Resources…………………………………………….. 136
Community Resources……………………………………………………………….137
Online Resources…………………………………………………………………….139
Volunteering Information…………………………………………...……………….141
Acknowledgements
We would like to thank the following teachers for their contributions to this publication:
(in alphabetical order)
Cathryn Butzow, Julia Campbell, Karen Cason, Lisa Uribe Ceciliano, Steve Dees, Diana
Hoehne, Meredith Hoffman, Yari Johnson, Michele Lopez, Guzel Nabatova Barrett, Beth
Parent, Ann Ritter, Carron Santos, Marissa Schiffman, and Anne Tekmen.
…and, of course, to our students for their beautiful stories: Sevda, Olga, Karina,
Elizabeth, Rosario, Liliana, Zelmira, Cesar, Teresa Lara, Belen, Laura, and Eunyi.
We are also very grateful to many others, both teachers and students, who have
contributed their lessons, their time and their effort in order to help complete this project.
It was definitely a team effort. Thank you!
1
LESSON PLANS
AND
PROJECT IDEAS
2
LEVEL
1&2
LESSONS
3
Changesin Life
SetJJa'sStory
Where isshefrom?
Howdoesshefeel?
~
am happy~, and I am scared.
~ ~
teacher and students. I am married. ,6tt I am happy. ~.
4
Picture Dictionary
~
scared
~
.".~~.
~
~ \..
¥
"
J"'
..
" "
"
,
...
".~'
~
,,
Pi
surprised nervous bored frustrated
~
""
f",,~
~~,
excited tired
5
Writing:
1. Sevda feels:
D teacher D friends'
D D
class students
6
Class discussion
Change =
when life is not the same anymore, when life is different.
7
Tell your ownstory
My name is . I am from
I was because
In America, I like
I miss
8
Class project
9
Game 1
Directions:
-+ Each student chooses a game marker.
-+ The first student rolls a die.
-+ Next, they draw a card. They must make a sentence with the pronoun
they
landed on and the emotion that they drew. For example: "They are
happy."
-+ After they make a sentence, it is the next person's tm'n.
-+ The first student to reach the end wins
Game 2
-+ Print out two sets of the playing cards.
-+ Have the students lay the cards out face down.
-+ The students take tm'ns tm'ning over 2 cards and saying what emotions
are on the cards. lfthe cards are the same, they keep the pair. lfthe cards
are different, they put them back on the table face down, and it is the
next person's tm'n.
-+ The game is over when all the pairs are found.
10
t\. t'\ P
'I ."~~
' .' ~" .
..
~~,
.. .. .
~ ---
11
Game markers
~
~ ' .
~ ....
12
START Go ahead 2 Miss one turn
she they
spaces
.[i
~~
Go back 2
he spaces
you
she he
Miss one
Go ahead 2 turn
you
spaces
he END
we
Go back 2
spaces Take the
we Shortcut
we Pass
you
they
Take an extra
turn
Take an extra
she turn they
you
13
Heart of the Community…Part of the Community
Family and Feelings Lesson
Michelle Lopez – ESL Instructor – Level 1 - 2
St. Savior’s Center Supervisor Robin Abdelilah
Objectives
To learn about family members and feelings
To identify family members and feelings
To discuss what students can do to manage homesickness
To learn about memory boxes and make one
Materials
Olga’s Immigrant photo and story
Family practice handout
Feelings opposites handout
Sample memory box
Warm up
Read the story and repeat
Practice pronunciation of words and sentences
Define unknown words
Vocabulary Lesson
Present family members vocabulary
Verbs to be and to have – present tense
Practice
Olga’s Story reading comprehension and dictation fill in
Complete family practice exercises
Identify feelings in story
Present and practice feelings opposites
Application
Discuss what Olga does when she is homesick
Ask students what they do
Explain and demonstrate the concept of a memory box
Brainstorm ideas for what to put in
Students copy ideas and choose ideas for own box
Determine who or what items represent
Have students show their memory boxes to daycare and church groups
and discuss how to make one
14
Olga
Please read the story. Then read the following and circle yes or no.
--------------------------------------------------------------------------------------------
Please tear off this section for dictation exercise.
Olga’s story
______________.
15
The Family
Family Practice
Please read the sentence, underline and fill in.
Example - My mother is here / in my country Mexico .
_________in my country.
16
The Family Matching Game
Please match the female and male family members with correct letter. The first
one has been done for you.
My Family
Please fill in your family member’s name.
17
Feelings opposites
Please practice saying the opposites with a partner.
A B
happy sad
good bad
easy difficult
bored excited
surprised worried
nervous confident
scared not scared
embarrassed proud
tired not tired
at home homesick
miss not miss
A B A B
18
Emergency Wallet Cards
Adapted from lesson by: Lisa Uribe Ceciliano, Fall 2007, WTCC (COC)
Objective
To familiarize students with what to do in an emergency in which they would deal with police, firefighters,
paramedics or emergency room staff. Also, to create and distribute a wallet card that would contain all
pertinent information necessary in an emergency.
Materials
Oxford Picture Dictionary, p.82 (B,C); p.100,102 (#2,7,8,9)
REALIA: health insurance card, car insurance card, vehicle registration card, police accident report form
Warm-Up/Introduction
Initiate a discussion regarding emergency situations. Discuss interactions students may have had with
police, firefighters, and EMS personnel in the US vs. in their native countries. Discuss problems and areas
of concern.
Content
Using the Oxford Picture Dictionary, teach vocabulary related to emergencies. Discuss 911 and how to ask
for help or how to ask for a translator. Discuss what information accident victims need to have on hand in
students’ native countries.
Practice
Role-play a 911 call for a car accident.
Role-play a car accident with a “victim” and a “first-responder.”
REPEAT this game with an accident involving a “police officer” and a “victim.” The teacher can begin as
the policeman and the students will continue as the victim and the police officer.
Homework (Part I)
Take a field grip to the local police and fire stations. The students will ask their questions to the policemen,
firemen, or paramedics (or EMT). By previously assigning specific questions to specific students, everyone
will have the opportunity and responsibility to speak with each first responder. For example, ‘Maria” will
be assigned at least one question for each the fireman, policeman, and paramedic, thereby asking a
minimum of three questions.
19
As an alternative, students could choose to work in pairs (or trios) to ask their questions to the first
responders. Any student may ask questions that may come to mind during the course of the field trip, but it
will be the job of one group to ask the class questions to the police officer. Another group will be assigned
the fireman, and the third group will be assigned the paramedic. Each group will have enough questions so
that each student within the group will be required to question their “first responder.” In other words, there
will be no “spokesperson” for any group. All members must ask at least 1 question, and the teacher can
supervise this.
By assigning specific questions to specific students (using either method), all students will have the
responsibility to speak with at least one or up to three first responders directly. NOTE: Our class used the
first method, with each student speaking with each first responder.
*When field trips are not a possibility (esp. in evening classes), the teacher can invite the first responders
(police, firefighter, paramedic) to come as guest speakers.
Evaluation (attached)
Fill in the blank (4 sentences)
Circle the correct answer (3 sentences)
True or False (5 sentences)
Name 5 (5 pieces of information)
20
Example of questions students brainstormed
(*assign each student a question for each category-- to be asked during the field trip, or during a
guest speaker visit)
21
Evaluation
D. Name 5 things that the police, firefighters or paramedics need from you:
1.
2.
3.
4.
5.
22
Emergency Contact Information Emergency Contact Information
Name: Name:
Address: Address:
Language: Language:
Allergies: Allergies:
Relationship: Relationship:
Language: Language:
Address: Address:
Language: Language:
Allergies: Allergies:
Relationship: Relationship:
Language: Language: 23
Additional Information Additional Information
Health Insurance Co: Health Insurance Co:
Policy #: Policy #:
Policy #: Policy #:
Relationship: Relationship:
Language Language
Policy #: Policy #:
Policy #: Policy #:
Relationship: Relationship:
Language Language
24
~
.,
Introduction: The American flag symbolizes our country in so many ways. When we look at it,
we not only think of the country as it is today, but also how it was in the beginning and how it
has developed through the centuries. When we see the red, white and blue, we are reminded of
what our country stands for: courage, purity, justice and freedom.
Knowledge of the flag is important for anyone with a goal of American citizenship
because several of the famous (infamous?) 100 questions are related to the flag, its history and
the U.S. history it represents.
Objectives: Students will learn what the American flag looks like in detail. They will understand
the traditional meanings of the colors on the flag and the reason for the number of stars and
stripes. They will know what the fIrst 13 states were. They will learn what Americans do when
they say the "Pledge of Allegiance" or hear/sing the national anthem. They will also learn
(though not memorize) the pledge and learn how to correctly fold the flag.
Goals: Students will present the information they learn to a higher level ESL class, so not only
10thev have to understand what thev learn. but they also need to have excellent nronunciation in
order to be understood.
*Introduce new vocabulary word by word with Hangman. After each Hangman puzzle is solved,
write word on the board and give students equivalent in their language. (I'he objective of this
lesson was that the students learn a little bit of the history and meaning of the American flag as
well as the "Pledgeof Allegiance." I didn't wantthe difficultvocabularyto get in the wayof
their understanding, and I also wanted them to learn the new words, but since they are beginning
1 students, they don't yet have the vocabulary needed to have these words explained to them in
English. Therefore, whereas I would normally teach students new words in context, I decided to
teach these words bilingually because the information not the vocabulary, was the mainfocus of
the lesson.)
-bravery
- Courage
- Purity
- Stremrth
-Fairness
-Justice
-Pledge
- Allegiance
25
--t
\l'- ~
- Republic
-Nation
-Indivisible
- Liberty
*Cloze passage completion with dictation. (1removed vocabulary that the students already knew.
1 also took out "there is, " "there are" and "there were" in order to highlight that grammatical
form. They were not required tofill in blanks with any of the new words.)
*Students take turns reading hand-out aloud. Stop after each paragraph to check comprehension
and make sure students are all together. Answer any questions students have.
Project: Presentation
The doze passage that students completed in the flag lesson will now become the script
for their presentation. They will create posters (based on their own understanding of the flag,
etc.) to accompany each portion of the script as a visual aid. These posters will be student-
conceived and created with only minimal teacher direction because I want them to convey their
understanding of and take on the information in the presentation, not mine.
26
~
~
blue. Red stands for bravery and courage. White stands for purity. Blue stands for
There are thirteen horizontal stripes on the flag. Seven stripes are red, and six
stripes are white. In the top left comer of the flag, there is a blue rectangle with fifty
white stars. There are thirteen stripes because there were thirteen original states. There
The first thirteen states were Georgia, South Carolina, North Carolina, Virginia,
When Americans hear the national anthem, "The Star-Spangled Banner," they
stand up, look at the flag and put their hands over their hearts. They also stand, look at
the flag and put their hands over their hearts when they say "The Pledge of Allegiance."
'"ThePledge of Allegiance"
I pledge allegiance to the flag of the United States of America
And to the republic for which it stands,
One nation under God, indivisible,
With liberty and justice for all.
27
t- .~
The American Flag
The flag of the United States of has
bravery and courage. White stands for purity. Blue for strength and
fairness.
Seven stripes are red, and six are white. In the top left comer of the
When Americans hear the national anthem, "The Star-Spangled Banner," they
-' look at the flag and put their hands over their hearts. They also
stand, look at the flag and put their over their hearts when they say
28
\!- ~I
1. What color is NOT on the American flag?
A. Blue
B. White
C. Green
D. Blue
"
J. What is the name of the national anthem?
A. "America the Beautiful"
B. "God Bless Amerioa"
C. "The Pledge of Allegiance"
D. "The Star-Spangled Banner"
29
EL/CIVICS Community Service/Volunteer Project Fall 2007
Lesson: “To the Library”; Instructor: Julia Campbell, Wake Tech Community College
Topics:
• Getting a library card
• Checking out a book
• Inviting someone from the community to become a member of the library
Lesson Objectives:
Materials:
Textbooks:
Warm up
The teacher will show students her library cards and ask them what it is. Then she will project a picture of a
library and ask if they have ever been to one in America. The instructor will tell students about the
importance of public libraries and the variety of programs and services that students can find in different
library branches. She/he will then tell students that they will visit the nearest public library, obtain a card,
and check out a book. Finally, the teacher will encourage students to bring a friend or family member to the
library and repeat the same procedure they did in their field trip. The teacher will make clear that before
that big day, students will go over a series of steps and preparations.
