulary words and dialogues pronounced understandably.

Dialogues are understandable and achieve purpose effectively.
Stories are understandable and use target vocabulary.
Listen to pronunciations and dialogues.

Check written work.
Learning About Cars,

continued
A 81
ANC
ESL
HIGH
DV
LEVEL 5 & 6
Earth Day Every Day


Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Learn new vocabulary. Identify how to have an impact and recognize individuals can make a difference. Get involved in the community and get others involved.
Define new vocabulary. Give assistance, motivation, and direction. Organize and plan Earth Day activities. Provide the necessary materials needed
for class projects.
Introduce, define, and discuss new vocabulary:

biologist
cloth
decomposition
dirt
Earth Day (April)
ecology
ecosystem
Environmental Protection Agency (EPA)
food
material
metal
plastic
potting soil
natural resources
rot
rubber
Give each student a copy of Earth Day - April 22, 1970. Read the article
to the class. Have students take turns reading the paragraphs orally. Discuss and define new words.
Encourage students to share the ways they can save the environment.
Examples: recycle, volunteer for clean-up projects, assigned community
work, etc.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
A 82
Class Project - Rotten Stuff

Divide the class into five groups. The number of students per group
depends on the size of the class.
Each group will be responsible for one of the five materials: food, cloth,
rubber, plastic, and metal. The teacher should provide an example of
each material to share with the students.
Have the students gather five things made from their assigned material.
These materials should come from home.
Get five plastic containers and fill them with dirt from outside. Do not
use potting soil.
Bury each groups material in one of the containers. Ask for the permission to bury the containers on-site.
Have the groups convey predictions in writing about what will rot. Have
a group member share the groups predictions orally in class.
Keep containers moist and warm for several weeks. Then dig up the containers.
Allow each group time to analyze their material. Have the group convey
the outcome in writing. Compare the predictions with the outcome.
Have a group member share the comparison orally in class. What rots?
What does not?
The teacher and the students participate in a community clean-up
project.
Earth Day Every Day,

continued
Extension Activity
Take a field trip to a recycling
center or landfill. Guide students
in preparing questions to ask the
References
workers at these places.
Silent Spring, Rachel Carson, 1962

www.EarthDay.net
www.cfe.cornell.edu/EarthDay/ednethome.html
EXAMPLE: What happens when

something we throw away
cannot rot?
Class discussion.
The prediction/outcome comparisons the groups did in class.

The questions the students prepare for the landfill and recycling center
workers.
Have students write the workers responses on paper.
This is a good lesson to encourage the students awareness of Mother Earth

and the impact we have on the environment.
A 83
S
April 22, 1970
Earth Day
ave the Earth!
was the cry on the first

nationwide Earth Day, held April 22, 1970. More than 20 million
Americans showed they cared about the environment in many ways.
They picked up trash and planted trees. They held giant parades and
rallies. They biked and walked instead of driving cars. More than 1,500
college campuses and 10,000 schools participated in a nationwide
teach-in. Teachers taught students about possible solutions to problems such as air pollution and rapid population growth. More than five
million students, from grade school to college, participated. Earth Day
was the greatest single student activism in the nations history.
Earth Day organizers wanted people to conserve natural resources.

They also wanted people to be aware of the increasing threats to the
Earths ecosystems.Concern about environmental issues has been
growing since the 1960s. Rachel Carsons book Silent Spring was published in 1962. It made Americans aware of the dangers of overusing
chemical pesticides. When President Kennedys Science Advisory
Committee studied the problem of pesticides, it proved that Carsons
findings were true. As a result, the Environmental Protection Agency
(EPA) was created in 1970.
Earth Day was the idea of Wisconsin Senator Gaylord Nelson. It was
largely organized by a college student, Denis Hayes. Hayes left Harvard University to serve as National Coordinator.
Earth Day celebrations continue to help teach people about the environment and ways to help.
A 84
HIGH
ANC
ESL
War on Poverty
DV
LEVEL 6

Learn new vocabulary. Identify, monitor, and anticipate problems, community needs, strengths, and resources for the poor. Figure out how the system
that affects an issue works.
Introduce new vocabulary. Help students better understand the workings

of government. Give assistance, motivation, and direction.
Introduce, define, and discuss new vocabulary:

Disabilities
Congress
Disadvantaged
Great Society
Food stamps
Medicare
Impoverished
Community Action Programs (CAPs)
Initiatives
a. Head Start
b. Neighborhood Legal Services
Guide the students in a class discussion about reasons that some people
have a low income. Why might they stay that way? List the reasons on
the board. Examples: Not enough education, no job training, single parenthood, drug/alcohol addiction.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Give each student a copy of President Johnsons War on Poverty. Read

the article to the class. Have students take turns reading the article orally.
Discuss and define new words. Provide information to the students
about President Johnson.
Have students share if they believe that government could and should fix
societys problems. How do they think government can help people best?
Have students discuss how their native government helps their native citizens. What kinds of programs?
Class Project - Mock War on Poverty
Tell the students that they are going to get a chance to lead a mock war
on poverty. Divide your students into several task forces. Tell them that
the states governor (played by the teacher) has dedicated 30 million dollars over three years for a War on Poverty in our state.
SUBMITTED BY:
Shanna Sutton
COUNTY/PROGRAM:
A 85
War on Poverty,
continued
The War on Poverty programs exist in the following six areas:

1. education
4. housing
2. medical care
5. job training/job placement
3. child care
6. food stamps/food aid
Some programs are strong; some are not so successful. Your task force
may create a new program in one of these six areas, or you may choose to
help make an existing program more successful.
Provide students with a goal sheet of the following questions:
In which program area(s) should you spend the money?
Whom should you help among the poor? Everyone? The elderly?
Teenagers? Mothers?
What can they do that will best help further the governors goal?
Remind the students that the money will run out in three years.
After each task force discusses options, decide on a plan.
How would you begin?
What steps would you take?
How would you wrap it up in three years?
When the plan is finished, have each task force present it to the governor
(teacher). Persuade the governor your plan is great. Explain its benefits
and how it will help to further the governors War on Poverty goal. Each
task force must choose a spokesperson who will present the groups recommendation.
The teacher might want to reward the task force with the best recommendation to a pizza lunch.
References
www.hcfa.gov/facts/f9510ann.htm
Celebrate the Century - United States Postal Service
Class discussion.
A 86
I
President Johnsons
War on Poverty
n the 1960s in America, as it is today, poverty was a complicated

problem. The federal government tried to decide How poor is poor?
It created a poverty line. A person or family who made less than a certain amount of money a year was defined as poor. In 1964, a family of
four who made less than $3,169 a year was defined as poor by the federal government.
Here are some of the programs that were developed in the 1960s during
President Johnsons War on Poverty:
Loans for small businesses and for rural development.
Funding for work-study programs for college students.
Volunteers In Service To America, or VISTA. VISTA volunteers went
into rural and urban America and worked with local agencies to help
with local problems of poverty.
Job Corps centers to give job training.
Neighborhood Youth Corps to create jobs for young people.
Community Action Programs (CAPs), which called for local leaders
to create programs for their communities.
Two notable CAPs were:
Head Start, which tried to help preschoolers from poor families get
ready for school.
Neighborhood Legal Services, which offered legal advice to poor people on welfare and others.
Congress gave about $800 million for Johnsons War on Poverty in
1964. There were at least 35 million poor people in America in 1964.
Many people felt that this was not enough money to make a difference.
It came to about $228 per person for the year.
A 87
ANC
ESL
HIGH
DV

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
LEVEL 6
American History and Culture Through Literature:
Mark Twain and The Adventures of

Huckleberry Finn
The purpose of the lesson is to expand vocabulary, practice reading, writing,
and speaking while teaching American history and culture through literature.
Read and discuss a short paragraph of background information on Mark

Twain, his writings, and life on the Mississippi River during his time.
Read an excerpt from Mark Twains The Adventures of Huckleberry Finn.
Discuss the vocabulary in the reading and the excerpt.
Discuss and list descriptive words that help paint a mental picture of life
on the Mississippi in the 1800s.
Discuss early river travel and the hazards the early primitive rafts experienced and compare this with the journeys the students took to reach the
United States.
Find and discuss the nonstandard English found in the excerpt, such as
misspellings and verb tenses.
Construct a raft using the written description in the excerpt.
Show and describe rafts to the class.
Write an essay in response to a quote by Mark Twain about the American
spirit and the urge for freedom.
Present background information on Mark Twain and life on the Mississippi in the 1800s.
Demonstrate the activities of the lesson.
Supply students with materials used in the lesson.
Guide the discussions and the writing.
SUBMITTED BY:
Elaine Mitchell
COUNTY/PROGRAM:
A 88
Materials:
A map of the United States.
A box with glue, scissors, markers, pieces of wood, nails tacks, twine,
string, glue, tongue depressors, modeling clay, Ivory soap, chewing
gum, marshmallows, toothpicks, cloth, construction paper, and other
odds and ends that could be materials for constructing a raft.
Copies of the background material on Mark Twain and the excerpt

from The Adventures of Huckleberry Finn.
Pictures of the time period or story.
Mark Twain and

The Adventures of
Huckleberry Finn,
continued
Have the students find the Mississippi River, Hannibal, Missouri, and
Hartford, Connecticut, on the map of the United States.
The teacher will read aloud the background on Mark Twain while students follow.
Students will then read aloud, one sentence at a time.
Students will circle any unknown words.
Vocabulary Used in Lesson
Names of items in the materials box.

Vocabulary found in the background material and the excerpt.
Teacher will list unknown words on the board and provide definitions
and sample sentences for each word. Allow students time to copy into
notebooks.
Repeat this for the excerpt and the quote.
Discuss the descriptions of the characters and the rafts and what they
understand of the American culture during this time period.
Find the nonstandard English usage such as misspelled words and misused verb tenses. Discuss the technique Twain used of writing the way
the characters might speak, local color or use of vernacular.
Discuss how perilous this adventure must have been during the era of
intensive river travel. Have the students compare this to the journeys
they took to reach the United States.
Divide the students into groups with access to the materials box and
have each group construct a raft that is as close to the description in the
excerpt as possible, including Huck and Jim.
Have the students present their rafts to the class and have the class vote
on the raft that is closest to the description.
Extension Activity
If there is access to a small stream
or river an appropriate body of
water the students might have
raft races with the rafts they have
constructed. They could time the
rafts, see which rafts stay afloat the
longest, or choose the raft that was
the closest to the description in the
excerpt. This would lead to further
conversation in English and a lesson
on comparisons and superlatives
as the races were discussed and
winners are rewarded.
Writing Activity: Read and discuss the statement from The Adventures of
Huckleberry Finn, Other places do seem so cramped and smothery, but a
raft dont. You feel mighty free and easy and comfortable on a raft. Have
the students write how they think this statement captures the essential
American spiritthe simple, spontaneous urge for freedom.
Have students read completed essays to the class.
A 89
Mark Twain and

The Adventures of
Huckleberry Finn,
continued

The communication and interaction between students.
The oral reports, completed rafts, and essays.
Student observations of learning.
Observation, oral reports, raft projects, and completed writing.

Recently a movie was shown on A&E about Mark Twain. In the movie
Mark Twain was speaking at his daughter Susys commencement and he
tells many of his adventures. This might be good to use to supplement this
lesson.
Resources
Adapted from Rafting the Mighty Mississippi with Huck and Jim by
Allyson Geary, WOW, 1993.
Readers Digest: The Worlds Best Reading Pamphlet, The Adventures of
Huckleberry Finn: Mark Twain, 1986
A 90
Mark Twain is one of Americas most distinctive writers. He is also one of Americas funniest writers. Samuel Langhorne
Clemons (Mark Twain is his pen name) was born in Hannibal, Missouri, in 1835. He worked as a printer, riverboat pilot,
prospector, and journalist. He saw a picture of his future wife on a cruise to Europe and the Near East when a Mr. Charles
Langdon showed him a miniature of his sister Olivia. Samuel returned to America and arranged to meet Olivia Langdon.
He courted her until she consented to be his wife. They were married in 1870. They moved to Hartford, Connecticut,
where they built a big, odd-looking house. Their three daughters grew up in this house.
In 1895, Twains daughter Susy started to write a biography of her father. Papas appearance has been described
many times, but very incorrectly. He has beautiful gray hair, not any too thick or any too long, but just right; a Roman
nose, which greatly improves the beauty of his features in short, he is an extraordinarily fine-looking man. He has got a
temper. And oh, so absent-minded. He does tell perfectly delightful stories. Clara and I used to sit on each arm of his
chair and listen while he told us stories about the pictures on the wall.
Huckleberry Finn was published in America in 1895. The book was an enormous success. The first printing of 40,000
copies were sold out in advance. Some think it is Americas greatest novel. In 1913, H.L.Mencken predicted that it will be
read by human beings of all ages, not as a solemn duty but for the honest love of it, and over and over again. Ernest
Hemingway said, All modern American literature comes from one book by Mark Twain called Huckleberry Finn There
has been nothing before. There has been nothing as good since.
EXCERPT
The Adventures of Huckleberry Finn

by Mark Twain
When it was beginning to come on dark we poked our heads out of the cottonwood thicket, and looked
up and down and across; nothing in sight; so Jim took up some of the top planks of the raft and built a snug wigwam to get under in blazing weather and rainy, and to keep the things dry. Jim made a floor for the wigwam, and
raised it a foot or more above the level of the raft, so now the blankets and all the traps was out of reach of steamboat waves. Right in the middle of the wigwam we made a layer of dirt about five or six inches deep with a frame
around it for to hold it to its place, this was to build a fire on in sloppy weather or chilly; the wigwam would keep it
from being seen. We made an extra steering oar, too, because one of the others might get broke on a snag or something. We fixed up a short forked stick to hang the old lantern on, because we must always light the lantern whenever we see a steamboat coming downstream, to keep from getting run over; but we wouldnt have to light it for
upstream boats unless we see we was in what they call a crossing, for the river was pretty high yet, very low banks
being still a little underwater; so up-bound boats didnt always run the channel, but hunted easy water.
This second night we run between seven and eight hours, with a current that was making over four mile an
hour. We catched fish and talked, and we took a swim now and then to keep off sleepiness. It was kind of solemn,
drifting down the big, still river, laying on our backs looking up at the stars, and we didnt ever feel like talking
aloud, and it warnt often that we laughedonly a little kind of a low chuckle. We had mighty good
weather as a general thing, and nothing ever happened to us at allthat night, nor the next, nor the next.
A 91
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Re-entry to Class After a Vacation

(if there is much interest, it could be continued another day)
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Listen.
Recall each others names and native country and its location.
Express emotions.
Relate experiences.
Recall past activities.
Cooperate with partners or groups of three.
Write lists.
Express opinions.
Give and receive information.
Brainstorm.
Make a survey.
Create a vocabulary list.
Speak in past tense, present tense, future tense, and use modals.
One student will act as secretary to write down all vocabulary words that
students need to practice.
Provide a map and string and tags.

Relate experiences similar to students experiences and express emotions
surrounding them.
Initiate recall of past activities.
Supply a list of lesson topics.
Give vocabulary definitions and usage examples as needed.
Give examples of the proper tense to use for each activity.
Appoint an advanced student as secretary to write down all vocabulary
words students need to practice.
SUBMITTED BY:
Louise M. Nelson
COUNTY/PROGRAM:
Chattanooga State ESL
A 92
Before class write the following on the board:

Name (present tense) My name is
Home of origin (past tense) I was born in
How long have you lived in this country? (present perfect) I have
been here
How long have you been in this class? (present perfect or present
perfect continuing) I have come. (or) I have been coming
How did you spend your vacation? Guests at your house or a trip:
(past tense)
Teacher gives appropriate greeting (such as Happy New Year!) We
have been away from each other for a while and we have some new
classmates, so we will take some time getting to know each other.
Explain that we will tell the class the following and place our name tag
on the map: name, home of origin, how long have you been in this
country, how long have you been in this class, and then what you did
during the vacation such as have guests at your house or take a trip.
Teacher demonstrates with her facts.
Teacher encourages everyone to remember the name and one fact.
Do recall game: Starting and ending with the teacher the students in
turn say their own name and one fact they recall from the person on
their left and all those repeated back to the teacher. Go all the way
around the circle, each student repeating all that went before and then
stating only his or her own name. The teacher must then recall all
names and facts. Make it clear that it is acceptable to get as much help
as you need. This is just fun, so encourage laughter at your own mistakes.
Brainstorm on board as a large group: What activities do you remember doing in class in the past?
Break into groups of two or three students. Give each group a sheet to
complete with these topics:
Which activities did you enjoy the most?
Which activities did you find the most frustrating?
What would you most like to learn?
What are your needs?
(Teacher gives an example or two for each category to get them started.)
Each group reports back to the whole group.
Using ESOL Curriculum Resource Book, read through several lesson
plan topics to see which ones the students vote for as topics they would
find useful. Use tally marks to find those most wanted.
Re-entry to Class
After a Vacation,
continued
While playing the recall game, students will indicate that they have
recalled names and facts about other students.
As they speak in their small groups, the teacher will observe their word
and grammar usage.
By observing the decision-making process of the groups.
A 93
Re-entry to Class
After a Vacation,
continued
Lists from each group.

