Adult Education Guide to ESL Literacy Curriculum. Courses 101-103.

Autor/inn/en	Shaw, Melvin; und weitere
Institution	Chicago City Colleges, IL. Chicago Urban Skills Inst.
Titel	Adult Education Guide to ESL Literacy Curriculum. Courses 101-103.
Quelle	(1984), (256 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Adult Programs; Behavioral Objectives; Classroom Techniques; Course Organization; Educational Resources; English (Second Language); Functional Literacy; Guidelines; Instructional Materials; Lesson Plans; Limited English Speaking; Literacy Education; Second Language Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Course organisation; Kurskonzept; Bildungsmittel; English as second language; English; Second Language; Englisch als Zweitsprache; Funktionale Kompetenz; Richtlinien; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This guide was developed to meet the needs of the increasingly large number of nonliterate and semiliterate adult English-as-a-second-language (ESL) learners in the Chicago metropolitan area. It is suitable for learners who are illiterate or semiliterate in their native languages, or who are literate in a language using a non-Roman alphabet. The guide is organized in five sections. The first section is an introduction that identifies ESL literacy and learners and discusses how teachers can help these students. Part II contains the communication objectives for courses 101-103. Each objective has nine components, including course number and communication objective number, title, sample life situations, sample language, competencies, literacy skills, notes to the training specialist, related higher-level objectives, and a suggested lesson outline. In Part III, oral and written teaching strategies are discussed, and materials are suggested. Part IV presents a sample lesson on telling time, while the final section provides an annotated bibliography of classroom materials and a bibliography of professional resources. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01