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Dear Educator: Authentic and integrated ESL curriculum provides the basis for innovative instructional planning. To this end, this packet has been designed for classroom teachers working with beginning level ESL students at the secondary, adult education and or college level. Many times beginning level ESL classes are mixed with students who are literate in English and their native language and those who are not. If the placement office does not separate these students, the teacher may have to. Consequently, this packet was designed for ESL teachers to use in their classroom, to help them provide services for literate and illiterate students more effectively. This packet is designed for ESL classroom use. It includes the following: 1. Welcome and introduction to the course letter, 2. Course Description and Expectations: Great for Submission to Administration, Students and Parents, 3. ESL Student Information Form, 4. Step by Step ESL Beginning Level Curriculum: Great for ESL compliance report writing, 5. ESL Classroom Literacy Placement Test, 6. ESL Classroom Level 1 Placement Test, 7. ESL Classroom Beginning/Intermediate Level Reading Test- This test could be used to assess the need to exit beginning level students to intermediate level, 8. Spanish Native Language Literacy Test for Classroom Usage: This test is used to determine Spanish speaking student’s native language literacy. This test is used to determine what students are literate in the Spanish language and ready for ESL 1 or ESL Literacy, 9. Sample Beginning Level Lesson Plans: Great Lesson Plan Samples for Evaluations/Observations, 10. Extensive Beginning Level ESL Booklist: Book Name and Publisher. These are some of my favorite ESL beginning level Books. I would like to know that you are completely satisfied. My email is email@example.com. My phone number is 516 642 6007. Please note that a word document of this packet is available to all purchasers. Please feel free to contact me. Thank you. Sincerely, Ms. Snyder, MSED TESOL
a great semester has been planned. Instruction has been designed to provide students with challenging lessons. Please plan to be here for all classes. homework and tests. In closing. This means you cannot miss more than 3 days if you want to pass. speaking. The emergency contact information number is ______________________. and vocabulary skills.SECONDARY LEVEL INTRODUCTION LETTER TO STUDENTS ESL Instructor: Course Title: Dear Student: Welcome to ESL! It is a pleasure to work with you. writing. Study hard and enjoy! ________________________________ ________________________________ Sincerely. Instruction will focus on enhancing student reading. The assigned books listed on the attached course outline will be used. listening. We meet Monday to Friday periods 3 and 4. In order to receive a passing grade you must have 80 % attendance. practice. ______________________ 2 .
writing.COLLEGE AND ADULT EDUCATION INTRODUCTION LETTER TO STUDENTS Dear Student: Welcome to ESL level ______! It is a pleasure to work with you. We meet on Monday and Wednesday from 6 PM to 9 PM. homework and tests. ______________________________ 3 . The assigned books listed on the attached course outline will be used. Instruction will focus on enhancing student reading. and vocabulary skills. practice. In order to receive a completion certificate you must have 80 % attendance. Instruction has been designed to provide students with challenging lessons. listening. This means you cannot miss more than 3 days. Please plan to be here for the entire scheduled time. Study hard and enjoy! Sincerely. speaking. In closing. a great semester has been planned. The emergency contact information number is ______________________.
ESL 1 Course Description and Expectations
COURSE TITLE INSTRUCTOR DEPARTMENT MEETING TIMES COURSE DESCRIPTION Instruction has been designed to provide students with challenging instruction, practice and homework. The assigned text books listed below will be used. Instruction will focus on developing and integrating student reading, writing, speaking, listening, and vocabulary skills . Students will be introduced to beginning level literary, reading comprehension, grammar, writing, listening and speaking structures. ESL Literacy will focus on:
First, Last Teacher@eslexcellence.com ESL Mon 10am-11am or periods 1-2 Tues 10am-11am Fri 10am-12pm
Alphabet Numbers Vocabulary words
ESL 1 will focus on:
Pronouns Simple present tense Present continuous Simple Past Future
Increase vocabulary Raise reading scores Develop writing skills Develop speaking and listening skills
Secondary Level: Basic Grammar in Use, Student's Book, Raymond Murphy College and Adult Education: Basic English Grammar, Book 1, Azar, Betty Schrampfer. Skill Sharpeners 1 and 2, DeFilippo, Judy, and Charles Skidmore. Bilingual Dictionary Reader: Hispanics in US History, Beginning Level Reader Reader: What a World 1: Amazing Stories from Around the Globe (Student Book and Audio CD, Broukal, Milada
Where is the Great Wall? Basic English Grammar: Nouns and Pronouns Reading: In Love Reading: What a World 1. How did the Red Cross Start? Basic English Grammar: Past Tense Reading: Frog Prince Reading: What a World 1. Unit 15. How did rich Romans Live? Basic English Grammar: Future Tense Reading: A Bad Economy Enjoy the Course and Remember to Study Hard!!!! 5 . How did Disney Land Start? Basic English Grammar: Irregular Verbs Reading: A Long Life What a World 1. Unit 12. Unit 3.REQUIRED SUPPLIES Notebook Textbook Dictionary Writing utensils GRADES & SCORING 1/3 Class work and participation 1/3 Homework and special projects 1/3 Quizzes and tests REQUIREMENTS Be on time Have good attendance Be ready and prepared to learn Do Homework Complete Special Projects COURSE OUTLINE Introduction to the Course. Unit 8. Unit 20. Where is Buckingham Palace? Basic English Grammar: Be verb and the Present Progressive Reading: A Funny Story Reading: What a World 1. Unit 10. What is life like in Antarctica? Basic English Grammar: Count and Non Count Nouns Reading: God Loves Babies What a World 1. Vocabulary Assessment Basic English Grammar: Subject Pronouns and Simple Present Tense Reading: A Good Boy Reading: What a World 1.
Teacher: _________________________ Date: _______________ ESL STUDENT INFORMATION: NAME _____________________________________________________________________ PHONE # _________________________________________________________ EMAIL ADDRESS _____________________________________________________________________ HOW LONG HAVE YOU LIVED IN THE U.S? ______________________ LAST GRADE ATTENDED: ______________________________________ LAST ESL CLASS: _________________________________________________ LANGUAGE SPOKEN: _____________________________________________ NATIVE COUNTRY: 6 .