Answers brainstormed on the board.
Lists received from teacher-appointed secretary who makes lists of
vocabulary words students need to study.
Not only will this be a lesson in which students are learning, but the teacher
also will be learning how to plan future lessons for her particular class. Students will gain a feeling of self-importance to the class. They will feel that
they have some control over what will be taught.
A 94
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
This Is an Emergency!
IT
MULTI-LEVEL
Length of Activity: Two 2-hour sessions plus time needed for

follow-up if necessary.
Students will be able to use the 911 system for an emergency, use a fire
extinguisher, and decide what is an emergency and what is not.
The teacher will invite a guest speaker from the local fire department and a
911 dispatcher to class. Prepare students for the visit with vocabulary and
also hold a follow-up lesson to clear up any questions.
Teacher will prepare students for visit using specialized vocabulary (i.e.
emergency, help, fire).
Rehearse students in
My name is ____________,
I am at _______ location. Discuss home accident/fire locations or
incidents occurring away from home: I am on Depot Street near the
movie theater.I am on Hwy 24 going east, near mile marker 10.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Kinds of questions students ask.

Use of TPR in use of fire extinguisher.
A follow-up 1-hour session to clarify vocabulary and questions. Writing

assignment: What important thing did you learn about using 911?
Our speaker was a firefighter and a 911 dispatcher. All of the literature was
in English, so this will be a problem for beginners, but it is also an opportunity for the higher-level students to help out with translations.
SUBMITTED BY:
Beth Christopher
COUNTY/PROGRAM:
Bedford County ESOL

Adult Learning Center
A 95
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
The Flag of the United States:

Patriotic Customs
Reference: The Flag Code: National Society of Daughters of The American

Revolution October 2000. 1776 D Street NW, Washington, DC 20006-5392
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Length of Activity: 1.5 hours.
Word assimilations/completions: 20 minutes per small group.

Small group presentations/ large group discussions/ completion: 40 minutes at 10 minutes/group.
Break: 10 minutes.
Flag demonstrations and Pledge: 30 minutes.
Read/review booklet The Flag Code; research English dictionary, as needed;

assimilate definitions, per instructor assignment, with patriotic customs.
Work in small groups to complete respective assignments.
Present findings to larger class.
Follow-up with class discussions and questions.
Decide and demonstrate respective displays, per small group decision,
of the U.S. flag.
Recite Pledge of Allegiance.
Provide an overview booklet content, per section.

Distribute to students and explain written activities.
Assign small groups: count off by threes or fours (or other at teacher
discretion).
Instruct small groups in completion of group activities (a. word match;
b. completion; c. flag display).
Facilitate small group reports to class and large group discussion and
questions.
Provide flag(s) for demonstrations.
SUBMITTED BY:
Catherine S. Via
COUNTY/PROGRAM:
A 96
Vocabulary:
Goal: ESL students become familiar with patriotic customs regarding Flag
of United States of America
Students will read booklet The Flag Code (and use dictionary, when necessary) to determine correct definitions regarding display/ceremonies/
patriotic customs of observance of U.S. flag.
Students will be assigned specific number of words from list below and
will work in small groups of three or four.
Students will discuss findings within large group, with all students completing entire list per discussion/questions.
The Flag of the

United States: Patriotic
Customs, continued
A custom is a habitual practice of doing something in respect to certain circumstances.
Pledge
Allegiance
Republic
Indivisible
Liberty
Justice
Display
Uniform
Headdress
Horizontal
Ceremony
Bunting
Hoisting
Salute
Union of the Flag
Half-staff
Deface
Red, White, and Blue
50
13
a to raise briskly
b. disfigure or mar
c. raise to full staff, then lower to half mast
by order of the president of the USA
d. loyalty to government
e. freedom
f. solemn, sincere promise
g. undivided
h. an identifying garment; when pledging
the flag, persons in military uniform
should salute
i. hat or cap; men not in uniform should
remove when pledging, or facing
flag as it passes in a parade
j. formal activities conducted on a public
or state occasion
k. patriotic/festive decorations made in the
colors of the U.S. flag: bunting must be
draped with blue on top, white in the
middle, and red below
l. contains the 50 stars, each star with one
point upward, and a background of
blue
m. colors of the flag of the USA
n. parallel to the ground; at right angles to
vertical; union of flag should be
uppermost left
o. exhibit
p. equitable; rightful
q. formal gesture of respect, as raising right
hand to the side of the head
r. power rests in the body of citizens
s. number of states in USA = stars in union
t. number of horizontal stripes: 7 (seven)
red and 6 (six) white, alternating
A 97
The Flag of the

Customs, continued
Position and Manner of Display of the Flag of the USA:

Student Activities: Reading Comprehension, Small Group activity: fill in
blanks; full class discussions; demonstrations; correct manner in which
to display and pledge allegiance to flag.
Use The Flag Code, from the words listed in parentheses, select the correct word for the statement and place in blank provided.
Memorize and recite pledge to flag demonstrating correct use of headdress and other customs.
Demonstrate correct display of U.S. flag simulating different setting:
Platform of Speaker Flat against a wall
Raising/lowering flag
Floor of audience
Hung from ceiling Half-mast
In small groups, complete the following:
1. In a parade, the flag should be in front center and at __________
(lowest, mid, highest) point when in a line with other flags, or should
be to the far right when carried in a procession.
2. When displayed against a wall, the union (blue) of the flag should be
___________________ (uppermost, top left; uppermost, top right)
to the observer.
3. When on a speakers platform, the flag should be displayed above and
behind the speaker, or when displayed form a staff, should be to the
speakers ____________ (right, left)
4. The flag should be displayed daily on or near the ________________
______________(main administration office or building; the back
lot) of every public institution.
5. The flag should be displayed during school days in or near ________
(some, most, every) schoolhouse or campus and near every polling
place on election day.
6. The flag _____________ (can, cannot) be used to drape hood of car.
7. The flag _____________ (should, should not) be affixed/clamped to
right fender of car in motorcade.
8. The flag _____________ (should, should not) be displayed during
inclement weather.
9. The universal custom to display the flag is only from ____________
(8:00 a.m., sunrise) to________________ (4:00 p.m., sunset). When
displayed 24 hours, it must be illuminated during hours of
_________________ (daylight, darkness).
10. When the flag covers a casket, it should be so placed that the union
(blue) is at the head and over the ___________ (right, left) shoulder.
A 98
11. When the flag is suspended across a corridor or lobby in a building, it

should be suspended ________________ (vertically, horizontally)
with the union of the flag to the observers ________ (left, right).
The Flag of the

Customs, continued
12. The flag ___________ (should, should not) ever touch the ground.
13. When the flag has become worn and torn, the proper way in which to
discard it is: by dignified and honorable manner of ______________
_________(throwing into wastecan, burning, tossing into dump fill).
14. When pledging allegiance to flag, persons should stand at attention
facing the flag with ______________ __ (right, left) hand over heart.
When not in uniform, men should _____________ (remove, retain)
headdress (as hats, caps) and hold over ____________ __ (left, right)
shoulder. Persons in uniform should face the flag and ___________
_____________ (give, not render) military salute.
15. The 50th star was added to the flag on July 4, 1960, following the
admission of the 50th state ______________________ __________
(Alaska, Washington, Hawaii) into the Union on August 21, 1959.
After completion, discuss and demonstrate correct display of flag of USA.
Choice of words/understanding of terminology.

Percentage: Match patriotic customs with terms.
Group discussion.
Appropriate demonstrations of displays of flag.
Teacher: Circulation/observation/listening/questioning.
Student/Teacher: Review of terms with patriotic customs.
Review/discussion of appropriate displays of flag.
The students seemed to enjoy this activity. This was new and welcome
information to them.
A 99
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Memory Game

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Recall as many items from bag as possible.

List items recalled from bag.
Discuss each item from bag as to its meaning, uses, spelling, and pronunciation.
Write new meanings and uses of items from bag.
Collect 15 to 20 various items to show and discuss in class.

Display the various items briefly to the class.
Return all items to the bag.
Guide students discussions on items uses, meaning, spelling, and pronunciation.
Write the name of each item on the board for class to see and write in
their notes.
Begin this activity by bringing out a bag of items to show the class. In this
activity our class discussed and learned more about infant products as all
items in bag were things pertaining to taking care of a baby. We had a baby
bottle, pacifiers, baby food, diapers, rattles, and so on. Take out each item
slowly and put it aside. After removing all items from bag, return items to
bag. Next have students recall as many items as possible and write each
item on paper. Give the students a time limit as to how long they can write
down their recalled items. Instruct them to use the English language. When
time is up, have students share how many items they could remember.
Then, lead discussions of each item. Again display each item and write the
word for each on the board. Talk about the words spelling, meaning, and
pronunciation. Also, discuss the items uses in everyday life.
SUBMITTED BY:
Michelle Lanius
Participation in memory activity.

Written notes about each item in activity.
COUNTY/PROGRAM:
Montgomery County
Adult Education
A 100

Observing students written notes on activity.
Memory Game, continued
You can have students play this game in pairs as well as individually. You
may also want to stick to a theme for all the items except one and have students guess which item didnt belong in that particular group. Have fun!
A 101
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
International Cooking

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Prepare a familiar meal or dish.

Write recipes for prepared meal.
Instruct class on how to make the meal.
Help serve meal to class.
Help students prepare meal (in class, if possible).

Lead discussion on origin of meal.
Assist student in instruction of recipe.
Have each student sign up for a night in which he or she can bring in ingredients to prepare a meal or dish from his or her home country. In our classroom we are fortunate that we have a full kitchen to cook in. If you dont
have access to a kitchen, have students bring prepared dish from home
along with a recipe. As the student who is cooking for the night begins, a
discussion is started on the origins of the meal or recipe. Next the student
discusses how to prepare the dish and goes over the recipes involved. Discuss how measurements and ingredients are very different in each international dish. Have all students participate in preparing or serving the meal.
Participation in international cooking activity.

Discussion of each international cooking activity.
Written recipe of meal or dish.
Instruction of preparing meal.
SUBMITTED BY:

Observing students participation in activity.
Collecting written recipes from each student.
Michelle Lanius
COUNTY/PROGRAM:
Montgomery County
Adult Education
I have found that my students really enjoy this activity. So far we have had
meals from Korea, Colombia, Honduras, Russia, and India. The students
A 102
enjoy telling about their homeland foods as well as cooking them for the
class. It also allows them to gain confidence in their speaking skills as they
instruct the class on how to make these wonderful dishes.
International Cooking,
continued
A 103
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Interviews with Presidents
Length of Activity: Three 2-hour sessions

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Work together in groups of three.

Gather information about an assigned presidents life before taking
office.
Research an important accomplishment while in office.
Use research and information to develop five interview questions.
Use question to prepare a video interview.
Present interview.
Divide class into groups of three.

Assign each group a president.
Have each group include an important accomplishment of its president.
Instruct each group to develop five interview questions.
Assign roles: video camera operator, president, interviewer.
Direct each group to use its five questions to prepare a video interview.
Ask students what they know about interviewing.

Discuss interviewing. Ask if they have seen a president interviewed. Tell
them they will be divided into groups of three to do pretend, or mock,
interviews of past or present presidents.
Divide the class into these groups; if possible, each group would include
a student from level 1 or 2, a student from level 3 or 4, and a student
from level 5 or 6. Instruct each group to research its president using
books and/or Internet and include birthplace, birthdate, family history,
and any other interesting or important facts before taking office.
Tell the class to write five questions from the information they collected.
Assign upper-level student as president, middle as interviewer, and lower
as video camera operator. Allow time for rehearsal and taping, giving
guidance as needed. Schedule a time for presentations and discussion.
SUBMITTED BY:
Marcia Robertson/ Jennifer Parks

COUNTY/PROGRAM:
Stewart County
A 104
Observation of cooperation among group members.

Do interview questions show understanding of researched material?
Do interview responses show understanding of researched material?

What is the response from the rest of the class?
Interviews with
Presidents, continued
Observance of groups as they research, work together, and complete

taped interviews.
Watching interviews.
Feedback from class after each interview.
An important part of this activity is to show the necessity and equality of

each member. Without any one of the three, the project would fail. So the
level 1-2 student feels she or he is as important as the level 3-4 student and
level 5-6 student.
A 105
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
An Interview With Former Presidents

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Listen to a fictional interview about four former presidents.

Read a fictional interview (written into a play) about presidents.
Discuss different vocabulary words and facts about the presidents.
Discuss similar ideas and facts from other countries.
Participate in an oral reenactment of the interview.
Make copies of the attached fictional interview for each of the students.
Write the names of the four presidents to be discussed on the board.
Write any other information needed about presidents on the board.
Guide the class in the reenactment of the interview.
Begin this activity by introducing the four presidents to be discussed:

George Washington, Abraham Lincoln, Franklin Roosevelt, and John F.
Kennedy. Although there are 42 former presidents, the focus will be on
these four. While they are not alive today, we will bring them to life in this
interview given by Barbara Walters. Briefly discuss the career and popularity of Barbara Walters. After having the class read the play, assign each part
to any student who wishes to read aloud. Have several readings until all the
students have a chance to play a part. Correct the inflection and enunciation of the students reading.
Observing students understanding of facts and concepts provided in discussion of play.

Provide a quiz on the facts of these four presidents.
SUBMITTED BY:
Written teacher observation.

Quiz given at end of lesson.
Michelle Lanius
COUNTY/PROGRAM:
Montgomery County
Adult Education
If you have access to a camcorder, videotape a rendition of this play and

then redo this same lesson at the end of the school year to see gains in read-
A 106
ing levels. The students will be surprised at the information they remember
from this lesson as well as their improved language skills.
An Interview With
Former Presidents,
continued
A 107
This play takes place in the

White House in the Oval
Office. Barbara Walters, a
renowned journalist, is
preparing to interview four
of the nations most famous
presidents.
The characters are Barbara
An Interview With George,

Abraham, Frank, and Jack
by Barbara Walters
Barbara Walters: Hello, sirs, or
should I say Mr. Presidents! I am
so glad you decided to come
together here and answer a few
questions. It is truly a privilege!
Lets start with you, President
Washington. I know that being the
very first president, you would
probably like to go first. What year
did you become president?
Walters, George Washington,

Abraham Lincoln, Franklin D.
Roosevelt, and John F.
Kennedy.
George Washington: Thank
you, Barbara. Im so pleased to be

here. My presidency began in 1789
and lasted until 1797. I must say
that things were certainly different
back then.
BW: In what ways, Mr. President?
GW: Well, to begin with, we didnt
have the political parties you have

today.
Abraham Lincoln: Let me assure
you, my good man, that you were

better off. (Laughs quietly to himself.)
BW: Oh, Mr. Lincoln, lets not get
carried away so soon. Let me ask
A 108
you with what political party did

you associate?
AL: That would be the Whig party,
or what you all now refer to as the

Republican Party.
BW: Yes, the Grand Old Party.
Thank you, Mr. Lincoln. Could

you tell us a little more about
yourself while you have the floor?
We will get right back to you soon,
Mr. Washington.
AL: Well, let me see. One of my
greatest accomplishments was that

I helped to end slavery here in the
United States of America with the
Emancipation Proclamation.
BW: And I would think another
notable fact about yourself, Mr.
Lincoln, would be that you were
the first president to be assassinated. Sorry to bring that up, but it
is noteworthy!
BW: I agree, but Id like to also
mention another proud moment

in my life was when I delivered the
Gettysburg Address proclaiming a
An Interview With George, Abraham, Frank, and Jack, continued
new birth of freedom after the

Battle of Gettysburg.
either of you knew who served

the longest terms in office as
president?
BW: Thank you, Mr. Lincoln. Now
lets return to our first president,

Mr. Washington. What else can we
learn about you?
GW: I do think I should point out
my leading the army to defeat the
British in the Revolutionary War.
Many people feel that to be a
strong reason for my becoming the
first president.
BW: Were you any part of the
BW: Thank you, Mr. Kennedy, but

Franklin D. Roosevelt:
That would be me. Yes, I am

Franklin D. Roosevelt and I served
as president for four terms. It was
the Great Depression and America
was struggling. The jobless rate
was 25 percent. Americans were
becoming afraid of what might
happen to their families in such a
struggling economy. In my inaugural address I said, The only thing
we have to fear is fear itself.
writing of the Constitution?

BW: Those words will live
GW: Yes, maam, indeed I was one
of the many authors. Id like to

move on and ask a question of one
of these other fine gentlemen.
BW: Do you want us to take the
spotlight off of you, Mr. President?

This is perfectly all right. Go ahead
and ask anything you wish.
on for eternity! Thank you,

Mr. Roosevelt. Our time is running out, and we havent gotten
to our fourth and final president
here. Mr. John F. Kennedy is our
35th president. Would you like to
tell us a little about your role as
president?
John F. Kennedy: Yes, I would,
GW: Thank you, Mrs. Walters.

(Turning to Roosevelt and
Kennedy) I was wondering if
the Social Security program and

the . . .
Mrs. Walters, but let me first point

out that this man left out that during his terms as president he began
lets focus on the question at hand.

