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AUTHOR Snyder, Sharon, Ed.; And Others TITLE Strategy Notebook: A Compilation of Open-Ended Instructional Strategies and Materials for Beginning ESL and Literacy Learners. INSTITUTION International Catholic Migration Commission, Washington, DC. PUB DATE 91 NOTE 698p.; Dot matrix type, withnumerous line drawings. Pages are 8.5 in. by 13 in. AVAILABLE FROMInternational Catholic Migration Commission, 1319 F Street, N.W., Washington, DC 20004. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Reference Materials General (130)
EDRS PRICE MF04/PC28 Plus Postage. DESCRIPTORS *Class Activities; *Classroom Techniques;*English (Second Language); *Instructional Materials; fr *Introductory Courses; *Literacy Education;Second Language Instruction
ABSTRACT This strategy notebook is designedas a resource for teachers of English as a Second Language (ESL)and literacy education. It consists of a series ofclass activities and recommendations for instructional materialscontributed to the International Catholic Migration Commission (ICMC)by experienced ESL and literacy teachers. The first sectiondescribes instructional activities, subdivided into general and p topical strategies. The general strategies are useful for teachingany content, and make use of stories, pictures, and elements ofthe arts: drama, poetry, music, and drawing. Some are intended to be integratedinto the curriculum as regular features of instruction or to takean entire instructional cycle to carry out, and still others focuson classroom management issues as opportunities for learning.The topical strategies are sample curriculum units usingsome of the general strategies outlined previously. The second section of thenotebook conta;ns teacher-designed instructional materials, includingstory books and class exercises, copies ofsome appropriate materials located in the ICMC learning resource center, andannotated listings of photos, slides, and videos from the learningresource center. (MSE)
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BIM WVAV AE STRATEGY NOTEBOOK:
A Compilation of Open-ended instructional Strategies and Materials for Beginning ESL and Literacy Learners
Edited by: SHARON SNYDER PINDIE STEPHEN WILLIAM MITCHELL
Layout Supervision by: HELEN AGUILAR
9 PREFACE
Dear teachers, supervisors, and other readers, Here it is 11II the Strategy Notebook that we have been talking about and contributing toover the past five years! Asyou look through these pages, you will find many of the strategies and materials which you helped to develop as a II contributor, as a member of a committee, or as a user and adapter in your own classrooms.
The 1111 Strategy Notebook documents much of whatwe have been doing. However, it is more than simply documentation. For those of us who have been in ESL-ABfor some time, it is a way of sharing with each other ideas and materialswith I which we may not all be equally familiar. For newteachers joiningESL-AB, it is a source from which to learnsome of ESL-AB's -tried and true" strategies andmaterials. I bothnew and experienced staff, the Strategy Notebook isFora convenient reference book for daily lesson planning and a Icompanion volume to the ESL curriculum_ Why -Strategies"?
The title of this book is StrategyNotebook The choice of the word "strategy" to describewhat is included in this book was quite purposeful_It was chosen toreflect a focus on teacher and student thinking andgrowth in using the language, rather thanon teacher and student behavior andsurface forms of language. The term "strategy" can be usedto describe the former, while theterm "activity" has been commonly used to describethe latter.
The distinction between strategies andactivitief3 may seemsuperficial at first glance, but shifting the focus from one to the other in lessonplanningcanhave far reaching effects. Strategies focus on cognitionwhile activities focus on behavior, on thinking ratherthan on action, on process rather thanon product, on what a student understandsrather thanon what a student does. While cognitionandbehavior, thinking and action. process and product, understanding anddoing are certainly very closely intertwined, a shift in focus from behavior (the surface manifestationof cognition) to cognitionitself is a shift to a focus on the root of learning_We can learn a great deal by observing students' behaviorsand products, but trying to change those behaviors andproducts without developingstudents' underlying understandingis a losing battle. Using the term"strategy" is one way of keepingthis distinction in mind.
One otherpoint should be made about the term "strategy." It has been used intwo contexts in the of field education: firstly, in relation to instructional strategies and, secondly, in relation to learning strategies. The former refers to a teacher's -plan of attack," to recall the term'smilitary origin, in settingup instructional eventswhich will leadstudents to something. learn The latter refers to a student's "plan attack" of as s/he engages in learningsomething. While two are certainly related the (i.e. teachers who designlearning 4 experiences rather than rote lessons are also by definition U settingupsituations in which students developlearning strategies), instructional strategies have to do withwhat goes on in the teacher's mind while learningstrategies have 1 to do with what goes on in the student's mind. Thisbook describes instructional strategies and materials, and, but for its cumbersome sound, might be better titled, "Instructional Strategy Notebook." 1 What Does "Open- Ended" Mean? 1 All of the lessons andmaterialsincluded in the Strategy Notebook were chosen, as the sub-title of the book indicates, because they were open-ended. Open-ended instructional strategies are those which do not set a ceilingonwhat students can learn and do. Rather they allow students to stretch as far as they can go in using the language and pushing the edges of their currentknowledge about the language. At the same time, they allowall students to succeed, no matter what their level. 1 In deciding whether or not a strategy or materialwas open-ended, a number of criteria served as ourreference points. We asked ourselves: 1 Will this strategy or material allow eachstudent to respondat hisor her own level? i.e.: Will each student succeed? 1
Will this strategy or material allow each student to discoversomethingnewabout the language s/he is learning? I.e.: Will each student stretch asfar a.s s/he can go?
Related to the aboveprimary criteriawere four 1 supporting criteria, stated, again, in the form of questions: 1 Will this strategy or material connect with the students' background? I.e.: Will it interest them? Is it relevant to their lives? 1 Are supportive communication systems (e.g. illustrations and non-verbal cues) built into the
strategyor material? I.e.: Will they understand the meaning without the language? 1 Will all the language arts (reading, writing, listening, and speaking) be engaged through the use of this strategyor material? I.e.: Will students be able to go from one language art to another to support 1 learning from the other?
Will all the language systems (phonology/grapho- 1 phonemics, syntax, semantics, andpragmatics) be engaged through the use of this strategy ormaterial? I.e. Is the language "real?" Is it in context?
While some of the instructional strategies in this book are written as though a certain level of oral andwritten knowledge is necessary, all can be used with students at any 1 level. Carrying thisout is largely a function of the teacher's expectations about the language and other symbols 1 (illustrations, gestures) the studentsuse. For example, a newspaper for Level A students at the beginningof the cycle will have more illustrations thanprint. A play by LevelA studentswill include quite a bit ofmime as well as language. From newspapers to plays topoems to stories, the use of oral and written language andother symbolsystems such as gestures and illustrationscan be combined in such a way that any level can succeed.
How to Use the Strategy Notebook
TheStrategy Notebook is divided intotwo parts, each ofwhich is further divided into sectionsand sub-sections as follows:
Part I: Instructional Strategies General Strategies
Stories Pictures (photos, videos) Arts (drama, poetry, music,drawing) Cycle Long Classroom Management Topical Strategies
Meta-Unit on Continuing Learning Unit 1 Unit 2 Etc.
Part II: Instructional Materials
Books (the 54 ESL-AB storybooks) IMS ESL Materials Learning Resource CenterMaterials Photos and Slides Videos
Part I, on InstructionalStrategies, gives examples how to construct lessons of which allow students to succeedand to go as far as theycan go in learning language. on Part II, Instructional Materials, includes the ICMC which are available materials to you to use in lessons. The Strategy Notebook can be used ina variety of ways:
to get ideas on how tocarry out a strategy of a particular kind (e.g. storytelling, newspaper writing, photo gallery, interestclubs, etc.),
to get ideas on how tointegrate strategies into the entire cycle as part of theclassroom or environment as part of a project (see thesection in Part I on cycle long strategies),
to get ideas on how to carry out a strategy related to a particularcurricular topic (e.g. Continuing Learning,Post Office, Banking, etc.), to get ideas on how to deal with classroom management problems (see the section inPart I on classroom managementstrategies),
1,1 I * to find out what materials are available for you to use in the classroom or in the LearningResource Centers, 1 to findoutwhere a particular material is available (each inclusion indicates where the material is located), and 1 to recall exactly what a material looks like or what language is includes. 1 In using thisbook, please keep in mind that the lessons and materials are here for you to use and adapt as you and your students see fit, according totheir needs and interests. It is ultimately your responsibility to gain an understanding of your students and to use that understanding to design, together with them, learningexperienceswhich simultaneously challenge them and allow them to succeed. 1 Acknowledgments 1 Thanks go first and foremost to all the contributors of the strategies and materials found in this book and to all the committee chairpersons (Ben Vacio, Helen Aguilar, Celsa 1 Alojado, Josie Pajel, andLaurie Kuntz) andcommittee memberswho helped to develop them into the form in which you find them here. Each of the strategiesandmaterials represents a lot of thought and hard work on the part of the 1 contributors and the colleagues who supported them. Many hours of work were devoted to deciding what would 1 be included here and to putting the inclusions into a consistent format. Pindie Stephen and William Mitchell did the initial editing of thebookand Helen Aguilar coordinated the design and layout of Part IT and of the title and section pages. Assisting Helen Aguilar was Jesus Mercado, Abraham Ocfemia, and Rex Pe. Ben Vacioundertook the gargantuan task of coordinating the preparation of the 1 Book Section and of laying it out. BenVacio, Helen Aguilar, Celsa Alojado, and their teams of illustrators (see the material concerned) went way beyond the call of duty in 1 preparingminiature copies of our illustrated materials. The workof each of these people, under the pressure of other simultaneously demanding responsibilities, was excellent.
The Instructional MediaServices (IMS) department playedan important role in the development andproduction 1 of the Strategy Notebook. It was, of course, with the IMS" artisticand technical support that the materials in this bookwere developed and produced. Special thanks go to 1 Norberto Alojado for his willing support in every aspect of this project, from layout assistance and title and section page design to binding and distribution. Special thanks go also to Nelia Villanueva for proofreading the manuscript, preparing the final copy for the printer, and for coordinating with the printer. 1 ICMC's Computer Center played an important supportive role as well. Frederick Pabia facilitated the scheduling of computertime for this project, often in the face of other urgent demands for computer time. Thiswas verymuch 1 appreciated. Elizabeth Lagonera's assistance in printing some final copies of pages in Manila was also of great help. 1 I Manythanksgo also to Anna Liza Perezfor initial typingof manyparts of the manuscript and to Lourdes Castro, who also assisted in initial typing. Josie Pajel, 1 in additionto contributing materialsand strategies as chairpersonof the Photo/Slide Committee, pitched in by typing some sections of Part II of the book.
Above all, thanks go to Alfa Dacela who completed the initial typing of the manuscript and tirelessly, calmly, and patientlydid the countless revisions, reformatting, and printing of the final copies. Her pleasant, efficient, and unflappable manner made all of our effortsso much easier.
1 Finally, thanks go to Steve Cook for makingthis project a priority, to Nick Miscione for clearing theway so that staff time could be devoted to it, to Denis Nihill for 1 facilitating ICC staff support and the use of ICC equipment, and toWilliam Burns for final proofreadingandmoral support.
1 It is my hope that the Strategy Notebook will becomea wellused addition to teachers" andsupervisors' resource materials, an addition that will prove useful not only for the ideaswhichare in it, but alsoas a resource for stimulating new ideas.
Happy lesson planning! 1 Sharon Snyder
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PART I INSTRUCTION ST TEG
9 INTRODUCTION 1 Part I of the Strategy Notebook containsa variety of open-ended instructional strategieswhich have been 1 developed by ESL-AB staff. It is hoped that thisselection of the many instructional strategieswhich have been developedand shared in the department, willserve as a valuable resource for new and experienced teachers as they daily plan their lessons and develop andtest instructional strategiesappropriate for theirparticularclassesof students. 1 Eachof the strategies included here isan exampleof an open-endedinstructional strategy, that is, of an instructional strategy which allows each studentto succeed 1 at his or her own level and to stretchas far as s/he can givenhis or her current language knowledge. None of the strategies is too difficult and none is tooeasy for any I student. Each provides a framework which allowsstudents to use their current knowledge of the language while discoveringmore about the language. [See the Preface of thisbook for a more detaileddiscussion of open-ended 1 strategies.] 1 General Strategies The instructional strategies in the first section, General Strategies, recognize that students' talent, knowledge and interests are fertileground for language learning. Anyof these strategies canbe used in the context of teaching any content materialand, of course, in the general development of second languageuse. The focus throughout is on students learning throughexploration and reflection.
1 This section includes instructional strategiesusing stories, pictures (photos andvideos), and the arts (drama, poetry, music, and drawing). It also includescycle-long strategies, 1 some designed to become regular featuresof a classroom repeatedover the course of the cycle, andothers designed to takean entire cycle to carry out.
The final classification ofstrategies in theGeneral Strategies section is on classroommanagement. These strategies transcend traditionalmodes of handling classroom problemsby turning them intoopportunities for They learning. encouragestudents themselves to identify problem areas, consider their sources andconsequences, andpropose 1 workable solutions, all whileusing the second language. Topical Strategies
1 In the Topical Strategiess.ection, you will findmany of the instructional strategiesdescribed in the section General on Strategies, but here applied to theunits in our 1 curriculum. Most of the strategiesincorporate topics several from units. It is important that,as youplanyour lessons, you do not feel thatyou have to present curricular material in a unit by unitsequence. All of the topics the in curriculum, and many more besides,canbe creatively addressed througha myriad of combinations ofcontent. 1 Assessment There is no section specifically devoted to assessment. However, informal assessment is built into each strategy in various ways. For example, students transfer ideas from one communication system to another (such as fromvisualization towriting, or from reading to retelling or evaluating), they engage in peer questioningand correction, and demonstrate theirunderstanding through written andoral work, or simply through teacher questioning.
Acknowledgements
The list of contributors is far too long to mention here, for this is truly an ICMC community effort. Wewant to thank everyone for sharing the ideas which comprisethis Strategy Notebook. Space limitations required that other, valuable submissions not be included at this time. These were difficul'.; decisions to make, because we had to set asidea number of good ideas and suggestions. Thosewhich are not included here are on file in the ESL-ABoffice, and are available to anyone who would like to refer tothem. Finally, we hope that you will find this compilationa helpful resource in thinking through your own instructional decisions. We also hope that the instructional strategies presentedhere will generate even more ideas to sharewith colleagues.
William Mitchell Sharon Snyder 7 1. K I/ . l'.. #:/../. /. 4 /. / ,...... /.,, -,,.- , .. GENERAL STRATEGIES GENERAL STRATEGIES
1 TABLE OF CONTENTS
Classification/Title Page hig?..
Stories
Story Telling and Story Writing 4 1 Discovering New Language Through Illustrated Books: Example Thao Gets A. Haircut 6
Story Mapping 8 Listening Comprehension and Pronunciation Through Taped Illustrated Books 10 1 Creating Comic Strips 13
1 Pictures
Photo Gallery 15
My Favorite Photo 16
Round-Robin Writing 17
Beyond the Picture 18
From Silent Movies to Screenplays 20
Art 1 Play Writing and Play Production 21
Cai Luong Through Interest Clubs 23
Puppet Show 25
Listening to Radio Dramas 27
Writing Radio Dramas 29 1 Creating Poetry 31
Taped Songs 33
Curricular Song Writing 34
From Feelings to Colors to Poemsto Songs 35
1 ri I Classification/Title Page_ Nil._
Art (Cont.)
From Picture Description to Song Writing 37
From Classroom Events to Song Skits 39
1 Line Expression 41
Cycle Long
1 Interactive Learning Corner 1: MessageBoard 43 Interactive Learning Corner 2: Story ofthe Week 45
Interactive Learning Corner 3: Thinker'sCorner 46 Interactive Learning Corner 4: WhatWould You Do If ? 47
Interactive Learning Corner 5: Givea Title 48 Interactive Learning Corner 6: WhatAre They Saying? 49 Interactive Learning Corner 7:What Do You Remember? 51 1 Free Exploration of ReadingMaterials 52 Pen-Pal Writing 54
1 Journal Writing 55
Daily News Reporting 57 Newsletter 58 1 Newspaper Writing 59 The Refugee Newscaster 62
The Youth Hour 64
Classroom Management
Election of Class Officers 66
Building Classroom Expectations 67
Classroom Rules By Consensus 69
Conflict Resolution 71 Courthouse 72 Building Camaraderie Among Students 73 Classification/Title Pane Ng.
Classroom Management (Cont.)
Why Study English Now? 74
Why Learn English? 76
Choices and Consequences 78
"The Impolite" (A Drama) 80 Classification : Stories
By Celsa Alojado 1 Candelaria Tolentino Sharon Snyder 1 Title Story Telling & Story Writing 1 I. Rationale: This strategy includes two complementary strategies -- 'story telling by the teacher' and 'story writing by the 1 students.' 'Story telling by the teacher' is basedon the assumption that language learning is bestsupported through whole, meaningful texts. Stories are especially useful 1 because students' background knowledge allows them to predict plot, setting, characters, and wordmeanings in the target language. The more familiar, predictable, and well illustrated the story is, the better it is as an 1 instructional material. Furthermore, because a whole text is provided, students at differentpoints in forming hypotheses about English can focus on those language 1 systems with which they are ready to deal. 'Story writing by students' is basedon the assumption that in writing, as in speaking, studentsform interim hypotheses as theymove toward the ability to writeconventionally, i.e. with correct spelling,grammar, etc. The instructional implication is that students should be givenfree rein to 1 use and explore the second language in writing at their present level rather than be asked to copy structures provided by the teacher.
Story tellingand story writing can be incorporated into lessons from thebeginning in any ESL classroom of any level.
II General Description:
1 The teacher opens the day'slesson by showing an illustrated story related to that lesson. The story, though focused on the lesson topic, should stimulate students to talk and write about their own experiencesor areas of interest to 1 them. 1 III. Materials Needed: Any illustrated story relatedto the lesson 1 OR: A personal story (with textand illustrations), related to 1 the lesson topic, aboutan actual experience you had [Note: Such storiesare especially effective in tapping student interest because students care aboilt their 1 teacher and want to understand more about him/her. Students, in turn, want toshare their own experiences. In this way, motivationfor story writing is built story into 1 telling. Basing story tellingand story writing on genuine experiences has the added advantage allowing of the teacher to increasingly understand the 1 students' experiences,beliefs, needs, and interests.] IV Procedure:
1. Read the illustrated story to the class, pointing to thepictures while reading the text. Support the meanings conveyed in the pictures and text by acting them out, by gesturing, and by using vocal and facial expressions.
2. Ask inferential and evaluative questions atappropriate points to check students' comprehension.
3. Lead the students to genuine communication by encouraging them to pursue topics of particular interest to them.
4. Invitestudents to tell theirown stories. Allow students to use you and their classmates as informants to learn the language they needknow in order to express what they want to say.
5. Ask students to write their own stories. Encourage them to consult their peers, their notes, language writtenon the board or in earlier writings posted on the wall, and any other sources. Also encourage them to illustrate their ideas to support their text and to effectively use you as a resource. [Refer to the strategy, 'Student Initiated Language Learning,' under the Continuing Learning classification of strategies in this book.]
6. Invite the students to read their stories to each other in pairs, groups or to the whole class.
7. Display their work in the classroom.
V. Suggested Follow-Up:
This strategy can become the basis for a thorough book writingproject which can extend throughout the cycle, and can include authors' circles, authors' clubs, book publishing, and authors' corners and displays. The possibilities and variations are endless. The resulting books can be included the classroom library. U Classification : Stories
By Candida E. Maiquez Carlito Villanueva Leda Denamarquez
Title Discovering New Language Through Illustrated Books: Example Thao Gets a Haircut
I. Rationale:
Stories will attract students if theyhave relevance to their own situations and build upon their background knowledge. Stories allow students to predict meaning. The more familiar, predictable, and literally illustrated the story is, the better it is as a second language instructional material.
II. General Description:
The teacher provides the class with illustrated story books. The story is focused on a certain topic, but leaves room for the teacher and the students to pursue specific areas of interest. The book used in this example is Thao Gets a Haircut. Students are encouraged to think about and express their ideas in English aboutcultural differences in messages sent bypersonal appearance, in this case by hairstyles.
III. Materials Needed:
Class set of Thao Gets a Haircut Manila paper and pentel pens
IV Procedure
1. Show the coverpage and ask questions such as the
following :
What is the title of the story? Who wrote the story?/Who is the author? Pointing to the picture of Thao: Who do you think this is? What is his nationality? What does he look like? Look at your classmates. Who among the boys/men has long hair? If there are male students with long hair, ask eachone why he grows his hair long. Do you like long hair on boys/men? Why? Why not? How about on girls/women? Why? Why not?
2. Read the story to the students, holding up the book to show clearly the text in relation to the illustrations. Encourage them to join you in reading aloud if they want. Pause at appropriate points to ask them to predict what will happen next. Pad the story in this way as many times as they request you to do so.
[Note: Showing them the book at the start with its illustrations and text allows students touse both non- verbal and print symbol systems to make meaning. See below for a variation on presentating the story.] 3. Now hand out the books so that each student has a copy. I Ask the students to look carefully at the illustrations and text. Give them time to further speculate regardingwhat the story is about and to explore the 1 language in print. Encourage them to consult you, theirpeers, and any other language sources in the classroom to clarify anything they don't understand. 1 4. Check their understanding by asking questions such as the following: 1 If you were Thao, how would you feel? What wouldyou think if you saw someone with a hairstyle like this (pointing to the last 1 picture)? Why? What should Thao do next?
5. Divide the class into groups and ask them to write a 1 continuation of the story.
6. Eachgroup then presents their written work to the 1 class. V. Variations: 1 An alternative way to present the story initially is as outlined below. This allows students to generatemeaning usingtheir own language before encountering the author's way of creating meaning.
1. Post only the loose-leaf illustrations on the board in 1 consecutive order.
2. Ask the students to look at them carefully to see what the whole story is about. 1
3. Then ask them to write their ideas, even if only in single words, under each illustration. Encourage them 1 to use you, fellow classmates, and other sources o2 language such as dictionaries and previous writing displayed in the room as resources. 1 4. After the class reads and discusses what they have written under the illustrations, distribute the book fora) of the story and carry on as above. Alternatives to writing a continuation of the story include: 1 Students write a play as a continuation of the story, and then act it out.
Students draw a picture of Thao as he might appear one year later, and talk or write about why they chose to draw it as they did.
Students write a song based on the story and teach it to the class. 1
1 717mm777:777.7777tion : Stories
By May Vargas
Title Story Mapping
I. Rationale:
Oral and written retelling of a story embeds language learning in a meaningful context. Story mapping in itself is a productive writing strategy and, as such, is a fruitful continuing learning strategy.
IT. General Description:
Story maps are illustrated or written notations in diagram form showing the relationships between characters and elements in a story. In this strategy, the teacher tells a story orally with students' participation in predicting what comes next and in creating the story's ending. In the process of students' recalling and retelling the story, the teacher and students together map the story. Based on this map, students put the story in written form. III. Materials Needed:
A story without an ending (to be told orally by the teacher)
[Note: The story used in this strategy should be be familiar and predictable to allow the students to participate and react during the storytelling.]
Photos or other pictures to illustrate the oralstory
Manila paper and pentel pens (if work is done ingroups), or tablet paper and pens (if work is done individually)
IV. Procedure:
1. Tell a story orally to the class.
2. During the storytelling, use photos or pictures and your own actions to support students' comprehension.
3. At appropriate points, pause in your storytelling and ask the students to predict what willcome next.
4. Ask students to create the ending to thestory.
5. Lead students in a discussion Df the story's characters, events, and the ending they chose.
6. Ask the students to retell the story. Ask questions to help the'r recall if necessary. During this process, make notationson the board in map form. showing the relationships between characters and events.
[Note: Guide the mapping yourself thefirst time it is done in class. However, in subsequent lessons using this strategy, the mappingcan be done by a student or students.] r. 0 7. Ask the students to write the story individually or in groups, using the story map as their guide.
8. Invite students to read their work to the class.
9. Display the students' work.
V. Suggested Follow-Up! Encourage students to use the mapping strategy whenever they are preparing to write a text of any kind. This can be incorporated into any lesson as a standard way of clarifying and developing the ideas they want to write about. Classification : Stories
By Celsa Alojado Candelaria Tolentino
Title Listening Comprehension and Pronunciation Through Taped Illustrated Books
I. Rationale:
This strategy is based on the assumption that listening comprehension and reading comprehension support each other's development. When supporting illustrations are included in the listening/reading process, students are further aided in creating meaning from unfamiliar language. Taping their own writing focuses students' attention on communicating in a way which is understandable to their listeners.
II. General Description:
Students listen to a story on tape and look at the story's illustrations. They then write their own versions of the story or their thoughts about the story, and tape what they have written. They critique their tapes and revise them, after which they are presented to the class for their peers' reactions.
III. Materials Needed:
One copy of an illustrated story book for each student One loose-leaf copy of the book Audiotape of the story Tape recorder
IV. Procedure:
1. Play background sounds related to the story (e.g. a rooster crowing for the book, The Rooster).
2. Ask students what they hear/what it reminds them of.
3. Post the loose-leaf illustrations on the board in sequence.
4. Play the taped story. Point to the pictures as the story plays.
5. Post the text under its corresponding picture. Play the tape again, pointing to the text as the story proceeds.
6. Repeat the tape as often as the students request.
7. Without playing the tape, let the students read the text withyou as you point to the lines. Point out particular words and phrases which are clearly represented in the illustrations. If students do not join in reading, read to them. Do this asoften as they request.
8. Give the students time to look at the picturesand read and think about the story. Encourage them to use you, their classmates, and any other available sources of '72 language to answer their questions about any aspect of U the language used.
9. Ask them for their thoughts about the story. Through 1 this discussion, assess whether or not they understood the story. Clarify any language which they want to understand or key language which you want to get across as part of the lesson.
10 Ask students to write their own versions of the story, or their thoughts about an aspect of the story which is 1 of particular interest to them. Explain that what they write will be taped. 1 They can work in pairs, in groups, or individually, and can write stories, reviews, plays, songs, poems, or use any other form they want. Encourage them to be creat_ve, funny, sentimental, or in any otherway 1 entertaining, since their work will be shared with their classmates. 1 11 Now ask students to tape their work. They can choose one of their group to do this, or can organize it in any way they want. 1 Encourage them to practice and critique each other before taping, and to critique and revise their tapes after taping. Remind them that their tapes will be 1 presented to their classmates and should therefore be easy to understand. This will focus their attention on pronunciation.
12. Invite students to present their tapes. Facilitate discussion after each groups' presentation. Try to get conversations in English going between the presenters 1 and the listeners. Focus on presenters' choice of topic, fcrm, and ideas expressed. 1 13. Display students' written versions of the taped work.
V. Variations: 1 The taped story can be initially presented by posting cut- outs illustrating the story while the tape plays. In this way the story unfolds before the students' eyes, as they 1 simultaneously hear it.
In creating their own texts, students can opt to use 1 pictures of the story with bubbles in which they write their own dialogue. Their taped work would then be in the form of a dialogue. 1 An alternative to immediately writing in response to the taped story, is for students to draw their reactions and ideas about the story. They can then share thosedrawings 1 with the class and, with the teacher as a resource, generate the language they need to express their ideas. Writing and taping would then follow. This alternative isparticularly 1 appropriate for beginning level students.
VI. Suggested Follow-Up:
This strategy can form the basis for a cycle long project in which students write, edit, tape, critique, and retape their own stories. These taped storiescan then be added toour currentholdings of taped stories at theLearning Resource Centers.
Encouragestudents to individually use the taped ESL-AB story books at the Learning ResourceCenter during regularly scheduled LRC sessions or in the evenings.
- Classification : Stories
By Celsa Alojado Candelaria Tolentino Sharon Snyder
Title Creating Comic Strips
I. Rationale:
Comic strips have an appeal to people regardless of their age, education, and occupation. This, combined with their form, which clearly juxtaposes illustrations and text, makes them verygenerative language learning materials. They support language development while simultaneously stimulatinga liking for reading. It is only a short jump between enjoying reading comic strips and wanting to create them. Many students who might otherwise be reluctant to write, may enjoy writing comic strips.
II. General Description:
Students look at comics strips, interpret the pictures, and read the text. Comprehension is facilitated through group work in which participants prepare for and act out a comic strip of their choice. From this initial exploration of comics, students then move to creatingtheir owncomic strips.
III Materials Needed:
Comic strips
[Note: Be sure that the comic strips include enoughcharacters so that each student will have a role to play. Also, take care to choose comic strips with humorwhich is culturally under- standable to the students.]
Paper and pencil
IV Procedure:
1. Begin by asking students whether they like to read comic strips. Ask them what the most popular comic strips are in their home country. Encourage as much discussion as possible.
2. Post one of the comic strips you brought on theboard or wall where students can get a full and clear view of it. Explain that this is a popular comic strip in the U.S. Give them time to look at it carefully.
3. Invite them to read the script out loud. If they are reluctant, begin by reading it to them, later asking them to join in.
4. Ask them to share their observations about the strip. If they are reluctant to speak, encourage them by askingquestions such as the following, developed by Willie Soriano, for the comic strip, "Andy Capp":
If you were this man, would you do thesame thing? Do you like this man? Why? Why not? Whatwould you rather be like? Which of the characters would you want to be? Do youknow of somebody who is like one of the characters in the comic strip?Which one? Why are they similar?
5. Now post the other comic strips on the boardor on the walls. Invite the students to look at each of them, and decide which one is their favorite.
6. Ask them to group themselves around their favorite comic strip. If one group has too many or too few students for the number of characters in the strip, ask for volunteers to move to another group.
7. Ask each group to prepare a skit which acts out the comicstrip they chose. Each student has a role to play in the skit. Circulate among the groups to assist them in their interpretation of the comic strips. Encourage them to go beyond the text and story line of the original comic strip, if they want.
8. Students then act out their skits. Encourage audience responses and any discussions which arise from them.
9. Ask the students whether they have ever thought of writing a comic strip. Whatwould it be about? Adventure? Romance? Comedy' Elicit from themother comicstrip topics, e.g. space, science fiction, kung fu, drama, folktales, etc. Write these categories on the board.
10. Ask each student to choose one of the categories. Group students according to the choicesthey made. 11. The members of eachgroup now work together to plan the concept and story line of their comic strip. Ask them to includeat least as many charactersas there are members in the group; each group member can identify with one of the characters.
This is the beginning of acycle-long or multiple- lesson in which students, in class andout of class, work on their comic strips.
12. On this first day, close the lesson byaskingeach group to reporton its comicstripconcept and characters.
Make some time on successive daysfor students towork more on their comic strips. Encourage them to work on themat home as well. Provide a time eachweek when eachgroup's comic strip is presentedto the rest of the class for feedback andpeer editing.
13. A collection of students' favoritescan be displayed in an exhibit, or compiled in a classanthology. V, Variations:
An alternative way to introduce comic strips is to use strips with empty dialogue bubbles. Students fill in the bubbles based on their interpretationsof the illustrations. "\ Classification : Pictures: Photos 1
By Trina Reva Fernandez
Title Photo Gallery 1 I. Rationale: Students" background, interests, and senseof aesthetics are highly motivating sources for expression. Carefully chosen pictures tap this source and motivate students to generate language.
II. General Description: Photos which are aesthetically pleasing to students arehung in the classroom, gallery style. Students view them, 1 discuss their feelings and thoughts, and writeabout them.
III. Materials Needed: 1
(-; Sets of aesthetically pleasing photos (scenery orsubjects) Cartolina strips and pentel pens 1 Paper and pens
IV. Procedure:
1. Prepare the room by posting the pictures on the walls of the classroom, as in an art gallery. 1 2. Invite the students to mill around the photos for 10 15 minutes.
3. Ask them to identify the picture they like most, or which strikes them most.
4. Give each student a strip of cartolina. Ask them to 1 write a title for the photo they chose and to post it below the picture. This could also be done in pairs or groups. 1
5. Engage the class in a discussion about each picture by asking the title-givers questions such as those listed below. Encourage them to ask questions of each other 1 and to support or challenge each other's choices and opinions. 1 Why did you choose this particular photo? How do you feel about it? Does it remind you of someone or something? Where do you think this place is? What is s/he (are they) doing in the picture? Why did you choose this title for the picture?
6. Ask the students to write about what they feel when they look at the pictures, or about what the pictures remind them of. Encourage them to write about anything that occurs to them, and to use any form they want, such as prose, poetry, or song.
7. Invite them to share their work. Again, this can be done in pairs, groups, or as a whole class.
. 1 Classification Pictures: Photos
By Celsa Alojado Candelaria Tolentino Sharon Snyder
Title My Favorite Photo
I. Rationale:
When students want to share something they care about, they are motivated to learn the language needed to express themselves. Fellow students are interested in their classmates and will be motivated to understand what they are sharing.
II. General Description:
Students bring their favorite photos to class. If they have no photos, they can bring in anypicture which has a particular appeal for them. They share their pictures, express why they are so special, and write about them.
III. Materials Needed:
Student-brought photos or pictures Back-up photos or pictures for students who don't bring any Paper and pens
IV. Procedure:
1. Ask students a day or so in advance to bringtheir favorite photos or pictures of scenes, people, or activities which appeal to them.
2. Ask a volunteer to post his/her photo or picture on the board, or to pass it around for everyone to see. If no one volunteers, present one that you brought.
3. Ask the volunteer to tell the class about the picture (or do this yourself with your picture).
For higher level classes, ask another student to act as a scribe and write down onManila paper what the student says. For lower level or reluctant classes, do this yourself.
4. Ask the scribe to read what s/he has written. The volunteer confirms or revises what has been written.
5. Now ask the other students -to share their pictures and explain why they are special to them.
6. Ask students to choose one of the pictures brought by a fellow classmate and write a reaction to that students sharing. They can work in groups o- individually and put their response in any form (prose, poetry, etc.).
7. When the students are finished, have them share their responses orally. Encourage discussion.
8. Display the pictures and corresponding write-ups in the classroom.
!-% . 0 Classification : Pictures: Photos
By Josie Pajel
Title-'\,°° Round-Robin Writing
I. Rationale:
Well-chosen pictures motivate students to express their thoughts and feelings. Having students build on each others' writing requires them to read for meaning, to clarify meanings with each other. to make their own writing understandable to readers, and to pull ideas together into a coherent whole in the target language.
II. General Description:
Students choose pictures to write about. Pictures and writing-in-progress are then exchanged and students add to what was written by the previous student(s).
III. Materials Needed:
One photo or picture for each student Paper and pens
IV. Procedure:
1. Give each student a picture with an accompanying piece of paper.
2. Ask them to begin a story about the picture.
3. Collect the pictures and papers. Distribute each set to a different student.
4. Ask the new students to continue the story. Encourage them to clarify meanings with the previous writer.
5. Exchanges can be done several times, either between pairs, within a group of three or four, or among the class as a whole.
6. Each picture and story is presented to the class by the last writer.
7. Post the pictures and accompanying stories on the wall. Invite students during breaktimes to add to any of the stories.
Include time in class for students to sharetheir additions and talk about how they got their ideas. This will encourage others to do the same, again involving them in reading for meaning in order to create a coherent text for a future reader.
V. Suggested Follow-Up:
Thesepieces can be included in a peer editing process and the final piece published in a newsletter or anthology, or presented in an end-of-cycle display. 5 Classification : Pictures: Photos By Josie Pajel
1 Title Beyond the Picture
1 I. Rationale:
Well-chosen pictures related to students background and 1 aesthetic sense motivate them to express themselves. By asking students to imagine the context surrounding what is portrayed in the picture, the enjoyment, humor, or pathos in imagined scenarios further motivates students to express 1 themselves and to listen to others.
II. General Description:
Students imagine scenarios surrounding provocative pictures. They talk and write about their ideas. 1 III. Materials Needed: 1 One picture for every two students (They should involve actions, people, or scenery, and 1 should allow for multiple interpretations.) [Note: In this strategy, as in others, pictures can be chosenwhich are related to curricular topics. The priority, however, should be aesthetic quality and 1 student interest.] Paper and pens
IV. Procedure:
1. Post one of the pictures on the board and elicit students' reactions to it. Following are questions which may help guide the discussion:
What is happening? How can you tell? Where are they? Would you like to be there? Why? What is the weather like? What season is it? How can you tell? What time of day is it? How can you tell? What are they talking about?Why do you think so? What are they feeling at this moment? How can you tell? What are their professions? 1 How old are they? Would you like to be one of these people? Which 1 one? Why? 2. Write what they say on the board, or ask for a volunteer to act as scribe. 1 3. Now draw students attention to imagining what is implied by the picture, but isn't shown. Guide 1 questions could i. clude: What happened? When did it happen? 1 What caused it? What will happen next? Why? Who else is not shown in the picture? What else is not shown in the picture?
4. Again, write their responses on the board.
5. Then divide the class into pairs. Ask each pair to choose one of the pictures you brought toclass and write about it in any form they want, e.g. prose, poetry, dialogue, or song.
6. Students then share their work. Display the results in the classroom.
V. Variations:
The entire set of photos you bring to class could be portraits of interesting looking people. Ask students to choose one they findparticularly fascinating and to identify as closelyas possible with theperson in the photo. Ask them to write about themselves, or about any topic, as though they were the person in the photo. Or, students could work on the portraits in pairs, building up the personality of the person portrayed. Along with a set of portraits, bring to class prepared tape recordings of various voices. Students listen to the voices and decide which portraits match them. The emphasis here is on encouraging discussion using language related to people and personal characteristics.
VI. Suggested Follow-Up: As homework, or as part of a subsequent lesson, ask students to relate the scene in the picture to their everyday lives. They can write of a relatedexperience or eventthat happened in their family or with friends. Their writing can be shared in class and displayed in the classroom. Classification : Pictures: Video
By Marina Fe Rodriguez Sharon Snyder
Title From Silent Movies to Screenplays
I. Rationale:
Silent movies are the video equivalent of wordless picture books and, as such, provide acontext for students to generate and explore language at their current leVel.
II. General Description:
Studentsviewa silent movie and provide thedialogue or screenplay.
III. Materials Needed:
Silent movie excerpt with a story line Paper and pens
IV Procedure:
1. Begin bydiscussing withstudents their personal experiencesandknowledge regarding the topic of the particular silent movie excerptyou have chosen.
2. Show the movie excerpt without interruption.
3. Ask students how they felt while watching the it. Lead them to relate it to their own experiences. Encourage as much discussion as possible.
4. Show the excerpt again, thistime stopping at appropriate points in the story line. Each time you stop, ask detailed questions about what ishappening, why, andwhat the characters are feeling. Onthe board, write a heading describing the scene and then notedown the key language which arises in the discussion.
5. Referring to the headins and language onthe board, guide the students in writinga dialogue or screenplay for the characters and events in the firstscene.
6. Divide the students into as many groupsas there are scenes. Ask eachgroup to write a dialogue or screenplay for that scene.
7. Each group shares what they have written and critiques the other groups' work.
8. Display the resulting write-ups.
V. Suggested Follow-Up:
Studentscan conceptualize and write their own screenplays for movies they would like to produce.
4 Classification : Art: Drama
By Cecille T. Batungbacal Rosalie Casis
Title Play Writing and Play Production
Rationale:
Playwriting and production provide many opportunities for language instruction. Students can produce and practice language for a given situation. It also gives students an opportunity to learn from one another.
II. General Description:
Studentswrite a script on a topic of their choice. They ask for help fromresource persons, and use various strategies such as gestures, facial expressions, etc., as a wayof expressing what they feel. Students then deliver their lines on cue, and accomplish a variety of taskswhich are connected with playproduction. Following the production, students evaluate their performance.
III. Materials Needed:
Stories by students Props as called for in the script(s) Cartolina and crayons
IV. Procedure:
1. Ask studentsto read a one-act play. (We used one entitled, "I'll Wait ForYou.") Facilitate a discussion regarding their ideas about the play.
2. Ask volunteers to act out the play.
3. Encourage studentsto write a play of their own as homework. (Our students suggested the following as possible topics: Escape from Vietnam, Life in Camp, A Love Story, Life in Vietnam, and Student Life in PRPC.)
4. Studentsbring their play-drafts to classand share their plot, characters and dialogue.
5. The whole class participates in choosing the play that they will produce together. They also allparticipate in cast selection and further editing of the dialogue.
6. A date is set for the play's presentation, andclass officers are chosen to take care of the play production as well as to extend invitations to guests.
7. Students then practice, practice, practice.
8. Final touches are added, such as opening remarks by the President of the class and curtain call remarks bythe Vice President.
9. The play is presented at ICMC'sRecreationHall to other classes on the same team and to guests. V. Variations: The following approach to play production was contributed by Ernesto Puguon:
1. Present a script in class about a topic of interest to 1 your students. 2. Simulate a theatrical outfit in search of talent to act the play. Students can be a part of this. 1 3. Put up WANTED signs for students to read and respond to 1 4. Audition the students who respond.
5. Select andannounce the students to be cast in the roles.
6. Distribute the script to students tomemorizetheir 1 roles.
7. Hold rehearsals. 1 8. Set up a theatre which includes aticketboothand seats in different categories.
9. Askstudents to invite their friends and other guests to the play. Invitations shouldbe in spoken or written English.
10 Ideally, each part of the processshould include students in planning andcarrying out the tasks 1 involved. VI. Evaluation:
The following evaluation refers to Cecille T. Batungbacal's use of this strategy with her students:
The processbegan on the fifth week of the cycle and continuedthrough the end. Students spent a part of every week, for eight weeks, on some area of theproductionand were very much involved in all aspects of the play. They 1 generated the language and got to know each other better in the process. Although they quarrelled over the lines and gestures, they usually ended up laughing together. 1 Asthe play date approached, everybody did their very best to ensure the success of the play. "We want the play to be perfect," they told me. The most enjoyablepart of the process was when we were discussing the dialogue. It was a pleasure to hear the students trying to put their ideas into English. It was time consuming but fun, and the interest level of the students was at its highest then. Deciding on which dialogue to adopt was a lesson in negotiation. 1 Duringthe play's presentation, we observed that the other students were attentive to what the play's participantswere doing or saying, and they reacted appropriately to given situations. They seemed to enjoy watching a playwritten and produced totally by fellow students. 1 Classification : Art: Drama
By Linda Bebit
Title Cai Luong Through Interest Clubs
\I. Rationale:
The "Hai Cai Luang" of Vietnam are musical dramas based on Frenchplaystranslated into Vietnamese. "Cai Luong," a variation of the "Hai Cai Luang," were developedby the theatrical troupe, "Tan Thinh," founded in 1920. This troupe used Chinese stories as the basis for their musical dramas.
Cai Luongprovides an excellent framework for ESLand literacy instruction for Vietnamese students, since it is a form with which they are familiar.
II. General Description:
Students join interest clubs, each of which plays a part in writingand producing Cai Luong. This strategy worksbest if a number of classes on the team participate in it. That way, one or more teachers can lead each of the interest clubsandstudents from different classes can learnfrom each other.
III. Materials Needed:
Videotapes of musicals (e.g. Annie, Sound of Music, Cycle 146 Cai Luong production) Propsas needed, includingmusical instruments or an audiotape and tape player
IV. Procedure:
1. Show excerpts from American musicals and the Cycle 146 Cai Luong production. Discuss students' past knowledge of and experiences with musical plays.
2. Ask students if they would like to produce Cai Luong themselves. If they show an interest, continuewith this strategy. Explain that other classes on the team will also be joining with them in producing Cai Luong_
3. Ask students which aspects of musical play production interest them the music, the dance, the script, the acting, or the directing. Invite them to join agroup concentratingon the area that interests themmost. Outline what each of the groups, or clubs will workon. The four clubs we formed worked on the following:
DRAMA CLUB SPEECH CLUB
Poem writing Poem writing Storytelling/writing Storytelling/writing Scriptwriting Scriptwriting Casting Speech composition Acting Speech interpretation Direction/production I DANCE CLUB GLEE CLUB Poem writing Poem writing ID'ing favorite dances Song translation Story & dance interp'n Song composition Choreography
4. Eachclub, guided by a teacher or teachers, develops its work according to its members' interests. See the previous strategy, "Play Writing and Play Production," for ideas on how to involvestudents in generating scripts and attracting audiences.
The general timeline we designed wasas follows:
Week 1 Teachers assess students' interests Week 2 -- Students choose clubs and register Week 3 -- 11 11 11 Week 4 -- Students elect club officers Teachers orient club officers 1 Week 5 -- Clubs develop projects Week 6 -- Week 7 -- 11 Week 8 -- 11 Week 9 Clubs make revisions & practice Week 10 -- 11 Week 11 General rehearsals Week 12 Show time
5. All clubs coordinate their work throughout thecycle, but particularly from the ninth week onward,so that a unifiedCai Luong production can bepresentedduring the twelfth week. 1
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1 Classification : Art: Drama
By Ben Vacio
Title Puppet Show
Rationale:
Puppetsare universally identifiedwithentertainmentand havenever failed to gainthe interestof students. Producing puppet shows engages studentsin using all ofthe language arts and language systems.
II. General Description:
Studentspresent a puppet show on stagewithbackground scenes and music. Everyone in the class participates. Two or three students are singers and speakers, one serves as thedirector, and the others help withscript and stage preparation.
III. Materials Needed: Hand puppets (available at the IMS ESLMaterials Library) Videotape of a puppet show (by Susan Togle,available at the Learning Resource Centers) "Stage" (a cloth barrier would do) Guitar, or audiotape and tape player Manila paper, pentel pens, & crayons
IV. Procedure:
1. Introduce the puppets you've brought to class. Show the students how to use them. To furtherdemonstrate their use, show a videotape of a puppet show.
2. Askstudents if they would like to producetheir own show.
3. Group the students and ask them towrite theirown stories.
4. Students then present their stories usiiig the puppets.
5. Ask the students to select the story they would like to prepare for a public performance.
6. Thewhole class now further develops the script they chose, including deciding how the puppets and the stage setwill look and what music they will use forback- ground. Leadthem in arevision process, focusing first on meaning and later on surface conventions.
7. Variousstudents do oral readings of the scriptusing the puppets. The class chooseswhich student they would like to cast in each role.
8. Studentsvolunteer to work onpuppet making, stage design, and music.
9. The students chosen for the roles practice their lines and their classmates coach them. This is done initially e>'0; withoutthe puppets and stage, and later with all the props included.
10. Thestudents prepare and send invitations to the show to other classes, staff, and friends.
11. The class hosts and presents the puppet show.
12. Use the entire experience in later lessons as abasis for discussion and writing.
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1 1 3 I Classification : Art: Drama
By Ernesto Puguon 1 Title Listening to Radio Dramas
I. Rationale: 1
Radio is a popular and accessible mode of mass information disseminationandentertainment. Since our students are familiarwith it, it can be agoodtool for language instruction. In the case of radio dramas, listeners are transported to the world inhabitedby the characters 1 portrayed and empathize with or react to the various persons and situations presented. Radio dramas motivate students to listen and can generate a great deal of language in rssponse.
II. Description: 1 Students listen to a radio play, discuss it, andwrite responses.
Materials Needed: 1
Audiotape of a soap opera Tape player Script of the soap opera Paper and pens
IV. Procedure:
1. Discuss with students their experiences with radio as a mediumfor communication and entertainment.
2. Play an audiotape of a radio drama. This could be done in various ways, including: 1
Studentsreadthe script before theylisten to the drama. Students listen to the tape without seeing the script. Students read the script while they are listening to the drama. Students read the script after they have listened to 1 the drama.
3. Discuss with students what they heard. Ask what they think and feel about it, and encourage them to ask any clarification questions they mayhave about the language used. Some areas which could be discussed are: 1
Characters in the drama Students' ownexperiences which weresimilar to the situation in the story Values (What should the characters do?Why?)
4. Askthe students to write about the drama in anyway they want. Some ideas you could suggest might include:
Choose one of the characters and advise themregarding what to do next. Write a sequel to the drama. rs9 1 I Pretend youare one of the characters. Write about your feelings. Which of the characters do you like best?Why? I Tell about your own experience in a similar situation. 5. Ask students to share their work.
1 V. Suggested Follow-Up:
This strategy can serve as the basis for continuing work on 1 radio dramas, which could in turn involve students ina peer editing process at both the writing and taping stages. 1 1 I 1 I 1 1 1 I I 1 1 I "1 I 1 -,, Classification : Art: Drama .0- By . Danny Garcia 1 Title Writing Radio Dramas 1 I. Rationale:
The radio drama is designed to draw out students' feelings and their expression of those feelings in English. It is an 1 excellenttool for eliciting language which comes directly from student experiences, all while having a lotof fun. 1 II. General Description:
Students go through a series of events leading to their producing and editing a taped radio drama. 1
III. Materials Needed: Tape recorder and microphone Blank tape Paper and pens 1
IV. Procedure:
1. Come to class with a very long face or with a very big 1 smile, making sure, whichever face you wear, you are readyto tell a story explaining it. Make sure that your expression is so noticable that thestudents will ask you about it.
2. Tell your story. Make surethat you identifythe characters and scenes of the story clearly. In order to make it a natural story telling event, don'task comprehensionquestions about the story you tell, but answer any questions they ask. 1
3. Whenyou finish your story, encourage the students to sharestories of their own. For example, you could say, "OK, Huang, its your turn to tell a story." Give them time to think. As the studentsnarrate their stories, don't stop them or correct their language as long as it is comprehensible to you and their fellow 1 students. Ask clarifying questions, when appropriate, to help them build up their stories. 1 4. Suggest the idea of taping the stories in the form of a drama. Ask the students to choose the two stories they liked best of thosewhichwere told by their 1 classmates. Ask them to keep in mind that the more characters in the story, the more fun the tapingwill be since more students will be able to take part.
5. Divide the class into two groups, each groupincluding one of the storytellers chosen earlier. Using the storytellers as informants, the group members list who 1 the characters in the stories are and what the scenes are. Eachmemberof thegroup thenchooses the character s/he would like to portray. 1 6. Working with each group separately, ask which sceneof the story comes first and which characters appear in 1
1. I that scene. Point a microphone at thecharacter who speaks first to get the dialogue going. One member of the group writes what the character says. Continue in this way for all the roles in each scene. Go from one group to the other to be available if they want help.
7. After the scripts are completed, the groups rehearse. At this point, encourage them to infuse feelings in their delivery of lines, and to create the necessary sound effects.
8. Eachgroup then tapes their radio drama. The teacher or an experienced student acts as technician. As one group tapes, the other serves as the audience.
9. After the taping is finished, ask the students to listen to the recordings. It is very likely that the groups will want to do a second taping after their first try.