ESL BEGINNING LEVEL CURRICULUM
Listening and Speaking: Develop Ability to Discriminate and Produce the Vowel and Consonant Sounds of English Comprehend Routine Classroom Directions Oral and Written Produce Sentences, Responses to Questions, and Connected Discourse Grammatical Structures: Acquire Functional Competence in the Use of The Basic Grammatical Structures for the Beginning Level Understand and Use Correctly Beginning Level Words Reading: Read, Write, Listen, and Speak for Information and Understanding Read Silently a Short Passage of at Least Two Paragraphs in Length Demonstrate Comprehension by Responding to Oral or Written Questions Within His/her range of Vocabulary and Grammar Understand Written Directions
On. Demonstrative Pronouns: This. These. The 4. Simple Present Tense 9. An. Adverbs Of Frequency: Every Day. We. It. You. Usually. Present Continuous Tense: Verbs: To Be 8. Interrogatives: Who. That.. I. Irregular) 5. 10. He. Present Tense: To Be Verbs Affirmative Interrogative Negative Short Answers 2. Seldom. She. Etc. Interrogatives: How Many? 12. Prepositions of Time: At. What 6. Expletives: It and There 8 .Writing: Write a Guided Composition of 1 to 3 Paragraphs Using Coherent Sequence Correct Syntax. Coma and Capitalization Students Will Understand The Beginning Level Grammatical Structures as a Basis for Developing Reading and Writing Skills Objective: Understand Grammatical Structures 1. and Correct Spelling Use Correctly the Basic Punctuation Marks of Period. They 3. Pronouns: Subjects. In 11. Those 7. Nouns: Plural Forms (Regular. Articles: A. You.
Your. Nouns: Possessive 14. His. Their 15. Our.13. Past Tense Verbs: Regular and Irregular Reading Objectives: Develop Reading Skills at the Word Level Association of Words With Pictures Identification of Vowels. Hers. Consonants And Syllables Identification Of Contractions And Their Long Forms Identification Of Synonyms And Antonyms Develop Reading Skills at the Sentence Level Identification of Basic Punctuation Symbols Comprehension of Beginning Level Grammatical Categories and Sentence Patterns Comprehend Word Order in a Sentence and Agreement of Subject and Verb Comprehend Sentence Transformation.Affirmative to Negative and Question Form Reading Skills at the Paragraph/ Extended Discourse Level Follow Basic Written Directions Locate Facts and Details In A Passage Grasp the Main Idea Draw Conclusions from Facts and Details Use Context Clues to Determine Meaning of New Words Comprehension of Vocabulary and Concepts Encountered at the Beginning Level Comprehension of Sequence of Events 9 . Its. Possessive Adjectives: My.
Study Skills Use/Consult Reference Material Writing Objectives: 1. er. est. Inflected Forms Spell Noun and Verb Plurals With s. Format Indent the First Word of a Paragraph Filling Blank Forms With Personal Information 10 . f. ing Spell Words with Suffixes ly. the Apostrophe and the Question Mark 5. Syllabication Divide Words Into Syllables 3. ies. ed. es. Mechanics Punctuation Use the Period to End a Sentence Use Commas. Spelling Sound Symbol Relationships Consonants and Vowels Spell Words with Consonant Clusters Spell Words with Vowel Digraphs Spell Words with The Schwa Sound /@/ 2. Spell Plurals by Changing. or fe to v adding es 4.
Filling Heading of Standardized and Other Tests 6. and Turning Points in the History of the United States 11 . Increase Knowledge and Understanding of the Culture of the People of The United States through Exposure to Its Customs. Exclamatory 7. Institutions. and Values 3. Lexically and Semantically Appropriate. Use a Variety of Intellectual Skills to Demonstrate Their Understanding of Major Ideas. Imperative. Develop New Perspectives about America’s Cultural Diversity and Build The Self Esteem of Students 2. Themes. Traditions. Sentence Formation and Use Use The Following Sentence Types In Writing: Declarative and Interrogative. Developments. Write Complete Sentences Write Sentences That Are Both Grammatically Correct. Demonstrating Functional Understanding of The Target Culture Cultural Goals: 1.
girl D. We 2. B. They C. Am D. from 10. is doing C. 12 . A. B. We mail letters at the ____________. B. B. buildings C. was doing 7. C.NAME ______________________________ DATE______________________ ESL LITERACY PLACEMENT TEST 1. WHO SCORE 4 OR MORE WRONG. restaurant D. Juana and I are sisters. Library C. We B. C. SHOULD TAKE THE ESL LEVEL 1 TEST. A. B. They C. cars D. Jose Is Studying English. Is C. A. at D. ________ the books on the table? A. on ______ he speak English? B. women C. patients 9. C. are doing D. MAY BE ILLITERATE OR NEED A LITERACY LEVEL ESL CLASS. D. ______ buildings are old. These D. D. Do ANSWERS: C. Am B. ______ are both good students. This 6. She 3. in C. A. A. He D. Are C. It ______________ my homework right now. A. A. You D. am doing A. ________ is a student. houses B. A mechanic works on ____________. STUDENTS WHO PASS THIS TEST WITH 7 OR MORE CORRECT. Was 4. The __________ are in the living room. That C. Maria works ________ New York City. stamps B. Does D. STUDENTS WHO DO NOT PASS THIS TEST. A. Is B. post office 8. woman B. dog 5. I B. Are A.
Anderson is a doctor. It ____ outside. is raining c. This c. It's 8. a.STUDENT NAME___________________ DATE ______________ ESL PLACEMENT TEST LEVEL 1 Write the letter of the choice that best completes the statement or answers the question. A: How's the weather today? B: ____ rainy. He's 7. a. am thinking 3. meets c. These 9. are meeting b. I'm so happy. You can tell me your age. anyone b. a. are raining 4. somebody c. Take an umbrella. thinks c. meet 5. a. ____ 1. read b. stopped c. are reading 2. was stop b. ____ book belongs to Roberto. someone 6. Those b. I won't tell ____ . think b. It finally ____ raining. Yoko and Alex are in the library now. a. They ____. Please don't talk to me now. Mr. reads c. a. rain b. It c. I ____ about something. a. We often ____ to discuss business at Ahmed's house. Its b. a. a. His b. was stopped ____ ____ ____ ____ ____ ____ ____ ____ 13 . ____ works at North Medical Center. He c.