What programs did you start?
JFK: Oh, yes, I am very proud of
the space program as well as the

New Frontier program. I had so
many other great ideas for our
growing country, but I, like President Lincoln, was assassinated
while in office. Over the years the
Kennedy family has had many
other members to hold public
offices. Our family is one of the
most famous in America.
BW: Yes, indeed, it is one of the
most famous in history. That

concludes our interview, gentlemen. I would like to thank you
for your openness and honesty.
This has probably been the best
interview Ive done! I greatly
appreciate you coming here today.
To George Washington, Abraham
Lincoln, Franklin D. Roosevelt,
John F. Kennedy, and to you all,
good night!
A 109
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Life Books
Length of Activity: 3 to 4 weeks, two 1-hour sessions per week

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Photograph certain aspects of everyday life.

Create a Life Book incorporating all photos.
Organize photos according to Life Book directions.
Write captions for each photo in Life Book.
Discuss with the class the progress of the activity.
Purchase a disposable camera for each student.

Give students directions on how to make Life Books.
Guide students discussions on development and presentation of Life
Books.
Distribute photos to students as they are developed.
Assist students in vocabulary development in all areas of language
reading, writing, listening, and speaking.
(Example used here is Clarksville, Tenn.)

Begin this activity by discussing the importance of community. Talk
about out previous homes and communities and lead into the topic of
creating a life book. Explain how these books will be instrumental in
describing more about each student. In addition these life books will
provide a means by which the students can utilize and improve all areas
of the English language (reading, writing, listening, and speaking).
Next, hand out instruction sheets on types of photos to be taken. Some
examples of photos are as follows:
Take a picture of your local fire department.
Take a picture of your family here in Clarksville.
Take a picture of your favorite restaurant in Clarksville.
The students will be taking approximately 20 to 24 photos so for time purposes divide the list of photos into three parts, giving students the task of
taking only six pictures at a time.
SUBMITTED BY:
Michelle Lanius
COUNTY/PROGRAM:
Montgomery County
Adult Education
A 110
At each class, discuss everyones progress with the project. Help students
find solutions to how or when each picture can be taken. When students
have all photos taken, have film developed and then distribute. Hand out
notebooks with paper to create life books. Make tape, scissors, and pens
available for the class. Give directions (and have students repeat the same
directions) on how to attach photos and captions for each photo. Lastly,
have students present their completed life books to class.
Life Books, continued
Participation in all aspects of activity.

Oral communication of information gained in activity.
Written captions of photos.
Oral and written responses to questions asked in class.
Completion of life books.

Teacher observation of life book presentations.
Allow the students to be creative in this activity, giving them a sense of

ownership as well as community. Some students may feel uncomfortable in
presenting their life books; allow them to share only when they feel comfortable.
A 111
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Public School Registration and

School Policies
Students will learn about local school registration processes and school policies.
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Length of Activity: 2 or more hours

Look, listen, read, and write.

Complete worksheets.
Obtain copies of the school policy manual and student handbooks for
elementary, middle, and high schools in the county.
Provide copies of handbooks for students.
Introduce vocabulary found in handbooks.
Make worksheets.
Assist as needed.
Describe to students the process for registering their children for school.
Show and discuss documentation required to register.
Describe several types of classroom teaching styles: teacher lectures,
teacher-student discussions, project-oriented class, cooperative learning,
etc. Discuss the type of classroom they have experienced in the past.
Inform students that all of these may be used in American schools. Rules
for speaking and listening will vary with teacher style and preference.
Ask for ages and grade level of children. Ask if any child is a special-needs
student. (IEPs will be discussed at a later lesson if this applies.) Distribute
student handbook(s) appropriate for their child(ren).
Discuss grading system, report card, parent-teacher conferences, right to
have interpreter present at meetings.
Review information on PTA, open house, other school functions.
Review schoolwide policies on attendance, dress code, and discipline.
Distribute and complete worksheets to be completed by students on key
information related to school policies.
SUBMITTED BY:
Carol Robbins
COUNTY/PROGRAM:
Knox County
A 112
Participation in discussions and response to inquiries.

Are worksheets successfully completed.
Observations.
Worksheets.
Public School Registration

and School Policies,
continued
This is an introduction lesson for newly arrived refugees or other students

who are parents in need of such information.
A 113
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Voting Day
Students will learn about voting registration processes and policies.

Learning Plan

Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Length of Activity: Ideally this would be a unit lasting two or

three class sessions, culminating in the mock election on
election day.
Participate in discussions about the election process.

Participate in group activities.
Produce posters.
Research.
Complete voter registration form.
Provide materials for posters and other activities.

Lead discussions.
Arrange for voting booths to be brought into the classroom on election
day.
Prepare glossaries of election terms for students.
Once a week poll students (or appoint a student) as to their election
choices.
Supply videos, newspaper clippings, and TV blurbs of newsmaking
events concerning the election.
SUBMITTED BY:
Connie Mayes
COUNTY/PROGRAM:
A 114
The following activities could not all be accomplished in one class setting.
They should be spread out over about three or more class sessions. These
are some possible activities. Probably you could not do all of them, and you
may have some ideas of your own.
Teacher should build interest by setting up an election interest center
somewhere in the room. Decorate with red, white, and blue. Pictures of
presidential candidates as well as those from the primaries can be hung
around the room. Encourage students to bring in campaign materials
such as bumper stickers, buttons, news stories, etc. A class scrapbook
could be made, or these items could simply be added to the election
center in your room.
Teacher guides the class in a discussion of the process of American
elections.
Relate to present day.
Identify terms in the glossary. Some possible terms: political parties,

opinion polls, delegates, voting, election, candidate, voting booth, election day, campaign, democracy, nomination, convention, first family,
party platform, issue, precinct, etc. Students should make sentences for
each term and write them in their glossaries.
Talk about the requirements and duties of the president and vice-president, what qualities the current candidates offer, etc. What qualities do
students think a candidate should have?
Divide students into groups. Be sure to mix levels in each group. Each
group will make a poster. One group would make a campaign poster.
They might also make radio or TV ads.
Conduct a discussion on state and local issues that will be on the ballot.
Sometimes lively discussions will ensue in an intermediate or higher level
class. Groups also could make posters for or against these issues.
Make an election analysis chart for the major candidates. Put on wall.
Students are to gather information between the first class and election
day about the candidates and write the info on the posters.
Track the candidates. Give each student a copy of the U.S. map. They
should take it home and from news reports, record the candidates travels. Use a blue line for Democrats and a red line for Republicans. Calculate the number of miles and states that the candidates traveled.
You might be able to get some of the local candidates or a representative
from each party to speak to the class.
On the last class before the election, have sample ballots available. (You
can get them from your local election committee.) Go over them
together and show students how to mark the ballots. Get some voter registration forms from your local courthouse. Fill them out, then issue
voter registration cards (which you have made) to each student.
On election day have a voting booth. Your local election committee will
be more than happy to bring it to you and show you how to operate it.
Have students show their registration cards, sign in the voter book, and
vote.
After the vote, you will get a printout from the machine. Share this information with the class. Compare the class vote with the national vote and
elicit their comments about the vote.
Voting Day, continued
Participation in discussions.
Production of posters.
Completion of assignments.
Comments of students.
A 115
Voting Day, continued
Posters.
Observation.
This is a fun activity. Students are very interested in our elections and love
to give their opinions. It is a good activity for multilevel classes and a good
way to get interaction among the students. Many skills are addressed.
A 116
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Basic Food Groups and Nutrition
IT
MULTI-LEVEL
Length of Activity: Approximately 4-6 hours

Identify and differentiate types of food.

Become familiar with the food pyramid.
Categorize foods into appropriate groups.
Plan balanced meals and snacks.
Listen actively to teacher and resource person.
Complete worksheets, solve puzzles, and do word searches.
Sample nutritious snacks.
Inform students of different types of foods.

Secure a professional resource person to make a presentation on foods.
Provide worksheets reinforcing acquired knowledge of food groups.
Ask questions to elicit acquired knowledge of food and nutrition.
Monitor the class as they develop balanced meals individually and
cooperatively.
Provide nutritious snacks for students.
The teacher will begin this activity by discussing and identifying foods
found in Topics 37-38 of The Oxford Picture Dictionary. The students will
do the accompanying activities for these topics. The students will be
allowed to use checklists for surveying classmates likes and dislikes of various fruits and vegetables. These checklists are found on pages 131 and 136
of Longman ESL Literacy. A professional from the local health department
will conduct a presentation. The food pyramid will be introduced during
this presentation. Students also will be instructed on making wise choices
when planning meals and snacks. The students will use manipulatives to
form healthy meals and snacks individually and as a group. Students will
sample nutritious snacks at various intervals during the activity. The students will complete worksheets emphasizing placing foods in the correct
category of the food pyramid. Other worksheets will reinforce acquired
knowledge of the basic food groups and their nutritional value.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Carrie M. Dowell
Participation of students in discussions and demonstrations.
COUNTY/PROGRAM:

Adult Education
A 117
Basic Food Groups and

Nutrition, continued
Students abilities to form balanced meals and snacks.

Students appreciation of healthy snacks.
Students responses to oral questioning.
Students abilities to complete worksheets.
Interaction of students when working in a group.
The students written work will be collected. Teacher observation during

discussions and demonstrations also will be a vital tool.
Becoming aware of the various kinds of foods and knowing how to use
these foods to prepare healthy and nutritious meals is pertinent for all.
A 118
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Letter Writing
IT
MULTI-LEVEL

Learn the parts of a friendly letter.

Identify parts of prewritten letters.
Write letters, individually and cooperatively.
Read letters to the class.
Listen to other letters being read.
Address envelopes.
Inform students of parts of a letter and the purpose for each part.
Provide models of letters written correctly.
Guide students in writing individual and group letters.
Provide a variety of worksheets, reinforcing letter-writing skills.
Emphasize correct grammar and punctuation in letter writing.
As an opener, the teacher shows physical body parts such as the head, the
mouth, the torso, the legs, and the feet and compares them to the parts of
a friendly letter. Several model letters will be written for the class, using
the board and prepared worksheets. Students will be informed of other
types of letters that may be written using similar form such as the thankyou letter and the letter of invitation. Students will be given written letters and asked to label the five main parts. Students will also be given
letters with the five parts of the letter in the wrong place and asked to
rearrange the parts so that the letter is written correctly. Students will
draw names (using names of classmates) and write a letter to that person.
Students will select a person within the community that they would like
to write, then write the letter cooperatively. Students will share all letters
written with the class.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Participation of students in activities and discussions.

Students responses to oral questioning.
Interaction of students when working cooperatively.
Accuracy of written letters.
SUBMITTED BY:
Carrie M. Dowell
COUNTY/PROGRAM:

Adult Education
A 119
Letter Writing, continued
All of the worksheets will be checked for accuracy. Many of the worksheets
will be placed in a portfolio.
This lesson is vital with all levels of the ESL population since most have
family members living in other countries. This lesson also enhances other
areas of written communication.
A 120
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Personal Hygiene
IT
MULTI-LEVEL
Length of Activity: Approximately 4-6 hours

Identify and differentiate between body parts.

Become familiar with products used for maintaining good hygiene.
Associate products with appropriate body parts.
View a video on personal hygiene.
Complete a variety of related worksheets.
Introduce body parts.

Explain the importance of good personal hygiene.
Provide a variety of products used in maintaining good hygiene.
Provide a video on personal hygiene.
Observe and monitor students as they work independently and cooperatively.
Make available related worksheets.
Evaluate completed worksheets.
The teacher will introduce this activity by identifying body parts using
The Oxford Picture Dictionary for the Content Areas, topic 30.
The teacher will inform the students on the importance of maintaining
good hygiene.
The teacher will discuss and show a variety of items and products needed
in maintaining appropriate hygiene, such as soap, shampoo, lotion,
deodorant, toothpaste, comb, nail file, etc.
The teacher will elicit oral responses from the students as the items are
being discussed.
The students will view a video on personal hygiene and discuss the
acquired skills.
Students will work independently and cooperatively to complete related
worksheets.
Teacher observation during and after the activity.

Student participation in activities and discussions.
Oral responses given by students.
Completed worksheets.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Carrie M. Dowell
COUNTY/PROGRAM:

Adult Education
A 121
Personal Hygiene,
continued
The teacher will observe the students during and after the completed activity. The students also will turn in written assignments.
Developing appropriate personal hygiene is a valuable skill that will be

needed for a lifetime.
A 122
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Survival at Home
IT
MULTI-LEVEL

View instruments and items used for maintaining safety at home.

Observe demonstrations of safety techniques.
Listen actively to the teacher.
Participate in demonstrations.
Complete related worksheets.
Provide instruments and items that are useful in maintaining a safe

home.
Instruct students on how the items and instruments are used.
Demonstrate techniques that are useful in maintaining safety.
Observe and monitor students as they participate in demonstrations.
Ask questions to elicit acquired knowledge.
Provide related worksheets.
The teacher will launch this activity by allowing the students to view a
thermometer, a first-aid kit and its contents, and a blood pressure monitor. The purpose of each of these will be discussed. The teacher will
demonstrate using self and student volunteers on the proper use of
these items. The teacher will also inform the class of the Heimlich
Maneuver and demonstrate how this procedure is done. Students will
be allowed to give oral feedback to questioning provided by the teacher
concerning what they have seen and heard. Students will be asked to
demonstrate some of the techniques learned. Students will be requested
to complete related worksheets.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
What evidence are you going to look for to know that learners
are developing this learning skill?
Students will participate in discussions and demonstrations.

Students will complete assigned worksheets.
SUBMITTED BY:
Carrie M. Dowell
Through teacher observation, it will be determined if students have

acquired the projected skill. The written assignments will be turned in.
COUNTY/PROGRAM:

Adult Education
A 123
Survival at Home,
continued
A 124
Having an awareness of safety techniques and knowing what to do

when minor accidents occur saves time and lives.
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Presidential Qualities
IT
MULTI-LEVEL
Length of Activity: 2-hour session

Review the three requirements of the U.S. presidency.

Identify national issues.
Identify other presidential qualities.
Relate qualities to issues.
Make presentations.
Review three requirements of U.S. presidency.

Guide students in identifying national issues.
Guide students in identifying presidential qualities.
Divide class into groups and have groups share reports.
Review the three requirements of being a U.S. president. List them on the
board, have student write them, discuss until you feel everyone understands.
Tell students a president has much more responsibility than those three
requirements. They face national and international issues. Guide students
to name issues they are concerned about: crime, drug abuse, war, etc. List
them on the board, discussing each one, and have the students write them.
Ask students what qualities a presidential candidate should have to help
him or her deal with the job. List, discuss, and have the students write
them down.
Divide the class into small groups, mingling levels. Assign each group an
issue from the first list and have them identify the qualities from the second list that would help the president handle the issue. Allow groups to
share their reports with the class.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Understanding of requirements, issues, and qualities.

Participation in discussion and group reports.
Correct grouping of listed qualities with assigned issue.
SUBMITTED BY:
Marcia Robertson & Jennifer Parks
Observation by teacher.
Final reports.
COUNTY/PROGRAM:
Stewart County
A 125
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
MULTI-LEVEL
Our Town U.S.A.

PART I: Hands-on Alcoa
Students will demonstrate their understanding of community
services/vocabulary.
Vocabulary: Post Office, Fire Department, Police, Alcoa Utility Board, Alcoa
Aluminum Company.
Length of Activity: One to four 1-hour lessons.
Listen, speak, read, write.

Listen actively to learn about five community services/locations.
Participate in the discussion, question-and-answer period, discuss experiences, compare or contrast with services in students native country.
Match pictures to vocabulary/services.
Copy or write words, sentences, or paragraphs.
Locate service buildings on a city map.
Prepare pictures, word cards, and explanations relating to the five community buildings.
Lead discussion of the five community service buildings, their services,
and locations and compare and contrast to similar aspects of students
countries.
Listen to students and provide support, walk around the room monitoring and making corrections as needed.
SUBMITTED BY:
Rebecca Dotson
COUNTY/PROGRAM:
Blount/Blount County
Adult Education ESOL
A 126
Explanation of five community service buildings (listening).

Match vocabulary and service descriptions with pictures (reading).
Describe services orally (speaking).
Making sentences orally and writing sentences or paragraphs about services (speaking, writing).
Locate service buildings on a map.
Compare and contrast students native countries services.
Begin the activity by showing pictures and asking if anyone can identify
the service buildings.
Explain functions and locations (point to city map) of all places in an
overview.
Allow students to participate in discussion and question-and-answer
period, comparing and contrasting.

Working individually, in pairs, or in small groups, allow students to
match pictures with vocabulary and function cards.
Students will copy words, write sentences or paragraphs (depending
on level) about the five service buildings; higher levels compare and
contrast.
Students can use computer lab, if available, for writing activity.
Our Town U.S.A., Part I,

continued
Writing samples, participation in class, success with speaking activities, success with matching activities, and copying words, sentences, paragraphs.
Writing samples from nonspeakers. Multilevel students show progress in

many ways. Rubrics of student progress is recommended. Teacher can list
skills/rate progress/record.
Some students were very honest in telling stories about their experiences
with the police. I encouraged them to talk about it and resolve some misconceptions. Everyone did not know there was a fee for calling 911 fire.
Other students were interested to find out about the car that burned up
and the fee charged to put out the fire. The 911 fire fee was higher than the
cost of the car. We all laughed.
A 127
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
MULTI-LEVEL
Our Town U.S.A.