30
Content
Practice/Games
Evaluation
Students will:
• Show the instructor their new library cards
• Bring a book, audio CD, or any other library material that they’ve checked out
• Complete their book report
• Share their book project with classmates
• Complete the activity sheet
• Complete a project report
31
Homework
Students will:
• Visit the nearest public library and obtain a library card
• Locate and check out a book
• Ask for assistance (if necessary)
• Share their experiences when they helped a friend or family member get a library card
Reflection
This community project arose from the need for my level 1-2 to be able to check out books for themselves
and their family. The need to be able to obtain a library card came about when I taught my students one of
the lessons from the book All Star 1. Their interest grew even more when the instructors from Motheread
started their program and suggested students visit a library. Thus, for this particular civics project, I really
did not need to present my students with visual assessment tools to decide on a community project.
I brought a series of material to the class to prepare students before getting their library cards. Student
learned what a card application form was and how it had to be filled out. They also learned what services a
library offers and the different sections one can profit from. Students had access to sample cards, calendar
of events, programs, and a variety of books.
I contacted the Information Services Librarian, JoeAnne Stephens, who gladly booked a day for my
students to visit Southeast Regional Library. The day of the fieldtrip, my students obtained their library
cards and participated in a library tour. I could see their excitement when I told them they could check out
the book of their choice. I assisted some students in finding specific books in their native language and also
on specific subjects for kids.
The following day, my students completed a book report on the books they checked out. Finally, we
decided to give back to our community by bringing a family member or a friend to the library. For those
students who do not have transportation, I decided that informing friends or family about the library service
was also an important civic responsibility.
I encouraged those students who are not Wake County residents to go to their local library and repeat the
same procedures they practiced at Southeast Regional Library. Finally, my students completed a report of
their experience of visiting the library and participating in the civics project for Wake Tech Community
College. I feel that from now on, the public library will not be an inaccessible place for my students. I know
they will now have the freedom to walk around, explore different sections, participate in programs, and
why not, volunteer for one of the library programs.
32
33
34
35
36
Name: ___________________ Date:_______________
Check out a book with your new library card and complete the following book report:
• TITLE:___________________________________________________________
• AUTHOR:________________________________________________________
• ILLUSTRATOR:___________________________________________________
• CHARACTERS OR TOPIC:__________________________________________
__________________________________________________________________
• LIBRARY SECTON:________________________________________________
• Five words I learned and want to share (write their definition or just draw a picture):
Check out a book with your new library card and complete the following book report:
• TITLE:___________________________________________________________
• AUTHOR:________________________________________________________
• ILLUSTRATOR:___________________________________________________
• CHARACTERS OR TOPIC:__________________________________________
__________________________________________________________________
• LIBRARY SECTON:________________________________________________
• Five words I learned and want to share (write their definition or just draw a picture):
Check out a book with your new library card and complete the following book report:
• TITLE:___________________________________________________________
• AUTHOR:________________________________________________________
• ILLUSTRATOR:___________________________________________________
• CHARACTERS OR TOPIC:__________________________________________
__________________________________________________________________
• LIBRARY SECTON:________________________________________________
• Five words I learned and want to share (write their definition or just draw a picture):
37
LEVEL
3&4
LESSONS
38
Your Future Goals: Nothing is Impossible
NOTHING IS IMPOSSIBLE
My name is Karina. I come from Mexico. I came to New York in 2000, but now I
live in Raleigh. In the United States, I have worked at a child care center, cleaned
houses, and was a dental assistant in a laboratory. In my country, I was a nurse for
three years. I liked my job. I miss my country, my parents, and my brother.
Now, I study English. I like to come to my class every day. My teacher is so nice.
I am learning a lot of words in ESL class. I want to go to Wake Tech Community
College. I will study to be a nursing assistant. I have one child. He is four. I love
him. I want to get a better future for me and my family. I feel happy now.
39
A. PRONUNCIATION PRACTICE Read the first paragraph aloud to a partner. Your partner
will read the second paragraph to you.
B. QUESTIONS ABOUT THE STORY: Ask your partner these questions. Write the answers.
C. VOCABULARY Find the word in the story that is the same or almost the same.
D. DICTATION: Have a partner read any three sentences from the story. Write them below,
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
Fill in the chart about yourself, below. Then ask four other people about themselves. (Don’t
forget, a stay-at-home mom or homemaker IS a job!) Write their answers.
40
Name In the past, I was... Now, I’m... In the future, I
want to...
You
F. THINK ABOUT IT: In order to get the job you want, you have to be prepared. Write three
things you must accomplish before you can get the job you want in the future. Then decide if
each item is easy, difficult, or impossible. Why? Share with a partner.
41
G. LISTENING: What about my teacher?
Listen to your teacher talk about her jobs, past, present and future. Fill in the chart as he or she
talks. Add as much information as you can.
Share your information with another classmate. What did you miss?
H. ASK YOUR TEACHER: With your partner, write two questions to ask your teacher about
her jobs, past, present or future.
1.
2.
42
I. INTO THE COMMUNITY
1. Think of two or three of your friends who speak very little English and are not in an ESL
class.
2. Interview them using the charts below.
3. Ask them how they feel about their future in the U. S.
4. Bring the interview information back to class.
5. Compile the findings on a big chart on the board.
6. Compare their answers with the answers of the ESL students. Discuss. How can you help your
friends who don’t speak English?
Name of In the past, I was.. Now, I’m... In the future, I
friends want to...
.
Friend 2
Friend 3
43
Life Choices: Elizabeth’s Story
Lesson Plan
Purpose:
a) to involve students in the discussion of advantages and disadvantages of moving to another
country (or city);
b) to help students use the vocabulary and grammar of the lesson while comparing their
lifestyles in "BEFORE" and "NOW" situations.
I. Warm-up
1. Did you come to America with your family or alone?
2. Did you feel depressed (stressed out, nostalgic, frustrated) during your first days, months
or years in the US? What can cause stress? How do you fight stress? Does it help to:
. smoke more than usual?
. work out
. walk in the park
. drink alcohol
. sleep more than usual
. listen to cheerful music (to sad melancholic songs)
. take medicines or herbs
. take drugs
. read books and magazines as much as you can
. watch TV a lot
. talk to your friends
. call your relatives who stayed in your country or do something else?
The teacher writes two columns of these numbers on the board. Half of the class reads one
column, the other half reads the other column. Both groups clap their hands to accentuate the
stressed syllables.
III. Reading: The teacher reads the text "Life Choices" and asks the students to read it
out loud one by one.
I lived in Mexico happily with my family and my dreams. I married when I was just fourteen.
Then I graduated from high school and never thought of coming to the USA. But sometimes life
changes people's plans.
My country is wonderful, but some places are dangerous. My older son was attacked when he
was 13 and he almost died. His father, who was working in the US at that time, came back to
44
Mexico and wanted to take us to the USA with him. I said, "OK, you can take our sons but I am
going to stay here, I am planning to go to the university."
However, I could not part with my sons. I followed my family. When I came here, I was very
unhappy for two years. Everything was so different. I got stressed.
But now I feel different. I like North Carolina. I have many goals again and I have the pportunity
to reach them. Sometimes I think God gave me another chance to stay with my two sons and my
husband. When I look into my older son's eyes, I thank God for giving me that chance to be with
my family in America.
V. Vocabulary Game
Print and cut out the sentences below. Distribute the strips of paper among the students. While
students read the definitions one by one, their classmates try to find the words in the text "Life
Choices". The student who is the first to give a correct answer, gets the strip of paper from the
student who asked the question. The person with the most strips at the end of the game is the
winner. If there is a tie between 2 students, the teacher asks one more question and gives a prize
to the winner (a pencil, a postcard, a stamp, a candy, an eraser, a bookmarker or such like). The
best prize is always a bag of small things that the benevolent winner can share with the other
players).
45
VI. Grammar exercise
Working in groups of 3 or 4, write out in three columns all the regular, irregular and modal verbs
that you can find in the text “Life Choices."
Regular Irregular Modal
live stay be have can
marry plan think feel could
graduate part come get
change follow take think
attack like say give
die reach go
work look
want thank
pick up
Write your own sentences using as many verbs from this list as you can. You have 10 minutes.
Switch your paper with your partner, correct each other's sentences and read them to the class.
The group votes for the best sentence. The teacher gives the prize.
I lived in Mexico happily with_____ family and my dreams. I married when _____ was
just fourteen. Then I graduated _____ high school and never thought of _______ to the USA. But
sometimes life ________ people's plans.
My country is wonderful, but some _________ are dangerous. My older son was ________when
he was 13, and he ________ died. His father, who was working in _____ US at that time, came
back ______Mexico and wanted to take us _____ the USA with him. I said, " _____, you can
take our sons, _____I am going to stay here. _____ am planning to go to the University."
However, I could not part with _____ sons. I followed my family. _____ I came here I was very
unhappy _____ two years. Everything was so _________. I got stressed.
But now I feel different, I like ________ Carolina. I have many goals again _____ I have the
opportunity to reach _____. Sometimes I think God gave me chance to stay with my two ______
and my husband. When I look _____ my older son's eyes, I thank _____ for giving me the
chance _____ be with my family in America.
VIII. Discussion
1. Is it easier or more difficult to achieve your goals in the US than in your country?
Why or why not?
2. Do you think Elizabeth made a good decision?
3. Would you sacrifice the chance to get a university education in order to keep your family
together?
4. Do you think it is important to teach teenagers martial arts so that they could protect
46
themselves if attacked?
5. Do you think teenagers should be allowed to carry weapons like knives and guns to protect
themselves?
6. Have you ever been attacked by robbers or hooligans in the streets or in some other place?
7. Was there a lot of violence and crime in the town /city/village in which you used to live
before you moved to the US? Is Raleigh/Cary/Apex a safe place to live and grow children?
8. Are there places in Raleigh that you would not allow your teenager to go to without
adults?
9. What can you do if you are attacked by robbers?
10. Can anyone here show us a few self – defense moves?
************************************************************************
A project related to the above material could deal with informing students about the availability
of services provided by local martial arts schools. For example, three (responsible) students get
the task of finding addresses and phone numbers of some of those schools in their phone books
and providing their classmates with the information and directions. The rest of the group visits
those sites or calls them and finds out about the cost of training, schedule of classes, and the age
range of students attending those schools. It would be a good idea to assign 2 - 3 students to visit
one school so that they can cooperate while presenting the information to their classmates, and
telling them about their impressions. Perhaps someone could come to the class from one of these
schools to give students more information. The class could then create a brochure of the various
martial art studios in the area and distribute them to other classes, family and friends.
Another possibility would be a discussion about symptoms of depression, ways of treating it, and
places one can turn to for psychotherapeutic help, e.g.
Capital Area Psychological Services, 220 West Millbrook Rd, Raleigh, (919) 870 8151
Triangle Pastoral Counseling, Inc. ~ www.TriPastoraICounseling.org; (919) 8459977.
Students could call those organizations and find out who is eligible, what kind of insurance is
accepted, etc. Then they could present the information to another group of students, e.g. level 3 or
4 students. Also, having a speaker come to the class from one of those agencies would be
informative. The class could invite other classes to come hear the speaker as well.