The apples are ____ the basket. next to STUDENTS WHO SCORE 100 PERCENT SHOULD BE GIVEN THE READING TEST AND BE CONSIDERED FOR AN INTERMEDIATE LEVEL CLASS. on c. in b.Choose the best answer based on the picture cues. ____ 10. 14 . a.
ESL BEGINNING/ INTERMEDIATE LEVEL READING TEST READING LEVEL: 1(0. is a free country. Senate. court. Both of the above. first amendment. What is the story all about? Is the U. None of the above. What if the vote is yes? Then there can be a law. Why? They are angry about something. constitutional amendment.S. Patrick Leahy. They say burning the flag is going too far. Key Words Constitution.S. Who can decide if there can be a law? There will be a vote. July 21. Supreme Court. People who do it are saying that they hate the country. vote. People can say what they think.6) ARTICLE TITLE: A LAW AGAINST FLAG BURNING? CIRCLE THE CORRECT ANSWER. Some people have burned the flag. D. Senate Judiciary Committee. Why not? When people burn the flag. U. American flag.C. BODY: WASHINGTON. President Bush. amendment. George W.S. There is no law to stop this. Bush. law Test Questions READING LEVEL 1 (0. Some people say there should be a law. United States. The law against flag burning will be decided by… The Lawmakers. The U. flag. 15 . The states. 1. (Reuters. John Edwards. They want to show their anger. they are saying what they think. House of Representatives. justice. flag burning. Congress. flag. free speech. The states will also vote. Colin Powell. Lawmakers will vote.6) ARTICLE TITLE: A Law Against Flag-Burning? SUMMARY: Should there be a law to stop people from burning the flag? That is what is being decided now. 2004). a free country? Will lawmakers vote? Should there be a law to stop people from burning the flag? What if the vote is yes? 2.
3. 16 . Two of the above. Say what they feel. 1. 1. they seem to… Want to show they are mad. Lawmakers will vote. Be only joking with the lawmakers. Stay in School. Answers: 1. When people burn the flag. What is the author’s message? A decision is needed on flag burning. 4. 4. Angry people burn the flag. 2. 4 STUDENTS PASSING THIS TEST SHOULD NOT BE N A LOW LEVEL BEGINNING ESL CLASS. 3. 3. THIS TEST IS USED TO DETERMINE STUDENT ABILITY TO READ AND COMPREHEND.
THIS TEST IS USED TO DETERMINE SPANISH SPEAKING STUDENTS NATIVE LANGUAGE LITERACY NOMBRE ____________ FECHA ___________
ACCENTS SHOULD BE PLACED MANUALLY.
LO QUE HAY QUE HACER: DEBAJO DE CADA ORACION O PREGUNTA VERAN UNA LISTA DE POSIBLES RESPUESTAS. ESCOJAN LA RESPUESTA QUE MEJOR COMPLETE LA ORACION 0 QUE MEJOR CONTESTE LA PREGUNTA. ________________________________________________________________________________________ EJEMPLO: JUAN ____B___ EN MI CALLE.
________________________________________________________________________________________ 1. JUANITA LES MANDO UNA CARTA A MANUEL Y DAVID AYER. ?QUIEN MANDO LA CARTA? ____________. A. MANUEL B. DAVID C. JUANITA D. AYER
2. _________________ES EL LADRON. A. AQUELLO B. ESE C. ESO D. ESTO
3. _____________ PEINAMOS POR LA MANANA. A. ME B. SE C. NOS D. ELLOS
4. ? ______________ TU QUE ANA SE MUDO? A. SABIAS B. SABE C. SUPO D. SABIA
5. ELENA ESTA GORDA ____________________ COME MUCHO. A. HASTA QUE B. AUNQUE C. PARA QUE D. PORQUE
6. EL ORADOR HABLO ________________ . A. ELOCUENCIA B. ELOCUENTE C. ELOCUENTEMENTE D. LOCUENTE
7. ?CUAL DE LAS EXPRESIONES SIGNIFICA L0 MISMO QUE LAS PALABRAS SUBRAYADAS? TE PROMETO QUE MANANA TE LLAMO A. TE LLAME B. TE LLAMARE C. TE HABRE LLAMADO D. TE HABRIA LLAMADO
8. ?CUAL DE LAS EXPRESIONES SIGNIFICA L0 MISMO QUE LAS PALABRAS SUBRAYADAS? MARIA NUNCA ESCRIBE CARTAS.
SINTIENDO TODO LO QUE HABIA HECHO. LE COMPRO A SU ESPOSA ESTEBAN UNA LINDA CASA COLONIAL. 8. A SU ESPOSA. STUDENTS SCORING SEVEN OR MORE CORRECT SHOULD TAKE THE ESL LEVEL ONE TEST. B. NINGUN ESCRIBE C. 6. 18 . ESTEBAN LE COMPRO UNA LINDA CASA COLONIAL A SU ESPOSA. D. 5. EN LA CORTE DEL ESTADO. 10. STUDENTS PASSING THIS TEST SHOULD BE PLACED IN ESL 1. SEVEN WRONG ANSWERS INDICATE FAILURE. JAMAS ESCRIBE B. ESTEBAN COMPRO. 10. B. 4. AL FIN VIENDOLO. UN LINDA CASA COLONIAL. C B C A D C B A B D STUDENTS FAILING THIS TEST SHOULD BE PLACED IN LITERACY ESL CLASS. NADA ESCRIBE D. SPANISH PLACEMENT TEST ANSWERS: 1. 7. A SUS ESPOSA COMPRO. ?CUAL DE LAS SIGUENTES ES UNA ORACION COMPLETA? A. ESCRIBE NADA 9. ESTEBAN.A. D. 9. LAS MUJERES LUCHARON POR GANAR. C. ?CUAL DE LAS ORACIONES TIENE LAS PALABRAS EN MEJOR ORDEN? A. 2. 3. UNA LINDA CASA COLONIAL. C.