PART II: Hands-on Maryville
Students will demonstrate their understanding of community
services/vocabulary
Vocabulary: Post Office, Police Department, Fire Department (three locations), Maryville Utilities Board, Everett Learning Center (Blount Co. Adult
Education), Sam Houston Schoolhouse Historical Site.
Length of Activity: One to four 1-hour lessons.

Listen actively to learn about six community services and their locations (listening).
Participate in the discussion, question-and-answer period (speaking).
Match pictures with their vocabulary and service cards (reading).
Copy or write words, sentences, paragraphs according to levels (writing).
Read about the services in handbooks for further research (advanced
students).
Formulate questions using who, what, when, where, why, how much,
do you, can you, etc.
Prepare pictures, word cards, service description cards, resource handbooks, and explanations related to the six community buildings.
Lead discussion of the six community service buildings, their service
functions, locations.
Listen to students and provide support, walk around the room monitoring and making corrections as needed.
SUBMITTED BY:
Rebecca Dotson
COUNTY/PROGRAM:
A 128
Explanation of six community service buildings (listening).

Reading to match pictures with vocabulary and service descriptions.
Making sentences and describing services orally.
Copy and write words, sentences, or paragraphs about services.
Formulating questions: index can be used as students
find someone who
has been to Everett Center.
knows what fresh food they sell at Sam Houston Schoolhouse and
the cost.
has had a problem with a utilities bill.

trouble with police.
what to do when there is a fire, etc. (speaking/writing).
Our Town U.S.A., Part II,

continued
Begin lesson by showing pictures and asking if anyone can identify the
service buildings.
Explain services of all places in an overview, briefly.
Allow students to participate in a discussion and question-and-answer
period.
match pictures with vocabulary and service function cards.
Students will copy words, write sentences or paragraphs (depending on
level) about the six service buildings.
Students formulate questions (usually a lesson to itself).
Original writing samples, oral responses and participation in class, success

with matching activities, copying words, sentences, or paragraphs.
Writing samples are collected from nonspeakers to advanced level; progress

with oral responses, matching other activities and skills can be collected on
teacher-made rubrics.
We took a field trip to Sam Houston Schoolhouse Historical site that

prompted a lesson by itself. Our vocabulary included hearth, medicine,
musket, blacksmithing, museum, pioneer, tools, quilt, Cherokee, discipline,
weaving, spinning, timeline, ax, log cabin, and governor. Once I began
sharing our community, students enjoyed the experience of visiting these
places, therefore, generating meaningful new language in the classroom.
A 129
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Rebecca Dotson
COUNTY/PROGRAM:
A 130
MULTI-LEVEL
Our Town U.S.A.

PART III: Hands-on Blount County
Students will demonstrate their understanding of community services.
Vocabulary: Health Department, Department of Human Resources, Airport,
Hospital, Justice Center, Courthouse, Library, Division of Motor Vehicles
Length of Activity: One to four 1-hour sessions

Listen actively to learn about eight community services and locations.
Participate in the discussion, question-and-answer period.
Identify and match pictures to their correct vocabulary, services.
Orally tell about services without support cards (later skill).
Copy or write words, sentences, paragraphs.
Participate in pronunciation drills.
Prepare pictures, word and service descriptions about eight community

service buildings.
Lead discussion of the eight community service buildings, their services,
locations.
Walk around the room monitoring and correcting as needed.
Listen and provide support.
Prepare pronunciation short drills that include the words below. First
practice the words in isolation. Then practice the words in sentences
with meaning relating to the lesson.
The teacher says the words, students repeat. Teacher listens for clarification as the group speaks, then as individuals speak. Each student has a
turn. Pronunciation awareness as well as listening skills increase with
practice and drill. It takes time.
H-words (hospital, health, human).
Distinguish between apartment and department.
Relate to the lesson words like robin, habit, ladder, reading, bigger, again.
I saw the robin at the hospital.
Jose has a habit at the hospital.
Get the ladder for Larry during lunch break at the library.
The human resources department is bigger than the health department.
Maria had to go to the Justice Center again.
Distinguish:
pence/pens
lacy/lazy
see/she
chicken/kitchen
Relate to the vocabulary lesson:

Magali gave a pence to Evelia at the courthouse.
Jorge dropped his pens at the airport.
The nurse wore a lacy uniform at the hospital.
Students were lazy after lunch at the health department.
See the Division of Motor Vehicles?
She had to go to court.
The hospital chicken dinner was good.
I need to go to the hospital kitchen.
Our Town U.S.A., Part III,

continued
Begin the activity by showing pictures and asking if anyone can identify
the service buildings.
Explain services and point to locations of all places in an overview.
Allow students to participate in discussion and question-and-answer
period.
match pictures with vocabulary and service cards.
Students will copy words, write sentences or paragraphs (depending on
level) about the eight service buildings.
Teacher leads pronunciation drills.
Writing samples, participation in class, success with matching activities,

copying words or sentences, success with pronunciation drills.
Writing samples from nonspeakers to the advanced level, rubrics show student progress (needs work, shows improvement, acceptable, etc.) with
matching, speaking and pronunciation activities.
The pronunciation exercises were designed especially for Spanish speakers

at the workforce site where I teach. They can easily be adapted for other
classes. Flashcards can be used as well. Teaching students to be aware of
their pronunciation is important but should not be used as a way to inhibit
speech. Use caution when deciding the right time to introduce this kind
of activity. Again, the idea is to improve speech, not cause embarrassment.
A 131
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Workforce Vocabulary I
with hands-on-materials

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
To match workforce vocabulary (letters and words) with pictures.

To read, write, and spell workforce vocabulary.
To write simple sentences or paragraphs using workforce vocabulary in association with the working environment.
Length of Activity: 1 to 4 class hours
Listen actively to explanations.

Participate in class discussion.
Work with partners to complete spelling cloze activities.
Work with partners to write or copy simple words, sentences, paragraphs
using vocabulary.
Read and repeat vocabulary and match with pictures.
Introduce vocabulary, provide pictures (up-to-date digitals, taken at the

plant) as a stimulus for class discussion, provide cloze exercises.
Pronounce each word, running hand under letters as word is pronounced.
Lead discussion about each vocabulary word and relate it to the work
environment.
As learners volunteer sentences, write them so everyone can see. Read
sentences aloud (again using hand to move under the letters as words are
pronounced).
Model writing a paragraph using a semantic map. Read the paragraph.
Lead second and third readings as students join in.
SUBMITTED BY:
Rebecca Dotson
Introduction of words, pronunciation, and pictures.

Write words on the board, practice saying and spelling the words (use
cloze exercises after practice).
Make sentences that relate to the workforce environment. (Student or
teacher may write them on the board.)
Using a semantic map, write sentences that relate to one word in a paragraph.
Begin with My topic is . . . and end with In conclusion . . . (see samples).
COUNTY/PROGRAM:
A 132
Vocabulary
tape, forklift, mop, broom, dustpan,clean-up, blister, stamp, plastic white bin.
Workforce Vocabulary I,
continued
Teacher notes participation in oral and written activities (independent or

guided by partner).
Reading, spelling, or repeating words, sentences, paragraphs.
Matching pictures correctly with vocabulary.
Teacher notes completion and correctness of oral and written activities.
Teacher may use a rubric to monitor student progress (independence,

oral/written participation, noting level of student).
Teacher collects papers and encourages corrections during monitoring.
When taking pictures of clean-up, I involved students dramatizing this

important task. However, it was necessary that I role-play this task. Quickly
students caught on and it became a game for the camera. Example: One
student held the dustpan while the other swept up. It is relating vocabulary
to this type of shared experience, situation, or meaningful picture (that I
developed later with the digital camera) that encourages students to learn
the vocabulary and associate it with letters and words.
A 133
Workforce Vocabulary I, continued
Cloze Exercise and sample sentences and paragraphs.

Listen to your teacher say the words. Write the missing letters. Then copy the words.
1. t _ p e
______________
2. f _ r k l _ f t
______________
3. m _ p
______________
4. b r _ _ m
______________
5. d _ s t p _ n
______________
6. c l _ a n - _ p
______________
7. b l _ s t e r
______________
8. _t _ m p
______________
9.
wh_te pl_stic b _n
_____________________________
My topic is the blister.

The blister is clear.
The blister is clear plastic and transparent.
It seals and covers. In conclusion, the blister keeps the products clean.
My topic is the white plastic bin.
It has wheels or rollers. It is for different products.
It is for all finished products. All products are counted.
In conclusion, products in the white plastic bin are counted, finished, and have a lot number.
My topic is the stamp.
Everybody uses the stamp. It is a hand stamp.
It prints a number. It puts the number on the product box.
There is a lot number or a UPC number. Sometimes the computer puts the numbers on.
In conclusion, when we do not use the hand stamp, the computer does it.
A 134
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Workforce Vocabulary II
IT
MULTI-LEVEL
with hands-on-materials
To match the workforce vocabulary (letters, words) with pictures.
To read, write, and spell workforce vocabulary.
To write simple sentences or paragraphs using workforce vocabulary in association with the working environment.
Length of Activity: 1 to 4 class hours
Listen actively to explanations.

Participate in class discussion.
Work with partners to complete spelling cloze activities.
Work with partners to write or copy simple words, sentences, paragraphs
using vocabulary.
Read and repeat vocabulary and match with pictures.
Introduce vocabulary, provide pictures (up-to-date digital, taken at the

plant) as a stimulus for class discussion, provide cloze exercises.
Pronounce each word, running hand under letters as word is pronounced.
Lead discussion about each vocabulary word and relate it to the work
environment.
As learners volunteer sentences, write them so everyone can see. Read
sentences aloud (again using hand to move under the letters as words are
pronounced).
Model writing a paragraph using a semantic map. Read the paragraph.
Lead second and third readings as students join in.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Introduction of words, pronunciation, and pictures.

Write words on the board, practice saying and spelling the words (use
cloze exercises after practice).
Make sentences that relate to the workforce environment. (Student or
teacher may write them on the board.)
Using a semantic map, write sentences that relate to one word in a paragraph.
Begin with My topic is . . .and end with In conclusion . . . (see samples).
SUBMITTED BY:
Rebecca Dotson
COUNTY/PROGRAM:
A 135
Workforce Vocabulary II,

continued
Vocabulary
Cardboard box, air gauge nozzle, machine view monitor, automatic bagger,
pallet jack, skid pallet, temparin machine, staple gun, staple machine.
Teacher notes participation in oral and written activities (independent or

guided by partner).
Reading, spelling, or repeating words, sentences, paragraphs.
Matching pictures correctly with vocabulary.
Teacher notes completion and correctness of oral and written activities.
Teacher may use a rubric to monitor student progress (independence, oral

and written participation, noting level of student).
Teacher collects papers and encourages corrections during monitoring.
As I got to know the workforce supervisors, I realized there are tasks that go
with different jobs. Students need to know so much around the working
environment. For example: Only supervisor or Call supervisor for certain equipment or areas. Many of the vocabulary words are new to me and
I continue to develop an understanding of their meaning within the working environment. I feel lucky to have access to and support from workforce
staff. We work together.
A 136
Workforce Vocabulary I, continued
Cloze Exercise and sample sentences and paragraphs.

Listen to your teacher say the words. Write the missing letters. Then copy the words.
1. c _ r d b _ a r d b _ x
_________________________________________
2. a _ r g _ u g e
_________________________________________
n_zzle
3. m _ c h _ n e v _ e w m _ n _ t e r
_____________________________________
4. _ u t o m a t _ c b _ g g e r
_________________________________________
5. p _ l l e t j _ c k
_________________________________________
6. s k _ d p a l l _ t
_________________________________________
7. t _ m p a r _ n m a c h _ n e
_________________________________________
8. s t _ p l e g _ n
_________________________________________
9. s t a p l _ m _ c h _ n e
_________________________________________
My topic is the cardboard box.

It is big, brown, and square.
It is bigger than the white plastic bin.
It keeps products from the production line. It sits on a pallet.
In conclusion, the cardboard box is big and keeps products as they fall from the line.
My topic is the pallet jack.
It is big. It is heavy. It is yellow.
It is for shipping. It moves boxes of products.
It can move pallets.
Only the supervisor operates the pallet jack.
In conclusion, Watch out, here comes the pallet jack!
My topic is the temparin machine.
It opens a small box so the workers can put in four items. These are: Q-tip, paper instructions, stick, and filling.
The temparin machine stamps the lot number on the small box.
If there is a problem with the product, we can recall the product by the lot number.
In conclusion, our company can replace a product or give a refund to the customer.
A 137
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
MULTI-LEVEL
Gardening
To learn the vocabulary used in gardening, to become familiar with production agriculture, to learn about good water quality and soil erosion control
methods, and if possible to actually plan and develop a garden so as to harvest
the produce.
Length of Activity: Two 2-hour days and as much outside time
as is needed. Possibly covering two growing seasons, spring
and fall.
Guided Practice
Look, listen, say, read, write, and work in the garden.
Look up vocabulary words in dictionaries.
Say the words with the teacher.
Working in small groups of mixed levels, students will research on the
Internet the growing seasons and seeds suitable for their local area.
Working in small groups of mixed levels, students will make lists of vegetables they wish to grow and plan how they wish to plant the garden.
Working in pairs, students will plant seeds in flats.
Working in large groups, students will come together with the proper
tools, at the proper time, to plant the seedlings outside. (If a garden plot
is unavailable, students will take the seedling to plant at home.)
Students will maintain and then harvest the garden.
Students will write about what they learned.
Class discussion.
SUBMITTED BY:
Sharon Dvorak
COUNTY/PROGRAM:
A 138
Lesson Presentation
Prepare vocabulary list.
Model vocabulary list.
Facilitate a discussion about garden planning.
Divide students into planning groups.
Monitor and give help where needed.
Help paired students do Internet research.
Find possible planting site.
Assist in supply needs, including soil and planting flats.
Help in garden.
Enjoy produce and working companionship.
Gardening, continued
Open with a discussion on what the students like to eat, especially fresh
produce.
Show pictures of produce or bring produce to class. Ask if anyone has
ever gardened.
Hand out vocabulary list and go over the words. Break into groups and
start to plan the garden.
Spend a day or two doing paired Internet searches on how to plan and
establish a garden.
On another day you can review the vocabulary words and plant seeds in
the flats.
Choose a nice day to plant outside and plan a schedule for weeding and
watering.
Make harvesting a group event. You can plan a food event around the
harvesting.
Have the students write about their experience. (Lower level can write
short sentences using the vocabulary words.)
Vocabulary
garden, row, roto-tiller, corn, beans, tomatoes, peppers, soil, erosion, cabbage, peas, potatoes, onions, spade, weeds, herbs, hoe, compost, rake, fertilizer, seeds, plants, bulbs, harvest, flowers
Observation.
Teacher observed social interaction as the students plan and plant the
garden.
Ability to successfully complete the written assignment.
A successful garden.
Teaching observation.
Worksheet handouts.
Harvest the produce.
This is a great lesson for a multilevel class as there is a lot of student interaction. If it is not feasible to obtain a garden plot, it is still a lot of fun to
plan the garden and grow the seeds. The students can take the seedlings
home to plant.
A 139
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Games
To study and enjoy childhood games and learn game vocabulary.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others

Practice vocabulary.
Watch teacher demonstrate how to play the games.
Participate in games.
Participate in discussion.
Write about games played in their own country.
Lesson Presentation
Teacher will supply list of vocabulary words.
Put vocabulary words on the board.
Provide games to be demonstrated such as checkers, marbles, pick-up
sticks, and yo-yos.
Model and promote use of different games.
Lead discussion.
Open class with vocabulary. Model the words and lead the class in
repeating the words.
Pass out the yo-yos and show the students how to use them. (You may
have a student in class, as we did, that is very proficient at this. It is great
to have him or her show the class how to use the yo-yos.)
Let the students practice for a while with the yo-yos and then move on to
the marbles, pick-up sticks and, if time, checkers. Repeat the process.
Have the students write about games in their own countries. (Lower levels can write sentences.)
Vocabulary
SUBMITTED BY:
aim, toss, marble, cats eye, shooter, up, stick, pick, move, yo-yo, down,
checkers, king, jump
Sharon Dvorak
COUNTY/PROGRAM:
A 140
Games, continued
Vocabulary words pronounced understandably.

Understanding of the games as they are played.
Social interaction.
Written work.
This is a great activity to do in between all the grammar lessons. The students have such a good time they forget to be uncomfortable with each
other. It is also a good lesson for multilevel classes as everyone can play.
They really seem to bond. Most of these games are played in some form in
almost all countries and help break down barriers. We also have used jump
rope with their accompanying chants.
A 141
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Visit to the Dentist
Caring for Your Teeth

Students will learn the principles of dental hygiene and vocabulary needed to
communicate their needs to the dentist.
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others

Practice writing and saying vocabulary words.

Write questions for visiting speaker.
Lead hangman game using hygiene/dental vocabulary.
Listen and watch speaker or teacher modeling dental hygiene.
Write sentences about how he or she feels about going to the dentist.
Role-playing telling the dentist.
Put vocabulary words on the board.

