INTRODUCTION TO ESOL

The English for Speakers of Other Languages (ESOL) curriculum supplement is intended to be a fluid document which can be adapted in response to changing needs and interests of the student and to changing requirements of the community. The strategies and goals are designed to be descriptive rather than prescriptive, and educators should select from among the varied options provided. ESOL is most effectively taught in context, not isolation. Therefore, curriculum should be both contextualized and customized to meet the needs and interests of individual learners.

This curriculum supplement consists of three components:

Underlying Assumptions

The assumptions upon which this work has been based are as follows:

Learning does not take place in isolation, and curriculum elements are interrelated.

Teaching and learning ESOL is a joint effort involving the individual, the school, the family, and the community in an ongoing commitment to achieving improved communication. Listening, speaking, reading, and writing skills should be taught in an integrated fashion whenever possible throughout the entire curriculum.

The learning process should involve the adult student as an active participant.

Since learners are the center of the learning process, the process should be defined with learner input. As this process evolves, the learners are enabled, through improved communication ability and greater cross-cultural understanding, to deal with requirements and challenges of home, school, work, and community more effectively. The purpose of learning ESOL is to realize individual student goals, which may relate to one or more personal, family, work, or educational objectives. English is the medium for exploring diverse content areas which are relevant to the learners’ daily lives.

ESOL is built on a foundation of mutual respect and intercultural understanding.

The diversity of the learners' cultural and linguistic backgrounds and their past experiences provides a valuable resource to the classroom and the larger community. In New York State, ESOL students come from at least 130 primary language backgrounds; the richness of their culture and experience is a valuable resource and should be incorporated into the learning experience. In the ESOL class, English is the common focus which brings a diverse population together. Since everyday needs determine learning goals, routine and ordinary communications become the medium for class lessons. Understanding and communicating effectively are the ultimate goals, while humor and sharing of experiences play important roles.

Learner information, abilities, and needs determine instruction.

As soon as possible, those responsible for intake, whether office staff or ESOL teachers (assisted when necessary by someone who speaks the learner's native language), should interview and assess a learner. This is done to find out personal information, work history, previous education, native language literacy, languages spoken, health and emergency information, as well as short- and long-term goals. This face-to-face interview also allows for communicative ability and functional English reading and writing skills to be assessed in a real situation.

Previous experience and learning styles affect learning.

ESOL students who are non-literate in their native languages differ significantly from their literate counterparts. Therefore, efficient teaching approaches are needed. For non-literate students, even greater initial emphasis should be placed on listening and understanding, recognizing survival sight vocabulary, and communicating or requesting basic information. Educated professionals, on the other hand, can draw on their previous educational experiences and skills and will undoubtedly progress at a different rate from those who have had little or no educational experience.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES

ADULT GOALS

Adult Goal 1. Learners will learn the English necessary to meet immediate needs.

Adult Goal 2. Learners will gain control of the system and structure of the English language.

Adult Goal 3. Learners will improve ability to understand spoken English.

Adult Goal 4. Learners will improve speaking skills necessary to function in English.

Adult Goal 5. Learners will develop strategies for reading English.

Adult Goal 6. Learners will write in English.

Adult Goal 7. Learners will develop numeracy skills where needed.

Adult Goal 8. Learners will identify and use language acquisition strategies to comprehend and produce English.

Adult Goal 9. Learners will develop and enhance appreciation and respect for individual and cultural diversity.

ESOL

Adult Goal 1: Learners will acquire the English necessary to meet immediate needs.

OBJECTIVES

EXAMPLES

Objective A: Learners will express where, with whom, and why s/he needs to use English.

  • Answer questions in native language or point to pictures to indicate survival needs.
  • Respond to questions about learning needs.
  • State personal interests and learning needs.
  • Describe needs in writing in lists, letters, or journals.

Objective B: Learners will participate in planning and decision making in class.

  • Help plan class festivities, trips, etc.
  • Help choose lesson content by responding to questions, checklists, or discussion.
  • Give opinions on appropriateness of different class activities.
  • Assess own progress periodically using anecdotes, checklists, journals, portfolios.

Objective C: Learners will take an active role in their learning environment.

  • Write on the board, dictate to the class, role-play, and help classmates.
  • Interview visitors to the class.
  • Contribute to running the class by volunteering, electing officers, and serving on committees.
  • Plan and conduct class events, celebrations, and speakers; write letters to invite or thank visitors.
  • Teaches others.