but of someone experiencing a great deal of interference from another language system. Understand and use correctly beginning level words. Learners will improve overall English skills to function in English. They lack linguistic competence in English because of an inability to speak. read. Learn the English necessary to meet immediate needs. Demonstrate comprehension by responding to oral or written questions within his/her range of vocabulary and grammar. reading. The mistakes made are usually not those of a native speaker of English. 19 . Understand written directions.Sample Beginning Level ESL Lesson Plan This format is great for use with an evaluation. Consequently. They have a limited vocabulary and grasp of English concepts. ESL COURSE GOALS Acquire functional competence in the use of the basic grammatical structures for the beginning level. the lessons are modified to meet the needs of ESL students at varying beginning levels. grammar. Read and write to respond to short passages. or write without numerous errors in grammar and English usage. pronunciation and writing skills. ESL 1 BACKGROUND The ESL students in this class are at the beginning level and have minimal.
Demonstrate mastery of the skills and competencies associated with using prepositions. supermarket. asking for and reporting information. Review subjects and the be verb. inquiring about location and giving location. 20 . subject pronouns. Students will ask and answer questions with where. Demonstrate skill in interpretive reading. Students will review contracted forms of the be verb. CLOSURE: Students will listen to conversations and distinguish between we and where. writing. identify location. knowledge. etc… students will use vocabulary in context and expand knowledge of grammatical concepts as it relates to the new vocabulary and prepositional phrases. as well as analytical proficiency. and complete a Mother’s Day puzzle.INSTRUCTIONAL OBJECTIVES Students will: Derive information from the to be verb + location. ACTIVITY: Teacher and students will read a short story aloud and paraphrase accordingly. Students will read for information. Develop cross cultural awareness skills: students will use the dictionary to translate. ASSESSMENT TOOLS AND TECHNIQUES: Students will demonstrate understanding of the grammatical concepts and progress by writing to respond to the readings and pictures. and identify different locations such as the library. Students will develop pronunciation and speaking skills. speaking and listening skills for critical analysis and evaluation at the beginning level. Apply reading. Identify locations and usage. identify parts of the home. answer. interpretation and evaluation. MOTIVATION: Discuss rooms in a house. use prepositions and subjects properly. Identify subject pronouns and become familiar with prepositions associated with location. hospital park. Students will review additional prepositions associated with location and use prepositions and nouns in sentences. parts of a house. Students will summarize and identify key subjects. Expand an understanding of the nomenclature of grammatical concepts used in the vocabulary. locations and preposition usages. and identify subjects accordingly.
SUPPLEMENTAL INSTRUCTION: The attached Mother’s Day worksheet will be disseminated for vocabulary enhancement and cross cultural awareness development. Grammar Step By Step REFERENCES: Teaching Makes a Difference.D. MATERIALS: Side By Side Text and Workbook. ESL Skills Sharpener 1. Students will write sentences using prepositions. Brown Teaching English Language Learners: The How to Handbook. Teresa Walter The Adult Education Resource Guide. They will complete sentences with prepositions that describe pictures. Jack C. Richards and J. Carol Cummings New Ways in TESOL Series I. FOLLOW UP: Students will write questions with where and use prepositions in context. Innovative Classroom Assessments and Techniques.HOMEWORK: Students will expand their vocabulary by using prepositions with nouns. The NY State Education Department 21 .
SINGULAR AND PLURAL NOUNS_______________________________________________________________ NYS ESL STANDARDS: ELA 1-4 TO READ. AND REVIEWS____ AND____ QUIZZES. USE AND UNDERSTAND THE ABOVE GRAMMATICAL CONCEPTS AND TOPICS. DEMONSTRATIVES THIS AND THESE._____________________________________________________________________________ LESSON OBJECTIVES: STUDENTS WILL: IDENTIFY. WRITE AND LISTEN TO STORIES EMPHASIZING THE ABOVE GRAMMATICAL TOPICS.Sample Beginning Level ESL Lesson Plan LEVEL: 1 TOPICS: INTRODUCING ONESELF. AND USE THE LANGUAGE LEARNING PROCESS FOR CRITICAL ANALYSIS AND EVALUATION.TEACHER/STUDENTS: DIRECT INSTRUCTION WILL BE USED COUPLED WITH CHORAL INSTRUCTION. STUDENTS AT ADVANCED OR PRE LITERACY LEVELS WILL BE GIVEN INDIVIDUALIZED____ INSTRUCTION AS NEEDED. BASIC ENGLISH VOCABULARY BUILDER ACTIVITY BOOK. NUMBERS. SUBJECT PRONOUNS.____________________________________________________________________________ MATERIALS TEACHER/STUDENT: ESL LEVEL 1 SKILLS SHARPENER. QUESTIONS WITH WHAT. STUDENTS WILL WRITE TO RESPOND TO THE TOPICS. STUDENTS WILL MANUFACTURE MOTIVATION BY WRITING ON THE BOARD. YOU. WRITE. ADDRESS. PRESENT TENSE. ELECTION DAY. WE. 2004_TO_______ NOVEMBER 2004. TO USE LANGUAGE FOR SOCIAL INTERACTION AND CROSS CULTURAL AWARENESS.000. LISTEN AND SPEAK FOR INFORMATION AND UNDERSTANDING. AND WRITING PRICES. SPEAKING IN FRONT OF THE CLASS. TEACHER: 22 . THEY. STUDENTS WILL DEVELOP CROSS CULTURAL SKILLS BY READING AND WRITING ABOUT THE UNITED NATIONS DAY. TESTS. NAMES.INTRODUCE THE VERB TO BE. NUMBERS 1 -10. STUDENTS WILL INCREASE THEIR VOCABULARY BY USING NEW WORDS IN CONTEXT AND READING ABOUT FAMOUS HISPANICS IN HISTORY FOR HISPANIC HISTORY MONTH: CESAR CHAVEZ AND HENRY CISNEROS WILL BE REVIEWED. AND PEER TUTORING WILL BE IMPLEMENTED ACCORDINGLY. STUDENTS WILL READ. ONGOING ASSESSMENTS WILL BE CONDUCTED VIA OBSERVATIONS.HE AND SHE. READING. RECOGNIZE. MODERN AMERICAN ENGLISH TEXT AND WORK BOOK. COUNTING AMERICAN MONEY. TELLING TIME. SIGNALING ANSWERS. ____________________________ PROCEDURE. HALLOWEEN AND THANKSGIVING. SUBJECT PRONOUNS I. THIS LESSON PLAN WILL BE USED FOR THE ANTICIPATED TIME PERIOD OF OCTOBER 13.AND IT. AND EASY VOCABULARY GAMES. NAMING CLOTHING.