10. Ask the groups to write the scripts on the board and invite the whole class to help in editing. When the script is polished and, again, well rehearsed, do a second recording. Classification : Art: Poetry U
By Gilda Garcia Stella Horfilla 1
Title Creating Poetry 1
I. Rationale:
Poemsallow students to hear the rhyme and rhythm of the 1 language, and encourage students to express their feelings using words in ways which are especially meaningful tothem. Rhymed poetry is also a way to highlight pronunciation and 1 grapho-phonemic regularities and irregularities. II. General Description: I Students listento and read sample poems accompaniedby pictures of nature scenes. They then write their poems. The example shown here is haiku, a three line poem with five 1 syllables in the first line, seven in the second, and five in the third. 1 III. Materials Needed: Pictures of Nature Scenes Poems 1 World Map Paper and pens 1 IV. Procedure:
1. Begin by reading and showing in print a simple poem or 1 poems of the type you will encourage students to write, e.g. haiku.
2. In the case of haiku, ask students if they know where 1 this form of poetry developed. Using a world map ask students to locate Japan. (At this point, youcan integrate locational language into the lesson, e.g. 1 near, beside, below.)
3... Introduce the word 'syllable' by showing examplesfrom the poem(s) you presented at the beginning. 1
4. Group studentsand give eachgroup a poem. Each group's task is to write a brief interpretation of the 1 poem and to analyze its structure in syllables. 5. The groups report back to the full class and critique I each other's interpretations and analysis.
6. Nowguide the class as a whole in creating a poem of their own. Post a picture you believe will appeal to I themand elicit language from them about the picture. Write everything they say on the board. Guide them in adaptingtheir language to the structure of the poem 1 they are creating, in this case haiku. 7 Post a variety of pictures of nature scenes or other 1 pictures you believe will tap your students' emotions. Invite the studentsto look at themandchoose a favorite. 1 I 8. Studentscan choose to work alone, inpairs, or in groups towritepoemsof their ownbasedonthe pictures theychose. If they want, theycancreate 1 theirown pictures to go along with poems they would like to write on themes other than those in the pictures you brought to class. 1 9. Finally, the students read theirpoems in class.
10 Post their work on the walls. These poems can become a 1 part of newsletters or end -of- -cycle anthologies.
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1 Sj Classification : Art: Music
By Celsa Alojado Candelaria Tolentino 1
Taped Songs Title 1
I. Rationale:
This strategydevelops students' ability to use the four 1 language arts: reading, writing, listening andspeaking.
II. General Description:
The teacherplays a taped song, the lyrics of whichare suited to the students' level. Students listen and silently 1 read the lyrics of the song. Speaking and writing come into playwithclass discussion of, and writing about, the song. 1 III. Materials Needed: Audiotape of a song 1 Tape player The song's lyrics on Manila paper or onhandouts Visuals illustrating the lyrics 1 IV. Procedure: in 1. Play backgroundmusic and display the visuals sequence.
2. Ask for students' comments about the visuals
3. Tell students they will hear a song about what is in the visuals. Play the taped song twice. 1 4. Post or pass out the lyrics. Asthe students to read the lyrics silently as they listen to the tapeagain. 1 5. Playthe tape a fourth time. This time encourage students to sing along as they read the lyrics. Play the tape as many times as the students request, until they can sing the song fairly easily. 1
6. Askquestions about the song, students' responses to the song, the types of music they like, etc.
7. Ask students to write a description or narrationof the song as they understand it. 1
V. Suggested Follow-Up: Ask students to write down songs from their nativecountries 1 in their native languages. The students sing the songs and explainwhat they are about in English. Some studentsmay want to translate their songs into English and singthem in 1 English. Students illustratetheir favorite songs andexplainwhy 1 they chose to illustrate them as they did. Students compose their own songs and present them in class. 1 :5 U Classification : Art: Music
By Amelia Mendoza 1 Topic Curricular Song Writing
1 I. Rationale:
Students love songs and singing. This interest can be used 1 in ESL instruction by encouraging students towrite songs based on any topic taken up in class. 1 II. Description: The idea of song writing is introducedthrough students' writingan English version of a favorite song fromtheir 1 home country. Students then write song lyrics throughout the cycle about curricular topics. 1 III. Materials Needed: A popular song from the students' home country 1 Manila paper and pentel pens IV. Procedure:
1. Early in the cycle, guide the students in translating a favorite song from their home country into English (for example, the Vietnamese song, "Kia Con Buon \Tang").
2. The class sings the English translation that has been written on a sheet of Manila paper.
3. On the same sheet, volunteer students draw a picture conveying the lyrics of the song.
1 4. The illustrated song sheet is posted on the bulletin board for students to refer to when they are in the mood to sing it. 1 5. In the days and weeks to come, students write lyricson any ESL topic they choose, to the tune of "Kia Con Buon 1 Vang," or to other tunes they like. 6. Allof these student-made songs can be illustratedby students and posted in the classroom.
One example of a student-made song is as follows, sung to the tune of "Frere Jacques":
1 YELLOW BUTTERFLY
Yellow butterfly, (2x) 1 Fly your wings. (2x) I see pretty butterfly. (2x) I sit and I see. (2x) 1 V. Suggested Follow-Up:
Once songwritingbecomes aregular form of written 1 expression in class, students can writesongs based on books they've read, or on any experiences they've had inclassor outside. Encourage them to do this at homeas well. Classification : Art: Music I
By Amelia Mendoza 1 Title From Feelings to Colors to Poems to Songs 1 I. Rationale: Writing poems and setting them to music is an excellent way to draw out students' ideas, feelings, and interestsand to 1 use the language related to them.
II. Description: 1 Studentstalk about their feelings and associate them with colors. They write poems about the colors theyassociate with particular feelings and set the poems to music. 1
III. Materials Needed:
Colored paper Manila paper and pentel pens Paper and crayons or colored pens
IV. Procedure:
1. Ask the students questions which getthem to think 1 about how they feel at various times. For example:
What do you do when you're happy? Sad? Angry? Lonesome? Etc. Why? What makes you happy?Etc. Why? How do you feel today?
2. Showpiecesof colored paper. Ask thestudents to associatetheir feelings with the color of the paper. Give an example such as, "When I'm happy I feel like 1 this" (holdingup a piece ofbrightyellowpaper). Lead them in a discussion about why they chosecertain colors for certain feelings. 1
3. Reada poem you have written about the color of your own feelings.
4. Ask the class what feeling they would like to write about. Lead them in developing a poem. For example, if the students chose the feeling, "hope," thewriting 1 might go as follows: Teacher: "What color is hope like?" 1 Students:"Hope is the color green." Teacher: Writes the response on the board.
Teacher: "What shade of green is it? Is it 1 vegetable green" (showing an example)? Students:"No." Teacher: Writes, "It's not vegetable green."
Teacher: "Is it grass or tree green?" Students:"No." Teacher: Writes, "It's not grass or tree green." 1 I Teacher.: "What shade of green is hope?" Students: "Mountain green." "Dollar green."
The completed poem would then be: 1 HOPE Hope is the color green. Its not vegetable green. 1 Its not grass or tree green. It's mountain, dollar green.
5. Students discuss what they wrote. In the class that wrote the above poem, studentshad an animated discussion as to whether mountain green would bemore appropriate than dollar green. They ended up deciding 1 on dollar green. They saidthey couldn't trade a mountain for food but that they could exchange a dollar bill for something. 1 6. Students then set the poem to a tune, sing it, and draw a picture about it. 1 7. Now students work individually, in pairs,or ingroups to choose a feeling and corresponding color, and to writepoems about it. They share their work with the class, either as a poem or as a song. Encourage them to illustrate their work as well. 1 8. Display their work in the classroom. V. Suggested Follow-Up:
1 Encouragestudents to write more such poems at home. Provide time in class for them to share what they've done. Post their work. This will encourageother students to 1 write at home as well.
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1 4 U Classification : Art: Music By Amelia Mendoza 1 Title From Picture Description to SongWriting 1 I. Rationale:
Music, just like pictures andwords, creates mental impressions. These impressions can be elicitedin the form 1 be of oral and written expression. Such expression can highly motivating and a lot of fun. 1 II Description: Studentsdescribe picturesof scenes fromtheir native 1 country, orallyand in writing. They then put their descriptions into the form of song lyrics.
III. Materials Needed: 1 Pictures of scenery from students' nativecountry Audiotape of soothing instrumental music Tape player Manila paper and pentel pens Paper and crayons 1 IV. Procedure:
1. Play soft instrumental music, and ask students toclose 1 their eyes and listen.
2. Asthe students listen to the music withtheireyes closed, you describe countryside scenes.
3. Ask students to open their eyes. Show them apicture of scenery in theirhome country. 1
4. Askthem to describe the picture in terms of sights, sounds and other sense impressions, and to describethe 1 feelings the picturesevoke in them. 5. Post variouspictures of scenery fromtheirhome 1 country on the board. (Music is still playing.)
6. Ask the students to work individually, in pairs, or in groupsof three (whichever they prefer), and to pick 1 the picture they like best and write about it.
7. After they have finished, turn off the music and invite them to share what they've written.
8. Using one of the groups' work, show studentshow to pick eight phrases or sentences from their writing that 1 would fit a selected tune. Ask the other studentsto do the same with their work. (The tune can be one you suggest or one the students suggest.) 1
9. Singing (solo, duet, or group) then follows. This gives them an enjoyable way to practice the language. 1 10. Ask the students to illustrate their songs. 9 1 U 11. Compile the illustratedsongs in a scrapbook and displaythem in the classroom library. Refer to them whenever possible and include singing them as a part of lessons from time to time.
V. Variations:
Apicture storycould also provide the basis for song writing. This idea was contributed by Agnes Foronda.
1. Post the pictures face down on the board.
2. Turn the first one over and elicit fromthe students language relatedto the picture. Give themtime to think. Write what they say on the board. Thenask them to predict what the next frame is about. Continue in this way for each frame.
3. After the last frame has been viewed and discussed, invite students to retell the story.
4. Nowaskthem to write the story. Theycan work individually, in pairs, or in groups, as they choose.
5. Students share their work.
6. Ask the students to choose their favorite story from those presented by their classmates. Theythen edit it, set it to music, and sing it together. Encourage a student or students to illustrate the songstory at home.
7. Post the illustrated song story in the classroom. Encourage students to share it with neighboring classes. Classification : Art: Music By Amelia Mendoza 1 Title From Classroom Events to Song Skits 1 I. Rationale:
Amusing and unexpected incidents often occur in ESL classrooms. They break up the monotony of dailyclassroom 1 routine andgenerate refreshing, entertainingexchanges among students. These spontaneous language events can used as a basis for language instruction. 1
II. Description:
Studentswrite dialogues based on spontaneous situations 1 which arise in class. They set them tomusic and take various roles in singing them; thus, the term song skit_ 1 III. Materials Needed: Paper and pens or crayons 1
IV. Procedure: Wait for an amusing incident to occur. When it does, turn it 1 into an instructional event in the following way:
1. Listenkeenlyas students exchange remarks or jokes 1 about the incident_ 2. Join the conversation and have fun with the students. 1
3. After things die down, encourage the students to write, in dialogue form, what they were talking about. 1 4. Ask them to read what they wrote.
5. Help them set their dialogue to music, or toadapta known tune to their dialogue. 6. Student volunteers role-sing the dialogues. 1 V. Evaluation:
Two song skits written by young adult, Level B students in 1 Cycle 145 are presented here. They are based on inter- actions that arose spontaneously in class when students were in a joking mood, the first during a group writingsession, and the secondwhile some students were writingon the board.
ARE YOU HAPPY IN PRPC? 1
(Sung to the first part of the tune, "My Bonnie Lies Over the Ocean ") 1
Girl: Are you happy in PRPC? Boy : I'm sad. I miss my family. 1 Girl: I hear that. I am very sorry.
Boy : Never mind. With you I'm happy. 1 FLYING KISS .
(Sung to the tune of "Happy Birthday To You")
Boy : One girl borrowed my chair. She did not say, "Thank you." I said to her, "You are no good." She just walked far away.
Girl: I did not say, "Thank you," And I walked far away. But I gave him a flying kiss. He is very happy.
Class: They are very happy. Maybe they will marry. She will go to California. He will go to New York.
V. Suggested Follow-Up:
Student artists can draw and color caricatures of the role singers on the song sheet. The finished product can be posted. During breaktime, students can invite their friends from other classes to sing their song skits with them.
Students can make puppets to role-sing the dialogues, and prepare a performance for each other or for other classes. Themakingof puppets can be done at home or in class in such a way that it is itself a language event. Language for materials, directiongiving, andclarification can be incorporated into the experience_ Gaassification : Art: Drawing
By May Vargas Bethel Ann Cortez Celsa Alojado
Title Line Expression
I. Rationale: Drawing is in itself an effectiveform of communicationand can motivatestudents to express in language things they might not otherwise attempt to express. It is also a form of communicationwhich allows students to use native speakers as informants in learning newlanguage.
II. General Description:
Students transform a line, curve, or othergeometric shape into some object or scene. They describe what they have drawn and why, and write about it in anyform theychoose (e.g. story, poem, or song).
III. Materials Needed: Paper with a line, curve, or other shapedrawn in the center Pencil or crayon
IV. Procedure: at 1. Post a piece of paper, with aline or figure drawn the center, on the board.
2. Ask the students what they think the figurerepresents.
3. Encourage them to use their imaginations, and to express their ideas using asmuch English as they can.
4. Demonstratehow one could develop the line to make a clear 'representation of an object or scene. For example, you could extend it to make a box and draw some background to show that thebox is sitting on top of a table. The students guess what you drew.
5. Tell a short story about the drawing you made.Or, the story could be elicited from the students.
6. Post the same geometric line (exactly the same as the first) on the board. This time draw a different object (e.g. a house). Again, have the students guess what it 4_s and tell a story based on it.
7. Distribute paper to each student or pair of students. Each paper should have a geometric line drawing at the center. Ask thestudents to draw anything they wantby extending the line on the paper.
8. Invite the students to talk about what they drew and why. They then write about their drawings.
9. Students read what they wrote and post heir work on the bulletin board. -1Ir- V. Variations:
The following variation was suggested by Thelma Laguilies. Instead of bringing to class simple line drawings of geometric shapes, you could bringexamples of complex "doodling."
1. Show students several examples of doodles. Ask them to interpret them.
2. Ask students to share the doodles in their notebooks or to show the kinds of doodles they usually make. The other students can guess what they represent.
VI. Evaluation:
In one of Naida Esquero's Level A classes, this strategy arose spontaneously. A student started to doodle unconsciouslywhile listening to the teacher. Another student, who was observing him, suddenlypicked up the doodler's paper and said, "Teacher, I see stomach, baby inside!" Everybody showed their agreement by clapping their hands. This was the start of the doodle strategy in that class Classification Cycle Long U
By Celsa Alojado 1 Title Interactive Learning Corner 1: Message Board 1 I. Rationale:
Students love to read messages written especially for them. 1 And, they are motivated to respond to those messages. It's not a big jump from that to initiating writtenmessage exchanges.
II. General Description:
A space is allotted on the wall for the teacher to post 1 messages for the class or for individual students, either daily or as the need arises. Students can also leave messages for the teacher or classmates. The messages can be kept secret, can be addressed to a particular student, or can be addressed to the whole class.
III. Materials Needed:
Wall space Paper and pens 1
IV. Procedure: 1 1. Provide a space on the wall for the message board.
2. Introduce the strategy by writing shortmessages to each student. The messages could be about anything, from students' feelings to assigning classroom tasks such as organizing classroom materials or preparing the attendance sheet.
3. Post the messages on the message board. 1 4 Call students' attention to the board. Invite students to see if there is a message there for them.
5. The students read their messages. Encourage them to consult you or their peers if they don't understand any part of their message. 1 6. Check student comprehension by seeing if those with tasks carrythrough on them, or if those with other messages respond appropriately to youorally or in writing. 1
7 Encourage students to write their own messages to others and to post them on themessage board. If 1 students cannot write their own messages, encourage them to communicate their messages through illustrations. Then help them by providing the language which corresponds to their illustrations. Respond to all students who write to you.
8. If this is introduced early in the cycle, itcan become 1 a highly language generating part of the classroom environment.
:!Z.) V. Variations:
Written Conversation:
1. Engage students in written conversations by asking questions in your messages. Students write their responses and ask their own questions of you or others.
2. Extend written conversations into oral conversations by talking to students about the messages you or they wrote. This gives students a chance to explore language they might want to use in writing furthermessages. An Open Letter (contributed by Estelita C. San Diego):
1. Post an open letter on one side of the bulletin board. Leave it there for a day or two. If students don't notice it, call their attention to it. The letter could be something as simple as the following:
September 10, 1990 Dear Students,
How are you today? Yesterday was Sunday. I went to church. What about you? What did you do? Can you tell me?
Your friend,
Estie
2. Encourage students to respond. Theresponses could be oral or written.
3. After the initial exchange, tell thestudents that they can also post on the bulletin board letters they write to anyone in the classroom.
:!0 Classification : Cycle Long I By Ernesto Puguon 1 Title Interactive Learning Corner 2: Story of the Week 1
I. Rationale:
This learning corner helpsstudents in developing their 1 knowledge of English while simultaneouslyencouraging them to become independent learners. It is also an excellent culminating assessment strategy forlanguage learned related 1 to a topic.
II. General Description:
At the beginning of every week a picture story is posted which is related to the topic(s) to betaken up that week. At the end of the week, studentswrite a text to go with it. 1 Throughout the week, they seek outappropriate language from various sources inside and outsidethe classroom to use in their stories. 1 III. Materials Needed: Pi-ture story 1 Paper and pens
IV. Procedure:
1. Post a picture story in the story corner onthe first day of the week.
2. Encourage students to look at it. Tell them that later that week, they will be writing about it.
3. Throughout the week, refer to the picturestory from time to time as language related to it arises from the lesson.
4. On the last day of the week, set aside time for writing, revising, and sharing their stories. Once this becomes a weekly pattern, students may writetheir 1 stories in advance; then, more time can begiven to peer editing during classtime. 1 V. Suggested Follow-Up:
Keep the stories of previous weeks in a folder in the classroom library. Encourage students to refer to them when, in subsequent lessons, they try to remember the language they want to use. In this way, the storiesbecome another language resource in the classroom. 1
Save the stories and bind them as a class anthology at the end of the cycle. If there are too many, each studentcan choose his or her favorite and make furtherpre-publication revisions. 1
1 5 Classification : Cycle Long By Estelita C. San Diego 1 Title Interactive Learning Corner 3: Thinker's Corner
I. Rationale:
Intriguing questions stimulate the mind and draw people into 1 reacting and expressing their reactions.
II. General Description:
Illustrated questions are regularly posted on one section of the wall. The questions can be related to the topic(s) being taken up that week. Students react to thequestions orally or in writing.
III Materials Needed:
Illustrated questions (For example: Why is a house not a home?) Paper and pens
IV. Procedure:
1 1. At the beginning of each week,or several times a week, post an intriguing illustrated questionon the bulletin board.
2. Elicit students' reactions to it.
3. After the first few weeks, when this strategybecomes a part of the classroom routine, invite studentsto bring in their own illustrated questions. Their classmates respond to them as above. The student who prepared a 1 particular question explains what s/hethinks about it and why s/he finds it interesting. 1 V: Variation (contributed by Rosemarie Trino): Instead of illustrated questions,illustrated controversial statements can be prepared and postedon the wall or in learning packets. Students read the illustrated controversial statement, decide whether theyagree or disagreewith it, and write their opinionabout it. Their responses are shared with the class and postedunder the illustrated statements. Lively discussion can arise from this strategy. Classification : Cycle Long
By Ernesto Puguon
Title Interactive Learning Corner 4: What Would You Do If ?
I. Rationale:
Students are interested in controversial situations. That interest can generate a great deal of language.
II General Description:
Students use English to think and talk aboutcontroversial situations.
III. Materials Needed:
Situation cards Paper and pens
IV. Procedure:
1. Think up controversial situations that will draw students into discussion. For example:
What would you do if...
you wanted to enroll in adult classes but you had no money? your child startel experimenting with drugs? your husband/wife fell in love with someone else?
2. Write these on cards and post them on the wall in a corner of the classroom labelled: "What If?"
3. Invite students to choose a card and work on it individuallyor in groups. Encourage students to use you or any other sources in the classroom to find the language they need to express what they want to say.
4. Students then share the cards theychose and their opinions about the situations described. Encourage as much discussion as possible. Writing can follow and written work is posted in the learning corner together with the corresponding situation card.
5. Ask students to bring in their own ideas for controversial situation cards. Post them in the learning corner. These then become the basis for regular controversial situation discussions. Classification : Cycle Long
By Ernie Puguon 1 Title Interactive Learning Corner 5: Give a Title 1 I. Rationale:
1 Stimulating students' imaginations can result in a great deal of verbal expression. 1 II. General Description: Students interpret aesthetically pleasing or humorous pictures and come up with appropriate titles for them. III Materials Needed: 1 Aesthetically pleasing or humorous pictures Cartolina strips and pentel pens 1 IV. Procedure: 1. At a regular time each week, post an aesthetically pleasing or humorouspicture on a wall display labelled, "Give a Title."
2. Students can work individually or in groups to interpret what the picture of the weekis about.
3. Ask them to propose a title which fits their inter- pretation of the picture.
4. Students share their proposed titles,and discuss their 1 varying interpretations. 5. As a class, students choose the title they'll post above the picture of the week.
1 , --.., 6. Encourage students to bringpictures to class that -4,hey '---, think wouldbe fun to have as part of this learning corner. Ask them to explain how they interpret the picture and why they find itparticularly interesting.
1 1 1 I Classification : Cycle Long By Rosemarie Trifio 1 Title Interactive Learning Corner 6: What Are They Saying? 1
I. Rationale:
Pictureswhich show interesting situations with character 1 deep in thought or in the midst of a conversation, draw students into wondering what the characters are thinking or saying. Such pictures can in turndraw students into expressing their ideas about the language "behind" the picture. 1 II. General Description: Students create a monologue to go with pictures with single characters, or a dialogue to go with pictures showing 1 multiple characters. They write the monologue or dialogue in cartoon-like bubbles and later act it out. 1 III. Materials Needed: Pictures of one or more people and/or animals Bubble-shaped paper, pens 1 IV Procedures: 1 1. Post on theboard a picture or series of pictures showing one or more characters. Act out a monologue or conversation using an animated voice appropriate to each character, all while pointing to the characters in 1 the picture(s). Engage students in a discussion about their interpretations of the picture(s).
2. Now post a different picture on the board. This time, ask the class to write the monologue ordialogue for the picture. Guide them by asking questions such as 1 the following:
Who is this? Where do you think s/he is? 1 Why is s/he there? What is s/he thinking? What is s/he saying to the other character(s)?
Write everything they say on the board, or have a volunteer scribe do the writing. 1
3. Place paper cut-out bubbles above each character and ask the students to use the language they already generated, which is written on the board, to create a 1 monologue or dialogue. Be sure that the cut-out bubbles do not limit 1 students' language production. You may want to simply use the bubbles to indicate who is speaking, but use the board or Manila paper to write what they're saying. The fthal bubble can be cut out later to suit the size 1 of the text the students produce. 1 I 4. After the class as a whole works through monologueor dialoguewriting for one picture, postfive to tem other pictures. Invite students to walk around the room and examine the picturesclosely. Theythen choose one they would like to work on.
5. Work can be done individually, in pairs, or ingroups. Ask them to write their final texts on bubble-shaped paper and to tape themabove the appropriate character(s).
6. Post their finished products and ask for volunteers to role play their work.
7. Reserve a space on the wall for the "What are they saying?" learning corner. Regularly rotate the pictures on display and keep a supply of paper-cut bubbles handy in a pocket on the display. Encourage students to use the corner independently during classtime if they're finished with workbefore their classmates, or during breaktime.
8. Set aside a time each week to point out new pictures and to share the work done by students duringthe previous week.
9. Encourage students to bring in their own pictures for inclusion in the corner. Classification : Cycle Long I Rosemarie Trifio By 1 Title Interactive Learning Corner 7: What Do You Remember? 1
I. Rationale:
When students recall their past experiences and talk about 1 them, they are by definition using language which is relevant to them and which is based on their own background knowledge. 1
II. General Description-
Students recall past experiences byviewing pictures of 1 familiar places, events, and people. They then tellabout those experiences orally and in writing.
III Materials Needed: Photos or pictures of events, people, andplaces known to 1 the students (e.g. places in camp such as the mango grove, the temple, the church, FreedomPlaza, or places in their home country such as the main market, a famous temple or church, etc.) 1 Strips of paper Paper and pens 1 IV. Procedure:
1. Post several pictures of familiar places, events, or 1 people on the board. Each student chooses a picture s/he would like to talk about.
2. Students write their names on strips of paper and put 1 them below the pictures they chose.
3. Students share theirthoughts about their chosen pictures. Encourage them by asking pertinent questions to help them remember important details and to draw out language about their feelings. Encourage other students to ask them questions or to give additional information about the pictures.
4. After all have presented, ask them to write down what they shared about their chosen pictures.
5. Reserve wall space for a "What do you remember?" 1 corner. Feature several familiar, colorful pictures each week. Encourage students to contribute their own memorable photographs to the learning corner. 1 6. Encourage students to use the corner independently whenever they want. Some students may want to write their recollections at home and bring them to class. 1
7. Set aside time each week for students to share what they wrote for the corner during the previous week. 1 1 Classification : Cycle Long
By Celsa Alojado
Title Free Exploration of Reading Materials
I. Rationale:
Through freeexploration of reading materials, students experience reading as a source of information as well as pleasure. It also gives th teacher insights into what interests each student.
II. General Description:
Time is allotted for students to explore materials that have been made available in the classroom. They are free to choose any materials they want and to explore them in any way they want, without the responsibility to accomplish a task or report on what they read. Readingmaterials are placed in an easily accese_ble place in the room, so that students have free access to them.
III. Materials Needed:
ESL-AB classroom library books Other books, magazines, newspapers, pamphlets, diction- aries, etc., which relate to students' interests
[Note: Reading level is a consideration in the choice of materials brought to class, but it is secondary to the consideration of students' interests. Materials which seem to be beyond students' language level, but which are of great interest to them, are often well used by students.]
IV. Procedure:
1. Initiallyset aside one segment to allow students to explore the reading materials. Invite the students to scan the materials and choose what they want tobrowse through or read. Students explore the text and the illustrations and use their current knowledge tomake as muchmeaning as they can from thematerials they have chosen.
2. Encourage students to ask questions of you or their classmates if they want. This is a good opportunity for students to practice usingcontinuing learning language such as: "What's this in English?" "How do you say this in English?" and "Please write it." ,*1- 3: Encourage students to develop the habit of reading and browsing on their own in theirspare time. This can be done by asking them if they've found anything interesting lately, and by introducing newmaterials when you first bring them to class.
V. Variations:
Another initial approach to book exploration is to give students who have finished their other work, materials to read. Make them aware that thereare many other reading materials to choose from if they don't like the one you gave I them. Invite them to look at what is available. As above, encourage them to use you and their classmates as resources if they have questions about theirchosen readings. 1
VI. Evaluation: 1 Soonstudents will look forward to seeing new materials in class. One of my students used to greet me when I arrived at school with the question, "Teacher, you have newbooks today?" 1 1
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1 Classification Cycle Long
By Celsa Alojado Candelaria Tolentino Sharon Snyder
Title Pen-Pal Writing
I. Rationale:
Through seeing the conventional writing of a proficient English user, students can formhypotheses leading them toward conventional Englishuse.
II. General Description:
Students read a pen-pal letter brought by the teacher and discuss it. Students then write to a pen-pal. III. Materials Needed:
A sample pen-pal letter Paper and pens Envelopes
IV. Procedure:
1. Present a pen-pal letter pointing out the personal information contained in it.
2. Read the letter or ask, the studentsto read it silently or aloud.
3. Ask comprehension questions aboutthe letter. Then ask students comparable questions about themselves.
4. Post names of pen-palson the blackboard. These should be people who have agreed in advance to answer students' letters. Explain to the students thatthese are the names of new friends theycan get to know by writing
5. Have the students choose a name and write letters telling their pen-pals aboutthemselves.
6. Distribute envelopes for the letters and have the students address them.
7. Collect the letters and distribute them to the pen- pals.
8. This is the beginning ofa cycle long exchange between the students and their pen-pals.
9. If possible, arrange for the students tomeet their pen-pals at the end of the cycle.
..!el10 Classification Cycle Long I
By Celsa Alojado Candelaria Tolentino 1 Sharon Snyder
Title Journal Writing
I. Rationale: 1 Through seeing the conventional writing of a proficient English user, students can form hypotheses leading them toward conventional English use. Language learning is facilitated when learners communicate their immediate interests and feelings, and, for many people, this can be done more freely in writing than face to face. 1 II. General Description: Students read a sample journal entry. They then write their own. Thy. t,.=acher responds in writing to the students journals. Beginning level students rely heavily on drawings to communicate at the beginning of the cycle, andgradually 1 move toward including increasing amounts of print in their entries.
III. Materials Needed: 1
Sample of an exchange of journal entries written on Manila paper 1 Notebook with your introductory journal entry to the class as a whole Manila paper with the above on it One notebook for each student
IV. Procedure:
1. Post the sample journal exchange on the board, making sure that the dates are in sequence and that at least three daily entries and their responses are included. 1
2. Read the examples to the students, or have the students read them aloud.
3. Pointout the days and dates. Check comprehension by asking questions about the journals. 1 4. Distribute the notebooks and say that these will be their journals. 1 5. Show them your own notebook with an opening journal entry. Read it to them.
6. Show the same entry on Manlia paper, so all can read it easily. Be sure everyone understands what you wrote.
7. Ask the students to write a response to you in their own journals.
8. Collect their journals, respond in each within one or two days, and return them to the students. Set aside time in class for them to write to you again. In writing your responses, nc:e students' unconventionaluse of spelling, grammar, etc. and be sure your response includes, in a natural way, the same language used conventionally.
9. Again, collectthe students' journals and respond. Continuewith this exchange throughout the cycle. Exchanges should be at least once a week. U Classification Cycle Long
By Celsa Alojado Candelaria Tolentino 1 Sharon Snyder
Title Daily News Reporting
I. Rationale:
This strategy is based on the assumptions that the background knowledge and interests of the students are two keys to language learning. News reporting builds on 1 concepts which are familiar to students and significant to them.
II. neneral Description:
Students begin each class by sharing their activities that day or the day before, what is happening at home and in 1 their neighborhoods, news they have gotten in letters from friends and relatives, and news they have heard onthe radio or read in newspapers and magazines. They also share their 1 feelings and thoughts about these events. III Materials Needed: 1 Manila paper and pentel pens
TV. Procedure: 1
1. Students recallwhat they saw, heard, thought and experienced since the last class. Encourage them to communicate in any way they can, whether through gestures, facial expressions, illustrations, or peer consultation. 1 2. Help them discover the English they need to se" what they want to say. Encourage them draw or gesture and ask you, "How do you say this in English?" Elicit as 1 much information as you can by asking them follow-up questions.
3. After each student shares, summarize that student's news on Manila paper using conventional English *, making sure to mention the reporter's name. For example:
"Last night at 7:00 Nhieng saw two Ameraeians fighting. They were boxingeach other. A policeman came and took them to prison."
*' Or, have a volunteer scribe or each student individually write the news. Writing it yourself in 1 conventional English gives them an additional experience in seeing conventional written English. Their or your writing it just as they say it, helps them link written symbols to their own speech.
4. After everyone's news has been written on the Manila paper, students read the complete news of the day together. Post the sheets so that students can use them as a language resource whenever they want. 1 Flo f. I Classification Cycle Long By Celsa Alojado 1 Title Newsletter
I. Rationale:
Class newsletters can be a source of pride, helping students 1 realize that theirefforts in language learning are recognized and appreciated. Knowing that their work might be included in a newsletter is an incentive for students to 1 express themselves and to find out the conventional forms for doing so. 1 II. General Description: The whole class works together to publish a newsletter containing news items, stories, and illustrations created by 1 the students. A copy of the newsletter is given to all the students for their own enjoyment and to share with their family and friends.
1 III. Procedure:
1. Students choose items from the class' daily or weekly 1 news reportingto include in the newsletter. Illus- trations are also included.
1 If the students have a class organization, the list of class officials and the plans for the class activities during the cycle can be published.
2. Encourage students to edit each other's work. If they prefer, each piece can be edited by the class as a 1 whole. 3. Each reporter writes the article in his or her own hand for reproduction. 1 4. The class as a whole decides how the newsletter will be laid out.
1 5. Each student gets a copy of the newsletter. Encourage the students to share theirnewsletters with their 1 families, friends, and pen-pals.
1 Classification : Cycle Long U
By Jesus P. Mercado 1 Title Newspaper Writing
I. Rationale: 1
Students do many things in the camp, includingstrolling around, attending parties, playing football, sending off and 1 welcoming friends, watching movies in the neighborhoods, going to coffee shops, cashing checks and selling goods in the market. During breaktime and sometimes even during 1 class, some of them talk about what they did, heard, and saw. Tapping their natural inclination to talk about these daily events, can result in a lot of writing if it is done in a format which excites their interest. Newspaper writing 1 is just such a format.
II General Description: 1 This is a weekly activity in which the students are asked to gather in-camp news about. sports (basketball, volleyball, football, tennis, darts, etc.), people and events (parties, departures and arrivals, interviews, etc.), movies and videos (movies in the neighborhoods and at the Learning Resource Centers), money and prices in the market 1 (dollar exchange rates, prices of commodities in the markets, prices of food at the Guest House, Mess Hall and Vietnamese Restaurant), accidents, crimes and other events 1 in the camp, as well as student opinions regarding in-camp events. These are written on newsprint and then laid out on Manila paper. The teacher also contributes in some way to every issue of the newspaper so that it is truly the 1 combined effort of everyone in the class. III. Materials Needed: 1 Newsprint and Manila paper Pentel pens and crayons 1 Tape or paste IV Procedure: 1 First Issue:
1. Show students a selection of newspapers, such as "The 1 Philippine Star," "PhilippineDaily Inquirer" and "Manila Bulletin." Hand them out so they can take a close look. 1 2. Point to the front page of one of the papers. Ask the students what is on the page. Elicit the word, "news," and language about news. Read some simple news with 1 which they are already familiar. e.g. a recent typhoon. 3. Ask one or two students if they have some news to share 1 with the class. If they can't think oI anything, remind them of something they said recently which would be an appropriate news item. For example: 1
"Yesterday,I think I heard you say... . That's a very good piece of news." 1 4. Ask the students if they would like to make a newspaper about the things goingon in camp. If theyare interested, continue.
5. Ask the students to read the names of the newspapers they are holding. Ask them what they would like to name their paper. Write all suggestions on the board. Students then vote for the one they like best.
6. Ask each student to write something they would like to include in their paper. Ask them to share what they wrote.
If a student says s/he has no news to write or complains that s/he does not know how towrite news, guidehim or her by asking questions, the answers to which, when written down, result in a news item.
7. Now, pair students and ask them to help each other edit their work. Ask them to look for answers to the followingquestions in eacharticle: Who? When? What? What time? Where? How many? How much? How did it happen?
Circulate to help them analyzes their news items.
8. Students write their news on newsprint.
9. Print the name of the class newspaper on a sheet of Manila paper and lay it on a table in the middle of the room. Guide the students in laying out theirnews.
10. Post the laid out newspaper on the board. Ask each writer to read his or her article. Ask questions about the article and encourage the other students to do so as well.
11. Discuss any words which are unfamiliar to some students. Underline them and ask the students who used them to explain their meanings.
12. Post the class newspaper on the wall. Students can refer to the underlinednew words in context.
13. Encourage students to bring their friends from other classes to see their work.
aecond Issue:
14. Usingnewspapers which students can find in camp, ask students to identify the headline. Discuss the purpose of a headline (i.e. to highlight themain news item and to catch buyers' attention).
15. Ask students to choose the headline for this week's issue of their paper.
Continue as for the first week. Third Issue:
16. In this issue, focuson classifying students' news into sections, e.g. sports, people and events, movies/ videos, money and prices in the market, etc.
Again, using newspapers which are available in camp, explore with students the differentsections of a newspaper.
17. Ask students to classify the articles they write this week into the appropriate sections. Continue with the process as during the secondweek.
Fourth Issue:
18. Divide the class into groups according to thesection of the newspaper they want to write forthroughout the rest of the cycle: Sports, People and Events, Movies/ Videos, Money and Prices in the Market, or Comics (for those who prefer to contribute illustrations).
Point out, however, that even thoughtheybecome members of one group, they can contribute articles to the other groups. Continue as during the second week.
Fifth Issue to the Last Issue:
19. Continue to introduce new features, such as students interviewing people in the camp.
20. Encourage students to suggest innovations for the paper throughout the cycle. Classification : Cycle Long
By Joel T. Galicano
Title The Refugee Newscaster
I. Rationale:
Appearing on the screen as a newscaster can be a highly motivating reason to work on one's pronunciation and intonation. Learninghow to write news provides an interesting focus for generating language.
II. General Description:
Students learn about the elements of a news story and create their own. They are videotaped as theyread their news stories on a simulated "Evening News" broadcast. They then review and critique their work.
III Materials Needed:
Visuals of pages from a newspaper illustrating the sections of a newsaper Newspaper section labels New item written on Manila paper One copy of a news item for each student Photographs from different sections of anewspaper Paper, colored pens, and pencils
IV. Procedure:
1. In the library, students read newspapers. They familiarize themselves with the different sections ofa newspaper (e.g. World News, Fashion, Sports, Comics, etc.) and make a list of the sections.
2. Back in the classroom, students reporton the different sections they discovered and write themon the board.
3. Post visuals of pages fromvarious sections of a newspaper. Give the students labels identifying the sections and ask them to match the labelswith the corresponding visuals. Lead the class in adiscussion of what is contained in each of the sections, andwhich their favorite sectionsare.
4. Now, focus on the news section. Post a news item written on Manila paper. Ask students to identify the key information in the article. Guide their discussion by listing their responses under the following headings: Time Place Day and date People Incident
5. Give each student a copy ofa news item. Ask them to underline the important items, according to the elements of a news item identifiedabove. 6. Post a news item written on Manila paper. As a class, U students read it and categorize the important items by filling out a chart corresponding to the elements. 1 7. Post photographs taken from different sections of a newspaper. Each student selects one of the photographs, identifies the section of the newspaperin which it should be classified, and fills out a chartof 1 the five news elements, based on his or her interpretation of the photograph. Encourage students to consult you and/or their peers in accomplishing this.
8. Using the information charted, students write a news story, again using you and their peers as resources.
9. Students prepare to be newscasters, using the news stories they wrote. The preparation is done as follows: 1 Post a news item on Manila Paper on the board. Ask the students to read it aloud. 1 Read it to the students while they listen to your pronunciation and intonation. Ask the students to mark the paper with bars, cutting the sentences into phrases to indicate where pauses should occur when reading aloud. The students read the news item aloud, pausingbetween Phrases as indicated by the bars. 1 They now prepare their own news stories for reading "on the air." They practice and critique each other's readings.
10. The students read their news storieswhile being videotaped in an "Evening News" setting and format.
11 The class views the "Evening News," critiques their work, and discusses how they felt and what they learned through this entire process. 1
V. Suggested Follow-Up: 1 This strategycan lead into an ongoing, cycle-long news writing or newscasting project. A newspaper, magazine, or complete news telecast can be developed. If this is initiated early in the cycle, multiple issues or productions can be completed during the cycle. 1
1
1
1
1
1 I Classification : Cycle Long
By Elnora Tabios 1 Title The Youth Hour
I. Rationale:
Language learning is facilitated when it is based on 1 students' background, experiences and interests.
II. General Description: 1 Two hours of every Thursday is devoted to language learning based on students' interests and needs.
III. Materials Needed: 1 Dependent upon the clubs chosen and the lessons planned IV Procedure:
1 1. At the beginning of the cycle, all the teacherson the team assess their students' interests. Based on this, and on the talents and interests of the teachers, a list of possible clubs is generated. Students then 1 enroll in the clubs which interest them most.
For example, in our cycle there were three clubs, 1 each of which was divided into special areas as follows:
Home Management auk tirta Club
Cooking Literary Personal and baby hygiene Song-writing Home decoration Poem-writing Grooming Story-writing 1 5porta Club Visual Arts Outdoor games Painting 1 Football Drawing Volleyball Paper cutting Basketball Origami
1 Indoor Games Performing Arts Chess Dancing Mastermind Singing 1 Drama Educational Games Puppetry Word factory 1 Scrabble 2. Each teacher on the team choosesa club that matches his or her interests and knowledge. S/he handles the 1 students enrolled in that particularclub and prepares the lessons for that two-hour period.
3. Ideally, the orientation and enrollment of students should starton the second week of the cycle so that theyhave a chance to participate in a variety of 1 clubs. Students stay in one club for three consecutive I weeks, after which they enroll in another.
4. Presentations, instructions, and discussions during 1 club hours are all in English.
5. Student assessment can be built into the club work in many ways, including: Writing sports news or acting as a sports newscaster Documenting day to day activities in each class 1 Talking about one's artwork to a visitor Describing the procedure and the ingredientsin a newly learned recipe 1 Describing the decorations in one's house Writing letters, stories, songs, or poetry Producing exhibits or performances
V. Variations:
An alternative idea on how to form interest groups was 1 contributedby Abraham Ocfemia, Estelita San Diego, Gloria Gatmaitan, and Karen Delvo: 1 1. Ask students to bring to class photos orpictures of things that interest them. As a back-up, bring a selection of pictures depicting things people do in their leisure time. 1
2. Ask the students to post their pictures on the board. Post the ones you brought too. 1
3. Invite students to go around the classroom and to stop at the picture they like best. This forms the basis 1 for groups.
4. Togetherwith the students, plan how a particular interest can be pursued in class. For example, if the 1 interest is dancing, possible guide questions could be:
What equipment do we need? 1 Where will we dance? Inside the classroom, or elsewhere? When will we work on it? 1 How much class time will we use? When will the final performance be? How long will preparation for the final performance take? 1 Who will do teach the steps? A student or students? The teacher?A resource person? If we need a resource person, how will we find one? 1 [This can lead to letter writing or interviewing.]
5. The groups regularly report to the class as a whole about their progress, negotiate their schedules, and 1 coordinate plans for presentating their club work at the end of the cycle. 1
1
1 U Classification : Classroom Management
By : Lourdes Baloyo
Title : Election of Class Officers
I. Rationale:
By choosing and serving as class officers, students 1 establish a stake in what happens in the classroom. This builds theirconfidence and theirwillingness to be a constructive part of classroom life. In making speeches and 1 posters, students are motivated to learn the language they need to carry it off successfully.
II. General Description:
Students participate in a campaign to elect class officers. 1 Materials Needed:
Poster-making material 1 Printed ballots Ballot boxes Voting booths
1 IV. Procedure:
1. Elicit language related to elections by drawing on 1 their knowledge or past experiences. List the respon- sibilities of each officer. The list should come, as much as possible, from the students themselves. 1 2. Students nominatecandidates for each position. A volunteer records the proceedings and thenames of the nominees.
3. Help the nominees prepare campaign speeches. Refer them to the list of officers' responsibilities generated earlier.
4. Students prepare campaign posters in support of their chosen candidates.
5. Nominees make speeches. The other students listen and 1 respond by asking questions of the candidates. 6. Students prepare the ballots.
1 7. Students vote, count the ballots, and tabulatethe results.
8. The winning candidates express thanks and the losing candidates concede defeat.
9. Students prepare a smallceremony to induct the elected 1 officers. Social language is integrated here.
10. The class officers play their given roles throughout 1 the cycle as outlined in the listof responsibilities. Alternatively, a mid-cycle electioncan be held so that other students havea chance to take on responsibility. Classification : Classroom Management
By Cora Alcalde Angelita Gonzales 1 Liza Revita Alejaadrino Dizon Mila Bona
Title Building Classroom Expectations 1 I. Rationale: Some of our students have had little or no school exper- 1 ience and are unaware of how inappropriate their behavior in the classroom is. This strategy raises their awareness of how people are expected to behave in school. 1 II. General Description: The teacher presents a picture story about inappropriate 1 student behavior. Students then compare their ideas about appropriate behavior with Filipino expectations and come up with a list of expectations for their classroom at PRPC'. 1 They then interview Americans to find out what the expectations in the U.S. are. III. Materials Needed: 1
Picture story Manila paper 1
IV. Procedure:
1. Present a picture story aboutclassroom behavior, showing one picture at a time.
Frame 1: Students are inside their classroom a few 1 minutes before the class starts. The teacher is not yet in. Some students are chatting, others have their feet on their desks, and some are throwing paper airplanes. 1 Ask: What time is it? Has class already started? Where's the teacher? 1 What are the students doing?
Frame 2: The wall clock shows 7:00. The teacher is coming in. The students continue their actions.
Ask: What time is it now? Did the students stop what they were doing? 1
Frame 3: The teacher stands in front of the class, greets the class, and waits for the students to 1 return the greeting. But they don't pay attention to her. 1 Ask: What's the teacher doing? What ;Mould the students do? 1 2 Ask the students if the same situation occurs in schools in their home country. Encourage discussion by asking questions such as the following:
4 I What do students in your country do when their teacher comes into the room?What does the teacher do? What do the students do when they want to go out of the room? What do they do when they want to borrow something from the teacher ?
3. Asa whole class make a chart showing the differences in expected school behavior in the Philippines vs. in the students' home country. This can be done in groups 1 in higher level classes.
On one side of the board, write some of the behaviors expected of Filipino studentsandteachers in the classroom. On the other side of the board, label two columns as follows:
Similar Different
ASkthe students to think about each of the Filipino classroomexpectations you wrote down and to compare 1 them with the expectations in their own cultures. 4. Use the resulting chart as a springboard to discuss what students think proper classroom behavior atPRPC should be. Write down all of their ideasonManila paper.
5. Lead themin a discussion about theirsuggestions. Together, come up with a final list. This list is posted in the classroom andcan be referred to throughout the cycle.
6_ As homework, ask students to interview Americans in camp to find out what expected behavior in schools in the U.S. is. 1 1
1
1
1 I Classification : Classroom Management
By Jessie Ponce Joe dela Cruz Violeta Amolar Title Classroom Rules By Consensus 1
I. Rationale:
Students are less likely to be disruptive in class if they feel that they have helped to structure its environment and expectations. This strategy engages students in setting 1 their own rules for the class. It is best done at the beginningof the cycle before problems arise, or when the teacher feels that a crisis in the classroom is imminent. 1 II. General Description:
Students identify problems invarious situations. They discuss problems that come up in the classroom and agree upon rules and sanctions for their own class.
III. Materials Needed: Visual of a worried person 1 Visual of the inside of a refugee billet
This visual shows a refugee billet with twelve or 1 thirteen people in it. The room is crowded, noisy, and has a lot of other problems.
Visual of the inside of a PRPC classroom 1
This visual shows a classroom in which students are smoking, eating, sleeping, and talking toeach other 1 while the teacher is trying to teach. Paper and pens 1
IV. Procedurt,:
1. Post the visual of a worried person. Ask questions that lead to the students understanding the word, 'problem.' For example: 1 Why do you think he is sad? What is he thinking of? Why do you think so? 1 Write down the students' answers on the board and use them as examples of problems. Ask students what they do when they have such problems. 1 2. Post the visual of the billet situation. Let the students identify, the problems they see in the picture. Ask them if they also have these problems. Help them 1 identify possible solutions.
3. Now pos'- the visual of the classroom situation. Point out that the problems in the classroom involve both the teacher and the students. Discuss the problems portrayed in the visual. Ask them if there are other n -) I commonproblems in their own classroom. Write down everything they say.
4. Students work in groups to come up with solutions for each of the problems identified above.
A chart such as the following might be helpful:
Problem Solutions
Smoking in class Smoke during breaktime Do not smoke in class Stop smoking
5. When the groups are done, post their work on the board and let them compare their solutions for each problem. Ask the class to choose those solutions theywant to adopt for their own classroom:
"So we will not smoke in class. We will smoke during breaktime. Okay, Minh?Okay, Tan? Okay, Duc? I will not smoke. You will not smoke. Okay?"
Come up withan overall chart that listsall the problems identified and the solutions the class adopted.
6. Discuss sample situations, such as: "What shall we do if Quangsmokes in class?" Based on students' responses, come up with a class consensus as to the most appropriate sanction for violations of the agreements. Emphasize to the students that these are their ideas and that they willbe responsible for following them. Add a column for the sanctions in your overall chart.
7. This chart can become the code of disciplinefor the class. Display it on the board. As other problems come upduring the cycle, add them to this 'ist and follow the same approach ofgetting the students' consensus on solutions and sanctions for the problems. Classification: Classroom Management
By : Antonina Jaico
Title : Conflict Resolution
I. Rationale:
Classroom management problems can become opportunities for language learning.
II. General Description:
Upon being confronted with a teacher-student conflict, the supervisor managed to turn the situation into a language activity by drawing out student concerns and feelings.
III Materials Needed:
None
IV. Procedure:
1. When a teacher-student conflict arises, ask questions of the teacher and the students separately to clarify the situation.
2. Facilitate a session with the students in which you ask them for ideas on how to resolve the situation.
3. Ask the students choose the solution they think is best.
4. Presentthe chosen solution to the teacher for his or her reaction.
5. Arrive at an agreement or contract that both the teacher and the students are willing to work on.
[Note: The teacher is fr to respond at any point.]
V. Suggested Follow-up:
Continue daily informal conversation with students to maintain a rapport with them. Come up with relevant strategies for preventing a recurrence of the problem.
VI. Evaluation:
After the session with them, the students told me, "Thank you, now we understand, now we know why." Classification: Classroom Management
By : Antonina Jaico 1 Title : Courthouse
1 I. Rationale: 1 Student problems can become the basis for language learning. II. General Description: 1 On oneoccasionwhen the supervisor came to the class, the students were discussing the case of a student who had been jailed for using anotherstudent's documents. The supervisor then decided to set up a mock court to review the case.
III Materials Needed:
Paper and pens
IV. Procedure:
1. Askthe students to describe the major points of the case
2. Ask for volunteers to act as defendant, complainant, attorneys, and judge. The rest of the class acts as the jury.
3. The attorneys present the case, the defendant giveshis account, the jury decides on a verdict, and the judge 1 passes sentence.
4. Students then write a narrative of the incidentand the trial.
1
1 1
1 Classification : Classroom Management
By Marietta Amular Ernesto Puguon Yolanda Belle Elaine Remigio 1 Title Building Camaraderie Among Students
I. Rationale: 1 This strategy aims to build feelingsof belongingness among students. It is especially appropriate in classeswhere 1 there are students who are withdrawn anddisinterested. II. General Description: 1 Studentsview and talk about a picture. Theythendraw an extension to the picture. Every member of the class takes part in creating the larger picture.