Objective D: Learners will work cooperatively to create a safe and comfortable atmosphere and increase the use of English without fear of criticism.

  • Dictate names to one another.
  • Interview one another.
  • Work together in pairs and small groups.
  • Work together to solve problems, share opinions, or produce a product in English.
  • Develop constructive ways to correct their own and peers' common errors.
  • Speak one-to-one with instructor.

ESOL

Adult Goal 2: Learners will gain control of the system and structure of the English language.

OBJECTIVES

EXAMPLES

Objective A: Learners will understand and use the sound system of English.

  • Pronounce English sounds.
  • Use English intonation patterns and pauses in statements, questions, and exclamations.
  • Place stress appropriately on English words and in sentences.

Objective B: Learners will gain control of the grammatical structures of the English language.

  • Use simple grammatical structures for specific language functions: pronoun + verb “to be” + noun.
  • Use commands + nouns, i.e., “Take a book.”
  • Listen and respond to typical medical commands.
  • Use verb tenses: present, past, continuous, perfect, future.
  • Increase their vocabulary.
  • Use idiomatic language appropriately, i.e., “Foot the bill.”
  • Use appropriate articles and prepositions.
  • Use complex grammatical structures.

“Yesterday I wrote an application to my son's school myself without help (for the first time!)… I feel more confidence in my new life.”

--Nataliya U. of Monroe #1 BOCES

ESOL

Adult Goal 3: Learners will improve ability to understand spoken English.

OBJECTIVES

EXAMPLES

Objective A: Learners will improve listening skills and comprehension through various listening activities which focus on specific information.

  • Follow oral directions silently with physical action, i.e., “Total Physical Response.”
  • Respond to emergency warnings.
  • Respond appropriately to a request for personal and other information: name, address, telephone, time, etc.
  • Select important information from conversations, weather and news on radio/television, telephones, answering machines, and announcements on buses, trains, etc.
  • Respond to dictation: letters, words, numbers, phrases, telephone numbers, addresses.
  • Respond to body language cues.
  • Discriminate sounds in minimal pairs, e.g., pin-pen, hat-hot.

Objective B: Learners will become more comfortable in an English speaking environment and become increasingly aware of what is being said around him/her.

  • Listen to an anecdote and tell what it is about.
  • Listen to a conversation and identify the topic.
  • Watch a news story or television program and explain what happened.
  • Listen and respond, i.e., laugh, groan, exclaim, joke, frown, etc. appropriately to idiomatic expressions, i.e., slang, street language, etc.
  • Listen to a story and ask and answer questions.

ESOL

Adult Goal 4: Learners will improve speaking skills necessary to function in English.

OBJECTIVES

EXAMPLES

Objective A: Learners will identify and use language appropriate to a variety of everyday situations.

  • Understand and use basic functional expressions, i.e., socialize, use greetings, etc.
  • Small talk.
  • Clarification strategies, i.e., “Can you repeat that?”
  • Beginning and ending a conversation.
  • Give personal information.
  • Introduce self or others.
  • Use expressions and vocabulary of time.
  • Give directions how to do something.
  • Describe symptoms of illness.
  • Report housing problems.
  • Use the telephone to report emergencies, make appointments, and for emergency business and personal conversations.
  • Request and describe items when shopping.
  • Request information from officials; ask for and negotiate help.
  • Use idiomatic language appropriately, i.e., "foot the bill."

Objective B: Learners will use functions of English conversation to communicate effectively with different people.

  • Increase vocabulary.
  • Respond appropriately to oral requests from others.
  • Respond to listener feedback.
  • Use different levels of formality in English when talking to a friend, co-worker, employer, or stranger.
  • Express agreement and disagreement.
  • Ask questions when needed.
  • Use appropriate expressions of courtesy to thank, apologize, request permission, interrupt, compliment, etc.
  • Use appropriate expressions to complain, object, apologize, insist, refuse, etc. to achieve purposes.

“Nowadays I feel happy when I speak to everybody in English and they understand what I say.”

--Chon V.C. of Monroe #1 BOCES

ESOL

Adult Goal 5. Learners will develop strategies for reading English.