Prepare handout of vocabulary words.
Model and lead verbal practice of vocabulary words.
Arrange for speaker.
Give out dental floss and toothbrushes. (Local dentists may be willing to
donate these.)
Assist in sentence writing.
Set up circumstances for role-playing.
Prepare a list of local dentists and their phone numbers.
Pass out the handout and go over vocabulary words together. Point to random words on the board, then play hangman for extra practice. Assist the
students in writing questions for the speaker and practice them out loud.
Have the speaker come in the second hour after the students are familiar
with the vocabulary. After speaker has gone, have the students write sentences about how they feel about going to the dentist. They can also roleplay at this time, practicing what they are going to tell the dentist. The
teacher will set up the circumstances.
SUBMITTED BY:
Sharon Dvorak
Vocabulary
COUNTY/PROGRAM:
A 142
toothbrush, toothpaste, dental floss, mouthwash, clean, tooth, teeth, circular, enamel, food, stuck, cavity, pain, hurts, decay, Novocain, bite down,
open, root canal, gold, silver, porcelain, dentures, crowns, bridges.
Visit to the Dentist,

continued
Vocabulary words pronounced correctly.

Written sentences showing correct use of vocabulary words.
Demonstration of correct way to use dental floss and toothbrush.
Written sentences.
The teacher may want to explain that this is a lesson that students can teach
to their children to save their teeth.
A 143
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Where in the World
This learning activity can be used as part of or as an extension of the Student

Learning Plan The Earth on page 243 of the Tennessee Adult ESOL Curriculum Resource Book.
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others

Identify the continents by shape and place on the map.

Identify the oceans on the map.
Identify the equator and the prime meridian.
Communicate with other students.
Tell the class what they learned form the activity.
Review the concepts about the bodies of land and water on the earth.
Teach the concepts of continents and oceans and their location on the
map.
Demonstrate the activities of the lesson.
Supply students with materials used in the lesson.
Materials
One blue poster board for each group (blue sheet of paper for smaller
maps).
Seven sheets of different colored paper for each group.
Glue, scissors, markers.
Picture or an example of completed project.
SUBMITTED BY:
Elaine Mitchell
COUNTY/PROGRAM:
Number off the students to form mixed groups, preferably seven in a

group (a student for each continent).
Give each group a poster board, seven sheets of different colored paper,
glue, scissors, and markers.
Review the concepts of continents and oceans and their locations on the
map.
Show examples of completed projects or pictures as examples of what
the students might do.
A 144
Instruct the students to choose one of the seven continents so that every
student has a different continent. The students will determine the shape
of the continent from pictures, maps, or the previous lesson handouts,
then tear or cut out the shape of the continent from one of the colored
sheets of paper.
The students in the group will place and glue the continents on the blue
poster board to form a map of the world.
The students will label the continents and oceans.
The students will draw and label the equator and prime meridian lines
on the map.
The students will sign their names to the map.
One student spokesman from each group will present and explain the
groups project to the class.
The teacher will ask, What have you learned from this activity? and
have each student tell the class one thing he or she learned.
Where in the World,

continued
Vocabulary
Tear, cut, glue, scissors, place, shape, equator, prime meridian, colors.

The communication and interaction between students.
Oral reports and student observations of learning.
The completed maps.
Observation, oral reports, and completed projects.

Most students reported that they learned for the first time where many
places were in the world. They had no idea of the relationships of places in
the world to each other. The students in the classroom usually communicate with only those students of their own nationality. One student said,
We learned to talk to each other. This activity required them to work
together with students from other cultures and languages. In order to communicate and complete the project, they found that they must talk to each
other in English.
Resources
Beach ball globes, outline maps, What Your Kindergartener Needs to Know
by E.D. Hirsch Jr., pages 116-132.
A 145
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Getting to Know the Health Department
Length of Activity: This unit will be conducted for approximately

four weeks.
Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Learn vocabulary: parts of the body, descriptive words to explain an illness

or injury, and vocabulary for taking medicine.
Students will complete a personal medical information form.
Students will bring medicine containers for the class to read the
instructions.
Students will create questions to ask the speaker from the County Health
Department.
Students will listen to a speaker from the County Health Department.
Students will role-play giving personal information to a Health Department worker.
Students will role-play examining an illness or injury.
Students will give both oral and written evaluations of the guest speaker.
Introduce vocabulary: parts of the body, descriptive words to explain an

illness or injury, and vocabulary for taking medicine.
Assist students in reading the directions from medicine containers.
Discuss the types of questions to ask the Health Department representative.
Assist students in evaluating what they learned from the spokesperson.
Discuss the need for immunizations for young children and school-age
children.
Assist students in role-playing activities.
SUBMITTED BY:
Pamela G. Brown
COUNTY/PROGRAM:
A 146
Vocabulary
The teacher will give each ESOL student a visual representation of the
human body with the designated body parts.
The students will participate in activities, including songs and games, to
aid in their learning of the body parts and health-related vocabulary.
Students will be given dialogues about visiting a doctors office and will
role-play using these dialogues as models.
Students will be given sample information sheets to complete. The
teacher will assist the students with any vocabulary needed to complete
the form.
A discussion will be held about the information they need to bring with
them when they visit a health-care provider.
Vocabulary will be taken from the various medicine containers brought
to class, including the warnings on each label.
Getting to Know the

Health Department,
continued
Role-Playing
Using the vocabulary introduced, along with sample dialogues, the students will be asked to role-play real-life situations. They will have to give
their own personal information orally to a health-care provider. They will
have to tell the provider that they have an illness or injury. They will be
asked to choose an appropriate over-the-counter medicine for a minor illness by reading the label.
Health Department
The teacher will initiate a discussion about what the Health Departments
job is within the community. The teacher will inform the students the location of the Health Department. The students will be asked to prepare questions to ask the representative from the Health Department. The students
will evaluate the visit by the representative of the Health Department.
Evidence that students are developing their language skills will be determined by:
Student participation in role-playing activities.
Student questions to the representative of the Health Department.
Written questions for the Health Departments representative.
Teacher observation during class activities.

Students said they felt more comfortable about asking questions of a health
professional.
A 147
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL

The Public Library
Length of Activity: 1 to 2 weeks

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Students will be able to fill out an application with personal information.

Students will be able to understand and use vocabulary needed in a
library.
Students will obtain a library card.
Students will successfully go to the library and check out a book.
The instructor will present new vocabulary.

The teacher will prepare the overhead materials.
The teacher will obtain sample library cards and applications for a
library card.
Set up the classroom to resemble a library.
Arrange for the local librarian to visit the class.
Materials
Community photo cards

Picture vocabulary worksheet
Sample library card
Sample library books
Practice applications
Library materials, i.e. encyclopedia, dictionaries, check-out cards
SUBMITTED BY:
Pamela G. Brown
COUNTY/PROGRAM:
Unit will begin with a virtual trip through the community using an overhead. As the students identify the buildings that have previously been
visited, the teacher will lead the class to the public library. An overhead of
the inside of a library will follow. Students will discuss the photo with
their table partners.
Tables will pick a reporter to share their knowledge with the rest of the
class. Teacher will lead the discussion with questions:
Who do you see?
What are they doing?
What things do you see?
A 148
Picture cards will be used to teach vocabulary.

This is a ___________.
Students will repeat. As new picture cards are introduced teacher will
review And what is this again? Cards will be put up in plain view
for all students. Volunteers will find cards by walking over to the
card and touching it. Cards will be mixed up and handed out to students. The teachers will write on the board.
I have a __________. What do you have?
After the class practices the dialogue, the teacher models I have a book.
What do you have? and shows the class her card. This dialogue continues with all students contributing.
Individual worksheets with the same pictures are handed out and the
class writes the name of each picture beneath it.
Vocabulary is reviewed again to ensure understanding and vocabulary
worksheets handed out to those who need it (with the words written
below the pictures). Review can be Please point to, show me, or tell me
what is the first picture? Write the following dialogue on the board:
I am going to the library.
Why are you going to the library?
I am going to.
Class discusses as the teacher makes a list on the board. What do you do
at a library? Practice dialogue by putting in different actions, i.e., I am
going to read. I am going to use the computer. Class will learn and practice new verbs for the library, i.e., check out, renew, overdue, research,
look up, and make copies.
A 20-minute movie (obtained from a local library) A Visit to the Public
Library will be shown next and a discussion will follow. What did you
see? What did they do? Who helped the visitors in the library? What did
the children take home?
Classroom will be set up to look like a library with books, encyclopedias,
computer, and check-out desk. Make it look as realistic as possible.
As the students enter the classroom, welcome them to the public library
and introduce yourself as the librarian. Take the class on a tour of the
library, showing them where the fiction and nonfiction sections are, the
childrens books, the reference materials, and the periodicals.
Give each pair of students a task card with a task they must complete
such as Check out a book about cats or Look up a word in the dictionary. Give the students plenty of time to complete their tasks. Collect the
cards, then hand out a new card to each pair. Do this two or three times
or until the students show some comfort with using the library.
Discuss as pairs and then groups of four. Each table shares its ideas and
questions with the class.
The Public Library,

continued
A 149
The Public Library,

continued
The students will review personal information vocabulary: name, first

and last, address, phone number, birthday or DOB, identification. Write
on the board this dialogue:
I would like to check out this book, please.
Do you have a library card?
No, I do not.
Please fill out this form for a library card.
Okay.
Read together, practice together, practice in pairs, switch parts, and practice again. Ask for volunteers to dialogue in front of the class (give the
librarian a form as a prop). Then hand out forms to all the librarians
as the class practices the dialogue. Have the students fill out the forms.
Switch and redo.
Tell the class that the librarian from the local public library will come to the
next class to talk to them, answer questions, and take applications for
library cards. Pairs can work together and write up to three questions for
her to answer at the next class. Turn in the questions before they go home.
Students and their family members can come to this meeting. It can be held
at regular class meeting or at the local elementary school to involve the
children.
After the librarians presentation, the class will ask questions. (Teacher
has typed these and eliminated repeats. Students can read their questions
or ask the teacher.) Then the applications will be filled out and given to
the librarian. Cards will be mailed to the students in two weeks (your
countys process may vary).
After the library cards come in the mail, class will meet at the library at
an appointed time and students will check out a book.
Teacher observation of student participation in dialogues, role-playing,

and class discussions.
Student-completed worksheets and/or quiz.
Students successfully checking out a book at the library.
Students enjoyed this activity and felt much more comfortable about using
the library and taking their children to the library.
A 150
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Getting to Know Your School System
IT
MULTI-LEVEL
Length of Activity: 4 weeks

Use a copy of the school calendar to find important dates and activities.
Make a calendar for each month of the schoolyear.
Bring copies of their school handbook to class to focus on information
regarding their children.
Make a list of Important School Personnel and Phone Numbers.
Make a list of questions for childs teacher or principal.
Determine how to set up a teacher or principal conference.
Plan a reception(s) for county school spokespersons.
Listen to speakers from the county board of education (high school, middle school, elementary school supervisor or adult education supervisor).
Use the school calendar to begin dialogue about school system.

Assist students in making a calendar of important dates per month.
Select a particular section of school handbooks to discuss with students.
Collect questions from students regarding their childs school.
Assist students in recognizing school personnel who may need to be contacted and how to contact them.
How to plan a teacher or principal conference.
List and send invitations to county school personnel to serve as
spokespersons at an evening class.
Assist students in planning reception(s) for county school spokespersons.
Discuss the types of questions that would be appropriate for the reception spokesperson.
Assist students in evaluating what they learned from the spokespersons.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
The School Calendar

A copy of the school calendar will be given to each ESOL student. The
students will participate in discussion about each item on the calendar.
Teachers will guide the discussion to help students to understand the
meaning and purpose of scheduled activities. This discussion would
prompt issues such as holidays and why they are celebrated, how in-service days are used, and snow days.
The teacher will give students plan monthly calendars for the students to
fill in with school activity dates. These calendars can be displayed on
their refrigerator or on the wall at home for quick reference.
SUBMITTED BY:
Rebecca Dotson
COUNTY/PROGRAM:
A 151
Getting to Know
Your School System,
continued
School Personnel
The teacher will initiate this discussion by introducing a picture of the
director of schools (if available). Students will also be given a list of basic
school personnel and how they may be of help to them. The teacher will
also distribute county school system information resources, such as the
Educational Access TV channel and its purpose. Students will be given an
opportunity to make a list of questions that they may have for county
personnel. These questions will be sent to school supervisors who will
send a representative to answer their questions at a planned reception(s).
The teacher will have a follow-up discussion after the receptions to see
how much the students have learned about their schools and the system.
Setting Up a Conference
The teacher will introduce dialogue to show how a typical teacher or
principal conference may take place. The students will be asked to roleplay a conference. The teacher will guide students in making a list of
generic questions to ask.
Planning a Reception
The teacher will introduce the word reception and its meaning. Students
will be guided in writing an invitation. A menu may be planned if students wish to bring simple foods or dishes as well as some kind of simple
entertainment.
Completed monthly calendars.

Written list of questions for personnel.
Student participation in role-play activities.
Written list of county personnel and phone numbers.
Hand-written invitations.
Student participation in reception.
Student written and oral evaluation of reception.
Due dates will be set for calendars, lists, and invitations, and written evaluations will be collected.
This activity helped the students learn about their childrens schools and
helped the schools learn about the ESOL students.
A 152
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY

The Community Map
IT
MULTI-LEVEL
Length of Activity: 1 to 2 weeks

Students will be able to locate community buildings on a map.

Students will be able to understand and use vocabulary needed to follow
directions.
Students will take a photo of a local community building.
Students will produce a local community book for newcomers.
The teacher will prepare a community map and vocabulary lists and
assist the students in preparing a community book for newcomers.
Materials
Community photo cards

Picture vocabulary worksheet
3x5 cards
Map of the community
Poster board
Markers and glue
Disposable cameras

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Unit will begin with a virtual trip through the community using an
overhead.
Direction words will be reviewed: right, left, south, east, west, north. As
the students walk through the community using the overhead, they will
identify the buildings. Community photos of individual buildings will be
passed out, identified, and discussed with their table partners. Tables will
pick a reporter to share their knowledge with the class. The teacher will
lead the discussion with questions:
Who do you see?
What are they doing?
What things do you see?
SUBMITTED BY:
Rebecca Dotson
Picture cards will be used to teach vocabulary. This is a ____________.

Students will repeat. As new picture cards are introduced, teacher will
review And what is this again? Cards will be put up in plan view for all
students. Volunteers will find cards by walking over to the card and
COUNTY/PROGRAM:
A 153
The Community Map,

continued
touching it. Cards will be mixed up and handed out to students. Write on
the board this dialogue:
I have a ____________.
What do you have?
After the class practices the dialogue, the teacher models, I have the post
office. What do you have? and shows the class her card. This dialogue
continues through the whole class. Individual worksheets with the same
pictures are handed out, and the class writes the name of each picture
beneath it.
Vocabulary is reviewed again to ensure understanding, and vocabulary
worksheets are handed out to those who need them (with the words
written below the pictures). Review can be point to, show me, or what is
the first picture? Write the following dialogue on the board:
I am going to the hospital.
Why are you going to the hospital?
I am going to . . . .
Class discusses as the teacher makes a list on the board. What do you do
at the __________? Practice dialogue by putting in different actions, i.e.,
I am going to mail a letter. Or I am going to cash a check. Class will
learn and practice with new verbs for each community site, i.e., post
office ship a package, library check out a book.
A 20-minute movie A Visit to Your Community will be shown next and a
discussion will follow. What did you see? What did they do? Who helped
the newcomers to the community? What questions did they ask?
Classroom will be set up with an enlarged local community map. Labels
will be placed by the students on the map locating the community sites
learned in class. Students may locate their homes as well. Class will draw
a local community site (some may have two) and be given a disposable
camera and instructed to take a photo of the site they drew, their house,
and anything else in the community that they think should be placed in
the book. After the pictures are developed, the students will work in
groups (advanced, beginning, multilevel) to design a page for our Newcomer Book. Each page will include at least one photo, the name,
address, and a short description of the site and its uses. After each page is
edited, students will use the computer lab to produce their pages for the
book. The Newcomer Book will be kept in the centers library to be used
by students of the center.
Evaluation of the knowledge learned by the students will be presented by

the students as they discuss what they have learned in this activity.
A 154
Newcomers Book for the community.
The Community Map,

continued
Instructor comment and reflections
Students in other classes who use the library expressed an interest in the
Newcomers Book.
A 155
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
Christmas Customs and Origins

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Read information about the origin of Christmas items.

Interact with teacher and one another, sharing knowledge of these items.
Use reading, writing, listening, and speaking in the language acquisition
process.
Provide items and readings for instruction.

Introduce one Christmas item and reading.

Students read about item and discuss.
Continue with items and discussions.
If possible, give items to the students through drawings.
Written and oral responses.

Writing exercise.
SUBMITTED BY:
Tracy Bullard
COUNTY/PROGRAM:
Dickson County Adult Education
A 156
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Learning About Mardi Gras
IT
MULTI-LEVEL

Discuss what students already know about Mardi Gras.

Read and discuss the Mardi Gras article.
Talk about terminology.
Find and locate New Orleans in the state of Louisiana on the United
States map.
Provide each student with Mardi Gras article.