47
ENLISH LITERACY/CIVICS PROJECT
Lesson Plan - Low Intermediate
by Cathryn Butzow
Spring 2007
"ROSARIO'S STORY"
FIRST DAY IN ESL CLASS
TOPICS
LANGUAGE FUNCTIONS
LANGUAGE STRUCTURES
.. Describing
Listening
. Reading
. Writing
. Speaking/Discussing
. Brainstorming
. Guessing
. Comparing
48
MATERIALS NEEDED
. Interview Sheets
. Copies of "Rosario's Story"
. Listening to the Story Worksheets
. Understanding the Story Worksheets
. Vocabulary Lists
. Vocabulary Words and Pictures Cards
. Masking Tape
. Crossword Puzzles
. When Do You Feel Worksheets
. How About You Writing Project Worksheets
. Action! Application Worksheets
49
TEACHING NOTES
WARM-UP ACTIVITY
As students enter the classroom give them each an interview sheet and
instruct them to interview several students and fill in their answers on the
chart.
INTRODUCTION
Do you remember the very first time you went to an English class in the
United States? Do you remember how you felt? What did you think?
Share how you as a teacher felt on your first day of teaching ESL. Talk
about how you feel now.
Encourage students to share.
Have students read the sentences and mark true or false. Have them check
their answers with a classmate.
Go over the statements and make sure students understand what makes a
statement false.
DICTATION
Read aloud and have the students complete the cloze activity.
Have them complete the dictation activities on the worksheets.
50
INTRODUCE VOCABULARY
Have students look over the interviews they did at the beginning of the class.
Especially focus on the word~ that describe how students feel about learning
English. Ask them how they feel about learning English.
Write any vocabulary words that describe feelings on the board as they
mention them.
What word describes how Rosario probably felt on her first day of English
class? (nervous) Why did she feel nervous?
What word describes how Rosario felt about English class when she went
home? (excited) Why did she feel excited?
Have the students give you other words that express emotions they might
feel in English class.
Pass out the vocabulary lists to the students. Go .over each word on the list
using the vocabulary words and picture cards.
excited lonely
scared embarrassed
bored happy
interested tired
frustrated calm
confused nervous
worried proud
Pantomime vocabulary words and have the students guess the feeling you
are expressmg.
CHARADES-VOCABULARY PRACTICE
Give each student a word card and have them act out the feeling for the class
to guess.
Have students practice the following format as they guess:
Student: "Do you feel ?"
Charade Player: "Yes, I do." or "No, I don't."
Teacher: "How does he/she feel?"
Class: "He/she feels "
51
VOCABULARY CROSSWORD PUZZLE
Work with the students on two or three of the crossword puzzle entries.
Then give the students ten mi,nutes to complete the puzzle.
Monitor their progress.
Have a student read the clue, give the word, and spell the word aloud.
GRAMMAR
52
VOCABULARY CONCENTRATION GAME
WRITING
Have students think about their "before" the first English class experience
and the "after" (or "now") attending ESL classes.
Have a student read the directions for the "before" story.
Have another student read aloud the directions for the ~'after" story.
Make certain students understand the difference.
Refer to "Rosario's Story" again. ,
How did Rosario feel before her first ESL class? ,(nervous)
Write on the board: Rosario felt very nervous on her first day of
class.
How does Rosario feel about English class now? (excited)
Write on the board: Rosario feels excited about learning English now.
Point out the difference in verb tense.
53
Possible ideas for improving English speaking:
Watch TV in English.
Go to movies in English.
Listen to music in Eng~ish.
Listen to American radio stations.
Attend English classes regularly.
Review English lessons at home in between classes.
Find an American friend who wants to help you practice English.
Find a friend who speaks more English than you and practice
speaking in English.
Don't be afraid to try to speak English in stores and restaurants.
Practice speaking English at work.
Get a library card and check out books to read.
Each student will write a one or two sentence message with a positive
message of his/her English language learning experience using feelings
and emotions vocabulary.
The pamphlets will be written in English and translated into the native
languages of the students.
54
#1 #2 #3 #4 #5 #6
STUDENT'S What country How long have How long have How did you How do you feel Why do you
NAME are you from? you been in the you been feel on your about English want to learn
United States? coming to first day of class now? English?
English classes? English class?
55
ROSARIO'S
STORY
56
UNDERSTANDING THE STORY
Read the story. Read the sen~encesand check true or false. Check your
answers with a classmate.
T F
THINK ABOUT IT
Think about the story. Discuss the following questions with your
classmates.
57
LISTENING TO THE STORY
Rosario's Story
C. Show your answers to your partner. Do you agree? Look back at the
story. Check you answers.
D. Read the story to a partner. Listen as your partner reads to you.
E. Cover the story. Your partner will read two sentences from the story.
Write them below. Check your sentences.
58
VOCABULARY LIST
FEELINGS
bored interested
calm lonely
confused nervous
embarrassed proud
excited scared
frustrated tired
happy worried
59
WHEN DO YOU FEEL ...?
Think about when you feel different emotions. Complete the sentences. Share your
sentences with a classmate. Some sentences are in the past and some are in the
present.
)
60
HOW ABOUT YOU?
Write four or five sentences about how you felt on the fIrst day of English
class in the United States. Remember to use past tense verbs.
Now write four or five sentences about how you feel about learning English
today. Remember to use present tense verbs.
61
ACTION: IMPROVING YOUR ENGLISH SPEAKING
Put a check ( J) by the idea you are going to work on this week.
Talk to your partner about your idea.
1.
2.
3.
4.
62
HOW DO YOU FEEL?
1, 2
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5. I feel when I can speak English at the store.
6. I feel when no one around me speaks my language.
7. I feel when I go to class after working all day.
9. I feel when I don't know the answer.
11. I feel when I don't understand the directions.
12. I feel when I can talk to my American friend in English.
Down
1. I feel when the lesson is about something I like.
2. I feel when I am arriving late to class.
3. I feel when the lesson isn't interesting.
4. I feel when my teacher doesn't answer my questions.
8. I feel when I have to speak English on the telephone.
10. I feel when I don't know anyone in my class.
13. I feel when I know my teacher.
63
VOCABULARY LIST
FEELINGS
VOCABULARY CARDS TEACHER KEY
64
Heart of the Community ... Part of the Community
English Literacy/Civics Education Project
Community Service - Volunteer Project
Instructor: Yari Johnson, Athens Drive High School, Level 4 ESL Class
Overview: Health care is an important part of American life and community. My goals
in this project were to (a) introduce the language and vocabulary associated with health
care, (b) familiarize students with the Wake County health care options, (c) help students
understand available health resources and how to access them, i.e., make appointments,
(d) and share their newly acquired knowledge with the community by creating a webpage
that explains the available health care options in Wake County and the steps needed to
choose a doctor and then make an appointment.
Warm-up/Introduction:
(1) Ask a volunteer to talk about a recent trip to the doctor. Encourage others to speak
about their own experiences in the US and contrast this with their own country. Use this
as a segue into the vocabulary warm-up activity (2).
(2) Have the class divide into two groups. Ask each group to come with as many
hospital/medical related vocabulary words as they can in 5 minutes. Then have each team write
their list on the board. Award the winning team.
Lesson/Practice:
1. Hand out the hospital and doctor office pictures. As a transition have students
write the words from the lists on the board near the respective items on their
pictures. Go over any words/items that were not already listed.
2. Create a Pro/Con list about using a hospital versus a small clinic.
3. Read "Dialogue: Making an Appointment" and go over associated vocabulary
lists (See Handouts).
4. Have' students complete "Answer the Questions" and "Fill in the Blanks" by
themselves (See Handouts).
5. Pre-teach "wh" questions as needed. Have students work together in pairs or
groups to find the appropriate question for asking about the following:
a. finding a general practitioner, hospital, clinic, etc ..
b. making an appointment
c. getting treatment for someone with limited English ability
6. Have students partner up and role-play making an appointment at a doctor's office.
65
7. Using groups of three, have students look for doctors/hospitals near their house in
phone books.
8. Use the map of the city (or draw a map) to show where the nearest hospital
location is and other locations around the county.
Evaluation: Have students create a list of questions to ask people in the community
about doctors and health care.
Practice Outside of Class (see Handouts): to be completed after the lesson, within one
week.
Summary: My students chose this topic during an open brain-storming session. Based on
previous lessons and class conversations, students chose topics relating to the topic which
interested or appealed to them. All topics were listed on the whiteboard. Students assessed class
interests in and feasibility of each topic. Finally, students voted and chose health care (and more
specifically how to find a hospital and make an appointment to see a doctor).
In order to learn about this topic, our class collectively came up with a questionnaire with 4
questions that each student would bring into the community and share with people. Students went
out and gathered advice on finding doctors and general health. Afterwards, students discussed
what they had learned and chose a civics project to share their knowledge with the community.
Two students suggested building a webpage for the community with links to information in
different languages and guides to Wake County hospitals. Then our class worked to build a
simple webpage that offered language practice and links to hospitals
(www.geocities.comlformosan80).
A total of seven students participated in the entire process. 11 other students participated in part
of the project. Currently, a total of 31 people were impacted through our community project. This
number will rise as our website continues to receive new visitors in the future.
66
Making an Appointment
Dialogue
67
Vocabulary
2. From the conversation, how did the man probably find out about Dr. Johnson?
A. He saw the office on his way home from work.
B. A friend referred him to Dr. Johnson's office.
C. He found Dr. Johnson's number in the phone book.
68
Fill In the Blanks
69
Accessing Health Care in Wake County
An English as a Second Language (ESL) Civics Project,
Wake Technical Community College
HOMEWORK
Your job is to meet with AT LEAST one person and ask them about health care in the
Triangle Area (Raleigh, Cary, Durham, Apex, Garner ...).
________________________________________________________________________
Dear Participant,
The Level 4 Adult ESL class at Athens Drive High School is attempting to complete a
Civics Project on Health Care in the Triangle Region. Your cooperation is greatly
appreciated. Each student is trying to collect answers about Health Care that will be used
to teach English and will serve as a focus for their own Volunteer Project. Please sign on
the line after answering the student's questions. Thank you for your cooperation.
Sincerely,
_________________, Instructor
70
II
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UNIT 1 PWPL( AND PLACES
l 16
71
Every Day is Earth Day
Adapted from. “Every day is earth day” – lesson from Guzel Nabatova-Barrett
October 2008; Site: St. Saviour Church; Level 5-6
Purpose: Students will be able to use the information, vocabulary and grammar patterns
presented in class to prepare for the first experience of community work: cleaning up an area of
Durant Nature Park. The purpose of the project, “Every Day is Earth Day,” is:
a) to make students more environmentally aware,
b) to provide the students with the statistics which they should share with their co-students,
neighbors, friends and family members in order to involve them in activities that would
reduce pollution, save energy, and propagate the idea that keeping our streets, parks, and
neighborhoods clean requires some conscious effort on the part of each and every one of
us.
Materials: handouts, posters (8 ½ x 11 papers), pictures, game
Lesson plan
Warm-up:
Look at the posters: What are they about? What are the concerns expressed by the author of those
posters? Recycling: What do you know about recycling? Why is it necessary? Do you know
what can and cannot be recycled?
Pronunciation and spelling:
Words from the texts on posters: environment, businesses, government organizations, dedicated,
implemented, throughout, efforts, efficiently. beautification.
Practice 1: Have students take the “Earth Quiz” and discuss it.
Practice 2: Students read the text on “Composting “ and do the vocabulary exercise. Check the
exercise and lead the students in a discussion of the text.
Practice 4 : "Demand-Supply” game: collector and items for reuse, donation, or recycling.
Hands-on English, vol. 18, No.1, p.4. (Explanation attached.)
Assessment: Through questions and the "definition - word" game, students look through the
handouts and give definitions to the words that should be guessed by their classmates.
Homework : write a few short paragraphs describing what you did on the field trip to the
park. Comprehension check during all activities is carried out through oral answers and teacher-
supervised interaction between students. On-going evaluation and correction is being done
throughout each practicing sequence.
72
When rainforests are slashed and burned, it affects every one of us.
It releases carbon into the air that we breathe. It changes our climate.
Deforestation accounts for 20% of all carbon emissions, which is twice the
amount that all the cars, trucks and planes in the world emit, combined.
Join Team Earth on conservation.org and help stop climate change, even if
it’s just once acre at a time. Or we’ll all feel it.