OBJECTIVES

EXAMPLES

Objective A: Learners will develop basic literacy skills where needed.
  • Recognize and identify English alphabet and upper and lowercase letters in both cursive and manuscript. · Recognize and identify survival signs, i.e., stop, go, danger, no parking, etc.
  • Increase sight vocabulary and basic, functional words related to everyday needs such as name, address, telephone number, etc.
  • Know basic letter-sound relationships.
  • Know word families, compound words, suffixes, and prefixes.
  • Read from left to right and top to bottom.
  • Scan for specific information, i.e., time, date, place, name, etc.
  • Interpret abbreviations, i.e., a.m., U.S.A., apt., Jan., Ave., etc.
  • Identify and use punctuation marks, i.e., periods, question marks, exclamation points, commas, and abbreviations.
  • Identify capitalization clues in written material, i.e., proper names, people, places, buildings, beginnings of sentences, days of week, months of year, holidays, etc.
  • Use context clues to determine the meanings of unknown words, i.e., “I like to eat succotash.” I like to eat clues the student that the word that follows is a food name.

Objective B: Learners will become familiar with the reading materials of everyday life to meet personal needs and interests.

  • Identify, recognize, and extract information from advertisements, signs, schedules, forms, memos, letters, etc.
  • Use telephone directory, dictionaries, and other reference materials.
  • Identify and organize personal records pertaining to issues such as immigration, health, school, and public assistance, etc.
  • Use maps, manuals, graphs, and charts.
  • Read and discuss simple materials such as receipts, advertisements, coupons, flyers, labels, bills, schedules, and newspaper headlines.

Objective C: Learners will read for various purposes including leisure time enjoyment and to meet vocational needs.

  • Read to enrich vocabulary.
  • Read newspapers, magazines, and books.
  • Choose from high interest, easy-to-read fact and fiction materials.
  • Use various vocational resources, i.e., job announcements, classified advertisements, civil service information, employment and training flyers, etc.
  • Gather information from written sources and reference materials, i.e., citizenship preparation, health, employment, etc.
  • Read to participate in a discussion and share views.
  • Read to interpret and analyze fiction and non fiction.
  • Expand understanding of idiomatic forms of English.

ESOL

Adult Goal 6: Learners will write in English.

OBJECTIVES

EXAMPLES

Objective A: Learners will develop and improve writing skills by writing extensively in English using various formats.

  • Fill in forms, i.e., name, address, and telephone number.
  • Write lists, notes, and memos.
  • Take notes on orally transmitted materials.
  • Write telephone messages.
  • Write letters including: letters of complaint, order, friendly, business, and applications.
  • Apply for employment, housing, citizenship and immigration, driver's license, public assistance, etc.
  • Reinforce understanding and use of standard writing conventions such as capital letters, punctuation marks, paragraphs, parts of a letter, etc.
  • Identify and use parts of a keyboard.

Objective B: Learners will use the writing process.

  • Initially use language experience process, dictating story in own words to a native speaker and reading it back.
  • Select topics to meet needs or suit interests.
  • Draft texts and share with peers.
  • Suggest changes and improvements.
  • Edit writing with input from class. “Publish” writing on class bulletin boards, in handmade booklets, school newsletters, community papers, and publications.
  • Write letters for desired results.
  • Write letters for personal enjoyment.
  • Write letters to public officials to achieve a purpose and to communicate opinions.

ESOL

Adult Goal 7: Learners will develop numeracy skills where needed.

OBJECTIVES

EXAMPLES

Objective A: Learners will use numbers in English.

  • Count in English.
  • Recognize, name, and reproduce Arabic numerals.
  • Hear, understand, and write numbers (zero - 1000) and number words, i.e., one, hundred, thousand, etc.
  • Hear and recognize cardinal and ordinal numbers.
  • Hear and recognize differences in similar sounding numbers, e.g., 14-40, 15-50.
  • Recognize and reproduce money symbols, i.e., dollar sign, decimal points, cent sign, etc.
  • Recognize and reproduce terms related to time, i.e., 6:00 a.m., 4:45, etc.
  • Deal with money and consumer computation , i.e., change, sale price, interest, credit, tax, etc.
  • Recognize Roman numerals.
  • Use clocks, i.e., analog and digital; use calendars and dates , i.e., month-day-year.

Objective B: Learners will use the U.S. system of measurement.

  • Recognize non-metric measures for weight, height, distance, and temperature roughly equivalent to metric measure, i.e., 37oC = 98.6oF, 1 kg = 2.21 lbs.
  • Use basic dry and liquid measures in the U.S. system , i.e., 1 liter = approximately 1 quart.

Objective C: Learners will understand and use the language and process of calculation where needed.

  • Recognize and understand the basic mathematical symbols, i.e., +, -, X, $, ‚, <, >, =, %, etc.
  • Calculate and understand mathematical operations used in everyday life, i.e., estimate total cost, calculate tax, 25% off, balance checkbook, do income taxes, calculate overtime, etc.
  • Understand and use calculators, graphs, charts, maps, schedules, i.e., estimate mileage, understand check stubs, interpret trends, etc.