MATERIALS TEACHER/STUDENT: ESL LEVEL 1 SKILLS SHARPENER. AND THE. BE AND LOCATION. MODERN AMERICAN ENGLISH TEXT AND WORK BOOK. WRITE. AND REVIEWS____ AND____ QUIZZES. STUDENTS AT ADVANCED OR PRE LITERACY LEVELS WILL BE GIVEN INDIVIDUALIZED____ INSTRUCTION AS NEEDED. BASIC ENGLISH GRAMMAR. AND USE THE LANGUAGE LEARNING PROCESS FOR IMPROVED COMMUNICATIONS. THANK YOU. ONGOING ASSESSMENTS WILL BE CONDUCTED VIA OBSERVATIONS. CONTRACTIONS WITH BE. TO USE LANGUAGE FOR SOCIAL INTERACTION AND CROSS CULTURAL AWARENESS. AND EASY VOCABULARY GAMES. THIS LESSON PLAN WILL BE USED FOR THE ANTICIPATED TIME PERIOD FROM FEBRUARY 1. WRITING AND LISTENING SKILLS BY STUDYING THE FOLLOWING TOPICS: PRESIDENTS DAY. SIGNALING ANSWERS. STUDENTS WILL INCREASE THEIR VOCABULARY BY USING NEW WORDS IN CONTEXT AND READING ABOUT FAMOUS PEOPLE IN US HISTORY STUDENTS WILL DEVELOP CROSS CULTURAL SKILLS BY READING AND WRITING ABOUT THE ABOVE TOPICS. THE OVERHEAD PROJECTOR WILL BE USED AND TRANSPARENCIES ARE NEEDED. USING BE AND HAVE. USE AND UNDERSTAND THE ABOVE GRAMMATICAL CONCEPTS AND TOPICS. and GRAMMAR STEP-BY-STEP. AND LEAP YEAR. STUDENTS WILL READ. LESSON OBJECTIVES: STUDENTS WILL: IDENTIFY. INTRODUCE ARTICLES. NYS ESL STANDARDS: ELA 1-4 (see back) TO READ. VALENTINES DAY. A.TEACHER/STUDENTS: DIRECT INSTRUCTION WILL BE USED COUPLED WITH CHORAL INSTRUCTION. 2005. AN. LINCOLN. ANTHONY. G.Sample Beginning Level ESL Lesson Plan TOPICS: TO DEVELOP SPEAKING. TESTS. NEGATIVE WITH BE. WRITE AND LISTEN TO STORIES EMPHASIZING THE ABOVE TOPICS. LISTEN AND SPEAK FOR INFORMATION AND UNDERSTANDING. 23 . USE POSSESSIVE ADJECTIVES. PROCEDURE. STUDENTS WILL MANUFACTURE MOTIVATION BY WRITING ON THE BOARD. READING. AND PEER TUTORING WILL BE IMPLEMENTED ACCORDINGLY. TO MARCH 1. SPEAKING IN FRONT OF THE CLASS. SUSAN B. AND PLURAL OF NOUNS. WASHINGTON. GRAMMATICAL CONCEPTS: TO BE REVIEW. STUDENTS WILL WRITE TO RESPOND TO THE TOPICS. RECOGNIZE. A. BASIC VOCABULARY BUILDER ACTIVITY BOOK. ESL TEACHER’S HOLIDAY ACTIVITIES KIT.
3. V. National Immigration Forum. Materials: Look at the United States. To read.Sample Beginning Level ESL Lesson Plan Monthly Theme: Citizenship Teacher: Ms. Objectives: Students will understand: 1. and evaluation. IV.? III. An ESL Civics Series Based on the Federal Citizenship Texts and the Guide for New Americans. Read a short story about the Flag and the Pledge of Allegiance. Why is the flag seen on public buildings? 4. II. speak. 2. The American Flag. speak and listen for information and understanding. Review and identify new vocabulary. What are flags used for? 3. Reinforcement and Follow-up: THE WAR OF 1812 AND THE STAR SPANGLED BANNER Level: Beginning 24 . Snyder I. Identify facts and supporting details in the reading. Why are there 13 stripes? 3. To develop cross cultural skills and understandings. Guiding Questions: 1.S. Standards/Objectives: 1. write. 2. Why are there 50 stars on the flag? 2. and listen for critical analysis. What are the colors of the flag of the U. Procedure: 1. write. 3. 2. What is the Pledge of Allegiance? 5. To read. The Pledge of Allegiance.