73
74
EVERY DAY IS EARTH DAY
A. Pre-Reading
Work with a partner. Take the Earth Quiz and discuss your answers. Check them against the
answers at the bottom of the page.
Earth Quiz
1. Every year the United States produces enough solid waste to fill a line of
garbage trucks which would reach _________________________.
a) from New York to Los Angeles b) around the world c) halfway to the moon
a) 90 b) 75 c) 60
5. At the current rate of use, the world’s known oil reserves will last _____________
years.
a) 100 b) 50 c) 35
6. Americans throw away enough food every day to feed the entire population of
________________ for one day.
a) New York City b) Canada c) Hawai’i
Most people are surprised by the answers to this quiz. Discuss these questions in a small group.
75
B. Reading & Vocabulary
Write the number of each underlined word next to its definition, listed at the end of the text.
COMPOSTING
One job many environmentalists 1 have today it to find different ways to dispose of waste,
or trash, rather than throwing it all in landfills. Many landfills 2 are filled to capacity; others are
limited in their use. Of all the waste in the United States, 25 percent is organic 3 plant matter
which can actually be recycled. So rather than throwing table scraps 4 and other natural waste into
landfills, people are looking for ways to use them more productively.
One of the ways environmentalists have supported is composting 5, the process of taking
plant matter, breaking it down, and turning it into a nutrient 6-rich organic material.
Microorganisms 7 break down, or decompose 8, the plant matter with the help of sunlight and
water. The sunlight and water keep the material warm and moist 9, which helps the decomposing
process. Because the material, called compost, is high in nutrients, individuals as well as large-
scale agricultural operations use it to fertilize 10 gardens and crops.
76
C. Activity
More and more people and communities are changing their habits in order to protect
the environment. One reason for this change is that space in landfills is running out
and the disposal of waste has become difficult. As a result, the practices of recycling,
reusing, and reducing waste are becoming more commonplace. In some countries the
technology for disposing of, or getting rid of, waste has actually become big business.
Individuals have also taken actions to reduce landfill waste; for example, people are
recycling newspapers and donating clothes to charities. In addition, some people take
leftover food and turn it into rich garden compost, an excellent fertilizer for vegetable
and flower gardens.
Think about your home. How are the following items commonly disposed of? Check
(√) the category that best describes the disposal method you use. Work in small
groups to share your answers.
Newspapers
Bottles
Cans
Glass
Aluminum foil
Leftovers (non-meat)
Batteries
Cereal boxes
Tires
Clothes
*This lesson was adapted from: English, Andrew K, and English, Laura Monahon. (2003). “From Trash to Treasure”, North
Star: Focus on Reading and Writing, High Intermediate. Pearson-Longman. pp. 98-101.
77
Acceptable Materials for Recycling
* Recycling is very important, but reducing the amount you use and reusing items (rather
than throwing them away) is even better! For example:
Many beauty and cleaning products are now available in dispensers that can be refilled from bulk bottles or
flexible pouches. As much as 80% of the packaging waste can be saved when you purchase shampoos,
hand soaps, lotions and detergents this way. ** (In other words, buy in bulk and reuse the containers!)
Raleigh residents can help collection crews by preparing the recyclable materials as described below before
placing them in the recycling bin:
Unbroken glass food and beverage containers should be lightly rinsed. Glass food and beverage
containers are the only glass products the City collects for recycling. Items such as plate or window glass,
light bulbs, mirrors, dishes, glassware and ceramic materials cannot be recycled through Raleigh's
program.
Metal food and beverage cans should be lightly rinsed. Please place the lids of steel food cans inside the
can for safety. If possible, please crush your beverage cans before depositing them in the recycling bin.
Aluminum foil and trays must be completely free of food debris to be recycled. If the aluminum foil or
trays have any food residue, please dispose of them in the trash. In the melting process the foil will be
destroyed before the food is burned away. Steel and aluminum food and beverage cans and aluminum foil
and trays are the only metal products the City collects for recycling. Items such as metal oil cans or metal
containers for non-food products cannot be recycled through the Raleigh's programs. (Wake County
Convenience Centers and Multi-Material Drop Off Centers have scrap metal boxes for recycling other metal
items.)
All plastic bottles and soft plastic beverage rings can be recycled in the City's programs. Plastic
BOTTLES should be rinsed lightly. To help save space, please crush the bottles, before putting them in the
recycling bin. Plastic bottles are the only plastic containers the City collects for recycling. A bottle is
defined as having a "neck" that is narrower than its base and usually has a screw on type lid. Items such as
plastic yogurt cups, margarine tubs, food service trays and flower pots, cannot be recycled
through Raleigh's recycling programs. We also cannot accept plastic bottles that previously
contained hazardous liquids such as oil, chemicals or pesticides. If the container has the poison symbol on
it, please place it in the trash.
78
Gable top cartons should be rinsed lightly and have their caps removed and discarded. Examples of gable
top cartons include milk, juice and laundry detergent cartons.
Aseptic boxes are commonly called drink boxes and products often include juice, milk and soup. Please
remove the straw and discard it before placing it in the recycling bin.
Newspapers and all inserts, magazines and catalogs, and WHITE paper should be removed from plastic
bags or sleeves before placing in the recycling bin. White paper includes all white junk mail you
receive (any color of printing or designs on white paper is acceptable), white envelopes (including window
envelopes), and white copy and fax paper, printed or blank. (Hint: many colored papers look like they
are colored but are actually white. Make a tear in the paper, if the jagged edge shows white, it is actually
white paper and is acceptable!) Paper clips should be removed from paper but staples are okay. Please,
no phonebooks, colored paper or envelopes, checkbooks, books, carbon paper, paper with adhesive
backing, napkins, tissues or other paper products. And please, NO UNOPENED MAIL - it may contain
items such as colored paper, promotional stickers or product samples, which could make our material
unacceptable for recycling. Do you have shredded paper? Please place shredded paper inside a brown
paper bag, staple it closed and mark "shredded paper" on the bag before placing it in the recycling bin. Do
not put loose shredded paper in the recycling bin where it can litter your neighborhood if the wind picks up or
when the bin is being emptied by the crew.
Paperboard, chipboard, SBS board and paper tubes should all be flattened to conserve space in the
recycling bin and on the recycling truck. (SBS stands for solid bleached sulfate and simply refers to the
white layer manufacturers put on the gray or brown paperboard so they can make their product attractive to
the consumer.) Examples of paperboard and chipboard include cereal, pasta, toothpaste or beer boxes.
Remove any linings such as those containing cereal from the paperboard boxes before flattening them.
Tubes include those from paper towels or toliet paper but please be sure all product is removed from the
tubes before placing them in the recycling bin.
Please fasten the tie straps over all the recyclable materials to avoid littering. (Need new straps? Call us at
831.6890 and we'll drop a new set in the mail to you.)
Corrugated cardboard is cardboard with two flat single layers sandwiched around a wavy layer. It is
usually used to make shipping type boxes. Cardboard boxes must be completely flattened, not just stepped
on and squished down. All packing material must be removed, including any glued on Styrofoam liners. It
must also be reduced in size to pieces no larger than 3' x 3' in size. The reason for this limitation is that
is the size of the opening on the recycling trucks. Pizza boxes are NOT ACCEPTED for recycling
because they usually have food contamination! No paper product with food contamination is
acceptable. Cardboard that is not prepared according to these guidelines will not be collected.
Please do not tie rope or string around the cardboard. Prepared cardboard can be placed in the recycling
bin, stacked on top of other materials in the recycling bin, stacked under the recycling bin, or stacked
alongside the recycling bin. If you have a lot of cardboard, and do not want to reduce it to 3' x 3' pieces, you
can remove packing materials, flatten it and take it to one of the City's drop off recycling centers.
Recycling Advantages:
• Reduces pollution
• Saves natural resources
• Saves energy
• Saves money
• Saves landfill space
Is your recycling bin getting heavier to tote to the curb these days? Raleigh Recycling offers a handy bin
carrier that allows you to roll it to the curb. Check it out at Recycling Bins for Purchase.
*** Vacation time is fast approaching for most families. Don't take a vacation from recycling! Wherever you
go in the U.S. you can call 1.800-CLEANUP or visit earth911.org, enter the local zip code (find in the phone
directory) and voila!, they will tell you where the closest recycling center is. ***
www.raleighnc.gov/portal/server.pt/gateway/PTARGS_0_2_306_202_0_43/http%3B/pt03/DIG_Web_Content/category/Re
sident/Garbage_and_Recycling/Recycling/Cat-1C-20041130-143715-Preparation_of_Recycling.html
79
80
81
82
NC Litter Laws
On January 1, 2002, the General Assembly of North Carolina signed into law Senate Bill 1014, entitled: An
Act to Strengthen The Littering Laws (G.S. 14-399-effective 3-01-02).
In summary, the law defines intentional and unintentional littering and associated penalties ranging from
$250 upwards with required community service, court and attorney fees.
The law is comprised of sixteen sections which cover a broad category of areas such as in part: definitions,
penalties, exemptions, enforcement authority, tarping requirements, mowing contractors from highway
right-of-ways, littering signs on interstates and semiannual reporting requirements to the Governor.
NC Litter Laws
On January 1, 2002, the General Assembly of North Carolina signed into law Senate Bill 1014, entitled: An
Act to Strengthen The Littering Laws (G.S. 14-399-effective 3-01-02).
In summary, the law defines intentional and unintentional littering and associated penalties ranging from
$250 upwards with required community service, court and attorney fees.
The law is comprised of sixteen sections which cover a broad category of areas such as in part: definitions,
penalties, exemptions, enforcement authority, tarping requirements, mowing contractors from highway
right-of-ways, littering signs on interstates and semiannual reporting requirements to the Governor.
NC Litter Laws
On January 1, 2002, the General Assembly of North Carolina signed into law Senate Bill 1014, entitled: An
Act to Strengthen The Littering Laws (G.S. 14-399-effective 3-01-02).
In summary, the law defines intentional and unintentional littering and associated penalties ranging from
$250 upwards with required community service, court and attorney fees.
The law is comprised of sixteen sections which cover a broad category of areas such as in part: definitions,
penalties, exemptions, enforcement authority, tarping requirements, mowing contractors from highway
right-of-ways, littering signs on interstates and semiannual reporting requirements to the Governor.
NC Litter Laws
On January 1, 2002, the General Assembly of North Carolina signed into law Senate Bill 1014, entitled: An
Act to Strengthen The Littering Laws (G.S. 14-399-effective 3-01-02).
In summary, the law defines intentional and unintentional littering and associated penalties ranging from
$250 upwards with required community service, court and attorney fees.
The law is comprised of sixteen sections which cover a broad category of areas such as in part: definitions,
penalties, exemptions, enforcement authority, tarping requirements, mowing contractors from highway
right-of-ways, littering signs on interstates and semiannual reporting requirements to the Governor.
83
LEVEL
5&6
LESSONS
84
;;
SPECIAL MI-YEOK-KOOK
By Eunyi Han
In Korea, all women who deliver babies eat Mi-Yeok-Kook or seaweed soup for one
month. This traditional Korean soup is nutritious and is believed to be good for the
woman's after birth recovery and breast milk production.
Usually mothers or mothers-in-law make the soup, but for those who don't want to
bother, there are some special businesses that make it. They provide everything necessary
to care for the new mother's and child's health.
Before getting married, my mother made this soup very often. She knew my familyloved
it and that it was known to be good for one's health. After I got married, I made Mi-
Yeok-Kook for my husband. He loves to eat, but he doesn't really know how to cook. In
fact, most Korean men don't cook.
Seven years ago, I had arrived in the USA. I was nine months pregnant. Before leaving
Korea, I was really worried about having no one to take care of me after giving birth.
Fortunately, my husband was there fur me. When I delivered my baby, he did everything
for me. He even prepared Mi-Yeok-Kook. I was really surprised. I asked him how he
was able to make it. He said that he called his mother for the recipe. When I tasted his
soup, it didn't taste very good, but that didn't really matter. He made it for me, and it was
the best Mi-Yeok-Kook I could have ever had. I ate all of it and gave my husband a very
strong and appreciative hug.
