Advanced ELL – Winter 2014neighb.wikispaces.com/file/view/Advanced+ELL+-+Wint… · Web viewBefore class the teacher should send out an e-mail with an attachment. The learners

Advanced ELL – Winter 2014

Winter 2014January 6 - March 27

12 Weeks

UNIT 1 TOPIC: The Women’s Suffrage MovementUNIT 1, WEEK 1 GRAMMAR: PARTS OF SPEECH

Day/Date Objectives: Students will be able to… Materials (Vocab & Teaching Notes)MondayJanuary 6

1. Introduce themselves to their classmates2. Develop a set of classroom rules3. Identify nouns and verbs in sentences4. Read “Elizabeth Cady Stanton” and discuss

English in Action 3: 3 (interview a classmate)Step Forward Activity Book 3 p. 26 All About Our Class (classroom rules)American Lives 3 p. 47 – 48 “Elizabeth Cady Stanton”

TuesdayJanuary 7

1. Define Email2. Identify email providers3. Create an account by filling out an online form4. Use secure passwords and professional usernames5. Share their e-mail address with the class and

teacher6. Identify proper nouns, common nouns, count

nouns, and non-count nouns7. Review “Elizabeth Cady Stanton” and answer

comprehension questions

CLOWThe teacher should record and collect the students’ e-mail address to use later in the quarterAmerican Lives 3 p. 49 “Elizabeth Cady Stanton” comprehension questionsFocus On Grammar 3 p. 240-242 nouns

WednesdayJanuary 8

1. Identify adjectives in sentences2. Put adjectives before nouns in sentences3. Look at pictures and use adjectives in sentences to

describe the pictures4. Review “Elizabeth Cady Stanton” and answer time

line questions

Focus On Grammar 3 p. 268 adjectivesWrite sentences on the board and identify nouns, verbs, and adjectivesAmerican Lives 3 p. 51 “Elizabeth Cady Stanton” Reading a Time Line Magazines

ThursdayJanuary 9

1. Identify nouns, verbs, and adjectives and give examples of each

2. Use quantifiers with non-count nouns3. Review “Elizabeth Cady Stanton” and discuss

women’s rights (“connecting today and yesterday” questions)

Focus On Grammar 3 p. 246 quantifiers with non-count nouns (a little, a few, man, a great deal of, some, any, enough, etc)American Lives 3 p. 52 “Elizabeth Cady Stanton” Connecting Today and Yesterday questions

FridayJanuary 10

1. Review week’s topics

NEIGHBORHOOD HOUSE ADVANCED ELL CURRICULUM VERSION B – WINTER 2014

UNIT 1 TOPIC: The WOMEN’S SUFFRAGE MOVEMENTUNIT 1, WEEK 2 GRAMMAR: PRESENT TENSE REVIEW

Day/Date Objectives: Students will be able to… Materials (Vocab & Teaching Notes)MondayJanuary 13 Testing day

TuesdayJanuary 14

1. Navigate to email provider website2. Distinguish email addresses from websites3. Log in to their email account4. Open and respond to an e-mail from the

teacher5. Compare present progressive and simple

present tenses6. Read “Jane Addams” and discuss

CLOWBefore class the teacher should send an e-mail to the class with a discussion questionFocus on Grammar 3 p. 2-3 present progressive and simple presentAmerican Lives 1 p.54-55“Jane Addams”

WednesdayJanuary 15

1. Compare present progressive and simple present tenses

2. Create a simple time line of their life3. Review “Jane Addams” and answer


English in Action 4 p. 6-7 simple present tense English in Action 4 p. 4-5 present continuous tenseAmerican Lives 1 p. 56 “Jane Addams” comprehension questions

ThursdayJanuary 16

1. Form simple present tense questions with “do” and “does”

2. Review “Jane Addams” and review vocabulary from the story

3. Read about the women’s suffrage movement in Minnesota and compare it to the national movement

English in Action p. 8 simple present tense questionsAmerican Lives 1 p. 57 “Jane Addams” vocabulary reviewMinnesota 150 p. 170 – 171 Clara Ueland(Book can be found in closet with other Minnesota material)