Teacher will provide a map of the United States for the purpose of locating New Orleans.
Teacher will provide various Mardi Gras items for students.
Teacher will provide Mardi Gras word search for students.
Students understanding of Mardi Gras concept and terminology.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Fun activity.
SUBMITTED BY:
Tracy Bullard
COUNTY/PROGRAM:
A 157
IM
Mardi Gras
ardi Gras is the pre-Lenten festival celebrated in

Roman Catholic countries and communities. Mardi Gras, or Shrove
or Fat Tuesday, as it is sometimes called, is celebrated by the French
as the last of the three days of Shrovetide and is a time of preparation immediately before Ash Wednesday and the start of the fast of
Lent. It is thus the last opportunity for merrymaking and indulgence in food and drink. In practice, Mardi Gras is usually celebrated for a full week before Lent. It is marked by spectacular
parades featuring floats, pageants, elaborate costumes, masked balls
and dancing in the streets. Bystanders at the parades are tossed colorful jewelry and coins.
In the United States, the principal Mardi Gras celebration is in New
Orleans, located in southern Louisiana. The Mardi Gras, or carnival
season, opens on Twelfth Night (January 6) and climaxes with the
season commencing 10 days before Shrove Tuesday.
A 158
HIGH
BE
DV
ANC
ESL
GINN
ESL
ERARY
Learning About the Newspaper
IT
MULTI-LEVEL

Discuss what things the students already know about the newspaper.
Look through the newspaper and identify sections.
Discuss sections as a class.
Talk about terminology.
Provide each student with a newspaper.

Students will be given a newspaper to use for this lesson and to take
home with them (The Tennessean provides 20 free newspapers to our
program twice a week through the Newspaper in Education Program).
Students will use the newspaper to identify important sections of the
newspaper and its contents.
Students will complete the newspaper terminology activities.

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Students can identify parts of the newspaper.

Students can respond to or ask meaningful questions.
Can be altered to work with different levels of students.
SUBMITTED BY:
Tracy Bullard
COUNTY/PROGRAM:
A 159
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
September 11 and Beyond

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
SUBMITTED BY:
Tracy Bullard
COUNTY/PROGRAM:
A 160

Study important terminology.
Study the world map and pinpoint their countries, compare and contrast.
Study information related to Afghanistan, the Taliban, Muslims, etc.
Complete related activities.
Supply students with maps.

Give students terminology, Whos Who, and Other Things to Know
sheets.
Guide presentation of important terminology and other information.
Encourage discussions about cultures, traditions, feelings.
Begin session with students sharing what they already know.

On a KWL chart, write students responses under the Know section.
Ask students what they want to find out or learn and write this under the
Want to Know section.
Give students the list of terminology and discuss the definitions.
Give students the Whos Who sheet and discuss.
Give students the Other Things to Know sheet and discuss.
Have students compare what they have just learned with their own countries.
Using Venn Diagrams, students can compare and contrast countries,
beliefs, customs, cultures, etc.
Give students the word search and assist as needed.
By student responses, write what they have learned on the KWL chart.
End with a writing exercise.
Recognition and use of terminology.

Participation in class activities.
Participation in class discussions.
Completion of the Venn Diagrams, KWL Chart.

Completion of the writing exercises.
September 11 and
Beyond, continued
A 161
HIGH
BE
DV
ANC
ESL
ERARY
GINN
ESL
IT
MULTI-LEVEL
The Autumn Season

Learning Plan
Understand
4. Listen Actively
Make Decisions
8. Plan
12. Guide Others
Read and understand information about autumn and different kinds of

leaves.
Learn to identify leaves.
Provide information.
Provide samples or photos of leaves.
Provide worksheets corresponding to materials printed.
The class will read and discuss the print material provided by the teacher.
The class will become familiar with the leaves.
The class will complete the written activities that correspond to the lesson.
Oral communication of information used and learned in class.

Student responses to written exercises.
Listening during class activities.
Viewing written exercises.
SUBMITTED BY:
Tracy Bullard
COUNTY/PROGRAM:
A 162
Materials and Resources

Materials and Textbooks
ESOL LEVEL ONE AND LEVEL TWO
Before Book One (Pearson Education). This workbook/cassette program sharpens students aural skills
to prepare them to speak English. Students listen to
the cassettes and complete a series of workbook exercises, circling the correct letter, number, word, or illustration or filling in the blanks.
Book One (Pearson Education). Students listen to the
cassettes and choose the correct illustration or answer
in their workbook.
Firsthand Access/Firsthand Success (Pearson Education). Each text helps low beginning students to communicate confidently in English by providing realistic
language models, clear listening tasks, personalized
activities, and language support.
A free self-study audio CD for listening and pronunciation practice is also available.
Handbook for Citizenship (Pearson Education). This
book is designed for oral use and teaches the information needed to answer oral U.S. citizenship exam question. Line maps and facsimile copies of naturalization
petition forms are useful realia.
A Conversation Book, Book 1 (Pearson Education).

This book presents an all-skills, student-centered
approach to developing conversational fluency.
A First Look at the USA (Pearson Education). High

interest feature stories, written almost exclusively in
the present tense and each less than a half-page long,
motivate and promote confidence.
True Colors-Basic (Pearson Education). This basic

level provides an introduction to English for true
beginners. It uses real English as opposed to textbook English to prepare students to understand
native speech outside of English class.
Introducing the USA, A Cultural Reader (Pearson

Education). Twenty-eight units cover a wide variety of
topicsfrom popcorn and buffaloes to Native Americans; from Beverly Hills and the Sequoias to peanut
butterthat entertain students while they learn.
ExpressWays (Pearson Education). ExpressWays 1 and

2 provide beginning level students with essential
vocabulary, grammar, and functional expressions
needed to communicate at a basic level.
American Handwriting (Delta Systems, Co., Inc.).

This text is a step-by-step instruction workbook for
handwriting that was developed for those in the workplace or classroom who do not read or write the
Roman alphabet.
Side by Side, Book One (Pearson Education). The

Side by Side series engages students in guided conversation within carefully structured grammatical frameworks. (The teachers guidebook is essential for this
series.)
The Oxford Picture Dictionary (Delta Systems, Co.,

Inc.). Monolingual edition. This book can be used at
all levels. It is a reference to essential everyday vocabulary. (Listening cassettes are available.)
Exploring English (Pearson Education). This six-level

series teaches all four language skills right from the
start, and gives students a wealth of opportunities to
practice what theyve learned.
Word by Word Basic Vocabulary Development Program (Delta Systems, Co., Inc.). This series is designed
for literacy and low beginning level students. It
includes tests, wall charts, cassettes, workbooks, song-
323
books (with an accompanying karaoke-style song

album which features 11 original songs that offer
entertaining practice with key vocabulary through a
variety of popular musical styles.)
Collaborations Literacy (Heinle & Heinle). This
comprehensive literacy program includes a worktext,
transparencies, an audio tape, two maps (U.S. and
world), plus an assessment package.
Literacy in Lifeskills (Heinle & Heinle). This book is
designed for adult learners who have not acquired
basic literacy skills in their primary language. Book
one includes numbers, the alphabet, introductions,
dates and addresses. Book 2 includes lowercase letters,
time, money, feeling, family, health, and the body.
Listen to Me! (Heinle & Heinle). This is a beginning
level text in a series of practically oriented listening
texts that offer a variety of real-life topics embedded in
a central storyline. It includes pre-listening exercises,
task-based final activities and a pronunciation section.
Facts and Figures (Heinle & Heinle). Beginning reading practice. Units include topics such as Animals,
Plants, Popular Music, Explorations and Adventure
and Interesting people of the World. Students increase
their active vocabulary from 300 to 800 words.
Crossroads Caf (Heinle & Heinle). Crossroads Caf is
a video program about real people working and living
in the U.S. This program helps students practice listening, speaking, writing and reading skills, as well as
learning about U.S. culture and workplace competencies. The level reaches from beginning to high intermediate. The Crossroads Caf program includes 26
half-hour episodes of videos, worktexts, teachers
resource books, assessment packages and a partner
guide for distance learning programs.
English ASAP (Steck-Vaughn). This series is a fast
way to get ESOL and literacy learners ready for work.
324
Each unit presents and practices the key language and

grammar structures learners will encounter on the
job. It combines student books, workbooks, and
audio cassettes in a comprehensive program that
teaches specific SCANS competencies in a workplace
context. There are five levels in this series, Literacy,
Low Beginning, Beginning, High Beginning and Low
Intermediate.
English ASAP Assessment Program (Steck-Vaughn).
This assessment program has placement tests and
progress tests, along with answer keys. The book is in
blackline master format so it can be copied. It contains
the six literacy levels now recognized by the NRS. It
has a learner progress chart in the back of the book
which can be copied as well.
Real-Life English (Steck-Vaughn). There are five levels in this series, literacy, low beginning, beginning,
low intermediate and intermediate. This series is
Steck-Vaughns most popular program for integrating
language and life skills for the ESOL learner. The topic
for the literacy level is personal communication. The
low-beginning levels topic is our community.
This series reinforces the sentence structures used
most often. It supports learners from low beginning to
intermediate levels with instruction, exercises and
activities in a real-world context.
Better English Everyday (Steck-Vaughn). Learners
practice the four language skills through interesting
and varied activities. This series of three books (Level
1, Level 2 and Level 3) includes a variety of activities,
and introductory writing chapter and a phonics or
spelling lesson ends each chapter.
English for Everyday Activities, A Picture Process
Dictionary (New Readers Press). This book is for high
beginning through intermediate. There are over 60
chapters, each focused on one process, such as frying
an egg or mailing a letter. It is suitable for classroom
instruction or individual use.
Key Vocabulary for a Safe Workplace (New Readers

Press). This book is for high beginning through low
intermediate. It helps students learn the essential
vocabulary they need to be safe at work and gain the
tools they need to prevent or reduce accidents and
injuries on the job. An appendix includes reading
material safety data sheets (MSDS), health and injury
terms, typical health and safety policies, lockouts and
tagouts, and helpful exercises to lessen or prevent jobrelated aches and pains.
Laubach Way to English (New Readers Press). It is
recommended that only books 1 and 2 be used with the
beginning ESOL students. These books are designed to
meet the needs of ESL students who have no, or low,
literacy skills in their native language and need basic
English skills. It uses a structured phonics-based
approach. Level 1: Sounds and Names of Letters, Level
2: Short Vowel Sounds.
The Oxford Picture Dictionary (New Readers Press).
This book features more than 3,700 words in fullcolor scenes, each word defined in context. One hundred forty key topics are grouped into 12 thematic
areas, many with a vocational strand.
The CD-ROM version is also available.
First Class Reader (New Readers Press). Thirty chapters each containing a short reading, picture cues, an
Interaction Grid, and a simple writing for low beginning students.
The Working Experience (New Readers Press). A
series of three texts focusing on adult ESOL students
working experiences in native countries and in the
United States.
Pre-reading activities and follow-up exercises
develop vocabulary skills, expand reading and comprehension skills, and reinforce basic grammar patterns.
Contemporary English (Contemporary Books). This
is a series of books that begin with the literacy level
and progresses through Level 4 (advanced level). Each

text is accompanied by a cassette package. This series
introduces students to grammar structures in meaningful contexts to prepare students for the world of
work using SCANS skills in the learning process.
Put English To Work (Contemporary Books). This
series of texts begins with the literacy level and progresses through six levels to the high advanced level.
Each of the seven books follows the workplace experiences of several characters: getting hired, keeping a
job, and working toward promotion, along with occasional returns to pre-employment. An accompanying
Testing & Resource Book provides blackline masters for
a screening test; two multiple-choice placement tests;
seven exit tests; exercise sheets with additional activities and exercises and an answer key.
Basic Telephone Training (Contemporary Books).
Speaking and understanding another language on the
telephone is one of the most difficult things to master.
This listening/speaking text is for beginning ESOL
learners, with very little English required to use the
book successfully.
Entry Into Citizenship (Contemporary Books). This
is a consumable text for beginning students who need
to pass the Citizenship exam and to get through the
INS interview given prior to the exam.
Citizenship Practice Cards (Contemporary Books).
This is a group of the 100 INS questions ideal for
memorization practice alone or in pairs. It also contains 25 additional flash cards that the INS asks senior
citizens. An eight-page guide assists students in further
understanding the questions and proposes a number
of ways the cards and audiocassette can be used to
practice.
English, YES! (Contemporary Books). This series of
seven texts uses contemporary literary selections chosen and adapted specifically to help ESOL students
325
improve their English skills. Skill development

throughout the series is progressive. The literacy level
teaches Recognizing Letters and Numbers, Filling Out
Forms, Making Schedules, Reading Ads and Labels,
Very Short Stories and Articles.
Practical English (Delta Systems Co., Inc.). This

three-level series provides a solid grounding in the
structures and communicative functions of English, as
well as extensive practice in speaking, listening, reading and writing.
English Works (Pearson Education). This video and

book provides training in basic communication tasks
encountered by entry-level workers. Each of the ten
video segments and corresponding text chapters
explores authentic problems derived from actual
workplace situations and incidents. The five typical
workplace settings are hotels/motels, hospitals, nursing homes, convenience stores, and maintenance sites.
Stars and Stripes (Delta Systems Co., Inc.). Readings

in this text become longer and more difficult as the
text progresses. The text covers reading skills such as
finding the main idea, guessing meaning from context, reading for speed, scanning and predicting. A
large variety of activities includes tasks such as cloze
exercises, matching, drawing, sentence ordering, and
more.
ESOL LEVEL THREE AND LEVEL FOUR
Jazz Chants (Delta Systems Co., Inc.). Chanting these

jazz chants is a unique way for students to improve
their speaking and listening comprehension while
reinforcing the language structures of everyday situations. This book is a favorite of most ESOL teachers.
Sing It (Delta Systems Co., Inc.). This is a six-level
series consisting of text, workbooks and cassettes that
introduce English grammar and vocabulary through
authentic and varied songs. (Songs include Imagine,
We Are the World, Dont Worry, Be Happy and many
others.)
The Pizza Tastes Great (Delta Systems Co., Inc.). This
text and workbook use stories and role-play dialogues
to help students acquire a basic vocabulary, build fluency, improve pronunciation and intonation, and
learn key aspects of American culture.
The Salsa Is Hot (Delta Systems Co., Inc.). The same
as above with a more difficult vocabulary.
326
Whattaya Hear? (Delta Systems Co., Inc.). This text

teaches students to be familiar with common conversational vocabulary such as the use of you know to
establish understanding between the speaker and listener. These common conversational vocabulary items
are introduced in each unit by an American speaker
teaching a foreign friend a popular American joke,
and why its funny.
Writers At Work (Delta Systems Co., Inc.). This text is
aimed at preparing students to write academic English. A special editing reference section at the end deals
with the most common errors that students make in
writing.
Ready to Write (Delta Systems Co., Inc.). Ready to
Write presents paragraph development and the fundamental composition skills needed for successful academic work.
Caps, Commas, and Other Things (Delta Systems
Co., Inc.). This blackline master activity book concentrates on capitalization and punctuation (6 levels) and
written expression (4 levels), with an overview section
for each level that provides specific suggestions for
developing lesson plans using the reproducible activity worksheets.
American Vocabulary Builder (Delta Systems Co.,

Inc.). Each unit begins with a short, interesting article
that highlights specific words to be studied. There are
two books in this series.
Cant Stop Talking (Delta Systems Co., Inc.). This
book is designed to create situations where students
do the talking. Each unit presents a stimulating problemranging from budget decisions to life and death
issueswhich the students must solve.
Internet English (Delta Systems Co., Inc.). Internet
English is a WWW based conversation course. It helps
students develop the skills to search the World Wide
Web for information. The teachers guide offers notes
on presenting the units, optional activities, photocopiable resource pages, and lists of useful web addresses.
The Irregular Verb Book (Delta Systems Co., Inc.).
This book contains photocopiable, fun activities for
post-beginner to high intermediate students focusing
on meaning, form and use of 138 irregular verbs
through crosswords, word searches, proverbs and
other entertaining formats.
Azar English Grammar Series (Delta Systems Co.,
Inc.). One of the most important grammar series in
use for ESOL students is presented with grammar
exercises, speaking, listening, and writing skills. The
first book, Basic English Grammar, is designed for
lower intermediate students.
Fun With Grammar (Delta Systems Co., Inc.). This
teacher resource book is filled with more than 200
communicative, interactive, task-based games to make
learning grammar fun.
Immigration Made Simple (Delta Systems Co., Inc.).
This is an excellent resource for teachers. It includes
important definitions and answers to many commonly asked immigration questions, an overview of
the application process for temporary and permanent
visas, addresses and telephone numbers of U.S. Immigration, Department of Labor and U.S. Passport
offices and a directory of immigration lawyers.
Essential Idioms in English (Delta Systems Co., Inc.).
This text is designed to help beginning through
advanced ESL/EFL students learn to understand and
use approximately 500 of the most common English
idioms.
All Clear! (Delta Systems Co., Inc.). This text is a comprehensive presentation of American English idioms.
It includes a text, cassette package and/or a compact
disk package.
Street Speak and BIZ Speak (Delta Systems Co., Inc.).
These two books explore some of the most popular
slang and idioms that are used by native-born Americans. Biz Speaks also explores slang and idioms used
actively in American business. The chapters contain
dialogues, group activities, pair work, role playing and
word puzzles.
Crossroads Caf (Heinle & Heinle). See Level One and
Level Two.
Side by Side (Pearson Education). See Level One and
Level Two.
English ASAP (Steck-Vaughn). See Level One and
Level Two
LEVEL 5 AND LEVEL 6
Communicator I and II (Pearson Education). A twolevel course in functional communication designed

for use as a stand-alone program or as the upper two
levels of Side by Side, Expressways, or any other core
series. The texts feature communicative practice; reading, writing, and listening comprehension exercises;
327
role playing; cooperative learning activities; and crosscultural discussions.
dents with the challenges of true/false, multiple

choice, and short answer items.
Explore English (Pearson Education). Levels 5 and 6.

