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English As a Second Language for Adults: a Curriculum Guide

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English As a Second Language for Adults: a Curriculum Guide DOCUMENT BESOME ED 210 455 CE C30 627 AUIHOR Selman, Mary: And ethers TITLE English as a Second Language forAdults: A Curriculum Guide. INSTITUTION British Columbia Dept. of Education,Victoria. POE DATE 81 NOTE 1,116p. AVAILABLE FROM Publication Services Branch,Ministry of Education, 878 Viewfield Rd., Victoria, BritishColumbia, _Canada V9A 4V1 ($10.00). EDFS PRICE MFOB/PC45 Plus Postage. DESCRIPTORS *Adult Education: Behavioral Objectives: *Communicative Competence (Languages):Curriculum Guides: Dialogs (Language): *English (Second Language): Foreign Countries: Immigrants: Learning Activities: Lesson .Flans: Non englishSpeaking: *Second Language Instruction: StudentEvaluation: Units of Stud' IDENTIFIERS Canada ABSTRACT To help improve English asa Second language (ESL) programs for adult learners, this curriculum guideprovides informative materials for the teacher and30 sections of lessons suitable for adaptation by the teacher.Teacher information includes materials on language teaching and learning,use of the guide, needs assessment, adapting lesson plans, gettingstarted with beginners, special problems in ESL classes,assessment for placement, resources, and an excerpt on language functions.Each of the 3C sections is developed around a language function (asking,clarifying and correcting, identifying, reporting).IL each section six units outline realistic situations in which thefunctions operate and which relate to each of the six differentadult roles for which the learners need English (consumer, citizen,community sestet, worker, learner, family member). Each section containsa unit outline for one adult role, sample lesson for the unit(objectives, skills, process, and devices), five unit outlines(one for each of the other roles), and a summary of the situation with theaccompanying language and cultural components. Representative unittitles are "It Was a 20" Colour T.V.," "I Had an Operation forAppendicitis in 1572," "So, Never on an Empty Stomach," and "whoseCrev were You Cn2 ". (YIB) ***$******************************************************************* * Reproductions supplied by EDRSare the best that can be made * * from the original document. * *********************************************************************** ENGLISH AS A SECOND LANGUAGEFOR ADULTS: A CURRICULUM GUIDE MINISTRY OF EDUCATION 0 U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION PERMISSION TO REPRODUCE THIS cq E Du( AT IONARF SOUP( I :NI-014MA 1 ION MATERIAL HAS BEEN GRANTED BY ( ,/ rh,, do III/11 boor,ro.p,",1,,*1 , p r11.1d prr5r,,,r Mir ,r h I.rtio r ,,porio, tiro. ,1. Pr 1,1, If I Ilo d 911,,I,,r TO THE EDUCATIONAL RESOURCES rt,ont P ,drity r, prr,er,1 ,,1 INFORMATION CENTER (EPIC) 1,11,1t101111( V Copies of this publication can be ordered from: Publication Services Branch Ministry of Education 878 Viewfic!ld Road Victoria, B.C. V9A 4V1 Tel. 387-5331 Cost: $10.00 O1981 Ministry of Education TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS GLOSSARY iii INTRODUCTION 1 PURPOSE OF THE GUIDE 4 HISTORY OP LANGUAGE TEACHING 5 rt* LANGUAGE LEARNING AND THE LEARNER 7 HOW TO USE THE SECTIONSAND UNITS 11 CHARTS FOR THE SECTIONS 18 FINDING STUDENT NEEDS 23 ADAPTING LESSON PLANS 28 GETTING STARTED WITH BEGINNERS 33 SPECIAL PROBLEMS IN ESL CLASSES- 36 ESSENTIAL ELEMENTS IN ESL PROGRAMS 39 INFORMATION FOR INSTRUCTORS 47 University Training Programs 47 Professional Organizations andTheir Publications 49 Journals 51 Resources for Consultation 52 Audio-Visual Equipment 53 Readings and Materials 57 LANGUAGE FUNCTIONS AND THEIR EXPONENTS 66 SECTION 1 - IT WAS A 20" COLOUR T.V.": Identifying SECTION 2 - "I HAD AN OPERATION FORAPPENDICITIS IN 1972:: Reporting (including describing andnarrating) I SECTION 3 - "SO.NEVER ON AN EMPTYSTOMACH.": Correcting/Clarifying SECTION 4- "WHOSE CREW WERE fOU OW: Asking SECTION 5- "THAT'S RIGHT." "I DON'T THINK SO.": Expressing agreement and disagreement SECTION 6- "THAT WILL BE VERY NICE.": Accepting an offer or invitation SECTION 7- "UNFORTUNATELY,I CAN'T.": Declining an offer or invitation SECTION 8- "I'LL PAY FOR THE PAINT IF YOU DO THE WORK.": Offering to do _something SECTION 9- "I'LL BE AVAILABLE THEN.": Expressing whether something is considered possible or impossible SECTION 10 -"I CAN OPERATE THE PROJECTOR.": Expressing capability and incapability SECTION 11- "MAYI BRING A TRANSLATOR?" "THAT'S ALL RIGHT.": Giving and seeking permission to do something SECTION 12 -"I LIKE DRIVING IT VERY MUCH.": Expressing pleasure, liking SECTION 13 - "I HOPE THAT SHE FEELS BETTER SOON.": Expressing hope SECTION 14 - "THIS IS NUT WHATI WANTED.": Expressing dissatisfaction SECTION 15 - "I'M WORRIED ABOUT MY COVERAGE FOR THEFT.": Expressing fear or worry SECTION 16 - "I'D RATHER LIVE NEAR A BUS LINE.": Expressing preference SECTION 17 - "I'M GOING TO SPEND A WEEK IN SEATTLE.": Expressing intention SECTION 18 - "I'D LIKE TO TALK TO AN IMMIGRATION OFFICER.": Expressing want, desire SECTION 19 - "SORRY." "EXCUSE ME, PLEASE.": Apologizing SECTION 20 - IT DOESN'T MATTER.": Granting forgiveness SECTION 21- "THANK YOU." 