ESL BEGINNING LEVEL BOOKS:
SECONDARY EDUCATION, COLLEGE ESL AND ADULT EDUCATION
Grammar Form and Function Student Book One
McGraw Hill Longman Longman Longman McGraw Hill Longman Longman Longman Thomson Heinle Thomson Heinle Heinle Thomson Heinle Thomson Heinle
2. Azar, Basic English Grammar: Books 1, 2 3. Grammar to Go Level 1
4. Grammar to Go 2: English Grammar Practice 5. Grammar Step By Step 1 6. Skills Sharpeners Level 1 7. Skill Sharpeners Level 2 8. Line By Line, English Through Grammar Stories 9. Grammar in Context 1 10. The Heinle Picture Dictionary 11. The Heinle Picture Dictionary: Beginning Workbook with Audio CD 12. The Heinle Picture Dictionary - English/Spanish Edition 13. The Heinle Picture Dictionary Intermediate Workbook
2) 39. Book 2: Workbook (High Beginning) (Bk. 31. Side by Side: Student Book 1. Activity Workbook to accompany Side By Side. Focus on Grammar 1: An Integrated Skills Approach (Bk. 2) 19.14. ESL Teacher’s Holiday Activities 30. All-Star. Third Edition (Student Book) 38. Connect Workbook 1 33. Word by Word Picture Dictionary Beginning Workbook 28. Third Edition 34. New Edition 23. Shining Star: Resource for Students (A) 21. A Conversation Book 1: English in Everyday Life (4th Edition) (Bk. Grammar Step By Step with Pictures Longman Longman McGraw Hill McGraw Hill McGraw Hill Longman Longman Longman Longma Longman 24. Connect Student Book 1 32. All-Star 1 Student Book 17. What a World Reading 1: Amazing Stories from Around the Globe (2nd Edition) 25. 1) 18. Longman ESL Literacy. Standards. What a World Listening 1: Amazing Stories from Around the Globe (2nd Edition) 26. Shining Star Level A Student Book. All-Star . Side By Side: Activity Workbook 2. Word by Word Picture Dictionary Intermediate Workbook 29. 1) 22. paper 20. Grammar Express Basic: For Self-Study and Classroom Use 15. Book 1 35.Life Skills. & Test Prep 2 (3rd Edition) 37. Eng/Span 27.Book 1 (Beginning) . Third Edition (bk. Gateway to Achievement in the Content Areas Longman Longman Longman Longman National Cambridge Cambridge Longman Longman Longman Longman Longman Longman National Textbook 26 . Classroom Teacher's ESL Survival Kit #2. Side by Side Plus . 1) 36. Word-By-Word Dictionaries. Modern American English Series 1.Workbook (Bk. Easy Vocabulary Games for Beginners Textbook Co. The 16.
Beginning Activities for English Language Learners 45. Developing Reading Skills: Beginning (College ESL) 63. Great ESL Literacy Resources and Booklist: Http://Www. First Class Reader: An Integrated Approach to Literacy 41. Voices of Freedom: English and Civics for U. Basic English Vocabulary Builder Activity Book 44. Structure Through Content. English in Action 1 54. Survival At School 48. Citizenship (with Audio CDs) 57. Book 1 47. Oxford Picture Dictionary: Low Beginning Workbook 43. Level 1 66. Book 1. Very Easy True Stories: A Picture-Based First Reader 64. Look at the U. The New Grammar in Action 1-Text: An Integrated Course in English 53. Book 1: An ESL/Civics Series Based on the Federal Citizenship Texts 60. Rights and Responsibilities: Reading and Communication for Civics SB 55. True Stories in the News: A Beginning Reader (3rd Edition) 62. New Beginning. Grammar Connection. A: An ESL Reader 61. Passage to ESL Literacy 49. A Conversation Book 1: English in Everyday Life. Survival English.S. Hispanics in US History: Beginning Level 67. Longman ESL Literacy.Ca/Plrc/Esl_Literacy. Second Edition 51. Oxford Picture Dictionary (Monolingual English) 42. Survival English: English Through Conversations. Contemporary's Look at the U S Literacy Level: Literacy Level Contemporary Books 59.Literacybc. Easy True Stories: A Picture-Based Beginning Reader 65.40. Student Book. Literacy Plus B (Student Book) 52. Beginning ESL Book One. Revised 46. Easy & Engaging ESL Activities and Mini-Books for Every Classroom: 58. S.Php Longman 27 . Basic Tactics for Listening: Student Book with Audio CD Longman Alta Books Oxford University Press Oxford University Press National Textbook National Textbook Longman Education Design Delta Systems Heinle & Heinle McGraw Hill Oxford University Press Longman 56. Second Edition 50.
org/us/esl/catalog/subject/project/custom/item5633106/Readers-forTeensAudio/?site_locale=en_S3 Starter/Beginner Back to top Starter/Beginner A Death in Oxford: Paperback ISBN: 9780521704649 In stock In stock In stock In stock In stock In stock In stock In stock In stock In stock In stock In stock $6.00 Add to cart Starter/Beginner Dirty Money: Paperback ISBN: 9780521683333 $6.00 Add to cart Starter/Beginner Let Me Out!: Paperback ISBN: 9780521683296 $6.00 Add to cart Starter/Beginner Book Boy: Book with Audio CD Pack ISBN: 9780521182706 $9.00 Add to cart Starter/Beginner Arman's Journey: Book with Audio CD Pack ISBN: 9780521184960 $9.00 Add to cart Starter/Beginner Arman's Journey: Paperback ISBN: 9780521184939 $6.00 Add to cart Starter/Beginner Let Me Out!: Book with Audio CD Pack ISBN: 9780521683302 $9.00 Add to cart Starter/Beginner Book Boy: Paperback ISBN: 9780521156776 $6.cambridge.00 Add to cart Starter/Beginner A Death in Oxford: Book with Audio CD Pack ISBN: 9780521704656 $9.00 Add to cart Starter/Beginner Big Hair Day: Paperback ISBN: 9780521183659 $6.00 Add to cart Starter/Beginner Dirty Money: Book with Audio CD Pack ISBN: 9780521683340 $9.Beginning Level ESL Readers http://www.00 Add to cart 28 .00 Add to cart Starter/Beginner Big Hair Day: Book with Audio CD Pack ISBN: 9780521167352 $9.
00 Add to cart 29 .00 Add to cart Starter/Beginner The Black Pearls: Book with Audio CD Pack ISBN: 9780521732901 $9.00 Add to cart Starter/Beginner Why?: Paperback ISBN: 9780521732956 $6.Starter/Beginner The Black Pearls: Paperback ISBN: 9780521732895 In stock In stock In stock In stock In stock $6.00 Add to cart Starter/Beginner The Girl at the Window: Book with Audio CD Pack ISBN: 9780521705868 $9.00 Add to cart Starter/Beginner The Penang File: Paperback ISBN: 9780521683319 $6.00 Add to cart Starter/Beginner The Girl at the Window: Paperback ISBN: 9780521705851 $6.00 Add to cart Starter/Beginner What a Lottery!: Book with Audio CD Pack ISBN: 9780521683289 $9.00 Add to cart Starter/Beginner What a Lottery!: Paperback ISBN: 9780521683272 In stock In stock In stock $6.