ESOL

Adult Goal 8: Learners will identify and use language acquisition strategies to comprehend and produce English.

OBJECTIVES

EXAMPLES

Objective A: Learners will become conscious of strategies, i.e., auditory, visual, kinesthetic, etc. they use, evaluate them, and try out new strategies.
  • Brainstorm with students how they remember new words.
  • List strategies.
  • Discuss what strategies work best for each of them, evaluate what happened.
  • Learners choose new strategies to try out, i.e., draw/act out a word, make own flashcards, seek out native speakers, etc.
  • Use mnemonic devices, i.e., “Her first nurse works early” to learn identical vowel sounds with different letter combinations.
  • Use technology and media such as radio, telephone, television, computers, closed-caption TV in home, school, workplace, and community to learn more English.

ESOL

Adult Goal 9: Learners will develop and enhance appreciation and respect for individual and cultural diversity.

OBJECTIVES

EXAMPLES

Objective A: Learners will appreciate the uniqueness of their own cultures and become aware of the range of cultures represented in the U.S.A.

  • Draw, show pictures, tell stories about own country/culture.
  • Learn greetings in other languages represented in class.
  • Share and taste food from own and classmates' cultures.
  • Plan parties, demonstrations, multicultural projects, interview classmates to get information about other cultures.
  • Share information about birth, marriage, death, and other life events.
  • Discuss customs and traditions in native country.
  • Identify places and people offering help in their own languages, i.e., cultural support groups, advocacy organizations, hotline numbers, etc.

Objective B: Learners will increase awareness of similarities and differences between own cultures and U.S. customs and conventions, and among various cultures represented in the classroom or in the news.

  • Compare their own and U.S. customs and conventions.
  • Prepare celebrations and food for their own and U.S.A. holidays.
  • Celebrate own and each other's cultures through projects such as festivals and cookbooks.
  • Identify, compare, and contrast greetings, customs, values in their countries and U.S.A.
  • Recognize and interpret nonverbal communications (i.e., personal space, posture, facial and body gestures, eye contact) in the U.S.A. as compared to their own countries, etc.
  • Discuss cultural values and concerns about their children becoming Americanized, i.e., food, music, first language use, attitude toward authority, etc.
  • Become aware through the news media of cultural events in the community.
  • Identify facts, opinions, biases and values on television, radio, and print media in news and entertainment, i.e., human rights, the aged, death penalty, gender roles, etc.
  • Know about and function in U.S. systems, e.g., education, legal, transportation, and social services.
  • Understand how to use positive techniques for resolving cultural/ethnic problems.
  • Understand how people with differing cultural and ethnic backgrounds behave in various situations, e.g., work, public places, social gatherings.

“I like my school very much. We’re learning English. In my class there are students from many different countries.”

--Olga A.

ESOL

When a student is ready to leave your ESOL class, s/he should be able to demonstrate most of the following tasks at a level you consider satisfactory. At the conclusion of the program, plan to focus on the following assessment activities in your class time. Share with the students what you will be doing and why. Make them partners in the process. When you evaluate all tasks, explain to students why a task was satisfactory or unsatisfactory.

Level 1

Learners should be able to:

  1. Write, say, and spell name, address, telephone number, social security number, place and date of birth, age, sex, and marital status.
  2. Hear, write, and say cardinal numbers, ordinal numbers, money, and prices.
  3. Say, spell, and write teacher's name, room number, school name and address, school telephone number, class level, program name, and employer information. Fill in vital information on a wallet card. Call and say reason for absence.
  4. Respond appropriately to classroom commands.
  5. Use appropriate language of clarification to get someone's attention, indicate lack of understanding, indicate understanding and correct an error.
  6. Hear, say, and write days of the week, months, years, and dates. Use a calendar. Answer questions about the calendar.
  7. Use appropriate language of time to ask the time, tell time, and respond to questions about daily routine. Listen for time and write it on a clock.
  8. Name seasons and relate weather to seasons.
  9. Socialize with appropriate verbal and nonverbal behavior: greet someone and make small talk, introduce self or someone else, end a conversation and say good-bye.
  10. Hear, repeat, follow, and give oral directions to get around a building, a neighborhood, and the city. Use a map to plan travel by public transportation or by car.
  11. Identify the parts of the body. Respond appropriately to medical commands.
  12. Describe symptoms of illness.
  13. Respond to ”May I help you?” when shopping. Ask for food, clothing, and household items by size and quantity.
  14. Use the telephone to make an emergency call to report a fire, crime, or medical emergency. 15. Describe and report common housing problems. 16. Ask for help: verbalize problem, explain the circumstances, and list possible actions.

