This lesson is geared towards beginning English language learners who plan to take a U.S. driving test. The goal of this lesson is for learners to be able to identify various traffic and/or road signs and describe their meanings for the purpose of passing a U.S. driving test and driving safely on the road.

This lesson is geared towards beginning English language learners who plan to take a U.S. driving test. The goal of this lesson is for learners to be able to recognize various traffic and/or road signs and describe their meanings for the purpose of passing a U.S. driving test and driving safely on the road.

The intended audience for this lesson includes adults seeking basic speaking and listening skill development focusing on Grade Level A. Whenever applicants interview for a job, employers will ask them to describe themselves, their qualifications and any relevant events that will tell them why this person is a good candidate for the job. This lesson will help learners prepare to describe themselves and present personal information clearly and accurately in response to questions. This is the first lesson in a three-part series on preparing for job interviews.

This lesson will be a real-world scenario-based reading module for Reading Scientific and Technical Text, for readers at level 7. Through a designed instruction, learners will be introduced to a sample form and will be walked through some of the challenges that may arise when they are filling out documents.

 Driving my English correctly to drive my carSummary:This is a lesson intended for learners having low conversational English skills as well as low reading and writing skills. In this lesson, the learners will review known vocabulary as well as learn new one using it with a correct grammatical structure. They will practice reading and writing. The learners will learn how to read, write and speak in order to communicate with others using correctly la grammar functions; All this will be taught in a real world-problem context.Educational useCurriculum /instruction College & Career Readiness Standards (CCRS) Alignment • Level: Adult Education • Grade Level: B • Subject: English/Language Arts • Strand: Reading and Writing LanguageEnglish Learning goals:The purpose of this lesson is for learners to be able to:·         Learn the correct use of present tense in verbal communication·         Read and write correctly personal information·         Understand basic driving instructional information. Keywords  Designers for learningAdult educationDriving licensePresent tenseDriving directionsEnglish lesson to drive a car  Time required for the lesson45  to 60 minutes Prior knowledgeBasic English vocabulary to introduce oneselfAbility to understand mains ideas in short conversationAbility to read and write basic English vocabulary to introduce oneself Required resourcesWorksheetsIllustrationsDriving guide Lesson author & LicenseLesson author: Zulema RamirezLicense: Creative Commons CC BY 4.0 license Context summary Learning a new language is certainly a challenge, mostly if we cannot attend to school regularly, As a consequence, being forced to communicate, we learn words and phrases informally, not knowing how to put them together effectively to express our ideas into this new language. In this lesson, we are going to walk the learners through the correct lexical and grammatical use of her/his prior knowledge in  the present tense and at the same time we are going to integrate new content related to a short - term goal: Obtaining a driver license. Targeted skills Presence tenseDriving vocabularyAsking and giving directions formal phrasesDescribe family members. Learning objectivesBy the end of the lesson, the learner should be able to:1 Give personal information using grammatically correct professional English.2. Read and write driving directions.3. Ask directions using formal English phrases4. Follow directions given by the driving instructor  Relevant for learning Adult learners planning to complete a professional instruction need to master the required English skills level. This lesson will be focused on the use of the  present tense, having as subject daily activities and driving instructions. This lesson will allow the learner to refresh previous lexical knowledge and to learn the correct grammatical use of present tense. The learner will also practice writing and reading. This practice gives the learner the opportunity to improve his/her English skills. Warm up The teacher will provide the learners an application form to fill out. When filling in the form the learners will be induced to bring out tacit knowledge, like reading personal information questions, writing her/his address. The form could also include  personal development questions in order to prompt  the learners to give the teacher more information  about their daily activities as well as her English level. Once this activity is done, the teacher will use the form’s questions to prompt the learners to introduce herself/himself. IntroductionThe teacher explains the course of the instruction for this lesson Presentation/modeling/demonstration The teacher will introduce herself / himself using new vocabulary in order to complete grammatically correct longer sentences Using a map of the city, the teacher will show the learn a location to explain her way to school.  Here the teacher could use driving directions giving detail on how to get to school form the location she/ he chooses. .The teacher could explain succinctly why having a driver license is important her. The teacher could present all these information in a worksheet form. It could be used to underline verbs in present tense so the learners could have it as a reference for their own presentation. Application After finishing the demonstration phase, the teacher will ask question utilizing the application form filled out previously and the teacher’s demonstration in order to let the learners practice. In this way the learner will be exercising reading while combining known and new vocabulary to use it in present tense properly.Integration  In this phase the learner is going to reproduce a real world situation like giving/ asking personal information, asking address,  identifying driving directions, writing down driving directions. During the activities the learners will integrate all aspects studied in this lesson using formal English.                     

This lesson plan is a remix from Effective Communication Using Past Tense. Its focus is to help English as a Second Language (ESL) learners in Adult Basic Education (ABE), Grade Level B, CCR Anchor 1 (SL.3.1-1d), Speaking and Listening Standards, differentiate past and present verb tenses. The context is communicating symptoms to a healthcare provider, but learners will apply this knowledge to create new knowledge in other contexts. Learners will engage in collaborative discussions (one-on-one, group, and instructor-led) with diverse partners, build on others' ideas, ask questions, and practice verbal and written use of past and present verb tenses.

