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LANGUAGE! Focus on English Learning Overview
www.sopriswest.com/language
Everyday English for Non-English Speakers
Everyday English for Non-English Speakers is a six-week curriculum for newcomers
focusing on the sounds of the English language, everyday words and their use, knowledge
of core vocabulary, and key characteristics of how English works.
· Topics feature six everyday scenarios
connected to students' lives: school, home,
neighborhood, grocery store,
mall, and "My Day"
The instructional lesson design follows the
same integrated, step-by-step curricular
process as LANGUAGE! to address the
needs of non-English speakers. Everyday
English for Non-English Speakers:
· Ensures students' acquisition of basic
English while preparing them for the
procedures implemented in LANGUAGE!
· Guides teachers
through the
often difficult
task of reaching
newcomers and
increasing their
proficiency
· Directs the teaching
of concepts, content,
and skills, and
models procedures
and strategies for
explicit instruction
6
7
Students learn everyday greetings and are introduced to the week's scenario.
Then, students focus on one of the areas within the scenario.
Greetings
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Greet the class with "Hello." Wave as you say hello.
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Have students:
Choral repeat "Hello."
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Greet the class with "Good morning." Draw a sunrise on the board.
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Have students:
Choral repeat "Good morning."
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Repeat with a drawing of a sun high in the sky for "Good
afternoon," and a drawing of a moon for "Good evening."
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Say "Goodbye." Wave and walk away from the class.
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Have students:
Choral repeat "Goodbye."
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Greet individual students with one of the greeting expressions.
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Have individual students:
Repeat the greeting.
Work in pairs to say and repeat greetings to each other.
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Point to a window or your watch. Gesture to students to choose the appropriate
greeting for that time of day by pointing to one of the drawings on the board.
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Have students:
Greet you with the appropriate greeting for that time of day.
Unit Overview: School
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Direct students' attention to the pictures on pages 2 and 3. Say "school."
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Have students:
Choral repeat the word.
Identify any parts of the school they know in English.
Share the words with the class.
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Direct students to the photo collage on pages 45. Point out the
classroom.
Say "classroom."
Student Text
pp. 27
Model
Pair/Share
Classroo
Lesson
1
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Have students:
Point to the picture of the classroom.
Choral repeat the word.
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Repeat for
office, lunchroom, and gymnasium. When you say gymnasium, say
"physical education."
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Have students:
Say the words
classroom, office, lunchroom, gymnasium, and physical
education aloud as you point to the pictures.
Introduction to the Classroom
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Direct students' attention to the picture of the classroom on page 6 of the
Student Text.
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Point out the board in the picture. Point out the board in your classroom if you have
one. Say the word
board aloud.
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Have students:
Choral repeat the word.
Point to the object and word on the items list on page 7.
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Repeat with
eraser and pen.
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If the item is in your classroom, hold it up or point to it for the class to see. Repeat
the word.
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Elicit items that students know in English that are in the picture and ask students to:
Share the words with the class.
Students practice identifying, differentiating, and producing long
vowel sounds.
Long / a / Vowel Card
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Give each student a blank card and write the letter a on the board.
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Tell students the name of the letter in English.
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Have students:
Write the letter
a on one side of their card.
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Prepare a card for yourself. Pronounce the long / / sound.
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Point out that the sound has the same pronunciation as the name of the letter.
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Have students:
Choral repeat the sound.
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Write the word
eraser on the board. Hold up the Student Text and point out the
picture of an eraser. Underline the
a. Say the word aloud.
Student Text
pp. 67
Blank cards
Eraser
Book
Crayons
Teacher Edition