Level 2

Learners should be able to:

  1. Fill in a personal information form.
  2. Write an absence note for self or child.
  3. Listen to and follow oral directions.
  4. Write a simple paragraph about self and life experiences, using the past tense.
  5. Give oral directions on how to go from the school site to home, referring to a bus or subway map.
  6. Listen to a weather report on tape, radio, or television and paraphrase it. State what clothing and activity are appropriate.
  7. Role-play a medical emergency call.
  8. Describe a common housing problem

Level 3

Learners should be able to:

  1. Produce a written narrative or description from first draft to a revised and finished form.
  2. Give oral directions on how to do something.
  3. Read and extract information from a telephone bill, i.e., the various services included.
  4. Read a newspaper article and tell about and react to what they read.
  5. Describe orally what constitutes a good job and what makes a good worker.
  6. Express his/her own job aspirations and describe the education and training necessary to achieve them.
  7. Write a resume.

Suggested Contexts/Content Areas

SELF AND FAMILY

  1. Personal information (for forms)
  2. Emotional and physical states
  3. Family members and relationships
  4. Parts of the body
  5. Symptoms of illness
  6. Clothing
  7. Hobbies and interests

THE HOME

  1. Furniture and rooms
  2. Household objects
  3. Kinds of housing
  4. Finding a place to live
  5. Real estate and rental advertisements
  6. Discussion with prospective landlord, etc.
  7. Renting
  8. Leasing
    1. Rights
    2. Obligations
    3. Pets
    4. Complaints and problems
  9. Utilities and water bills
  10. Telephone
  11. Cable TV
  12. Nutrition
  13. Cooking and baking

THE WORKPLACE

  1. Occupations
  2. Job description
  3. Personal abilities/skills
  4. Finding a job: where to look
    1. Employment office/agencies
    2. Want advertisements
    3. Signs
  5. Filling out forms and applications
  6. Resume
  7. Job interviews
  8. Keeping a job
    1. Work-related vocabulary
    2. Following directions
  9. Employee rights

EVERYDAY LANGUAGE (SURVIVAL)

  1. aily routine
  2. Time
  3. Numbers
    1. Cardinal
    2. Ordinal
  4. Weather
  5. Colors
  6. Language about language
  7. Classroom language and commands
  8. Gestures and nonverbal communication
  9. Greetings, farewells, and introductions
  10. Money and checks
  11. Asking for and giving directions
  12. Signs
  13. Local place names
  14. Telephone dialogues
  15. Food and meals
    1. Eating home
    2. Eating out
    3. Fast foods
  16. Small talk
  17. Public transportation
  18. Automobiles: owning, license, registration, driving
  19. Personal identification
  20. School information, e.g., school address, phone number
  21. Script handwriting (signature)
  22. Visit to doctor's office/role play
  23. Measurements
  24. Holidays
 

THE HOME

  1. Furniture and rooms
  2. Household objects
  3. Kinds of housing
  4. Finding a place to live
  5. Real estate and rental advertisements
  6. Discussion with prospective landlord, etc.
  7. Renting
  8. Leasing
    1. Rights
    2. Obligations
    3. Pets
    4. Complaints and problems
  9. Utilities and water bills
  10. Telephone
  11. Cable TV
  12. Nutrition
  13. Cooking and baking
 

MEDICAL

Making an appointment
2. Public assistance pertaining to health
3. Family planning
4. Child care
a. Immunizations
b. Childhood diseases
5. Parts of the body
a. Nouns
b. Verbs for each noun
6. Prescriptions, medicines, and dosages
7. Forms and necessary information
8. Insurance
a. Life
b. Health
c. Claims
9. General health and nutrition
10. Mental illness
a. Warning signs
b. Treatment
11. Cleanliness, personal
12. In the doctor's office
a. Commands
b. Symptoms
13. Diseases and health problems
a. Colds
b. Flu
c. Cancer, etc.
d. AIDS (symptoms, transmission,
precautions, treatment)
e. Lyme disease (symptoms, transmis-
, mission, precautions, treatment)
14. Emergency procedures

