Links to professional development sites

www.lagcc.cuny.edu/honors

www.lagcc.cuny.edu/nas

www.lagcc.cuny.edu/socialscience/economics.htm

www.lagcc.cuny.edu/lc

www.lagcc.cuny.edu/lesson/default.htm

New York State ESOL Adult Goals

Adult Goal 1. Learners will learn the English necessary to meet immediate needs.

Adult Goal 2. Learners will gain control of the system and structure of the English language.

Adult Goal 3. Learners will improve ability to understand spoken English.

Adult Goal 4. Learners will improve speaking skills necessary to function in English.

Adult Goal 5. Learners will develop strategies for reading English.

Adult Goal 6. Learners will write in English.

Adult Goal 7. Learners will develop numeracy skills where needed.

Adult Goal 8. Learners will identify and use language acquisition strategies to comprehend and produce English.

Curriculum Goals

Curriculum Goals

1.     Students will learn English language necessary to meet their needs in interacting with community members.

2.     Students will learn how to pronounce sounds, common words, and phrases.

3.     Students will improve reading skills such as skimming, scanning, and reading for detail.

4.     Students will learn how to write about themselves, family members, friends, their jobs, etc using descriptive language, appropriate grammar, vocabulary, and spelling.

5.     Students will learn how to use correct grammar in speaking English.

6.     Students will demonstrate their comprehension of written and oral instructions by creating corresponding graphs, logs, drawings, grids, maps, etc.

7.     Students will learn to listen for key words and target language. 

Lesson Plan #10 - Writing

Narrative: students come from various different backgrounds and speak different languages. They have a variety of educational levels in their native language.

Rationale: students need to learn how to write a short essay or paragraphs using correct grammar, punctuation, words, and spelling.

Goal: students will be able to use target language in writing assignments and journal entries.

Objectives:

-       Students will be able to respond to the reading passage and identify the main idea of the story.

-       Students will be able to complete the sentences about the story.

-       Students will be able to put the words in order to form a proper sentence.

-       Students will be able to tell the story using words provided.

-       Students will be able to find the meaning of the phrases found in the story.

-       Students will be able to write a simple letter (2-3 paragraphs) including asking questions and giving advice.

Materials: “We Are New York” study guide

Procedure:

1.     Introduction (30 minutes): teacher explains students about things they might want to do in New York. Teacher passes around the story about “the wedding” from We Are New York study guide. Students read the story and make a note of vocabulary words and main idea.

2.     Presentation (10 minutes): teacher explains the words students might not be familiar with and tells the story in brief. Students take turns to add comments and ask questions about the story.

3.     Practice (45 minutes): students complete the sentences about the story. Students put the words in order to create a proper sentence. Students use the words provided on the study guide to tell a friend about “the wedding.” Students write a simple letter of advice using correct grammar and sentence structures.

4.     Application (20 minutes): teacher reviews some students’ letter and asks the class to add, remove, move, and substitute words/phrases/sentences.

5.     Closure (20 minutes): students read out loud their letter to the whole class and their classmates are allowed to state their opinion after they hear the letter.

6.     Final Exam (60 minutes): cumulative

Evaluation:

-       Teacher assesses students’ ability to identify main idea and vocabulary words.

-       Teacher evaluates students’ ability to write sentences using appropriate tenses.

-       Teacher evaluates students’ ability to write a short essay (writing a letter) using correct grammar, vocabulary, and punctuation.

-       Teacher evaluates students’ ability to revise their piece of writing. 

Lesson Plan #9 - Listening

Narrative:students come from various different backgrounds and speak different languages. They have a variety of educational levels in their native language.

Rationale: listening to songs is one of the best ways to learn English and pick up new words as well as identifying grammar structures.

Goal: students will be able to listen to key words and target language in basic conversations and understand what their meanings are.

Objectives:

-       Students will be able to tell their classmates their favorite music and genres.

-       Students will be able to match vocabulary words to their definitions in English.

-       Students will be able to make a prediction about the song they are about to hear.

-       Students will able to complete the lyrics after listening to the song twice.

-       Students will able to answer detail questions about the song.

-       Students will be able to identify the tenses from the song.

Materials: computer with Internet access or CD player, vocabulary cards, lyrics handout, cloze handout, question handout, pictures

Procedure:

1.   Introduction (15 minutes): teacher passes the lyrics handout to students and have students read it. Teacher asks students what they think about the song. Students turn to their partner and ask each other about what their favorite music is and who is the singer. Students describe their feeling about the songs they like to listen to. Do them make them feel sad, happy, relieved, or inspiring?

2.   Presentation (25 minutes): teacher plays the song “What a Wonderful World” by Louis Armstrong and students listen to it twice. Teacher reviews key vocabulary words from song with picture cards (e.g.: world, hands shaking, blue sky with clouds, rainbow, red roses, trees, babies crying).

3.   Pre-teach vocabulary (15 minutes): teacher lists all vocabulary words from the song on the board and students have to match them with the definitions.

4.   Prediction (5 minutes): based on lyrics students have seen and the song they have listened, students are expected to know what the song is about.

5.   Activity (30 minutes): teacher collects back the lyrics handout and passes the cloze handout to students. Students are given a chance to listen to the song one more time and while listening they fill out the missing word on the handout. Then, students are given a question handout to answer the questions based on the song.

 Evaluation:

-       Teacher assesses students’ ability to describe what the song is about using adjectives

-       Teacher monitors as students discuss their favorite music with a partner.

-       Teacher evaluates students’ ability to identify the vocabulary words.

-       Teacher assesses students’ ability to predict what the song is about.

-       Teacher monitors as students fill the missing words on the lyrics handout.

-       Teacher monitors as students answer questions about the song.