III. Materials Needed:
Picture (one of the Picture Talk series, available in the Learning Resource Centers, works well) Manila paper and colored pens 1 IV Procedure:
1. Mount a picture on Manila paper, making sure it 1 occupies the center. The Manilapaper should be large enough to allow quite a bit of drawingon each side as well as above and below. 1 Asks students questions to get them to think beyond the picture. For example: 1 Where do you think the people are? Are there more people standing behind the characters? 1
3. Ask studentsto use their imaginationsand draw an extension to the picture. Be sure that every member of the class contributes to the drawing.
4. Ask each student to explain his or herpart of the drawing.
5. Post it in the classroom. Encourage students to create cooperative drawings on their own.
1 1 1 U Classification : Classroom Management
By Carlina Mendoza Sheila Javier Luz Vital Erlinda Agbayani
Title Why Study English Now?
I. Rationale:
Some of our students think that they'll have plenty of opportunities to study English once they get to the U.S., and are therefore not motivated to study while they are in PRPC. This strategy is an attempt to get them to think of the consequences of wasting their time here. It is especially appropriate for classes with students who are frequently absent, or who come to class sleepy after having partied the night before.
II General Description:
Students read a letter written by a resettled refugee who regrets not having studied English more seriously while in the PRPC. They then write a reply.
III. Materials Needed:
The following letter, written on Manila paper:
Dear Teacher,
It took me sometime to write you about myproblem. don'twrite you a long time because my work schedulevery busy. I go to work 9:00 A.M.,I go home 5:00 P.M. Then. I go ESL class 6:00 P.M. 8:00 P.M. Sometimes I eat dinner very late already. I always very tired. Do you remember my dear teacher I always absent and always sleeping in your ESL class? You always very angry. I tell you never mind. I am sorry my teacher. Now my life in America very difficult because T speak very little English. I like to tell your students study very well. English very important. Good luck to you. Your student, T.V.Nguyen
IV. Procedure:
1. Introduce the lesson by saying that you are going to share a letter written by a refugee who passed through PRPC and now lives in the U.S.
2. Post the letter and read it to the class.
3. The students read the letter.
4. Lead the students in a discussion of the letter's contents. Guide questions could include: Why did Thanh write? What is his problem? Did he feel sorry for not studying well? What did he tell other refugees to do? Doyou think what Thanh said inthe letter is I true? Why?
5. Students work in groups to answer the letter.
6. Each group assigns a representative to present their answer. 1 7. The other groups question the presenting group, which in turn defends its answer. 1 1
1 1 1
1 1
F , Classification : Classroom Management
By Helen Sta. Maria Estrella San Diego Carlito Villanueva Jorge Pajarillo Marily Sasota
Title Why Learn English?
I. Rationale:
1 Many of our students are anxious to theextent that it interferes with their studies. This strategy aims to reduce that anxiety to some degree by getting students to articulate their feelings and to set short term goals for their time in PRPC.
II. General Description:
Students view pictures of a refugee in PRPC andin the U.S. Based on their discussion of his case, theywrite about 1 their own feelings and make short term goals statingwhat they want to accomplish while theyare in PRPC. 1 III. Materials Needed: Picture of a refugee in PRPC thinking
A refugee in an ESL class looks outside the window whilethe rest of the class is busy and engrossed in the lesson. He looks withdrawn, confused, anxious. A bubble is drawnabove his head to indicate he is thinking. 1 Two picture stories of thesame refugee, now in the U.S. At work: He arrives late; hissupervisor talks to him; he thinks about his situation.
At work: He is given instructions; hedoes otherwise; he thinks about his situation.
1 IV. Procedure:
1. Post a picture ofa refugee thinking. Elicit students' 1 thoughts about the picture byasking question such as: Who is s/he? 1 Where is s/he? What is s/he feeling?Why do you think so? What does s/he do fora living? 1 What is s/he thinking about? 2. Divide the class intogroups and distribute the picture stories to the groups. Tell thestudents that the 1 pictures are about the same refugee butnow he is in America.
3. Ask the students to imagine what his problems and feelings are now, as portrayed in the pictures, and what 1 will happen to him next. Ask them to propose solutions to his problems.
and a repre- 4. The groups then post theirpictures sentative reports on their ideas. own 5. Now ask students to individuallywrite about their feelings and what they believe theyneed to do in order to be happy. This can be the beginning ofcycle long journal writing. what 6. Make a contract with eachstudent whichdetails s/he wouldlike to accomplish beforethe ESLcycle ends. and 7. Encourage students to write about theirthoughts feelings every day.
r' a Classification : Classroom Management
By Marina Fe Rodriguez Ulysses Diadula Rose Cabrera Pedro Aycocho
Title Choices and Consequences
1 I. Rationale:
At times our students act in ways which do not seem to take into account their potential consequences. This strategy focuses their attention on choices theymay make for immediate pleasure, butwhich result in unpleasant consequences. In the process, a lot of language is generated, and the teacher gains insights into how students perceive their actions.
1 II. General Description:
Students discuss a picture story showing a potential walk- out. They talk about the choices they would make in that situation and the possible consequences of those choices. 1 III Materials Needed: Picture story showing the following: 1 Frame 1: Teacher starts the class. Frame 2: Outside, Pi Mi Lao celebration is goingon. Frame 3: A student stands up and asks the teacher if they can go out and join. The teacher says 1 no. Frame 4: While the teacher is teachingwith an expression of frustration, the studentkeeps 1 on distracting others. He goes outside. Frame 5: He beckons the others to join him. The teacher tries to keepthe students from 1 leaving the room. Frame 6: A question mark.
IV. Procedure:
1. Post frames one through five of the picture story.
2. Elicit language from the students about the pictures by asking questions such as the following: 1 What do you think is happening? What are they talking about? Why is this happening?
1 3. Ask the students how they would feel if they were in the story. For example:
1 What would you do? Why? What do you think would happen then? How would you feel? 1 Is this similar to any problem we've had in our class? How?How did you feel about it?
1 ri0 4. Showthe sixth picture, with the question mark. Ask I them what they think may happen next. Discuss possible consequences and possible solutions. 1 5. Choose one of the following, or some other strategy, to provide additional experiences in using the language learned: 1 Role-playing the story Dialogue-writing Journal writing [This is particularly effective.] 1
V. Suggested Follow-Up: 1 Continue journal writingexchanges with your students regardingclassroom situations and the problems underlying them. This will not only develop students' language, but will serve as a tool for discovering their perspectives. 1 1 1 I I 1 1
1
1 1
1
1 1
1
1 Classification : Classroom Management
By Maribeth Bacarro 1 Roma Bito Ellaine Arquillano-Lot Norma Sayno
Title "The Impolite" (A Drama)
1 I. Rationale:
This strategy makesexplicit discussion of bullying 1 classroom behavior possible. II. General Description: 1 Students listen to an audiotape of a drma in theirnative language or in English. They then share theirthoughts about what they heard and arrive atsome rules for their own behavior in class.
III. Materials Needed: 1 Audiotape of "The Impolite" in the native languageor in English. It is about a student whois disrespectful to his teacher and classmates.
IV. Procedure:
1 1. Beginby saying that today they'll belistening to a recorded drama, and that they will discusswhatthey think about it afterwards.
2. Students listen to the drama. 1 3. Students work in groups to expresswhat theythink about the drama. Guide questions could include the following:
1 Did you like the drama? Why? Why not? What was it all about? Who are the classmates inthe drama? What kind of peopleare they? 1 What was the problem? What did Hoa's classmatesthink about him? If youwere his classmate, how wouldyouhave 1 reacted to him? What would you do to helphim? If you were his teacher, how would you deal with 1 him? 4. Group representatives report to the classas a whole 1 regarding what they discussed. 5. Ask the students toidentify some of the problems come that up in their own class and to suggest possible 1 solutions.
6. As a whole class, formulateclassroom rules and regulations. [See the strategy, "ClassroomRulesBy Consensus," for ideason how to do this.] TOPICAL STRATEGIES .,"4/ , , , TOPICAL STRATEGIES
TABLE OF CONTENTS
Unit/Title Raga 11Q-
Meta-Unit: Continuing Learning
Card Strategy 84
Environmental Print 86
Learning in a New Setting 88
Students as Teachers 91
Dilemma Stories 93
Experiential Learning 95
Unit 1: Personal Information
Introducing Literacy Through Introductions 97
The Alphabet in Students' Names 99
Getting Acquainted 100
The Family in Pictures and Words 102
Unit 2: Time
My Schedule 103
Unit 3: Locations Unit 9: Directions
Finding Places 104
Map Reading 106
Taking a Bus Ride 107
Unit 4: Shopping
Shopping Simulation 110 Unit/Title. EwanN12...
Unit 5: Telephone
Phone-Pals 112
Unit7: Employment: Finding a Job Unit 12: Employment: On the Job
Transferring Skills 114
Restaurant Simulation 116
Unit 7A: Education and Employment for Young Adults
Reaching Your Goals 118
IIInterviewing a Resource Person 120
IIWork and Study Dilemmas 122
IIUnit 8: Housing
Looking for a House to Rent 125
A Visit to the Teacher's Dorm 127
Unit 10: Banking
Banking Simulation 128
Unit 11: Post Office
IIMail Box Story 129
Going to the Post Office 130
IILetter Writing 131
Unit 13 : Social Language II Unit 13A: Social Language Addendum forYoung Adults
IISocial Dilemmas 134
95 Classification : Continuing Learning -- Meta Unit By Celsa Alojado 1 Candelaria Tolentino Sharon Snyder 1 Title Card Strategy
1 I. Rationale: Thisstrategy is based on the assumption that studentsare motivatedto learn the language for things of significance 1 to them. It is also based on the belief that students of ESL shouldbe helped to learn strategies tocontinue learning English on their own. Three ways to use English speakersas informants are incorporated in this strategy: 1) simply asking, "Howdo you say this in English?" 2) drawing the item or action on paper, labelling it in the native language, and asking for the language in English, and 3) 1 actingout the concept. These ways ofcommunicating give students options in coping with many situations, and in learning more English on their own.
II. General Description:
This is a language building and storing strategy. Using an 1 index card or other piece of paper, students draw, write in their native language, or act out anything they want to know how to say and write in English. 1 III. Materials Needed:
Index cards or other pieces of paper Pens or pencils An index card box, envelope, or other appropriatecontainer 1 IV. Procedure:
1. Begin by demonstrating the strategy. Draw on an index cardan item you want to know in the students' native language. Also write down the item in English. 1 2. Approachone of the students and show him or her the card, asking, "What is this inVietnamese/Lao/Khmer/ Chinese?" or, "How do you say this in Vietnamese/...?"
1 3. As the student says it in hisor her language, write it on the piece of paper as itsounds to you. If the student is literate in his orher native language, hand 1 him or her the card and ask,'Please write it." 4. Point out to the students all the symbolsystems you have usedon your card:
1) a drawing, 2) the item written in your language (English), 1 3) the item written as it sounds to you in the language you are learning (the new word(s) writtenaccording to English 1 orthography), 4) the item written in he scriptof the language you are learning (Lao, Viet- namese, Khmer, or Chinese orthography). 5. Askthe students to do the same for wordsthey would like to learn in English. Adapt your expectations to the level of the class. For example, students who are not literate in their native language woulduse only drawings and the English word(s).
Encourage students to use the requests: "What's this in English?" and "Please write it."'
6. The students keep their cards for reference andstudy, or for whatever purpose they would like.
7. Use the insights you gain about whatstudents are interested in and what they want to know inEnglish when planning subsequent lessons.
8. Referoften to your card file and encouragethem to use theirs frequently as well.
V. Evaluation:
One concrete example of relevance in language learningwas Bounthong's belt. On the first dayofclass, Bounthong's pants almost slipped down his legs. He was concentrating so intenselyonthe task at hand that he didn't noticehis pants were slipping. The students saw it but they were tongue-tiedby the effort to suppress their laughter. Bounthongmanagedto catch them as they slipped downhis hips. During the second or third day of doing the card strategy, Bounthong brought to class a strip of paper with a drawingof a belt. He wanted to know the name of that item in English. Classification : Continuing Learning Meta Unit By Candelaria Tolentino Thelma Laguilles Herminia Arroyo
Title Environmental Print
I. Rationale:
Environmental print is a rich source for learning language. Thisstrategy builds students' awarenessthat theycan continue learning English on their own by using the context of signs andother print they see aroundthem to make inferences about what that print means. When combinedwith the Card Strategy, it gives studentsa valuablemeans for continuing learning.
II. General Description:
Students learn howto learnEnglishfromenvironmental print.
III. Materials Needed:
Labelled items commmon in students' everyday life
IV. Procedure:
1. Encouragestudents to bring to class items theyhave bought, or words they have copied from productsor from signs around camp.
Alsobringto class your own containers of familiar products, such as empty noodle packets,soapwrappers, toothpaste tubes, etc.
2. Display them on a table whereeveryone can see them.
3. Invitea student to pick up one of the items andask what it is. Convey the question by wordor by gesture. The student may respond likewise. [Note:Gesture is in itself an important communicationand continuing learning strategy.]
4. Ask the class if they agree with the student'sanswer, saying "Yes? No?" while nodding or shakingyour head. Once the object has been identifiedandunderstood, bring the students' attention to themost prominent word on the label.
5. At this point, proceedas in the Card Strategy.
6. Studentsmay have brought items with labels which do not identify their contents. Toothpaste tubes, for example, seldom display the word "toothpaste" but more oftencarrybrandnames. In suchcases, ask the students to -,lad the labels, and thengrouptogether the items with similaruses. The Card Strategy is then based on the language for the categories.
The students need not masterall the words they encounter that day. 7. Keep the items as part of the classroomdisplayfor future reference. This can be especially useful as the different topics in the curriculumare explored throughout the cycle.
8. Encourage students to continue bringing in items they find of interest. Also encourage them to use resources outside the classroom to find out on their ownwhat the language they encounter in the environment means. They then report their discoveries to the class. Set aside a time each day or each weekfor reporting.
V. Suggested Follow-up: Prepare a box of cards to be used with the whole class. As they learn new words, write them on a card and placethem in the box. As the file grows, show the students how to alphabetize the cards. In Level A classes, you mightwant to focus on alphabetizing by first letters only.Later, the students canfile the new items bythemselves andcan alphabetize their personal card files.
r%9 Classification: Continuing Learning -- Meta-Unit By Tessie Padilla Cyril Rios Norma de los Santos Plutarca Reyna Patricia Castigador Naida Esquero Norma Morata
Title Learning in a New Setting
I. Rationale:
Thereare limitless learningpossibilities outside the classroom. Meetingpeople in a newenvironment gives students the opportunity to makenew friends, askquestions and write down personal information abouttheir new friends, to writedorm familiar andunfamiliarwords in the environment, and to report orally and in writingtheir impressions of the trip.
II. General Description:
StudentsvisitPASS and complete variousassigned tasks while there. Afterward, they report on their experiences. III. Materials Needed:
Transportation Pencils and paper
IV. Procedure:
1. Assign students tasks to complete whileat PASS_ Tasks could include notingcamp landmarks as they go to PASS, writing downpersonal information aboutpeople they meet there, recording language they encounter, recordingtheirimpressions of the schoolgrounds, visiting the library or computer room andrecording what they see and do, and interviewingPASS teachers or supervisors about the program.
Be sure to make arrangements wellin advance withPASS and with Motorpool.
2. Students take the bus to go to PASS. If you want, you can simulate commercial bus services by havingstudents drop correct change (e.g. $0.75 intoy money) in a toll box beside the bus driveras they enter the bus.
3. Uponarriving at PASS, studentsgo to classrooms, the library, the computerroom, any current exhibits, etc., as alreed upon by PASS.
4. Studentswork on their tasks by writing down language in the environment, interviewing people, visiting exhibits, manipulating computers,etc.
5. Studentsmeet at a pre-arranged time at the bleachers on the football field. Lead students in gamesand songs to create a relaxed atmosphere. Begin to process what students experienced duringtheir visit.
1 (';') 6. Continueprocessing back in theclassroom. Students talkabout what they saw on the way to and fromPASS, about theirnew-foundfriends, and about their impressions of PASS. They then write about, "MyVisit to PASS."
7. Display their work in the classroom.
Evaluation:
Some studentsnot only looked for friends; theyalso searched for their sons and daughters and proudly introduced them to their teachers. One woman pointed to a drawingand said, "Teacher, drawing son this." She later informed the teacher that her son's drawing had been awarded First Prize.
The Level A students were proud of their accomplishments in writing friends' names, addresses, marital status, age, nationalities, etc.
Students also gained a clearer perspective ofwhere their 11 children, brothers, and sisters study, what they do, and how manythings there are in the camp to learn from beyond the confines of their own classrooms.
Studentswere excited to ride the bus since, for many, it was their first time to travel around the camp. On the way, many oh's and ah's were heard when ICMC,ICM, JVA, thepost office, the hospital, CMHS, WO, the chur.th, and other places were pointed out to them. On the way back, theythemselves pointed out the aboveplaces to seatmateswho hadn't 11 retained the identification of the buildings.
Students' interest in accomplishing assigned tasks in subsequent lessons was heightened, since they realized that theirassignments would not only require them to go places and talkto people, but also to report to the classand write about their experiences. Following are some of the students' comments:
"Today, I talk to you about PASS. Oh, very very beautiful. Not the same with class ESL/CO."
"PASS is very big. Many buildings. New. Many people. I am very happy."
"There are 19 buildings in PASS. There are 24classes going on."
"There are seven mountains around PRPC. I read it at the library in PASS."
"I playedcomputer. The same teacher. Score 0-0. Then 17."
"Many, many beautiful pictures. Very nice teacher."
"Oh! Many Americans. Many students, many teachers."
"I have two friends. One is American. She is Diane. She has long hair. She is big. She is a photographer." "I meetafriendofsister. Many pimples. Not handsome. She likes my sister very much. Mysister no. Not handsome. No good."
"I feel sad. ESL/C0 veryold. PASS new. Very beautiful."
"Oh, teacher, many, many words. Cannot understand." "Oh, thank you, teacher. Come again." Classification Continuing Learning -- Meta-Unit
By : Sofie Balongag Virgil Reyes Gumersindo Rubiano Lucy Evangelista Henrietta Penaflorida I Mila Bona Title Students as Teachers I I. Rationale: I Adultstudentsbringa great deal of knowledge to any learning situation. Many of our students may not realize or value the knowledge they have. This strategyattempts to 1 build students' confidence in themselves as knowers. It is hopedthat thisconfidence will extend to a heightened confidence in themselves as language learners. I Thisstrategy is also an excellentway to basesecond language learning on students' knowledge and interests. I II. General Description:
Studentsdiscuss their special skills and demonstrate them to their classmates. While each student or group of I students demonstrates a particular skill, the other students observe, ask the demonstrator(s) questions, and later discuss what they saw and write about it. I III. Materials Needed: I Dependent upon the demonstration
[Be sure all materials and tools are clearedwithyou first, since some might need special handling.] I IV. Procedure: I 1. Find out what special skills your students have. This can be done in the context of discussions aboutjobs or hobbies. I 2. List students' names with their special skillsbeside them. All students should have something beside their name, e.g. sewing, carpentry, gardening, dancing, etc. I Ask the class which of the skills they would like to know more about. They will probably identify several. I 3. Ask the students with those skills if theywould be willing to demonstrate them to their classmates. Tell them that you will help them plan how to do it. I 4. Schedule the demonstrations to coordinate withother things you are doing during the cycle. For example, a sewingdemonstrationcould be scheduled to coincide I with lessons onshoppingandclothing, while a carpentry demonstration could be scheduled to coincide with lessons on household furnishings. I
5. Encourage students to work together on demonstrations. Be there as an adviser, helping them find the materials I theyneed and working with them on the languagethey need to explain what they are demonstrating. Their explanations should include language about the materialsand tools needed, and the steps involved in using them.
6. Work with them on a dry run of the demonstration before they present it to the class.
7. During the class demonstration, you ora student act/s as the Master of Ceremonies. Introduce thedemonstra- tion, facilitate the questioning from the audience, and ensurethat students understand what the demonstrator is saying. Write down unfamiliar words on the beardas students ask about them.
8. After the demonstration, leadthe students in a discussionabout what they saw. Clarify any language which is still unclear to them.
9. Now ask the students to write about what they observed.
V. Evaluation:
In Cycle 90, two students demonstrated their skillsto the- rest of the students on the team. One demonstratedsoap making and the other showed how to make tomatocandy. While most of the questions and commentswere positive, some students later boasted that they could do betterthan the demonstrators: "Teacher, soap no good! My husbandmakes verygood soap in Vietnam.- "Teacher, I cancook tomato candy better. .I put calamansi. I put vanilla, I put leaves, taste good." Classification : Continuing Learning -- Meta-Unit
By Richard Cleveland David Ingels
Title Dilemma Stories
I. Rationale: Dilemma stories pose problems which require consideration of optionsand their consequences. Theirinstructional use involves students in developing language related to expressing problems, weighing options and making decisions. Familiarity with such language will help our students access servicesonce they are in the U.S. and will, it is hoped, help them achieve their goals. 3 II. General Description:
Students read a dilemma story and thinkaboutpossible solutionsto the dilemma. There is no single right answer. Various formats canbe used to involve students in expressing theiropinions, including discussion, debate, writing, and role-playing.
III. Materials Needed: Dilemma story with or without text
IV. Procedure:
1. The studentsread the dilemma story as a class, in small groups, or individually. If the story is without a text, the students create the text basedon their interpretation of the pictures.
2. Assesstheir comprehension byelicitingtheir past 1 experiences in relation to the dilemma story.
3. Encourage students to express their opinions about the dilemmas, possible solutions, and the consequences of those solutions. This can be done in many ways. The four ideas presented here can be combined in various ways andcanbe used withalmostany topicwhich 1 arises.
3.1. Discussion
Draw a grid as follows:
Advantages Disadvantages Options: 1 1. 2. 3.
Usingthe grid, lead the students in a discussion of the characters' options and the advantages and disadvantages of each. A student, ratherthan you, could act as scribe. 3.2. Debate
Buildingon a grid of options such as the one above, students group themselves according to theirpreferred option. Some students are in a group which judges the debate.
Each group explains the reasoning behind their choice and why that choice is the best. The groups challenge each other's ideas by asking questions.
The judginggroup makes a decision andexplains its choice.
3.3Writing
Studentswrite their own dilemma storiessituated in PRPCor in their home country and share them with the class. Classmates suggest solutions to the problems. 3.4. Role-plays
Ask for volunteers to act out the dilemma's story line.
In groups, students write a continuation of the story. They indicate what the characters chose to do andwhat the consequenceswere. The continuations are also acted out. Classification Continuing Learning -- Meta-Unit
By Celsa Alojado Candelaria Tolentino Sharon Snyder
Title Experiential Learning
I. Rationale: Language learning is facilitated by direct experience.
II. General Description: 1 Students go on a field trip related to a particular topic in the curriculum, e.g. shopping, health, housing. They talk to people at the location they visit and participate in the normalactivitieswhichoccur at that location, e.g. a dental check-up at the dentist's office. They take notes on the way there and at the location, discuss their observationsafterthey return to class, andwrite about their experiences. Locational and directional language are developed aswell aF language related to the particular experience planned.
[NOTE: This strategy requires careful coordination with the agencies and individuals to be visited.] 1 III. Materials Needed: 1 Dependent upon the field trip
IV. Procedure:
1. A weekprior to the field trip, discusswith the students what place in camp they would like to see and learn more about. Since this strategy can be based on a variety of topics, it can be done at any point in the cycle. 1 2. Lead students in a discussion about the place they have identified. Encourage them to say as much as theycan about it by asking questions such as:
Where is It located? How do you get there? What happens there? Why are you interested in going there?
3. Before leaving on the day of the field trip, ask the 1 students to take notes (either written ordrawn) on what they see on their way to and from the location and on what they experience at the location. Explain that they will be reporting on the trip after they return to 1 class.
4. During the field trip, remind the students from time to time to record what they see andwhat they do. This canbe done by pointing things out, by taking notes yourself, and by comparing your notes or drawingswith students' notes and drawings.
0 5. Also, during the field trip be surethat all the studentshave a chance to take an active part inwhat is happening at the location.
6. Back in the classroom, the students describe their observations and experiences. Share your observations as well.
7. Awhole-class write-up of the experience can be done and posted on the wall for display. Or, studentscan workindividually, in pairs, or in groups to writeup theirexperiences.
V. Suggested Follow-Up:
If you or any students took photographs during the field trip, these, when developed, can provide the basis for an enjoyable review of the language related to that topic.
0 Es Classification : Personal Information -- Unit 1
By Candelaria Tolentino Thelma Laguilles Herminia Arroyo
Title Introducing Literacy Through Introductions
I. Rationale:
It is normal for a teacher meeting students forthe first time, to greet them and introduce him/herself. It is also expected that the students, in turn, introduce themselves to their teacher. If name tags are used as a partof the process, English literacy learning can begin from thevery firstmoment of the cycle. Names are aparticularlygood place to start literacy instruction since one's name is such an important, personal item of language. The desire to know how towrite one's name and the names of familymembers motivates a concentrated effort not usually present in other beginning literacy activities. This strategy is also a good way to begin assessing LevelA students' literacy knowledge.
II. General Description:
The teacherusesthe first day of class to introduce him/herself to the students orally and by showing his or her name tag. The students do the same.
III. Materials Needed:
Strips of paper with a student's name on each Strip of paper with your name on it
[NOTE: Prepare these in advance, making sure that the strips are large enough that students can see them from a distance, but small enough so that they can be taped across the chest.]
IV. Procedure:
1. Tape the name strips on the board.
2. Take the strip with your name on it and say, "My name is ." Tape it across your chest.
3. Invite the students who seem ready to pickout their names. The students do this one at a time and introducethemselves to the class while showing them their name tag. Continue in this way until all the studentshave introduced themselves and affixedtheir name tags.
If a student shows any hesitation about which is his or her name, indicate the appropriate strip. This is important, because students may feel embarrassed that they do not recognize their names --- especially on the first dayof class when they do not yet knowtheir classmates. 1C9 I V. Variations:
Pre-arrange for two or three colleagues to come in to exchange introductions with students.
VI. Suggested Follow-up:
When you meet your students outside the classroom, take the opportunity to introduce your companions to them or to encourage them to introduce their companions to you.
Everyday, pass around an attendance sheet; studentswrite their names on the sheet. In this way, practice inwriting their names has a real function. In the beginning, LevelA students may take a long time to copy their names from their name tags. As the cycle goes on, progress will be seen in terms of speed and confidence in letter formation. 1 Classification : Personal Information -- Unit 1
By Candelaria Tolentino Thelma Laguilles 1 Herminia Arroyo
Title The Alphabet in Students' Names
I. Rationale:
Thealphabetby itselfhasno meaning. Thisstrategy introduces the alphabet in the context of the students' names. 1 II. General Description: 1 Students examine the letters which make up their names and compare them to the letters in otherpeople's names.
III. Materials Needed: 1 Students' name tags Alphabet cards 1
IV. Procedure: 1 1. Pick up a card bearing one of the letters of your name from a stack of alphabet cards. Hold it upand ask, "Who has the letter in his name?"
2. Point at the card and say, "This is the letter . I have this letter in my name." Or, "My namehas the letter ." Hold the card beside your name tagand 1 point to the corresponding letter in your name.
3. Go from student to student holding the alphabetcard besidethe student's name tag so that everyone in the class can see. Ask the student if the letter is in his or her name. Encourage classmates to help.
4. Invite the students to examine the letter by tracing it with their fingers.
5. Go through the same process with other lettersuntil students have become familiar with the letters in their own names. 1 6. Expand the language to include numbers by asking, "How many s do you have in your name?" Or, "Bouanahas two As in her name." 1
7. Additional names, such as those of family members, may also be used. Use signs in the environment as well. 1 V. Variation:
Insteadof focusing on letters within names, higher level 1 students can learn to alphabetize using theirownnames. They come up with an alphabetized class list. 1 111 Classification : Personal Information -- U it 1 By Erlinda Dumo
Title Getting Acquainted
I. Rationale:
Gettingacquainted at the beginning of the cycle can generate a lot of language used in everyday situations. By havingstudents work together in pairs and groups right at the beginning of the cycle, the mechanics ofgroup work are established and can be built upon in later lessons.
II. General Description:
Students are paired and exchange some personal information. The pairs rotate and new pairs are formed. This time the pairs interview each other. Groups of two pairs are then formed. These groups pool theirfindings from their interviews, prepare reportsabout their findings, and present their reports to the whole class.
III Materials Needed: Playing cards Paper and pencils
IV. Procedure:
1. Give each student a playing card, ensuring that four of a kind are distributed (e.g.: 4 aces, 4 kings, 4 ones, 4 fives, etc.).
2. Askstudents to pair up by face/numberand color. Thus, the two red aces are a pair, the two black aces are a pair, etc.
3. Once the students find their partners, they exchange names anda bit of personal information. You could prepare guide questions for them to refer to.
Thispart of the strategy serves to break the ice and to prepare them for a fuller interview with their next partner.
4. Ask the students to find new partners. They do thisby exchangingcardswith someone who does nothave the same face/number on his or her card.
5. The new pairs interview each other on a topic such as "My Family," "Myself," or "My Favorite Hobby."
6. Pairs find their like pair to form groups of four. For example, the two red tens find the two black tens and form the tens group.
7. In the groups, each student introduceshis or her partnerby sharingwhat they learned during their interview. For example, first the red ten of diamonds tells the group that the ten of hearts'name is and he would like to be a because 11 2 Next the heart shares, and so on. U 8. Each group writes a composition about the group members and the group as a whole.
9. Introduce each group and ask its reporter to read its 1 composition to the class.
10. Facilitate a discussion regarding how students feel 1 about grouping in this way. V. Suggested Follow-up: 1 Based on the students' feedback about groups, design other strategies which involve group work, building at first on the groups formed during this strategy. 1
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113 1 I Classification Personal Information -- Unit 1
By Candelaria Tolentino 1 Thelma Laguilles Herminia Arroyo
Title The Family in Pictures and Words
1 I. Rationale: Usingpictures is one of the best ways to help students learn the terms for family relationships. Almost all 1 students havefamily pictures in their possession or can draw a representation of their families. 1 II. General Description: The teacherand students introduce their families using 1 pictures, gestures, and text. III. Materials Needed: 1 Photographs of your family Magazinecut-outs showing your family'soccupations and common activities Magazines for students to cut up to illustrate their texts 1 Paper, scissors, tape, and pens
IV. Procedure:
1. Show pictures of your family to the class. Pass them around for everyone to see. 1 2. Point to one of the pictures and talk about it. For example: "This is my father." "This is my mother."
3. Encourage students to ask you questions about your family. As you answer, write what you say on the board underneath the relevant picture. This could include 1 languageabout relationships (e.g. uncle, sister-in- law, niece, grandmother, son), aboutoccupations or hobbies, or about any number of other things.
Use magazine cut-outs to further illustrate what you say and write. Post them on the boardalongside the 1 pictures and the text. 4. Next, it is the students' turn to talk about their families. As they do, help them by providing the needed vocabulary as theygesture and point at available pictures and objects to convey their stories. Write what they say on the board.
5. Later, the students make their own books using photographs, cut-out pictures, drawings, and text. The finished products are displayed in theclassroom and 1 can eventually be included in an end-cf-cycle exhibit.
1 114 Classification : Time Unit 2 I Continuing Learning Emphasis
By Unknown 1
Title My Schedule 1
I. Rationale:
Students learn language most easily when it is directly 1 related to their lives.
II. General Description: 1
Students learn the English terminology related to timeby talkingabout their own schedules and by finding out the office hours of the agencies in camp which they use. III. Materials Needed: 1 Cardboard clock Illustrated story about your daily routine 1 IV. Procedure: 1. Tell a story about your daily routine, acting out what 1 you say and using a cardboard clock to illustrate the language related to time. For example:
I get up at 6 o'clock. 1 I eat breakfast at 6:30. Etc. 1 2. Post a written, illustrated version of your story and read it to the class. Again, show the progression of time on the cardboard clock. Leave your story posted on the board for students' reference. 1
3. Ask the students questions about their daily routines. Encourage them to use the cardboard clock and to act 1 out what they want to say inorder to gettheir meanings across. Write what they say on the board. 1 5. Students then write their daily routines and share their work with the class.
6. For homework, students find out the days and times that 1 various offices in camp (e.g. JVA, CFSI, Post Office) are open. 1 7. A coupleof days later, the students report to the class what they have found out. 1
1
1 I Classification : Locations and Directions -- Unit 3 and Unit 9 Continuing Learning Emphasis By Marietta Amular Ernesto Puguon Yolanda Bello Elaine Remigio
Title Finding Places
I. Rationale:
Students are more likely to remember language related to locations when they use it in the context of accomplishing a goal.
II. General Description:
Students locate agencies in camp and interview people there about specific problems. They report their findings in class.
III. Materials Needed:
A list of students' problems in camp
OR
Situation cards such as the following:
You want to send a You are over 55 and package to your you want to study at friend in Palawan. the Mormon's classes. How will you do this? What will you do and where will you go?
Your child/younger You want to see your brother/younger sis- supervisor because ter does not want to you want to change go to school and you classes. Where will want someone to you go? talk with him/her. Who will you go see and where? You want to study a vocational course You want your young- at the Baptists. er brother/sister Where can you find to go to elementary out what they offer? school. Where will you go to enroll You are assigned to him/her? ESL-CDE for your work credit. Where is it? What will you do there?
IV Procedure:
1. Divide the class into groups of four and distributeone or two situation cards to each group.
Or, base the situations on problems students are 116 currently trying to solve. These can be identified through a classroomdiscussion preceeding this I- strategy.
2. The students work in groups to consider theproblem(s) 1 and discuss where they could go to solve it(them). The groups report to the class whatthey think they should do 1
3. Ask the students to go to the place(s) theydecided they need to go in order to get information. Tell them whatdaythey are to report their findings to the I class.
[NOTE: Make arrangements in advance with theagencies 1 concerned.]
4. On the reporting day, involve students in adiscussion 1 aboutwhere they chose to go, what theyexperienced there, and what they found out. Questions such as the following can help guide the discussion: 1 Where did you go? Where is it? What's it near/next to/etc.? How did you get there? 1 Did you ask for directions? From whom? What did you say? What directions did s/he give? 1 Who did you talk to at the agency about the problem? What did you say? I What did you learn? How did you feel? Can the problem be solved? How? I
5. Ask the students to draw the route they took to get to the place, to describe its location in writing, and to write about what they found out from their interviews. 1
6. Post the situation cards with their written work in the classroom. 1
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1 I I 117 1 I Classification : Locations and Directions Unit 3 and Unit 9
By Celsa Alojado Candelaria Tolentino Sharon Snyder Title Map Reading
I. Rationale:*
Using maps helps students describetheirmovements from theirnative countries to their first asylum camps (if applicable), to the PRPC, and to their projected destination in the U.S. In the process, language about locations and directions is used in a context which is relevant to them.
II. General Description:
On a map, students locate their home countries, first asylum countries, and the Philippines. Students describe their journey from home to the present location. Then they express their expectations about their resettlement 1 location, if they already know where it is. If not, they talk about where they would prefer to resettle.
III. Materials Needed:
Map of Southeast Asia Map of the U.S.
IV. Procedure:
1. Ask students to go to the map and locate their native country. Ask them to identify the neighboring countries. Ask them to identify the Philippines. Use language related to locations and directions in your questions. Writetheir responses on the board for their reference as the discussion continues.
2. Discuss with the students how they traveled, the route they took, how long they traveled, theirexperiences during and after the journey, their feelings, apprehensions, etc.
3. Encourage them to talk about their life in their native country, first camp of asylum (if applicable), and in the Philippines.
4. Ask them about their sponsors and where they are going. Ask them to share what they know about theirdestina- tion. If they do not yet have a sponsor, ask them to talk about where they would prefer to resettle.
Again, write locational and directional languageon the board.
5. Now ask them to illustrate and/or write about their travels from their native country to the firstcamp of asylum (if applicable), and to PRPC. Encourage them to refer to the locational and directional languageon the board in describing what they did.
1 6. Display their work in the classroom. 11.8 Classification : Locations and.Directions -- Unit 3 and Unit 9 1
By Tessie Padilla Cyril Rios 1 Norma de los Santos Plutarca Reyna Patricia Castigador 1 Naida Esquero Norma Morata
Title : Taking a Bus Ride
Rationale:
Map reading, tracing bus routes, and reading bus schedules are best learned in the context of actually trying to reach a destination to accomplish a goal. 1 II General Description: 1 Students use the PRPC map, board thebus at designated stops, pay the bus fare, behave in accordancewith signs posted at the busstops, and take the bus to various destinations.
III Materials Needed: PRPC map Manila paper and pentel pens Signs: BUS SCHEDULE, with schedule information 1 ENTRANCE EXIT FORM LINE HERE Ropes to mark off queues Fare box Play money 1 IV Procedure: Before the Trip: 1
1. Twoweeksprior to the trip, make arrangementswith Motorpool for a bus to shuttle all students from the busstop in one Phase to the destination bus. stop in 1 the opposite Phase. Arrange with Motorpool for the bus to observe the schedule, to display the signs, and to be driven by the assigned driver. 1
2. A day before the trip, posta map of PRPC on thewall whereeveryone can see it. Ask students to pointout 1 general areas of the camp (e.g. Phase I and Phase II). Or, have students make theirown map of PRPC.
3. Dividethe students according to their neighborhoods. Askeach group to draw a map oftheir neighborhood, indicating landmarks and their own billets.
4. A representative of each group reports to the class, pointingout landmarks and marking them on the large PRPCmap on the wall. Other members of thegroup help 1 as needed. 19 1 5. Encourage the other students to ask the reportinggroup questions such as:
Where is your billet? Where do you work? How do you get there from your house?
S. Several daysbefore the trip, and againon the day before the trip, reconfirm arrangements with Motorpool. On the Day of the Trip:
7. Ensure that all the posters and props are putup at the bus stops in Phase I and Phase II.
8. In class, group students by pairs or threes andassign each group a destination and a task. Give eachgroup a differentassignment. Tasks could include: Go to the dispensary in Neighborhood 5 and get the name of the doctor. Go to the Media Resource Center in Neighborhood3, count the number of people in the room, and find out what they're listening to. Get the dollar-peso exchange rate at CADP.
9. Give students toy coins to pay for the bus fare. Explain that the fare will be $.75 and that theyhave to give the correct change. Vary the combinationof coinsyou give to each student, but be sure eachhas more than $.75 worth. Also be sure that the coinscan be combined in such a way that studentscan give the correct change.
10. At the bus stop, students line up and wait for the bus to arrive at the scheduled time. Take the opportunity to talk to them using language related to time. For example:
What time do you have? When is the bus supposed to be here? It's early (if the bus arrives ahead of time)! It's late (if the bus arrives late)!
11. As students board the bus, they drop the exact change in the fare box, which is located beside the driver. Board the bus before the students, so that you can monitor thispart of the process. Take the time to help each student drop the correct change into thebox before letting him or her take a seat.
12. Students then get off at their assignedneighborhoods and complete their tasks.
13. Students refer to the bus schedule and themap to catch the bus going back to the classroom. Again, they give the correct change when boarding. After the Trip:
14. Back in the classroom, the students report on their experiences. 120 15. The PRPC and neighborhood maps can be put to maximum I use by having students trace the routes they took. This canhelp those who got lost see why they did. Other students can help them find their way on the map. 1 The route followed by the bus can also be indicatedon the map, using colored pen. I 16. Encourage the students to ask each other questions such as: How manyminutesdid it take you to find the place? I When you couldn't find the place, what did you do? Did you ask for directions? From whom? What did you say?What did they respond? I 17. Students then write down their experiences.
18. Display their work in the classroom. I 1 1 I I 1
1 1 I 1 1 1 I 121 1
1 Classification : Shopping -- Unit 4
By Tessie Padilla Candelaria Tolentino
Title Shopping Simulation
I. Rationale:
Language learning is facilitated throughexperiences in which the language concerned plays an integral part.
II. General Description:
Students make lists of the food and clothing items they need for a specific purpose. They then use play money to pur- chase those items in a simulated supermarket and department store.
III. Materials Needed:
Real and simulated food and clothing items Counters, tables, shelves, and simulated cash registers Signs identifying the store's departments and sections Play money
IV. Procedure:
1. Lead students in a discussion about variousoccasions for which they have to do special shopping, e.g. for food or clothing for holiday celebrations. Come prepared with some sample situati of yourown. For example:
You are applying for a job and you have an interview next week. You don'thave anything appropriate to wear so you need to buy new clothing. Make a list of what you will buy and how much you will budget for each item.
You are having guests for New Year's dinner. Make a list of items you need to buy and how. much you will budget for your shopping.
2. Studentswork individually, in pairs, or ingroups to choose the situation they would like to workon and to plan their lists and budgets.
3. Give each student or group the amount ofplay money they need to cover their projectedexpenses. At this point, you could integrate the Banking Unit by simulating withdrawingmoney from an account.
4. The students proceed to the store end do their shopping. Take the role ofshopkeeper, asking the customers what they need and answeringquestions about prices.
5. Students calculatetheir purchases, try to remain within their budgets, andpay for their purchases.
6. Back in the classroom, students report about their 122 experiences orally and in writing. V. Variations: I
Instead of setting up a simulated grocery and department store, you could have students go to the market and price 1 the items they need. They then discuss in class what they found out
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1 II Classification : Telephone -- Unit 5
By Teasie Padilla 1 Cyril Rios Norma de los Santos Plutarca Reyna Patricia Castigador 1 Naida Esquero Norma Morata I Title Phone-Pals
1 I. Rationale: There is no substitute for using real telephones inlearning how telephones work and what it is like to talk on them. I Unfortunately, we are not always able to work this out in camp. This strategy, however, shows whatcan be donewhen real telephoneconversationsbetweenclasses can be I arranged. II. General Description: 1 The teachers of two classes in different Phases or neighborhoods cooperativelyplanand carry out this strategy. Students choose someone in the other class to I call on the telephone. The two classes aretaken to differentneighborhood or pother offices where, byprior agreement, they use the phones. Each student makes acall I and receives a call. Later, in class, they talk about their experiences. 1 III. Materials Needed: Installed telephones I List of students in another class and their hobbies IV. Procedure:
1 1. Coordinate with a class in anotherneighborhood or Phase of the camp and withneighborhood offices or other phone locations for theuse of their phones.
I 2. A few days before telephoning the other class, help your students prepare a list on Manila paper of all of I their names and their main hobbiesor interests. Ask for volunteers togo to the other class and deliver it. Arrange with the other teacher toengage them in a 1 briefconversation when they arrive with the list. When they return, they reporton where they went, how they got there, and whatwas said.
1 The other class does thesame.
3. On the day they telephone theother class, each student I chooses one of the nameson the other class' list. Be sure that all of the names on the list have been chosen by at least one person. 1 4. Before leaving the classroom, review the numberthey will call and lead them ina discussion about what they might want to say on the phone. 1 1 124 5. Go to the telephone location at thepre-arranged time.
6. The students make their calls. Helpthem as needed.
7. Keep a record of the calls to be surethat everyone has made a call and received a call.
8. After each student finishes, encourage him orher to write down what happened. They willuse this for reporting in class later.
9. Back in the classroom, studentsmake their reports orally and in writing. Display their work in the classroom.
10. Arrange for the students of both classes tomeet later in the cycle at, for example, FreedomPlaza. There, they can conduct in-depth interviews. They report back in class later.
V. Variations: This strategy can be combined with pen-palwriting by having students make initial contact with students in the other class through letters, again ensuring that everyone is matchedwith someone. Or, the pen-pal writingcan begin after the initial contact is made by phone.
VI. Evaluation:
Students enjoyed doing this. Everyone was attentive to what the other party was saying. Some students prepared lines to say on the phone. Some less advanced students who were nervous and hesitant at first wereencouraged by seeing that the others had fun and laughed at theirmistakes. The experience was new to some who strained their ears tolisten to their classmates' calls. One student got angry when the person on theother endhung up: "Teacher, no good, no talk, finish." Another student gestured that she was nervous at first, "but nomore."
Several students used unexpected structures: "I invite you to mango grove at 6:00 okay?"
"I'll visit you in your address this afternoon."
"You're crazy, can you hear? Crazy ... C-R-A-Z-Y."
"Are you free?Free ... no work, no study, at home."
"I like to go your house."
The most common structures used were, "What's yourname?" and "What's your address?" A lot of clarification language was used: "Spell again." "What?" "Louder!" "Again." "Please." "Oh!" "I say again. You listen." "Speak slowly." 1.25 Classification : Employment: Finding a Job -- Unit 7 Continuing Learning Emphasis 1 By Rizalina Jose Edda Octaviano Matilde Cadiz Sandra Ann Torres 1 Elpidio Tongohan 1 Title Transferring Skills
I. Rationale:
Knowing how to describe in English their current and previous occupation(s) is important for our students because it will contribute to their success in landing jobs inthe U.S.
II. General Description:
In this strategy, the students talk about theirwork experiences in their home country and the kind of jobs they would like to get in the G.S. They also interview people to findout theiropinions regardingvarious job hunting dilemmas.
III. Materials Needed:
A picture story such as the following:
My name is Tran Van Nguyen. I was born in Saigon, Vietnam, on October 30, 1951. I have four sisters and two brothers. My father was a mechanic. I went to school for ten years. When I finished school, I helped my father. In 1970, I joined the army. I was a soldier for five years. After 1975, I 1 was a farmer. I got married in 1978. I left my country in 1981 and arrived in America in 1983. Now I work as a custodian and study mechanics at a vocational school.
Situation cards such as the following:
Kanh was a car mechanic in Vietnam. Now he is in the U.S. He wants to work as a car mechanic again, but the tools and the cars in the U.S.are very different from those in Vietnam. If you were Khanh, what would you do?
1 Be was a cook in Vietnam. She wants to apply for a job as a cook in a restaurant in the U.S. Unfortunately, she doesn'tknowhow to cook American food. What should she do?
Phuoc has just arrived in Florida. He can speak a little English. He worked as a tailor before, but he 1 can not find a job as a tailornow. What kind of job can he find where he can use his skillsas a tailor? 1 IV. Procedure: 1. Present a picture story about the life andwork history 1 a refugee who is now resettled in the U.S. 1 126 2. Involve students in a discussion about the story by I asking them questions. For example, in relation to the above story you might ask, "If Nguyen worked as a mechanic in Vietnam, why is he studying mechanics in the U.S.?"
3. Encourage the students to relate the story to their own experiencesby asking them questions about their work history in Vietnam, about their work creditassignment in PRPC, and about what they would like to do oncethey are in the U.S. Draw the following grid on the board: 4. 1 :NAME:JOB In V.N.:JOB IR FRPC:PREFERRED JOB IR THE U.S.
5. Ask the students to fill in the grid. As they fill it in, ask them questions about their jobs. For example: 1 Did you go through an apprenticeship? What knowledge did you need to have? 1 How does that experience relate to yourpreferred job in the U.S.?
6. Distribute situation cards posing job hunting dilemmas. 1
7. For homework, the students interview one or twopeople regardingtheir opinions about how to deal with the 1 dilemmas. They take notes on what their sources say andget some personal informationabout them (e.g. name, age, former work in their home country). 1
8. The students then report to the class the results of their interviews. 1 [NOTE: Mathematics can be incorporated into the lesson byanalyzing the reports as though they were surveys. The responses can be classified according totype of 1 solution and tabulated by age, country of origin, and former occupation.]
V. Follow-Up: Ask students to think about the following questions: What kind of work would you like to do in the U.S.? How do you plan to look for .,hat kind of work? Do you anticipate any problems? What kind of problems? 1 What might be possible solutions to those problems? What do you hope will happen?
Ask them to do additional research on their own anticipated situations by using the neighborhood libraries, COclasses, teachers, and supervisors as resources. 1 The students then write up their findings and share them with the class.
The results can be used for a classroom bulletin boardwith the theme "Transferring Skills." 127 Classification : Employment: Finding a Job -- Unit 7 Employment: On the Job Unit 12
By Melba dela Rosa
Title Restaurant Simulation
I Rationale:
Students learn language best through realistic, hands-on experiences.
II. General Description:
In a simulated restaurant, students inquire about job openings, apply for a job, answer questions in an interview, report to the job, perform duties, and carry out conversations appropriate to the workplace. Teachers act as supervisors (i.e. chief cook, floor manager, maintenance supervisor) to facilitate students' learning of the appro- priate language in each situation.
III. Materials Needed:
Helpwanted posters for a cook, kitchenhelpers, waiters, busboys, dishwashers, a cashier, a janitor, & a manager
[NOTE: Each poster includes a phone number to call for more information.]
Neighborhood telephones Tables and chairs Table covers Kitchen ware and utensils Customers
IV. Procedure:
Day 1:
1. Post the "help wanted" posters on the classroom walls. Invite the students to look at all of them anddecide which position they would like to apply for.
They take notes on the details of the position and the phone number they should call for more information.
2. The students then call the phone number andtalk to someone (another teacher or a supervisor) about the job. They agree on a day, time, and place for a job interview.
3. The students thenprepare for the interview by formulating and answering questions they might be asked. They also formulate questions they want to ask about the job, the salary, the hours, the pay, etc.
Day 2:
4. The students report to the interview site.
5. Theypresent themselves to thereceptionist and the interviewer. 198 I 6. They answer and ask questions during the interview.
7. Back in class, they report on their experiences during the interviewand on the type of job they got (the 1 salary, duties, and reporting date and time).
Day 3:
8. Thestudents report to their supervisors in the simulated restaurant. 1 9. They receive or ask for instructions from their restaurant supervisors.
10. They perform their assigned tasks in the restaurant. Day 4: 1 11. Process the week's experiences through discussion and writing.
V. Variations:
This strategy can be effectively used incombinationwith lessons on shopping and social language. In preparation for the restaurant simulation, students can plan menus and write them, create posters advertising the restaurant, and send 1 out "grand opening" invitations. Students can rotate roles, so that each can be free at some point to host the customers who come in.
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1 `-)9 S Classification: Education and Employment -- Unit 7A Continuing Learning Emphasis
By Elpidio Tongohan Hortencia Lasin
Title Reaching Your Goals
I. Rationale:
Usingpictures is one of many strategies for presenting language in a meaningfulcontext. With thehelp of pictures, students understand the meaning of something while they are learning the form that expresses it. The particular language about schoolingand jobs which is generated through this strategy will help them articulate their own goals in English and will thus help themaccess information and services once they are in the U.S.
This strategy also involves students in usingwritten sources to investigate options in preparation formaking choices about schooling.
II. General Description:
Students are encouraged to ask questions about the pictures they are shown. The pictures concern school andwork. Students then articulate their own plans for schooling and work once they are in the U.S. They evaluate the course offerings of various schools and decide whetheror not those schools could help them reach their goals. 1 III. Materials Needed: Your own school and graduation pictures Your own photographs of placesyou have worked in the past [NOTE: Drawings or cartoons will do.] 1 IV. Procedure:
1. Distribute pictures of your school(s) andyour gradua- tion(s). Tell the students what they are. Give them time to examine them.
