ESL Resources
Welcome to the ESL Computer Resources Webpage
Welcome to the ESL Computer Resources Webpage![]()
Welcome to the webpage for Woodland Adult Education's Computer Resources. On the right side of this page, you will find resources for different areas of learning English in the folders. On the left, you will see Idiom of the Day, Phrasal Verb of the Day and Slang of the Day which automatically change, and provide a nice 5 minute warm-up. Below, you will find descriptions of some of the topics the ESL students study.
Enjoy!
Enjoy!
Tips about MS Word
Tips about MS Word![]()
Protecting Your Documents in the Computer Lab
Many of you save documents in your folder in Student Share. Although we ask that students respect each others' privacy, that doesn't mean your documents are safe. To ensure the privacy of your documents you have two options: (1) Use a flash drive to save your documents and remove the copy from the school computer, or (2) Follow this link to learn how to password protect your documents. This means that only you can open the document. http://office.microsoft.com/en-us/word-help/password-protect-documents-workbooks-and-presentations-HA010148333.aspx#BM1. Ask your teacher if you have questions about how to do this. Protect your privacy!
Many of you save documents in your folder in Student Share. Although we ask that students respect each others' privacy, that doesn't mean your documents are safe. To ensure the privacy of your documents you have two options: (1) Use a flash drive to save your documents and remove the copy from the school computer, or (2) Follow this link to learn how to password protect your documents. This means that only you can open the document. http://office.microsoft.com/en-us/word-help/password-protect-documents-workbooks-and-presentations-HA010148333.aspx#BM1. Ask your teacher if you have questions about how to do this. Protect your privacy!
Learn to Use Microsoft Word 2010
Learn to Use Microsoft Word 2010![]()
If you want to use Microsoft Office programs better, you can click on the link below. They have several different video Tutorials for each Office program, and they also have video Tutorials for other programs that people like to use. If you are a self-starter and an independent learner, this is a great opportunity for you. Go to the HOME tab to see other tutorials, including reading and grammar practice. All of this learning is FREE!
http://www.gcflearnfree.org/office2010/word2010
http://www.gcflearnfree.org/office2010/word2010
America in Color from 1939-1943
America in Color from 1939-1943![]()
Here is a link to look at color pictures from America during the years 1939-1943. Take note of their clothing, the transportation, the ads, the signs, etc. to get a feel of what America was like before World War II. Click the link below:
http://extras.denverpost.com/archive/captured.asp
http://extras.denverpost.com/archive/captured.asp
Objectives: Learning How to Live in America
Objectives: Learning How to Live in America![]()
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.
Education Objective
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
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.
Health Objective
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.
HEALTH TASKS
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.
HEALTH TASKS
- 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.
Nutrition Objective
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.
NUTRITION TASKS
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.
NUTRITION TASKS
- 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.
EMPLOYMENT OBJECTIVE
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.
HOUSING OBJECTIVE
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
COMMUNITY
*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
HOUSING OBJECTIVE
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
COMMUNITY
*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.
*Find important places/community agencies on a map.