I knew that my husband took a long time making this soup. I knew it was difficultfor
him, and I knew that he felt sorry that my mother wasn't there to care for me. He was
genuinelyworried about my health and my well being and had decided to make an effort
to continue the Korean tradition and offer me our Mi-Yeok-Kook after giving birth to our
child. I was impressed with him. He had made me happy, and I knew he was happy, too.
When my other children were born in the USA, my husband didn't prepare Mi-Yeok-
Kook again. By then, I had made many Korean mends, and he knew they would be able
to make a proper Mi-Yeok-Kook for me during this time. He knew that I was less lonely
and less aftaid to be so far from Korea. He also knew that I would be just fine.
My husband may have stopped making Mi-Yeok-Kook for me, but he has never stopped
showing me how much love a husband can have for his wife and his children, especially
when it counts the most.
85
--;.
86
Reading Comprehension
Answer the questions.
1. What traditional Korean soup is prepared for women who have just given birth?
4. Why did Eunyi's mom prepare the soup for her family?
13. What happen when Eunyi gave birth to her other children?
14. Why didn't her husband prepare Mi-Yeok-Kook again this time?
15. How did Eunyi feel about her husband not preparing Mi-Yeok-Kook again?
87
Reflection
Discuss the following questions with your classmates. Then share your thoughts with
your class.
1. What kinds of food do you .havethat have a special use or significance? How do
you use them, for example, one's health, lose weight, heal an injury, improve blood
flow, maintain one's youth, etc.? Why are they used this way? How do you feel
about the way these types offood are used?
2. What traditions or customs exist in your country that involve food? Do you think
some of these traditions or customs are sillyand without credibility? Explain.
3. Why do you think many men in Korea don't cook or cannot cook? Should they?
Who should teach them? How about your country? Do men in your country
cook? Why or why not?
4. Would you have had the same reaction as Eunyi if your husband or wife had done
something similar? Why or why not? Have you ever been surprised by someone's
actions? When? What happened?
5. What do people do in your country before, during, after the birth of a child? What
customs or traditions do you follow? Are there any superstitions to be aware of in
your country related to what happens before, during, and after the birth of a child?
Explain.
88
Dictation
Mi-Yeok-Kook is a traditional Korean seaweed soup.
This soup is prepared for special occasions such as the birth of a child.
After giving birth to a new baby, mothers are served this soup.
It is considered nutritious.
Seven years ago, Eunyi came to the USA with her husband.
She was nine months pregnant.
She worried about not having anyone to take care of her after giving birth.
Her family remained in Korea.
When Eunyi gave birth, her husband surprised her.
He took care of her.
He even made the traditional seaweed soup.
She was impressed.
Her husband doesn't know how to cook.
He got the soup recipe from his mother in Korea.
He decided he would try to make it for Eunyi.
He had made Eunyi very happy.
When Eunyi gave birth to her other children, her husband didn't prepare the traditional
soup.
Eunyi had made many Korean friends by then.
He knew they could prepare the soup better than he could.
However, he never stopped showing Eunyi how much he loved and cared for her during
these special times in their lives.
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Dictation: Listen and write what you hear. Fill in the empty spaces.
4. It nutritious.
6. - pregnant.
8. in Korea.
10.
12. impressed.
13.
16. EunYI
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~'
Dialogue
Choose one ofthe dialogues to write about with a partner. Then perform it in :trontof the
class.
1. Write a dialogue between Eunyi and her mother. Eunyi is explainingto her mother
what her husband has done for her.
2. Write a dialogue between Eunyi's husband and his mother. Eunyi's husband is
explainingto her why he needs her Mi-Yeok-Kook recipe.
3. Write a dialogue between Eunyi and her husband. Eunyi is thanking her husband
for everythinghe has done for her during this time.
91
Survey
Find out who likes and dislikes the following items. Engage in conversation by asking
follow-up questions:
92
Recipe
Here is an example of a recipe. Find a traditional recipe from your country that you would
like to share with your class. Write down your recipe. Include your ingredients and your
instructions on how to prepare your dish. Use imperatives and be specific. Then write a
brief summary of its significancein your country. Explain why you chose this recipe and
how and when it is used in your country. Ifpossible, prepare and demonstrate this dish
in front of your class. Have your classmates taste it and give their comments.
Mi-Yeok-Kook Recipe
Ingredients:
~ cup dried seaweed (buy seaweed specificallyfor this type of soup)
4 cups water
1T minced garlic
1T sesame oil
3T Gook Ganjang (Korean soy sauce)
1/31b.beef(strip steak or shin bone meat or stew meat)
1I2lb.tofu cubes (optional)
2 oz. Asian mushrooms (optional)
~ cup chopped onions (optional)
Optional items are not considered the traditional ingredients or way of preparing this
soup.
93
After the class recipe lesson, introduce the project
idea of putting together a class cookbook. Students
could submit two or more recipes each. They could also
include an ethnic store/supermarket directory of Wake
County at the back of the book. This directory would
be quite useful in finding the necessary ingredients
for each recipe in the book.
I see that another facet of the story is pregnancy. Perhaps the two ideas can come together with
resources or organizations that explain and help with nutrition in general or prenatal nutrition
specifically. One government program"is called "Women Infants and Children (WIC)". If you
"google" it, I'm sure you will find a wealth of information. You may also notice that there are signs
on the grocery store shelves for WIC. It may be helpful for students to connect with this service or
simply be aware of the items highlighted as particularly healthy. It would be beneficial to connect
others at their sight or in their community with this information.
94
Coincidences
Pre-reading
What is a coincidence?
Has a strange coincidence ever happened to you or to someone you know?
What happened?
Jigsaw reading
Story 1
Liliana’s Story
When I was in Madrid, Spain, I was
visiting a great museum, the Prado. I was
surprised because there were many artists
beginning their careers by painting replicas of
famous artworks. I was amazed by a specific
painting of Rembrandt and its replica. When I
approached the artist, she was an old classmate. I
didn’t know that she had become a great artist.
Story 2
Artemisa (1634) , by Rembrandt,
from The Prado Museum in Madrid, Spain
Zelmira’s Story
I’m Zelmira. I’m from Argentina. One week I was playing Scrabble online with a
person from Argentina. He began using biochemical words, so I asked about his job. He
wrote, “I’m a biochemist.” I asked where he studied, and he wrote, “I studied at Cordoba
University.” “What a great coincidence. So did I!”, I wrote. We had the same teacher and
studied at the same time. This was a good surprise, and now we continue to chat about
our profession and our teachers.
95
Comprehension (story 1 and 2)
What is the Where is the What was the What was the
author’s author from? author doing when coincidence?
name? the coincidence
happened?
Story
1
Story
2
Story 3
Cesar’s Story
When I was young in Mexico, I asked my father if I could go to a
party, but he wouldn’t give me permission. I was sad, but I responded,
“Ok.” Later the phone rang, and I answered. It was my friend who asked
me to go to the party. I said, “Oh!” I thought fast. I had one idea about
how to go to the party. “I will talk with my father again. I’ll ask him if I
can go with you and sleep at your house tonight.”
When I asked my father, he let me go to my friend’s house. But I didn’t sleep at
my friend’s house. I went to the party with my friends. Later, when I was dancing on the
dance floor, I saw my father dancing with my mother right in front of me, at the same
party! I was amazed. So were they! That was my big coincidence.
Story 4
Teresa Lara’s Story
When I was working in Mexico in a factory, my friend’s brother
arrived from the U.S. That year, we began dating. Later we became a
couple. One day, he asked me to go with him to visit one of his cousins,
who I didn’t know. When we arrived at his cousin’s house I was worried
because I knew the house. When his cousin came out to open the door, I
recognized him. He was my ex-boyfriend.
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Comprehension (story 3 and 4)
What is the Where is the What was the What was the
author’s author from? author doing when coincidence?
name? the coincidence
happened?
Story
3
Story
4
Role-play
With a partner, choose one of the four coincidence stories and write a dialogue between
two of the characters in the story. For example, 1) what did Cesar and his parents said to
each other when they saw each other at the party or 2) what did Teresa Lara and her ex-
boyfriend (and her new boyfriend!) say to each other?
Listening
How much of Cesar’s coincidence story do you remember? Read Cesar’s story below and
try to fill in the blanks. (Do not look back at the reading.) Then listen to the story to
check your answers.
but he didn’t give me __________. I was sad, but I responded, “Ok.” Later the phone
I said, “Oh!” I thought fast. I had one idea about how to go to the party. “I will
__________ with my father again. I’ll ask him if I can go with you and __________ at
didn’t sleep at my friend’s house. I went to the _________ with my friends. Later, when I
was ___________ on the dance floor, I saw my father dancing with my ___________
right in front of me, at the same party! I was ___________. So were they! That was my
big ___________.
Grammar
Look at the examples of direct and indirect speech below. What differences do you see?
Indirect Cesar said (that) he would talk with He wrote that he was a biochemist.
speech his father.
Example
Brad: “Molly feels a little sick.” → Brad said that Molly felt a little sick.
Brad: “Molly isn’t coming tonight.” → Brad said that Molly wasn’t coming tonight.
Molly: “I’ve been sick for 2 weeks.” → Molly said that she’d been sick for 2 weeks.
*However, if the sentence is still true now, you can keep the present tense. For example,
if Molly is still sick, you can keep all three sentences in the present tenses.
Fill in the chart below with irregular the simple past forms. Three are done for you.
will → would am/is → have/has →
can → could are → know →
may → might do/does → go →
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2) We don’t usually change the simple past (but it is possible to change it to past perfect).
Example:
Wendy: I went to the grocery store this morning.
→ Wendy said that she went to the store this morning.
(Also possible: Wendy said that she had gone to the store this morning.)
3) We use the infinitive (to + verb) with tell (commands) and ask (requests)
Example
Rachel (to her son): Close the door, please. → She asked him to close the door.
Exercises
Here are some examples of indirect speech from the coincidence stories. Change them to
direct speech.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Story-telling
Now think about a coincidence that happened to you (or someone you know). If you
can’t think of something from your life, you can think of a coincidence you read in a
book or saw on television. You can even use your imagination and make one up!
Writing
Write down the coincidence story that you told your partner. Try to use at least one
example of direct and one example of indirect speech.
Civics Project
How can you share your stories with others?
As a class, decide on a way to share the stories that you’ve told.
99
Civics Lesson - Spring 2007
Pre-reading
Discuss the meaning of the word “coincidence” as a whole class. Depending on the
level of the class, you might put these definitions on the board:
A coincidence:
1) A sequence of events that although accidental seems to have been planned or
arranged. http://education.yahoo.com/reference/dictionary/entry/coincidence
2) An apparently chance or unlikely event which creates an unexpected and
significant situation, www.longman.co.uk/tt_seceng/resources/glosauth.htm
This can be done as a whole-class discussion. Later in the lesson, the students will be
asked to tell their “coincidence story” to a partner.
Jigsaw reading
The aim of a jigsaw reading is for students to read and comprehend a text, and then be
able to communicate that information to someone else. It involves reading, writing,
listening and speaking skills.
Divide the class into 2 equal groups, group A and group B. Students in group A will read
stories 1 and 2; students in group B will read stories 3 and 4. Ask them to fill in the
comprehension chart as they read. When they have finished, they should find another
student in their own group (A or B) with whom they can check their answers.
Now have all the students from group A pair up with a student from group B, so that
everyone has a new partner. Students should share the information from the stories they
read. Their partner should write the information down in the blank spaces in their grid.
They should tell their partner the whole story, but they do not have to fill in all the details
in the chart – just the main points of the story. Ask students not to look at the stories that
they were not assigned. They should ask clarification questions if they do not understand
something their partner tells them. (If there is an odd number of students, there can be a
group of 3 and each student can tell just one of the stories.)
100
Comprehension - Answer Key
What is the Where is the What was the What was the
author’s author from? author doing when coincidence?
name? the coincidence
happened?