2. Encouragethe students to ask you questions about the pictures or about any aspect of schooling which interests them. Write their questions and your answers to them on the board, highlighting key language having to do with schooling. Terms which might arise include:
elementary school tuition high school enroll vocational school graduate university diploma
3. Now show the class pictures of places where you have worked in the past. Again, give them time to look at them closely and compare them. 1 4. As above, language is discussed as it arises from students' interest in the pictures. Again, writedown theirquestions and your 1 1 30 answers, highlightingkey language about employment. Terms whichmightarise I include: apply full-time requirements part-time salary hours benefits duties work 5. Ask students about their own educational and backgrounds. For example: Did you go to elementary school/high school/voca- tional school/university? Did you do an apprenticeship? Where did you study? How long did you study? What work did you do in your home country? How long did you do that? Did you do any other kind of work?
6. Ask the students to write down theirschooling and work goals for the future in the U.S.
7. Post pictures of schools on the wall alongwith posters advertising their course offerings. Hand out brochures which give information about the same schools, including specifics about their courses, schedules,and tuition.
8. Ask the students to examine the posters and brochures, and to decide whether or not any of theschools could help them meet their goals.
9. The students report their conclusions, outlining their goals and why the school(s) could or couldnot help them achieve those goals.
131. Classification : Education and Employment -- Unit 7A Continuing Learning Emphasis
By Elpidio Tongohan Dahlela Cada
Title Interviewing a Resource Person
Rationale:
When students interview a resource person about education andwork options, they not only learn the answers to their questions, but learn the language related to the topicand, perhaps more importantly, gain experience in using a very effective continuing learning strategy.
II. General Description:
Students prepare for and interview a resource personabout what options they might have in the U.S. for studying, or for studying and working at the same time.
III. Materials Needed:
Resource person (if possible, someone from the U.S.)
IV. Procedure:
1. Ask the students what their career goals are andhow II they are planning to achieve those goals. [Note: This could be done in an earlier lesson, using the strategy, II"Reaching Your Goals," above.]
2. Ask the students if they would like to talk to someone from the U.S. about their goals and how to reachthem. If they respond favorably, continue by asking them what II kinds of questions they would like to ask a resource person.
II3. Help them formulate their questions. They may be as varied as the following:
IWhat do I need to go to university in the U.S.? If I want to learn welding, where can I study? Can I study and work at the same time in the U.S.? I'm twenty years old. Can I still go to high school in II the U.S.? What are the jobs that refuge get when they go to the U.S.? What are the requirements for these jobs? 11 4. Arrange a time for the resource person to come to class. Give him or her the questions that the students II formulated a few days in advance, so that s/hecanget any specific information s/he may need to answer the questions accurately. The students, however, should not be limited to only thosequestions during the II interview.
5. When the resource person comes, introduce him/her to the class, showing on the U.S. map where s/he comes from. Encourage students to ask personal information questions to break the ice and get acquainted. 1.3 4 6. The students then ask their questions and the resource person answers. Facilitate the interview by. writing key language on the board. Encourage the students to also taketheir own notes of the resourceperson's answers.
7. After the interview, the students work in groups to discuss what they learned from the resource person.
8. Students then individually write about their own concerns and, basedon what they learned from the interview, how they plan to deal with them. Classification : Education and Employment Unit 7A By Jacqueline Bacal-Torres
Title Work and Study Dilemmas
I. Rationale:
Dilemmastories, since they have no set ending, generate a lot of language related to the topic in qu.estion through discussionof possible actions and their consequences. If the dilemma story is also a picture story, as is the material described in the body of this strategy, language is also generated as students create the story's text.
II. General Description:
The teacher presents a picture story and studentssupply the text. They thendiscuss the possible solutions to the dilemma and what the consequences of each wouldbe. III. Materials Needed:
Dilemma picture story
Frame 1: A young (about 17-year old) Vietnamese man in PRPC thinking about how to continue hisstudies and become an engineer.
Frame 2: The young man writing his mother inVietnam, telling her that someday, when he isan engineer, he will sponsor her and the rest of his family.
Frame 3: The young man in America (very happy) with his uncle as his sponsor.
Frame 4: The happy young man two months later, talking with his uncle and his uncle's family,showing them the brochuresfrom the community college. He tells his uncle he is going to enrollsoon.
Frame 5: The angry uncle telling him that he. cannot continue his studies until he has repaid the whole amount his uncle spent in sponsoring him.
Frame 6: The young man, confused. He cannot decide whether to continue with his plan of going to school, or to work hard and repay his uncleso he can be free of him.
IV. Procedure:
1. Show the picture story to thestudents. 2. Elicit the text from the students.
3. Lead the class in a discussionabout the young refugee's problem. Ask them what they would do if they were the young man.
Elicitas many alternatives as possible. Accepteven 134the remotest and wildestalternatives. they I 4. Lead the students in examining each alternative suggested to determinewhether it would be to the advantageor disadvantage of the young man. You may want to draw a grid asfollows to facilitate the 1 discussion: Advantages Disadvantages 1
Options 1 1. 2. 3. 4. 1 1 5. Based upon their conclusions, the students recommend the best two or three solutions and writedowntheir reasons for their choices. 1 V. Variations:
This strategy can be used with any work or study related dilemma story. The exampleswhichfollowhere were contributed by David Ingels and Richard Cleveland. They suggest that teachers write their own dilemmastories and 1 encourage their students to createscenarios as well.
Dilemma No. 1: Vinh has been in the U.S. for eight months. He is eighteen years old. He is in high school. His parents want him to get a high school diploma. Vinh finds 1 school very difficult. His English is not goodenough and he cannot do his course work. Vinh thinks that maybe he should drop out ofhigh schoolbecause he feels he cannot graduate before the legal age. Vinh's friends are attendingvocational school to get a skill and are working part-time. They 1 tell Vinh that it is hopeless to study in highschool.
If you were Vinh, what would you do?
Dilemma No. 2:
Chinh is a sixteen year old Vietnamese boy. His English is not very good. He hates school, because school is all in English and he does not understand anything. His friends tell him to drop out of school and play pool or drink coffee all day. His mother does not want him to drop out. She wants him to finish 1 school. What should he do? 1 What happens if someone drops out of school?
Another type of dilemma story was contributed byHortencia E. Lasin. This is an illustrated story with a text. In discussing it, the students consider not only the contentof 1 :1 1. IP the story, but the protagonist's schedule. The story and schedule are as follows:
Lai is looking for a job. He was a truck driver in Vietnam. Last week, he went to, see a job counselor to ask about jobs. The job counselor asked him if he wanted to be a driver again. Lai said he wanted to study and be a mechanic. The counselor told him about a very good vocational school. Lai asked if hecould study and work at the same time. The counselor advised him to look for a part-time job.
Lai is now working part-time and studying part-time. This is his typical weekday schedule:
8:00am 12:00noon Attend class 12:00n 2:00pm Go home, rest, eat lunch 2:00pm 6:00pm Do homework 6:00pm 10:00pm Work as a dishwasher 10:00pm 11:00pm Have dinner with the family
The students discuss the story and Lai's currentschedule. They relate their conclusions to their own situations and write about their priorities. II Classification : Housing -- Unit 8 Continuing Learning Emphasis
By : Estelita C. San Diego Ofelia Bondad Charisse Gabinete Gloria Resurreccion
Title Looking for a House to Rent
I. Rationale:
A major concern of refugees in the U.S.is where theywill live after staying with their sponsor or relative for an initial period. This lesson familiarizes students with the languagethey need to get information from people and from advertisements, and to discuss their options.
II. General Description:
Before this lesson, students prepare by finding out information abouthouse hunting in the U.S. Eachgroup reports the results of its research to theclass. Students analyze situations and choose appropriate housing foreach situation. They then write dialogues and role-playthem.
III. Materials Needed: Classified housing ads Visuals showing advertisements such as: House for Rent House for Rent House for Rent Furn. 2 brs. Util. Unfurn. Util. not 3brs. Furn. incl. No children. incl. 2 brs. $500. Util. not incl. $800. Call Call 561-2487. 1 mo. adv. $600 496-9641. Call 563-4432.
For Rent For Rent 1 br. Furn. Util. 2 br. Furn. Util. incl. W/ gar. not incl. Children $1,000. Call Mr. ok. No dep. Call Smith 494-5372. 563-5581. A situation written on Manila paper; for example:
Tam has five people in his family: his wife, twosons and two daughters. He earns $800.00 a month whilehis wife earns $600.00. His elder son is going to school. He is looking for a house near a school and nearhis wife's place of work.
Situation cards Visuals of furniture, appliances, and parts of the house
IV Procedure:
1. Assign out-of-class research tasks. For example: Group 1 interviews Americans on how Americanslook for a house to rent. 37 Group 2 works on the sample classified ads, listing the abbreviations and finding their meanings by asking other teachers, students, or staff.
Group 3 finds out what questions they should ask when looking for a house or apartment to rent.
2. Give the students a week tocomplete their tasks. During the week, review the parts of the house, facilities, furniture, and house rules.
3. After a week, Group 1 reports to the class theresults of their interviews about how people in America look for a house.
4. Post the sample classifiedhousing ads. Group 2 reports on the meanings of the abbreviations in the sample ads.
5. Post the situation written on Manila paper. Students discuss and decide which classified ad Tam should pursue.
6. Distribute the situation cards. The students decide which of the ads describe the houses or apartments best suited for the circumstances described on their situa- tion card.
7. Students share their situations and decisions and talk about househunting. Encourage discussion by asking questions such as: Did you find it easy to read the classified ads? Was there anything you didn't understand? Is it easy to look for a place that answers your needs?
8. Group 3 reports on what to ask when looking for a house or apartment to rent.
9. Students write dialogues between landlords and house hunters and role play their dialogues.
10. Post their work.
1:38 Classification : Housing -- Unit 8
By : Celsa Alojado
Title : A Visit to the Teacher's Dorm
I. Rationale:
When students use language in realistic, hands-on situa- tions, theyare more likely to retain the language they learn.
II. General Description:
Students learn the language for various household objects, utensils, and tasks while using/doing them in theteacher's dorm.
III. Materials Needed: Cooking and cleaning utensils Food Pencils and paper
IV. Procedure:
1. Ask students to draw their billet in PRPC, theirhouse in their native countries, and their dream house. Then ask them to compare and contrast the living quarters and facilities in each of the houses --- theone in theirhome country, the one in 2RPC, and theirdream house.
Through this process, elicit language about housing from the students. Write what they say on the board. Help them with the words they need to express what they want to say. Encourage students to label their drawings with the words which come up during the discussion.
2. Assign students tasks before going to your dorm, e.g.:
Task 1: List furniture, appliances, and objects in the living room, bedroom, kitchen, dining room, and bathroom.
Task 2: Defrost the refrigerator and list the food items inside; turn on the TV and watch what is on.
Task 3: Cook pancakes and French fries; set the table; wash the dishes.
3. Proceed to the dorm. Students do their assigned tasks.
4. They then report orally and in writing what they observed and did.
5. Post their written work in the classroom.
139 I Classification : Banking -- Unit 10
By : Tessie Padilla Cyril Rios Norma de los Santos Plutarca Reyna Patricia Castigador Naida Esquero
Title Banking Simulation
I. Rationale:
Using language int real context for a real purpose facili- tates language learning. It is not possible for us to duplicate in camp an American bank setting, but it is possible to enact the transactions that go on in a bank. This simulation provides students with experiences in performing various types of banking transactions.
II. General Description:
Students perform a variety of transactions in a simulated bank setting.
III. Materials Needed:
Passbooks Checks Money order forms Deposit and withdrawal slips Applicat!ons for savings accounts Play money Counter Signs
IV. Procedure:
1. This strategy is best done by a whole team so that the teacherson the team can be the bank personnel at the various bank "windows."
2. Each student is given a task to perform at the bank. The tasks include: cashing checks, buying money orders, opening savings accounts, depositing and withdrawing money, and acting as a security guard and interpreter.
3. After the students have completed their tasks, they report on their experience to the rest of the class.
V. Evaluation:
The strategy was simple but meaningful. Some students were able to learn with help from the faster students. Students were eager to do every transaction the bank offered.
140 Classification : Post Office -- Unit 11
By : Bethel Ann Cortez
Title : Mail Box Story
I. Rationale:
Letter writing is an everyday experience for many of our students and is therefore seen by them to be a relevant use of language. Writing letters motivates students to learn new language, since communicating withsomeone they are interested in is important to them.
II General Description: Students read a letter which asks for help and write a reply to the letter. They then write their own letters anddrop them in a class mailbox. Each student draws out a letter and writes a reply.
III. Materials Needed: A letter relating a problem and asking for help A mailbox Envelopes Paper and pens
IV. Procedure:
1. Put the mailbox, with the letter in it, in a conspicuous place in the classroom.
2. When the students become curious about it, invitethem to look inside and read the letter. Encourage them to use any sources they want in understanding the writer's problem, e.g. peers, phrasebooks, dictionaries, or you. I
3. Ask students to write a reply to the letter, suggesting solutions to his or her problem. This can be done individually, in pairs, or in groups.
4. Students share their replies. Encourage discussion I regarding any differences in their opinions.
5. The students now write their own letters tellingabout their problems and, placethem in the mailbox. [Signatures are not required.]
6. Each student draws a letter from the box and responds I to it with suggested solutions to the problem.
7. They share their responses and post their work inthe I classroom.
8. The mailbox can become a permanent feature of the classroom and students can exchange letters on their I own.
14 Classification : Post Office -- Unit 11
By Unknown
Title Going to the Poet Office
I. Rationale:
Most students receive letters or parcels from their native countries and send letters abroad. Language related to using the postal services will continue to be important to them once they are in the U.S.
II. General Description:
Students do research on their own which requires them to ask questions in English at the camp post office. They later report about their experience in class. III. Materials Needed:
Pictures of a post office (exterior and interior) Assignment cards
IV. Procedure:
1. Using the picture of a post office, elicit from the students language related to the post office and its services, e.g. post office, send, package, letter, buy stamps.
2. Give students homework assignments. They can pairup to do these. Encourage them to ask questions of their own as well. Following are examples of assignments:
How much does it cost to How much does it cost to send a package airmail to send a registered letter Vietnam? to the U.S.?
How much does it cost to How much does it cost to send a package surface send a letter to the mail to the U.S.? Palawan refugee camp?
How much does it cost to How much does an aerogram send a letter to France? cost?
3. Spend some class time having students role play what theywill say when they go to the post office to find out the answers to theirassigned questions or questions of their own.
4. After two or three days, the students report back to the class what they learned.
142 Classification: Post Office Unit 11
By Laurie Kuntz
Title Letter Writing
I. Rationale:
Letterwriting gives students practice in writing and talking about themselves, and helps them learn what are culturally appropriate topics, acceptable ways of opening and closing, acceptable ways to addresspeople, appropriate uses of colloquial language, and alternative ways to say something (paraphrasing).
II. General Description:
The teacher presents sample letters to the class and asks students to identify the topics discussed in the letters. Students talk about the kinds of letters they receive. The teacher demonstrates how s/he would reply to one of the sample letters and the students then write lettersof their own.
III. Materials Needed: Three sample letters appropriate to students'language level NOTE: The letters should be from three sources,each clearly showing by the language used a different kind of relationship with you, e.g. from your mother, fromyour student, and from your friend. For example:
Letter May 15, 1988 Dear Laurie,
How are you? I am fine. I'm very busy. Now I have a part-time job and I study three nights a week. I am learning a lot of English now. I hope you can visit me when you get to the USA.
Letter 2. May 30, 1988 Bklyn, N.Y. Dear Laurie,
We received your letter yesterday. We are glad toknow all is fine with Steven and the baby. We all loved the pictures. We think the baby looks just like Steve. What do you think? What is the baby doing? Does he smile a lot? Does he sleep through the night? When will you come home?We hope you can come home this summer. We can't wakt,_to see you. All is fine at home. Daddy is on a diet now..and he is losing lots of weight. Please write soon and send more pictures. Let us know if you need anything. We love and miss you. 143 Letter a
May 25, 1888 San Francisco Dear Laurie,
Hi, I know it has been a long time since I'vewritten, but I'vebeen so busy. I have a new job now. I work at night as a bartender. The money is real good. I make lots in tips. I have a vacation in August. I have two weeks off. I was thinking of visiting you. Would that be okay? You know how much I love to swim and I hear the Philippineshas wonderful beaches. How are Steve and the baby? Send some pictures, of the baby. He must be about 6 months old by now, right? Well let mehear from you soon. If I'm going tovisit you I have to make plans. Take care, my best to Steven.
P.S. Is the Philippines expensive? I don't have that much money saved.
IV. Procedure:
1. Tell students you have received three letters one from your mother, one from your student, and one from your friend. Post the three letters on the blackboard.
2. Presenteach letter separately. Have students guess who wroteeach letter and have them come up with different ways of signing the letter (e.g. "Love, Mom," "Miss you, Mom").
3. Ask the students what the subject matter of each letter is. Write down the topics:
Family Studies Health Work Vacation Hobbies
4. Ask students who they get letters from and what they write about. From their answers make the following chart:
Family Friend Teacher Lover Supervisor FAMILY HEALTH VACATIONS STUDIES WORK HOBBIES LIFE PROBLEMS MONEY
5. Ask the students if it is appropriate to write about the listed subjects with the people named at the top of the chart. Have them fill out the chart using acheck for yes and an "x" for no. 141 6. Demonstratehow you would reply to one of the sample I letters: June 1, 1988 1 Philippines Dear Susan, 1 It was greatto hear from you. Your new job sounds great. It's good that you're working nights- you always had so much trouble getting up in the morning! 1 Steveand Noah are fine. Noah keeps us busy. went back to work in April. With work and ababy I have no free time at all. 1 I'm sorry but I don't think it would be a good time to visit right now. It is rainy season; it rains all the time. You can't swim because the water's too 1 rough so you wouldn't be able to go to the beach. don't have any time off now, either. I'm planning to be in California in October. I'll call you and try to visit you. Hopefully, you'll be 1 able to visit next year. The best months to come are Oct.-March. Write again, it was nice to hear from you. I hope 1 you're happy and healthy. Love, Laurie 1 P.S. The Philippines isn't too expensive, but I'd bringa lot of money cause there are many nice things to buy. So, save your money! 1
7. Students now choose two people to write to, e.g. to you and to their best friend in camp. 1
8. The students report on the differences in the two letters they wrote in terms of topics, greetings, closings, etc.
9. Respond to each letter sent to you. This canbe the beginningof a continuing letter exchange. Encourage 1 students to continue an English letter exchange with their best friend too. 1
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145 1 Classification : Social Language for Young Adults Unit 13 Addendum By Unknown
Title Social Dilemmas
I. Rationale:
When our young adult students are in the U.S. they will face rany situations which pose inter-cultural, inter- ,..;enerational, and legal dilemmas for them. This strategy involves them in learning the English associated withsome of those situations, and in thinking through how theymight deal with them.
II. General Description:
Students write the text for a picturestory depicting a social dilemma and write a continuation for the story. They role play difficult social situations presentedon situation cards and interview Americans to find out more about how those situations would be dealt with in the U.S. III. Materials Needed:
"Dai's Story," a picture story available in the IMS ESL Materials Library; see Variations, below, for other social dilemma stories. Situation cards with the following writtenon them:
Card 1 Card 2_
You go to a party at a Your next-door neighbor friend's house. At the invites you to a party. party, some people are Everyone at the party is passing around marijuana drinking beer when, cigarettes. suddenly, two people begin to fight. No one can stop them, so you call the police. Carda Card A friend invites you to You invite your friends go to a party with him. to a party at your house. At the party, he has too Some of your friends have much to drink. On the too much to drink. When way home, the police they leave, a couple of stop him because he is them kick over garbage driving recklessly. cans. One of them throws a stone through your neighbor's window. The police come. IV Procedure:
1. Post "Dai's Story," one picture at a time, processing eachpicture and asking students to predict what will come next. 2. Students create a text for each picture. 146 Divide the class into small groups to write acontinua- I 3. tion of the story.
4. Students role-play what they have written. 1
5. Hand out one situation card to each group. Each group writes a dialogue and acts it out for thewhole class.
6. Ask students to use sources outside theclassroom (e.g. interviews with Americans) to find out the consequences of the situations.
7. After several days, students report back on whatthey found out.
V. Variations:
Other dilemma stories which could be used in thisstrategy include: Dilemma No. 1
Ta Chock is a Khmer refugee in the U.S. His friend, Dave, invited him to a party one Saturday night. Chock was very happy and surprised, and heaccepted right away. At the party, all of the Americans drank a lot of beer. By the end of the party, Dave was very drunk. Chock told Dave he should not drive home, but Dave said hewas fine. Chock was afraid to ride with Dave, but hedidn'twant to leave his friend alone. If you were Ta Chock, what would you do?
Dilemma No. 2.
Lai is a 15-year old Vietnamese girl in California. She came to America with her parents three yearsago, and now she goes to high school. One day, Charles, a 17-year old schoolmate asked her to go to a school dance with him. 1 Lai's parents were worried but they allowed her to go. Lai was very excited because it was her firstdate. I Charles pickedher up at home and drove her to the dance. The dance was a lot of fun and Lai was very happy. On the way home, however, Charles stopped his car andtried to kiss her. Lai was shocked and didn't know what to do. What, in your opinion, should she have done? I
Dilemma No. a
Bob is a student at Culver City High School. He is a good athlete and a good student. He is handsome and very popular. One day he invited Kwan, a Laotian girl, to go out with him.
Kwan likes Bob. She thinks he is a nice boy and she wants him to be her friend, but she doesn't want to go out on a date with him because she already has aboyfriend. What do you think she should do? 147 I I Dilemma No. 1 (This is a picture story, available at 1 the IMS ESL Materials Library)
Frame 1: Many peopleare drinking and dancing at a 1 party. Frame 2: After the party, three boys are still drinking. Frame 3: They get into their car and weave down the 1 highway. Frame 4: A policeman chases them on a motorcycle. Frame 5: He stops the boys. 1 Frame 6: He asks the driver for his driver's license. Frame 7: The policeman orders the driver to walk a straight line, but the boy can't walk straight. 1 Frame 8: The policeman arrests the boys, takes them to the police station, and puts them in jail. 1
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148 .1111111111111110111110111111110111111411111111111111111111111111111111MIM MOM I 1
1 INTRODUCTION
The Strategy Notebook, Part II, is theculmination of an effort that was begun over four years ago. It is 1 the result of the collaborative work of teachers, supervisors and program officers, working inclassrooms and in committees to develop, review and fieldtest the 1 many ideas which staff shared with each other. Part II of the Strategy Notebook isdivided into five sections: 1) Books, 2) IMS ESL Materials, 3) Learning ResourceCenter Materials. 4) Photos and Slides, and 5) Videos.
1 Each section is compilation of instructional materials, accompanied, in some cases, by suggestionson how to use the materials in an open-endedway. (See the discussion in the introduction to this book.) The Books and the Videos sections provide a comprehensive listing of all the items we currentlyhaveunder those categories, while the remaining three sections highlight 1 only some of the many materials whichare available.
It is hoped that, by providing a handydescription of many of the materials available to ESL-AB teachersat ICMC, Part II of the Strategy Notebook will be a valuable resource in planning lessons. 1 Special thanks for making Part II of the Strategy Notebook possible go to each of the committee chairpersons:
Ben Vacio, Book Committee Helen Aguilar, Materials Review Committee 1 Celsa Alojado, Learning Resource Center Committee Josie Pajel, Photo/Slide Committee Laurie Kuntz, Video Committee
Thanks go to Ben Vacio for his patientwork in laying out the ESL-ABBook section, and to Jesus Mercado, Abraham Ocfemia, andRex Pe, who steadily and 1 carefullyworked with layout editor, Helen Aguilar, in puttingtogether the other four sections of Part II. Special thanks go also to Norberto Alejado of IMS for all the support he gave us in preparing thecamera ready copy.
Pindie Stephen 1 I" 1 I
v,,...... ,....,,..,....,...... ,/ BOOKS
151 I BOOKS
TABLE OF CONTENTS
PaleNo.
Introduction 3 1 Category Title Folktales
Beggar, The 5
Giant, The 6
Hon Vono Phu 7
Lac Long Ouan and Au Co 8 1 Legend of the Bamboo Shoots, The 10
Legend of the Tea, The 11
Luu Binh and Duong Le 12 1 Rooster, The 13 Saint hong 14
Son Tinh and Thuy Tinh 16
Star Apple, The 17 Story of the Pineapple, The 19 Stupid Son-In-Law, The 21 Thao Gam Pha 22 1 Tiger and the Buffalo, The 25
Uncle Cuoi and the Banyan Tree 27 Woman With Two Husbands, The 29 1 You Must Live 31
Holidays and Celebrations
Christmas 33 4th of July, The 34 1 Hmong New Year 38 Lantern Parade 39 Mid-Autumn Festival 44 1 Naming Ceremony, The 45 Pi Mai Lao 46
Tet 47
Thanksgiving 48 Trick or Treat 49
1
152 1 Category Title piaNo.
Refugee Experiences
All About Myself 52 Flight to Freedom 53
Gai 54 My Life After 1975 55 My Life in PRPC 57 My Love Story 58 Touch of Reality, A 59
U.S.A.: Refugee and lonigrant Experiences
Al-Anon 61 Bounia and Thai Take a Trip 64 Discrimination 65 Fishing at Bear Lake 67 Garage Sale 68 Making Friends In A New Land 69 My Grandfather's Story 71 Pocket Money 72 Soisavinh's Problem 73 Telephone Message 74 Thao Gets a Haircut 76 Too Much Freedom 77 Who Is My Friend 79 Winter Work in Minnesota 80
Other Stories
Absinthe's Money 82 Absinthe's Sickness 83 Chao And The Firefly 84 Great Bank Robbery, The 87 Little Lost Bobby 89
j5 3 INTRODUCTION
This section of the Strategy Notebook, Part II, contains the text and illustrations of every one ofthe fifty-four ESL-ABBooks. It represents an enormous amount of work on the part of gifted authors, editors and illustrators. The Book Committee,* begun in 1986, coordinated the book development project by prioritizing andediting stories submitted to it, and bymonitoring their illustration, fieldtesting and production.
The ultimategoal of these books is to meet the needs of our beginning readers by providing predictable reading materials, i.e. reading materials rich incues which supportthe reader in makingmeaning fromthe text. The Book Committeeconsidered the following criteria when reviewingeach book: Was it of high interest to students? Was it basedon students' background knowledge, beliefs, and experiences? Did it have supporting illustrations which clearly showedthe meaning of the story? Was language used in context? The resultingbooks go a longway toward providing appropriate readingmaterial for ourbeginning level students.
Grateful acknowledgement for this section goes, of course, to all of the authors and illustrators of the books, and to the IMS production staff. Thanks goalso to Ben Vacio, the current chairpersonof the Book Committee for putting this section together, and tothe former chairpersons, Leda Denamaruez (1989-1990) and SrisudaWalsh (1986-1989) for bringing these books to completion. A special thanks goes to the volunteer artists who went way beyond the call of duty in drawing the reduced illustrations shown in this section.
* More information about the Book Committee and its work can be found in the ESL-AB Handbook.
154 FOL K TALES
15 Title The Nigger Author/Editor Sriseda Walsh
Original Illustrations by : F. R. N. Naralag III
Reduced Illustrations by : Abrahaa Ocfeeia Where Available Classroom Libraries, INS Naterials Library Learning Resource Centers, Neighborhood Libraries
Once upon a time in a swell village One day he said to himself, 'If there was a beggar. Everyday be begged I have a lot of rice, I will sell it for rice from the villagers. and bey a wife.'
'When we have a child, I will take Then tue beggar went into his care of him while sy wife works in the rocs to see how such rice he had. rice fields. If she says no, I will hit her.'
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While he was pouring the rice frog The rice fell through the floor the bag, the bag slipped from his hands. and the neighbors' chickens ate it all up.
156
D"'Ir AN 1E Title The Giant Author/Editor Khaysavang Soosak, edited by Linda Dumo
Original Illustrations by : F. R. M. Maralag III and Bienvenido Reynoso
Reduced Illustrations by : Cuong Van Pham Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
Once upon a time there Everybody went by and the powerful giant was a powerful giant who his palace, would eat anyone who walked lived in a big palace. by.
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He would eat animals Soon, nothing passed by. Finally, a clever cat too. went to visit him.
The cat congratulated The cat asked, 'Could you Then the giant turned him- him, 'I hear everybody say become an animal ?' Sure,' self into a big lion. The that you're very powerful. said the giant. cat jumped and shouted, 'Oh, You can become anything you no l's afraid! Please turn want to. Is that true?' yourself into a smaller 'It's true,' he answered. animal!' Like what?' the giant asked. 'A rat,' the cat replied.
'OK,' the giant said. When the cat saw that, After that, there were no Then he became a small rat he jump down to catch the more giants, and everybody and ran around the floor. rat and ate it all up. could go anywhere and have a happy life. I Title Hon Yong Phu Author/Editor Alan Blackstock
Original Illustrations by : Sam Torrejos
Reduced Illustrations by : Abraham Ocfesia Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
17rA 14,4I 'Pi 9rii11
Long ago in Central Vietnam there was a One day the husband was called to fight in happy family a husband, a wife and a a war far away from hose. baby boy.
His wife was very sad, She stood there until at last she became and missed his very such. waiting in the wind, a stone. Every afternoon she took rain and storm, her baby in her arms, and climbed to the top of a nearby mountain to look for her husband.
And today, if you go to Central Vietnam, On top of the mountain is a stone that looks you can see a mountain beside the sea. like a woman holding a baby, still waiting for her husband, who will never come home. Title Lac Long han And Au Co I Author/Editor Nguyen Thi Hong Nhung and Nguyen hoc Thai
Original Illustrations by : F. R. M. Maralag III
Reduced Illustrations by : Reiko Padilla Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Long ago, there lived a great dragon and The fairy queen, Au Co, was the queen of a fairy queen. the mountains.
The great dragon, Lac Long Ouan, was the One day, Lac Long Ouan and Au Co saw each other king of the sea. for the first time. They knew when they met that they were in love.
Several months later, the great dragon Lac Long Ouan and Au Co watched over their children and the fairy queen had children. One until the boys had grown big and strong. hundred sons were born from one hundred pearl-shaped eggs. 159 Title Lac Long Goan And Au Co(Cont...page2)
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The great dragon then talked to the queen Au Co sadly left, taking fifty sons with her to of the mountains.He told her that the her hose in the mountains. time had come for her to return to the mountains and for his to return to the sea.
I
Lac Long Ouan took fifty sons with him The fifty sons in the mountains became the hill and returned to the sea. people of Vietnam.
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The other fifty sons, who Lac Long Gan named his Hung Vuong became the first went to the sea, became oldest son Hung Vuong. king of Vietnam. Vietnam's lowland fishermen and farmers. I GO 731 COPY AU1LABLE Title The Legend Of The Bamboo Shoots Author/Editor Lan Thi Kieu, Tuan Anh Le, and Hau Duc Noo, edited by Lea Bondad and Josie C. Palei Original Illustratigns by Abraham Ocfemia and Pao That Jon Reduced Illustrations by Abraham Ocfemia Where Available Classroom Libraries, IMS Materials Liorar:, Learning Resource Centers, Neighborh000 Librarles
A long time ago, there Mach Tong traded One oay he asred, It s summertime, lived a woodcutter named wood for rice and 'Mother, what food do *other. There are no Manh Tong. He lived with vegetables so you think would help shoots now," Mann his mother who was very they could eat. you get well? Please Tong eNolained. old and sick. tell me and I will get it for you.' His mother replied, 'I want to eat bamboo shoots."
But he loved He found a bamboo Finally, hefainted. After a while, He oicied some his mother very grove, but there were he came to. He and nurriediy went much, so he went no bamboo shoots to was surprised to home. to the forest to be seen. He sat down see many small look for bamboo and cried. His tears bamboo shoots or shoots. He roamed watered the bamboo the ground. the forest until grove. he was very tired.
He cooked the He served them After his mother Since tnen, bamboo shoots bamboo shoots. to his mother. ate them, she got have beer called, 'Mach Tong.' well. Bamboo shoots are a symbol of children s love and respect for their parents. I Title The Legend Of The Tea Author/Editor Jesus Mercado Original Illustrations by Bienvenido Reynoso Reduced Illustrations by Jesus Mercado Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
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A long time ago, a Buddhist Bodhidharea was always He spent nine years meditating monk lived in China. His name meditating. in front of a wall. was Bodhidharma.
One day he fell asleep while When he awoke, he was very So, he cut off his eyelids. meditating. angry with himself for falling asleep.
He threw them on the ground. The eyelids grew roots, and became a tea plant.
162 Title Luu Binh and Duong Le Author/Editor Alan Blackstock
Original Illustrations by : Sam Torrejos
Reduced Illustrations by : Coung Van Pha Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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Luu Binh and Duong Le were They had to study hard because But when they took the exam, 1 students. They were also good they wanted to pass the exam to Duong Le passed and Luu Binh friends. They always studied get a job in the palace. failed. Luu Binh was very sad together and they shared every- because he could not go to work 1 thing. They shared their food, in the palace with his friend. their money and their clothes. 1
1 After some time, Duong Le became But Duong Le's servant sent him But Duong Le had not for- very rich from his work, but Luu away. Luu Binh was sad and angry. gotten Luu Binh. He wanted Binh was still poor, So one day "Now that Duong Le is rich, he to make Luu Binh study hard 1 Luu Binh went to the palace to has forgotten his best friend," so he could pass the next ask Duong Le for help. he thought. exam. 1 11111.1ffaumws ID
ATV4.1tEie. 1
And that is what happened. After a few days, a woman The next time Luu Binh took When Luu Binh saw that his selling fruit came to Luu Binh's the exam, he passed. He went 1 friend would not help his, home and gave him some money. 'Why straight to the palace to tell he knew he had to work hard are you giving me money?' Luu Binh Dung Le. When Dung Le heard to help himself. So he asked. But the woman went away saying that Luu Binh was outside, he 1 studied hard every night. nothing. sent his wife to meet him.
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Luu Binh was very surprised to Then Luu Binh knew that Dung Le see the woman who had given his had not forgotten his, but helped 1 money, 'Why are you here?' he him in a different way. The two asked. "I am Dung Le's wife," men became close friends again, 163 she answered. as they had been when they were students. 1 I Title The Rooster Author/Editor Srisuda Walsh
Original Illustrations by : F. R. M. Maralag III
Reduced Illustrations by : Abraham Ocfesia Where Available Classrom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
A hungry rooster was He looked behind the fence. He looked into the water. looking for food to eat. He looked under a log and around rocks.
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He looked on the street. He looked in the bucket. He looked next to the coop.
He looked near the flowers. The rooster saw a shiny He thought, 'To se you are stone. He looked at it a not worth a grainof rice.' long time. Then he knew. The thin rooster stepped over This was a special stone. the stone. He moved away 164 and continued looking for food. Title Saint Giong I Author/Editor Rosalie Casis Original Illustrations by Ly Van Xinh
Reduced Illustrations by : Agnes Foronda Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
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A thousand years ago, a One day the woman went to the She saw strange footprints poor woman lived in a small forest to get some vegetables. and stepped in they. village in Vietnam. She was neither beautiful nor young. She wasn't married.
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She went home and cooked She knew she was pregnant. She felt ashamed, so she her meal. People said, She is bad.° left her village and went to 1 After she ate, she felt live in the forest. sick. 1
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After nine months and ten She looked after Siang alone. At that time, the enemy from days, a child was born. She He ate a lot, buy stayed very the north attacked her country. called him Ging. small. They were very strong. They Three years passed, but he killed many children and old still couldn't speak or cry. He people. 1 only lay in bed everyday. The The king sent people all over mother felt very sad but couldn't the country to find brave and 165 do anything. wise men to save the country. Title Saint Siong (Cont...page2)
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When the king's man came to 6iong's village, 6iong asked the king's man to make an iron the boy suddenly got up and called him. His horse, armor and a long iron stick. He promised mother was very surprised. to defeat the enemy.
When the man left, 6iong asked his mother for a A week later, the King's man came back with the lot of food and water. He ate and drank for many iron horse, the armor and the iron stick. Hong days and nights. 6iong grew up quickly and he put on the armor, took the stick in his hand and became a strong man. rode away on the horse to fight the enemy. Fire came out of the horse's south.
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Siong used his iron stick to kill the enemy Then he went to the top of a mountain and flew soldiers. When the stick broke, he pulled up into the sky. bamboo to kill thee. 6iong defeated the enemy. After that, the people called him 'Saint 6iong' and built a temple to honor hie. 166 Title Son Tinh And Thuy Thinh I Author/Editor Tien Ngoc and Nguyen Gum Thai Original Illustrations by F. R. M. Maralag III Reduced Illustrations by Reiko Padilla 1 Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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King Hung Vuong VIII had a Son Tinh was the King of Thuy Tinh was the king of beautiful daughter. the mountains. the sea. 1 1
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Son Tinh and Thuy Tinh both One day, the King made the two Early the next morning, Son wanted to marry King Hung young men a promise. The first Tinh was the first to bring Vuong's daughter. man to bring an offering to the an offering to the king. king would be allowed to marry 1 the beautiful princess. 1
Later that day, the young man Son Tinh then took his wife Thuy Tinh became very angry married the princess. to their new home high in and'jealous. He made the rain 1 the mountains. fall and the wind blow. The flood waters rose higher and higher. 1
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Son Tinh took his wife and Thuy Tinh could not reach Every year when the winds, moved higher up the mountain them. Son Tinh and his wife rain and floods come to Central to escape the rising flood were safe, high in the Vietnam, Son Tinh and Thuy Tinh waters. mountains. continue the fight that was 167 begun hundreds, of years ago. 1 Title The Star Apple Tree Author/Editor Linda Dm Original Illustrations by F. R. M. Maralag III
Reduced Illustrations by : Cuong Van Phut Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
A long time ago in a faraway When the parents died, they The field was very good and country, there was a poor left an inheritance of a small the star apple tree was very family with two sons. field and a star apple tree. old.
The older brother took the The younger brother was When the star apple tree field by force and gave the very sad, but he couldn't bore fruit, a strange thing star apple tree to his do anything about it. happened. A great eagle flew younger brother. to the tree and began eating the star apples.
The younger brother saw But the great eagle said, 'But first, you must sew a this and said, 'Oh, eagle, 'I'll pay you back with gold.' bag. Tomorrow I'll come back please don't eat any fruit. and we will fly to Gold Island.' need the star apples to exchange for rice.'
And that was exactly The younger brother became When the older brother heard what happened. a rich man. about.it, he hurried to visit his younger 'brother and asked, 168 'How did you become rich?' Title The Starapple (Cont...page 2) U
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The younger brother told So the older brother exchanged The older brother sewed a his what had happened at the his inheritance for the tree. big, big bag that would hold old star apple tree. a lot of gold.
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The eagle returned. This Use, the eagle took When they flew back across the older brother to Gold the sea, the eagle couldn't 1 Island. fly very high because the bag of gold was too heavy.
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But the older brother did So the eagle flew low He sank into the sea with not want to lessen the weight. and the older brother fell his bag of gold and the eagle 1 off the eagle's back. could not save his. 169 1 Title The Story Of The Pineapple Author/Editor Cycle 81 Students, edited by Rosalie Casis and Emily Herrick Original Illustrations by Tran Van Rieng Reduced Illustrations by Jesus Mercado Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Once upon a time in a small village there She lived with her daughter, Thos. Thom lived a widow named Dua. She was very old was young but lazy. and very weak.
One day Dua got sick. She asked Thom to She needed some rice. She went to her mother cook rice for lunch. Thom went to the and asked, 'Where's the rice?' Her mother answered, kitchen. "In the cupboard.'
Thom needed a pot. She went to her Bother Thom needed a match, a cup and a ladle. again and asked, 'Mother, where's the pot?" She asked her mother where all these things 'Under the sink,' her Bother answered. were.
BEST COPY AVARATI Title The Story Of The Pineapple (Cont...page 2)
Her mother was tired of answering so many Suddenly a fairy appeared and asked, 'Why are questions. Dua got angry and cried. you crying?Can I help you?' Dua answered, 'Yes, I wish my daughter Thom had many eyes so she could see all the things she's looking for.' "You will have your wish,' the fairy answered, and soon he disappeared.
Dua called her daughter, but Thom didn't Dua hurried to the window, and in the garden she answer. She called her again. She heard her saw a strange fruit with many spots that looked like daughter's voice in the garden. eyes. The fruit answered, 'I am here, mother, but because of your wish I turned into this fruit.'
Dua called this fruit by Soon Dua died. When she died, This is why the pineapple her daughter's name, Thom. she became a crown of leaves on is called 'Thom' in Vietnamese. Dua was very sad because she the fruit. So Dua and Thom Pineapple, the new fruit, became missed Thom so much. were together again. the symbol of a mother's love for her daughter in spite of all 171 her daughter's faults. U Title The Stupid Son-In-Law Author/Editor The Cycle 133 Book Review Club, edited by Amelia L. Mendoza
Original Illustrations by : Long Kim Nguyen and Jesus Mercado 1 Reduced Illustrations by : Jesus Mercado Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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Long ago, a young man wanted to get married. One day the young man saw his father-in-law His mother and sister said to him, You must take an ax to cut a tree. He followed him and 1 be good to your wife's parents, Do whatever your said, Can I help you cut the tree?' father-in-law does and always help his." The father-in-law answered, "Sure! Come along."
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When the father-in-law started to cut a tree, Each time, the son-in-law did not finish cutting the son-in-law offered to do it for him. So the down the tree, but followed his father-in-law to father-in-law left hie by the tree and went to another tree. another tree. The father-in-law thought the son-in-law was 1 Then the son-in-law stopped cutting the first crazy. He got scared and ran away. When he looked tree and followed his father-in-law to the second back, he saw his son-in-law running after him. So tree. 'Please let me cut down this tree," he the father-in-law ran even faster. said, so the father-in-law left him by the second The father-in-law ran so fast that the towel tree and went to the third tree. wrapped around his head fell off. The son-in- The son-in-lawdid not finish cutting the law saw this and unwrapped the towel from his second tree but followed his father-in-law to the own head and threw it on the ground. third tree. The same thing happened many times.
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ISF 1 ,II I fr. / 2"1 When the father-in-law reached home,he saw All the neighbors came to find out what the his wife sitting in the kitchen. problem was. The young man explained that he was 1 He grabbed her and whispered, 'Stay away from doing what his mother and sister had told him to our son-in-law. He's crazy." The son-in-law do because he wanted to be a good son-in-law. grabbed his mother-in-law too. All the neighbors agreed that the son-in-law The father-in-law and his wife yelled for help. was the most stupid man they had ever known. 1 The son-in-law yelled for help too. 1 7 2 Title Thao Gas Pha Author/Editor Carl Bankston Original Illustrations by Mario C. Hernandez Reduced Illustrations by Ben Vacio 1 Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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Many years ago a young man One day Thao Gas Pha He walked for a long time. named Thao Bas Pha lived in left his city. a city in Laos. 1 1
He became very tired. Thao Bas Pha went to sleep He dreamed. In his dream, 1 under a tree. he saw an old man. 1
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Theold man said, 'If 'If anyone wants to buy it, 'If anyonewantsto trade, 1 anyone gives you anything, don't sell it.' trade.' take it.' 173 1 Title Thao Sam Pha (Cont...page2)
Thao Gam Pha woke up. When he started to walk, he heard Thao 6as Pha caught three crickets singing. the three crickets.
He met a man carrying 'Will you sell your crickets?' Thao 6as Pha thought of the cloth. the man asked. old man in the dream.
'No, but I will trade,' Thao Thao Gam Pha walked on. He set a rich man. 6as Pha said.
1 Title Thao Gas Pha (Cont,..pageS) U
Thao Gas Pha rode the horse 'I like your cloth,' the 'No,' said Thao Gam Pha, rich aan said. 'Will you sell 'but I will trade.' until he set a serchant with a it?' beautiful daughter.
'I want your ho-se,' said 'No,' said Thao Gas P48, Thao Gas Pha married the merchant. Will you sell it?' 'but I will trade.' the merchant's daughter.
Thao Gap Pha became a rich serchant, had many children, and was very happy. 1Pr I Title The Tiger And The Buffalo Author/Editor Cycle 81 Students with Violeta Ample, edited by Virginia Estante
Original Illustrations by : Ly Van Xinh and F. R, M. Maralag III 1 Reduced Illustrations by Abraham Ocfemia
Where Available . : Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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1 A long time ago, the fur of the tiger had The buffalo looked handsome, too, because he many colors: yellow, blue, green, red, purple, had a nice set of teeth. orange, and pink. It was as beautiful as the 1 rainbow.
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1 One day the tiger saw the buffalo tied to The buffalo disagreed. He said that people a tree. He said that the buffalo was afraid had wisdom. 1 of people even though they were very small.
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The tiger was confused. He didn't under- He wanted to see wisdom so he asked the farmer 1 stand what "wisdom" meant, about it.
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'I will go to my farm to get wisdom," The tiger agreed, and so the farmer tied him to 1 said the farmer. "But I must first tie a tree. you up or you eight harm my buffalo." 1 7C MST COPY AVAILABLE Title The Tiger And The Buffalo (Cont...page2)
The farmer went hose. When the farmer came back, he put some dry straw around the tiger and set it on fire.
The tiger yelled and yelled. He struggled The buffalo laughed at the tiger. He laughed to get free. Finally he escaped, but the fire so hard that he jumped up and down. had turned his fur yellow with black stripes.
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He fell down and hit a stone, and knocked Ever since then, the fur of the tiger has out his upper teeth. been yellow with black stripes, and the buffalo has had no upper teeth. 1 I Title Uncle Cuoi And The Banyan Tree Author/Editor Cycle 81 Students, edited by Rosalie Casis, et al. Original Illdstrations by Kha Truong Thanh and Chito P. Umali
Reduced Illustrations by : Beth Bacarro Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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There was a an named Uncle He was a woodcutter. He He cut wood in the forest. Cuoi. earned a living by cutting firewood. 1
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Uncle Cuoi had a wife. Her One day Hang got sick, and The fairy gave hie a branch. name was Hang. She was very Uncle Cuoi was very sad. He It was a magic branch.He told 1 beautiful but not very smart. prayed and prayed until a fairy Uncle Cuoi that the branch could appeared. cure his wife.
1 Then Hang got well. Uncle Cuoi planted the branch. Everyday, Uncle Cuoi went to It quickly grew into a big the forest to cut wood. banyan tree. Everytise he left the house, he The fairy returned. He told told Hang not to pee under the uncle Cuoi not to pee under the banyan tree. tree. If anyone peed under the 17 8 tree, the tree would fly to the moon. Title Uncle Cuoi And The Banyan Tree (Cont...) I
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One day Hang went near the Unfortunately, she could not The tree started to fly away. tree. She tried to resesber resesber and she peed under the When Uncle Coui case back, he 1 what her husband had told her. tree. saw the tree going up. 1
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He jusped and grabbed the But the tree, together with She was very sad and soon roots of the tree. Uncle Cuoi, flew higher and she died. 1 higher. Hang saw her husband and the tree reach the soon. 1
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Now you can see the shadow of Uncle Coui and the banyan tree in the soon. 119 1 I Title The Woman With Two Husbands ALthor/Editor Linda Dumo, et al.
Original Illustrations by : Mario C. Hernandez
Reduced Illustrations by : Cuong Van Pham Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Long ago, there lived a They got tarried and were One day, the King's messenger young man and woman who loved very happy together. came. He told the man he must each other very much. join the King's army and fight in a war.
The man sadly left his wife There was a bo tree a short Finally, the man walked and went away to become a distance from the house. Time away from the tree and did soldier. after time, he walked away from not return. the tree, but then came back again. The tree made him sad and frightened. It also made him cry.
There was a spirit in It went to the man's house The spirit then changed that bo tree and it became and saw the wife. She was very itself into a man. The man very curious about the man beautiful and the spirit fell looked just like the woman's who had cried. in love with her. husband. I Title The Wain With Two Husbands (Cont...page 2) I
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When she saw hit, the wife The can and the woman lived When the war ended. the real 1 was surprised and very harpy. happily together for a short husband returned home. The 'Why did you come back?" time. woman saw the two men. She she asked, became frightened and confused. 1 The King doesn't need me," said the man. "Now Ican stay here with you.° 1
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Both men were angry. 'She's The two men and the wife went One day, the husband was sy wife," said the spirit. to a judge. The judge didn't walking in the forest. He "No," said the husband, know what to do. He told them set a hare and told his about 'I serried her before I went he couldn't help. the problem. away to fight for the king.' The real husband was very The hare wanted to help, so sad and didn't know what to do. he told the husband to take his 1 to the judge. 1
The hare told the judge to When the judge gave a bottle The hare quickly put a cork
find a small bottle, The an to the two men, the spirit was in the bottle, and threw it into who can get inside the bottle very happy. the river. 1 is the real husband," said the 'I've won! I've won!' said "The thing in the bottle is hare. the spirit as he made himself not a man," said the hare. 'Only very small and got inside the a spirit can make itself small bottle. enough to get inside. Now we 1 know who the real husband is.° 1
From that time on, the 181 woman and her real husband lived happily together. Title You Must Live Author/Editor Bob Burgess Original Illustrations by Sam Torrejos Reduced Illustrations by Martin Drendain Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Hien was a young man with One day, Hien saw a lot of His wife came to talk to a wife and two small children. wood in the river. It was windy him. "I don't wantyou to go They lived in a small village and the water was rough. He out in the river alone." she next to a river, wanted the firewood so he began said. "The water is very rough. They were a poor family and to push his boat into the river. Please take me with you.° earned a living by collecting wood from the river. Hien sold the wood as firewood.
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So they went out into Suddenly the boat cracked The boat sank, and the couple the middle of the river and water rushed inside. tried to swim ashore. and began to collect fire- Hien's wife became exhausted. wood. He tried to pull her through the water, but he couldn't do it.
'Please go ashore by your- When he reached the shore, Hien went often to the self,' she said. 'I will try he knew she had drowned. river with his children. He to follow." remembered his wife and the day she died. 182 He admired her for what she had done. She had died so that he could live and take care of their two children. I I
HOLIDAYS AND CELEBRATIONS
183 Title Christmas Author/Editor Srisuda Walsh Original Illustrations by F. R. M. Naralag III, M. S. Fulgencio and Sam Torrejos
Reduced Illustrations by : Thanh Van Phan Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
Christmas is a big holiday in the United Christmas includes many traditions. States. It is the time when Christians Americans decorate their houses and celebrate Jesus' birth. put up Christmas trees. On December 25th, many Christians go to church to worship.
During the weeks before Christmas, people People invite their relatives to their houses. send Christmas cards to all their friends. They eat a big dinner and give presents. They usually put the presents under the Christmas tree.