FridayJanuary 17

1. Form simple present tense questions using question words (what, where, when, etc)

2. Review “Clara Ueland” and discuss key vocabulary

English in Action p. 9 “Wh- questions”Minnesota 150 p. 170 – 171 Clara Ueland


UNIT 2 TOPIC: JOURNEY’S WRITINGUNIT 2, WEEK 3 GRAMMAR: PARAGRAPHS

Day/Date Objectives: Students will be able to… Materials (Vocab & Teaching Notes)MondayJanuary 20 No Class – Neighborhood House Closed

TuesdayJanuary 21

1. Read a “People who have influenced me” essay and discuss2. Brainstorm ideas for their own “People who have influenced

me” essay3. Write a “People who have influenced me” essay4. Revise their essay for grammar and content

MLC Journeys Writing Binder

WednesdayJanuary 22

1. Read a “Childhood memories” essay and discuss2. Brainstorm ideas for their own “Childhood memories” essay3. Write a “Childhood memories” essay4. Share their essay with a partner5. Revise their partner’s essay for grammar and content


ThursdayJanuary 23

1. Read a “Choices I’ve made” essay and discuss2. Brainstorm ideas for their own “Choices I’ve made” essay3. Write a “Choices I’ve made” essay4. Revise their essay for grammar and content


FridayJanuary 24

1. Read a “Goals for my future” essay and discuss2. Brainstorm ideas for their own “Goals for my future” essay3. Write a “Goals for my future” essay4. Revise their essay for grammar and content5. Review their essays from the week an decide if they would

like to submit one to Journey’s



UNIT 3 TOPIC: Learning to LearnUNIT 3, WEEK 4 GRAMMAR: Present Tense Review

Day/Date Objectives: Students will be able to… Materials (Vocab & Teaching Notes)MondayJanuary 27

1. Use nonaction verbs2. Identify and prioritize personal, educational, and

workplace goals.3. Read “Reading the Right Way” and answer

vocabulary questions

Step Forward Activity Book 3 p. 13 “Why are you learning English?”Downtown 4: 113-116Word Power 1 Advanced p. 122 “Reading the right way”English in Action 4 p. 10-11 nonaction verbs

TuesdayJanuary 28

1. Log in to their e-mail account2. Reply to just their teacher about a topic3. Reply to all of the class with a response to a topic4. Compare and contrast simple present and present

progressive tenses5. Identify various learning styles6. Give study tips to people of various learning styles

CLOWBefore class the teacher should send an e-mail to the whole class with a discussion questionVocabulary: visual, aural, reading/writing, kinesthetic, multi-modalEnglish in Action 4 p. 18-19 grammar review

Wednesday January 29

1. Review nonaction verbs and use them correctly in sentences

2. Complete a graphic organizer to demonstrate an organized approach to achieving goals

3. Identify pre-reading and reading strategies4. Read “Taking notes” and predict the meaning of

bolded words using context clues

Step Forward 4: 4-9; 13-15Study Skills Simplified: 14-16Word Power 1 Advanced p. 132 “Taking Notes”

ThursdayJanuary 30

1. Use an index to find key passages about vocabulary words.

2. Locate words on a table of contents.3. List strategies for effective note-taking4. Review “Taking Notes” and answer vocabulary

questions5. Read an article from the news and take notes

English for the World of Work: 147-148Essential Skills for the Workplace: 155-156; 157Word Power Advanced 1, pp. 132-136 (Taking Notes)

Simple news articles at:Breaking News English: breakingnewsenglish.comThe Times in Plain English: thetimesinplainenglish.com

FridayJanuary 31

Review week’s topics


UNIT 4 TOPIC: Consumer EconomicsUNIT 4, WEEK 5 GRAMMAR: Phrasal Verbs

Day/Date Objectives: Students will be able to… Materials (Vocab & Teaching Notes)MondayFebruary 3

1. Describe advertising and persuasion techniques2. Read a “bandwagon” ad and answer comprehension

questions3. Use phrasal verbs in a controlled context, (i.e. fill-in-

the blank)4. Read “The Power of Branding” and answer


Breakthroughs in Critical Reading p. 190 (In GED closet)Fundamentals of English Grammar (black Azar): 431-432 phrasal verbsInside Reading p. 16 “The power of branding”

TuesdayFebruary 4

1. Log in to their e-mail account2. Find a product advertisement and send it as a

hyperlink to a classmate3. Open a hyperlink from a classmate4. Forward an e-mail to a classmate5. Analyze an advertisement from a magazine- What is

the product? What does it do? What does it cost? Do you want it? Do you need to save for it?