Newly Revised Writing the Report 12. Expe… 18. Hispanics in U. Vol 2 9. Chinese In The Building Of The U. History 1865 –Present Vol B 23. Families: Poems Celebrating The African Amer. Weston Walch Globe Fearon Steck Vaugn J. Skill Sharpener 3-4 2. Our Multicultural Heritage: Lebanon. Levels One and Two 17. 11. Multicultural Milestone in U.S. 16 Extraordinary Native Americans 19. 16 Extraordinary Hispanic Americans 8. Great Escapes 26. History Through –1865 Vol 1 24.S. Stories That Are Not Boring 25. and Syria ESL Booklist Intermediate/Advanced Levels Publisher Addison Wesley Scholastic Globe Fearon Globe Fearon Globe Fearon Globe Faeron J. Vocabulary Connections Levels A-G 27. Asian American Biographies 7. Hispanics in American History 1865 to Present.Bonus: Book Name 1. History –1877 Vol A 20. Latino Biographies 6.S.S. Champions Of Change: Hispanic Americans 10.S. African Americans In U. African Americans In U. Multicultural Folktales and Activities 13. Project Achievement Levels C-D 3. Hispanics in U. Weston Walch Fearon/Janus Globe Book Fearon /Janus Globe Educational Design Steck Vaughn Steck Vaughn Modern Curriculum 30 . Let’s Talk. Content Connection 15. West 5. Weston Walch Competency Press Troll Associates Education Design Santillana Globe Fearon Cambridge Wordsong J. Writing In Social Studies 16. History1877 To Present Vol 2 22.S. Cultural Literacy: Topics Across The Curriculum 14. History. Egypt. Vol 1 4. 16 Extraordinary Asian Americans.
31. Champions of Change: Black Americans 30. Nicholosa Mohr. A New Beginning an ESL Reader: 43. Javier Arrives In The U. Antonia. Great American Stories 1: An ESL Reader 47. El Bronx Remembered 56.Sr High Edition 39.Integration Vocabulary Development Book 54. Empak Publishing Empak Publishing Modern Curriculum Press African American Images Pubisher’s Weekly Prentice Hall Prentice Hall Prentice Hall Pentice Hall Prentice Hall Modern Curriculum Prentice Hall Cornell University Press Emc Publishing Steck Vaughn Yonkers Public Schools Yonkers Public School Education Design Linda Michellebaron Arte Publico Press Competency Press 31 . Novella: Doctor 46. Essential Idioms In English 34. 40. American Odysee: Haitians in New York 49. The Sun Is On 55. Yesterday and Today In The USA.S. Javier Arrives In The U. Korea. Illustrated Grammar Exercises 32. Vietnam 29.S. Look at the U. 41. . Writing the Essay Modern Curriculum Wheetley & Ass… Prentice Hall Oxford University Press Contemporary Books Prentice Hall Scholastic Inc. Extraordinary Episodes 50. Project Achievement Reading Levels A to E 35. Italian American Heritage Packet 53.S: An ESL Civics Series Based on the Federal Citizenship Texts 33. A Gift of Heritage: African Kings and Queens 37.28 Our Multicultural Heritages. Spot Drills. Great American Stories 2 Prentice Halls 48. Cambodia. Polish American Heritage Packet 52. Felita. 44. Ileana Ros-Lehtinen: Lawmaker 38. Stories We Brought With Us 42. A Gift of Heritage: Blacks in the Federal Government 36. Essential Idioms in English 45. Lessons from History: A Celebration In Blackness: Jr. Champions of Change 51.
Multicultural Milestones in U. Intermediate Level 68. Book One 74. A Guide To Standardized Test Prep 63. Chills 76. Grammar Plus: ESL Skills Course 72. Orientation In American English 78. Scope English Anthology Level 1 Competency Press Globe Fearon Steck Vaughn Globe Fearon Globe Fearon Globe Fearon Weston Waltch Weston Walch Globe Fearon Houghtin Mifflin Newbury House Beety Azar New Readers Press Globe Fearon Addison Wesley Scott Foresman Steck Vaughn Continental Jamestown Publisher Longman Institute of Modern Languages Competency Press Emc National Textbook J Weston Walch Ed Design Continental Scholastic 32 . Writing: Description A Thinking Appro. Developing Reading Skills. D. Multicultural Milestones 59. The Civil Rights Movement Historical Case Studies 71. Fundamentals of English Grammar 2nd Edition Red. Writing: The Business Letter 58.57. Accelerating English Learning 6-8 73. 16 Extraordinary African Americans 64. 16 Extraordinary Asian Americans 82. The Holocaust 61. The Vietnam War 62. Americas Story. Vocabulary Connections Levels B. It’s on The Map 70. 16 Extraordinary American Women 65. C. Reading Attainment System Book 7 83. Advanced Activities for Ell’s 81. Black and Blue Book 69. History & Culture Cuba 84. 79. Extraordinary Episodes: Passport To Reading 80. Puerto Rico: Its History and Culture 75.S History Vol 2 66. Great Essays 67. Even More True Stories: Int. E 60. Esl Reader 77.
org/Media/Tests/SLEP/slepmanual. By Sandra N.pdf 33 . What a World 1. Fourth Edition. Elbaum 87. Grammar in Context 1b.ets. Amazing Stories From Around the Globe by Milada Broukal ESL/Bilingual Resource Guide for Mainstream Teachers Secondary Level English Proficiency Test: http://www.85. Reading Strategies for Lit Curriculum Ass… 86.