People go from house to house to sing A lot of people go shopping. Stores are Christmas songs, decorated with colored. lights.
People have parties at work and at school. But most of all,Christmas is a time for giving Working people get one or two days off and and sharing, and showing love for each other. students have a two-week vacation. 184 Title The 4th of July Author/Editor Sharon Snyder
Original Illustrations by : Al Medilo
Reduced Illustrations by : 1
Where Available : Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1 JULY SMTWTF S 1 I234e 6789101112 1 13141516171819 202122232425 26 2728293031 I
July 4th is a holiday in United States. On July 4th, Americans celebrate their It is Independence Day. independence from England. 1 1
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Families get together and have cookouts. They eat their favorite foods: hot dogs, hamburgers, 1
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and, of course, ice cream. Some families have cookouts in their backyards. 185 Other families have cookouts in parks. I I I Title The 4th of July (Cont...page 2)
Many towns have long parades. Bands play,
veterans march, clown sake people laugh,
and beauty queens ride in cars. Majorettes twirl batons.
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MST COPY AVAILABLE Title The 4th of July (Cont...page 3)
On the street, people buy softdrinks, The best part of the 4th of July is hotdogs, and ssall Aserican flags. in the evening.
After the sun goes down, luny towns Sole of the fireworks are loud. have fireworks.
All of the fireworks are very beautiful. At the end of the day, everyone is very tired and very happy.
187 Title
holid ay 4tThe The ostoffrof h July 4thof J88 4rericans. prois July atoll* 4th bably the vox OF ittacwctrRz ytk tt. p4czcs (cont favorite wasof JULY Dm- ...page 41 Title hem; New Year Author /Editor 3risuda Walsh
Original Illustrations by : Dan Factoran Reduced Illustrations by. Ben Vacio Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
The HAIDDO New Year Cele- It begins at the end of Family members return to bration is called noj peb caug. the rice harvest. their villages.
The ti, send away the People like to eat and drink. They ride horses and play gases. bad spirits, call thegood spirits, and bringgood luck 40r the next year.
They dance and sing. Boys and girls play ball. Everybody has fun. New Year a happy tise. 189 Title Lantern Parade Author/Editor Candelaria Tolentino
Original Illustrations by : Mario C. Hernandez
Reduced Illustrations by : where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
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REST COPY AVAILABLE Title Lantern Parade (Cont...page 2) I
10J... 1I 1141 V. FKIE00.4 rnag wmEN . PLAZA X *4444110014400p 7. WM. .Hest(, W2 ,WmGOT!, N. wHofItt MtPAARKti ti.lveN GO 14.6 owlnYOU REACN THEAvow Aoki%
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BEST COPY AVAILABLE Title Lantern Parade (Eont...parie
( ON YOUR RIGHT 16 THE womErcuseAND MCITOFISCck_. OU GO GTAAG/HT AHEAD FOLLOWING THE MAIN RO.I.O.
MISS FREERYA PLAZA. 'THERE ARE Tv.0 01.12 eawrs IN IT, A STAGE, AND TV/0 FLAGFIDLES FREECCto C' A7:. KITH tHE UN AND PHILIPPINE FLAGS WAVING.
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THIS MUST BE FREEDOM PLAZA. THERE ARE THE TWO GOATS THAI 1 ANNA TALKED ADOuT. WHERE 010 THESE. SORES E01AE FROM I'LL ASK MY FRIENDS. Apc_rr 1 NG IDCKEO RWZSCN,SOUSAN. IT TODH. HER. ON.YAFEw PrKes -TOMO HIPA. HE WAS WITH VANKHAM. SAIL AND VANI...tVvA ENJOYED WATCHING THE D.RADr.. 1
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WAS ICatlI wIIIN HIS mai HER. HE JUMPEC WITHA JOY WHILE fOINTING AT THE LANTERNS 1 mOTHER, LOors THAT RED LANTERN t MY FAVORITE. T LIM IT VER'y 1
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BEST COPY AVAILABLE Title Lantern Parade (Cont...Page 5)
194 Title Mid-Autumn Festival Author/Editor Class 1112, Cycle 100, edited by Silver On Hua Hy Trung, and M. S. Fulgencio Original Illustrations by : Duong Thien Trung,
Reduced Illustrations by : Isabel Garcia Where Available Classroom Libraries, INS Materials library Learning Resource Centers, Neighborhood Libraries
Every year, 'let Trung-Tk, or Mid Autumn Tet Trung-Thu is a big holiday for children in Festival, comes on the fifteenth day of the Vietnam and China. Parents buy presents at the eighth month. market for their children. 0 0.1
In the evening of let Trung-Thu, the Their parents pray and place incense, water, children carry many different kinds of mooncakes, candies and flowers in front of colored lanterns. They sing and walk the house. around the town.
The children come home and eat mooncakes with their parents. And then their parents tell them stories about the soon. I Title 1 The haling Ceremony Author/Editor Thelma Rodriguez
Original Illustrations by : Chito P. Usali
1 Reduced Illustrations by : Rang Cong Danh Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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1 Nhia Pao had a new baby. He proudly The peopl, in the village came to congratulate him. showed his son to his family.
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1 The next day, Nhia Pao went The men in Nhia Pao's The women carried water from house to house to invite family cooked most of and firewood. 1 families to the naming cere- the food. mony. 1
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On the third morning, Nhia He called all the men. Nhia Pao announced the Pao began the ceremony. They stood on one side of baby's name: Tau Kao. the table. Nhia Pao, the baby and his wife stood on the other side.
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Then the elders began to The women joined the guests and the festivities tie strings on the baby's wrist. began. 1P6 Title Pi Mai Lao Author/Editor Srisuda Walsh Original Illustrations by F. R. N. Maralag III
Reduced Illustrations by : Ben Vacio Where Available Classroos Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Lao New Year is on April The Laotians clean their They cook special food. 13, 14, and 15. houses.
They visit their friends At New Year, sole people like They let birds out of small and relatives and enjoy to throw water on each other. bamboo cages. delicious seals together.
They take sand to the teuple. New Year is a happy tile.
LEST COPY AMIABLE Title Tet Author/Editor Srisuda Walsh Original Illustrations by F. R. K. Maralag III Reduced Illustrations by Ben Vacio Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
In Vietnam, New Year is Everybody gets up at dawn and People go to temples and called Tet. puts on new clothes to greet the churches. New Year is the biggest new year. holiday of the year.
At home they offer flowers, Families get together to talk People put money in red incense, food, and wine to and eat. envelopes and give them to their ancestors. their family and friends.
There is music and dancing. Everybody has fun. New Year is a happy time.
BEST i;OF1 AVAIL. E, Title Thanksgiving I Aathor/Editer Rosalie Casio
Original Illustrations by s F. R. N. Naralag III
Reduced Illustrations by : Abraham Ocfemia 1 Where Available Classroom Libraries, INS Materials Library Learning amerce Casters, Neighborhood Libraries 1
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1 Thanksgiving is an lapor- Nooks before Thanksgiving, Families fiat together.Some- testholiday in the United Americans plain for the holiday. times grandparents, aunts mind States. It is es the fourth moles travel by car, bus or Thursday of November. plane to the celebration.
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1 Each family prepares a People ovally pray before They usually eat turkey, large seal on Thanksgiving they eat Thanksgiving dinner. dressing, sweet potatoes, embed day. They thank Sod for all the good potatoes, grey, craeberries, 1 things in their lives and they core aid psepkia pie. remember the early settlers ia America. IV I 1 CC."'" 1
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There are baskets of In some places, there are and many cities have football fruit and bolds of nuts. parades, gases. 1
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People watch the parades Everyone has a good time. aed football gases am TV. 199 BEST COPT Title Trick Or Treat Asther/Editer Isabel Semis
Original Illustrations by t N. S. Fulgeacio deduced Illustrations by : Cm, Van Phan Where Available Classroom Libraries, INN Materials Library teaming Resource Costars, Neighborhood Libraries
Halloween is a popular holiday Several mks before the young boys and girls wear in America. It is on October holiday, porents help their strange clothes and masks. 31st. children prepare Halloween Some masks are finny. Others costumes and decorations. are scary.
Some children dress up Other children dries up as Iodises they look as witches. They wear long sailors, cowboys, or cloves. like western or animals, black dresses and tall pointed hats.
Whennight comes, children Some carry jack -o-lanterns. They ring doorbells and go around the neighborhood. All carry 'trick or treat' bags. knock en doers.
C' ( " EST COPY AVAILABLE Trick Or Treat tContpage 2) I Title
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As the door opens, they The boys and girls hold out Sometimes, if thechildren shout, 'Trick or treat!" their bags, and their neighbors do not receive a treat, they play Most adults pretend to be put candy inside. a trick on their neighbors. They frightened by the masked may soap their windows, children. 1
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or wrap their cars and When the children return home, they 1 trees with toilet paper. remove their masks. They count their treats and put them in a safe place. They eat some candy everyday until it is all gone,
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1 REFUGEE EXPERIENCES Title All About Myself Author/Editor Thelma Rodriguez
Original Illustrations by : F. R. M. Maralag III
Reduced Illustrations by : Jesus Mercado Where Available Classroom Libraries, IMS Materials Library Lumina Resource Centers, Neighborhood Libraries
My name is Nguyen. I al married. My wife's name is Loan. I have three children.
I was a farmer in Vietnam for ten years.
I planted rice and corn.
I raised chickens and ducks.
Life was hard but i earned enoughmoney for my family. 2:3 Title Flight To Freedom I Author/Editor Thelma Rodriguez Original Illustrations by Sam Torrejos Reduced Illustrations by Reiko Padilla Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
After the war, life in Vietnam was very difficult. There was not 1 enough food and life was miserable.
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So my wife and I, along with our two My family, along witheighty other people, children, escaped from Vietnam on February rode in a small boat. 9, 1981. We had to leave our oldest daughter to take care of her grandmother.
The weather was very bad. The waves were At last we reached Pulau Bidong. It was the very big. We ran out of food and water. We first land we saw after ten days on the sea. were all afraid. Although we felt sick and weak, we were very happy to reach land again. 20 4 1 I Title Gai Author/Editor Alan Blackstock Original Illustrations by Mario C. Hernandez 1 Reduced Illustrations by . Jessie Ponce
Where Available . Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1 1 1 1 Gai is an Amerasian. Her mother is Vietnamese. Her father was an I American soldier. 1 I 1 When the war ended, Bai's Gal and her mother were They had no money, so they 1 father went home. left alone. sold cakes on the streets. I
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1 Gai was still very small, Life in Vietnam was too Now they are in PRPC, waiting and she was always tired and difficult for Gai and her to go to America. hungry. mother, so they left. 1
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I But 6ai is worried. She How can she make friends? 6ai is afraid that life in looks like an American, but The Vietnamese think she's an America will be difficult too. she cannot speak English. American; The Americans think I she is Vietnamese. 205BEST COPY AVAILABLE Title fly Life After 1975 Author /Editor Ash Novels le, edited by Lurie Katz
Original Illestratems by : Norma Narcayda ladeced Illestratiess by : Norma Marceyda Where Available Classroom Libraries, INS Naterials Library Leers* Marc, Caters, Neighborhood Libraries
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My child is Amerada'. After 1971, I worked I had Gamy pictures of His father was an American as a hairdresser.My mother sy Americas boyfriend. I soldier whoreturned to took care of ay child. wanted to save them to show America in 1974. my child how handsome his father was.
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But one day ay mother Many people thought I pas Is 1977, my mother died. I burned all the pictures bad because I had an American was very sad. 1 had no one to of sy boyfriend. She boyfriend. take care of my sop. 1 was was afraid the Vietcong Hy mother told me I should worried. w ould find them and send carry a Vietnamese man. se to jail.
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My son asd I lived in a When sy child west to school, I was tort. My son was a one -room apartment. I had he was not treated well.The geed bey aed I panted hie to a Job and worked very hard. other children called his be prod of his father. My life was difficelt. Aeerasian and said bad this's abed es. Title My Life After 1975 (Cont...page 2)
One day,I met a Vietnamese He became my boyfriend. I married him and soon man named Mr. Thua.He was I told him I had an Aserasian had a son. Now I have a mechanic. son. It didn't matter to two sons. him. He wanted to marry me.
Four years later, we left Vietnam. Because one of my sons is Amerasian, my family and I can go to the U.S.A. We are happy to go. We hope our life in America will be a good one.
21'7 My. Life i ARC I Title Author/Editor Thelma Rodriguez Original Illustrations by Bienvenido Reynoso Reduced Illustrations by Jesus Mercado 1 Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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Life in PRPC is pleasant. I don't pay to go After getting water for my billet, I take a bath. to school. My rent and food are free. In the morning,I usually get up at five o'clock.
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ThenI eat breakfast with my family. I go tc school in the morning for four and a half hours.
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In the afternoon, I work outside from two Then Icook dinner while waiting for my wife to o'clock to four o'clock. come home from school. 1 ^.o I Title My Love Story AuthoriEditor Thoa Thi Tran, edited by Laurie Kuntz Original Illustrations by Norma Marcayda and Jackie Bacal-Torres 1 Reduced Illustrations by Norma Marcayda Where Available Classroom Libraries, INS Materials Library I Learning Resource Centers, Neighborhood Libraries I 1 I I'm from Bac Lieu, City. I quit school when I was 15, It's a mil city in Vietnam. I because my family was poor. 1 I 0 I I went to live with my My friend, Ian, had an American He was very nice. We began sister in Saigon. I got husband. He introduced me to his dating. I a good job making clothes. friend, Jay. Jay was in the American military. 1 I I
We fell in love and He left in 1973. After he left, I found out I lived together for a year. I was 'pregnant. 1 I I
Now,I have a daughter. Soon, my daughter and I will 1 She looks like her father. be in America. I hope I can When I look at my daughter, find my American boyfriend. I miss her father. 209 I Title A Touch Of Reality Author/Editor Thelma Rodriguez Original Illustrations by Al Medilo Reduced Illustrations by Beth Bacarro 1 Where Available Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries 1
He told me a little about Today I received a letter He misses me very much from my brother in the States. and looks forward to seeing life in America. He advised I am very happy to know that me in America. me to study English while I he is alright. am still in the camp. 1 1
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He said life in America is My brother is working as He sent me a money order very fast and I may not have a welder in a car company. for one hundred dollars. My enough time to study English. He works five days aweek family and I are very happy and earns eighteen dollars about it. Now I can buy new 1 per hour. clothes and shoes for my wife and children.
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Ert.3i AVAILABLE USA: REFUGEEAND INNISRANT EXPERIENCES Title . Al-Anon
Author/Editor . Lynne Weintraub
Original Illustrations by : Jessie Ponce
Reduced Illustrations by :
Where Available : Classroom Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
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Van is a good mother. She has Van goes to school too. six healthy children. They all go to school. 1
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But Van is always worried. Her Van talked to Truc. She said, 'I's upset. husband, Truc, drinks whiskey everyday. I. worried about our family.' But Truc did not stop drinking.
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Van cried everyday, but Truc did not Then she shouted at Truc and she broke all stop drinking. of his whiskey bottles. But Truc did not stop 1 2 drinking.
1 PEST COPY AVAILABLE I Title Al Anon (Cont...page 2)
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Van wanted to die. She stopped One day, the teacher, Louise, came to visit. going to her English class. Van felt embarassed. She said, 'Louise, I'm very sorry. I can't 1 go to school because I have too many problems.. My head is not clear.' 1
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1 Louise talked to Van about Truc. Van did not want to talk about her problems, She invited Van to a meeting with some but she went to the meeting with Louise anyway. friends. The name of the meeting was Al-Anon. 1 She said, 'Maybe you would feel The people were very friendly. Sometimes better if you talked about your they felt very sad. They talked about their problems.' families and they talked about drinking.
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One woman said, 'My son drinks. I Louise said, 'My husband drinks everyday. cannot stop him.' A man said, 'I feel He doesn't listen to me, but my children do. 1 upset because my wife drinks too much.' I can take care of my children and myself.' 'Before, I cried everyday, but now I have friends. They listen to me. They understand my problem and they help me. 1 2 Now I feel better.' Van listened to everyone, but she did not speak. Title Al Anon (Cont...page 3)
She went hose and thought about Al-Anon. She thought about Louise and the other friendly people. Maybe Van will go to the Al-Anon meeting again next week. Maybe if she talks to friends, she will feel better. U Title Bhounua And Thai Take A Trip Author/Editor Srisuda Walsh Original Illustrations by Chito P. Ulan Reduced Illustrations by Reiko Padilla Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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Bounna and Thai live in Los Angeles. One day they drove Bounaa's car to San Diego. They wanted to visit their friends in San Diego. It was hot and Thai was drinking beer. 1 1
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Bounna drove very fast, and a police- The police saw an open can of beer in the car. man stopped them.
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He gave Boum two tickets: one for driving too fast and 1 one for having an open can of 215 beer in the car. 1 Title Discrisiaation Author/Editor Sriseda Walsh and Carl Bakst=
Original Illustrations by : Joseph Estrada Reduced Illustrations by Thant: Van huh Mhere Available Classroom Libraries, INS Materials Library Learning Resource Casters, Neighborhood Libraries
Tam worked at a factory Every night, his supervisor, Every night, Imam told Tam's from 4:00 p.a. to midnight. Susan, told Tao to clean the co-worker, Dan, to weep the hot, dirty boiler roam and carry airconditioned offices? out the garbage.
After several weeks, Tam 'Susan,' said Tam, 'Shy do Tam bacon very angry. began to wander why Susan you always give Dan the easy He thoeght about how Susan always gave him the difficult jobs and always give we the had been treating kin. jobs. He decided to ask her. difficult jobs ?' Susan frowned, 'Look, if you don't like it here you can quit,' she answered.
He was certain that she was One day in ESL class, Tam's till told Tao that racial discriminating against his teacher, till, saw that Tam discrimination is illegal in because he was black. 'Mhy had a probles. He asked the U.S.He suggested that does she do that?' Tao thought. Tam to tell hie about it. Tam tell the Imager what never did anything to her.' had happened.
Tam went to the factory wager That night, when Tao went to that same day and told hie his work, Susan looked very story. Thewagerwrote down unhappy. everything and said he would talk to Susan. BEST COPY AVAILABLE U Title Discriiination (Cont...page 2)
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"Tam,' Susan said, 'the tanager Then she called Dan in and said, said I had to apologize to you. Is sorry.' 'Dan, you go clean the boiler root But Susan didn't sound sorry, she sounded and Tat, go sweep the offices.' 1 angry. 1 1 1 1 1
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1 I Title Fishing at Bear Lake Author/Editor Srisuda Walsh Original Illustrations by M. S. Fulgencio 1 Reduced Illustrations by Jesus Mercado Where Available Classroos Libraries, INS Materials Library Learning Resource Centers, Neighborhood Libraries
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Sossavinh went fishing at Bear Lake. He did not have a license. 1
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1 He was out all day and caught twenty-two fish. He did not know that the limit was only fifteen.
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1 When he was leaving,a ranger case and talked to him.
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He gave Sossavinh a ticket because Sossavinh did not havea license, and because he caught too many fish. 1
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Sossavinh will have to to court 218 go and talk to a judge.Maybe he will have topaya fine., Title Garage Sale Author/Editor Srisuda Walsh Original Illustrations by Sam Torrejos Reduced Illustrations by Norma Warcayda Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Keo and his family live in Seattle, Washington. Keo goes to work everyday. His wife, Kwan, stays home with the children.
They do not have a lot of money. They like Keo gets up early on Saturdays. He drives to buy things at garage sales. around to look for garage sales.
IY!)iii-tucIYW100.1 s.Le\'(11MA1 t
One day Keo saw a sign: "Garage Sale, 2040 He bought clothes for his children, a chair and Prince St." Keo drove to the house and looked a pan. He only paid six dollars. at the things for sale.
Keo took the things hose. Klan was very happy with them. t 2 F 9
"IT COPY MALE Title Making Friends In A New Land Author/Editor Carl Bankston and Srisuda Walsh
Original Illustrations by : Sat Torrejos Reduced Illustrations by Reiko Padilla Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Minh is an Amerasian. His father is an In the United States. Minh worked in a factory. African-American and his mother is Viet- During breaktime, he noticed that the white workers namese. He was born in Saigon. Vietnam. usually sat in one group and the black workers He came to the United States through the usually sat in another. Orderly Departure Program for Vietnamese Minh did not understand this, but he decided he Amerasians. would sit near the blacks.
They were talking about politics. "Those 'What are 'Democrats' and 'Republicans' ?' Democrats don't know anything but taxes and Minh asked. more taxes,' said one man. One of the black workers loOked at him. 'The Republicans juSt want to give more "Don't worry about it man. You're Vietnamese. money to the rich," said another man. American politics is for us Americans." Minh felt that he didn't belong to the black group.
The next night he sat with the white group. The men raised their eyebrows, looked at the 'Come over and watch the game on TV next ceiling, shook their heads, and then stood up and Sunday," one man said to another man. walked away. "I'll pick-up a few six-packs on tNY way,' No one talked to Minh. said the second man. 'I like games very such,"Minh said. U Title Making Friends In A New Land (Cont...page 2) 1
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After that during breaktime, Minh sat by A few days later, one of the black men saw Minh himself between the two groups. sitting by himself. He sat down next to Minh and 1 He felt unwanted. He was angry and very, asked him what was wrong. After a few minutes, very sad. Minh told his.
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1 'We all feel lonely sometimes,' the new Little by little, Minh becale friends with new friend said, 'and life is harder for you the other workers. Sosetimes he was lonely, but than it is for most people. But that means he kept trying. you just have to try harder.Come over here 1 and sit with us.' 221 1 I Title My Grandfather's Story Author/Editor Alan Blackstock Original Illustrations by Jesus Mercado Reduced Illustrations by Jesus Mercado Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
My name is Benjamin Lee. I at a Chinese My grandfather was born in China. He came to American. I was born in the U.S., and so were the U.S. when he was a young man. my parents. Traveling was not easy in those days. My grandfather had to spend many weeks in a ship crossing the sea.
Life was very difficult for hie when he He only earned one dollar a day.Little arrived in California. He was by little, he saved enough money to start a poor and he could not speak English. small grocery store. But, he got a job working on a farm. One of his customers was a pretty young woman.
She also came from China, but she had been After my grandfather got to know her, he in America since she was a little girl. asked her to marry him. Life was not so difficult for her, because She agreeo, and they raised a family. her parents took care of her. My father was their third son.
My father studied hard in school and became a banker. Life has not been as difficult for my father and me as it was for my grandfather. 2`"`)
BEST COPY 17,:L1. U Title Pocket Money Author/Editor Srisuda Walsh
Original Illustrations by : F. R. M. Maralag III Reduced Illustrations by Jessie Ponce Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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1 Moua Thong lives with his parents He is a student at Westview Adult School. in Sacramento, California. 1
1 One day at school Moua Thong saw an Moua Thong called the center about the Job. announcement on the bulletin board: (Full sign printed in the book with job, 1 wages, where to call and when to call.) 1
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The next day he went to apply.He saw The man at the center talked to Moua Thong. other students who also went to apply. He told his to wait for a call.
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A week later Moua Thong got a phone call Moua Thong was very happy. from the center. The man told his to go to an old woman's house to cut the grass. 22 3 1 Title Telephone Message Author/Editor Srisuda Walsh Original Illustrations by M. S. Fulgencio Reduced Illustrations by Adlai Castigador Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Ky Nam and her family live in Chicago, She is a Vietnamese counselor at Westview Adult Illinois. School.
One day on her way home from work, she After she paid, she left without her purse. stopped at the Jewel Supermarket.
An American lady named Joyce found Ky Joyce looked for Ky Nam's telephone number Nam's purse. She looked for a name inside in the phone book. the purse and found Ky Nam s driver's license. 2.25 rtrir rtuPprif ft c diJZBL Title Sossavinh's Problem Author/Editor Srisuda Walsh Original Illustrations by M. S. Fulgencio Reduced Illustrations by Cuong Van Pham Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Somsavinh and his wife, Malaythong, live in They don't have a lot of money, but they San Diego. Their house is cheap, but it is in bought a car, a television and a stereo on time a bad neighborhood. payments.
Somsavinh and Malaythong both work everyday. One day, someone broke into their house and stole their television and stereo. This was not the first time this had happened to them.
They want to move to a better place, where But they need to have at least eight hundred there are not a lot of robberies and other dollars in cash in order to pay for the deposit crimes. and the first month's rent. They don't have the money because they spent 224 both their salaries and didn't save 'any. U Title Telephone Message(Cont... page 2)
She called Ky Nam but Ky Nam was not When Ky Nam got home, she called Joyce. home. Joyce talked to Ky Nam's son, Hung. Joyce was out, but had left this message She told him to tell his mother to call on her answering machine: her at 543-2687, "Hello. This is Joyce Thompson. Bill and I are out right now. Please leave your name and number when you hear the tone and we will call you back when we return.'
Ky Nam heard the message but did not know She called Joyce back and this time she left what to do. She hung up the phone. Then she a message: This is Ky Nam. Please call me at remembered hearing about answering machines. 582-36I2.'
When Joyce got home, she got Ky Nam's Ky Nam went to Joyce's house and got the purse. message and called her. She was very happy. 226 ":ST COPY TYAll 4111 Title Thao Gets A Haircut Author/Editor Alan Blackstock Original Illustrations by Jonie Arroyo Reduced Illustrations by Jessie Ponce Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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1 Thao is from Saigon. In Saigon, yuung men But when Thao went to America, hisuncle like to have long hair. said, "Bet a haircut, if you want to get a job.' 1
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1 1 (hap went to the barber shop. The barber "How about a punk haircut?' asked the barber. asked him, °How do you want your hair?' "OK," said Thao. 'I don't know,' Thao said. 1
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Then Thao went to ask for a job. When the Thao went home. When his uncle saw him, he boss saw him, he said, "Get out!I don't want laughed and laughed. 1 any punks here!"
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'You'll never get a job with that Thao didn't need another haircut for haircut. I'll cut it foryou." a long time. 1 227 1 U Title Too Much Freedom Author/Editor Alan Bankston Original Illustrations by Bienvenido Reynoso 1 Reduced Illustrations by Cuong Van Phas Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
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Sang Na. Chinh left Vietnam in 1977. He was His older sister, Mui, and his younger brother, twelve years old. Sing Su, went with him.
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They went to live in Los Angeles, California. Nam Quit school because he didn't understand English.
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He worked for a while as a Then he joined a gang called In December, 1984, the Hac 1 busboy and as a delivery boy. the Hai Oui boys. Qui boys robbed the Jin Heng, jewelry store. 2 C. I Title Too Much Freedom (Cont... page 2) 1
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They also killed a policeman. Has was arrested.
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Now he is in jail. He say be put to death. Why did Nam get into trouble?His sister, Hui, says there is too such freedom in America.
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People can buy drugs Nam's brother, Sing Su, is Nui tells her family in and guns easily. a good student. But for Has it Vietnam that life in America 1 is too late. is OK. But every time she thinks
.....9 of Nam, she feels sorry. 1 I Title Who Is My Friend Author/Editor Isabel Garcia, et al.
Original Illustrations by : Mario C. Hernan6ez
1 Reduced Illustrations by : Norma Marcayda Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries 1
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Tuyet Yeng and her family She and her older sister, Linh, One day, two boys started arrived in America in 1987. were students at Jay Cook High laughing at Tuyet and Linh. She was 14 years old. School. They hit Tuyet and pushed her to the floor. 1
1 Tuyet and Linh cried. There No one except Mamie Kellam. Mamie went to help them. was a crowd of students around She was a 16-year old black She stopped the boys.The 1 them, laughing and pushing. student, and she saw what boys laughed at Mamie too. No one helped. was happening. She was angry at the boys and pitied the girls.
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1 Snip took the two sisters Then she went to the disci- A teacher, Benjamin to the nurse's office. plinary office and reported the Larriccia, heard what had two boys. happened. He was worried about Tuyet, Linh.and Miele. 1 He talked to the other teachers and the principal.
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Later, the two boys were In April 1988, Mamie Kellam suspended from school. received the Anne Frank Youth Award for her courage. She had helped someone she did not know. 20'0 BEST COPY AVAILABLE Title Winter Work In Minnesota I Author/Editor Thelma Rodriguez
Original Illustrations by : F. R. M. Maralag III
Reduced Illustrations by : Tieng Cong Phu:, Cycle 149 1 Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
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It was winter in Minnesota. Mai Xiong looked out of her She thought of the wars apartment window. She was cold hills in Huey Sai. and lonely.
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Mai Xiang picked up She put the baby on her back Soon, her Hmong friends her three month old baby. and began to sew. came to visit.
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They sewed blankets, bags Her American sponsor came too. Elaine said, 'These are and other colorful needle- Her name was Elaine. beautiful! Are you going to 1 work. sell them?' Mai answered, 'Yes, do you think Americans would 1 like them?" 1
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Elaine answered. 'Yes. I At the party, Mai Xiong Elaine's friends bought a will have a party.We can and her friends showed their lot. Mai was very happy. show your needlework to work. my friends.' 431 1 OTHER STORIES
232 Title Absinthe's Money Author/Editor Chas Algaier
Original Illustrations by : Mario C. Hernandez
Reduced Illustrations by : Jessie Ponce Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
C:19:"/".4e.P5:";MUM "II' Aar is OCT' 9$ AL-
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Absinthe Natasha is She was born on Sunday She was born at UST Hospital. a new baby. afternoon, June 15.
She weighed seven Absinthe's grandmother so she sent Absinthe's mother pounds, thirteen was very happy when Absinthe some wanted to put the ounces when she was she heard the news, money. money in a bank, born.
so Absinthe could use it But Absinthe's father so he could go to bars. to go to school. wanted to keep the money,
That made Absinthe's so she hit her husband Now the money is in the bank. mother sad, on the head with a baby bottle. 233 r""7Plaice/ '";;\;71 r:!1:'Ft: 4101 I I Title Absinthe's Sickness Author/Editor Chas Algaier Original Illustrations by Mario C. Hernandez Reduced Illustrations by Thanh Van Phan, Cycle 149 Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
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Absinthe Natasha got She threw up and had a Absinthe's parents were sick one day. temperature of 140 F. very worried,
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1 so they took Absinthe to The doctor put Absinthe in In the hospital, the nurses see a doctor. the hospital. put Absinthe on IV feeding,
and gave her penicillin After three days, Absinthe so the doctor let her go hose through the IV. was better, with her parents. 1 1
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Absinthe was glad to get back to her toys. 23a 1 Title Chao And The Firefly Author/Editor Alan Blackstock
Original Illustrations by : Rienvenido Reynoso
Reduced Illustrations by : Adlai Castigador Where Available Classroom Libraries, 1MS Materials Library Learning Resource Centers, Neighborhood Libraries
Chao was a very curious boy. One night he was It flew out to the street, and Chao followed it. playing in front of his house when he saw a fire- fly, blinking on and off, off and on. He tried to catch it, but it flew away.
It flew to the corner and turned fight, It crossed the fence and went into the field, and he followed. and he followed.
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It flew down the hill and over the Splash! Chao found himself in the middle river. Chao followed. of the river.
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Luckily, he knew how to swim. He swam and pulled himself out of the water. to the bank of the river,
BEST COP',4, t. I 21 L. a Le Chao And The Firefly (Cont...Page 2) I Title 1 1
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He stood on the bank, feeling very net and 'I'd better go home now,' said Chao. But how? cold. He looked for the firefly. Where had it Chao was afraid he could not find his way. He 1 gone? tried hard to remember. He looked to his left and to his right. He couldn't see it anywhere. 1
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He looked around again and saw the hill. At the top of the hill he saw a field. 'I remember I case down that hill," he said, °I remember crossing the field,' he said. So he climbed up the hill. 1 1 1
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He went straight across the field until he came Now which way? Chao didn't remember. Then he 1 to a fence. "I remember climbing over this fence,' saw a street light. 'Maybe that's the corner.' said Chao. He climbed the fence, then stopped. he said.
(3 1 Title Chao And The Firefly (Cont...Page3)
He walked to the streetlight and found When he got home, his parents were angry. the corner. 'Now I know the way,' said Chao. 'Where have you been?Why are you all wet?* This street leads to my house.' asked his mother. 'It's a long story,' said Chao. 'Never mind,' said his father. "Change your clothes and go to bed."
Just before going to sleep, Chao saw a light outside his window. At first he thought it was a star, but
then it started blinking ... off and or on and off, off and on.
22,7 Title The Great Bank Robbery Author/Editor Carl Bankston Original Illustrations by Al Medilo, Mario C.Hernandez, Sam Torrejos and N. S. Fulgencio
Reduced Illustrations by : Tieng Cong Pham Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Carl Smithhad no money But then he had an idea. He He called his friends, Ben, and no job. He was worried. would rob a bank. John and Jason. The four of them sat down to plan.
When they entered the bank, Jason walked up to a window 'Please endorse it,' the each of them went to a at the counter. 'I'd like to teller said. different place. cash this check," he said.
Ben filled out a withdrawal He went to a different John went to a third window. slip. window. "I'd like to withdraw "I'd like to purchase a money money from my savings account.' order for twenty-five dollars.'
"Please sign your name at Carl went to a desk marked 'Please fill out this fora,' the bottom,' the teller told 'New Accounts.' 'I'd like to the man said. him. open a savings account,' he told the man. U BEST COri a Title The Breat Bank Robbery (Cont...page 2)
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Suddenly, Carl whistled "Give us all your money." As the four men ran out to 1 loudly and the four friends Carl said, or die!" their car, the police came and pulled out their guns. started shooting. Ben and 1 John died. Jason was injured.
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1 Carl jumped into the car He escaped, Do you think and drove very fast to the he's happy? Do you think airport. the police will catch him? 1
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1 Title Little Lost Bobby Author/Editor Carl Bankston Original Illustrations by Janie Arroyo
Reduced Illustrations by : Reiko Padilla Where Available Classroom Libraries, IMS Materials Library Learning Resource Centers, Neighborhood Libraries
Mrs. Clay went to the store She wanted to shop around one day, for clothes, And took her son, But Bobby didn't want little Bobby Clay, to look at those.
So Bobby found a thing He rode through the place that he liked sore. where they sell shirts and pants, A tricycle to ride around the store.
And rode through the place He opened the curtains where they sell potted plants. 24 0 of all the fitting rooms. I Title The Little Lost Bobby (Cont...page 2) 1
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And opened the closet Then Mrs. Clay noticed 1 that holds the sops and the brow's. her son wasn't there,
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And began to look for Bobby Mrs. Clay looked everywhere. in the elevator,
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And she looked She looked behind the 1 up the escalator. 24' sake-up and perfuse.
;11-'771i Title Little Lost Bobby (Cont...page 3)
She even looked around The store manager the men's restroom. helped the worried en. He called little Bobby on the intercom.
She said, 'I'm so happy 'But still, you need to clean YOU could find your store. My little boy for se, It's messy. I won't shop you're very kind." here anymore,' 242 NM INN MO 1111111 NO - OM MI MI =I OM MN MI IMS ESL MATERIALS zzi:...7, IIIII MI OM 1E11 MI 11111 111111 MI IMP MI SelectedINS ESL Materials MATERIALS TABLE OF CONTENTS Introduction Page No. 3 Unit Title Unit Title Page No. Personal Locations Information Date of Birth 4 Free Conversation and Cosposition CueFreeClassrooa Pictures Conversation Conflict and Cosposition 6 Shopping Through Cartoons 16 Time Through Cartoons 11 Telephone Shopping at the Department Store 17 Free Conversation and Cosposition Through Cartoons 13 ExpensiveUsing the Payand PhoneDiscount Calls 2119 Weather Forecast 14 Health Telephone Message 23 Employment: No More Headache 24 Finding A Job Hands of a Working Man 26 MI OM MI UM =I OM UM - MI MI INN MN Unit Title Page No. Unit Title Pape No. YoungEsploysittEducation Adults andfor Social Language An Aserican Party 46 UniversityPhet's Story 2927 PublicFreeOn the ServiceConversation Airplane Announcesent and Cosposition 5249 VocationallanhJobs andfor SchoolMinhYoung Adults 363331 Social Language Through Cartoons 54 RefugeeBoun and Job Khassing Center 4038 for Young Adults Appropriate Attire 55 Housing How to Find a Place to live 42 LonelinessDiscoShopping Mall 615957 Post Office FootballBaseballDrunk Driving 676563 Anti Receives a Package 44 MartialSoccerBasketball Arts 737169 PictureSwiasingAerobics Story: 'Dai' 197775 What'sAt Inter-generationalthe Parkthe Probles? Conflict 818683 I= all MB OM= IMO INS MI OM INTRODUCTION 1111, 811111 MI In MI MI Materialssampling This of sectionLibrary. the instructionalof materials availableThese at materials werethe developed Strategy by Notebook, Part II, teachersthe contains IMS ESLand a Reviewdegreesupervisors Committee in theirfor review. classrooms, and later presented Into reviewingthe materials, the committeeto keeps foremost which the materials support students at all in mind levelsMaterials the in generatingstudentinterestingacrossis the program can use them. finished, the materials are mass-produced by IMS soto thatrespond at his or her own level.language, Afterto the students, i.e. and the degreethe degree to which to which the they review materials allow teachersprocess each are Committee*bebecome inspired to share their successful ideas with theIn aware of thethis materials that are available, so section, as in others, it is hopedthat that other teachers can benefit and that many Materials teachers from Review their will experimentation.and Gratefulproducing Reiko Padilla, and Martin Orendain for making acknowledgementthe originalgoes to thematerials, IMS staff and for to Norma Marcayda, the illustrating reduced- Jesus Mercado,Aguilar,theirReyessizethe illustrationsMaterials and the Review former shown Committe chairperson,in this members, section. Srisuda the currentWalsh (1987-1989). andhelp in compiling this section. Marites Mandocador of the IMS ESL Finally, special thanks go Thanks also go to Materials chairperson, Library Herminda Helen for to * Morecan informationbe found in aboutthe ESL-AB the MaterialsHandbook. Review Committee and its work 3 MMUS 111111=1111111111111111111111111111111111111111MONSOININIO1111111111111MI 195G UNIT : PERSONAL INFORMATION S m JULV' W TH p 19561 S CONTRIBUTORNAME OF MATERIAL : DATE OF BIRTH Unknown 1 2 DESCRIPTION : A black and white new-bornposter of baby held up against a 103 4 7 8 $ writtenanda the child's date of calendar at the bottom of background birth the 2114 3522 1623 RATIONALE : The poster. relatively difficult-to- (2$129 30 understandateach 'date of birth' lot easier for students when becomes it's to graphicallyareit's clearly parts (month,shown. day, illustrated year) and WHERE AVAILABLE : IMS Materials Library DATEDOB O BIRTH JULY JULY 29 29.354 , 195G SUGGESTED TEACHING STRATEGY: Go back to the poster. Point to the calendar his Ask write one student to give the day's date,it and on the board. Accept abbreviated have theabehind 'month,' the baby. Draw 3 lines on the board and day,"year.' Again, let the class fill label precedingandanswers, the month, tell the class that, in the U.S.,so on. like: If the student writes it Aug. 14, 1990, 8-14-90, 14 with Aug. the day90, studentsin their own dates of birth. the blanks. From here, you can start asking the the date is written with the month precedingDistinguish the day. the 3 parts of the date: the LizaPrepared Revita by: Monday'sWhatthe day, date? the year. month comes right before August? What's the date tomorrow? Ask comprehension questions, like: What was last month, Ask the students what the picture tells Showthem. the poster with the date of birth covered. givingupsidemention you the chance to introduce the word 'born.' down. the baby, ask them why it is naked The students will gesture childbirth, and If they held Countit's Draw your nine a pregnant woman on motherthe board and andthat tell the babymonths, then ask the inside students is you.them withhappened.'born.' the month, then the day, and finally, the year. Let them guess your Thedate students of birth, can then refer to the starting word, what ; 10111111011111111111.1111111111111111111111=1110111111111111111111=1111111 5 MI Ili ON IMO GIN MI MI all MI Ile MINI IIIII NM= UN =II UNIT : PERSONAL INFORMATION 1, NAME OF MATERIAL : CUE PICTURES --Jciti 4_1,.... DESCRIPTIONCONTRIBUTOR A setUnknown of 9 pictures that serve -fiwre. IRs-t- 1.-swixe CAST nametheas cues (first, for asking following personal for/giving last),data: re"' iti 4 il 2 nationality/countryage, address, marital of origin, middle, status, AP p..1 L_ I.S1 .X placelanguage of birth, and spoken, oate classroom and t964 S
283 20 284 NAMEUNIT OF MATERIAL : EXPENSIVE AND DISCOUNT CALLS : TELEPHONE ISUNP4014.1111E. 1 WED.I 1-1114 FRI.1 SAT] [SUM Ott ED PRI. SAT, CONTRIBUTORDESCRIPTION : Tess Padilla A set of 7 pictures u sameweek,the area following: code, the days of the calls made within showing the minutecalls, calls.daytime5-minute calls, calls, and 30- long-distance evening RATIONALE : Students will veryonceto likely call in thefriendswant U.S. and relatives, aware willofcalls economically. varying help them telephone planBeing theirrates 2:oo A.M. WHERE AVAILABLE : IMS Materials Library S:00 A.14.7> s:oo P.M. woo P.M-