Story Liliana Spain (This is Visiting an art She was watching an
1 not definite, but museum (the artist copy a painting of
it’s likely, since Prado) in Madrid Rembrandt, when she
she and the realized that the artist
artist had gone was an old classmate.
to school (*You can also teach
together and them the phrase “It
they were both turned out”…to be an
in Spain.) old classmate, etc.)
Story Zelmira Argentina On the computer, The person she was
2 playing scrabble playing with had gone to
online (in the U.S.) the same university at
with someone from the same time – and had
Argentina had the same teacher.
(It turned out that the
person had gone to the
same university…)
Story Cesar Mexico Dancing at a party He saw his parents at a
3 party that he was not
supposed to go to.
(His father told him not
to go to a party, but he
lied to his father and
went anyway.)
Story Teresa Lara Mexico She was visiting her Her boyfriend’s cousin
4 boyfriend’s turned out to be her ex-
cousin’s house (her boyfriend.
ex-boyfriend’s
house)
Role-play
For the role-play, students can choose from the two example situations or they can
choose from the other two stories. They can write the dialogue in pairs (or in threes, for
ex., with Teresa Lara, her ex-boyfriend and her new boyfriend, or with Cesar and both his
parents). When they’ve finished, they can perform their role-play for the class. After
doing the grammar exercises on direct indirect speech, students can come back and
change some of the dialogue to indirect speech.
Listening
This activity is part cloze test, part dictation. The first part of the activity acts as a sort of
cloze exercise. It also helps them to mentally prepare for the words they will hear in the
listening. Students use the listening (partial dictation) to check their answers.
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Answer Key
1) party 6) idea 11) party
2) permission 7) talk 12) dancing
3) rang 8) sleep 13) mother
4) answered 9) father 14) amazed
5) asked 10) house 15) coincidence
Grammar
Students may also know indirect speech as reported speech. You can tell students that
they are other rules involving indirect speech, but these are some of the most important
ones.
You may also want to go over the difference between say and tell, i.e.,
- Use tell + person you were talking with:
I told him (that) we weren’t going.
- Use say when you don’t need to say who you were talking with:
I said (that) we weren’t going.
- You can also use say + to + person you’re talking with:
What did you say to her?
Exercises
Possible answers
1) “Do you want to go to a party?”
2) “Where did you study?” (Also, “Where do you study?”)
3) He wrote that he studied at Cordoba University.
4) Zelmira wrote that it was a great coincidence.
After they’ve finished the grammar exercises, students can find more examples of direct
speech in the coincidence stories and change them to indirect speech, or vice versa
(indirect to direct).
102
Story 3
I asked my father if I could go to a party. “I’ll talk with my father again.”
My friend asked me to go to the party. “I will ask him if I can go with you.” (more
difficult, since it already incorporates
indirect speech)
Story 4
He asked me to go with him to visit one of None
his cousins.
Story-telling (Speaking)
Ask students to try to find a different partner than the ones they’ve worked with earlier in
the lesson. This activity is a segue into the writing.
Writing
If you prefer or if there is not enough time, this can be done as homework.
Civics Project
As a follow-on civics project, students could host a “Community Story Exchange”: a
story-telling night where students share their stories with others. This could be done at a
local community center, a library, a nursing home, or a school, for example. You could
also suggest they invite members of a "Toastmasters" club or other groups interested in
speaking or storytelling. See the website http://www.toastmasters.org/find/default.asp to
find Toastmasters clubs in the area.
103
Coming of Age, Belen’s story
Level 5-6, WTCC, Fall 2006
LESSON PLAN
1. Before reading
THINK: What does “coming of age” mean? How do you celebrate “coming of age in your country/culture?
3. After reading
a) Grammar Point
- for, during and while
b) Expand a Sentence/Ask a Question
- practicing writing longer sentences and asking questions
5. Writing Practice
Students write about the “coming of age” customs in their countries. Encourage them to use the
grammar points they’ve just been working on (for, during and while), as well as question-formation
6. Speaking Practice
CIVICS PROJECT
A class could focus on identifying places in the American system that have legislated age requirements. For
example, at what age can you drive, vote, marry, begin work, etc.
Other requirements specifically relating to children might be included. For example, age requirements in
connection with car seats, or how old a child must be before he/she can be left home alone for short
periods.
Learning where to get answers, compiling this information, comparing it with practices in their country,
and disseminating it to others might be a helpful project for students.
104
In Mexico we celebrate Quincianera. This is a party to celebrate when a girl
becomes a woman at 15 years of age. I had a Sweet 15 party in Mexico. My
parents gave me a great party.
They paid for everything: the food, the drinks, the musicand the cake. My
mombought me a beautiful pinkand white dress and a flower bouquet, shoes
and jewelry.
After the ceremony we went to the reception hall. The Mariachi band was
waiting for me. They sang the traditional mananitas, a traditional birthday
song. Mariachi music consists of trumpets, drums, guitars as well as harps
and violins. The men wear black suits, hats, and their pants are laced with
silver and gold buttons. Everybody was happy eating, drinking and dancing.
The musicians played Spanish music like sa/sa, rhumba, meringue and
ranchero.
My father opened the dance at 6:00 p.m. and we waltzed. He was crying
because he was happy. He danced with me and the people made a circle
around and joined us. We finished the waltz at 8:00p.m. and we cut the
cake.
Finally, they gave me permission to dance alone with my friends. I had a lot
of presents: jewelry, shoes and dolls. The people continued dancing all
night, but before that, my father took the microphone and thanked everyone
for coming. He reminded them to pay their bills. He repeated that two or
three times. I was embarrassed, but everybody was laughing because they
understood that he drank too much.
The party finished at 4;00 a.m. We were very tired, but happy.
Be/en Ange/es
October, 2006
105
QUESTIONS FOR UNDERSTANDING:
Don't look! Without looking at the story, answer these questions that your
teacher will ask you.
106
*GRAMMAR POINT:
*GRAMMAR POINT:
107
*Use 'for" to tell "how long."
*Use "during" + noun
*Use "while" + noun and verb or "while" + verbing
PRACTICE:
Example:
We celebrated my fifteenth birthday with a ceremony at the
church and a wonderful dance and dinner...at the reception hall.
Example;
Which birthday did they celebrate? Where was the ceremony? What was
after the ceremony? Where was it held? How many hours did they dance?
108
,, -
WRITING PRACTICE:
Please describe the customs regarding 'coming of age' in your country. Tell
about your celebration. Spend the next 30 minutes writing good, long
sentences. Try to use your new grammar points! Ask your teacher if you
need help.
Please come to the front of the class and tell us your story. Don't read!
~ Your fellow students will ask you questions!
LET'S TALK:
REPORT:
Come to the front of the class and report on each other's opinions.
Project: Using your own photos if possible, make large poster with graphics
and short explanations of "coming of age" in your countries. Carry the
poster to each class and explain your customs. Ask local library to display
your poster for a month or so. Ask librarian if there is a children's reading
group that you can give a presentation to. Ask the librarian and children
what U.S. custom regarding coming of age is.
109
"
~~:e
T-
~
.. ~~-
--_~R
Laura Franco-Martinez is an ESL student at Wake Tech Community College
When I came for the first time at a store for buy some clothes I was
very confuses whit sizes and what products are expenses and what are
chips because in Mexico the many is PESOS and in US is DOLLARDSand one
dollar are ten pesos.
I bought same lines for my bed and they were a different size the may
bed and I went to the store for change the lines more bigger size bat at
the time I not spoken English.
One day I went to the burger king and I said "I would like to eaten the
first burger" and the person listened "the fish burger" not "the first
burger" I know this is not the best way for order food but when you
don't know ENGHISH, maybe you can eaten the fish burger, but I don't
like the fish burger but it is OK.
110
, "
IIED~GEXCEUENCE
GET IT WRITERIGHT!
Read the story again. Each word that is bolded is a word that the writer uses that does
not make sense in the sentence. Please choose the correct word from the word list to
replace the incorrect words in the story. You will use each word at least once and some
words will be used more than once.
WORD LIST:
about cheap expensive linens than
all of confused funny money that
the customs have my to
but DOLLARS heard some to a
caused eat 1S speak went
LAURA'S STORY
I am Laura when I was twenty years old I came at - the US and found
111
.,',
One day 1 went to the burger king and 1 said "1 would like to eaten
1 am Laura -- ---hen 1 was twenty years old--l came to the U_S- and
found very different customs between ~ Mexico and the U_S- --ometimes
it was funny and sometimes I fee+ felt confused and sometimes it caused
problems because misunderstandings happened all of the time-- GAd I will
tell you some stories about that.
When I went for the first time to a store to buy some clothes--I was
very confused about sizes and what products are expensive and what are
cheap because in Mexico the money is PESOS and in the US it is DOLLARS
and one dollar GPe is ten pesos.
I bought some linens for my bed but they were a different size than my
bed--GAd I went to the store to change the linens to a bigger size--
but at the time 1 did not speak English.
One day I went to ~ --urger --ing and I said-- "1 would like to have
the first burger--" but the person heard "the fish burger" not "the
first burger--" 1 know this is not the best way to order food-- but when
you don't know ENGLISH, maybe you can eat the fish burger, but I don't
like the fish burger ut-- that is OK.
112
. .:
FINAL DRAFT
Compare the corrections you made above to the corrected story below.
LAURA'S STORY
I am Laura. WhenI was twenty years old, I came to the U.S. and found
very different customs between Mexico and the U.S. Sometimes it was
funny and sometimes I felt confused and sometimes it caused problems
because misunderstandings happened all of the time. I will tell you some
stories about that.
When I went for the first time to a store to buy some clothes, I was very
confused about sizes and what products are expensive and what are cheap
because in Mexico the moneyis PESOSand in the US it is DOLLARSand one
dollar is ten pesos.
I bought some linens for my bed but they were a different size than my
bed. I went to the store to change the linens to a bigger size, but at
the time I did not speak English.
One day I went to Burger King and I said, "I would like to have the
first burger," but the person heard "the fish burger" not "the first
burger." I know this is not the best way to order food, but when you
don't know ENGLISH,maybe you can eat the fish burger, but I don't like
the fish burger. But, that is OK.
When Laura doesn't feel like eating at Burger King, she enjoys making
tortillas with her sister-in-law, Teresa.
113
'.
~~
~ff
4 WRITE ON! ~.
U~ewhatyou have learned about choosing the right words, punctuation, and capitalization
to write about your or a friend's misunderstanding story. When you are finished, have
your teacher check it over.
'S STORY
114
- .-
. 0,.
LISTEN UP!
NUMBERS WORDS
0 berry
J: abeet
S teat
3 abeep .
4 cbeat
5 lied
. very
7 ablp
8 taate
9 Fred
StepJ:: Write down your telephone number in both numbers and words.
For Example: 740-8936 = ship, cheat, berry. taste, Fred, sheep, very
Step2: Now, ask a classmate to say their phone number to you in words,
but you write down the corresponding numbers. After you have written
down their number, check to see if you are right. Repeat with two other
classmates.
CLASSMATE'S NAME NUMBER__- . ----
CLASSMATE'S NAME NUMBER__- . ----
CLASSMATE'S NAME NUMBER__- . ----
115
'<
SAY IT CLEAR!
--
--
--
--
MY TOTAL CORRECTI
LAURA SAYS:
GO~!J) ~~~~
MOW,TAItE IT ~O 11'BBftt1l!BTSt
You can contribute to your community by helping to prevent
misunderstandings. Brainstorm with classmates some common
misunderstandings caused by cultural differences. Create a booklet
with illustrations that celebrates cultural differences aimed at
elementary-aged children. Then, create some skits that act out how
these differences can be prevented. With classmates, travel to a
local elementary school to perform your skits in an effort to raise
cultural awareness in youngsters and teach them how to handle
misunderstandings effectively. Pass your booklets out at the end of
your presentation so that they can share the message with others!