This activity is a remix from Effective Communication Using Past Tense. Its focus is to help English as a Second Language (ESL) learners in Adult Basic Education (ABE), Grade Level B, CCR Anchor 1 (SL.3.1-1d), Speaking and Listening Standards, differentiate past and present verb tenses. The context is communicating symptoms to a healthcare provider, but learners will apply this knowledge to create new knowledge in other contexts. Learners will understand past and present verb tenses, irregular and regular past tense verbs, and practice identifying the verbs.

The following math lesson focuses on developing a deeper understanding of the value of fractions and allows the students to compare and order fractions while making decisions in a shopping experience. Learners will be better prepared to perform basic operations (+,-,x,/) once they have completed this module.

Developed for students in advanced ESL/ELL classes as well as for native English speakers with low reading skills, this group lesson focuses on the formulation of inferences, and the relevant explicit details which support each inference. The initial presentation highlights the skill of making inferences in a real-world context, then transitions to the literary context. Students read selected chapters of The House on Mango Street, by Sandra Cisneros, a core text in many junior high and high school curricula across the United States. The students read out loud. Then, in groups they formulate inferences based on what they have read. Using sentence strips, they summarize the inference as well as cite the textual details which support each inference.

This lesson is geared toward adult learners who have limited or no experience using the internet to find information. Students will be able to use what they learn in this lesson to find a location in their community to access the internet (if they don't already have access at home or on their own mobile phone) and use search strategies to narrow a search to find relevant resources when researching an issue or topic.

This lesson is geared toward adult learners who have limited or no experience using the internet to find information. Students will be able to use what they learn in this lesson to find a location in their community to access the internet (if they don't already have access at home or on their own mobile phone) and use search strategies to narrow a search to find relevant resources when researching an issue or topic.

This reading comprehension lesson focuses on picking out details from informational texts, selecting viable options that meet requirements for a solution, comparing and contrasting these options to reach a final decision to solve a specific problem. The target audience for this lesson is adults in Adult Basic Education courses at a CCRS Anchor 2, Grade D. This lesson will help learners to effectively review information, and assess the costs and benefits of a final decision they make.

This lesson geared towards adult learners focuses on reading informative texts that describe how to perform basic computer-related tasks, including saving a document in Word and sending an email attachment. After reading the informative texts, learners will identify and sequence the 5 or more key steps needed to complete the tasks. They will then follow the steps to execute the tasks. This lesson will prepare learners to effectively find key information about how to complete technological tasks and be able to carry out the steps independently. This will assist them when future educational or job requirements require the use of computer skills they do not yet have, and they will need to use informational texts to learn the new skills.

This lesson geared towards adult learners focuses on reading informative texts that describe how to perform basic computer-related tasks, including saving a document in Word and sending an email attachment. After reading the informative texts, learners will identify and sequence the 5 or more key steps needed to complete the tasks. They will then follow the steps to execute the tasks. This lesson will prepare learners to effectively find key information about how to complete technological tasks and be able to carry out the steps independently. This will assist them when future educational or job requirements require the use of computer skills they do not yet have, and they will need to use informational texts to learn the new skills.
This lesson also enables students to gain confidence in their ability to use their mobile devices for carrying out more sophisticated tasks.

This lesson geared towards adult learners focuses on reading informative texts that describe how to perform basic computer-related tasks, including saving a document in Word and sending an email attachment. After reading the informative texts, learners will identify and sequence the 5 or more key steps needed to complete the tasks. They will then follow the steps to execute the tasks. This lesson will prepare learners to effectively find key information about how to complete technological tasks and be able to carry out the steps independently. This will assist them when future educational or job requirements require the use of computer skills they do not yet have, and they will need to use informational texts to learn the new skills.

The intended audience includes adult learners (Grade Level D) seeking basic reading skill development. Learners will imagine that they are entering a new field of employment. They are given written information that contain new terminology specific to their occupation. Using a range of strategies, learners will determine or clarify the meaning of specific words as they are used in a specific technical context. This lesson will help learners to gain vocabulary related to an occupation of interest in order to build knowledge to prepare for a career.

The intended audience includes adult learners (Grade Level D) seeking basic reading skill development. Learners will imagine that they are entering a new field of employment. They are given written information that contain new terminology specific to their occupation. Using a range of strategies, learners will determine or clarify the meaning of specific words as they are used in a specific technical context. This lesson will help learners to gain vocabulary related to an occupation of interest in order to build knowledge to prepare for a career.

This lesson will prepare beginning English language learners who plan to take a U.S. driving test. They will acquire vocabulary to be able to understand and/or to give directions as well as the meaning of road and/or traffic signs.

In this lesson, students will be able to view and analyze both good and bad interview techniques. The learners are people who's education may have been interrupted for various reasons. The lesson will provide practical exercises on using the techniques presented. Learners will be exposed to proper and improper interview techniques.

In this lesson, students will be able to view and analyze both good and bad interview techniques, and then be able to follow-up with practical exercises.