r. U 4.) MI MI OM Mil NM MI MI 21 MI MN NM III MI IMO Ell Ell NM MN Ell MIN MN NM NM IIIII MI MI NM II11 SUGGESTED TEACHING STRATEGY: necessary. Ask the class what these visuals mean. Explain, if Give the visuals to various individuals signin to stand for expensivesign for calls and on thethe other, class. discount calls. Dn one column of the board, write a + a askthese Each student forshould post his/hercolumns. feedback After all visuals have from the class. visual in oneIf of been they posted, think expensivevisuals.something's or wrong,cheap. let them change the position of the Ask them why they think such calls are describe Wrap upthe the factors activity by that determine letting thelong-distance students rates: 1. time of the day 4.3.2. lengthdaydistance of ofthe the week phone call TessPrepared Padilla by: 287 22 288 UNIT : TELEPHONE NAME OF MATERIAL : TELEPHONE MESSAGE CONTRIBUTOR : Srisuda Walsh DESCRIPTION : An audiotape with 5 visuals, machine.messagesabout leaving on an answeringtelephone RATIONALE : Answering machines can be undoubtedlyoffices.found in many Studentsneed hoses to leave will and U.S.machines,messaoes once they're in on answering the WHERE AVAILABLE : LearningIMS Materials Resource Library Centers SUGGESTEDING STRATEGY TEACH- : See the strategy for 'Weather 213j Forecast.' NM IIIII MI IIIIII Re =I al II11 MI INN MI ON IIIII INN Mil 110111 INN IS SIMI NAMEUNIT' OF MATERIAL : NO MORE HEADACHE : HEALTH CONTRIBUTOR : Noel C. Icatlo andRichard Cleveland DESCRIPTION : text.accompanyingA illustrations and taped song-story with c_key,-- went +0 s icic weeK 4-he he ead cyche cie "boot van I wen+ ins room. to -he RATIONALE : Songs are a strong fo-1+ (y viii studentsmotivationalinteract. device in getting to feel, think, They effectively and theandfoster a lively, positive mood in classroom. a relaxed They atmosphere also wordstechniqueserve and as to structures.an introduce interesting Thenew studentsbuilt-insongs' recall the text. melody device serves that as helps The a -Falle-ed Then T Co u) 14e -fie interactivetaped-songvisuals, story are the materials text,and mutually that the the nurse ciOc +of%one ad due for 50-t a rescripiitin se 'vie rnedieine dealingteachersopen with and thestudents content. in their many possibilities for WHERE AVAILABLE : LearningIMS Materials Resource Library Centers Theol doctor d me Then +hai- Neworry said, or a De sit netall r_ph ar mac wen+ y -t -44Ne te 291 r would be .C-; 24 ne alone .41 end" home, 292 *AyNow heactaciNer'ryt feetirn is be-tter,3one, rno 4-vi: haue a tt crod yam n9 , do eta r- Glutei 233 NMI MI IIMI i OM MP OM MN OM 25 MO I111 III NM Si 24 MO NM MI MI SIM NM WO al NM MO =II INN UM MI UM OM Ole NMI NAME OF MATERIAL : HANDS OF A WORKING MAN4 : EMPLOYMENT: FINDING A JOB CONTRIBUTOR : Noel C. 'cant) andRichard Cleveland DESCRIPTION : Taped accompanying illustrations and song-story with at. work/". 5 These are A* haras a man, what and I am proved of babes, -r 044..P* cars P20/ RATIONALE : Songs text. are a strong studentsmotivational device in getting to feel, think, When used and relaxedeffectively,interact.and a lively, positive mood in songs atmosphere foster a your 7°i-ticks a.rsd Ott r Yo44- do what y A/lour techniqueservethe classroom. as to an introduce Theyinteresting also new vet.-05, hour io 111511 AUTOMOTIVE SFAVM6- cingrEt wordssongs' and melody structures. serves as The a , ....- - 480. ' , az: A - --- . 1 I ;, built-in device that helps .., /4 ktiiiii, - 701` .. x A x -1 ' - 'I ,-- ley students recall the text. ane. The L:17. 1/4 - 4/.(ii An/ impr taped-songvisuals, story are the text, mutually the - ' 1 T ,,,O. . A ./) , . _ openinteractive many possibilities materials that for a- goo .41 and yet a. 9aoci anywhere gAnYhoar people_ //,;te.6ecaase people- ea.nit- go dealingteachers with and thestudents content. in their e. : j WHERE AVAILABLE LearningIMS Materials Resource Library, Center A-- a. n Me 1' G a. 0- it 191 It. SI lig 295 141 het' yes, 2- a. -mechanic 26 that's ,vorfcinq man. 2S6 Of 4- UNIT : EDUCATION AND EMPLOYMENT FOR NAME OF MATERIAL :THET'S STORY TM ADULTS .e"gig ork `,C -A" el s ININImmum F.,,,,' clArtta F-' C,.'. .'-', 13 HINES VOCA110144 s or 4v ' 'HMI I; CONTRIBUTOR : Richard Cleveland , cs.-- r -...,, , . % MU 'r. gal I Ntfr ' I a DESCRIPTION : A set of seven pictures with 1 11[14441110` e-s- = ,,,, .... 4 I Ilk b theaccospanying dilesaa thattext, a depicting Laotian ...... ,. ,- ..- -.., A ... tti , %.7401, by ire refugee, Phet, faces. ,.. :,,,-- / .7...._ ...... RATIONALE : Language learners use reading Phet is a LaotianLAgee re - I-le v4orbCS Part -time. i-le Iiiikt andtheirlearn, writing explore, world. strate0s and Visuals expand to 1-le has been in the in the U.S.. andFor+ goes -Hole. 1b 5c-hoot s4tAdies saterialfordepicting reugees for provideclass discussion. excellent real-life dilessas unitedS ix States for only monthS. WHERE AVAILABLE : IMS Materials Library His wife wallis him to Bat Phet wants What do you -think -fheworkmovie>,they far,' full-time, lywill to take care have more so of soMoraCon-1411.4e money stt4dYin9, that he can earn he should do ? Why? ma me ma 6j I am ref.37 27 MB MI MI NO9 ON 4_1L) MI Mill MB IMO MS all MIS MI MS MI MI NM SUGGESTED TEACHING STRATEGY: Post the seven on the board with the corresponding pages of text. Let the students read the whole story. pictures retell After it they read inthe their own words, using story, ask the the students text for to reference. For assessment purposes, ask the students to: Role-play.Write a dialogue using bubbles. Have students discussgroups.or the following question, write about it, individually or in 'II Whyl' you were het, what would you do? MayetPrepared Amular by:
299 28 3u`0 UNIT : EDUCATION AND EMPLOYMENT FOR NAME OF MATERIAL : UNIVERSITY YOUNG ADULTS CONTRIBUTOR : CossitteeYoung Adult Curriculus DESCRIPTION : illustrationA 1/2-cartolina of a university size differentcourtyardlandsarks cossonly found on with a view of colleges andthe a 'RATIONALE Soreuniversity callous. of our students say oreventuallybeneficial enter a college. for then to It woulduniversity talk be resettled.educationabout their plans once they for their get WHERE AVAILABLE3u1 : INS Materials Library Mil MI Ell 1111 29 IIIII IIIIIII 11111 MB 30,6 OM MI INS MI III MI MINI MI 1111111 Er am we II= MO MI I11 OM MO IIIIIII SUGGESTED TEACHING STRATEGY: Ask the students what their immediate plans for full-timestudythemselves or to find a job? highare when they get to the U.S.: school, If its school, would it university studies Is it orbeto vocationalsubjectsadmission courses?would they How want would to theyenroll get in? information to schools, and, once admitted, what an Vietnam.the Let the studentsaverage describe the university system in What courses are usually offered?length of time a student spends What inis Othercollege? Relevant Materials: Are the universities private or public? Vocational"Stand and SchoolDeliver,' poster, a video at theat theIMS LearningMaterialsCenters, Library. for a glimpse of an American high school. Resource LizaPrepared Revita by: 303 30 304 UNIT : EDUCATION YOUNG ADULTS AND EMPLOYMENT FOR NAME OF MATERIAL : VOCATIONAL SCHOOL CONTRIBUTOR : CossitteeYouna Adult Curriculus DESCRIPTION : andschoolAillustration the showing courses the it :Hers. 1/2-cartolina of a vocationalclassrooas size RATIONALE : Not all of our young adult U.S.schoolstudents or universitySoae of the. willwill attend ina high the go aaterialtheto vocational schools, such as one sightshown give here. them This an tooridea as to what course to take whichskills courses they arealready related have, eYploretheand will their faailiarize options. the' with language they need to WHERE AVAILABLE : IMS Materials Library 3 6111111.1111111111101111111111111111110111111111011111=111111111111111111,1111110 j MINI =II MI MI ill NM ill IMO Sal MB =II 1111111 111111 SUGGESTED TEACHING STRATEGY: following questions: Show the poster to the class. Ask them the WhatIs kind of school is this? it the same as the school they go to in PRPC? What courses are offered in thisto ,Herethe vocational Baptist andschool? WCEP schools.) the students eight say yes, referring Who usuallyIf enrolls in vocational youschool? findyou information want to go regarding to vocational enrollment? school, how can studentsthat's will be making in the U.S. These both questions meaningful and and answers relevant generate to decisions language LizaPrepared Revita by:
307 32 308 UNIT : EDUCATION AND EMPLOYMENT FOR NAME OF MATERIAL : JOBS FOR YOUNG ADULTSYOUNG ADULTS CONTRIBUTOR : Young Committee Adult Curriculum DESCRIPTION ; theA following jobs: set of 18 visuals showing dishwasherseamstresscarpenter waiterfiremancook hairdresserelectriciantypist goldsmithmechanicwelder bagboyjanitorplusher gardenerbarberpoliceman RATIONALE : Some of our young adult helpstudentsthe thee haveland skillsjobs similar that to ones found in this can material,etc.hair, They may want to fixing such cars, as welding,acquirecutting sewingwaterother pipes, typing, skills, such as clothes, etc. driving, fixing The optionsthelanguage use of this material. is developedfor exploring through their 103 WHERE AVAILABLE : INS Materials Library OM MI UM OM NO UN I= MI MN M= MO SIB 33 SOB SIIII Ili MO
SUGGESTED TEACHING STRATEGY: describe Show the duties,visuals e.g.one at a tise. Let the He cuts hair.' Then students have works,Supplystudents e.g. vocabulary identify He works in the barbershop.' whenthe job, e.g. necessary. He Ask is wherea barber.' each questions,students or others of your choice: After analize all the jobs have been ic,entified, let each by asking the= the following the HowDoesIs thisabout this an supervision?job indoor require or ana lotoutdoor of training? job? WhatAside from the ability to speakwhat other skills are needed fortools this job? and equipsent are neededEnglish, for this Does people?job? this job require a lot of contact with preferences, taking into consideration theFinally, following: let the students state their own job 3.2.I. their skills.educationwork experience and training LizaPrepared Revita by: 313 35 MI MI MI NIB OW MO OM Ili SUS MI OM
UNIT : YOUNGEDUCATION ADULTS AND EMPLOYMENT FOR ttied,. Lan. and "frl/nh 4-r*& they 77a the are siof 8117`. 411-4-2 fr.ezt-4(7 Boys 741,a- tile/ NAME OF MATEPIAL : LANH AND MINH CONTRIBUnF : Jessie Ponce DESCRIPTION : separateIllustrated text pages. story with RATIONALE : Openstudents ended the opportunitystories give to decisions.evaluate choices and sake 7170-7 5170,4/6/ 1-0r+ WHERE AVAILABLE : LearningIMS Materials Resource Library, Centers .e-4-re-MIn5hozi/01 1.:Prvilotece- the-fin -she- i4irl,t5 /./14/ 1i%-Sji, a1'76 /1.11/4 thelei find _lc risen, 74-h,7 )544n, and 5 ea-+^e /tease_ ac.),.2-e/ 2-runetey 44"etfitiln9 she_ 4.. 7111-0 50811- Aft 1404 21#0,14" &E. 7Vot4t. /Atli cek/A2p. People 5iood 12,-, 0/ ho/q1/4)950.a1/ zlecucig 9/asses o fthe- Ile.2..01 asked 5 we Pali hicen9/ 15/71 54.4,-- that .vr; Nic.ng felt. lettie.t's foi'TahIe llte4.019 0 0 u wine. the reo#n bear, are p/kfers 46 of fool. not /Ire this ."in c 044 It fr7 sure- partie s 3jti 1174f 71,41,4 WeeleetyOna plit cAaihS 0-ri d 744.41c-r716 fhe. c-o-n °file 5/.74 dolt'," bes -to let "them ."¢4.74 04-14/ ca.'? he hop." I dote/SoblecyPie know howof falkin? htL017 sand zki/ '' Xr-v ireye-fa-k/e$,"Yell 441Gure^i24/, 6<_frial .' bk-O4c611; "WhAt are 'luny looked a1 ,04124 ect-71/n) " he asked 3,%/. 71/2e- park. a-P----.-e_ ---- ilt14/04.1q" reai,eca,-, 0/c siaeriod . trefry 4/ e.c.-/77 /. cipkoow-75,. e7' e//ke5 7`fr4-Az?C.'"5 74110u-11- 714 °one.? " " /Yo 7'4rxrzfrc '' e...excd,r/ouler, / " /frnerico...fri fe_i.fte colely. /4i-r-ii7 - e 1 ...... , tiz-':-, tc1( vJ 0 a frryoi tit cal06c1 ar hl 4 7 6eya'i else, lie Gla nein? ,Ver&-4( UM MN all MN NM MI himself. MB 71 COPY 1111t,mil.nnlF everithiny OM NM OM MN MI IIIIII IIIII UM UM MI WM *MB MI MI MO MI- MI IIIIII MI IMO 111 SUGGESTED TEACHING STRATEGY: the accompanying pages of text. Post the entire set of pictures on the board with intonation. Read the story. using appropriate gestures and LetInvite them stand and act out the story with you. students to read. Would the? oo hose instead? Ask them what they would do if they were Hung. groupwould would like to re-enact an AmericanDivide party. the class into two groups.like to re-enact a Vietnamese party Ask which group and which English. They then act them out. Give the groups time .to prepare their dialogues in characteristics of With students' help, begin drawing up a Vietnamese and American parties. list of AAericanirlteriew and Vietnamese party customs. As homework, American or and during older class Vietnamese hours, regardingstudents their classroom bulletin board. The results of their research can be displayed on Prepared by 3j Mayet Amular 48 0 UNIT : SOCIAL LANSUA6E CONTRIBUTORNAME OF MATERIAL : ON THE AIRPLANE Srisuda Walsh DESCRIPTION : An audiotape with a set of 14 beginningvisualsinstructions of flights. illustrating given at the RATIONALE : This authentic saterial is based on language situation an languageandwhich will our students again is have, thereforehave Thehad learn.thereforepredictable easy and for relevant, students to and WHERE AVAILABLE : IMS Materials Library MI MI MI MI NM MI49 IIIII 111 all an UN OM Ell MO VIP Ill MN MI IIIII MI MO ON 3 4: 3 50 L " tr% ,JT COPY AVAILAPIE 3 4 SUGGESTED TEACHING STRATEGY: lefttheir and what time they arrived, what the Letname of country of origin orthe of asylum: what time class tell you about their flight theyfrog the placeairborne.plane during the flight: Are seals served? Is was, Ask thee to describe theand things how they felt while the thatplane smoking take was allowed' Use this dicrn..ionEtc. as a starting point for the letexercise.comprehension, questions. Post all the visuals and then the Showstudents the sequenced visuals one at describe .hat they see. a time, Ask 1:..troduce the activity. Let the students listen to the tape as many times pictures.theiras Play the tape again and ask thethey students request. Ask them what they responsesremember. on the board underneath the relevant Write to Continuethatadd they'Je understood the tape. to or revise thisthe language until all the students under arethe satisfiedpictures. airlines enforce these instructions. This can be followed up by students discussing why LizaPrepared Revita by: MI WM NMI MI I111 51 MI MIIIIIIIII1111111111111111111 c_r MI OM =I INS MI INN Ili MI =I IN IIIII MI OM UNIT : SOCIAL LANGUAGE CONTRIBUTORNAME OF MATERIAL : PUBLICSrisuda SERVICE Walsh ANNOUNCEMENT DESCRIPTION : An audiotape with a set of 6 visuals,artservice fair illustrating announcementin a park. a aboutpublic an RATIONALE : Publicare nothing service new announcements to our thereceivestudents as they PA system of PRPC. information continuously through They ofalready'why,' have an idea about the a public announcement 'how,' and 'what for' and understandingrecognizewill them. therefore the advantages easily of WHERE AVAILABLE : IMS Materials Library 52 REST COPY AVARARIE SUGGESTED TEACHING STRATEGY: neighborhoods.agencies Examples eight be Ask the students how informationin from any of camp is relayed to thee in the Explainofannouncements, that this is what public servicedisseminating announcements or posters. information Emphasize the to departure lists, those concerned.importance PA are for, Introduce the audiotape by relating it to the manyyoucamp's point to thetimes relevant illustrations.PA system. Do as they Let them listen to the tape request. As them what this while they as illustrations.remember about the announcement. Write the things they hearing on the board under the relevant Miscuestudentslandicrafts,"admission,' E any unfamiliar vocabulary, etc. suchPlay as 'art fair,' addthe to or change the language on the tape several more times while board. the LizaPrepared Revita by: 3,13 53 NIS UM NMI 11E11 =II MI MI - MI - _I MN MI MI MI MI 1111111 S - INN OM MI OM UNIT : SOCIAL LANGUAGE NAME OF MATERIAL : FREE COMPOSITION THROUGH CARTOONS CONVERSATION AND CONTRIBUTOR : Compiled and fieldtestedHelen Aguilar by DESCRIPTION : bookletThe cartoon form, stories each are page in ofpagecontaining has the one complete frame. sequenceThe I3st cartoons. The cartoon thestories booklet hasstudents no title, have no captions are free and toso sorestorycreate topics their in own. the Eachcurriculum. cartoon corresponds to one or RATIONALE : studentsandCartoon interesting. stories are to use They humorous theirallow interpretandknowledge to express reactions what they as see.feelings they By situations,othersharing ideas, and students helping dramatizing expand each alreadystructuresand know. and Cartoon vocabulary they manipulate the languagestories students'relaxedencourage atmosphere confidence.a comfortable, and build WHERE AVAILABLE : IMS Materials Library INGSUGGESTED STRATEGY TEACH- 1 5 1 : See Personal Information. the strategy under 54 if, UNIT : SOCIAL LANGUAGE FOR YOUNG 1 NAME OF MATERIAL: APPROPRIATEADULTS ATTIRE e) ir.....- CONTRIBUTOR : CommitteeYoung Adult Curriculum I : -4, / DESCRIPTION Ashowing set differentof eight forms pictures of 0 , dress for: a job interview flin:._...... 2 waitressingplayingswimming tennis .--'".../ ' Jr 1 RATIONALE : communicatebecomeThis sore aware of what they material helps by the way students they :4-m_ fiti- dress.the appropriate attire for The learner discusses a / 1( Al) 6 , contrastlanguageparticular outfits. occasion, and to compare uses and I 07 ---.___ illila . ---____. WHERE AVAILABLE : IMS Materials Library , fi; 4 1=--- c in ,, ko m /..; 0" %-; -/ 55 --....., . SIM OM OM Ili OM OM INS MN MI Mel SW IIIII OM 11111111 MI OM all ill MN OM MI MI MI OM! IIIII SUGGESTED TEACHING STRATEGY: ! MI Divide the class into four groups. DiveHand two pictures to each group. the students time to analyse the pictures. pictures. Ask the Let each group's re:resentativestudents to compare and contrast post thethe pair of pictures on the board and talk aboutThe them. members of the other group listen and ask s/hegroup'squestions wearing? representative said.about Why is s/he dressed that way? pictures or about For example: what the What other is pair of pictures, and so on to the last Pollowpair. the same procedure for the second group's they like the attire. Go back to the first pair and ask the students Wh;," if Assessment: Prepare the students for a debate. Divide the atopicClass mini-skirt might be:to work'' into two: one for YES, one for NO. Is it appropriate for a woman to Why''wear Why not' A possible Prepared by: Mayet Amular 56 UNIT : ADULTSSOCIAL LANGUAGE FOR YOUNG NAME OF MATERIAL : SHOPPING MALL CONTRIIUTOR ; Cossitteefoung Adult Curriculus DESCRIPTIGN ; shoppingwhiteA cartolina-sized sail s interior. black illustration of and a RATIONALE : The shopping sail is part of withitineraryjust friends.about when s/he goes every In teenager'sthe U.S., out hoursrats,'there young are suchpeople things who as 'mall in spend goodshownsails. topics in this for poster conversation. sake very loiteringThe various activities shopping WHERE AVAILABLE : IMS Materials Library MI IIIIII NIP UM OM IIIIII r INN MI INN II= MI OM Ili NIB OM MI SIM =III MI MO MID MI OM MI MI INN MI SUGGESTED TEACHING STRATEGY: Show the poster to the class. Ask the students shoppingdoingwhat they and mall and a departmentwheresee, store. whatthey theare. people in Differentiate the Ask the picture between class are a whatif elseits commonpeople todo seeat galls people aside kissing from inshopping. Focusa public on the place young people kissing. Ask the class youngkissingin Vietnam. coupleand cuddling inHow public? do they feel when they when they're outAre they with see like people their the bofigirlfrienr Discuss the attire of the people in the mall decentclothes(miniskirts, enough? comfortable flat shoes, short shorts).for walking around? Are Are these they dropping an empty Coke can, the young man Finally,smoking, talk about littering (the young woman on lessODS.littering?the on this matter.) left). (The Isn't there a law in the students may refer to U.S. regarding their C.O. Other'Smooth Relevant talk," Material: video at the Learning Resource Centers. LizaPrepared Revita by: 58 ti UNIT : SOCIAL LANGUAGE FOR YOUNG NAME OF MATERIAL : DISCO ADULTS CONTRIBUTOR ; CossitteeYoung Adult Curriculum DESCRIPTION ; A disco's colored illustration interior, cosplete of a standingdancing,with alongsitting the at wall. tables and strobe lights, people RATIONALE : A language of interest to whole array of topics and withdancing,adults, the aid of this visual. can including be brought discoyoung up WHERE AVAILABLE : IMS Materials Library C ;1 m es um am an as as ow asrC. t.)ow r'7711 Cit1711 AURIPILE MI r 59 OM OM MI MINI IIIIIII OM INN a. UM IMP MS URI MI MI INS SS MI MI INS MI SUGGESTED TEACHING STRATEGY: following questions: Now concentrate on the disco scene. Ask the Interests,Information but can snowball into a moreThis lesson can start as a part of unit under the topic, comprehensiveHobbiesthe Personal and NowIs do it people formal dress or casual up dressing? for discos? dressingactivitieslesson by for the occasion (Shopping), (Time),including places other to topics go to andlike (Location), extending weekend What people at this disco? do else you think about the do people do athairstyles discos ofbesides the Language).invitations to friends (Telephone and Social How discos?dance? old are the people who usually go to sports,pictures playing musical instruments, swimming,Cut cooking outof people doing varied activities: from magazines glossy and colorful playing Are there discos here in PRPC?like? there discos in your country? Where do you go if What are they doingwatchingand baking, sewing and crocheting,aerobics, etc. T.V., listening to music, singing, (If you don't taking have pictures,reading, enough you want to go dancing? Materialsatmagazines, Section.) pictures of different hobbies canthe be IMS Materials Library under the Young Adultfound PreparedLiza Revita by: isthe identified, people in thepost picture the picture are doing. or the Showboard each and picturewrite to the students. As each activity Ask thee what activitiestheincluding dancing. name of the activity below it. that are familiar to Present about the students, 10 asknormally Next the doneaskstudents and when which people activities usually do the students where each they activity likethem. doing Then is don'tonbest. like doing at all. the They may give interestsboard other and than may thoselikewise say which ones shown they 3 60 364 UNIT : ADULTSSOCIAL LANGUAGE FOR YOUNG NAME OF MATERIAL : LONELINESS CONTRIBUTOR : CommitteeYoung Adult Curriculum DESCRIPTION : showingA set of a young3 visuals, Vietnamese each experiencingrefugeeloneliness and boredom. in the U.S. homesickness, who is RATIONALE howour'Lonely,' and 'sad,' are words studentsthey feel use wheneverto describe their give,matterteacher 'I is. miss Almost Vietnam,' always as the asks them what they the Thisreasonthe things they may miss about material shows for their loneliness, sole of language.surelytheir homeland,generate a and lot will of WHERE AVAILABLE : IMS Materials Library MINIM SIN =OM NM am ow BEST COPY V' 1",1111111111111111111111111111111111111111111111111111111111INSIN all all MI MI MI ON Mill =II 11011 Mil 111111 I= SUGGESTED TEACHING STRATEGY: s they see. Show one visual at a time. Ask the students what sitting under a tree beside a harbour. SheIn sees a one of the visuals, a young woman is shown boy classrideon a skateboardto talk about and whatremembers the woman herself may learningbe thinking. how a bike back in Vietnam with a friend. Ask the to living The next shows another young woman sittingroom in thinking of 3 different things : her sheburgers,the remembering beach. Ask the the past class or whatthinking she's about thinking the future?about. Is going to a university, and playing ball eating at groupforlorn. of young people chatting under a tree.The Helast shows a young man at a park staring at Are these people his friends? If looks a whyman,like is hewhat not would with youthem? do? If not, do you think he would to be friends with them? If you were thethey young are, write Ask the students to choose one ofabout the whyvisuals the person is sitting alone and what and s/he's thinking about. Students can then write about experiencesbetter?they're of loneliness. What do they think of lonely? How do they make themselves their feelwhen own Prepared by: 367 Liza Revita 62 ts UNIT : NAME OF MATERIAL : DRUNK DRIVING SOCIALADULTS LANGUAGE FOR YOUNG CONTIBUTOR : CommitteeYoung Adult Curriculum DESCRIPTION : eventsA set ofthat 6 visualsled to theshowing jailing the patrolman.wereof 3 stoppeddrunken young by a men highway who RATIONALE : The United States has strict don'toflaws have about much drunk experience driving. Many our young adult students in unawaredrivingdriving of inthe their laws holerelated to cars, and may country be languageencouragesor the development in the U.S. This related to material driving of WHERE AVAILABLE 'KSand Materialsdriving laws. Library we ow ow me am as am am we 63 am me on Ns NE ow MI MI OM I= OM OM MI MI OM SUGGESTED TEACHING STRATEGY: the students what they see. What's the nationalityShow-people the first picture present? How old are they? Point ( the party scene to). theAsk of 3rd, 4th, & 5th people from the right. Tell the class theybeenthat think the next picture will show. drinkingthis is theheavily. story Askof the class to predict three young men who whathave andtheir Let this car in the 2nd picture.the If they saw thesecar, what would class describe the three young they think? men boys and faster?the boys. What will the boys do? Sht, the 3rd visual, with the policemen Stop, or drive trailing even driver?the driver for? Is the policeman angry? GoWhat to aboutthe 4th the visual. What is the policeman asking policeman?What What will the policeman do? In the 5th visual, theis boys are outside their car. the driver doing? What is he telling the the Finally, look3 at the last frame. What happenedyoung men? Are people also jailed in Vietnam to tihenOther they're Relevant caught Material: driving drunk? availableBounea at the IMS Materials Library. and Thai Take a trip, an ESL-AB book, g nr" MAILABLE LizaPrepared Revita by: 64 3 7 2 UNIT : ADULTSSOCIAL LANGUAGE FOR YOUNG NAME OF MATERIAL : BASEBALL CONTRIBUTOR : Young Adult Curriculum DESCRIPTION : A Committee 1/2-cartolina size colored baseballhalfillustration shows a ofgame two in views of a diamond: the progress upper stadium.aerialand the lower half view of the field shows and an RATIONALE : Watching Americans.favorite pastime Oncebaseball the among baseball is many a papers,onseason is on, it's everywhere: TV, on everybody'son radio, in lips, the regardedunderstandingeven as America's of what nationalcould be in movies. A basic spectatorstudentssport ought enjoy or to later, it help as our a themtalkparticipant. inabout social baseball conversations. will Being able help to WHERE AVAILABLE : IMS Materials Library 65 MP III1 0 OM VIII 1111111 all MI MI 111111 NM MI I= SUGGESTED TEACHING STRATEGY: information: Show the - poster. Elicit the following The namenumber of ofthe teams sport. that play in one game. The number of players each team can one time.countries, aside from the U.S., field where at TheThe equipment number ofused. bases on the baseball diamond.baseball is very popular. can be answered just by looking at the Exceptposter, for but question 14, the rest of the questions if Otherinformation,the Relevant Materials:then give the questions as homework.class feels they need more time to gather 'American Centers. Sports,' video at the Learning Resource LizaPrepared Revita by: 66 UNIT : ADULTSSOCIAL LANGUAGE FOR YOUNG NAME OF MATERIAL : FOOTBALL CONTRIBUTOR : CossitteeYoung Adult Curriculus DESCRIPTION : A 112-cartolinaillustration sized of a footballcolored closecase,stadia,the andshowing a bird's-eye-view the players of football field andup- RATIONALE : Football is one of Aserica's greatestisfavorite eagerly sports.players regarded awaited, Its season its as ofadultnational exposure students figures. to thewill sport getOur ayoung lot once sosenotthey a bad get idea to theif theyU.S., cap but get it's of it, beforehand, in inaboutclass. social football situations. will help Being able to themtalk WHERE AVAILABLE : IMS Materials Library IM SIM MI MI MI OM 67 - MI IIIII MI MI MI MI I11 NM I= NM SUGGESTED TEACHING STRATEGY: soccer: show the poster to the class; elicitCompare the and contrast American football namewith theof thethe same,sport howillustrated; is it different? ask them if it's the same asfootball they know, which is soccer; if its not sports. This need not be researched as theyCompare are pretty the uniforms and equipment used in both clearlyposterclear in see the the illustrations. differences. You may wish to borrow the on soccer at the same time, so the class can homework: Give the following questions to the students as HowNowHow many many teams refereesmembers play ofinofficiate eacheach teatgame? at playeach atgame? one time? HowWhen long bigis theisis itsthefootball playingplaying season field?time infor the each U.S.? game? Other"American Relevant Materials: Sports,' a video at the Resource 'Vietnam Centers,Centers, for for the the portion slides on on football. soccer. Today,' slides at the LearningLearning Resource LizaPrepared Revita by: daP-1 4J 6.8 UNIT : ADULTSSOCIAL LAN6UA6E FOR YOURS NAME OF MATERIAL : BASKETBALL CONTRIBUTOR : CommitteeYouno Adult Curriculum DESCRIPTION : A colored illustration of a femaleplayedbasketball players. indoors and game in featuringprooress, RATIONALE : Basketball is probably the canworld.most be played popularat any time It is one sport sport in that the of women,popularthe year with the old with and men is as as equally withwith appealrichthe younger crowd,as with the is universal poor. with and itsItsthe theeasybasic language associatedto rules understand. are relatively Knowing. with inadvantagebasketball the U.S. in social situations will be an WHERE AVAILABLE : INS Materials Library I= all 0 I= MI MI MI OM IIII1 IIIIII MI Ell MI IIIIII NM MEM MI 1 SUGGESTED TEACHING STRATEGY: ofthem differentBring sports. and tell you which sports are familiar to to class magazines with plenty of Let the students look picturesthrough them. volleyball,AmericanChances tennis (both lawn and table), chess, are they'llfootball say football (referring and soccer), swimming, cycling,to bothand willbeingbasketball. played in PRPC, where, and by whom. surely beAsk them which of these they mentioned as its tournament Basketballoften is see an annual event here. Now show the poster. Ask the following questions: HowWhatHow many is many thisteams members sport play called?ofthe each game? team can play at one WhoHow long (how many minutes) dotime? they play? are the two men wearing black pants and HowIs is basketball scoring done? played a lot stripedin Vietnam? shirts? Etc. allowinganswer If you these the' feel that the class needs toquestions, ask around, go give thee to moreas homework,time to Otherlibraries, Relevant Materials: to the Learning Resource Centers, etc. YASP, to the ' American Centers, for the portion on basketball. Sports,' a video at the Learning Resource LizaPrepared Revita by: 70 uoq UNIT : ADULTSSOCIAL LANGUAGE FOR YOUNG NAME OF MATERIAL : SOCCER CONTRIBUTOR : Young Committee Adult Curriculum DESCRIPTION : A 1/4 cartolina-size colored menfield.illustration playing soccer of severalon a soccer young RATIONALE : familiaryoungSoccer adultis a game most of with. students They call areour it scoring,theAmericanfootball, football.the champion teams in rules, as the opposed system They know ofto sometheplayers of the like world-class Maradonna, soccer world, even the names Pele, of visualPlatini,generate and a Beckenbauer.lot of language. This is guaranteed to WHERE AVAILABLE : IMS Materials Library t.) MI MI NMI =I UM71 I= IIIII WM UM EMI 1111 IIIII MI IIIIII SIM SUGGESTED TEACHING STRATEGY: about112 sheet of manila paper, write down 2 orCreate 3 sentences the game of soccer. a guessing game out of this visual. Describe the game without On a group.actuallyplayed naming it. by They play with a round ball which22 people, usually men, 11 people You might write that it's a they in kickgame each students.boardaround and into a goal. along with the visual with its back facing Post this description on the guesssport Tell the students that its a butdrawing they ofare a it,not allowed to see it. though, by reading the accompanying They certain must correctbydescription. guess will be asked to come forwardthemselves. and answer Allow the students to decipher the clues The first student(s) to sake a suchquestionsthe about class. aboutthe game the andsport, might from ask the the teacher following: as well as The teacher should pretend not to know too In which countries is soccer Laos,a very(Germany, Spain, popular England, sport? to name a few) Italy, France, Brazil, Argentina, WhoWhatIs are timesoccer some of playedtheof theyear inmost isthe itpopular U.S.? usually players played? you know? classfollowing class day. Whenever a question is not answered,homework, assign it which they can report about the as Prepared by: Liza Revita 72 T : . : SOCIAL NAMENIT OF MATERIAL : MARTIAL ARTS ADULTS LANGUAGE FOR YOUNG CONTRIBUTOR : Young Committee Adult Curriculum DESCRIPTION : peopleshowingA stud/ing martial arts. 1/2-cartolina a group size of posteryoung RATIONALE : Martial arts is a leisurevery popular activity in the KarateKwan-Do,whether (as its shown the here),Korean or the the Japanese Judo-U.S., Tae- andChinesefor movies lessons made in about martial them arts are Kung-Fu. People pay well-receivedfascinationaudiences. with martial Our by students' artsU.S. language.willguarantees that this generate a lotmaterial of WHERE AVAILABLE : 1MS Materials Library k =MOM MI= 1111 73 MIMI= VIM MI r 1111 MI MI MI MI MI MI II1 SUGGESTED TEACHING STRATEGY: 0 thiscountry Start up by asking if Kung-Fu has a bigthe art of Kung-Fuby is most asking the students popular. in followingwhich Follow Asian in Vietnam. Now show the poster. Elicit the fors of martial Vietnae?Howarts differentshown here. is it from Kung-Fu' Does it employ any kind of weapon? In which country is it most popular? Is it practiced in FuAsian countries that have their own versionsandHere ofKarate, like Korea and the you way assign students to look up Kung-other Let weaponryused,thew is employed, etc. find out andwhich demonstrate some of the parts of the body are Philippines. used, techniques if any LearningYASP Resource Centers. Give them ideas on wherecenters, to do their research: the the Neighborhood Libraries, and the 39' LizaPrepared Revita by: 74 UNIT NAME OF MATERIAL : AEROBICS : SOCIAL ADULTS LANGUAGE FOR YOUNG CONTRIBUTOR : CommitteeYoung Adult Curriculum DESCRIPTION : A picture of youngaerobic women exercises. doing RATIONALE : basisThis visual canfor serve a discussion as about the alsoU.recreational activities in the S. be Cultural included points in can a fit.thediscussion about exercise importance of peeping and WHERE AVAILABLE : IMS Materials Library IMMOINNINIIMIIIIIIIIIIIIIIMIIIIIIMINIIIS1111111111111111=1111111111111111 75 MI MI MI MI MI 1I1 MN MI Ili I= MI MI MI SUGGESTED TEACHING STRATEGY: aerobics. Show this visual and elicit students' ideas Ask thee if they would like to learn to about do theynot,aerobics. do enjoy. If they do, continue with the following. turn to a discussion of the kinds of exercise If unfamliardirections Create yourto vocabulary the own exercise routine students in in context, English. and during Introducegive the a theydaonstrationcoo,fortable of with the theexercises. exercises Once and thethe studentslanguage can role of exercise leader, used, are rotating each day. Possible tae over tne language to include: turn to the to the left right walkigotetc.)touch your head !straight, etco MayetPrepared Hauler by: 76 u UNIT : NAME OF MATERIAL : SWIMMING ADULTSSOCIAL LANGUAGE FOR YOUNG CONTRIBUTOR : CoasitteeYouna Adult Curricula DESCRIPTION : A colored illustration of a thepeopleswilling water. enjoying the pool witn suna dozen and RATIONALE : popularforesSwimming of exercise. It sager sport isin one of the is best the a faAiliarpublicU.S. and withpools. lost the towns Becosinglanguage have situations.ourrelated to swilling may students in sue social help WHERE AVAILABLE : IMS Materials Library d MI NM UM MI 77 MI SIM INN NM UM MI INS NM Ell NM 1111 1M EN MI 111111 MN 1M MN SUGGESTED TEACHING STRATEGY: where Show the the poster to the class.people in the picture are.Ask the Elicit students the differenttheswimming, attire talking,and other drinking, swimming andparaphernalia. sunbathing. activities they can see in the Askpicture:Discuss the andswimming:students streams in the PRPC area? where elsethe they beach could and go the if stream.they want Are to there beaches Have they gone swimming go U.Stheythere? is swimmingbring a favorite aside from pastime? their swimsuits?How about in a swimming pool? What elseWhere in didthe members. Now divide Distribute pens and manila paper. the class into small groups of 2-3 questionsorcompare on the board to serve as their guide:river, and contrast swimming in a pool,and in a at the beach. Write the Letfollowing stream thee Where is it safest to swim: in a pool, in a AsideWhere is swimming most fun? stream, or at the beach? from swimming, what else can you do at the Do Atbeach the thatbeach?you you need can't to dopay in to a gopool swimming or stream? in a stream? In a pool? LizaPrepared Revita by: 78 Liu!) : ADULTSSOCIAL LANGUAGE FOR YOUNE NAME OF MATERIAL : PICTURE STORY: 'DA!' CONTRIBUTOR : David Inge's DESCRIPTION : portiondividedA set of showinginto the 10 2: visuals, tne picture, upper each vietnaaesemainthe lower one, the text. theme woaan's desire is a ioung The to hermuchfit mother. in to the consternation in American of RATIONALE : theasel/esMany of our students will find In similar situationsintergenerational wren they reach the Examples conflicts of Southeastallsuch as thisMin cultureoccur not but only in in cultures. Being able to studentsdiscussin problems such as English to r:11 express enable their this our support.whoconcerns to people in the U.S. may be able to give them OwNIM011.11.mor WHERE ,WA1LABLE : IMS Materials Library END 11111 all 79 NMBEST COPY imP7 NIB MI "7" MO OM MI NM MI IIIIII OM MI 11111 all IMO 61111 IM 111111 SUGGESTED TEACHING STRATEGY: Show the pictures, rather than the text, to the nationality,theystudents first. and what they are arguing about (focus on see, who they think these two women Start with picture II. Ask them what are, their theguesseach story. the young 14042fi'S age as this is a vital part of woman's facial expression). Let ti-e students forlorn? Go to the next picture. Why does Dai look so (until the 9th). Do the same thing for the rest of the pictures tomark), then ask the students what they DaiShowthink afterwards.the last frate (the one with After the students the have happenedquestion given andeachtheir discuss picture.opinion, show the lower portions (the text) all the v.;cabularyEncourage the class to read with the students don t you, of understand.questionstudents markto on it. writeTo make the text for Give them theguide story questions thecomplete, frame ask with such the a as: WhereHowWill will Daiwill shemake she go itsleep? home before 11:00? home? discussingfriendships, parent-child conflicts, Studentsthe right age their written work can serve as a views about dating, interracialbasis for to Vietnameseclothes,wear courtship, and Filipino and customspremarital can sex.also be done. make-up and jewelry, curfew time, Comparison of provocative kj3 LizaPrepared Revita by: 80 4 0 4 UNIT : SOCIAL LANGUAGE FOR NAME OF MATERIAL : AT THE PARK ADULTS YOUNG CONTRIBUTOR : CgssitteeYoung Adult Curriculum DESCRIPTION : scenesA in a park. poster-size drawing of RATIONALE : withYoungthey're friends adults inoften parks spend free and because easily tine parksaccessible.language and related other Developing to public the socialinrecreatior, the situations U.S. when they're may help inexpensive then in WHERE AVAILABLE : IMS Materials Library I= MN MI MI MI IMP MI 81 NM OM UM MI OM 4. OM NMI 1111 MI MI IIIIII IIIIII INN SIN IIIIIII MIN MI MN SUGGESTED TEACHING STRATEGY: spending free time. Discuss with students their favorite places for picture. Show the Let the students write their visual and let students react reactions to the on the board. Focus their attention on the different scenes and elicitteacherboard until can assistthey have by askingcome up leading with a questions.short story. their reactions. Write what they say on Thethe and let them create their own stories.Ask the st_dents to choose their favorite scene MayetPrepared Asular by 82 -4; 8 UNIT : SOCIAL ADULTS LANGUAGE FOR YOUNG CONTRIBUTORNAME OF MATERIAL : : Richard ClevelandINTER GENERATIONAL CONFLICT DESCRIPTION : elderconflictA set daughter of that11 picturesof arises a middle-aged. whenshows the the VietnameseHerby a parentsgroup couple of believe American is befriended that teenagers. she has andinbeen herbehavior. influenced manner of bydress, her newspeech, peers RATIONALE : One of the biggestyoung problems adult refugee faces a newpeerwhen reality,s/he gets the to youngthe U.S. refugee pressure. Faced with is a disapprove.peoplelay of whom his/her parents becomes involved Developing with helpgenerationallanguage young related adults conflicts to express inter- can givethetheir thee support. U.S. who may be concerns to people able toin WHERE AVAILABLE : LearningIMS Materials Resource Library, Centers 4 t am am IIIIII MI 711M ale MO CiiVAIIMF NIB am sir 83 No so SIMI =II MI MI N7-Ni-C,4 'Imsi de 31,- 141.4.1 I 1,,...... "V slaSie .a. _ Jr 1 a ir ..._ 0111111/- -1111P.' 4 4 ....1.1...-_ ;SIR T V: l . . __...1...... I .... -1 1 #0`' MEW 4.. 61111111011 Ea. .- 1",.. v Tir'l clot 1 ... 1_ M lop,_...... iiild. 1 Oksi17112...... P .0. I tk:---sh r Ad -': - OP ...-- Is'"--.. ----...__ ES SUGGESTED TEACHING STRATEGY: start this one by a picture-by-picture description,As with most picture-stories, the teacher can to new friends pressured thee to do somethingDiscuss peer pressure. What would they do if their enablestobe done by the students. use thepreviously-learned vocabulary. teacher to This gives studentsintroduce a chance new It ones. likewise The possibledidn't want responses. to do/ The students can generate a list of they really sequencing can be done by the students themselves.Some cultural points can be raised and discussed, newtheir Discuss friends? Again, the parentsstudents pressured the. to stay parental pressure. What would they can generate a away from do their list if sub-culturalperson'snotably theoutfit tanner i5 similarof dressing. to the There standard get-up of group (e.g. leather Jackets,are times when a boots, a of possible responses. The above lists groupwardrobe):gloves, even and iftherefore weird that's haircuts nots /he his becomesare /her ingredients intention. identified of with a punk's that classprepareddebates in amonggroups. class members. as homework, or they could be worked could be used as Debate positions could be a basis on for in whatthe other tendency young of people many ofdo ourwithout young fully studentsAnother weighing to cultural point that can be discussed imitate is Prepared by: gangsthemconsequences. in. They mayFor alsoexample, think they that may smoking, think that forming is hip, so they join the first one that takes the Liza Revita inthey'll most public places. public, realize that is cool, but when they get to No Smoking' rules are theespecially enforced U.S., 85 41 4 MI INS OM- MS MS MS it NA OM UM NMI I= IMO II11 I11 NMI UM ININ MI UNIT : ADULTSSOCIAL LANGUAGE FOR YOUNG CONTRIBUTORNAME OF MATERIAL : RichardWHAT'S THECleveland PROBLEM? DESCRIPTION : A picture story Bconsisting frames,problem. depicting a student of RATIONALE : This material allowsto relate theirthose own studentsproblems in the WHERE AVAILABLE 1MSvisuals. Materials Library depicted 4 Ji 86 BEST COPY AVAILABLE I 11\ 7.. ',...... - ,,, . "NtilI ...-...... 1 . .17 wt. -1....7--1,..- Alli ..... - .... 11MIN A 34.-ZMIL-2111 .11 .4111114, \''S.AVILIIIII a 1,ter .410 AC \ . e,al- ,,,\:4\*\ 4 WLIIiitr. AIWA 'ffiiR -". "..... _ lic,wvawt 'W.7-7,1" NM UM OM MI SUGGESTED TEACHING STRATEGY: IM NM UM MI UM -- UM MI SNIS Ask the students what they see. Show the first picture and post it on the board. the students. Post the second picture, but with its back facing then speculate and predict. Ask the students to guess what comes next. Let themtheir how ouesses they camewith upwhat with is theirdepicted ideas. in Showthe visual. Ask the picture and let the students compare picture. Follow the same procedure through the last life situation. Students come up with their own problem in a real- whattheor would you do?" the class question,aay discuss them. You may want If you wereAsk in the this students to write them student's to place,down, pose MayetPrepared Amular by: 419 88 4:41; 111111111111111111111111111111111111111111111111111M11111111111111111111111111111111111111 ,. ,..,,,,...,,V.677.97/17,/, , LEARNING, ,,,,,, .....RESOURCE CENTER ..017,4W/AVIZAWZAr Ael/17/777.697, MATERIALS .07./././.4.0771:WIZe/ , 42i 1111111 OM IMO OM IMO UN LEARNING RESOURCE CENTER MATERIALS UM UM MEI IMO EMI MIN UM ME MO IMO TABLE OF CONTENTS Pape No. UnitIntroduction Title 4 Unit Title Page No. All Dart Board Base 5 Various Integrated Taped Songs: 14 PersonalInformation That'sHelloPeople What Friends Are For 191715 Memory Wheels 7 I'd Like to Teach the World to Sing 20 Social Language TieYou'veTomorrow a Yellow Got a RibbonFriend 222624 Videoramas: 9 FiveLeavingYellow Hundred Bird on Milesa Jet Plane 302928 Thu'sDao and Problem Loan's Love Story 12 ThisNeverPut YourLand on aHeadIs Sunday Your on MyLand Shoulder 323433 I. 23 SadI Movies Dream of Ice Cream 3736 11=11111 11111 111111 111111 1111 101.1111.1111.1111.11.111M Unit Title MN MI NIP La 111111 - -- Unit Title in k, Various (cont.) a NJ_ Various (cant.) Taped Poeis: 39 Open-Ended Stories: 59 MoneyStibwaysA Friend Are People 404442 StupidWhyThe MagicNolen John BoxWash and Dishesthe Pot 626160 Riddles: What Has 18 Legs ... 4646 SolosonThe FoxMind and and the the QueenCrow Sun of Sheba 656463 WhyThreeWhy isn't Largeis aa lollipop person'sdown ...... nose ... 494847 Talking Books 66 Quotations: When is soup ... 5150 Comic Strips: Barney Boogie and Snuffy Saith 67 ALove Cat Iswith Blind Gloves ... 5251 WillyHagar,Andy 'n Capp Ethelthe Horrible 676Q68 AHealth GoodEarly MileIs to Wealth Bed...... 555453 ForBlondie Better or for Morse '60 68 CourtesyAJack Rich of Neighbor AllIs ...Trades ...... 585756 Picture Series 69 4&" MI UM MS OM Unit r 111 NM IMP IN In Urn =I UM OM OM NM Title Page Mo. General Illustrated Classics: 70 TheMoby PrinceDick and the Pauper 71 HuckleberryGulliver'sDr. Jekyll Finn Travelsand Mr. Hyde 7111 OliverRobinThe MoonstoneTwist Hood 7272 TheRobinson Flayed Crusoe Hand and Other Famous Mysteries 73 MN MI MI MI MI MI =II IIIII =II NMI MI MI I= MB MI MN instructional This section materials available at the Learning Resource Centersof (LRCs). the Strategy Notebook,INTRODUCTION Part II, contains a sampling A wide of range the descriptionseeexamplesgames,of only materials the and many open-ended readingtwo and writing materials.of However, this sectionofaresections audiotapes,available at games, the LRCs, andthe open-endedincluding audiotapes,reading and writing materials. slide sets and the videotapes whichavailable at follow this one, Photos and Slides, videotapes,the and LRCs. Videos, slide While includes forPlease sets, the a materialsandin arehelping intended students to be grow used in in all a mutuallyareas of supportivelanguageThe use, way andduring 2) toLRC serve scheduled as a laboratoryclasstime. purpose ofhave the beenLRC ispresented two-pronged: here in1) separateto serve sections,as an extension they are of allthe housed at the classroom LRCs in classroomsareinstruction.whichtheir given choices in offeringownteachers students either language experiences not possibleinstructionalor experiences in repertoires. which the teachers TeachersStudents themselves are are encouraged given had choicesnot shareto yetshare aboutdeveloped their what asthey part want to experience, and teachers with each other and experiment with new ideas in lesson language their and of materialthehave hands-on been held professional at various growthpoints laboratoriesthroughout the of LRCs'Whilethe department. history, thus making the LRCs one of ideas there with each other, throughare suggested the LRC Committee*lesson plans and included through with most of the materials workshops at which the English.studentstheyLRCs,their these plans should not be viewed as prescriptions for shouldusing the particularmaterials. students. of varyingbe viewed levels as ideas and intereststo spur teachers' to take risksthinking in learningabout how something best The materials at the LRC were designed to help teachers to newwork Rather, about withhelp. possible.Committee,the and to the LRC clerks, who made this sectionLRCGrateful of the Strategy Notebook, Part II, Committee, acknowledgement goes to Celsa Alojado, LRC Coordinator and to the many teachers and supervisors who are members chairperson of the LRC of * Handbook.More information about the LRC and the LRC Committee can be found in the ESL-AB 4 .4. 11_1u i 2 OM lila Oil MI =III MN 111111 MI MI OM MEI OM MI UNIT : flLL NAME OF MATERIAL : DART BOARD SAME I. INSTRUCTIONS CONTRIBUTOR : Adlai Castigador 2. isilrou you the dart +ha center- (bind() DESCRIPTION : board,This game consists of a darts, and questions dart 2- T5 93u get a .you 1-A;{. prize.. cr}-L whichcolorstopic. on the dart board. are The colors match color coded the by 4. you con have optionsansv2T ale color-cc:led -ewelcypes {-he crIker colored RATIONALE : The dart game is a fun way to to pi-. ciLP_stiou encourageTheIntegrate critical thinking. questions the language in the arts. game 20p4.3o quesficx\,g FAIR WHERE AVAILABLE : Learning Resourc r.enters 10 POINT QUESTIoNS 20- FONT ME-S-11GUS 30- Fintrrr QuEsnoNs r-1 Ti=T mc- uzATIome t=r TINS 1=r t- tGe...ATIOtif t=a iiO171r :t I*iproGrIctIA rtrupiru I prtOolo.TI JCR ErrldiriPTI JOriX=1.t4 TtIg, Eti+NK R+6 1=1. 1 5 SUGGESTED TEACHING STRATEGY: Students first read the instructions of the If s/he answers correctly, the student is game. 1. Throw the dart. personcanentitled help andto anotherthe next throw. throw Ifis not,given his/her to the in line. The student who gets the peers mostnext 3.2. If you hit the othercenter colored (black)get youa prize. parts, points wins the game. Sample questions and tasks are: color-codedchoose a question envelopes. from the TellDescribe me aboutyourself. yourself. 3020 10PT.pt. pt. questions questions difficultfaireasy WhyIf did your you salary leave wereyour $1000,country? what would you do with it? requiredis hit, theto answerstudent a isquestion. given a prize andStudents throw the darts. If the bull's is noteye What kindwould of you house do ifdo ayou robber want borkein into your house? colors,s/he If the student hits any of chooses a card from the the surrounding on Follow-up: the U.S.? correspondsthe wall. to the colors on the dart board. Each packet has a title and color that packets The their Have students compare this_gasenative with gases in country. Ask students to write 10,student 20, or 30 point questions. also decides whether to choose from the workcompileabout gases them inin theira book. native on the classroom walls country. or have Post their students AdlaiPrepared Castigador by: OISMIONIIIIN111111111111111111.111311111111111111111111111111111111111111111111101111=1113 6 OMB OMB NIB OM OMB INS 11111 NMI MB MI Ole IS r1111111 MB ON MI UM MB MO UNIT : PERSONAL INFORMATION, TIME CONTRIBUTORNAME OF MATERIAL : VeronicaMEMORY WHEELS Esposo DESCRIPTION : board.Two roulettes are mounted on a The left roulette is MEMORY WHEELS Eachdividedslice slice is colored into 12 labelled differently.parts, eachwith DECmonth,the forabbreviated form of e.g. JAN for December, etc. January, each The outerbigright circles are divided into circles. Both roulette has small inner andand 1958,labelled16 parts. 