6. Present their advertisements to the class and discuss the pros and cons of each product.

CLOWInside Reading p. 18 Finding the Main IdeaUse magazines from the supply closet.Breakthroughs in Critical Reading: 189-194 (In GED closet)

WednesdayFebruary 5

1. Review “The power of branding” and answer main idea questions

2. Match intransitive phrasal verbs with their definitions3. Identify advertising strategies4. Categorize phrasal verbs by those which are separable

and those which are inseparable.

Word Power Advanced 1: 22-26 (Getting Your Money’s Worth) Fundamentals of English Grammar (black Azar): 434-448Inside Reading p. 18 Finding the Main IdeaBreakthroughs in Critical Reading: 189-194 (In GED closet)

ThursdayFebruary 6

1. Match phrasal verbs with their definitions2. Read about borrowing money and answer questions

about lending vocabulary3. Create an advertisement for a made-up product using

techniques discussed in the week4. Present their advertisement to the class

Focus on Grammar 3 p. 109 phrasal verbsWord Power Advanced 2 p. 17 Borrowing money

FridayFebruary 7



UNIT 4 TOPICS: Consumer EconomicsUNIT 4, WEEK 6 GRAMMAR: PHRASAL VERBS


CASAS TESTING

TuesdayFebruary 11

1. Identify spam e-mails 2. Delete e-mails3. Add e-mails to folders4. Remove e-mails from trash folders5. Distinguish phrasal verbs from prepositional verbs6. Identify prepositions that go with common verbs

CLOW Understanding and Using English Grammar (Blue Azar) p. A21 Preposition combinations with adjectives and verbs

WednesdayFebruary 12

1. Identify phrasal verbs and use them in sentences2. Discuss scams, misleading advertisements and frauds as

a large group 3. Read advertisements with financial vocabulary and fine

print and answer comprehension questions4. Define financial vocabulary used in advertisements

Monthly payment, down payment, rebate, financingFocus on Grammar 3 p. 111 phrasal verb practiceAchieving TABE Success in Reading Level M p. 109 Understanding Consumer Material (in GED closet)

ThursdayFebruary 13

1. Read about sales techniques and answer questions about the vocabulary used

2. Write a dialogue between a sales person and a customer3. Perform the dialog for the class4. Identify phrasal verbs and use them in sentences

Focus on Grammar 3 p. 112 phrasal verb practice Word Power Advanced 1: 17-21 (Know What You Need)

FridayFebruary 14

1. Interview classmates in pairs- “What is the best way to get rich? And “How much money do you need to have a nice life?”

2. Write a response to the question prompt using phrasal verbs and prepositional phrases

3. Share their responses with a partner4. Review vocabulary from the unit

Focus on Grammar 3 p. 110 phrasal verb practiceWord Power Advanced 1 p. 32 Unit Review


UNIT 5 TOPICS: Community Resources and Helping OthersUNIT 5, WEEK 7 GRAMMAR: Embedded Questions and Reported Speech


No Class – Neighborhood House Closed

TuesdayFebruary 18

1. Identify the uses of adding attachments to an e-mail2. Open an attachment sent from the teacher3. Attach a document to an e-mail 4. Identify their strengths and weaknesses when it comes to

embedded questions and reported speech by completing a pre-test

CLOWBefore class the teacher should send out an e-mail with an attachment. The learners will fill out the document and return it as an attachmentFocus on Grammar 4: 430-435 pretest


1. Read information about the St. Paul Public Library and answer comprehension questions

2. Create a list of instructions on how to obtain a library card3. Differentiate between direct and indirect speech.

Word Power Advanced 1: 78-82 (The Library)Step Forward Activity Book 3 p. 24-25 Two Amazing Libraries St. Paul Public Library Website: http://www.sppl.org/Step Forward Activity Book 3 p. 58-59 community resourcesFocus on Grammar 4: 368-369 direct and indirect speech

ThursdayFebruary 20

1. Identify community organizations and describe the services they offer

2. Describe ways they could get involved in that group or organization

3. Ask for, give, and clarify directions to a place or location in the community (library, medical facility, school)

4. Use proper tense changes for indirect speech

Community Resources p. 80 Volunteering in the communityWORD POWER ADVANCED 1: 93-97 (GETTING AROUND)Focus on Grammar 4: 379-390 indirect speech tense changesStep Forward Activity Book 4 p. 112 Do You Know Where the Courthouse Is?