Each chapter reviews and consolidates what has
already been learned. Every fourth chapter is a review
chapter featuring an optional achievement test. This
series integrates SCANS and CASAS competencies.
Longman Lecture Series (Pearson Education). Twelve

recorded lectures in each of the three levels are performed in lively and natural styles to provide a motivating introduction to academic listening
Azar Grammar Series (Pearson Education). Fundamentals of English Grammar is a high intermediate
level grammar book. Understanding and Using English
Grammar is an advanced level grammar book and one
that would be helpful for any class where students
intend to enter a university for undergraduate or
graduate work.
Longman Preparation Course for the TOEFL Test
(Pearson Education). Volume A provides skills and
strategies for a comprehensive coverage of the language skills tested on both the paper and pencil
TOEFL test and the TOEFL CBT as well as pre- and
post-tests that diagnose needs and measure performance to determine areas of weakness.
Volume B offers five complete tests that reproduce
the format and style of the TOEFL test (paper and
pencil) and further familiarizes students with the
exam.
Longman Introductory Course for the TOEFL Test
(Pearson Education). This course was designed to help
intermediate and advanced students (TOEFL test
scores 380 480) increase their scores on all sections of
the revised TOEFL Test. It is a good starting point for
students preparing for the new TOEFL CBT.
Learn to Listen, Listen to Learn (Pearson Education).
This text helps prepare students for academic listening
and note taking. It offers readers valuable tips for getting the most from lectures as it deals with numbers
and statistics, organizing notes and also incorporates a
variety of quiz and test questions to familiarize stu-
328
Whaddaya Say? (Delta Systems Co., Inc.). This book

offers guided practice in relaxed spoken English. Students are introduced to such reduced forms of English
as gonna, wanna, hafta, and gotta.
Talk About Values (Pearson Education). This text
presents values-oriented topics such as honesty,
money concerns, gift-giving, and what to look for in a
husband or wife. The chapters include short readings,
surveys of personal experiences and opinions, role
plays, and jokes. Each chapter also includes suggestions for writing activities.
Focus on Pronunciation (Pearson Education). A
comprehensive pronunciation course, it is designed to
help students enjoy speaking English well. Written for
the advanced student, it addresses the crux of most
pronunciation problems by emphasizing elements of
English phonology that are difficult or unusual in
terms of the worlds languages.
Whattaya Do? (Delta Systems Co., Inc.). This book is
for anyone who works in a business setting or would
like to. Some of the topics include greetings, presenting your ideas, talking about cost, business parties,
staff meetings, etc. The book indicates how American
business people really feel about certain common
business practices.
Street Talk 3 (Delta Systems Co., Inc.). Each dialogue
contains ten common expressions for easy and manageable learning. In addition to information about
synonyms and antonyms, the book contains extra
word games and crossword puzzles, drills, context
American Government (Delta Systems Co., Inc.).

American Government tells the story of how our government came to be. Five units address the formation
of U.S. government, including the Constitution and
Bill of Rights; the three branches of federal government; state and local government; campaigns and
elections, etc.
Looking Ahead (Heinle & Heinle). Looking Ahead is a

series of four-level writing and grammar books. Students practice grammar in the context of the writing
assignments and can review structures in the comprehensive Grammar and Language Reference guide
found in each book. Reading from textbooks, academic journals, newspapers, and other sources allow
students to become familiar with the vocabulary,
ideas, and issues within each chapters topic. CNN
video clips expand the themes in each chapter.
Longman Academic Writing Series (Delta Systems

Co., Inc.). This series helps college-bound and collegelevel ESOL students to improve their ability to write
effectively in English. It gives a step-by-step approach
to the conventions of paragraph and essay organization and rhetorical expression.
Make Your Mark ( Contemporary Books). This series

illustrates situations and enhances workplace literacy
that span four major industries: food service, the hotel
industry, retail, and health services. These books focus
on teaching terminology, common idioms, general job
information, and strategies for success.
Better Writing Through Editing (Delta Systems Co.,

Inc.). Part 1 begins with a diagnostic self-assessment
to determine each students awareness of editing problems. Part 2 provides practice with a variety of English
sentence types and Part 3 provides clear and simple
explanations of typical ESL/EFL editing problems and
contains hundreds of practice exercises.
Prism (Steck-Vaughn). Prism builds interpersonal

communication skills in tandem with academic language proficiency. This series has three textbooks,
three workbooks and three cassettes plus teachers
guides and a test booklet.
exercises plus a section on survival idioms and

phrases.
329
Publishers Information
RESOURCES
Cambridge University Press
40 West 20th Street
New York, NY 10011
www.cambridge.org/esl-efl
Toll-free 800-872-7423
FAX 212-691 3239
Contemporary Books
4255 West Touhy Avenue
Lincolnwood, IL 60712-1975
www.contemporarybooks.com
Toll-free 800-521-1918
Delta Systems Co., INC.

1400 Miller Parkway
McHenry, IL 60050-7030
www.delta-systems.com
FAX 800-909-9901
Toll-free 800-323-8270
330
Heinle & Heinle

Thomson Learning
20 Park Plaza
Boston, MA 02116
http://www.heinle.com
FAX 617-368-3971
Toll-free 800-354-9706
Pearson Education
10 Bank Street
9th Floor
White Plains, NY 10606-1951
Http://www.pearsoned-elt.com
FAX 800-445-6991
Toll-free 800-922-0579
New Readers Press

U.S. Publishing Division of Laubach
Literacy
Department FSO1
P.O. Box 888
Syracuse, New York 13210-0888
www.newreaderspress.com
Toll-free 800-448-8878
Pro Lingua Associates

P.O. Box 1348
Brattleboro, VT 05302-1348
FAX 802-257-5117
Toll-free 800-366-4775
Oxford University Press

ESL Department
198 Madison Avenue
New York, NY 10016-4314
www.oup-usa.org/esl/
Toll free 800-451-7556
FAX 919-677-1303
Steck-Vaughn
Adult Education and Workforce
Training
P.O.Box 690789
Orlando, FL 32819-0789
www.steck-vaughn.com
FAX 800-699-9459
Toll-free 800-531-5015
Student Portfolios
Student Portfolios
The use and maintenance of student portfolios is determined by the
teacher.
A student portfolio is a collection of work that exhibits the students work
and shows progress over a period of time.
It is important to include dates on all entries to show proof of growth
over time.
The material to be included in the portfolio is determined by the teacher.
The ESOL teacher may use some of the forms included in this section of
the ESOL Curriculum Resource Book.
The teacher may also wish to include items selected by the student.
A portfolio enables a student to be rewarded by the teacher for work that a
traditional test cannot, and it can be reviewed in a teacher/student conference, if desired.
331
FOR
O T H E R L A N G UAG E S
ESOL CLASS
O R G A N I Z AT I O N
__________________________________________________
INSTRUCTOR
__________________________________________________
D AT E
__________________________________________________
IN
NAME OF RECIPIENT
OF
SPEAKERS
FOR ACHIEVEMENT
ENGLISH
ACHIEVEMENT
OF
C E R T I F I C AT E
Student Portfolio/Competencies

ESOL Student Record
Student Name:
Entry Date:
Student ID No.:
Instructor:
Site of Instruction:
Native Country:
Level of Education:
Native Language:
Withdrawal Date:
Re-Entry Date:
Pre-Test Date:
Post-Test Date:
Level:
Level:
Post-Test Date:
Post-Test Date:
Level:
Level:
Short Form Oral BEST

Beginning ESL Literacy
Beginning ESL
Long Form Oral Best

0-7
8-22
Literacy BEST
0-15
Beginning ESL
16-41
Beginning ESL
0-7
8-46
Low Intermediate
23-26
Low Intermediate
42-51
Low Intermediate
47-53
High Intermediate
27-29
High Intermediate
51-57
High Intermediate
54-65
Low Advanced
30-33
Low Advanced
58-64
Low Advanced
66+
High Advanced
34-40
High Advanced
65+
High Advanced
66+
Instructors Comments:
335
Competencies
ESL
BE
DATE ________________________
ERARY
GINN
IT
NAME_____________________________________________________________________________________
Date Achieved

Express likes, dislikes, feelings and emotions in culturally appropriate ways.
Use basic emergency vocabulary and 911 procedures.
Recognize and identify a telephone book, a calling card and a telephone bill.
Recognize basic health care vocabulary (doctor, nurse, dentist, hospital, clinic,
health department, emergency room).
Identify various medications, their usage, request assistance with dosage, and recognize
requirements for immunizations.
Recognize U.S. currency, symbols relating to money and read prices
(dollar/cent signs, decimal point).
Identify signs using sight words and symbols (enter, exit, push, pull, men, women, caution,
no smoking, no swimming, arrows, directional signs, bus signs).
Use vocabulary to ask for and give simple directions (turn left, turn right, go straight, next to,
between, in front of, behind).
Name and state the cost of basic food items.
Recognize and interpret concept of measurements (cup, quart, gallon, pound).
Recognize and identify basic American clothing sizes (S, M, L, XL).
Identify types of housing (apartment, house, mobile home).
337
Competencies
Beginning ESL Literacy, Level I, continued

Identify basic government agencies (post office, social security, health department,
Department of Human Services).
Locate the United States and Tennessee on a world map, locate county and city
of residence on a Tennessee map.
Identify family members (mother, father, son, daughter, brother, sister).
Recognize compulsory schooling for children 6-18, enrollment procedures and
the importance of regular school attendance.
Recognize proper care of children (requirement of food, shelter, hygiene,
child care providers, acceptable discipline).
Recognize, identify and trace basic shapes and numbers.
Identify basic colors.
Recognize, state, read and write the alphabet (upper and lower case) and numbers.
Alphabetize basic word groups.
Recognize, state, read and write vocabulary for personal information (first, middle,
last name, number, street, zip, phone number and social security number and fill out
personal information form). (Use caution when asking for this information.)
Trace and sign name (signature).
Recognize, state, read and write basic questions and answers.
Use common verbs.
Use prepositionsin, at, from, on, for, with, of, under, next to, between, behind.
338
Date Achieved
Competencies
BE
DATE ________________________
NING
SL
NAME_____________________________________________________________________________________
IN
Date Achieved
Identify entry-level jobs and workplaces of various occupations.

Use basic emergency vocabulary and 911.
Recognize and identify a telephone book, calling card, and a telephone bill.
Recognize basic health care vocabulary (doctor, nurse, dentist, hospital, clinic,
health department, emergency room).
Recognize a doctors appointment and read an appointment card.
Recognize cardinal and ordinal numbers.
Demonstrate the use of a calendar by identifying days of the week and months
of the year using words and abbreviations.
Recognize U.S. currency, symbols relating to money and read prices
(dollar/cent signs, decimal point).
339
Competencies
Beginning ESL, Level II, continued

Identify signs using sight words and symbols (enter, exit, push, pull, men, women,
caution, no smoking, no swimming, arrows, directional signs, bus signs).
Use vocabulary to ask for and give simple directions (turn left, turn right, go straight,
next to, between, in front of, behind).
Demonstrate ability to read and comprehend silently and aloud and answer questions.
Write legibly upper and lower case letters and demonstrate use of capitalization.
Write a basic friendly letter and address an envelope including the return address.
Use common verbs such as to be (present), simple present, the word can.
Use adverbs: here, there, today, always, usually, never.
Use common and proper nouns.
340
Date Achieved
Competencies
MED
IA
DATE ________________________
ER
ESL
TE
NAME_____________________________________________________________________________________
OW IN
Date Achieved

Demonstrate understanding of basic instruction and ask for clarification on the job.
Demonstrate appropriate treatment of co-workers (politeness and respect).
Identify job promotion requirements.
Demonstrate interpersonal communication skills and positive attitude at work.
Explore educational opportunities for job advancement.
Demonstrate ability to use basic test-taking strategies (circle, bubble in, dictation).
Demonstrate knowledge of operating equipment necessary for home and work.
Demonstrate ability to report personal information including gender and marital status.
Demonstrate ability to make appropriate formal and informal introductions, greetings,
and farewells.
Use appropriate expressions to accept and decline offers, and to express feelings
and emotions.
Use appropriate telephone greetings, leave an oral message and take a written message.
Demonstrate understanding of basic parts of a phone bill.
Demonstrate ability to operate public and cellular phones, pagers and use a phone card.
Define health care vocabulary (emergency room, doctor, nurse, dentist, hospital,
clinic, health department).
Request doctors appointment, communicate symptoms and injuries and follow
doctors instructions.
Read and interpret information on medicine labels.
Identify basic foods and food groups, including nutritional information on food labels.
341
Competencies
Low Intermediate, Level III, continued

Identify and use ordinal and cardinal numbers.
Interpret clock time.
Demonstrate use of a calendar by identifying days of the week and months of the year.
Convert dates to numeric form.
Count and use U.S. coins and currency.
Identify checking and saving accounts, write a check and record information in
checkbook and savings register.
Demonstrate ability to follow simple instructions related to geographical
directions, (N. S. E. W.).
Identify required documents related to transportation (drivers license, insurance card,
registration, passport).
Interpret product label directions, warning signs and symbols.
Identify food items, state costs and demonstrate use of coupons.
Identify clothing, read clothing labels (sizes and laundry instructions).
Read sales ads and compare prices (clothing, cars, food).
Identify types of housing (apartment, house, mobile home, condo).
Identify the current U.S. president, vice president and governor of Tennessee.
Describe various weather conditions and respond appropriately to weather emergencies.
Locate the United States and Tennessee on a world map and locate the county of
residence on a state map.
Describe family members.
Locate neighborhood school or day care and follow enrollment procedures.
Demonstrate the importance of communication between home and school.
342
Date Achieved
Competencies
Low Intermediate, Level III, continued
Date Achieved
Recognize, state, read, and write statements and questions.

Listen to short conversations and answer questions orally and in writing.
Demonstrate ability to read and comprehend silently and aloud and answer questions.
Write legibly upper & lower case letters and demonstrate use of capitalization.
Write a basic friendly letter and address an envelope including the return address.
Use subject pronouns.
Use common verbs (affirmative, negative, yes/no questions, short answer).
Use adjectives: descriptive, possessive, demonstrative.
Use prepositions.
Use common and proper nouns (singular and plural).
Use information questions.
Use adverbs: yesterday, tomorrow.
Use articles: a, an, the.
343
Competencies
IGH IN
DATE ________________________
RMED
E ESL
NAME_____________________________________________________________________________________
TE
AT
Date Achieved

Complete a job application and transfer information to basic resume format.
Recognize and demonstrate appropriate behavior and positive image for job interview.
Demonstrate understanding of work schedules, time clocks, time sheets, punctuality
and phoning in sick.
Identify appropriate behavior, attire, attitudes and social interaction for a promotion.
Demonstrate ability to use test-taking strategies (circle, bubble in on answer sheet,
true/false and cloze).
Identify self and personal information (name, address, telephone number, place of birth,
age, social security number, nationality, education, marital status, occupation).
Identify self, family members and others (physical characteristics and personal traits).
Communicate impressions, emotions, likes, dislikes, acceptance and rejection.
Demonstrate ability to use different types of telephones and telephone options
(directory assistance, operator assistance and calling cards).
Answer incoming telephone calls, take a simple message and respond to voice mail prompts.
Demonstrate appropriate communication in 911 emergencies.
Locate alphabetical and topical listing information in yellow and white pages
(restaurants, hospitals, plumbing).
345
Competencies
High Intermediate, Level IV, continued

Identify body parts and the five senses.
Describe aches, pains, illnesses, injuries, dental health problems and follow
doctors instructions.
Read and interpret medical instructions for prescriptions and over-the-counter drugs.
Compare services provided by the health department, hospitals, emergency rooms, and clinics.
Recognize the importance of healthy eating and maintaining a balanced diet.
Plan a schedule of activities on a calendar.
Count and make change accurately.
Complete a check or money order.
Identify common banking terms and demonstrate ability to use banking services.
Describe the use of an ATM machine and recognize the importance of keeping
number codes secure.
Interpret traffic and common road signs.
Ask/give simple directions to local destinations.
Simulate making reservations for different kinds of travel.
Identify required documents related to transportation (drivers license, insurance card,
registration, passport).
Demonstrate understanding of safety and warning signs and emergency procedures.
Recognize and use vocabulary relating to alarm systems (smoke detectors,
house and car alarms).
Demonstrate understanding of comparative shopping.
Calculate savings when making purchases with coupons.
Read and order from a menu.
Identify articles of clothing, U.S. sizes, quality and prices.
Simulate procedures for putting merchandise on layaway.
Demonstrate understanding of guarantees, warranties, and procedures to return merchandise.
Identify various means of locating housing (signs, ads, personal contact) and reporting
maintenance, repairs and problems.
346
Date Achieved
Competencies
Date Achieved
Locate various businesses, government and community agencies in local area