2. and maintain personal health. listen. 4. 2. and speak for critical analysis and evaluation. The Arts 1. Health. actively engage in the processes that constitute creation and performance in the arts (dance. and speak for social interaction. read. listen. connecting the individual work to other works and to other aspects of human endeavor and thought. music. 3. write. write.LEARNING STANDARDS CHECKLIST For each standard area indicate the level at which this learning experience addresses the learning standards by placing an LEARNERS WILL: English Language Arts (ELA) 1. understand and be able to manage their personal and community resources. develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. listen. and speak for information and understanding. participate in physical activity. listen. respond critically to a variety of works in the arts. and speak for literary response and expression. write. acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. 34 . 2. have the necessary knowledge and skills to establish and maintain physical fitness. be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. write. Physical Education & Family and Consumer Sciences 1. 3. read. 4. read. theatre and visual arts) and participate in various roles in the arts. 3. read.
35 . demonstrate mastery of the foundation skills and competencies essential for success in the workplace. construct. use mathematical analysis. be knowledgeable about the world of work. apply the knowledge and thinking skills of mathematics. Mathematics. 2. by applying mathematics in real-world settings. 7. science. Science & Technology 1. science. 2. and abilities to future career decisions. to pose questions. and trigonometry. understand the relationships and common themes that connect mathematics. 3. and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. apply technological knowledge and skills to design. explore career options. understand and apply scientific concepts. and success in postsecondary programs. access. and develop solutions. 5. seek answers. career advancement.Career Development & Occupational Studies 1. geometry. and by solving problems through the integrated study of number systems. and engineering design. 3a. Back Table of Contents Next LEARNERS WILL: Languages Other Than English (LOTE) 1. 4. and technology to address real-life problems and make informed decisions. and relate personal skills. 3b. 6. principles. as appropriate. generate. be able to use a language other than English for communication. choose a career major and acquire career-specific technical knowledge/skills necessary to progress toward gainful employment. demonstrate how academic knowledge and skills are applied in the workplace and other settings. and transfer information using appropriate technologies. algebra. and technology and apply the themes to these and other areas of learning. use and evaluate products and systems to satisfy human and environmental needs. aptitudes. understand mathematics and become mathematically confident by communicating and reasoning mathematically. process. data analysis. probability. develop cross-cultural skills and understandings. scientific inquiry. 2.
and how an economy solves the scarcity problem through market and nonmarket mechanisms. themes. themes. eras. 5. the basic civic values of American constitutional democracy. 2. Back Table of Contents Next 36 . the United States Constitution. how major decisionmaking units function in the United States and other national economies. 4. places. rights and responsibilities of citizenship. developments. and turning points in world history and examine the broad sweep of history from a variety of perspectives. and global—including the distribution of people. use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local. eras. use a variety of intellectual skills to demonstrate their understanding of major ideas. national. and turning points in the history of the United States and New York. use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments. 3. and environments over the Earth’s surface. the governmental system of the United States and other nations.Social Studies 1. and the roles. use a variety of intellectual skills to demonstrate their understanding of major ideas. developments. including avenues of participation. use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources.
Although this test measures language and literacy skills at the lowest levels (no speaking is necessary for some items as learners respond to pictures by pointing). 6. 5. which is designed for placement and includes a basic English literacy screening and an oral assessment. Henderson-Moriarty ESL Placement (HELP) test which was designed to measure the literacy skills (in the native language and in English) and the oral English proficiency of Southeast Asian refugee adults. which assesses a learner's ability to speak and understand English. and assessment tools for ABE and ESL programs. published by New York State. NYS PLACE Test. Adult Basic Learning Examination (ABLE) Basic English Skills Test (BEST) 4. 3. Literacy Volunteers of America's "ESL Oral Assessment (ESLOA). The CASAS ESL Appraisal is multiple choice and includes reading and listening items. Test of Adult Basic Education (TABE) 2. training manuals. It is easy to administer because it is given to groups. CASAS ESL Appraisal assesses English literacy (reading and writing) skills and listening and speaking skills. but does not test oral skills. the oral segment is lengthy and must be administered individually. 37 . The Comprehensive Adult Student Assessment System (CASAS) of California has developed competencies. it requires some training on the part of the tester. 8. 6.ESL ADULT EDUCATION ASSESSMENTS AND PROGRAM EVALUATIONS COMMERCIALLY AVAILABLE TESTS: 1. Basic Inventory of Natural Language (BINL) which provides a grammatical analysis of spoken language 7. Also.
com/doc/37836744/ESL-and-Spanish-Teachers-Dream-Come-True-The-Authentic-HispanicHeritage-Student-Workbook-Teacher-s-Edition ESL Learning Standards Preview Presentation http://www.com/Present?docid=dccvpvzb_295dzmqvrfq&invite=dr9dc49 and/or https://docs.p12.nysed.ESL References and Resources Assessing English Language Learners http://www.gov/ciai/ela/pub/elp1.com/2010/09/new-york-state-core-curriculum-guide.eslfast.google.com/doc/62972116/Middle-School-Intermediate-Level-ESL-Instructional-Plans-Bundle English Language Arts THE UNIVERSITY OF THE STATE OF NEW YORK CORE CURRICULUM Resource Guide http://www.net/ESLEXCEL/esl-learning-standards-preview-presentation6-presentation-745256 Early Literacy Profile http://www.gov/apda/nyseslat/brochure/2009/pg-eng-09rev.nysed.google.slideshare.com/present/view?id=0AajyGBYPELFJZGNjdnB2emJfOTdoc3hkMzN3cw&hl=en_US ESL and Spanish Teachers Dream Come True: The Authentic Hispanic Heritage Student Workbook: Teacher's Edition http://www.pdf New York State Core Curriculum Guide for ESL Instruction: https://eslexcellence.com/Product/ESL-INTERMEDIATE-LEVEL-GOALS-AND-OBJECTIVES Super Easy Reading for ESL Beginners http://www.htm 38 .myicourse.pdf Parent Guide to ESL Testing http://www.com/course_catalog or http://esltoeflreview.scribd.p12.pdf ESL Intermediate Level Goals and Objectives: http://www.com/supereasy/index.cgcs.gov/ciai/ela/pub/ccela.scribd.teacherspayteachers.html BONUS BEGINNING LEVEL WORKSHOP http://docs.blogspot.pdf Middle School Intermediate Level ESL Instructional Plans: Bundle http://www.nysed.org/pdfs/AssessmentGuidance.p12.
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