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Upon completion of this course students should be able to:
1. Express data related to personal identification information about
self and others.
2. Demonstrate comprehension of vocabulary and commands used in the
context of classroom, workplace and social situations.
3. Respond to common questions related to various community and social
interactions.
4. Describe features and locations of people and objects.
5. Use appropriate pronouns and verb forms to communicate wants and needs
in the classroom, workplace and social situations.
6. Start to use basic conventions of writing and punctuation.
7. Discuss learning goals and basic practices associated with the
academic classroom.
8. Find and make use of information appearing on forms related to school
work and various other administrative areas.
9. Discuss activities connected to past and present routines.
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A. Personal Identification
1. Language functions
a. asking and answering questions about self and others
b. describing self and others
c. comparing personal identification information
2. Language structures related to personal identification such as
yes/no and wh-question formation, short answers of yes/no
questions and past tense of "be" and "have"
3. Skills and strategies
a. introduction to dictionary use
b. filling out forms
c. introduction to controlled writing about self
4. Vocabulary
a. descriptive adjectives related to physical characteristics and
personality
b. physical and emotional feelings
B. School
1. Language functions
a. understanding and responding to classroom directions and
commands
b. observing classroom etiquette: using greetings and polite
expressions
c. discussing learning goals
2. Language structures related to school such as question formation
with "do," short answers for yes/no questions with "do" and "don't,"
present continuous and commands
3. Skills and strategies
a. developing basic prewriting skills
b. reading short narratives
c. writing short, controlled paragraphs
4. Vocabulary
a. politeness and greeting words
b. words related to classroom projects and activities, such as
"copy," "write out," "fill in," "discuss," etc.
C. Family
1. Language functions
a. describing family members
b. responding to questions related to family
c. asking and telling about family-related activities
2. Language structures related to family such as simple past,
possessive "s" and modals "can" and "could"
3. Skills and strategies
a. beginning to compare and contrast families
b. re-telling a story
c. writing simple descriptive sentences and controlled paragraphs
d. listening and reporting
4. Vocabulary
a. nouns and adjectives related to physical description of people
b. nouns and adjectives related to description of homes
c. marital relationships
D. Work
1. Language functions
a. asking and answering work-related questions
b. getting information over the phone
c. making suggestions
2. Language structures related to work such as "used to" + verb,
modals, i.e. "should," past questions about work experience and
present progressive
3. Skills and strategies
a. classifying job-related skills and activities
b. skimming and scanning work-related reading
c. use of simple punctuation at sentence level
4. Vocabulary
a. work skills and qualities
b. abbreviations (want ads)
E. Community
1. Language functions
a. describing local environments
b. making and accepting invitations
c. requesting information related to community resources
d. asking for help
2. Language structures related to community such as future with "will,"
future with "going to," past tense of common modals, i.e.
"couldn't" and "didn't" and question words
3. Skills and strategies
a. consulting resources such as telephone books, school schedules
and introductory internet activities
b. asking for and giving directions
c. formats for social notes
4. Vocabulary
a. parties, holidays and celebrations
b. stores, commercial services and community resources
c. housing and neighborhoods
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Assignments may include:
A. In-class assignments
1. Speaking
a. role-plays related to work and personal information
b. oral descriptions from pictures of people, work activities and
objects
c. presentations of group and individual projects related to
course themes and topics
2. Listening
a. taking dictations related to course themes
b. listening for vocabulary items from recorded conversations
c. listening and re-telling short narratives
3. Reading
a. reading paragraphs about work, school and community
b. introduction to reading for main idea and related details
c. taking simple objective tests related to course themes and
topics
4. Writing
a. composing short, controlled paragraphs
b. responding in writing to visual prompts of people and objects
c. editing sentences for punctuation
d. creating portfolios of representative writings
B. Homework Assignments
1. Speaking
a. requesting information from school and community resources
b. preparing brief oral presentations with a group
2. Listening
a. listening to radio and TV programs in English
b. calling community information lines to listen to recorded
information
3. Reading
a. reading of English newspapers and learners' stories
b. reading of beginning-level non-fiction
4. Writing
a. writing controlled paragraphs
b. completing written exercises on grammar, vocabulary and writing
mechanics related to in-class assignments
5. Self-study through DVD viewing and corresponding homework packets that support communication in English for various life skills topics.
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BASIC OXFORD PICTURE DICTIONARY, Shapiro and Adelson-Goldstein, Oxford
University Press, 1998
COLLABORATIONS: ENGLISH IN OUR LIVES, BEG. 1 STUDENT BOOK, Huizenga and
Weinstein-Shr, Heinle & Heinle, 1996
COLLABORATIONS: ENGLISH IN OUR LIVES, BEG. 1 WORKBOOK, Huizenga, Heinle
& Heinle, 1996
THE NEW GRAMMAR IN ACTION, Foley and Neblett, Heinle & Heinle, 1998
VERY EASY TRUE STORIES #1, Heyer, Addison-Wesley Longman, 1998
Instructor-prepared materials
Putting English To Work 1 video series
English For All video series