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The following curriculum framework and pacing guide outlines Comprehensive Skills I of Literacy Volunteers’ first six-week EL/Civics session, which began in late May, 2002. This session is comprised of three "stand alone" units, although the computer-based instruction begun in Unit 1 remained an important component of both subsequent units. Each unit features a short description, timeline and list of activities for this class of intermediate level English learners. However, many of the materials and activities are easily adapted to meet the needs of learners at other levels of competency.
Detailed descriptions of the lessons used throughout this session may be found by going to the E/L Civics Complete Lesson Plan Index and clicking on the appropriate subject. Tutors with questions about this session's activities, their sequence or how to apply them to single- and paired–learner environments may call the Literacy Volunteers ESOL coordinator at 265-9339, Mondays through Fridays, or use anytime.
Unit 1: Computer Literacy
Description
This unit introduces learners with few technical skills to basic computer operations including mastery of key vocabulary and information acquisition using the Internet. Unit objectives will be integrated into course content throughout the six-week duration of the EL/Civics session, although the first two weeks of class will focus on acquisition of basic skills. English language skills acquisition will highlight the ability to give and receive commands using technical terms typically found in the workplace, and written instructions provided by software manufacturers and computer help menus.
Timeline
May 29: Introduction to Computers and Computer Vocabulary
June 03: Introduction to Computers and Computer-related Tasks
June 05: Introduction to Computers and Understanding Commands
June 10: Using Computers to Find Information
June 12: Using Computers to Find Information
Unit Objectives
The learner will correctly identify, spell and pronounce unit vocabulary.
The learner will copy and paste text from an Internet site to a word processing file.
The learner will correctly give and respond to the following commands: "point to" "right click on," "left click on," "double click on," "go to," "push," "find," "close," "copy," "paste," "highlight," "minimize," "maximize," "open," "shut down," and "press."
The learner will identify a noun, a verb, an article and a personal pronoun in simple sentences.
The learner will conjugate the simple past and present tenses of the verbs "point," "click," "go," "find," "have", "be."
Unit 2: Civic and Community Education/Participation: Government Structure
Description
Learners will receive a brief overview of local, state and federal government structure, with descriptions of the services that each layer of government provides. Additional emphasis will rest with local, regional and national geography and how they affect imcome and job opportunities in Virginia. The focus of English language skills will be on understanding and giving directions, as well as vocabulary related to understanding basic statistical information relative to understanding state and local job markets. Integration of Internet search skills from Unit 1 will allow students to access various consumer organizations and government sites to collect and analyze pertinent information, and to evaluate each site for usefulness of content.
Timeline
June 17: Asking and Answering Questions using Statistical Information
June 19: Asking and Answering Questions using the Balance of Powers
June 24: A WebQuest: Map Skills, Direction and Location
June 26: A WebQuest: Map Skills, Direction and Location
Unit Objectives
The learner will correctly spell and pronounce unit vocabulary.
The learner will will interpret information gathered from the Internet.
The learner will use cardinal and relative location terms to describe locations of states and geographic features of the United States and Virginia.
The learner will complete a simple WebQuest using recommended Internet sites.
The learner will restate sentences as "How many?" and "Is there?/Are there?" questions.
The learner will provide a graphic representation of the United States government that shows the responsibilities of each branch of government.
Unit 3: Consumer Health
Description
The Consumer Health unit will introduce basic health and healthcare vocabulary and provide the essential skills necessary to communicate essential health care needs to healthcare professionals. Instruction will emphasize the development of questioning skills within the context of authentic situations and encourage students to think about the importance of preventive healthcare.
Timeline
July 01: Asking and Answering Questions using Basic Vocabulary
July 03: Asking and Answering Questions using Basic Vocabulary
July 08: Speaking with Healthcare Professionals
Unit Objectives
The learner will correctly pronounce and spell unit vocabulary.
The learner will use "Who?", "Where?", "What?" and "Is there?/Are there?" questioning formats to ask and answer questions related to health care.
The learner will write a dialogue for the doctor's office or over the phone using health vocabulary and appropriate questioning formats.
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