Every year, students and staff together select three or more topics that they think are important; then the classes focus on one of those topics during each term. These topics are called Objectives, and they are designed to help ESL students function in American culture and institutions. Below are descriptions of some of these Objectives.
We have two Education Objectives, to practice different important skills. In both of these units, students learn about the American school system and grade levels, different school buildings on campus, how to call in or write a note about an absence, successful study habits, how to navigate to and around a school webpage, how to email a teacher and how to participate parent-teacher conferences. Levels 3 and 4 also learn how to write a formal letter to a principal or teacher about a concern they have.
EDUCATION TASKS for TWO OBJECTIVES
- Navigate to and use a teacher's webpage.
- Write and send an email to a teacher.
- Participate in a Parent-Teacher Conference
- Call in to a school and leave a message about an absence
- Make suggestions about good study habits.
- Write a formal letter about a problem at school.
In this unit, students learn how to make a doctor's appointment by phone, fill out a medical history form and explain to a doctor basic health problems in English.
- Identify body parts on their level grid, and all lower level grids (teacher assessment).
- Task 1: Make a doctor’s appointment by “phone” in a level-appropriate role play including a greeting, statement of name, closing and 3-5 interactions. (IL+ must include negotiation.) Then student will record date and time of appointment on a separate paper.
- Task 2: Fill out level-appropriate fields on an authentic Medical History Form. At first, students will practice with their own information, but for the final assessment, students will transfer information from an agency created imaginary patient medical history (level-appropriate) to an authentic medical history form limited to level-appropriate sections.
- Task 3: Participate in role play of a visit to the doctor with greeting, closing and 2-4 level-appropriate interactions with the doctor. After role-play, patient will answer 1 or 2 oral questions with information from the doctor. During role-play patient may take notes.
The focus of the Nutrition Unit is to help students know what a healthy diet is and how to afford it when fresh fruits and vegetables are more expensive than starchy foods and junk foods. After learning the names and nutritional benefits of fresh produce, students learn the components of a healthy diet. They also practice interpreting food-packaging labels, to help them make healthier food choices. Then they learn to read and understand sales ads and to locate sources of low cost healthy food in the community.
- Compare prices at different stores and identify the best source of fruits and vegetables
- Identify the relationship between nutrition and good health, and then analyze a person’s diet to make it healthier.
- Write a letter to local food agency to make a suggestion about nutrition.
CRIME OBJECTIVE: CALLING TO REPORT A CRIME OR EMERGENCY
In this Objective, students learn to describe accidents and crimes they might witness in a 911 call, and the learn how to call and report to the police. They learn steps they can take to avoid being victims of crimes or accidents. They learn how to talk with the police if they are stopped, if they have witnessed or been victims of a possible crime, and if they need to ask for help. They learn how to describe people and places to help the police identify them. Students participate in one or two testing tasks:
- Describe a crime or emergency to an interviewer, including description of all the actions observed and description of any people participating.
- Write a letter or a newsletter or newspaper article describing a common emergency or crime in their community, and suggesting solutions that individuals or the community can take to prevent the emergency or crime.
This Objective focuses on jobs and job skills, applications, interviews and employment-related correspondence, like cover letters and resumes. Students participate in two or three testing tasks.
-Fill out a Job Application on paper and/or on the computer. Higher students learn to write basic resumes and cover resume
-Participate in a mock Job Interview which requires appropriate dress, behavior and language for the job desired by the student.
1. *Name and identify various types of housing, areas of the home, and common household items
2.*Ask appropriate questions to rent a unit
3.*Select appropriate housing by interpreting classified ads, signs, and other information
4.*Read and explain rental agreements
5. *Read and be able to obtain, maintain, or cancel housing utilities
6. Report and/or discuss issues of concern with landlord
7. Read and discuss information about tenant and landlord rights
COMMUNITY RESOURCES OBJECTIVE
*Make a map of the local neighborhood or city that includes important places in the community
*Name important places in the community and their locations and the importance of the location or services provided, if applicable
*Ask and answer questions about locations and hours of community agencies or other important places in the community
*Identify/name services available at selected community agencies or other important places in the community
*Find important places/community agencies on a map.