116
Lesson Plan
Volunteering and Philanthropy: Andrew Carnegie
Warm Up I Introduction:
People give money to charities to help others. Ask students these questions:
Content:
After discussion / warm up, review the story about Andrew Carnegie. Review some of the new
vocabulary and practice pronunciation:
Carnegie Gospel
Charity Philanthropy
Colonel Temple
Essay Volunteer
Foundation Wealth
Giving
Have students get in pairs and practice reading the story. After students have read, have them
answer the 5 questions (in pairs) on the Worksheet handout, Activity A.
Review the local charities under Activity B. Have students guess what each one does and then
give a brief explanation of what each charity does. Explain the activity and then have students get
back hi pairs and decide how much money they'd like to give each charity. Review together.
Homework
1) Interview a native English speaker about their volunteer experience. Use some of the questions
we discussed in class, e.g., Have you ever volunteered? Where? Do you enjoy volunteering?
Why do people volunteer? Have you ever made a contribution or gift to a charitable
organization?
2) Explain what a food drive is and pass out the most needed items list. Have students ask friends
& neighbors for items on the most needed list and get every student to bring in at least 5 different
food items. Schedule a time the class can go over to a Food Bank location (or drop-off site) and
117
donate the food they have gathered. Ideally this could be a field trip where they would tour the
site.
The students read about one of the more famous philanthropists, Andrew Carnegie, during the
lesson. This gave them opportunity for vocabulary & pronunciation practice during the lesson.
After answering a few questions about Andrew Carnegie, I explained the various volunteer &
charity organizations here in Raleigh. The students then decided how much money they would
give to each organization if they had $10,000,000 to give. Each student shared with the class how
much they would give to each organization and why.
For the homework assignment, each student went out into their community and interviewed
a native English speaker about their volunteer experience. They also were assigned to bring
and or collect food items for the Food Bank of Central & Eastern NC. The food drive was quite
successful. I hope the food and household items that were brought in by the students will touch
many people in the community.
118
Reading
Andrew Carnegie
He worried that he had too much money. He wanted to give money back to the
community. In 1889 he wrote an essay called "the Gospel of Wealth" that was published
in a magazine. This essay described how he thought people should make gifts.
Andrew Carnegie didn't go to college. As a young adult, he was allowed to read books
from the private library of Colonel Anderson. At this time, libraries were small and hard to
find. Because he learned so much from reading Colonel Anderson's books, Andrew
Carnegie created the Carnegie Library to make sure everyone could go to a library for
free.
Andrew Carnegie gave away much of his money to support libraries, parks, museums,
music, and education. When he died in 1919, he had given away $350,000,000. He
gave the rest of his money, $30,000,000, to a foundation in New York City that still exists
today.
Activity A
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4. What places in Pittsburgh are named after Andrew Carnegie?
5. If you were the richest person in the world, what would you do with the money?
Activity B:
Be a Philanthropist:
You have $10,000,000 to give away to local charities. How much would you give to each
of the following charities? How much do you give to each and why? Talk about what
each charity does.
The following list includes the food items most needed by the hunger relief agencies served by
the Food Bank. Please choose plastic containers or canned items rather than glass.
For the safety of those we serve, the Food Bank is unable to accept open packages, homemade
food items, perishable foods, or items with expired dates.
120
~,-<
Diana Hoehne
Wake Tech- Saint Saviors, Level 5/6
~
Activity 1: CmZENSHIP TEST: To become a United States citizen, you need to learn about the history
of the United States and how its govemment works. Knowing about your new country is a very important
part of being a good citizen. The United States has a rich, interesting history and a unique system of
government. Learning more about the United States as you prepare to naturalize will help make your
journey toward U.S. citizenship more meaningful. During your naturalization interview, you will only be
asked the short Questions and Answers. The following questions will help you see what kinds of questions
are asked on the Citizenship Test.
Activity 2: THENATURALIZATION
PROCESS
1. Go over the definition for students:
DEflNmON: Naturalization is the way immigrants become citizens of the United States. If you were not
~ born a citizen, you must be naturalized to become one.
The United States is a nation of immigrants. Throughout our history, immigrants have come here seeking a
better way of life and have strengthened our nation in the process. Deciding to become a U.s. citizen is one
of the most important decisions in a person's life. If you decide to apply for naturalization, you show your
commitment to the United States. You also show your loyalty to its Constitution and its people. When you
are naturalized, you agree to accept all of the responsibilities of being a citizen. In return, you are rewarded
with all the rights and privileges that are part of citizenship.
RESPONSIBlLmES OFCmZENSHIP:
. countries
give up prior allegiances to other
Citizens have a responsibility to participate in the political process by registering and voting in elections.
Serving on a jury is another responsibility of citizenship. Finally, America becomes stronger when all its
citizens respect the different opinions, cultures, ethnic groups, and religions found in this country. Tolerance
for differences is also a responsibility of citizenship.
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The Oath of Allegiance
' /
I hereby declare, on oath,
that I absolutely and entirely renounceand abjure all
allegiance and fidelity to any foreign prince,
potentate, state, or sovereignty, of whom or which I
have heretofore been a subject or citizen;
that I willsupport and defend the Constitution and
laws of the United States of America against all
enemies, foreign and domestic;
that I will bear true faith and allegiance to the same;
that I will bear arms on behalf of the United States
when required by the law;
that I will perform noncombatant service in the Armed
Forces of the United States when required by the
law;
that I willperform work of national importance under
civilian direction when required by the law; and
that I take this obligation freely, without any
mental reservation or purpose of evasion; so help me God.
Activity 3: CITIZENSHIP TEST- STUMP THE TEACHERGAME: Divide the students into 2 groups. The
groups will compete against each other to try to guess the correct answer to the questions from the test. A
player from the first team stands next to the teacher and the other team chooses a question from their test
sheet to ask the student. If the student can't answer, they can use 1 of 3 "ASK YOUR TEAM"cards. If the
team can't help, then the teacher can guess. If the teacher guesses right, she gets a point. If neither the
student or the teacher can guess correctly, the questioning team has "STUMPED THE TEACHER" and gets
the point, and so on for the other team. The extra set of test questions can be used by either team during
the game. They are "wild card" questions because no one looked for the answers to these questions- the
answers can be found on the teacher's answer key. The team at the end with the most points gets a treat.
Hopefully the teacher doesn't get the most points!
O'er the land of the free and the home of the brave?
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History: In 1814, about a week after the city of Washington had been badly burned, Britishtroops moved
~
up to the primary port at BaltimoreHarbor in Maryland.Frances Scott Keyvisited the Britishfleet in the
Harbor on September 13th to secure the release of Dr. WilliamBeanes who had been captured during the
Washington raid. The two were detained on the ship so as not to warn the Americanswhilethe RoyalNavy
attempted to bombard Fort McHenry.At-dawn on the 14th, Key noted that the huge Americanflag, which
now hangs in the Smithsonian'sAmericanHistoryMuseum,was stillwaving and had not been removed in
defeat. The sight inspired himto write a poem entitled Defense of Fort McHenry;later the poem was set to
music that had been previouslycomposed by a Mr.Smith.The song was immediatelynoted as an inspiring
song that should be the national anthem of the United States of America.It was accepted as such by public
demand for the next century or so, but became even more accepted as the national anthem during the
WorldSeries of Baseball in 1917 when it was sung in honor of the brave armed forces fighting in the Great
War. The WorldSeries performance moved everyone in attendance, and after that it was repeated for every
game. Finally,on March3, 1931, the AmericanCongress proclaimed it as the national anthem, 116 years
after it was first written.
~ McCrae uses vivid imagery to convey to the reader the sense of death. The first image he uses is also the
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most famous: the poppies that "blow between the crosses, row on row." The poppies are used not only
because they do really grow in Flanders fields, but also because their brilliant read colour is representative
" /
of blood, and, if the reader knows that the crosses used were white, they are a contrast against the crosses.
Their colour, that of blood, is put against white, the colour of innocence, representing that the blood shed
was the blood of the innocent. McCrae also provides the image of larks "still bravely singing" above the
battle field in order to demonstrate to the world that nature is indifferent to the affairs and suffering of men
and also to represent hope that the world can return to normal in the future and singing can be heard once
again. He also mentions, however, that these larks are "scarce heard amid the guns below" to demonstrate
to the reader that hope and nature are drowned out be war and violence and the good and pure things in
life forgotten. Another image McCrae provides is that of the soldiers who had recently died feeling dawn and
watching "sunset glow." He provides this image in order to relate that these soldiers were real people and
that they felt peace and enjoyed life. It also shows how their peaceful existence was shattered by war. One
of the final images in the poem is that of the torch being thrown form the "falling hands" of dying soldiers to
the living. This is a powerful image because the torch is connotative of victory, and the suggestion is that
victory is now the responsibility of the living. It also gives the image of a dying request; the soldiers' last
request is that Canadians and other allies "take up [their] quarrel with the foe."
McCrae also presents two very powerful messages in his poem. The first is that the dead soldiers were real
people who "lived, felt dawn, saw sunset glow." They were not abstractions; they were not pawns in some
high-stake chess game played on an international stage. They "loved, and were loved." In other words, they
had girlfriends, wives mothers, and other. people who were important to them, and they were important to
other people because they were husbands, sons, and brothers. The second message McCrae stresses in his
poem is that these soldiers have done all they can; not only the responsibility to win the war now fall to the
reader, but the reader must now also honour the memory of these fallen men by winning the war. "If ye
break faith with us who die, we shall not sleep, though poppies grow." Their mission will never be finished if
those left to read the poem do not continue it.
Because of these beautiful images and powerful messages, "In Flander's Fields" endures as a memory of
The Great War and a warning against future war.
" /
Activity 5: LEARNING ABOUT AMERICA THROUGH ART: Have students guess the "freedom
illustrated in each picture. Discuss:
~
"L ~
NORMAN ROCKWELL'S FOUR FREEDOMS: Freedom of Speech, Freedom from Want, Freedom of Worship,
Freedom from Fear
" /
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~
...
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' /
One of the bloodiest battles of WorldWar II. "In that moment, Rosenthal's camera recordtrlthe soul of a
nation." In 36 days of fighting there were 25,851 US casualties (1 in 3 were killed or woundtrl). Virtually
all 22,000 Japanese perished. Discuss that even though this battle was deadly, the men still had the courage
to display the flag amidst the fighting.
Story 2: Pelageya Ilchenko - Russia century-long journey through life is the story of
It goes without saying that anyone who is 101 how she became a proud American citizen.
years old probably has a few good stories to tell. Born in 1903, IIchenko and her five siblings were
' / The most recent chapter of Pelageya IIchenko's orphaned when she was nine years old. Being
126
the oldest daughter, she supported the family
/
through the BolshevikRevolution,the starvation
in 1933, and WorldWar II, which took the lives
of three of her brothers. "Starvation, devastation,
fear, death, and patriotism- everything had
mixedtogether," IIchenko recallsof her years
livingin the Soviet Union.
Margaret Mak - Singapore a lawyer, but I told him to help someone who
Living on the tiny Asian island of Singapore, needed it. I could do this myself." A successful
Margaret Mak came to the United States to study private banker working in the San Francisco area,
Rnance at San Francisco's Golden Gate. Margaret became a U.S. citizen at a special
University. Like many other talented foreign outdoor naturalization ceremony at the
students who travel to the U.S. for higher Immigrant Point Overlook in San Francisco's
education, Margaret started a new life in Presidio.
America. "I came here to study," Mak said, "But
love and patriotism got me to stay." Love for her
husband, David Lichtman, and their son, Michael,
now 11, and an appreciation for the unique
liberties and freedoms enjoyed by every
J American combined to make Margaret one of our
newest citizens. "Inalienable rights for everyone
is a foreign concept for women in Singapore,"
Mak said. "America gave me freedom of
thought." Yet, despite her newfound sense of
independence, Margaret wasn't sure what to
expect during her road to citizenship, "You hear
that immigration people are tough," Margaret
recalls. "But the officer was so welcoming. I hired
COMPREHENSION QUESTIONS:
Story #1 Why did Dong Nguyen's family flee Vietnam?
