Slide shows and worksheets that guide students to learn about careers and build interview skills. Level: 4 or more below TLEE. Skills: Vocabulary, reading, speaking, writing
We created this site to share the lesson plans and other materials that we use in this Listening/Speaking Level F class with other ESL teachers -- click around and use what works for you! This is a 10-week course at LCC, but you can pick and choose from the 8 chapters for a shorter or longer term. The chapters can be covered in any order.
Lane Community College's Intensive English Language Program offers 6 levels (A=beginner, F=college transition). This site was designed for Listening/Speaking Level F, which is a class that teaches listening and note-taking strategies focused especially on lecture listening, as well as presentation, pronunciation, conversation, and academic discussion skills.
LCC ESL Students in Level F take three separate intensive classes (Writing, Listening/Speaking, and Reading for a total of 20 in-class contact hours per week). Prior to the re-imagining of this class and the creation of this site, each Level F class had a different textbook with different thematic progressions. Students experienced cognitive overload with the demand to learn the vocabulary, concepts, and skills of the three separate classes. In addition, students in our department are often from marginalized backgrounds and can find it financially difficult to purchase the three separate textbooks.
In order to lessen students' financial and cognitive burdens and create more connections between the three classes, we used the topics from the Reading textbook (Academic Encounters Level 4: Reading and Writing, 2nd edition, Cambridge 2014) to find freely-available authentic videos or recorded audio for the Listening/Speaking class.
Over the past year, students have expressed appreciation for the reduced cost of taking the course. In addition, they have shown increased interest and engagement in the course due to the authentic, real-life materials and complementary nature of the three Level F classes.
Intermediate-level reading/writing textbook uses themes from the novel Uprising. Includes pre-reading, comprehension questions, graphic organizers, and writing prompts. Level: 2 below TLEE; Skills: reading, writing, vocabulary; Resource type: Textbook
Introduces situational vocabulary to ESL students. This activity contains a roleplay and exercises to teach students to convey an emergency situation in English.
Working within Correctional Education, I have had many students who were LEP/ ESL and had great language barriers. I have had other tutor/workers who were extremely skilled and fluent in both languages. I asked my tutor worker to convert some of the English sentences in these random PowerPoints into Spanish. We are able to give students the GED exams in Spanish where I work.
ESL Writing Online Workshop (Video).
COVID19 Project!
I have several LEP students right now that don't quite have extra time to come down to study in person in the school. I worked up some neat templates to create simple mini-books that highlight common things here in America. Workers, Health Issues, Transportation, etc...
The PLA training materials explain how the language experience approach can help adult learners master this language.
This resource is for just that. Take one or two of the mini-books and use them in your classes.
They are EASY to modify using Microsoft Word. They are EASY to print if you follow the directions I set on the cover page.
I plan to issue one book at a time to my students, when they can read it well I will give them a different book.
Phenomena: Flooded SchoolyardStorylineThis photograph was taken at an elementary school in Maryland after a severe Summer rainstorm. The students are concerned about the impact of the increased rainfall in such a short period of time.PE Alignment:4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind or vegetation.4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. Image source: "Spring Runoff" by Walking With Scissors at https://www.flickr.com/photos/15582597@N06/5636129904/ CC BY-SA 2.0 (https://creativecommons.org/licenses/by-sa/2.0/)
Materials for student presentations in ESOL course that uses the open textbook Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners by Della Jean Abrahams (http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1022&context=pdxopen).
Course Description
Presents oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose. Develops listening comprehension and speaking skills at a low intermediate level. Addresses use of important language functions, such as asking for clarification, agreeing, and negotiating meaning. Includes one prepared speech. Introduces the English stress system, intonation, and certain consonant and vowel sounds. Places communication in the context of adult life roles.
Intended Outcome(s) for the Course:
Understand oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose.
Use knowledge about language, culture, and context to prepare for and accomplish communication tasks at the low intermediate level.
Use listening skills to understand and respond to different types of discourse.
Produce spoken English that is mostly understandable with some repetition or clarification.
Begin to identify and correct basic pronunciation problems.
Deliver a planned presentation on a familiar topic.
The following is a course layout for Spring terms of ESOL 20: Level 2 Integrated Skills. It is based on the OER Entry into English 2 by Penny Jahrous and Sara Packer. All activity links are either from Entry into English 2 by Penny Jahrous and Sara Packer licensed under CC BY-SA 4.0.
This class plan is based on using Theme 3 for Spring terms. I assigned one theme to each term because each theme covers the assigned grammar breakdowns for Southeast Campus based on the units of the English in Action 2, 3rd Edition textbook. I supplemented Weeks 1&2 with materials from Entry into English 2 Theme 1 and materials I created. Those weeks are fully backward planned as an example of how to use EIE2 to meet course objectives. For Weeks 3-10, I broke down Theme 3 week by week.
All instructors: This course layout is intended for a 9-hour/week, 10 week term. The content of Entry into English 2 can be easily spread over 3 terms.
ESOL News Oregon is a website that offers short articles adapted from regional news sources about current events in the state. Stories are labeled with word counts and Lexile levels. Each is accompanied by an image, self-correcting exercises, and source citations.
On March 13, 2017, the Department released a revised template for the consolidated State plan under section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The purpose of the consolidated State plan is to provide parents with quality, transparent information about how the ESEA, as amended by the ESSA, will be implemented in their State.
Even though a State Educational Agency (SEA) submits only the required information in its consolidated State plan, an SEA must still meet all ESEA requirements for each included program. For any program not included in a consolidated State plan, the SEA must submit individual program State plans that meet the statutory and regulatory requirements of each respective program.
This resource provides lesson plans in STEAM and SEL that are available to everyone.
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.
This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.
This template is meant to be a guide for Nebraska ESU 16 Business Teachers when creating Lessons of Instruction. Headings and/or topics not included in the lesson plan should be marked N/A.
This is a template for creating an accessible, mobile-friendly e-text using other openly licensed content. It can be customized and re-branded to work for any subject area at any institution. A working knowledge of HTML and CSS is required.
In this activity students will practice Noiz, (When) question and Nondik-Nora (From where, to where), for that they will plan a week long trip around the Basque Country. They will work with towns from Euskal Herria that can be found in the attached document.
Waste from end-of-life electrical and electronic equipment, known as e-waste, is a rapidly growing global problems of the World. E-waste comprises of a multitude of components, some containing toxic substances that can have an adverse impact on human health and the environment if not handled properly. The Indian information technology (IT) industry has been one of the major drivers of change in the economy in the last decade and has contributed significantly to the digital revolution being experienced by the world. New electronic gadgets and appliances have infiltrated every aspect of our daily lives, providing our society with more comfort, health and security and with easy information acquisition and exchange. The knowledge society however is creating its own toxic footprints. Unfortunately, the majority of e-waste is recycled in the unregulated informal sector and results in significant risk for toxic exposures to the recyclers, who are frequently women and children.