(doctors office, school, hospital, post office, church).
Identify procedures for mailing a letter or package, (domestic and international)
for purchasing money orders and registering mail.
Identify the current U.S. president and vice president, state and local officials.
Recognize vocabulary and traditions associated with major American holidays and
contrast with native customs.
Describe various weather conditions and appropriate preparation for weather emergencies.
Read various temperatures and compare Fahrenheit to Celsius.
Recognize the importance of communicating with childs school (meetings, conferences
with teachers).
Recognize compulsory schooling for children 6-18 years of age and the importance
of school attendance.
Locate neighborhood school and follow enrollment procedures.
Recognize the importance of proper childcare and acceptable discipline
(requirement of food, shelter, hygiene, child care providers).
Recognize, state, read and write statements and questions.
Listen to simple conversations and respond appropriately.
Demonstrate ability to describe a person, place, thing or event.
Recognize the meaning of words with common prefixes and suffixes.
Recognize the meaning of compound words.
Determine the main idea and supporting details in a paragraph.
Recognize sequential order of events in a paragraph.
Demonstrate ability to read and understand basic charts, graphs, maps, tables and diagrams.
Write legibly using manuscript and cursive handwriting.
Write a short note, a friendly letter, address an envelope including the return address.
Write a short paragraph using correct spacing and legible cursive handwriting.
Write a set of simple directions.
Change one grammatical structure of a paragraph to another.
347
Competencies

Use common verbs, contracted forms and correct spelling in: present tense, present
continuous, future will, going to, past tense, present perfect, modals.
Use information questions (who, what, where, when, whose, whom, why, how).
Use adjectives: demonstrative, possessives, descriptive.
Use adverbs: frequency, time, location.
Use prepositions.
Use nouns: count, non/count possessive.
Use sentence structures (subject, verb, object, affirmative, negative, interrogative).
348
Date Achieved
Competencies
LOW
DATE ________________________
ANCE
ESL
NAME_____________________________________________________________________________________
DV
Date Achieved

Use a variety of resources to search for job opportunities and discuss required training.
Recognize and demonstrate standards of behavior for job interview,
ask and answer questions during a job interview.
Write a thank-you note and conduct a follow-up call after the simulated job interview.
Demonstrate understanding of job specifications, policies, standards, benefits and W2 form.
Demonstrate understanding of U.S. work ethic (appropriate behavior, attire, attitudes,
and social interaction that affect job retention).
Demonstrate an understanding of work performance evaluations and their impact
on promotions.
Locate a variety of resources in telephone directories (maps, government agencies, coupons).
Communicate effectively using vocabulary relative to doctors, dentists, body parts,
illnesses, and medications.
Follow emergency procedures and complete medical forms and accident reports.
Recognize requirements for immunizations.
Demonstrate understanding of banking system and terms (loans, interest rates,
investments, mortgages).
Identify budget planning strategies.
Demonstrate understanding of time zones.
349
Competencies
Low Advanced, Level V, continued

Discuss U.S. driving responsibilities (drivers license, traffic regulations, insurance, seat belts,
child safety restraints).
Demonstrate appropriate response when stopped by law enforcement officers.
Describe a problem/request service (emergency road assistance, car accident
and vehicle theft).
Identify and report types of crime as victim or witness (rape, burglary, domestic assault).
Interpret classified ads and other resources to locate housing (lease or purchase).
Describe information regarding rental agreements/contracts, renter/landlord rights
and responsibilities.
Compare/contrast various types of insurance (life, homeowners).
Demonstrate understanding of U.S. main holidays and social customs.
Locate and access community services, organizations, and government agencies.
Demonstrate understanding of trial by jury and other elements in U.S. court of
law (judge, jury, lawyers).
Describe the purpose of Emergency Broadcast System.
Describe recycling regulations and illegal dumping.
Demonstrate knowledge of U.S. educational system (compulsory schooling, child care, PTA).
Develop awareness of acceptable/unacceptable parenting and disciplinary practices.
Listen and follow directions.
Demonstrate ability to paraphrase words or ideas in conversations.
Understand use of formal versus informal vocabulary and basic idiomatic expressions.
Comprehend selected reading passages recognizing the main idea.
Utilize new vocabulary by context clues.
Recognize sequence of events in a reading passage.
Demonstrate ability to use the dictionary.
Review and make predictions prior to reading.
Distinguish fact from opinion.
Interpret information from diagrams, tables, graphs, schedules.
Skim and scan to locate information.
Write a paragraph focusing on one topic.
350
Date Achieved
Competencies
Low Advanced, Level V, continued
Date Achieved
Use verbs:
past continuous
future progressive
past perfect
modals
conditionals
Identify parts of speech and use in sentences:
nouns: common, proper, plural, possessive
pronouns: subject, object, indefinite, possessive, reflexive.
adjectives: possessive, comparative, descriptive.
prepositions: time, place.
adverbs: place, manner, time, frequency
verbs
Use sentence structures:
compound and complex sentences
active and passive voice
clauses and phrases
direct and indirect speech
351
Competencies
DATE ________________________
DV
ANC
ESL
NAME_____________________________________________________________________________________
HIGH
High Advanced, Level VI
Date Achieved
Plan a career path and develop a portfolio: which may include resume, cover letter,
professional recognitions, awards, certificates, etc.
Present a positive image (dress, grooming, body language) and ask and answer a variety
of questions in a job interview simulation and a follow-up call.
Demonstrate understanding of job specifications, policies, standards, benefits
and complete IRS form(s).
Demonstrate understanding of U.S. work ethic (appropriate behavior, attire, attitudes
and social interactions that affect job retention).
Communicate with supervisor and co-workers, orally and in writing, regarding
work-related tasks and problems:
write memos, report forms, etc.
give and follow instructions
ask/respond to apologies/criticism
identify problems, solutions, consequences
Demonstrate an understanding and discuss workers rights (compensations, unionization,
right to work).
Demonstrate an understanding of safety procedures (Right to Know, OSHA).
Demonstrate an understanding of the concept of job advancement including
job postings and vacancy listings.
Update resume and locate information about educational services that will assist
in career advancement.
Write an action plan for achieving goals and requesting a promotion or raise
and identifying personal strengths and weaknesses.
Demonstrate ability to apply a variety of test-taking strategies (multiple choice,
true/false, cloze and essay).
353
Competencies
High Advanced, Level VI, continued

Demonstrate good comprehension during face-to-face conversation by verbally responding.
Use appropriate language for social, academic, and life situations, demonstrating
sensitivity to gender and cultural bias including voice volume and proper body language.
Identify bias, prejudice or propaganda in oral messages and print materials.
Recognize problems related to nutrition, substance/drug abuse, and identify
where treatment may be obtained.
Ask for/give advice related to nutrition and good health habits.
Reconcile a bank statement.
Use appropriate banking terms when inquiring about banking services.
Develop a monthly budget.
Plan a trip determining cost of schedules and time factor.
Demonstrate appropriate response when stopped by law enforcement officers
(ask/answer questions regarding traffic violations).
Describe appropriate responses to transportation problems (canceled flights,
road emergencies).
Demonstrate understanding of American system of government (three branches).
Demonstrate understanding of trial by jury and other elements in a U.S. court of law
(judge, jury, lawyers).
Demonstrate ability to communicate with school staff, orally or in writing
(parent -teacher conference, PTA, volunteer, illness, bus problems).
Identify means to access educational opportunities for children (special programs,
scholarships, extracurricular activities).
Develop awareness of acceptable/unacceptable parenting and disciplinary practices.
Use responsive listening, including paraphrasing, summarizing for elaboration and clarification.
Demonstrate good comprehension of classroom lectures and tests.
Clarify meaning by asking relevant questions, making relevant comments.
Recognize and use idioms appropriately.
354
Date Achieved
Competencies
High Advanced, Level VI, continued
Date Achieved
Use dictionary and/or thesaurus effectively (parts of speech, definitions, pronunciation).

Recognize and restate the sequence of events in a reading passage.
Distinguish fact from opinion and draw appropriate inferences and conclusions
from a reading passage.
Obtain appropriate information from diagrams, tables, graphs or schedules.
Summarize a reading passage.
Write two or more paragraphs that are focused and organized.
Draft and revise a composition with introduction, body, and conclusion.
Edit documents for spelling, punctuation, correct grammar.
Demonstrate note-taking strategies.
Select and use appropriate pre-writing strategies (brainstorming,
graphic organizing, and outlining).
Develop an outline to organize ideas for a composition including main ideas,
specific ideas and details.
Demonstrate effective word choice.
Employ conventional sentence structure.
Write a paragraph including a topic sentence with controlling ideas, major points,
support, and a concluding sentence.
Produce final documents edited for spelling, capitalization, punctuation, grammar,
sentence formation and format.
Use verbs:
future possessive
past perfect
modals
conditionals
Identify parts of speech and use in sentences.
Use sentence structures: compound and complex sentences, active and passive voice.
355
Information for New ESOL Teachers
Information for
New ESOL Teachers
Stop whatever you are doing to welcome new students to the class. They are usually frightened and
need a smile from the teacher and other students.
Introduce them to the class members and ask the class
to introduce themselves to the new students.
The teacher should always read orally before asking

the student to read aloud. (The teacher should model
the English language for the students and at all times
speak only English.)
If at all possible, add computer education to your

ESOL program.
Greet each student by name as he/she comes

through the classroom door.
Teach grammar and the alphabet in a meaningful

context. (Use the alphabet song or students name.)
At the end of the class session, ask the students to

tell what they learned during this class.
The ESOL classroom should be a safe haven for the

students. They should not be afraid that the teacher or
someone in authority might contact immigration.
Say Goodbye to the students as they leave class and
say that you are glad they came to class today. Say, I
will see you Thursday or whenever your next class
meets. (This is most important.)
On the first day of class, ask, What do you want to
learn from this place? Put the students answers on
large pieces of paper on the walls of the classroom for
all to see. On the day the students accomplish their
goals, they can put their name and date on these
pieces of paper that are on the walls.
Students should become immersed in the English

language. If the teacher is doing all the talking and the
students arent using the language, something is
wrong.
Speak slowly with new students. They may be

frightened and you will need to reassure them.
Do not assume that because you are standing before

Give awards for perfect attendance for the six weeks.
(Ask for donations from restaurants, coffee shops,

pizza places, etc. and use these donations for student
awards. The students must go to these places of business to collect their awards.)
Always make sure that reading, writing, listening
and speaking are addressed in each class session.
The Beginning ESL Literacy (Level 1) students

should begin their classes by studying lessons about a
family. (Vocabulary words could be mother, baby,
etc.)
them and you are speaking English that they will automatically understand you and learn English.
Teaching ESOL is not the same as teaching high
school English. Most of our students have already
learned at least one language and they understand
how language is formed. They need to learn English
vocabulary and they need to practice using it in a way
that is meaningful to them.
The overriding common goal of all adult ESOL

learners is to make immediate use of their classroom
learning.
357
Information for New ESOL Teachers
They want to be able to communicate with English

speakers and learn about the culture and customs of
the United States.
Call or send the student a card if he/she has not

been attending class. Let the students know you miss
them and hope they are doing well.
Enjoy your students. Have fun in your classes. Sing,
dance, and bring food into the classroom. Many of
our students have very difficult lives. Lets make their
stay in our classrooms one where they will not only
learn English, but will experience good feelings about
their fellow classmates and teachers.
There are many techniques that ESOL teachers can use
that will not require published materials.
Role plays and skits.
Communication and guessing games.
Music.
Outside-of-class assignments to speak or write or
otherwise try out language.
Movies and tapes.
Sentences dictated by the teacher.
358
Tape recordings of students reading a passage from a

newspaper and then listening to the recording.
Asking students to interview each other and report
back to the class what they have learned.
Telling students that you are going to write all the
words they know that begin with one of the letters of
the alphabet. Write these words on the board as the
students say them. Use a different letter of the alphabet each class session.
Visiting a library.
Visiting a shopping mall.
Selecting a pen pal and writing to that person.
Collecting e-mail addresses and writing e-mail messages to other classmates.
Asking each student to give a five-minute talk about
something they do well (changing a tire, baking a
cake, etc.).
Sharing information about each culture that is represented in the class.
Having fun, making the class one where students
will not only learn English but will enjoy attending.
Always reminding them of the rewards of learning
English and the importance of attending classes.
xxx
Bibliography
Bibliography of references used for the development
of the ESOL Curriculum Resource Book.
The following cites were used in writing this
book. They are not direct quotes but rather information gained from telephone and e-mail messages,
workshops and presentations from ESOL facilitators,
Dr. Melvin Clark-Heller

National ESL Institute
San Juan, Texas
Tony Logos
Orange County Adult Education
Orlando, Florida
Karolyn Sebree
Sarasota County Adult Education
Sarasota, Florida
Molly Williams
Clackamas Community College
Oregon City, Oregon
Alison Simmons
Adventures in Assessment
Boston, MA
TOEFL Tips
Educational Testing Service
Princeton, NJ
and information shared with us from other ESOL

programs.
We wish to acknowledge them because of their
much-appreciated assistance and wish to share our
thanks for the ever-increasing knowledge that is out
there for ESOL practitioners.
Professional Development
Needs Survey
Tennessee Department of Labor
and Workforce Development,
Office of Adult Education, Nashville,
Tennessee and The University of
Tennessee, Center for Literacy Studies,
Equipped for the Future
Content Standards
National Institute for Literacy
Washington, D.C.
English-as-a-Second-Language,
Model Standards for Adult Education
Programs
Adult Education Unit
California Department of Education
Roger Hansard
Adult Education Supervisor,
Claiborne County Adult Education
Tazewell, Tennessee
Adult ESL Learner Outcomes
Curriculum
Texas A&M University
Kingsville, Texas
Building Together:The Inquiry
Writings
The North Carolina Adult ESOL
Curriculum Framework Inquiry Project,
Literacy South, Loren McGrail and
Kathleen Whitehead
ESL Curriculum Guide
The Free Library of Philadelphia
Philadelphia, Pennsylvania
Nashville Tennessee Curriculum

Nashville Metro Adult Education
Program/Barbara Brown and
D. Lee Wilson
359

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T E N N E S S E E

vindas de boas vilkomm

dobr pozshlovat hosgeldiniz

vlkommen vui lng

TENNESSEE DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT, OFFICE OF ADULT EDUCATION

Hope Lancaster, Program Manager

A special thanks to Neena Teaster,

And last, but definitely not least, our

This is a collaborative project of Tennessee Department

For further information contact:

Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

6. Student Learning Plans . . . . . . . . . . . . . . . . .43

Ordinal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Student Learning Plans, continued

Telephone UseSecond Session:

Learning English Through Photography . . . . . . . .117

Using the Newspaper to Buy Groceries . . . . . . . . . .83

Using the Advice Column of a Newspaper . . . . . .134

Christmas Customs . . . . . . . . . . . . . . . . . . . . . . . . . .89

Using the Newspaper to Find an Apartment . . . . . .84

Job Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

Getting the Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

Using the Newspaper to Find

Our Campus, A Discovery Tour . . . . . . . . . . . . . . .156

New Years Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190

Going to the Doctor . . . . . . . . . . . . . . . . . . . . . . . . .238

Signs in Our Daily Lives . . . . . . . . . . . . . . . . . . . . . .239

Election Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255

INS Citizenship Questions:

The American Flag: The Stars and Stripes,

New Student Learning Plans . . . . . . . . . . . . . . .A1

Reading a Bus Timetable and Using the Bus . . . . .A3

The New Student Learning Plans

Liquid Measurements . . . . . . . . . . . . . . . . . . . . . . .A21

who had received a federal EL/Civics grant.

They are inserted after page 322.

My Friend the Yellow Pages . . . . . . . . . . . . . . . . . .A30

Learning to Use a Workbook . . . . . . . . . . . . . . . . .A31

Courtroom Procedures . . . . . . . . . . . . . . . . . . . . . .A42

Developing Writing Skills . . . . . . . . . . . . . . . . . . . .A51

Lets Eat Out! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A58

Crossroads Caf (Opening Day) . . . . . . . . . . . . . .A60

Sales Sheet Scavenger Hunt . . . . . . . . . . . . . . . . . .A69

Learning to Be Assertive . . . . . . . . . . . . . . . . . . . . .A76

Earth Day Every Day . . . . . . . . . . . . . . . . . . . . . . . .A82

Re-entry to Class After a Vacation . . . . . . . . . . . . .A92

7. Materials and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

ESOL Level One and Level Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

Certificate of Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

Beginning ESL Literacy, Level I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

uring the program year 2000-2001, eight Tennessee ESOL Peer

Learning English when you live in

The best ESOL classroom includes respect, laughter, warmth, is a safe

NRS Levels for Adult ESOL

I dont belived this is U.S.A. When

Student Performance Levels (SPLs)

Students Workplace Skills

NRS Levels for Adult ESOL Programs

When I came to America, there

Tennessee ESOL Curriculum for Adult Education

Language Laboratory and

centered lessons that integrate