FridayFebruary 21

1. Use indirect speech to instruct, command, request, and invite

2. Write a dialog between someone calling an organization and asking for their location and someone describing the location of the organization

3. Perform their dialog for the class4. Write directions for how they would travel between

locations in the city

WORD POWER ADVANCED 2 USING A TELEPHONELife Prints 3 p. 25 Community Service Phone ListFocus on Grammar 4: 391-400


http://www.sppl.org/


UNIT 5 TOPIC: Community Resources and Helping OthersUNIT 5, WEEK 8 GRAMMAR: DIRECT AND REPORTED SPEECH


1. Make direct questions into indirect questions2. Watch a video about community resources and write

direct and indirect quotes from the video3. Identify problems in their community and describe

possible solutions4. Read “Getting Help” and answer vocabulary questions

Word Power Advanced 2: 78 – 79 Getting HelpStep Forward 4: 134-135 indirect information questionsStep Forward Activity Book 4 p. 108-109 Make It Happen!Focus on Grammar 4: 401-412

TuesdayFebruary 25

1. Log in to their e-mail account2. Write a sample e-mail to an organization asking about

volunteer opportunities3. Use embedded questions 4. Use reported speech to write a story about a

conversation they had with a friend5. Read “Making a Difference” and discuss

CLOWFocus on Grammar 4: 413-426Step Forward Activity Book 4 p. 110 They’re Very ConcernedStep Forward Activity Book 4 p. 114-115 Volunteers Make a DifferenceReading Skills for Life Level D p. 54 Making a Difference


1. Identify common problems in the city2. Write a letter of complaint using embedded questions3. Review “Making a Difference” and answer vocabulary

questions

Step Forward Activity Book 3 p. 60 problems in the parkFocus on Grammar 4: 427-429Reading Skills for Life Level D p. 57 Comprehension Questions

ThursdayFebruary 27

1. Demonstrate what they’ve learned about Embedded Questions and Reported Speech by taking a post-test

2. Interview a partner and use direct and indirect speech to write about their partner

3. Read a notice of public hearings and discuss problems in the community

4. Review “Making a Difference” and discuss

Focus on Grammar 4: 430-435 post-testStep Forward 4: 137 public hearingsReading Skills for Life Level D p. 54 Making a Difference

FridayFebruary 28 Review week’s topics


UNIT 6 TOPIC: EmploymentUNIT 6, WEEK 9 GRAMMAR: UNREAL CONDITIONALS

Day/Date Objectives: Students will be able to… Materials (Vocab & Teaching Notes)MondayMarch 3

1. Identify job goals and the steps necessary to achieve them (training, education, etc).

2. Identify personal qualities and past job duties.3. Fill out a practice job application.4. Identify unreal conditionals5. Read “Working for a Living” and answer comprehension

questions

Crossroads: 79-88 (Finding the Right Job)Understanding and Using English Grammar (blue Azar): 412-414New Land, New Language p. 78 Working for a living

TuesdayMarch 4

1. Identify the difference between formal and informal e-mails2. Write an informal e-mail to a classmate or a teacher3. Review “Working for a living” and compare it to their own

experiences

CLOWNew Land, New Language p. 79 What’s your experience?

WednesdayMarch 5

1. Identify appropriate behavior, attire, attitudes, and social interaction and other factors that affect job retention and advancement.

2. Compare and contrast workplace behaviors that are appropriate in the US with behaviors that are appropriate in their home country.

3. Use would to make wishes about the future.4. Read “What U.S. Employers Want” and discuss

Reading for a Reason 2: 103-117 (What U.S. Employers Want)Apply Yourself: 25,210 (Information Gap Activity) great warm-up!Apply Yourself: 126-152 (Contacting Your References)Understanding and Using English Grammar (blue Azar): 434-436Reading for a Reason 2: 103-117 (What U.S. Employers Want)

ThursdayMarch 6

1. Use would to make wishes about the future2. Describe qualities of a good resume and make a resume draft3. Write a cover letter for a specific position.4. Use peer editing to improve writing.5. Read “Personality and Job Choice” and answer vocabulary

questions

Apply Yourself: 25,210 (Information Gap Activity) great warm-up!Apply Yourself: 126-152 (Contacting Your References)Apply Yourself: 149Reading for a Reason 2: 100-102 (Personality and Job Choice)