What is Nguyen most thankful for in America?
REFLECTIONS:Write a reflection about your experience here in America. What do you like
about living here? What makes this country great? What does being an American mean to
you?
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OFFER EXAMPLE CHOICES for PROJECT
J
-Star Spangled Banner
-Proud to be an American
-Photographs of 9/11
-Rosie the Riveter
-Norman Rockwell's 4 Freedoms
-own idea
Student would play the song for the audience and then discuss how the song illustrates what it
means to be an American:
The lyrics in the song, "I'm Proud to be an American" by Lee Greenwood talk about what it
means to be an American. Greenwood sings, "I'm proud to be an American where at least I
know I'm free." Everyone came to America looking for freedom. Though we all come from
different countries and are of different nationalities, we are all united under the same ideals of
freedom- life, liberty, and the pursuit of happiness. These ideals are so strong that we will give
up our lives fighting for them. In the song, Greenwood sings, "and I won't forget the men who
died, that gave that right to me." He continues to say that he would gladly stand up next to his
fellow Americans and fight for our country to this day. He loves America and says, "God bless
the USA:' I think that Greenwood captures the feeling of pride that is in the heart of every
citizen who knows what it means to be an American.
128
, ; "'
THESTARSPANGLEDBANNER
Oh, say, can you see, by the dawn's early,light,
What so proudly we hail'd at the twilight's last gleaming?
Whose broad stripes and bright stars, thro' the perilous fight,
O'er the ramparts we watch'd, were so gallantly streaming?
And the rockets' red glare, the bombs bursting in air,
Gave proof thro' the night that our flag was stillthere.
0 say, does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
' /
129
"In Flander's Fields" By Lieutenant John McCrae
In Flanders fields the poppies blow
--/. Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
~ ~~
#
~
~
NORMAN ROCKWELL'S The Four Freedoms
Rosie the Riveter The Signing of the Constitution- Howard Chandler Christy
130
The Raising of the Flag at Iwo Jima- Joe Rosenthal
Story 2: Pelageya Ilchenko - Russia "I decided to be a citizen of this country because
It goes without saying that anyone who is 101 only here 1 could feel myself a truly happy
years old probably has a few good stories to tell. person," says IIchenko, who naturalized on
The most recent chapter of Pelageya Ilchenko's Citizenship Day, September 17, 2004 in
century-long journey through life is the story of Vancouver Washington, "mAil I can do (to repay
how she became a proud American citizen. the American people) is bring them before God in
Born in 1903, IIchenko and her five siblings were my prayers. America is my peaceful refuge."
orphaned when she was nine years old. Being
the oldest daughter, she supported the family
through the Bolshevik Revolution, the starvation
in 1933, and World War II, which took the lives
of three of her brothers. "Starvation, devastation,
fear, death, and patriotism- everything had
mixed together," IIchenko recalls of her years
living in the Soviet Union.
./ '\
131
~' ~ , ~. ~
Margaret Mak - Singapore a lawyer[ but I told him to help someone who
Living on the tiny Asian island of Singapore[ needed it. I could do this myself." A successful
j Margaret Mak came to the United States to study private banker working in the San Francisco areal
Finance at San Francisco's Golden Gate Margaret became a U.S. citizen at a special
University. Like many other talented foreign outdoor naturalization ceremony at the
students who travel to the U.S. for high~r Immigrant Point Overlook in San Francisco's
education[ Margaret started a new life in Presidio.
America. "I came here to study/, Mak said[ "But
love and patriotism got me to stay." love for her
husband[ David Lichtman[ and their son[ Michael[
now 11[ and an appreciation for the unique
liberties and freedoms enjoyed by every
American combined to make Margaret one of our
newest citizens. "Inalienable rights for everyone
is a foreign concept for women in Singapore/'
Mak said. "America gave me freedom of
thought." Yet, despite her newfound sense of
independence[ Margaret wasn't sure what to
expect during her road to citizenship[ "You hear
that immigration people are tough/, Margaret
recalls. "But the officer was so welcoming. I hired
_/
~ 132
What Should I Expect From
the Naturalization Process?
Preparing to Apply
• Read A Guide to Naturalization.
• Complete the Naturalization Eligibility Worksheet.
• Get an “Application for Naturalization” (Form N-400).
• Visit our website at www.uscis.gov.
Getting Fingerprinted
• Receive an appointment letter from USCIS.
• Go to the fingerprinting location.
• Get your fingerprints taken.
• Mail additional documents if USCIS requests them.
• Wait for USCIS to schedule your interview.
Being Interviewed
• Receive an appointment for your interview.
5
• Go to your local USCIS office at the specified time.
• If requested by USCIS, bring identification and provide additional
documents. It is recommended that you also bring 2 additional passport-style
photographs to your interview.
• Answer questions about your application and background.
• Take the English and civics tests.
• Receive a decision.
AMERICAN GOVERNMENT
A: Principles of American Democracy
1. What is the supreme law of the land?
2. What does the Constitution do?
3. The idea of self-government is in the first three words of the Constitution. What are these words?
4. What is an amendment?
5. What do we call the first ten amendments to the Constitution?
6. What is one right or freedom from the First Amendment?
7. How many amendments does the Constitution have?
8. What did the Declaration of Independence do?
9. What are two rights in the Declaration of Independence?
10. What is freedom of religion?
11. What is the economic system in the United States?
12. What is the “rule of law”?
B: System of Government
13. Name one branch or part of the government.
14. What stops one branch of government from becoming too powerful?
15. Who is in charge of the executive branch?
16. Who makes federal laws?
17. What are the two parts of the U.S. Congress?
18. How many U.S. Senators are there?
19. We elect a U.S. Senator for how many years?
20. Who is one of your state’s U.S. Senators?
21. The House of Representatives has how many voting members?
22. We elect a U.S. Representative for how many years?
23. Name your U.S. Representative.
24. Who does a U.S. Senator represent?
25. Why do some states have more Representatives than other states?
26. We elect a President for how many years?
27. In what month do we vote for President?
28. What is the name of the President of the United States now?
29. What is the name of the Vice President of the United States now?
30. If the President can no longer serve, who becomes President?
31. If both the President and the Vice President can no longer serve, who becomes President?
32. Who is the Commander in Chief of the military?
33. Who signs bills to become laws?
34. Who vetoes bills?
35. What does the President’s Cabinet do?
36. What are two Cabinet-level positions?
37. What does the judicial branch do?
38. What is the highest court in the United States?
39. How many justices are on the Supreme Court?
40. Who is the Chief Justice of the United States?
41. Under our Constitution, some powers belong to the federal govt. What is 1 power of the federal government?
42. Under our Constitution, some powers belong to the states. What is one power of the states?
43. Who is the Governor of your state?
44. What is the capital of your state?
45. What are the two major political parties in the United States?
46. What is the political party of the President now?
47. What is the name of the Speaker of the House of Representatives now?
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55. What are two ways that Americans can participate in their democracy?
56. When is the last day you can send in federal income tax forms?
57. When must all men register for the Selective Service?
AMERICAN HISTORY
A: Colonial Period and Independence
58. What is one reason colonists came to America?
59. Who lived in America before the Europeans arrived?
60. What group of people was taken to America and sold as slaves?
61. Why did the colonists fight the British?
62. Who wrote the Declaration of Independence?
63. When was the Declaration of Independence adopted?
64. There were 13 original states. Name three.
65. What happened at the Constitutional Convention?
66. When was the Constitution written?
67. The Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers.
68. What is one thing Benjamin Franklin is famous for?
69. Who is the “Father of Our Country”?
70. Who was the first President?
B: 1800s
71. What territory did the United States buy from France in 1803?
72. Name one war fought by the United States in the 1800s.
73. Name the U.S. war between the North and the South.
74. Name one problem that led to the Civil War.
75. What was one important thing that Abraham Lincoln did?
76. What did the Emancipation Proclamation do?
77. What did Susan B. Anthony do?
INTEGRATED CIVICS
A: Geography
88. Name one of the two longest rivers in the United States.
89. What ocean is on the West Coast of the United States?
90. What ocean is on the East Coast of the United States?
91. Name one U.S. territory.
92. Name one state that borders Canada.
93. Name one state that borders Mexico.
94. What is the capital of the United States?
95. Where is the Statue of Liberty?
B: Symbols
96. Why does the flag have 13 stripes?
97. Why does the flag have 50 stars?
98. What is the name of the national anthem?
C: Holidays
99. When do we celebrate Independence Day?
100. Name two national U.S. holidays.
http://www.uscis.gov/files/nativedocuments/M-693.pdf
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RESOURCES
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Online Resources
Here are a few online resources we’ve discovered. We hope they are of use to you.
1. EL/Civics Resources
EL Civics for ESL students: a wealth of information and fun for both teachers and students
www.elcivics.com
A series of free online courses to assist teachers in creating interesting, effective ESL lessons in these areas:
U.S. history and government, civic engagement, and the naturalization process.
www.elcivicsonline.com
A Guide to Naturalization
http://www.scribd.com/doc/3071851/M476?page=2
3. Health Resources
MEDLINEplus.gov
Brought to you by the National Library of Medicine, MEDLINEplus is an extensive clearinghouse of
information on over 700 health topics from libraries, government agencies and health-related organizations.
Features:
o If you can’t find it here, you probably won’t find it anywhere
o Interactive tutorials, body maps and surgery videos
o Medical encyclopedia and medical dictionary
o Drug and herbal databases
o Also available in Spanish (http://medlineplus.gov/spanish/)
www.MayoClinic.com
Although the website address is a .com, this site is owned by the not-for-profit Mayo Foundation for
Medical Education and Research and is a joint venture between Web specialists at the foundation and
medical experts from the Mayo Clinic.
Features:
o Medical information presented in reader-friendly magazine format
o Articles organized by symptoms, complications, treatment & prevention
o Q&A with Mayo Clinic specialist
o Health tools (symptom checker, self tests, videos)
www.Healthfinder.gov
Developed by the U.S. Department of Health and Human Services and other federal agencies, Healthfinder
is a good place to start your search because it doesn’t produce overwhelming results on each topic.
139
Features:
o Succinct information – provides mostly fact sheets and overviews
o Resources targeted for different age and ethnic groups
o Handy consumer guides and printable brochures on many topics
o Also available in Spanish (http://www.healthfinder.gov/espanol/)
www.MedHelp.org
Non-profit organization that provides consumers with access to online support groups and physician-
monitored forums.
Features:
o Question & answer forums that allow patients to submit questions to physicians
o Database of more than 1,200 online patient support groups
NORD, http://www.rarediseases.org/
The National Organization for Rare Disorders (NORD) is a federation of voluntary health organizations
dedicated to helping people with rare diseases find information and support.
Features:
o Good place to try if you’ve been unsuccessful elsewhere
o Provides contact information for organizations (including research) that can offer more guidance
on the topic
In Other Languages:
The New South Wales (Australia) Multicultural Health Communication Service website contains
information on a wide variety of health topics. The website is searchable by language or topic, and can be
used to find information on topics including disease, nutrition, mental health, women's health needs, and
health services. When searching by language, you can choose from: Arabic, Armenian, Assyrian, Bengali,
Bosnian, Chinese, Croatian, Czech, Dari, Farsi/Persian, Filipino, French, German, Greek, Hindi,
Hungarian, Indonesian, Italian, Japanese, Khmer/Cambodian, Koori, Korean, Kurdish, Lao, Macedonian,
Maltese, Maori, Oro, Polish, Portuguese, Punjabi, Pashto, Russian, Samoan, Serbian, Somali, Spanish,
Tamil, Tatum, Thai, Tongan, Turkish, Ukrainian, Urdu, or Vietnamese. Enter a language in the search box
and you will find the available articles in that language.
This website created by the Department of Health and Human Services offers some articles in Spanish and
Chinese. While the site is directed at women's health concerns, many of the topics covered are important
for men's health as well. Some of these concerns are: healthy aging, stroke, diabetes, breastfeeding, healthy
pregnancy, stress, healthy diet, blood pressure, and obesity.
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