SOCIAL SKILLS

1. Clarification
a. Asking for
b. Giving
2. Small talk
a. The weather
b. Family
c. Sports
3. Reporting progress and problems
4. Responding to interruption and criticism
5. Greetings, farewells and leave-taking
6. Introductions
a. Introducing others
b. Introducing self
c. Acquaintances
7. Apologizing and acknowledging mistakes
8. Requesting and offering assistance
9. Borrowing
10. Giving a warning (“Look ou t!”)
11. Taboos
12. Expressing ability/inability
13. Advice
a. Asking for
b. Offering
c. Responding to
14. Expressing agreement and disagreement
15. Expressing appreciation
16. Approval or disapproval
a. Requesting
b. Expressing
17. Asking for and reportin g information
18. Asking for and reporting additional
information
19. Attracting attention (“ Yoo hoo!”)
20. Inquiring about and expressing certainty or
uncertainty
21. Complaining
22. Complimenting and responding to
compliments
23. Congratulating
24. Correcting
25. Deducing
26. Denying and admitting
27. Describing and identifying people and/or
things
28. Asking for and giving directions
29. Expressing disappointment
30. Expressing fear, worry, anxiety
31. Granting forgiveness
32. Expressing indifference
33. Instructing
34. Inquiring about and expressing intention
35. Extending and accepting invitations
36. Inquiring about and expressing likes and
dislikes
37. Asking about and expressing obligation
38. Offering and responding to help
39. Requesting, granting, and denying permission
40. Inquiring about and indicating permissibility
41. Persuading and insisting
42. Inquiring about and expressing possibility or
impossibility
43. Inquiring about and expressing probability or
improbability
44. Asking for, making, a nd breaking promises
45. Inquiring about and expressing remembering
and forgetting
46. Requests (polite or informal)
a. Making
b. Responding to
47. Inquiring about and expressing
satisfaction/dissatisfaction
48. Expressing surprise or disbelief
49. Sympathizing
50. Expressing wish or hope
51. Inquiring about and expressing a want or
desire
52. Understanding idioms
53. Discussing sexuality and sexual problems

TRAFFIC

1. Auto rules (including parking)
2. Pedestrian rules
3. Public transportation rules
4. Bicycle, moped, motorcycle rules
5. What to do in the event of an accident
6. Your rights
7. Violations and fines
8. Towing

ETHICS AND CULTURAL VALUES

1. Business
2. Landlord/landowner
3. Student
4. Consumer
5. Neighbors
6. Government
a. Taxes
7. Etiquette in the U.S.A.
a. Being polite with strangers, i.e.,
first-come, first-served
b. Swearing and vulgarity
c. English vs “foreign” language
8. Driving and pedestrians
9. Humanitarian care of pets
10. Family
11. Work and/or money
12. Recreation
13. Education
14. Religion
15. Politics
16. Children
17. Volunteering and charities
18. Freedoms and liberty
19. Sports

CULTURE AND TRADITIONS

1. Celebrations
a. Holidays, history, customer
b. Personal, i.e., birthday,
anniversary, etc.
c. Greeting cards
2. Cultural comparisons
3. Clothing styles
4. Smoking and NYS laws
5. Male and female roles
a. Traditional
b. Contemporary
6. Personal space
7. Non-verbal communication
a. Gestures
b. Facial expression
c. Stance/body position
8. Formal written invitations
a. RSVP
b. Thank-you notes
9. Dinner at an American’s house
10. Funerals
a. Funeral homes and visiting
b. Condolences and helping out
c. Funeral procession
d. At the cemetary
11. Weddings
a. Ceremony
b. Reception
c. Appropriate gifts
d. Language

CONSUMER ECONOMICS

1. English vs. metric measurement
systems
1. Pricing
a. Unit
b. Sales
c. Retail
d. Factory outlets
2. Advertising
3. How to read and interpret a
flyer/ circular/advertisement
4. Contests, the lottery, OTB, chain
letters
5. Banks
a. Financing
b. Credit
c. Mortgage
d. Loans
e. Credit cards
6. Fraud
a. Detection and prevention
b. Reporting
c. Getting your money back
7. Major purchases, i.e., car, home
8. Budgeting
9. Garage and yard sales
10. Junk mail
11. Mail order

TRANSPORTATION

1. Types of
a. Public
b. Corporate
c. Private
2. Schedules, reservations, maps
3. Asking directions
4. Pedestrian and bicycle rules
5. Skateboards, roller skates, roller blades
6. Department of Motor Vehicles
7. The automobile
a. Its parts
b. Their actions and functions
8. A reliable mechanic
9. Insurance, accidents, and liability
10. Getting a license
11. Getting a car, motorcycle, moped
a. New
b. Used
c. Leased
12. NYS automotive laws and
recriminations
a. Speed limit
b. Seatbelts
c. Headlights and windshield wipers
d. Child protective seat
13. Getting stopped by the police