1990, etc. with Each a Oneyear, slice slice, e.g. is thetherefore,and the outer has another. inner circle has has two years, 1 year as RATIONALE : This material serves as an significanceansweringassessment tool in asking questions. lies in andtheIts engagetheconversation memory wheels. the students Aside will in, as stimulated from by studentsfreeusing the can English get to language know about conversation, the in 2, Where did What- happened? hcippen? eachlanguageundoubtedly among generate the students. a lot other's past. It will of 3 4.When Why did happen? happen? WHERE AVAILABLE : Learning Resource Centers _5. Who Were ,you Wiff1.9 7 SUGGESTED TEACHING STRATEGY: Choose one student. Instruct him/her to turn roulettesandboth right roulettes hands. simultaneously The using his/her will point to a certain month arrow mounted between the 2 on left the wantsAskleft roulette, and 2 years on the right roulette. the to student recall. which S /he is then of the 2 years time s/he to proceedsinrecall the events that took place in his/herthe life specified to story-telling, month and year. given S/he then followingstory-telling,sthe questions, or formulate their own: remembers about the given date. his/her peers relating can Aftereverythingask thethe WhenWhat happened?did it happen? WhereWhyWho didwas did itwith it happen? happen?you? Allow How did it happen? the students to converse as as turns.clearlythey understood, other students can take their want about the events. When the' story long is VeronicaPrepared by:Esposo NW IIIIIII ON OM SIMI WIN 1E11 SIM ell 8 MI Ili NM MI IMO NM ONI OM MO Ili MN all MI IMO all all IND OM 111111 1111111 MB NM TITLECONTRIBUTOR : Veronica: Dao and Esposo Loan's LoveLinda Story Dumo UNITNAME OF MATERIAL : VIDEORANAS : SOCIAL LANGUAGE CONTRIBUTOR : LindaVeronica Dumo Esposo DESCRIPTION : storiesVideoramasplaced on a spindle insideon are rolled illustrated paper, a handleTVbox. screen. The material simulates toa wind the roll Students turn from a Dao was in love with Loan but Loan didn't Whenever he visited her, she was not hose. 2. Asonevideorama is a love story. the title indicates,story frame to the nut. this like him. RATIONALE : Videoramas have all the Puttingstoriesinstructional stories in a videorama in advantagesany format. of wayinterestingformat a story is presented. simply variation in provides the an WHERE AVAILABLE : Learning Resource Centers . j stream with her friends. One day, Dao heard that Loan was going to the 9 Dao wanted to see her and give her flowers. DaoVIDEORANAS and Loan's (CONT.) Love Story (Cont.) He put on his coat and tie. 5 He wore his new pair of shoes and a hat. He was very handsome. At the stream, Loan was surprised to see tao. and teased him. Her friends laughed at his. They all 10 laughed He felt very bad. GM MINI MI MI INS NMI NM OM NMI SIM MB- MI IN 1 r1111111 NS IIIII 1111111 sus sse sr so sso as on on so ass so on on as r rr sow 'ass am ors DaoVIDEORANAS and Loan's (CONT.) Love Story (Cont.) He ran back home. and broke his leg. The mountains were slippery. Dao fell down Loan got scared. She and her friends took Dao to the hospital. She took care of him until he was well. loan to marry him. when Dao was out of the hospital, Should she marry him? 4 he asked VIDEORANAS (CONT.) MY NAME 115 e. CONTRIBUTORTITLE : Veronica EsposoThu's Probles 114U MANG.AKERAstAN. n4 Linda Dim ji;010:1, My l'snase Aaerasian. is Thu Giang. 4. botherI and two sisters nowin PRPC.live with sy Vietnasese (03 HeMy leftfather Vietnas is an inAserican. 1973. 1(4V VIETNAriEse-,TWO mOTHEe 615Te*R5 Now LAVE %il1T)-4 MY IN PR-PG. AND BeforeI we left Vietnasgot insarried May 1988, to Vinh. HeVinh is arrivednow in cyclein PRPC 120. late. MARRIEC,MAYLSFT 1q98, V1E71.114,1 TOI GoTVINO INfieFoRE we 12 NIB INS OM MO r7-ST COPY AVAR Pr" OMB MO MEI MI r IIIIII IIIIII am MIN OM all Mill NIB MI MB all MI MO IMP INIII 111 NIB VIDEURANAS (CONI.) GO TO THE °my monme LA 6. AND SISTERS UAW TO My familyhusband, can Vinh, go to has the to U.S. stay in until September. March stay AND WAIT SOON. OUT I WANT roFoR/A-Y Mynext U.S.mother year. soon. and Butsisters I want want to tostay go andto thewait Whatfor my should husband. I do? 14. 13 ""-A./., r) UNIT : VARIOUS CONTRIBUTORNAME OF MATERIAL : CelsaINTEGRATED Alojado TAPED SONGS DESCRIPTION : theirlistenedIncluded integrated to by students audio lessons during are taped songs keywithat theconcepts LRC. Theseand vocabulary. are complete visuals that represent RATIONALE : Songs andappeal feelings to the of senses, the thoughts are universal. listener. They Manyvarietylanguage songs of structures include common repeatedidioms.and a Songshistoryinterest can in the of enhance the culture students' target and WHERE AVAILABLE : Learning Resource language.Centers j In OM MN OM UM IMO MI 14 UM MI SIIII MB OM MI WM all IIIIII MEI MI OM IMO OM all MN MO IIII SIM INTEGRATED TAPED SONGS NOWT.) CONTRIBUTORTITLE LRCHello Committee AndI've in mybeen dreams alone I've with kissed you inside your lipsmy mind Hello!A thousandI Is ittimes. me your lookingsometimes for? see you pass outside my door I I can see it in your smileeyes And'Cause myyou arms know you are justknow opened whatjust wide.towhat do to say AndI I want to tell you LOVEso much...YOU! HowAndI muchtell Iyou time and longtime toagain see the sunlight in your hair care 01 .1- r PEST COPY AVAILABLE 15 INTEGRATED TAPED SONGS (CONT.! Hello!Sometimes I've I just got to let you know feel my heart will overflow AreAnd'Cause youI wonder somewhere I wonder what feelingyouwhere do you lonely are ForTellOr isI mehaven'tsomeone how to got lovingwin a yourclue you heart Hello'But'Cause let Is me Iit startwonder me you're by *here saying...I looking you are for?LOVE YOU' OrAreAnd isIyou someone somewhere loving feeling you. lonely wonder what you do RutForTell letI mehaven't mehow start to got win by a yoursaying...clue heart I LOVE YOU' MI MI MI Ell 16 MI MI 111. UM Ell all I= MI SIN MI MI INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LRCThat's Committee What Friends Are For And I never thought I'd feel this way AndI'm as gladfar as I'm concerned I got the chance to say AreThat if I do Ibelieve I should ever go away love you. AndToWell 4eelthen then theif close youway canweyour doremember. eyestoday and try That'sqep)'vowing sailing, what youfriends keep can shining alwaysare for. count on me, for sure DEPARTURE That'sI'llFor goodbe what on times yourfriends andside badare forever timesfor. sore AndWell, now you there's case andso suchopened lore se I see OhAnd andso bythen, the forway the times that were apart I thank you. AndWellThe then then words if close youare can yourcoming remember. eyes fro and ey know heart 1 7 INTEGRATED TAPED SONGS (CONT.) That'sOh,Knowing keep what smiling, you friends can keepalways are shiningfor count on me, for sure That'sI'llFor goodbe what on times yourfriends andside badare forever timesfor. more That'sKnowingOh, keep what you smiling, friendscan always keep are countshiningfor on me, for sure ForThat'sside good forever timeswhat friends andmore bad aretimes for. I'll be on your That'sKnowingKeep smiling, whatyou canfriends keep always shiningare count for on me, for sure That'sOh,I'll for what begood on friends timesyour side andare badforeverfor. times sore That'sAndOn meon forwhatme sure, friends and areon mefor. for sure for sure MI II1 MI =I 18 MI II1 OM MO ME OM MI NM ME WM MI UM UM MN MI NM NM UM UM WM MO INTEGRATED TAPED-SONGS !CONT.) CONTRIBUTORTITLE : LindaPeople Bebit ArePeople, the luckiestpeople who people need people in the world. ;ideAndWe're yetall children, lettingthe need ourneeding inside. grown-up other pride children They'reLovers,Acting soretheare luckiestverylike specialchildren people people than in thechildren world. SaysAWith feeling youone were person,deep half, in onethe now verysoul you're special whole person No PeopleFirstsore hungerbe who a personneed and peoplethirst, who needs people. NoWithAre more the one hungerluckiest person, and peopleone thirst. very in specialthe world. person PeopleFirstAre be thewho a luckiestpersonneed people who people needs in people the world. 19 INTEGRATED TAPED.SONGS (CONT.) TITLE I'd Like To Teach The World To CONTRIBUTOR : Linda Bebit Sing GrowAndI'd apple furnishlike treesto itbuild andwith thehoney love world bees a hose AndI'd snow like white to teachturtle the doves. world to sing AndI'dIn keep perfect like it tocospany. harsony hold you in sy arms WhatThat'sIt's the the worldthe real way wants thingit willtoday stay WithIt thes the real real thing. thing WhatWon't the youworld hear needs what today I say I'dIs the like real to thing.see the world for once ForAndAll peacestandinghear theirthroughout hand echoes in thehand through land. the hills r_ 20 r MN I= MI MI MI MI INTERCO TAPE) SOWS (CONT.) I'd like to teach the world to sing AndTheIn perfectneversong ofgoes harsony peace away. that echoes on WhatIt's the the world real wants thing today WithThat'sIts the thethe real realway thing. itthing will stay WhatWon'tIs the theyou world realhear thing.needswhat today I say T COPY Mr, 71E 21 INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LRCYou've Committee Got A Friend AndWhen nothing,you you're need downoha helpingnothing and troubled handis going right AndCloseTo soon brightenyour I willeyes up beand even there think your of darkest me night. YouREFRAIN: just call out Ai name Winter,AndI'll you comespring,know runningwherever summer to orsee fall you again. I as You'veAndAll I'llyou got havebe a therefriend.to do yeah, is call yeah, yeah ShouldAndIf the that skybeginturn old above. darktoNorth blow youand wind full of clouds SoonAndKeep callI'llyour mybehead nameknocking together out loudupon your door. I Mil MI =I MI 22 MEI =I I= MI r MI INTEGRATED TAPED SONGS (CONT.} You just call out my name AndWinter,I'll you comeknow spring, runningwherever summer to I see or youfall again. am You'veAndAll I'llyou got gotbe a theretofriend. do yeah,is call yeah, yeah HeyYou've ain't gotit gooda friend to know that AndThey'llWhen take people hurtyour can yousoul beand ifso desertyoucold let you thee REPEATOh but REFRAIN.don't you let them. &to . u1 t. 23 INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LindaTie A BebitYellow Ribbon NowI'veI'm I've coming done got mytohose timeknow WhatIf isyou and receive isn't mymine. letter telling you ThenIfI'll you'llyou soon still knowbe wantfree just me what to do REFRAIN:If you still want me. DoOh, It'syou tie still beena yellow threewant ribbon me.long years'round the old oak tree I'llIf stay on the bus, forget aboutI don't us see a ribbon 'round the old oak tree APut yellowIf the blaseribbon on 'round me the old oakI tree. don't see OM 24 MI I= a J _I all MEI MIN NM MI NM 11111 IMP NO MI OM 1111011 INTEGRATED TAPE) SONGS- (CONT.) Bus driver'Cause pleaseI look for se couldn't bear to see Whatl's really still in prison I sight see AWhatAnd syI needlove toshe set holds se freethe keysisple yellow ribbon is IREPEAT wrote REFRAIN.and told her please. AAnd hundred Inow the yellow whole ribbons dasn bus 'round is cheering the old oak tree. can't believe I see 4, 7 25 4 1 0,4 --' INTEGRATED TAPED SONGS (CONT.I CONTRIBUTORTITLE : LRCTomorrow Committee BetThe yoursun willbottos come dollar out tomorrow JustThere'll be sun. thinking about tomorrow that tomorrow WhenTillClears Is there'sstuck away thewithsun. cobwebs that and the sorrow OhThat's I... Just thegray stick sun and will outlonely sy chin and grin and say cote out tomorrow. day -r ovAy ITOMORRowl 26 111111 IIIIII r ON OM I. I11 UST COPY MAKE - MO MI OM NM INN OM MI 1111111111611111111111111111111116111111111111111111111111111111111111111111111111111111111111111111111111111111111 INTEGRATED TAPED SONGS (CONT.) ComeSo Tomorrow,you what gotta may tomorrowhang on tillI tomorrow love you tomorrow SoTheYou're you sun gonna alwayswill hangcome a day onout awaytill tomorrow tomorrow ComeTomorrow, what may. tomorrow I love you tomorrow You'reTomorrow, always tomorrow a day Iaway.away love you tomorrow eiY5 27 e INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : : LRCFive Cosmittee Hundrea Miles YouYouIf will youcan know sisshear that thethe trainwhistle I' blow on I as gone A hundred tiles.miles, a hundred tiles AYOU hundred can hear tiles.miles, the whistlea hundred blow tiles LordLord I'mIs I. three,one, five Lord hundredLord l's Is two tilesfour NotFrom asy shirt hose. on my back NotThisLord a pennyaway. to ay use I can't go a hose This away, this away ThisLordIf Iaway.you miss the train Is on can't go a home AYou hundred canwill hear knowtiles. the that whistle blow 1 as gone all MI i28 MN ON OM Ili MI MO MI MI MI MN MI MB IMO MI INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LindaYellow Bebit Bird Yellow bird youup highsit allin bananaalone liketree me DidYouThat your can is lady flyvery friendaway sad inmakes leave the me skythe feel awaynest so againbad You'reI also more have lucky a pretty than me.girl She'sMakeThey're not tender withall nesttheme today samethen thefly prettyaway. girls BetterYellow flybird away youup highinsit the allin sky bananaalone away liketree me BlackPickThey aand comingmight yellow picksoon you you like someday. banana too pick from night to noon NishButI'll that I'fly not away a yellowwith you bird I were a yellow bird YellowSo here bird I sit nothing else to do. yellow bird ... yellow bird ... .3 BEST L-ikh 29 AVAILABLE 4 0 INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LindaLeaving Bebit On A Jet Plane AllII'm myhate standingbags to arewake here packedyou ousideup I'and ready yoursay goodbye.doorto go TheBut taxi'sthe dawn waiting, is breaking, he's blowing it's early his hornmorning REFRAIN:Already 1 so lonesome I could die. TellSo kiss se thatme and you'll smile wait for forme me DanHold'Coz t meknow I'mlike whenleaving you'll I'll on neverbe a backjet let planeagain se go. Oh There'sbabe, no many times 1 1 hate to go. 1Pt you down So Imany times tell you now they don't mean a thing. I played around EeryEvent songplace I go I'll think of you ! sing, I'll sing for you WhenREPEAT REFRAIN. I cone back I'll bring your wedding ring. t. .1(..%MN OM INN 11111111111111 NM OM MI MI MOM MOM 1111111111111111 30 OM Sill an EN MI EMI NIS INN OM UM MB Sal WM =III OM MO OM ENO INTEGRATED TAPED SONGS (CUNT.) OneNow sorethe tinetine haslet comese kiss to leaveyou you WhenDClose eas aboutyour eyesthe daysI'll tobe copeon sy way. I won't have to live alone AboutIs leavingthe tises on a let plane I won't have to say. OhDon't babe, know when I'll be back again I hate to go. 31 INTEGRATED TAPED SONGS ICONT.1 CONTRIBUTORTITLE : LindaPut Your Bebit Head On My Shoulder Put your head on my shoulder ThatSqueezeHold youme meinlove ohyour me,so arms tight,too. baby show me JustWon'tPut youra youkiss lips kiss goodnight, next me once,to minemaybe baby dear PeopleYou and say that love' I will fall in love. a game AndA gameIf then there's you this afool way, will I'll rush find in. it someday can't win WordsWhisperPut Iyour in myhead ear, on babymy shoulder want to hear, tell me PutTell your me thathead youon mylove shoulder 4E, too, PutWordsWhisper your I wanthead in tomyon hear,ear,my shoulder. babybaby um ow an ow ow am PEST COPY AMPLE MS MI 32 AI MI MI ill 11: INS NWUv MINI MI MI SIM WIWI MP NIS MI UM NM OM MIMI MI ON MI INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LindaNever BebitOn A Sunday Oh, you can kiss se on a Monday, a Monday, a Monday is very, very good. Or you can kiss se on a Tuesday, would.a Tuesday, a Tuesday, in fact I wish you Or you can kiss se on a Wednesday, a Thursday, a Friday and Saturday is best. But never, never on a Sunday, a Sunday a Sunday, a Sunaay, cause that's sy of REFRAIN: rest. day CoteJustAny any daynate day you theand say day,you but IIthat Ay be day youey ofguestlike rest the best REPEATOnly stay REFRAIN, away, on Ay day of rest. ) ' 33 INTEGRATED TAPED SONGS ICONI.) CONTRIBUTORTITLE : LRCThis Cossittee Land Is Your Land This land is ayyour land. land FrosTo theCaliforniathe redwoodGulfstreas toforest the river New York island AsThis I wasland walking was made that for riverbed you and highwayse. IThe saw endless belowabove seskyway ThisThe golden land wasvalley. sade for you and se. ma as me we as me me me ea am ale am ma us am um ow we aim as34 me UM SIM IND 1111111 IMIII INN IMP EMI GNI MN NM IMP UM MN IWO 11110 MI ill INIESRATE1 TAPE) SOWS (CONT.) I've roamed and rambled OfThroughAnd her I followeddiamond the sparkling desert.my footsteps sands AAnd voice all wasaround sounding me SingingAs the 'this sun wasland shinin' was made for you and se'. AidAnd wheatfieldsI was strollin' wavin' he dustpiles rollin' Singing,AAnd voice all was around'This singin' landme was made for you and me'. t A ILI ft,'X. 35 -4. LI I 4, INTEGRATED TAPED SONGS (CONT.) : I CONTRIBUTORTITLE : Linda Bebit Dream Of Ice Cream ThingsI that you fry,dream things of thatice cream,you bake sausages and cake, WhenIts such a nice dream, I. afraid to wake, I dream of ice cream, sausages and cake. CrunchingREFRAIN: and munching, OnAnd In endlessdoting dreams andmountains I. gloating.breakfasting, of thick dininq,andchoc late, lunching, AndSeem ginger fragrantto pass beer myfish sohungry andcrystal chips,lips, clear REPEATAs down REFRAIN. my throat it slips. 36 MI MR ON NIB IND 11E1 NM OM 11111 1E1 1111 IMO GM NMI INS IN MN ON an OM MO MI Ma MN MN 11.11 all MP MI MN OM MI SIN OM OM UM MO INTEGRATED TAPED SONGS (CONT.) CONTRIBUTORTITLE : LRCSad CommitteeMovies HeSad said Davies he hadalways to worksake se cry AndSo TheyI turned turned the outprojector the lights on went to the show alone ItoAnd sawbegin my darling and ay best friend walk in. just as the news of the world started AndAndSo when I so hethey kissed sat righther lips down I inalmost front died of se was sitting there they didn't see AndI started to cry. in the middle of the colored cartoon 6,95 RFST CCTV AtIlLABLE 37 INTEGRATED TAPED SONGS HORT.) AndOh, sooh, oh, sad movies always make 4e cry (2Xl I got up and slowly walked on home AndI somamajust to sawsaidkeep the sadfrom tears movies telling and sake saidher me awhat'scry. lie wrong SadOh,Oh. moviesoh, Lh,oh, sake oh,sad mehoo,movies cry. hoo, always hoo, makehoo, mehoo, cry (2X) 38 OM ION MI NIS MI MI IIIIIII MI MI 11111 UM MI In I1111 NB MN UN MI ail MI UN OM 111111 NB NIB MI MI MB =II In all NAMEUNIT OF MATERIAL : : VARIOUS TAPED POEMS CONTRIBUTOR : Lou Autencio and Celsa Alojado DESCRIPTION : A taped poem can be any standardillustrations.recorded and poem accompanied which byis RATIONALE : Poems provide an excellent way thatarts.to A carefell'y chosen integrate appeals theto students'language poem English.intereststo encourages express themselves students in WHERE AVAILABLE : Learning Resource Centers 39 TAPED POEMS (CONT.) TITLE : CONTRIBUTOR : LRCA Friend Committee rs N TheA friend bright is sun one or who the shares gloom. with se 041* s ) ASC.eL0 BecauseA friend the is heartone with has loveroom. to spare ra II) II / % 111.111C' V...... r.. Mg, -.44 IIPP .,. kg 4/t/'-' 3VAT \ * IPil -.. AT. c ATT:e. * V' .` - 1fivilir 4 ,/, sliopKowii d t * 4 A! / 40 I MI MI MI II NM 1 III, VIM NM IMP 1 Mill Mill I I I I MI I MN I III TAPED POEMS (CONT.) CONTRIBUTORTITLE : LouSubways Autencio Are People Subways are people PeoplePeople standing sitting PEOPLE S'IANP186 SomePeople in swayingsuits, someto and in frotatters Antgi 4. 2 RoySome with with smile, glasses, girl some with without frown StreetPeople dashingflashing 5 42 MO UM NIB MI NM =II OM MI UN NM OM MO NM MO NM =I UM NM NM MI INN OM MI OM IMO FORS SORT. }. A friend is one who knows sy joy, My ThroughoutSoaeonesorrows whoand our caresits sad tears, sweet years. y whole world shares 41 5 u IIIIII NM OM MO MI all NW MI IIM NM INN TAPE, POEMS (COAT.) Up, down, round the town YI People old, people new uP P440 DOwt-4 Rout4t2 THE- Tas.13 so PEOPLE. PEOPLE Kea; Jr tti PushingPeople alwayspeople, on people the go, I racing, running will never know. olv ' RAGING PEON-E ALY/10/5 ON THE Go FLUWIiN6 12 r 1) 43 TAPED POEMS (CONT.) CONTRIBUTORTItLE : MoneyLou Autencio by Richard Amur) (Adapted from the poem Workers earn it BankersSpend-thrifts lend it, burn it, ForgersMoen spend fake it, it, DyingTaxes leave take it, it, 44 MI OM W1111 NM =II I= OM II= NM IIIIII II1 MI MN MO MN OM MN TAPE) POEMS (CONT.). ThriftyHeirs receive save it, it, RobbersMisers craveseize it,it, sAvi4Gs eAttK GamblersI could lose use it,it. THRIFTY SAVE 11 9 MISERS cRAve. IT /0 45 NAMEUNIT OF MATERIAL : RIDDLES : VARIOUS CONTRIBUTOR : Linda Bebit DESCRIPTION : Astudents'riddles collection interest.that of stimulate Riddlesplayful onStudentsare the rotated graffiti weekly board. at the LRC. write their guesses RATIONALE : SomeentertainmentAmong exist the oldest purely are forms for riddles. fun. of Othersknowledge.Studentsserious may textare meant to adaptations search gauge of shareforIn their their them with their desire to own riddles get peers. andthe consultationunconsciouslyanswer the andresortstudents to sharing; willpeer WHAT HAS 18 languagelanguage.thus, there learning It is is an both experience.interplay fun and of a CATCHES LEGS FLIES?AND WHERE AVAILABLE : Learning Resource Centers NIB ION 46 I= MIN 11111111111111 INI11111011111MISIIMMINIIIIIIIIIIIIIIII1111111111111N111111.111111111111111111 RIDDLES (CONT.) THREE LARGE WOMEN WERE UMBRELLA,WALKINGTHEM GOTUNDER BUT WET, A WHY NOT? NONE OF SMALL 47 5: RIDDLES (CONT.) WHY ISN'T A PERSON'SINCHES NOSE TWELVE LONG? (.5 - MEI 48 Mil IM MI MN NM IMO MN MS NM OM all SIM MI I11 "NI RIDDLES (CONT.) ALOLLIPOP WHY RACE IS HORSE? LIKE A 5;3 49 MILES (COMO- OUT CERTAIN WHEN OF IS THE TO SOUP BOWL?RUN t." 50 MUM= MI ON MI OM MI MI MI Mil MI MI MO IIIII ONO OM MIN NAMEUNIT OF MATERIAL : QUOTATIONS VARIOUS CONTRIBUTOR : Linda Bebit DESCRIPTION : Carefullyare illustrated selected and posted quotations on askeda and panel board. agree or to read disagree the Students quotation with are writeanswers.it. They the reasons then discuss for their and RATIONALE : Quotations tap students' student:'language.isagination knowledge They and generateof enhance the EnglishRelatingvalues, language,traditions, quotations culture, etc. to effectiveness.supportsstudents' background knowledge their instructional WHERE AVAILABLE : Learning Pesource Centers LOVE IS BLIND 51 t..)4`10 QUOTATIONS (CONT.) A CATCHES CAT WITH NO GLOVES MICE 52 OM MO OM OM OM MI 111111 MI OM MI OM MI OM INN OM UM OM OM MI am MI MI =I am UM ar am am MN MN OM as ON QUOTATIONS (CONT.) HEALTH IS WEALTH t `drd I 53 QUOTATIONS (CONT.) A GOOD HUSBAND A GOOD WIFE MAKES L OM MS MI NIS INIS UM SIM 54 MI MI MN all OM j OM UM 1111 OM NIS MI MI 41111 NB MI 11111 QUOTATIONS (COST.) EARLY TO BED AND EARLY TO RISE HEALTHY AND WISE MAKES A MAN 31 55 QUOTATIONS (CONT.) JACK OF ALL TRADES MASTER OF NONE 56 IIIIII MI MI NW ill IS MI NM IMO MO MI- MN INN NM 11111 so -./ -1.4=00------...:----th_ P1-11 rr . iiii u,a Ak ..U: -','W w - I I I INNIt at I, 4- D itAT 0 0,9 4111.atift i mi MI Ea7..--"...n..""ir i jrutialliallibmi _It. ILI \iillir .--12 meol° 4z. 1I Mum '111E ildm14 _ QUOTATIONS (CONT.) COURTESY IS NOT PAID FOR GNI OM AI GIS MS OM MO OMB 58 all OM MB ill Ili IIMI 111111 11111 111111 MS SE IND MN NMI NS an an OMB nal SRI Ole MI MI NM 111111 NMI MI NAMEUNIT OF MATERIAL : VARIOUSOPEN-ENDED STORIES CONTRIBUTOR : Rosemarie Lalunio SUGGESTED TEACHING STRATEGY: DESCRIPTION discontinuedStoriesto allow students at certain to speculatepoints are used which are about.begin Ask to conceptualize whatthe studentsthe story to study the pictures might and be placedEachas to story what ismight illustrated happen in a packet together next. and understandableShould to the students, refer themThe to the somestudents parts read of the text of the text the not story. be withtheircards. instructions own continuation and question of, The students provide or Bepictures,opportunity using to examples create theand meaningsupporting themselves. gestures.careful not to rob the students of the maycardsending help containto, the the students questionsstory. doThe this. which cue the packet in order to finish the story.The They say students now get a piece of paper from Thesetheapart whole class. storiesfrom the packets, can be withused notebooks,wantpeers. to use or sayphrasebooks, want to consult dictionaries, with their and RATIONALE : partPrediction of the reading is an essential process. before placing it inside the packet or postingStudents it read their work to their peers Open-endedstrategies.students aware of stories prediction sake on the bulletin board. Prepared by: WHERE AVAILABLE : Learning Resource Centers Rosemarie lalunio , 59 OPEN-ENDED STORIES (CONT.) CONTRIBUTORTITLE : Rosemarie LalunioThe Magic Box A country woman was visiting the city for the door.sawfirst There were lights above the door. an old lady standingtime. in front She wentof the into a tall building, closed She The door closed. The door opened and the old lady went inside. and a beautiful young woman walked out!After a few minutes, the door opened again 60 IN all IMO MI MI US 111111 MI MINI -- OM SIMI 111111 MI INS =II UN Sill MI OM all it RIB MINI all MI all UM OPEN-ENDED STORIES (CONT.) CONTRIBUTORTITLE : RosemarieWhy Women LalunioWash Dishes Long ago, there was a couple who always fought about who was going to wash dishes.'Ok. l'm full. Start washing the dishes.' ordered the pan. 'Oh, no. You clean the dishes'' shouted the 61 `4- 4 " OPEN-ENDED STORIES (CONT.) CONTRIBUTORTITLE : RosemarieStupid John Lalunio and the Pot Then'Go come home quickly.' One day, John'sto my friend'smother needed house aand very borrow bio pot.a big pot. heavy.started John to went carry the pot home but it and borrowed the big was pot. very He MI Mlle all NM MI NM 62 INI GNI I= IIIII ma am am es am am am as aw no as IS ups as as on sow am MN IIII 111. OPEN-ENDED STORIES (CONT.: CONTRIBUTORTITLE : RosemarieThe Wind and Lalunio the Sun wind.the One sun. 'I as stronger than you are!' saidday, the wind started an argument with the answered the sun. 'No' I as such stronger than you are!' wearing a heavy coat. They saw a man walking down the road. He was stronger.'The one who can make the man take off his Thecoat is sun said to the wind, 'Now, let us see. 'Ok, I will do it first.' agreed the wind, 63 OPEN-ENDED STORIES (CONT.) CONTRIBUTORTITLE : RosemarieThe Fox and Lalunio The Crow bread and flies to a tree. One day, the crow finds a small piece of climblike the tree. The fox saw the crow withto get the the bread. bread He for would himself but he can't it J ,c) MI OM SIN nil MI MIN 64 In MI WIN OM OM Ma SIM MI OM 1.11 CREN-ENDED STORIES (CONT.) CONTRIBUTORTITLE : RosemarieSolomon and Lalunio the Queen of Sheba king Solomon and the Queen of Sheba were friends. The queen was smart and beautiful.One day, the queen showed two flowers to flower"Solomon. sheThe askedflowers Solomon. looked very such alike."Look' Which of these two is the true .t) 65 UNI T : VARIOUS AVAILABLE TALKING BOOKS: NAME OF MATERIAL : TALKING BOOKS CONTRIBUTOR : LRC Couittee the The titles oftitles the talking books correspond to of the books produced by the Book DESCRIPTION : Packets consisting of an ESL- cospleteCoiaittee. list of titles. See the section on ESL-AB Books for a ABblankthat book, questions cards and book, the are audio-tape available. of writesussarizeStudents their own stories. paper can the choose story orto RATIONALE : students'languageIllustrated understanding presented. of the stories Listening enhance supportaddsto language learning. the stories while another set of cues reading to WHERE AVAILABLE : Learning Resource Centers MS MI Mil NM 66 MI =II OM OM MN NIB MI 1E11 MI MI an 11111 1.11 UNIT : VARIOUS NAME OF MATERIAL : COMIC STRIPS CONTRIBUTORTITLE : MayComic Vargas Strip Synopses CONTRIBUTOR : JosieCandyCelsa PajelTolentinoAlojado `I. LasswellBARNEY 6006LE ANI) SNUFFY SMITH by Fred DESCRIPTION : Thesefrom are colored comic strips newspapers. Two sets of frames. Barney and Snuffy the Parson are This comic strip consists of seven the text.witheach Open-ended questions are bubblestitle are enlarged, and one with one comethatcharacters inshe to was her very house willing when Parsonto invite was Parsonstanding to of the story. Barney pretended text.backdeveloped of The the set comic with strips the bubbles and pasted at with the paintingfixingby the door. But she told Parson that she was her house because she was doingas she showed some uncovered some appropriate.dialogsare for students to they think fill are in wereonesfurniture.Snuffy playing cards. In spite of the covered and not furniture because and his companion were covering they the RATIONALE : The situations Illustrated in hisdone by Barney and hiding done by Snuffy companion, Parson still saw one card and on theimaginaryto comic ask questions,strips conversations lead and students develop among 2. WILLY 'N ETHEL by Joe Martin the floor. strip.the characters in the comic broccoli casserole and wondering at the This strip shows a woman cooking same WHEPE AVAILABLE : Learning Resource Centers maketime whatagain excuse this time because her husband they have andnever child will eatenpoisonedhusband andas anchild excuse. thought of pretending to be her prepared broccoli casserole. Her 67 SynopsesCOMIC STRIPS tCont.) ;CONT.) 3. ANDY CAPP by Smythe 5, BLONDIE by Dean Young and Stan Drake a conversation between husband and wife. This comic strip has 8 frames and shows The funny This story comic starts strip has with 8 theframes. mother This husband.andwife is reading a Job section of a looking Her for husband a suitable is seemingly Job newspaper for nother withwinterinstructing the family amazed because upon going out clothes in the attic. The story her family to store away their ends 4. HAGAR, THE HORRIBLE by Dik Browne interested because of the salary. 6. FOR BETTER OR FOR WORSE by Lyn Johnstonsnowing!of their house they discover that its character This ofcomic the story is commenting on strip has 8 frames. howOne This is a funny story of a former explainedthatfun he meant the Vikingdifference and notbetween Visigoth. Vikings being a Visigoth is. But Hagar insisted Hagar and hislikedentist dentist. extracting a tooth. The next patient patient doing some dentist's task is VikingstheVisigoths. or Visigoths. man finally After a series asked whether of explanations, they were IMP UM 68 UM MN IMO MN I= 11111 MI INN NAMEUNIT OF MATERIAL : PICTURE SERIES : VARIOUS AVAILABLE PICTURE SERIES: CONTRIBUTOR : Celsa Alojado Title: Contributor: DESCRIPTION : A packet containing a series Reactions,What Do YouPlease Like Best? GloriaErlinda Leal Agbayani centralmagazines.of pictures these, Each packet has cut e.g. out food, of a ThinkingThinkName andand and DecideDecide Sharing Celsa Alojado packet.andclothing, tasks are provided in each etc. Instructions RATIONALE : Students are free to use the anytasks,suggested way that interests or use the instructions packet thee. and in encouragesmaterialsAllowing language students and strategiesto learning, choose languagethenin involved. that students' sore focused minds on theare WHERE AVAILABLE : Learning Resource Centers 69 UNIT : GENERAL NAME OF MATERIAL : ILLUSTRATED CLASSICS SUGGESTED TEACHING STRATEGY: CONTRIBUTOR : Josie Pajel Celsa Alojado book Students choose any whichillustrated interests classic them comic andread individually DESCRIPTION : Ten stories considered wordsor in pairs. they want to understand better. Ask the students to take They note can of iscomicclassics form. suitable for are The language used illustrated intermediate in dictionaryuse you, their as resources. classmates, the LRC clerks, or the sayBeginning,students, also enjoy them, however. level B Level A, or students above. inthey pairs. have learned. Students share with each other the new Discuss idiomatic expressions with the This can be done effectively words RATIONALE : Comic source of reading pleasure for books are a familiar whole class. Prepared by: highcomicsmany literary say not form, be considered there a of our students. While are Celsa Alojado usingsome definite them instructionally. advantages are not in aintimidatedBecause by comics, there'sgreater students chance that they supportillustrationswill pick to students them are a up. aspowerful they The WHERE AVAILABLE : Learning Resourceread Centers for meaning. - =I MI MI NMI 70 I11 MI MI II. IMIIIIIIIM1111111=11111111=11N1110 111111101111111111111111111. CONTRIBUTORTITLE : TheresaSynopses Bolneofor Illustrated Classics 1. MOBY DICK by Hermann Melville 4. DR. StevensonJEKYLL AND MR. HYDE by Robert Louis takescaptain, his namedship andAhab, crew of ona whalinga vengeful vessel, who A story of a powerful and obsessed search personality. A story By drinkingof a a man who secret has a chemical double 2. THE PRINCE AND THE PAUPER for a great white whale named Moby Dick. by Mark Twain Hyde,transformspbtion, himself into the evil and ugly Mr. who the respected and gentle Dr. roams the streets of London Jekyll at the PrinceThis of Wales, heir to the is a fantasy story of two throne boys of Utterson,nighttogether committing the clues ain order to discover friend terribleof Dr. Jekyll, piecescrises. theMr. London'sEngland,they look and exactlyTom Canty, the asame. common The beggar boys exchange slums who one day discover thatfrom 5. GULLIVER'S TRAVELS secret of Dr. Jeykll and Mr. Hyde. by Jonathan Swift forcedofclothes to exchange lives as well. errors for fun, but then, through abased on mistaken identity, series are British surgeon, who was shipwrecked This is a story of Lemuel Gulliver, on the a . HOCKLEBERRY FINN by Mark Twain inchesshores of Liliput, a land of people only high. The story tells of hissix Finn who escapes from his drunken father A humorous story of a boy named Huck and adventuresand its neighboringwith the little country, people Blefuscu. of Liliput experiencrunawaytravels down slave life of adventures.the named river on a Jim. Together raft with they a 71 SynopsesILLUSTRATED CLASSICS (Cont.) (CONT.) 6. OLIVER TWIST by Charles Dickens tornTwist, him who into falls a thief victim through of a criminalthe evil plotscheme toA story of a poor orphan boy, Oliver ofsteals the precious diamond from the treasurythe John city. Herncastle, He brings a British it with soldier,his to heirmanof his whoto halfatrains big brother inheritance young Monks,boys leftto and steal. toFagin, him Oliver byan is hisold England,mystery.another and becomeswhere the object of a it passes from one hand complex to commitsthatfather Monks and motherany but bad only acts. if It is for this wants to cheat him Oliver out of reason never his 8. ROBIN HOOD grimnessOliverInheritance. manages of London's underworld. Being to survive the a good boy squalor Throughat heart, and a Englandstory An old English folk oftale which tells thewho, a folk herothrough no fault of of twelfth his century own, circumstances,complex interweaving Oliver wins friends who of character help and Forestbecomesincludes with his 'bandan outlaw. of merry Robinthe lives in gentle Little John, the menu, Sherwood jollywhich 7. THE MOONSTONE him discover the secret of his true origin. by William Wilkie Collins Fightingmonk,rob Friarfrom theTuck, rich and and the pompous young Willand giveScarlet. to the injustice and cruel laws, the men belongsdiamond A story incalled the forehead of the sacred about the Moonstone. a precious The stone, diamond Moon a ofhatedpoor Sheriff of Nottingham through a incidents and needy. Robin cleverly and finally meets tricks the series King the oldenSod,attacked times, the the holy grandfather city of Indiaof Sultan and stole the Vishnu, an important Indian god. Tippo In himself. wouldMoon-Soddiamond fall to whoever possesses it. from the Moon-Sod.who issued This a curse angered that misfortune the - 72 MI NM MI 11111 MIN MI MI NIB 9. ROBINSON CRUSOE by Daniel Defoe longing A story of an Englishman who has such for sea adventure that he gives up a B. THE FLAYED HAND by Buy de Maupassant ofhishimself comfortable life in a London hose. On hisone voyages the ship sinks and he alone on an uninhabited island. finds In criminalcomes to life again and kills once more. The whosestory severed hand of a long-dead gruesomely insane wilderness.skillshis His only companion, whom he sects many years on the island, he learnsand Joys of self-sufficiency in thethe C. MURDER IN THE RUE MORGUE Allan Poe by Edgar afterfaithful After helping a man,twenty-four who turns outyears to onbe his own,native servant named Friday. is his a street in Paris, which could not The story of systerious murders have on forbacka captain twenty-eight of an Englishyears. ship, Crusoe to England after living on the returns island husanbeen then whol cossitted by a husan being. Not 10. THE FLAYED HAND AND OTHER FAMOUS MYSTERIES A. THE SIGN OF THE FOUR by Arthur Conan Doyle Fasous London detective, Sherlock Holmesbeautifulpiece togetherand Dr. Watson, girl, the son the storieshis of assistant, a sajor-of a andgeneralthe a hiddensystery and atreasure crisinalof a father's stolen in order in India.to solve disappearance 73 0 '140r , MI NM OM =II NM UM 11111 MI MI NIB #1.407/zezzzersz.97/ dzezezemzezezdzwzzzezezezwizzzzzzPHOTOS/SW zezzzzzzza AND SLIDES ././././Z/./.4/17 ./././//..// de ./.11/7"1/.//////// IV .1/7/ t.: NI NM NMI OM OM IIIIII IIIIII MN NM UM Mil IIIIII MB INN IMO OM all SelectedPHOTOS AND Materials SLIDES TABLE OF CONTENTS Page No. UnitIntroduction Title 3 Unit Title PHOTOS: Page No. Personal Shopping Food Items 7 Intonation Seasons 4 ShoppingClothing in ItemsPRPC 98 Locations, U.S.In Supermarketa Restaurant 10 Directions Familiar Places in PRPC 6 Health Medical Check-up 13 Socialfor YoungLanguage Adults AppropriateSports Dress 1517 t.) I JL Various PictureLineVietnam Drawings Talkand PRPC 232118 P'+ OM OM MN NM OM r r MN ill UM US INS IIIIII MS MI Unit Title Pao! No. Unit Title PALM°. SLIDES: Housing Time Housing The American Dream 36 Holidays in the U.S. 25 Social Language Inter-Ethnic Relationships 37 -- Locations, Directions Transportation in the U.S. forSocial Yong Language Adults Shopping 27 Youth Encounters 38 Types of Stores 28 Various Role of Women 40 EmploymentEducation andfor NewVietnamTake York theToday Money and Run 454442 Young Adults Career Options for Young EducationYoung Adults in the U.S. Adults 343229 E-; SIN 1111 OM Mb =I 111111 INS NM INNS INTRODUCTION SIMI RIO UM MI VIII 11111 =II TheseLearningat PRPC One photos Resourceare the setsof theof slides many resourcesand photos available to teachersand slides not only stimulate Centers and the IMS Materials housed interest, Library. in here butthe recordemotionalandknowledge.create enhance lessons by appealing enthusiasmtocan both the aesthetic sensibilities of theThey helpstudents. include a wealth of teachersas they draw clarify on languagestudents'cultural The whichimages informationbackground might they and andotherwiselearners hopes thatremain matter obscure, to them and most.can support beginningThe language photosin communicating about the and slides include feelings,contributions experiences by the PhotoandSpecialGratefulcontributionsIMS Slide staff thanks acknowledgmentCommittee, for by goes producingteachers, tofor Josie goescompiling thesesupervisors toPajel, eachmaterials. this chairpersonof andsection,these program ofand officers.the to Photo and Slide Committee,* as well ascontributors. personal the * Moreits informationwork can be aboutfound thein thePhoto ESL-AB and SlideHandbook. Committee and t.;t`. ! 3 MIS NIB MIMI UM Ern INN Mil MI NMI IIIIIII MN AB NM UM MO MI NM UM al UNIT : PERSONAL INFORMATIONSHOPPING: DEPARTMENT STORE SUGGESTED TEACHING STRATEGY: Students describe the photo they like best. NAME OF MATERIAL : PHOTOS: SEASONS Write their consents ow the board. CONTRIBUTOR : Josephine C. Fuel about Students work in groups to writeeach a of the seasons using the language narrative os DESCRIPTION : duringA setseasons ofeach. 12 photos shoving the and the clothes worn facilitator,thegroup. board as and a reporter is assigned ina resource. A recorder, each a RATIONALE ; This thefamiliante seasons ourof Northstudents set of photos America, withwill withassigned the class. When tothe be the reportergroups shares have finished, theirthe person work season.as clothingwell as withto wear what during kinds Since our students which of Other Ideas: seasonscome do not involve eitrese fro. countries in which group Divide the class into four groups.sake Have a list of what kind of clothing each a clothingAmericantemperature needs related to each seasons changes, and North the photos.personclass, needslake Have students cospare lists. Then, as a list offor the each different season depicted kinds in andthe a Learningareto the language unfamiliar is of to related thew. styles of clothing. Prepared by: toespecially temperatethis states, to students interestand going is Josephine C. Paiel socialrelevantin the inU.S. .any shopping situations everywhere and WHERE AVAILABLE : LearningIMS Materials Resource Library Centers , .g 4 t,tf f- ! 0 -m PHOTOS Y2OHT. SEASONS: 1. Sir' with a snowman 4.3,2. SummerRiverEaster-ego viewwith hunt with4 people mountains 7.5.5. RiverWomanWinter scene andwith man withtrees in snowthick sweaters 16, B.9. SpringTreesRoadside in with autumn inflowers autumn on the highway 11.13.12. AutumnSummer l'reeswith- 4 peoplea and:hurt' fernsland and a kangaroohouses 1111 all MI MI 1 1111, 5 NIP I= SIM Ili Mil NM =II UR IIIIIII r IIIIII IMP =II MI EMI IIIIIII 11111 NIS NMI UNIT : LOCATIONS, DIRECTIONS FAMILIAR PLACES IN ?A.M.: NAME OF MATERIAL ; PHOTOS: PRPC FAMILIAR PLACES IN 3.2.1. TempleFreedom with Plaza two showingwith boys the inside the boats flags and plaque CONIPIBUIOR : Josephine C. Patel 5.4, Billet1.C.M.C. dormitories DESCRIPTION : locationsclearlyA in PRPC. set of depict30 photos (Photos by various which 8.7.6. HospitalMarket stallin neighborhood (2 photos) 5 Emergency Area RATIONALE : language Peter Obligation) learning is easier 11.10. 9, PostTwoView Office Vietnamese of a ricefield women shopping in the market 14contentwhen learner. which is teaningful to language is placed in This material is a 13.12.14. FreedomTempleInside shrinePlaza the templewithin neighborhood 2 inboats neighborhood 7 with 2 whena to learning language relatedstrong supportlocations to and directions, students 16.15. Viewtwo personsof the mountainstempleoffering in incenseneighborhood 2 theysince know well. the photos show places 19.18.17. BilletA man takingscene witha bath a6 womanpeople watering plants VBEPE AVAILABLE : LearningINS Materials Resource Library Centers 2621. womanBilletBillet scene scene with with boys boys studying under awith tree a 22,23, A girlwatchingA washing dishes by the bathroommar, chopping firewood with 2 men 24-26,21 -30. Betting31.0.M. photos) medical a Haircut series series (X-ray (4 photos)procedure: 6 UNIT SHOPPING CONTRIBUTORNAME OF MATERIAL : Josephine C. PajelPHOTOS: FOOD ITEMS FOOD ITEMS: I. Okra 16. Garlic DESCRIPTION : A set of 25 photosSteve showing DeBonis the 4.3.2 FishPorkNoodles 19.18.17. SpringEggsChicken onions PRPCmost markets.popular food items at the 7.6.5. CucumberEggplantChinese cabbage 22.21.20. BambooTomatoesSwamp Cabbageshoots RATIONALE : kindsinvolveThese students in discussing ofphotos food can be items. used prices to 10. 9.B. CarrotsPeanutsPapaya 25.24.23. PotatoesVegetables:Onion bulbs Since*embers'and the photos were taken in availability, and food preferences. family 13.12.11. CornSquashGinger onionsgarliccucumber berelevantthe easily togenerated. the students PRPC markets, language will 14.15. CabbageBanana WHERE AVAILABLE LearningIMS Materials Resource Library Centers L:: 7 11111 INN MI In NM SIN SIN MI 11111111 IR UN MO 1111 UN MI NMI IND UM NMI NM MN MI SON All UN SRI UNIT : SHOPPING NAME OF MATERIAL : PHOTOS: CLOTHINGPERSONAL ITEMS INFORMATION CLOTHING ITEMS: r CONTRIBUTOR : Steve lelonis 2.1. A2 white dresses pair of shorts, pants and a pair of DESCRIPTION : A different clothing item. set of 9 photos showing 4.3. FabricAmen's man briefswearing a shirt and jeans RATIONALE : Ibis photo set candescriptivefatiliarize be used hiplinestudents abovt with to 7.6.5. A manpair wearingposing of slippers, witha red a jacketcigaretteshoes and socks dailywhichpeople conversation. is fregyentlyand dress, usedlasplage in B.9. 3A pursesman in a suit and dark glasses VHERE AVAILABLE : LearningIMS Materials Resource Library Centers 8 UNITNAME OF MATERIAL : PHOTOS: SHOPPING IN PRPC :. SHOPPING SHOPPING. IN P.P..P.C.: CONTRIIIM!PDESCRIPTION : JosemAimtA set of 12C. photosPaiel skorimq the A.1. 3.2. CucumbersMoganWoman gesturingselecting weighed forcucumbers by athe kilo seller PeterPRPC marketOilimacimml stem (Photos by 5.4.6. WomanWomanNolan paying receiving for the herthe cucumbers changecucumbers RATIONALE : The generateSEtAll discmssiomsshorn it this Ant photo the set familiar PRPC market 8.1. 2. WotanWoman buyingputting poselo the poselo in a plastic bag ratiosmeasurementsitems used for shova, types of the pools, different stifled aid 4.3. VietnamofVietnamese poselo woman woman paying accepting the plastic bag relevantlawalemay federated to daily walls.is other ibis's. highly The C.1. 5. ManVietnaaese paying for woman a soda accepting her change WHERE AVAILAPLE : learlialINS Materials Resovrce Library Centers E.: `) 9 3 1111 MI MIN MI Ell SIMI MI OM OM Eli IMO MI MO OM 1111111 UM Ell all 1E1 Ell UNIT : SHOPPIN6 CONTRIBUTORNAME OF MATERIAL : PHOTOS: U.S. SUPERMARKET : Sharon C. Snyder U.S. SUPERMARKET: 1. Chicken with prices ($1.49) DESCRIPTOR : A set of 18 photos showing the 3.2. ApplesMeat section, with a wooan buying seat differentsupermarket, sections a check-out in a 4.5. PeppersBananas carts.counter, and supermarket 8.7.6. Onions,Vegetables:Cabbage, cabbage, cucusbers carrots, cucusbers tosatoes, ginger RATIONALE : This photo set helps with students the 9. root becomeinlanguage and behavior involved using supersarkets in faille the 11.10. SpiceDairy standsection (silk,(cheese, etc) etc.) U.S.:differentHens, the signs the sections nines '- :belling the of of food the 13.14. PotatoesPastries:list wosan checking her shopping shoppingstore, carts, and the the price signs, check the is 18.16-17.15. PuttingSeafood grocery bags in the van (2 photos) andgeneratedout contrast as studentswhit they see lines. such language compare in Arriving hose (back door) usedthesecountries photos andwith in Oatthe they'rePRPC. to in their hose HERE AVAILABLE : LearningIMS Materials Resource Library Centers 9 10 UNIT : SHOPPING: EATING OUTSOCIAL LANGUAGE CONTRIBUTORNAME OF MATERIAL ; PHOTOS: IN A RESTAURANT : Josephine C. hie] SUGGESTED TEACHING STRATEGY: Post the photos on the board and ask the DESCRIPTION A photo series of a can in a studentsthey to describe think the people in the photos are each. Ask the students what saying. bill.andrestaurant as he orders, eats, takes and pays for his Focusisthat appropriate they will forbe ablethe situation.to generate language students' attention on the situation that so RATIONALE : Eating out with fanily and activityfriends is in a zanymoon places. social dialogs.prior The students can write a dialog discussion,based on and then role play their the students'suchLearning situations the English used r.onfidence vill build in Other Ideas: socialpartit:pating with friends gatherings atin following topics, or others they choose:Have students write about any of the therestaurants, U.S. once they're in On restaurants in your nativewhat country? occasions do people eat in WHERE AVAILABLE : LearningINS Materials Resource Library Centers Did favorite?hone you have a favorite restaurant town Describe orit. city? Why was init your PreparedJosephine by: C. Net MI I11 MI 11 - MI MN I= IIIII MI Mill I11 =I MI PHOTOS (CONT.} IN A RESTAURANT: 2.1. LanWaitressA Vietnaiese eating serving man foodordering 6.5.4. LanLanWaitress receiving paying relaying histhe billbill the dishes a.) 12 NAMEUNIT OF MATERIAL : PHOTOS: MEDICAL CHECK-UP : HEALTH SUGGESTED TEACHING STRATEGI: Post the photos on. the hoard and ask the CONTRIMOR : Josephine C. Pajel students to describe each one. Write the students' responses on the board. DESCRIPTION : A series of B photosa medical check -up. shoving language After involvedthe students are in the familiar oedical with check-up the RATIONALE : This photo set can articulate,helphe used in English, students learn how their to process,check-up using language they have generated. the class can do a simulatioo of a complaints.'laical histories and current Other Ideas: This photo set CAA be used to assess WHERE AVAILABLE : LearningINS Materials Resource Library Centers students'.atprocedures, 10$ and background at including the PRPC thehospital. process they experience knowledge abort laical members'among sedical eiperiences. It students aboutcan theiralso beour used or to start theirstory-telling family JosephinePrepared by: C. Pajel NM MN =I Ell NM 13 OM MI NM OM NM OM UM MI 1I1 0111 - r =II MI MI MI I= MI PHOTOS (CONT.) - MEDICAL NECK-UP: 4.3.1-2. EarOpenChecking examination your south heart say lungs Ah! (2 photos) 6.5.7. WomanBloodTemperature checking pressure checkher check weight B.9. LaoEmergencyPresenting woman byCases I.O.M. the Onlydoor card (sign), with a 14 UNIT : SOCIAL LANGUAGE FORYOUNG ADULTS NAMECONTRIBUTOR OF MATERIAL : : Josephine C. NielPHOTOS: SPORTS SUGGESTED TEACHING STRATEGY: Post the photos on the hoard. Group together DESCRIPTION : A set of 12 photos shoving studentscan be whoas laylike groups to play as thethere sane are sport. sports photos. There skateboardingfishingvarious sports, and from surfing. to nolera old-tile day using the following questions as a guide, Studentsif they converse about their favorite sport, RATIONALE : Aseritans are fondThis of set of photos sports. will want: When do you play the sport? of infiniliariiethe sports thatthe studentsare popular the U.S. Thrugh sose WhatWhyPo do areyou you thefind play advantages it it? easy or or difficult? disadvan- ablesports,discussions to learn language our students will about whichthese be NowWhere do do you you play play it? it? tages of the sport? acquaintancessociallynay in the U.S. help with co-workers then interact and What are the tams sport? features of the WHERE AVAILABLE : IRS Materials Library paragraph The Iludents write up their conversations form and share then with the class'. in Learning Resource Centers Othersport.clarification students can ask the reporting or other information groupabout forthe MN MI MI 15 NM MN MN NM II 11111111111111111.611111 IIIII IN NMI =I MN PHOTOS tCONT.1 sport tin exchange photos and COAtiltUt working.Students who like and/or play wore thaw one SPORTS: Other Ideas: 3.2.1. SkateboardingRollerSurfing sailing whichtheir they then act out. Students favorite can also fork in sport and developing pairs, aselecting dialog b.5.4. BoySkiingIce with hockey a frisbee and teas sports, and discuss what is involvedtot students differentiate between individual in 7.9.B. AquaciseMindSkijakking sailing teal sports vs. individual sports. Discuss which sports are played during which 12.11.10. FootballFishingRiding the rapids/canoeing seasons. JosephinePrepared by: C. Net eu 16 UNIT : SOCIAL LANSUAGE FOR NAME OF MATERIAL : PHOTOS: APPROPRIATETOOK PRESSADULTS APPROPRIATE DRESS: CONTRIRUTOR : Josephine C. Filet 1. . ManA inman thermal and a womanclothing at a racquet ball court DESCRIPTION : appropriateA set of 12 photos dress shoring for 4.kt A woman inbowling her underwear work,different school. and play. occasions, such as 7.6.5. A manA grocerykitchen in his helperunderwear RATIONALE : fasiliarizeThis photo setour cawstodeals be used with to 10. 