FridayMarch 7



UNIT 6, WEEK 10 TOPIC: EMPLOYMENT UNIT 6, WEEK 10 GRAMMAR: UNREAL CONDITIONALS


1. Generate job interview questions as a group.2. Interview a classmate. 3. Present themselves to the class, telling them why they

would be a good candidate. 4. Use present and future unreal conditionals in sentences5. Read and interpret a graph about jobs in the 21st

century

Apply Yourself: 157-177Understanding and Using English Grammar (blue Azar): 415-418Beyond True Stories p. 33-35 Top 15 jobs for the 21st century

TuesdayMarch 11

1. Identify the properties of a formal e-mail2. Write a sample formal e-mail to an employer3. Write an e-mail thank-you note after the interview4. Interview a classmate about how they use email

CLOWReading for a Reason 3 p. 51 email questions

WednesdayMarch 12

1. Interpret information about new employee expectations

2. Use academic vocabulary to describe employment expectations and requirements

3. Use progressive forms in conditional sentences.

Word Power Advanced 2: 66-70 (Important Reading)Essential Skills for the Workplace: 34-42

ThursdayMarch 13

1. Role-play an interview situation.2. Evaluate each job candidate on their performance in

the interview5. Use past unreal conditionals in sentences.6. Vote on which student should get the job7. Read “Working Together” and answer vocabulary

questions

Understanding and Using English Grammar (blue Azar): 423-424 Apply Yourself: 178-206WORD POWER ADVANCED 2 P. 56 WORKING TOGETHER

Friday March 14



UNIT 7 TOPICS: LANGUAGESUNIT 7, WEEK 11 GRAMMAR: PASSIVE VOICE


CASAS TESTING

TuesdayMarch 18

1. Form sentences using the passive voice (with and without a by-phrase) in a controlled situation (fill-in-the-blank, etc.)

2. Identify languages spoken in the classroom3. Describe languages that are similar and different4. Read “Spell it in English” and answer vocabulary

questions

Fundamentals of English Grammar (black Azar): 276-280; 282-287English in Action 4 p. 196-198 passive voiceWeaving It Together 4 p. 35 - 38 “Spell it in English”

WednesdayMarch 19

1. Change active sentences to passive sentences2. Review “Spell it in English” and practice skimming and

scanning for details

Fundamentals of English Grammar (black Azar): 276-280; 282-287English in Action 4 p.200 passive voiceWeaving It Together 4 p. 42 “Spell it in English” skimming and scanning for details

ThursdayMarch 20

1. Ask and answer questions in the passive voice2. Review “Spell it in English” and use vocabulary from the

story in different contexts

English in Action 4 p. 201 passive questions and answersWeaving It Together 4 p. 40 “Spell it in English” vocabulary

FridayMarch 21

1. Listen to a manufacturing process and describe it in the passive voice

2. Review “Spell it in English” and answer questions orally and in writing

English in Action 4 p. 204-205 passive voice listening activity (CD in the closet, transcript in the back of the book)Weaving It Together 4 p. 44 “Spell it in English” discussion questions


UNIT 7 TOPICS: LANGUAGESUNIT 7, WEEK 12 GRAMMAR: COMPARATIVE FORMS OF ADVERBS


1. Identify comparative forms of adverbs 2. Use comparative adverbs in controlled situation (i.e. fill-

in-the-blank)3. Read “Vanishing Languages” and discuss

Focus on Grammar 3: 297-301World Class Readings 3 p. 139 – 142

TuesdayMarch 25

1. Write an e-mail to the whole class asking them a discussion question

2. Respond to their classmates’ questions3. Review “Vanishing Languages” and answer


CLOWFocus on Grammar 3: 303World Class Readings 3 p. 142 - 143

WednesdayMarch 26

1. Use comparative adverbs in sentences2. Compare languages of the world (by number of

speakers, varieties, places spoken, etc)3. Review “Extraversion and Introversion” and answer

vocabulary questions

Focus on Grammar 3: 303World Class Readings 3 p. 144

ThursdayMarch 27

End of the Quarter Celebration and Volunteer Recognition!


Documents

Advanced ELL – Winter 2014neighb.wikispaces.com/file/view/Advanced+ELL+-+Wint… · Web viewBefore class the teacher should send out an e-mail with an attachment. The learners