POST OFFICE/ SENDING INFORMATION

1. Types of postage
a. 1st class, 2nd, 3rd
b. Airmail
c. Overnight/one-day/two-day mail
d. Packages and UPS
2. Money orders
3. The mailbox
a. P.O. box
b. At residence
c. Drop-on-street mailbox
4. Federal law
a. Rights
b. Regulations
5. Fax
6. Change of address
7. Stamp vending machines

SCHOOL AND EDUCATION

1. Grades/years
2. Structure (pre-K to post-doctoral)
a. Line of authority
b. Responsibilities of various roles
c. Schedules, i.e., homeroom vs.
classrooms
3. How things work
a. Teaching
b. Types of classrooms (self-contained,
teams, etc.)
c. Homework and projects
d. Field trips
e. Social mores, i.e., independent work
vs. “cheating”
f. School rules and behavior, i.e., written
excuse for absence, no fighting, etc.
g. Remediation
4. Communication: school/parent
a. Report cards
b. Written notes
c. Parent-teacher conferences/meetings
d. Memos
5. Discipline
a. Detention
b. Note/phone call home
c. Suspension
d. Extra homework
e. Principal's office
6. Curriculum subject areas, i.e., math,
reading, etc.
School events
a. Prom, dances
b. Graduation
c. Awards and certificates
8. Requirements
a. Immunization for enrollment
b. Physical exam
c. Permission slips
9. Parental role in school
a. Volunteer
b. Communicating with teacher
c. Helping children at home
d. PTA
10. Types of schools
a. Public
b. Private (parochial and other)
11. Resources of lifelong learning
a. Literacy Volunteers
b. Continuing education classes
(1) High school
(2) College
c. Night school
d. ABE
e. GED
f. TOEFL prep/Michigan Test
g. Learning center
h. Family literacy programs
i. Public library
12. School closing
a. Holidays
b. Inclement weather and other
emergencies
c. Staff development days

RECREATION

1. Parks, pools, skating rinks, zoos, and
game farms (seasonal and year-round)
2. Museums and historical societies
3. Festivals and special events
4. Private sector
a. Amusement parks
b. Golf clubs
c. Bowling
5. Camping
a. Tent
b. Camper or RV
c. Cabin
6. Hunting and fishing
7. Movies
a. Movie rentals
b. Going to the movie theater
8. Theater
9. Sporting events
a. American football
Baseball
c. Soccer
d. Basketball
e. Hockey
f. Track and field
g. Softball
h. Gymnastics
i. Figure skating
j. Downhill and cross-country skiing
k. Thoroughbred/harness horse racing
l. Ping-Pong
m. Badminton
n. Bowling
o. Auto racing
10. Hiking and mountain climbing
11. Concerts
a. Types of music
b. Musicians, singers, entertainers
c. Types of concerts

IMMIGRATION

1. Visas
a. Types
b. How to obtain
c. Your obligations and rights
2. “Green card” -- permanent residency
3. Immunity or amnesty
4. Refugees
5. Travel to Canada or Mexico on a visa
6. Types of immigration status
7. Immigration terms
8. Citizenship/Naturalization

MEDIA

1. Television
a. Cable
b. Antenna
c. Satellite
d. Types of programs and ratings
e. Program guides
2. Radio
a. Types of programs
3. Newspapers
a. Types, i.e., local, professional,
national, tabloids/ “gossip papers”
b. Professional reporting
c. Sensationalism and fabrication
d. Sections, features, and format
e. Delivery
Magazines
a. Types
b. Subscription rates vs. newsstand prices
5. Brochures/flyers
6. Advertisements and commercials
7. Reporters, journalists, editors
8. Movies
a. Types
b. Ratings, i.e., G, PG, PG-13, R, etc.
c. Movie reviews
d. Movie listings at theaters
e. Videos

BARBER/HAIRDRESSER

1. Types of services
2. Salons
3. Describing the cut or style you want
4. Appointments vs. walk-ins
5. Fees
6. Tipping

LIBRARIES

1. Community services
2. Organization of materials
3. Materials available
4. Library systems
5. Photocopying laws (Federal)
6. Book sales
7. Getting a library card
a. Responsibilities and rights
b. Rules governing use
8. Family literacy programs