'IT'S VERY GOOD OF YOU.": Expressing appreciation SECTION 22 - "WHAT ABOUT INVITING GUESTS TO CLASS?": Suggesting a course of action (including the speaker) SECTION 23 - "WOULD YOU PLEASE KEEP YOUR DOG FENCEDIN?": Requesting others to do something SECTION 24 - "HOW ABOUT COMING OVER FORDINNER?": Inviting others to do something SECTION 25 - "YOU PUT 'TOUR MONEY IN AND PUSHTHE BUTTON:: Instructlg or directing others to do something SECTION 26 - "CAN I HELP YOU?": Offering assistance SECTION 27 - "CAN YOU HELP ME, PLEASE?": Requesting assistance SECTION 28 - "HI." "HELLO." "GOOD EVENING. ": Greeting people SECTION 29 - "I'LL SEE YOU TOMORROW.": Taking leave SECTION 30 - "EXCUSE ME." "PARDON ME.": Attracting attention ACKNOWLEDGEMENTS The Ministry of Education would like to express its appreciationto all those who contributed to the development of English as a Second Language for Adults: A Curriculum Guide. PROJECT STAFF Mary Selman Project Directo- (ESL Consultant Divi.s>tn of Continuing Educatioi*, Ministry of Education) Judi`' tai Coordinator of Writers (Continuing Studies, Simon Fraser University) CURRICULUM WRITERS Jan Laylin Douglas College Donna McGee Vancouver Community College, King Edward Campus Susan Massey Fraser Valley College Christina Pikios Douglas College David Smith Vancouver Community College, King Edward Campus MEMBERS OF THE PROVINCIAL ENGLISH AS A SECOND LANGUAnE CURRICULUM ADVISORY COMMITTEE Mary Ashworth University of British Columbia Reena Baker Vancouver School Board Barbara Bowers Vancouver Community College, King Edward Campus Norman Dooley Northwest Community College Ron Faris Ministry of Education Sheld Har;ey Ministry of Education Jean Lubin Sechelt School District Judith Mastai Simon Fraser University Bernie Mohan University of British Columbia Christel Nierobisch Northwest Community College Nick Rubidge Ministry of Education Mary Selman Ministry of Education Carol Ann Soong Secretary of State Beryl Tonkin Camostin College Sandra Venables Vancouver Corigiunity College, Langara Campus Tom Whalley _uglas College The Ministry of Education would also like toexpress its appreciation to Douglas College for assisting in the administration of this projectand to all those who shared their response to it in the field-testingprocess. The work of the Council of Europe proved invaluable in theconception and preparation of this guide. The Ministry is indebted to the Council and to Longman Publishers for permission to include material from The Threshold Level for Modern Language Learning in Schools, by J.A. Van Ek. 11 n Li GLOSSARY ADAPTATION OF LESSON PLANS- to adjust the tasks in a lesson for learners who have higher or lower levels of competence in thelanguage. CONTACT - students learn by practising English either inthe classroom or in the community by using a real life situation witha native, speaker. CULTURAL NOTES- reminders to the instructor about attitudes, values and behaviour that are commonly found in Canadian society. DEVICES - eqoipment and materials you need tocarry out lessons. ELICIT - to draw known information from learners. EVALUATION - to determine whether the learnercan perform the skill indicated in the specific objectives in the lesson plan. EXPONENTS - language forms that express function. e.g. seeking permission is expressed in the form "May I ?" as in "May I bring a trans'iator?" FORMULAE - standard expressions. e.g. "How are you?" GROUPING - planning to have students work together in pairsor groups of different sizes, and in planned combinations. Groups may be homogeneous or mixed, depending on the task. GUIDED LISTENING- students have clues such as picture(s), questions to be answered or explanation of context, which help them comprehenda dialogue or story. INDEPENDENT WORK - instructor sets up activitiesor tasks that students can work on independently, without using he instructor as a resource. The iii instructor introduces students toresources they can use themselves suchas a library, a filE of exercises designedto solve particular problems, equipment, and practise withpeers (e.g. spelling). LANGUAGE FORMS - the grammatical structures or precise words used toexpress function (e.g. inviting - "Would you like to ...", or "How about ..ing?"). Also referred to'asexppnemtT. -LANGUAGE FUNCTION- a concept which defines what you do with language (e.g. disagreP), apologize). There may be sevrAl differentways or forms used to express a language function. Apologize: "Excuse me.", "I'm sorry." LANGUAGE
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