9.8. ManClassroom on a bench Scene in coat and tie linpranesituations.for various social related to Py iiscossin,and clothinn work 12.11. A beachmanwoman and scenein a anwoman withoffice ridingpeople outfit bicycleswearing opinionswhichlanneape :host forts of dress, is will relevant be leoeratedto swimsuits errands.andsituations when at work, atdoing personal play, my WHERE AVAILARE : IAS Materials Library Resource Centers C j 17 r IIIIII 1111 IIIIII INI1 IIIII I111 IMO In MI MI III= MI I= 1.11 UNIT : VARIOUS Topic: General: Discussion (Photos involving people) IRE OF MATERIAL : PHOTOS: VIETNAM AND PRPC Students creak their own questions for their CONTRIBUTOR : LyndonLY Doan Haviland Tin generatingthepeers to answer. language: following say In addition to their questions,also serve as a basis for DESCRIPTION : A set16 blackof 17 andcolored white photos photos. and The What does the photo suggest about the setVietnamscenes and activities in consists and PRPC by of differentLY Doanboth WhoWhere do you was think the photothe photographer taken? relationships was? among the people shorn? Tin,pher. a Vietnamese photogra WhyOat do you think s /be is like?this picture? do you think the photographer took PATIONALE : These high interest photos andinvolvingpromote answer studentssessions inand question lively language learning by Topic: General: Writing (All photos) encourageddiscussions,ideas, opinions, desires, to Students express their andare of paper.Hand out Students each photo write along their with ideas a large about sheet the photos.feelings while viewingPhotos can these also picturethephoto together with the piper to another group.writing on the paper, fold the paper over so can't be read, and then pass that the possiblehelpinspire critical thinking students actions reflect and on Each picture passes from group to group. solutions.awareness,iewing can promote on the part of Finally, cultural photo the andAfter read everyone by the isclass. finished, the paper is unfolded teacher.learner as well as the roleabout Students plays its dialogthe without saying im picture of their choice.work in pairs to write Each a advancedialog pair WHERE AVAILABLE : LearningIMS Materials Resource Library Centers whichclassmates guess wkich it is, picture they chose to act out. Their iD . is JosephinePrepared by: C. Pajel r."71f Cep( 1-1r,:474r1 pr PHOTOS VIETNAM AND PRPC: COLORED PHOTOS: BLACK AND WHITE PHOTOS: 2.1. TempleUmbrellas Entrance (Rainy Afternoon) 2.1. ChineseIndustry, School, Vietnam, Cholon, 1985 1974 4.5.3. BigThe HerdSister'sBurning CrossWedding 5.4.3. BestCounseling,Rice Harvest for the Saigon,Hoc City, Moi 1974 Cholon 8.7.6.' NuocBananasHomesick Mao Barrels 8.7.6. SomethingNewTiba YearPlayer, Interesting, Rite Saigon Cakes, P.R.P.C.,Saigon, 19e6 1987 11.10. 9. TheTempleFantasy Beach Offering Dance 11.10. 9. CountrysideNeverThe Difference, Too Late, Dwellers P.R.P.C.,Saigon, 1986 1987 14.13.12, DegaPapayaNew Year,Crossing (Ripe 1986 and Ready) 14.13.12. LivingDevotion,Livelihood, Saigon Saigon Hong Hai, 1985 15,17,16. HandicappedSaigonLion Dance Twilight 16.15. PineappleNewborn Boats, My Tho, 1984 ) .3 MIIIIMMIIMIB IIIIIIMIIMISIIIIIM1111111111111111111MMIIIR1111111111 19 =I MI MI OM all =II MI MI MI 11111 PHOTOS (CONT.) VIETNAM (BLACK AND WHITE): 2.1. FishingAn old womanboat withand herfishermen grandchild 5.4.3. ChildrenDryingThe bridge rice playing by the roadside 8.7.6. JunkWomanA sampan ships and andson awith woman their fishing carabao and cart 11.10. q. FamilyTheWoman funeralraising carrying rabbits baskets with a pole 13.14.12. LittleSoldiersThe tombstonegirl in a train with a woman 17.lib.15. LittleToThe market flag boy of withcrying Vietnam wood by a park 20.IQ.18. CoconutsTheIn broken the sea bridge CoJ 20 UNITNAME OF MATERIAL : LINE DRAWINGS VARIOUS SUGGESTED TEACHING STRATEGY: Post the line drawings on the classroom CONTRIBUTOR : Be Kr walls,around the classroom and view them. gallery style. Tell the students to go DESCRIPTION : A set of 30 line draviaas The students provide titles for the line differentdepictinglife: theses of Vietnamese mother occupations, and child, chil- drawings and they post then under theLater, each. students share their reasons for their RATIONALE : These line drawingsdren are at play, and my others. works opinionschoices. and feelings about the line drawings. The students then write about their Vietnameseaestheticof students. they have art and tap sense. any For viewer's our JosephinePrepared by: C. Pajel thefamiliarpoignant additional scenes impact is theirof being portrayals home of SilverTuna Feraildtl Chan thesecountry. generate Materials a lotsuch ofas Other Ideas: ages.language from students of all ciagnais. Students can write in verse haiku or WHERE AVAILABLE : IMS Materials Library. Elicit language from the students about the creatingUsingline drawings. their language as a basis, guidehaiku Write what theyor say on the board. cimais. Lines in thee Haiku in linessyllables.consist of 2-4-6-8-2 syllables. of Ciaguain 3 son-rhyming consists of lines S nos-rhymingof 5-7-5 MI NM NM OM MO MN NM21 OM NO MI SusanPrepared Ingle by: OM OM NI OM =I OM NMI MI UM IMO 1111 111111 IMO OM MS IM OM MI INN MI DRAWINGS LINE DRAWINGS OH VIETNAM: 6.1-5. GrandfatherMother and child and child 9.8.7. MonochordEarwaxingTeacher 12.11.10. FluteGoingMan smoking playerto market on Tet 13.15.14. HorseMarketYoung girl andday carriage 17.16.18. Lute2Mother mothersplayer combs and hair their children 21.20.19. MotherMusicianSisters bathing son 24.1722. Mid-autumnCockfightMan taking lanternmeals 27.26.25. WomanSistersFeeding taking childto market meals 29.28.30. VendorSingle-stringCoconut climbing lute 22 6 Li UNIT : VARIOUS CONTRIIUTORNAME OF MATERIAL : PICTURE TALI : Josephine C. Paiel SUGGESTED TEACHING STRATEGY: DESCRIPTION : A set of 40 photosU.S. taken novies ranging fromfros varietyfollow here: This of sei of photos can be used to sopporilesson topics. Sone suggestions a scenestelephone, of people talking on working in a generationaltohospital, and activities. sewing eating and dresses, inter- Topic: Fasily (Photos 181 117; I 37; 1 Ask7; 1 4) the students to answer the folloring RATIONALE : These and notivate pictures are intriguing students to questions: Who are the people in the picture? ofgenerate topics. language on a variety WhatWhich is happening the picture? faaily ushers are in the picture? aissing fro. WHERE AVAILABLE : LearningINS Materials Resource Library Centers Students, write dialogs or inprovise role- plays about what is going on in the picture.Students relate the scene in the picture to theirevents work with the class. everyday iu their own tallies. They lives by writing atit-..t then sinilar share MN 11111111111111111111111101111111111111111111111611111111111111111=11 23 MID MIN OMR OM VIII IMO MN IMO MIMI UM UM UM 11111 all -- MN IMO MO MO PICTURE TALE (CONT.) Topic: Employment (Photos 1 25; 1 5) Topic: Telephone: Reporting as Emergency in the picture are. Ask the stidests to identify who the people Ask (Photos ithe 29, i 23, I 13) students what is happening in the happening: Let them tell you what they think is photo. Focus the students' attention on the What is the topic of conversationthe people in the picture? among Whomwouldtelephone would they call? What would they say? do if they were the person in in the picture and ask them what the photo? Etc. they WhatWhereWhat time are is isthey?the it? occasion? think Ask could the students what other situations be considered emergencies. they Write What are they doing?all of the students' responses on the others Students use, the situations in the photos,they or generate, to improvise role-plays toboard. Assign students to work in pairs orwrite groups a the of their about emergencies. playschoice. in The studentsfront then present dialog for of the class. picture their role- 24 UhtI : TIME HOLIDAYS IN THE U.S.: NAME OF MATERIAL : SLIDES: HOLIDAYS IN THE U.S. SOCIAL LANGUAGE A. New Year's Day: CONTRIBUTOR : Josephine C. Pajel 1. midnightPeople hour at a party waiting for the DESCRIPTION : holidaysAis in the U.S. The focus slide on the show of meaning 10 of popular the 4.3.2. AFootballParade family gameget-together holiday,toit thatand how whatholiday. people symbols are linked celebrate B. Martin Luther King Day: RATIONALE : In order to fully understand a 1. Picture of Martin Luther King Jr. observed.understandingculture, of the one must Knowing have holidays some the 2. Parade U.S.thelanguage holidayswill help celebrated our students in thein related to some of C. 1.Valentine's Day: Cupid WHERE AVAILABLE : Learning Resource manyCenters social situations. 4.3.2. MotherFlowersChocolates teaching and rosesher child to cut out hearts J MI III MI MI all IMO IIIIII25 NM OM OM OM NM Ili ON NO UM UM ON WM UM GNI Ole NM UN OM INN MIS MN INS On MO all OM INN HolidaysSLIDES in the U.S. (CONT.) (Cont.) 6. Thanksgiving: 2.1. AThanksgiving table showing dinner food for Thanksgiving D. Easter1. Sunday: Parade H. Christmas: 2. An easter egg hunt 3.2.1. PeopleSantaA family Claussinging decorating with carols some a childrenChristmas tree E. 1.Independence Day: Parade 1. Other Religious Holidays: 3.2. FamilyFireworks get-together, dsiplay cook-out scene 2.1. HannukahLenten season (Jewish) (Christian) F. Halloween: 1. Jack-o-lantern 4.3.2. Jack-o-lanternHalloweenChildren inparty their halloween costumes .1_ 26 UNIT : LOCATIONS, DIRECTIONS TRANSPORTATION IN THE U.S.: NAME OF MATERIAL : SLIDES: TRANSPORTATION IN U.S. THE 2.31. 5. FreewaySearsTraffic parkirig signs (pedestrianlot crossing) CONTRIBUTOR : Carol Speranza JosephineBob Burgess C. Pajel B.7.6. FreewayFrebwayFreeway with goingwith speed theto limitsresidential'Yield' sign area DESCRIPTION : A students set of 21 slides that various scenes show of 11.10. 9. CityResidentialFreeway street within area the with residential traffic signs area thetransportation U.S. and traffic in 14.13.12. AirportTramIn the shuttle airport bus RATIONALE : Thethe students with some of slides will familiarize the 16.15. PlaneInside in thethe airportplane Discussionscenestraffic found signs and in and the carefulstreet U.S. 17.19.18. UsedUsed Insidecar car ad dealera used exchangecar dealer exchange understandprocessingsystem thewill help in the U.S. transport:ion stu'and nts the 21.20. Car with price on the windshield For Sale' sign WHERE AVAILABLE : Learning Resourcelanguage Centers needed to use it. OM MI ill OM MO MB all OM MIS OM INS 27 INN OM NM MI OM OM =II NM =II Ole r1111111 MI Sill VIII all IMO OR MI =IP IIIIIII 11111 UNIT : SHOPPING TYPES OF STORES NAME OF MATERIAL : SLIDES: TYPES OF STORES 2.1. Safe,laySafe.!Ly (sign)(facade) CONTRIBUTOR : Carol SperanzaJosephineBob Burgess C. Pajel 5.4.3, FrozenDetergentIce cream neat (dairy section section) DESCRIPTION : A set of 31 slides that show 7.6. BreadProduce section section shoppingincludingdifferent malls, types supermarkets,an of airport shops 10. 9.B. CounterToiletriesPrescription with a cashier RATIONALE : Students shop and a specialty shop. will be doing a lot 13.12.11. VideoClothingSears (facade)shop ofwillof theshopping shops inthey'll the U.S.be unfamiliar to go them. Many to 14.16.15. GoodwillSalvationKitchenware (facade) Army (facade) variousprovideThese types of stores in the slides an orientationwill not only to 19.18.17. SmallInsideFurniture the shopping mall business establishment with LS.,relatedan opportunity to shopping. to use language but will give students 21.20. JewelryFor Rent angalleryad display WHERE AVAILABLE : Learning Resource Centers 25.23-24.22. AirportClothingEthel's store(specialty(men) (window shop) display! 27.26.28. VietnameseStreetBookstore vendor specialty (produce store store) 29.31.30. Vietnamese bookproduceliquor store storestore 28 UNIT : EDUCATION AND EMPLOYMENTYOUNG ADULTS FOR CAREER OPTIONS FOR YOUNG ADULTS: NAME OF MATERIAL : SLIDES YOUNG ADULTS : CAREER OPTIONS FOR A. Auto-mechanic:1. Mechanic working under the hood of the car CONTRIBUTOR : WilliamJosephine Mitchell C. Pajel 2.3. MechanicESLmechanic class observing the work of another DESCRIPTION : welldifferentA as information for slide career show options depicting young as B. Secretary: RATIONALE : Our adults. students will soon be 5.4. SecretarySecretary using typing the somethingcomputer goinginformationfor tojobs. the TheseU.S. andslides provide about different looking 7.II. ESLComputer class class foreducationjobs, is needed to qualify them, the length ofhow such training time and C. Hospital/Nursing Aide: each.averageneeded to get the job, and the monthly salary for 10, 9.B. AideAide bathing liftingwith supervisora patienta patient WHERE AVAILABLE : Learning Resource Centers 11. Aide in a nursing home 1 MINI lila IIIIB INN ON IIIIII Si MI GNI OM 29 IIIII MI ON IN NB NM En MB 1E11 MI SIN 11111 UN GM In IND MN NB NMI MI MI as CareerSLIDES Options for Young Adults (CONT.) (Cont.) 6. Cashier: D. Computer Operator: 21.20.19. Cashier doingbeingin a supermarketsometrained bookikeeping 13.12. ESLComputer class class H. Electrician: E, Welder: 22.23.21. ESLElectrician class underat work training 14.16.15. WelderWelder at workingwithwork supervisor under supervision I. X-ray Technician: F. Office Aide: 25.24. TechnicianX-ray technician being trainedworking 18.17. AideOffice filing aide deliveringpapers tail 30 U SLIDES (CONT.) 3. Sales Representative: 27.26. Sales representative stillwith awith custoaer a 30.2B. ESLSalescusto.er class representative with supervisor K. Bus Driver: 32.31.33. Driver'sABus bus with driver licensepeople entering a road L. 34. Truck Driver: Truck on the road 37.36.35. TruckDriver'sInside driver licenseof thelooking trry under the hood MI 31 SIM MIR SIM 1119 all Mil INN me we am am as la ow am we am ow am urn me as re No Ns am on an UNIT : EDUCATION AND EMPLOYMENT FOR YOUNG ADULTS YOUNGSOCIAL ADULTS LANGUAGE FOR YOUNG YOUTH IN ASIA: NAME OF MATERIAL : SLIDES : ADULTS YOUNG ADULTS 6.1-5. MenStudents studying in theby theirclassroom billet CONTRIBUTOR : Josephine C. Fuel B.7. An Aartist man working working outside in IMS with a lawn mower DESCRIPTION : A set of 42 slides about young 10. 9. A group of men playingcarrying football food Theseadultssimilarities in Asia and in the U.S. slides and focus differences on the 11.13.12. PlayingTwoPlaying men basketballriding volleyball a bicycle thesebetween two parts of the world. young adults from 15.14.16. TalkingStudyingA man watching in with the theparka womanfamily with knitting friends RATIONALE : ourThrough viewing these young adults will have shoes, a 18.17. WalkingDrinking with by thea girlfriend sidewalk with friends betweendifferencesdeeper understandingyouth and similarities Asia of theand throughlanguageyouth in thethat the use is U.S. of generated these The communicateslidestheir peers may help our tore easilyin the U.S.students with in WHERE AVAILABLE : Learning Resourcesocial Centers and work settings. 32 SLIDES (CONT.! YOUTH IN THE U.S.A.: 2.1. StudentsGroup of studyingstudents on campus 5.4. ASteelIn supermarketthe milllibrary worker stock clerk 8.7.6. A PDtterbicyclefast food mechanic waiter 11.10. A2 groupwomen Inonfeeding a sackbicycle geese race 14.12. GroupWomen ofsitting students on theinwomen fronthood an ofof a a a restaurant carposter 17.ii.15. Easketball4 womenIndoor walking track scene andat nightfield 20-24.14.18. CheeringDatingIce hocley squadscenes ,r) 33 MR NM OM MI MI Mt me am I= so am ow we on um we as UNIT : EDUCATION AND EMPLOYMENTFOR YOUNG ADULTS EDUCATION IN THE U.S.: NAME OF MATERIAL : SLIDES: EDUCATION IN THE U.S. 14-30. 1-13. scenesPre-schoolSecondary, and junior elementary and school senior high CONTRIBUTOR : Carol Speranza JosephineINS Slides C.Bank Pajel 37-44.31-36. Adult,Universityschool English as a Second Language DESCRIPTION : slidesonA set of 44 slides that education in the U.S. are divided into focus The 4 1-2. Elementary school facade Elementary,categories Secondary: Pre-school/ and 3.5.4. StudentsStudents within ina theirclassroomart class teacher University,Junioras a Second and Language. Adult High EnglishSchool, B.7.6. ComputerBakingStudents class classin a reading class RATIONALE : studentsIt is important to realize for theour 11. 9 -10. Students'Having fun medical with computers check-up thiseducation.importance slide show, our Throughof having studentsviewing an 14.13.12. DoingStudentsPlaying class chessplaying work soccer U.S.,educationalwill be able to understand the its implications system in forthe . 17.16.15. LibraryGroupDoing discussion research in the library employmentaccessof later on, and the informationlanguage needed regarding some to 20.19.18. BuyingDramaReading classa injacket thepresentation libraryin the school store WHERE AVAILABLE : Learning Resource educationalCenters options. 21. Laboratory class 34 SLIDES (CONT.) 22, Laboratory training 25.24.23. CarpentryElectronicsTyping class class class 29.28.26-27. FootballSportsSchool classparade gale 32.31.30. BiologyUniversityHigh school class lifegraduation 35.34.33. MusicLaboratory scoreclass work writing class 38.37.36. ClassrooaAdultSports English(football) as a Second Language 41.40.39. DiscussionStudentsTeacher inwith groupthe the classroos teacher 44.43.42. ClassStudentsDiscussion picture writing group with the teacher J j MI MP 35 MI MI OM UM MI 11111 I= MI I111 NM 11110 UNIT : HOUSINE NAME OF MATERIAL : HOUSINS THE AMERICAN DREAM HOUSING THE AMERICAN DREAM: CONTRIBUTOR : Bob Burgess IMS Slide Bank. 2.1. Apartment for rent DESCRIPTION : A set of 17 slides that show 3. CondominiumStudio for rent building availablethe in the U.S. various types of housing 6.5.4. BungalowWhiteApartment house (facade) buildings with flowers RATIONALE : informedIn order for students to decisions about sake B.7. Bungalow2-story (facade house withfrom cars.a different angle) familiarlive,renting they or buying witha place need the to different become to 11.10. 9. CountrySmallHouse housestown house (2-storey) available.types of housing that are 14.12.13. ApartmentHouseMid-level with housingbuildings an attic (2-story house) WHERE AVAILABLE : Learning Resource Centers 17.16.15. An2-story old colonialhouse with house a flower box C J. 36 UNIT : SOCIAL LANGUAGE INTER-ETHNIC RELATIONSHIPS: NAME OF MATERIAL : RELATIONSHIPSSLIDES: INTER- ETHNIC 2.1. MapA ofboat the and U.S. an arrow pointing to the U.S. CONTRIBUTOR Josephine C. Paiel 4.3.5. ACrowd paradeship of full (Mardipeople of peopleGras) DESCRIPTION : Atheinter-ethnic U.S. relationships set of 27 slides depicting in 8.7..6. PeopleChineseA man Newwriting Year: 'Discrimination' Dragon Dance RATIONALE : In order for our students to 10. 9. ParadeToilet of(Men' the Ku Klux Klan colored signs) U.S.,gainthe a they differentbetter should understanding cultures be in of familiar the 13.12.11. ESLAPicture classscene fromof Jesse 'All Jacksonthe Presidents' Men' understandhistoricalwith events which led to them and some be ofable the to 16.15.14. AInter-ethnic whiteblack womanman and couplehugging a white with a black womantheir boy son the'melting pot.' U.S. being dubbed a 18.17.19. WomenInter-ethnic in the groupdressing playingplaying room baseballbasketball WHERE AVAILABLE : Learning Resource Centers 21.20. 3 oldInter-ethnic women laughing group in the beach 24.23.22. inStreet Inthe the workersoffice hospital scene room 25.27.26. CrowdChildrenPeople of cheering peoplecheering smiling Mil Ell I= 37 OM MI MI INN MI - 111111 MI UNIT : SOCIAL LANGUAGE FOR YOUNG YOUTH ENCOUNTERS: NAME OF MATERIAL : SLIDES: YOUTH ENCOUNTERSADULTS A. Mistaken Identity: CONTRIBUTOR : WilliamJosephine Mitchell C. Pajel 2.1. 2Phu Navy and guys Khuyen whispering in front of the bus stop DESCRIPTION : These slides depict 5 4.3. PhuAt theand bus stop, a man sitting on a bench Khuyen passing through a school pressure,includingdifferent respondingyouth tointer-generational encounters, peer 5. Groupsidecorridor of studentswith a group making of callsstudents on the adaptation.discriminationand inter-ethnic and relations, cultural 7.6. Phuwith and students Khuyen atconfusedlooking the back at each other RATIONALE : Youngtheychallenging are in the U.S., not adults will situations face whenmany all B. The Past and The Present: slidesof discussionthem pleasant. will generate and This set of willmuch 7.1. LanconversationMother and mother showing talking excitement about their copelanguagefamiliarize with such situations. which may help students withthem 4.3. MotherveryLan andenthusiastic reminiscing mother talking, about withthe pastLan not WHERE AVAILABLE : Learning Resource Centers 6,5. LanMother urging remembing mother something funny 9.7.B. MotherLan showingexplainingshowing motherLan to understanding Lanthat this is a life 11.10. wild,Lan'sMother Lan's preparing mother a lookingsnack terrified friend in the living room acting 38 YouthSLIDES Encounters (CONT.) (Cont.) C. American1. Guys: Jeff by the door with Dung opening the E. 1.Neighbors: Hien and his friends looking 2. theJeffdoor sofa on the floor with Dung sitting on 2.3. Hientoward showingapproaching the door, he's seeing Mr.happy Wilson Mr, Wilson 4.3.5. DungJeff apologizingtalkingreacting, looking to Jeff confused 5.4. Mr,Mr.at all Wilson Wilson pointing at Hien, not pointing at Hien, and very happy 7.6. JeffJeffDung taking offeringserving something Jeffthe 'joint'something out of tohis toDung pocketdrink and 7.6. HienMr.angry Wilsonand his about friends to leavelooking hurt by D. B.Be Cool: Dung's mother coming in, angry Mr. Wilson's outburst 2.3.1. PhuongLamtam and gettingapproaching Phuong excitedtalking Lam about their 4. Phuongdisappointedconversation saying, 'No,' and Lam a bit 6.5. approachingThe2 gang,members with of Lamthe andgang Phuong pointing to Las 7.B. OnenotPhuong beingsober convincedpointing to Las defending Lae, the 2 members 10. q, LasPhuongAnother scared signaling 2 other 'embers and Las in front of a vehicle, 13.12.11. APhuong copThe seeing copbreaking catching thee, in, Phuong Laswith tamrunning looking around OM II1 39 MI I= I= I= WI MI NM MI INN MI i - =II NM UNIT : VARIOUS ROLE OF WOMEN: NAME OF MATERIAL : SLIDES: ROLE OF WOMEN WOMEN IN ASIA: CONTRIBUTOR : Josephine C. Paiel 1. Woman caring for her child DESCRIPTION : A set of slides aboutof women the rolein Asia and the U.S. 2,4.3. Woman cookingcaringbathing for her her son sick husband RATIONALE : world.vitalWomen role in any part of have They always have fulfilledplayed the a 6.7.5. A womangroup cleaningofwashing women, andher one hanginghouse having clothesa manicure worlddependingdifferent onparts what of part their of lives they are in. Students the 10. 8.9. A groupwomanchild ofservingcombing women foodhertalking mothers' hair understandingwillcultures of women in both have after viewing a better and 13.12.11. AWomen woman selling cleaningpreparing in her thefor yard marketthe Lao 'basi' discussinguselanguage whatgenerated they see.through the of these slides The is 15.14.16. A secretarywoman baking typingdoing in computerthe bake workshop WHERE AVAILABLE : Learning Resourcerelevant Centers to many situations. TEST COPY AVAILABLE 40 SLIDES (CONT.) WOMEN IN THE U.S.: 2.1. A filingsecretary clerk 3.4. A dentistwomanseamstress mechanic B.7.6. A womanfactory loggerheavy worker equipment operator 11.10. 9. WomenAMother woman talking andathlete son in the supermarket 14-15.13.12. WomenA teacherA classroom baby-sitting scene full of women IIII , ; 41 1111 MI UM NM NM OW OM ION MI III1 SIM NMI INII r OM MI OM MN MI VIETNAM TODAY: UNITNAME OF MATERIAL : SLIDES: VIETNAM TODAY : VARIOUS 3-1- 2.4. Saigon skyline with buildings CONTRIBUTOR : Bob Burgess JosephineCarl Bankston C. Pajel 10-11. 8-5- 7.9. Saigon8overnsentDalat streets skyline ads asking people to buy DESCRIPTION : A set of 95 slides showing 13.12. governsentCatholicTao Dan bondsbuilding Dalat.Hodifferent Chi Minh places City (Saigon)in Vietnae These slides include and 14.15. FriendshipMuseuaSovernsent Hotel buildings aarket,lacquerparks, sosques,churches,shops, suseuas,the tesples, city a 20.19. ChoHouse Ben of Thanh Bao gyafacilities. and other recreational 30.27-29.21-26. ParksHotelPeople of receptionistVietnamof Vietnas RATIONALE : These studentslot of slides will generatelanguageare very since fasiliar the a 31.33.32. TouristSoldiersTricycle guide driverof Vietnam Whilewithstudents the scenes shown in them. viewing express them, their the 34.36.35. CarlBobPeople BurgessBankston of withthe with samechildren man neighborhood in aand neighborhood a monk Theculturefeelings teacher and the with and their share studentsteacher. their 37-39.41.40. ChildrenVienAaerasian Bao in Than thechildren streets developedtopics,exchange knowledge on through the use The languagevarious of 48.41-47.49-50. GymnasiumMarketSwimming scenes pools socialstudentsthis material and in many otherwise, will situations, oncehelp WHERE AVAILABLE : Learning Resourcethey Centers are in the U.S. 42 VietnamSLIDES Today (CONT.) (Cont.) 51-52.53-54. VietnameseSoccerTennis courts team) field (Russian team and 76-77.75.74. CatholicShrineTemple of churches Moan Am (Dalat) 60.59.55-58. MenNightlifeChildren drinking in playing Vietnam cards (disco/nightclub) 80-83.78-79.84-85. VietnameseTemplesBurial urns funerals 61.63-65.62. ArtArts work facade/mosaicbuilding on building rooftop 89.87-88.86. MonksCarabaoAntique farming herd dealer in Dalat 68,67,66. LacquerMusicalPreparing industryInstrument lacquer slab 92.91.70. RepairshopLocksmithBeauty shopshop 69.71.70. FinishingDoingTransferring in-lays touches of designs theof thedesign in-lay/lacquer 95.94.93. SlumWomanRoadside by washing the vendor Mekong clothes (Saigon River (sidewalk) to Dalat) 12.73. TempletheInside dead) the temple (offering prayers for 43 OM OM MN OM MI I1111 NM MI MIN OM VIII - MI MN UM MI MI UNIT : VARIOUS NEW YORK: - s NAME OF MATERIAL : NEW YORK 7-8.1-6. VariousWorld Trade office Center buildings (Twin Towers) CONTRIBUTOR : Laurie Kuntz 13. 9-12. Window washers DESCRIPTION : NewA York City in the surer ofset of 29 slides taken in 14. buildingAStreet building scene as (peopleseen fro. walking) inside another RATIONALE : This slide show willJuly, 1987. generate 24.16-23.15. StreetBillboardChinatown vendors Street Fair citiesaboutinterest in the U.S. The one in of and the discussion biggest slides 25.27-29.26. TheShoeshineLittle horeless Italy boys willaspectsunderstand also help of urban life in sue our culturalstudents the U.S.,activitiespeople since engaged the in slidesthe in city.a varietyfeature of WHERE AVAILABLE : Learning Resource Centers i 44 UNIT : VARIOUS TAKE THE MONEY AND RUN: NAME OF MATERIAL SLIDES: TAKE THE MONEY AND RUN 4,1-3. TitleCredits DESCRIPTIONCONTRIBUTOR : MannyA set Espinolaof 95 slides depicting a 9.B.5-7. Credits,Classroom black withbuilding screen teacher and students. moneyclassroomhumorous and many surprises. scene involving inside stolen a 12.11.10. TheMoneyThe teacher teacher held pointing by thumbing hand, at surrounded athe ride board by goods RATIONALE : This enjoyable slidegenerate show language will and laughter 13.14. TheStudentsstretched teacher waving pointingout moneyto beg at $ with other hand thescript-writingand students. on the part motivate interest ofin 16-32.15. StudentsThebe student bought holding andin Manila dictionarymoney and article to WHERE AVAILABLE : Learning Resource Centers 34.33. The teacher peekingreachingdazzled into byfor cash the bagburger bag 35.37.36. TheshoulderThe teacher teacher smelling throwing the the burger burger over his J J MI SIM MI OM ION UM ON 45 MS MI MI OM OMB OM MIMBIM 6111111MIM MIMS TakeSLIDES the Money and Run (CONT.) (Cont.) 39.38. The teacher foldingstuffing the money paper into bag the bag 63.64. ClassChildren sprawled in doorwayon the floor 42.41.40. The teacher signalingstandingbent under up the table for the students 67.66.65. BlackChildrenStudents screen andstampede the teacher to the indoor the doorway 43. Theto chairstand up teacher with arms moving from chair 69.68. pickingStudentThe teacher up something with a magnifying glass on floor stealing money while 47-48.44-46. Thea circle teacherstudents writing moving onthe the chairs board to fora 71-72.70. Studentshot)The teacher and tutor with a magnifying glass (half 50-52.49. StudentsoppositeThe teacher directions with index finger pointed surrounded by goods (holding in 74.73. Studentof dead onpaying husbandthe flooroff a hood holding hand 53.54-55. Chainmonev) drill 77.76.75. PeopleStudentTeacher linedwithdancing aup magnifying to buycassette dollars glass from Mieng 58a.57.56. The teacher wondering (close-up)(long shot) teacher bent over bag under the 78.80.79. MenWoman selling inwriting blue gold Aomoney toDai litorder 59.58b. ExplodedtableBlack screenbubble text on black 83-92.B2.81. TextBlackSeries on screen screen of 10 of students talking and 61.60.62. StudentTheStudents class searching withon the shocked floorthe bag expressionover bag 94-95.93. TheroamingCredits End around the room 46 SOaGIA NIS OM Ole MI SIN =II =II MI MI OMB NMI MI IMO NMI MI NM IMO - MI MI UN UN OM UN OM NW MN MI 111111 OM MN NIB NM VIDEOS TABLE OF CONTENTS Introduction Page Mo. 4 Unit Title Unit Title page No. PersonalInformation Shopping At the Grocery Store 7 Time Personal Information 5 AtDressingPreparing the Fabric for a Spaghetti theStore Occasion Dinner 7 A DayTime in the Life of Khanh English 65 Telephone Locations,Directions Health The Telephone 8 MaryLocationsMary and and Max and the Take Directions Lost a WalkRing 66 HealthAt the Emergency Center 8 4.; 6 OM MI UM MI OM INN MI UM RIB MI MI 111111 UM OM Unit Title Page No. Unit Title Page No. Employment: Post Office Finding a Job Looking for a Job 9 At the Post Office 10 Education and Social Language Ssooth Talk 10 EmploymentYoung Adults for Social Language Job Options for the Young Adult 9 for Young Adults At the Party 10 Housing Housing 9 Banking Banking 10 r. . 4 mom. NIB MI MI NM NM OM WM UN INS MI OM NIB INN SIN Unit Title PAIL No. General Mary Packs for a Trip 11 LandscapesGardeningThe City Festival 1112 HalloweenEasterChristmas Customs CustomsDecorations 12 TheBlack Dog andStallion the Bone 1313 FallingCrocodile in DundeeLove, II 1 1413 ParenthoodStandThe Girl and WhoDeliver Spelled Freedom 1414 FamilyDo the RightTies Thing 15 RescueThe Cosby 911 Show(Scene 11) 1) 1515 U.S.A.:People's ACourt Collage lb AmericanAserasians Sports 1616 r WeVietnamese InterpretiveAre the WorldRock DanceMusic 1117 _I all OM MI INTRODUCTION MI IMP =I all videotapes.for Thestudent final These videos,viewing developed by the Video Committee,*section of arethe Strategy Notebook, Part II, is in the Learning Resource Centers. While devoted some intended are to directlyiscanIf to help students understand and generateused the languagebe used inthey're a wide variety of ways. effectively,related to curricular topics, others are of general interest with pre- and post-processing, The purpose of all of these these videos learning. tapes canand otherwiseenhancelength. have remained abstract and unfamiliar to them.Included anyIdeas lesson for andlessons enable using students these tovideos understand are available concepts at which the Learninghere is a brief description of each video along with might its Resourcerelevantfor beginning cultural ESL points learners. and suggested language toSome draw of outthe fromtapes the included video. in this section were developedCenters. in the These lesson ideas also include a summary Many are excerpts from commercially made films of various U.S. makingvideoCommittee,Gratefulor these and videos all thosepossible. who have worked withfrom her on various aspects ofprojects. the acknowledgmentTV shows. Special thanks go to the IMS staff for theirOthers were scripted, filmed and goes to Laurie Kuntz, chairperson produced of support the at VideoICMC. in Morein theinformation ESL-AB Handbook. about the Video Committee and its work car be found 6`tli 4 C ow maw ammemeissummissomuNdli UNIT : VARIOUS UNIT : PERSONAL INFORMATION NAME OF MATERIAL : VIDEOS FOR STUDENTS TITLE : PERSONAL INFORMATION CONTRIBUTOR : Laurie Kuntz DESCRIPTION : A ceries'of vignettesdifferent social showing DESCRIPTION : aThe comprehensive Video Committee listing has ofissued all using personal information : situations arestudentthe grouped according to unit, videos viewing. available The videos for 7.1. First day on the job of arefugee day in English descriptionofand information such as length the video and of the a video general is 3. A refugee waiting for herbrotherclass in the office RATIONALE : The power of imagesprovided. on screen beingTake asked in each situation. note of the questions ofteacherfar outweighs the even in the a most performanceclassroom. dynamic Length: 6 minutes Teachersefficientare will find that videos also way an of depictingextremely theandlifestyles, U.S. other aspects of life customs, sports, in TITLEUNIT :TIME 4 DAY IN THE LIFE OF KHANH WHERE AVAILABLE : Learning Resource Centers DESCRIPTION : A daily routine of a refugee silent film depicting the in wellisPRPC. so The that tape he showscan have how Khanh able to divide his time histo work credit go studyto salool, and still have requirements, to fulfill time Length:languageto 15is minutesinvolved. spend leisurely. No 5 Y. VIDEOS FOR STUDENTS (CONT.) UNIT : DIRECTIONS UNIT :UNE TITLE : MARY AND MAX TAKE A WALK TITLE : TIME ENGLISH DESCRIPTION : Mary friend's dog, Max, for a walk. is going to take her DESCRIPTION differentKy situations that have Nam is put in three Theybeautifulrelatives. are goin' sap Her niece forto visit Mary made some to a to do with telling time:1. She hears the difference problems.encountersfollow. Along the What are these several way, minor Mary and 2. She dials for the correctbetweentime. 12:15 and 12:50. Length:how does 9 sheminutes solve them? 3. She sakes an withspecific time. her doctor appointment for a Length: 4 minutes UNIT : DIRECTIONS TITLE : MARY AND THE LOST RING UNIT ; LOCATIONS, DIRECTIONS DESCRIPTION : Mary suddenly realizes she has TITLE : LOCATIONS AND DIRECTIONS her.lost the ring her mother She retraces everything gave DESCRIPTION : Asking for and giving ordershe to locate the lost ring. did the previous day in Length:directions. 7 minutes Filmed at Subic. onSheashes, looks inin theher grounds,jewelry in top of the mantel, in box, the gloves.flowerring, While looking for Mary talksbed, and toinside herself herthe / of;and uses words like: in underneath; behind; front F) V ,) Maryherbeside; sonthat comeson; he near;took hose, theinside. he ring reminds When to r.) all MO MN 6 MN Length:be cleaned 6 minutes that morning. Ell =II am =I am ow No me am ow EN ow Ills we as EN No or VIDEOS FOR STUDENTS (CONT.) -- um or um UNIT : SHOPPING UNIT : SHOPPING TITLE : AT THE GROCERY STORE TITLE : DRESSING FOR THE OCCASION DESCRIPTION : womanThe planning a dinner party. tape starts out with a DESCRIPTION : ofA young girl shows what clothes are to be used for types sheSheto needs.first listsThen, downshe the items the supermarket to do proceeds her different occasions: 1. when skiing background,whatshopping. A narratorand identifies the she is doing explainsin the 4.3.2. whenatgoing bedtime it to rains the beach Lengf!,:different foodstuffs she buys. 7 minutes Length: 9 minutes UNIT : SHOPPING UNIT : SHOPPING : AT THE FABRIC STORE DESCRIPTIONTITLE : PREPARING: The A SPAGHETTI DINNER tape demonstrates how to DESCRIPTION : Suzytothe make Fabric Store.and SuzyDenise are going a dress and Denise wants to preparingboilingprepare spaghetti,the the noodles sauce. from The to Suzyneedwants needs to buy material for to to make a buy several quilt. items. They Length:language 28 minutesused is simple. Deniseneedlethe dress: buttons, needsand thread, to buy and materialzippers, lace. quiltcolorfor ring.the for quilt: Theytheir both appliquesitems. choose and a a b 7 Length: 4 minutes VIDEOS FOR STUDENTS (CONT.) UNIT : TELEPHONE UNIT HEALTH TITLE : THE TELEPHONE TITLE HEALTH DESCRIPTION : The tape focuses on using the : 4 different types of telephone:1. touch phone DESCRIPTION todifferentKy do with situationsher health: that have Nam is again faced with 4.3.2. hangingdialtable phone phone phone 1. Lyndon pays her a soKy Nam isn't feeling well Lyndon gives her visit. two Differentto situations are show the many uses of used the 2. Dave work.aspirin. comes Ky overNam stillafter Length:telephone. 3 minutes suggestsdoesn'tdoctor. She calls up feel visiting well. for He a 3. Ky doctor'san appointment. Nam goes office. to Shethe UNIT : HEALTH waitsaboutarrives in theirthe lounge. ailments. Alan and they talk TITLE : AT THE EMERGENCY CENTER 4. Ky doctor. The doctor Nam talks to tells the DESCRIPTION : This tape follows asa young he is brought to boythe becausepressureKy Mae that ofis a tooher bit blood muchhigh firstHisemergency room of a injured by a nurse,leg is hospital.then checked a aworrying. He gives Ky Na. prescription and asks doctor,bracex-ray. afterwards. His and leg is putfinally through in a appointmenther after a week. to make another owmmmipmmmmC' Length: 16 minutes 8 Length: 7 minutes ail MO OM 1111 NM UM MINI all OM =II IN MN IIIIII INII NM MI MS VIDEOS FOR STUDENTS (CgNT.) TITLEUNIT : LOOKINGEMPLOYMENT: FOR AFINDING JOB A JOB TITLEUNIT : HOUSING: HOUSING DESCRIPTION : Three interviewabout lookingcollege for a job, process, and students about talk the DESCRIPTION : someplaceKy Nam to Trang stay. is She looking has to for take into conside- a whatin ana possibleinterviewer employee. looks for visitspaid,ration: andthe extrafollowing: expenses. things size, amount to She be Length: 16 minutes 1. A house - fully two bedrooms, but utilities furnished, 2. A comesare not included. room - small with a bed; room rental that UNIT : EDUCATION AND EMPLOYMENTYOUNG ADULTS FOR musicnoincludes after all 10:00 utilities p.m. children, no pets, but no TITLE : JOB ADULT OPTIONS FOR THE YOUNG 3. An cheapincluded, but many apartment with - utilitiesrent repairs is DESCRIPTION : Four friends get togetherregular at a hang-out. They start have to be done. talkcurrentlytalking about what about what doing. Then, they they are Length: 7 minutes Length:want to 20do minutesin the near future. they really 9 VIDEOS FOR STUDENTS (CONT.) UNITTITLE : BANKING TITLEUNIT : SMOOTHSOCIAL TALKLANGUAGE DESCRIPTION : transactionsThis film portrays a series of in an American DESCRIPTION : relationshipThis between: video portrays the Length:bank 10 minutes Filmed a+ Subic. 2, 1,the mother daughter and anddaughter her It also shows whatfriends. a typical UNIT : POST OFFICE Americanand does during her free time. teenager thinks of TITLE : AT THE POST OFFICE UNIT : SOCIAL LANGUAGELength: FOR YOUNG 29 minutes DESCRIPTION HepackagesA sends one through air sail,young toman the brings post his office. two TITLE : AT THE PARTY ADULTS sail.the The concept of other through regular : apackages is explained conversation between insuringthrough the DESCRIPTION ofaA group of young people are atparty wherealcohol. there isLaurie a and Steve lot post-cards.youngpostman man and also the buys young stamps man. andThe A narrator Steveshestart has talking. had too Lauriesuch to mentions drink. promises to drive for Length:explains 4what minutes is going on. her.tothis Lauriedrink, because doestoo. he's not hadagree too much to NM MI NM MI 10 UM M i l Length: 20 minutes MEI NM MI SW NM UM 11111 INN OM MUM= I11 i MI VIDEOS FOR STUDENTS (CONT.I UNIT : GENERAL UNIT : GENERAL TITLE : MARY PACKS FOR A TRIP TITLE : LANDSCAPES DESCRIPTION : Mary just received a call from DESCRIPTION : her husband. They're going to - Pictureslandscapes of different types of described through himneedsSan to pack some things Diegoand infor 45 herself. minutes. Is Mary forShe rhyme. Landscapes are:1. wave 10. lake joborganized? of packing? Does she do a good 4.3.2. desertsurfhill 13.12.11. pondriverstream ' Length: 10 minutes 7.6.5. canyoncliffgorge 16.15.14. beachvalleyfoothill bNIT : GENERAL 9.8. mountainpeak 17. ocean TITLE : GARDENING length: 15 minutes DESCRIPTION in-herThuy garden. She shows visits Val. Val is Thuy out growsaroundtake care of thea plants.and variety explains of howplants: Val to theflowers.fruits, tools Val also shows vegetablesshe uses Thuy andfor Length:gardening. B minutes 11 VIDEOS FOR STUDENTS (CONT.) TITLEUNIT : GENERALTHE CITY FESTIVAL TITLEUNIT : GENERALEASTER CUSTOMS DESCRIPTION SomeonewantA family discusses what to do for wants to go the weekend. to they the DESCRIPTION : This TheyAmericans havevidep Easter celebrate tape eggshows Easter. hunts, how oneandcarnival wantsplay some to gogames. to watch to enjoy the Another rides the becauseChildrengames, Easter also marks and get hat new contests. clothes the wellbrightparade as the different colored to see costumespretty groups and as daystartthe children. for of spring. It's everyone, especially a fun daughterdifferentthat participate in food whilewants to it. another tryOne Length: 7 minutes haveroncert.wants a good time so they go to to Everybody attend wants a jazz to Length:the city 4 minutes festival. UNITTITLE : GENERALHALLOWEEN CUSTOMS UNIT : GENERAL DESCRIPTION : What Halloween? do Americans Kids go do trick during or TITLEDESCRIPTION : ThuyCHRISTMAS went toDECORATIONS visit her friend Adultsgotreating, around have parties and wear costumesthe neighborhood. wear and differentHerover friend showed Thuy all the the Christmas Christmas holidays. decora- Length:costumes 7 minutes to work. Crazy' decoratedbought.tions the The whole family including sa.dehouse thewasand thekitchen, house looked very festive. dining root. All in the living room, and all, 12 In NM MN MB MI In LIN Length: 8 minutes 11111 an In Me 111 IM1 NE UN NB NMI MN an s ON In NM MS In MI WS MS MN UN OM MI an VIDEOS FOR STUDENTS (CONT.) : GENERAL UNIT : GENERAL UNIT : DUNDEE TITLEDESCRIPTION : THE: like DO6 theAND titleTHE BONE suggests, this TITLEDESCRIPTION : Crocodile DundeeCROCODILE is a man of Australia from who bone.is a story about a dog and his Aastheandcity. outback fascinating. He finds everything Visit the big invited to visit the newbig Length: 1 minute Crocodilecityit Dundee. You'll funny through and therefreshing. eyes find of UNIT : GENERAL Length: 22 minutes DESCRIPTIONTITLE : BLACKThe sovie STALLION is set in the early UNIT : GENERAL 30's.rebelliousattempts A young toand wild befriendEnglish stallion boy a TITLE : FALLING IN LOVE ownedareaccidentally both ,y an Arab sheik. in blows a ship up Theythat and DESCRIPTION : The thetape U.S., shows Christmas Christmas scenes in first 10 minutes shopping, of the washedsinks.island. The Hecoy learns survives to huntand is ashore on a deserted and characterstapeand opening ofcontinues presents. with the meeting again main The on survivesfish.ashore Theand later is tamed the stallion wreck, swims also by theirthe lives. train and going on with Length:the boy. 25 minutes Length: lb minutes 13 VIDEOS FOR . jDENTS (CONT.) UNITTITLE : FALLING IN LOVE GENERALII TITLEUNIT : GENERALTHE GIRL WHO SPELLED FREEDOM DESCRIPTION relationship.charactersThe movie continues. Our Throughdevelop thismain a DESCRIPTION : successgirl'sA true storyin school. about Shea Cambodian wins resettlement and her a differentdevelopment,the ways to have fun U.S. window the movie shopping, shows in state-wide spelling contest. endsgases,eating up with another Christmas and junk making food, love. playing It Length: 44 minutes Length:scene. lb minutes UNIT : GENERAL UNIT : GENERAL TITLE .: STAND AND DELIVER TITLE : PARENTHOOD DESCRIPTION : A Mexican-American high school a DESCRIPTION : lifestylesShows different and values. family This onlypublicteacher high school. He is teacher who believes works in troubled the in showsvideotribulations is in 3 parts. the of trials a Part single and I andthe worksability of to improve the students their showsteenageparent a happily married middle (mother) children. raising Part two II Length:situation. 33 minutes anyoungclass extended children. family Part waiting III shows couple 'raising three to Eachahear the news of the birth new member of part is to be shown the family. and of length:processed 38 separately. minutes is OM MOB MN MI MN NM EN MN MI OM VIDEOS FOR STUDENTS (CONT.) UM UM NW UM an WM UM WM W. MM UM UM UM UM UM WM UM UM UM UM UM UNIT : GENERAL UNIT : GENERAL TITLE : DO THE RIGHT THING TITLE : THE COSBY SHOW DESCRIPTION : Depicts American inner-city life in an neighbor-African- DESCRIPTION : The American Bill TV situationCosby Show comedyis an differentRacialhood in Brooklyn, tensions ethnic groups New between York. are orAmericanthat Dr. focuses on family. BillHuxtable, an African- is Cosby, a Length:highlighted. 38 minutes pediatricianchldren.lawyer. In They this married have particular to five a UNIT : GENERAL oldputtingepisode, Vanessa, the 13 year- daughter, on make-up. is caught The TITLE : FAMILY TIES. noHuxtable sake-up rule until of you'rethe house 15. is: A DESCRIPTION : A American specific TV episode fromseries, 'Family the Length:highly entertaining 23 minutes show. Ties.'composedtypical This series is about American of a family very a understandingbutaround father, an normal teenage mother, a 'straight'daughter, all- UNIT : GENERAL schoola daughter 'yuppie' son, already know-it-alland a suffering younger. high TITLE : RESCUERESCUE 911 911 (SCENE (SCENE I) II) puberty.from the problems related This particular to DESCRIPTION : 911True police accounts taken from calls. Scene I shows generationofseries gap between the focuses on the sexes and on battlemother the showssuspectedpolice children officers gunmen trackingand Scene being rescued down II whoauto-mechanicand is the sore school intelligent to of son. They both attend prove Length:from aScene blazing I, building. 11 minutes she'smotherthe two too sexes. nice toNaturally, rub it in. wins in the end thebut Scene II, 8 minutes Length: 24 minutes 15 VIDEOS FOR STUDENTS ICONT.) UNITTITLE : GENERALPEOPLE'S COURT UNITTITLE : GENERAL AMERICAN SPORTS DESCRIPTION : People's which enacts some of the minor Court is a TV show DESCRIPTION : commerciallyA compilation of excerpts from produced films Americanscivillives. have in their This complaints episode dailytalks that basketball,sports.focusing on different American These baseball sports andare Sheaboutabout claims the perm thata she woman that thecomplaining beauty got. football. andsheparlor willre-shaped. destroyed her hair have to have it andcut Length: 30 minutes Length: 24 minutes UNIT : GENERAL TITLEDESCRIPTION : ChristianAMERASIANS Science Monitor UNITTITLE : : U.S.A.: A COLLAGEGENERAL makespeople?tht aAmerasians. comprehensive Who studyare of Now did they these come DESCRIPTION : A compilationcommercially of excerpts from produced films Whatabout?them? is the U.S.What doing do Nowthe are they Amerasians treated? about America.focusing on urban and rural answeredthesesay questions, and more, are about in themselves?this well-made All Length: 30 minutes Length:documentary. 18 minutes ) 16 um ow us ow we gm am am as ow aw am Is mo ow ow ow so VIDEOS FOR STUDENTS (CONT.) UNIT : GENERAL UNIT : GENERAL TITLE : INTERPRETATIVE DANCE TITLE : WE ARE THE WORLD DESCRIPTION : Helen Tranh, a Vietnamese- DESCRIPTION : The song that was sung by more dance.creativeAmerican, writing does an activities. interpretive This tape is good for toofferedthan as their humanity.30 artists. A song 'We contribution Are they The Length: 15 minutes butWorld'all. is a very simple its meaning A song of is love felt song, and by UNIT : GENERAL Length:comp. csion.A minutes TITLE : VIETNAMESE ROCK MUSIC DESCRIPTION : A compilation of Vietnamese Thiswestern-stylesingers rendering English MTV-like rock presentation numbers. and westernyoungshows the adaptationVietnamese culture, while folks of still the to managingacculturationidentity. to keep their Noticeis apparent Asian the in choicehairstyles,their mode of ofbut songsdressingnot in andandthe Length:interpretation 22 minutes of the songs. z.: 17 END U.S. Dept. of Education Office of Educational Research and Improvement (OERI) ERIC Date Filmed December 8, 1993 o U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (OERI) Educational Resources Information Center (ERIC) ERIC REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION: Title Io0"e- Stragegy Notebook: A Compilation of Open-endeductional Strategies & Materials for Beginning ESL and Literacy Learners Author(s)Ed. by Sharon Snyder, Pindie Stephen, William Mitchell, and Helen Aguilar Corporate Source Publication Date International Catholic Migration Commission 1991 II. REPRODUCTION RELEASE: In order to disseminate as widely as possible timely and significant materials of interest to the educational community. documents announced in the monthly abstract journal of the ERIC system. 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Tar Don 51,Manager (effective 9,1.93) Print est Name an lion Sharon C. Snyder Technical College(effective ' .1.93) Address Telephone Number U. of Notre Dame (219 ) 634-4466 Fischer Res., Bldg. 26, Apt.2A Date Notre Dame, IN 46556-5676 July 10, 1993 OVER III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE): It permission to reproduce is not granted to ERIC. or.if you with ERIC to cite the availability of this document from another source please provide the following information regarding the availability of the document (ERIC will not announce a document unless it is publicly available. and a dependable source can be specified Contributors should also be aware that ERIC selection criteria are significantly more stringent for documents which cannel be made available through EDRS) Publisher' Distributor Address P,:ce Per COON/ Quantity Price IV. 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