COMMERCE

1. Permits
2. Small sidewalk/park stand
3. Restaurant
4. Store
5. School, i.e., karate
6. Laws and regulations
7. Rental properties
8. Other small business

RESTAURANTS

1. Types
2. Ethnic foods
3. Menu
4. Ordering
5. Paying
6. Tipping
7. Dress codes
8 Making a reservation

TELEPHONE

1. Services and charges
a. Directory assistance
b. Operator-assisted calls
2. Types of calls
a. Local
b. Long distance
c. Person-to-person
d. Collect
3. Best times for long distance calls
4. Calling overseas
5. Long distance companies
6. Unlisted numbers
7. How to use a phone book
8. Changing a telephone number
9. Moving
a. Option: keep the same number
10. Prank phone calls
11. Sales calls
12. Phones
a. Types of phones: rotary dial, touchtone,
cordless, etc.
13. Cellular phones
a. Cost
b. Billing
14. Billing
a. Local
b. Long distance
15. Pay phones
16. Phone cards
17. Various phone conversations and
scenarios
a. Personal calls
b. Taking messages
c. Business calls
18. Fax

POLICE

1. Job descriptions
2. Organization
3. Levels of law enforcement and jurisdiction
a. State
b. County Sheriff
c. City/Town/Village
d. FBI
4. Types of crimes and punishments
5. Traffic, parking and moving violations,
including DWI and DWAI
a. Tickets
b. Towing
c. Paying process and/or appeals
d. License points
6. Arrests, jail, trial
a. Steps
b. Requirements
c. Your rights
7. Peace-keeping
8. Personal safety
9. Reporting
a. Theft or burglary
b. Rape
c. Domestic violence
d. Vandalism or trespassing

HEALTH (ALSO SEE “MEDICAL”)

1. Health care personnel
a. Doctors
b. Nurses
c. Physician's assistants
d. Pharmacists
e. Homeopath
f. Naturopath
g. Chiropractor
h. Acupuncturist
2. Specialties
a. OB-GYN
b. Psychiatrist
c. Anesthesiologist
d. Pediatrician
e. Oncologist
f. Neurologist
g. Orthopedist
h. Rheumatologist, etc.
3. Schooling and licensing
4. Health care facilities (HMOs)
5. Hospitals and their staff
6. Emergencies
7. Ambulances and paramedics
8. Mental health
a. Stress
b. Acculturation
9. Nursing homes and convalescent homes
10. Drugs
a. Prescription
b. Over-the-counter
c. Dosages
d. Cautions
e. Overdose
11. Household safety
a. Emergency exits, routes, and
procedures
b. Accident prevention
12. Health insurance and benefits
a. Payments and co-payments
b. Restrictions and deductibles
13. First Aid
a. Cuts and bruises
b. Choking
c. CPR
d. 911
14. Malpractice
15. Immunization
a. For various illnesses
b. Types (oral, vaccine, etc.)
c. Requirements
16. Animal diseases that people can contract
a. Rabies
b. Lyme disease
c. Protection
d. Treatment

GOVERNMENT AND LAW

1. Your rights
a. Bill of Rights
b. Constitution
2. Government structure
a. Federal
b. State
c. County
d. Town, village, or city
3. Responsible citizenship
4. Renter's rights
5. Frauds and scams
6. Attorneys
a. Public defender
b. Private law offices
7. Voting and elections

STORES

1. Types
2. Flyers or circulars and advertisements
3. Sales
4. Unit pricing, i.e., per pound, etc.
5. Guarantees and warranties
6. Receipts
7. Express lines
8. Methods of payment
9. Lay away
10. Returns and exchanges
11. Complaint
12. Your rights
13. Shoplifting

COMPUTER EDUCATION

1. How to operate
2. Different tools on Internet
a. E-mail
b. Listservs
c. World Wide Web
d. Search engines
3. Cautions
a. Giving identifying information
b. Scams
c. Monitoring for family use

BANKS AND SERVICES

1. Types of accounts
a. Checking
b. Savings
2. Loans, investments, CDs
3. Interest
4. Terminology
5. Bouncing checks
6. Credit rating
7. Credit cards and cash cards
a. Interest
b. Payment plans
8. Bankruptcy
9. Cashing checks
10. How to read a bank
statement
a. Balancing an account
11. Types of checks
a. Personal
b. Paychecks
c. Welfare
12. Paying bills
13. ATM cards
a. Security
b. Bank charges