esol intensive: english for the american classroom · • become comfortable with figurative...

ESOL INTENSIVE:English for the American Classroom

This ESOL (English for Speakers of Other Languages) intensive course is designed for students who plan to attend school in the U.S. and want to polish their English reading, writing, and speaking skills to better prepare them for the American classroom experience. Using reading selections and assignments from Oak Meadow’s curriculum, the course presents the English language through the lens of U.S. culture, cultural history, and national identity. The experience is enhanced through individualized interactive teacher/student lessons that take place twice weekly via Skype.

In the relaxed, entertaining atmosphere of this non-credit course, students will become familiar with and practice skills that are expected in the U.S. classroom, such as:

• readily giving opinions• relating personal perspectives and experiences• arguing persuasively• speaking to multiple sides of a controversial or complex issue

Students in the ESOL course will also:• develop a rich vocabulary• learn how to use descriptive writing• become comfortable with figurative language and humor

We suggest that students enroll in this 12-week intensive course in the spring or summer prior to fall enrollment in a U.S. school. The course may be taken concurrently with fall classes as schools allow; students should check with their U.S. school advisor.

The following books are included in the course:• ESOL Intensive: English for the American Classroom Coursebook (Oak Meadow)• Compelling Conversations (Chimayo Press)• Speak English Like an American (Language Success Press)

Oak Meadow is an accredited distance learning school that provides creative, experiential courses for students in grades K–12. Enrolled students receive printed curriculum materials designed for successful independent study and are assigned a teacher who will evaluate the lesson work, provide specific and encouraging feedback, and regularly communicate to support the learning process. All the materials needed to complete the course are included in the tuition fee.

The overall experience of the course was great, and it was flexible for every student. There were quite a lot of additional materials and I enjoyed them. Talking to [the teacher] was good oral and listening practice, and I got to know some American daily expressions.

— Geyang, ESOL student The ESOL lessons were really great. What impressed me most is that I got to write and speak English a lot...this is really important for English learners. I was free to talk about what I like and share with others the Eastern or Western culture. All this, I believe, prepared me for a possible future boarding school life. — Annie, ESOL student

Students come out of their shell and blossom with the Oak Mead-ow ESOL course. They express opinions and thoughts on a wide range of issues. They build a conge-nial relationship with their teacher, creating trust and the willingness to take greater risks in speech and writing as they grow in their abil-ity to communicate effectively in English. Students finish the course with the confidence and knowledge to embark on a new journey in a U.S. school.

—Sara Molina, Oak Meadow teacher

I N D E P E N D E N T L E A R N I N G S I N C E 1 9 7 5

ESOL Course OverviewLesson 1: Greetings and descriptive writing Greetings using course technology; descriptive writing; proverbs and quotations

Lesson 2: Social groups and personal goals Physical traits and personality traits; how personality can shape actions; hopes and

dreams

Lesson 3: Senses and imagery Sensory details in fiction and personal narrative; recording a video; creative uses for

ordinary objects

Lesson 4: Traditional and modern attitudes Informal discussion; common family issues and solutions; relating a proverb to

personal life

Lesson 5: Weather folklore and basic needs Reasoning; step-by-step instructions; parallel lists

Lesson 6: Animals and ecosystems Scientific writing; oral report; justifying an opinion

Lesson 7: Global citizenship Open-ended questions; universal human responsibilities; defending an essay

Lesson 8: Opinion poll and conflicting values Multimedia presentation; persuasive argument; multiple sides of a complex issue

Lesson 9: Remarkable lives Traits of remarkable people; creating a detailed outline; essay writing

Lesson 10: Dogs, cats and other pets Hyperbole; relating a personal experience; interpreting idioms

Lesson 11: Environmental controversies Summarizing a complex issue; effective communication skills in debate; comparative

essay

Lesson 12: Friendships and relationships Life lessons; qualities of friendship; final project

LEARN MOREVisit oakmeadow.com for more information on enrolling in ESOL: English for the American Classroom, and to learn about other great Oak Meadow course offerings.

ESOL Intensive: English for the American Classroom

Oak MeadowSample Lessons

Oak Meadow, Inc.Post Office Box 1346

Brattleboro, Vermont 05302-1346 oakmeadow.com

7

Lesson

This lesson asks you to think about your personality and how you act with your friends and family. You will create your first VoiceThread presenta-tion, showing some of the things you like to do. You will also be asked to write about your hopes and dreams. These assignments require you to think about what kind of person you are. This type of self-reflection is an important part of learning. Teachers often ask students to consider how their own thoughts and feelings affect their actions and opinions.

Lesson Goals • Describe your physical traits and personality.

• Discuss how personality can shape actions.

• Write about your hopes and dreams.

Lesson

Assignments2Reading, Writing, Speaking, and Listening

1. Read the passage below entitled “Inherited Traits,” and then write a list of the physical traits you have inherited from your parents. Write another list of your personality traits (inherited or not). Keep in mind that lists do not have to be written in complete sentences. Your lists might look like these:

Physical traits: Personality traits:

brown eyes from Mom talkative

big ears from Dad friendly

sensitive sense of smell from Mom good listener

2 Social Groups and Personal Goals

ASSIGNMENT SUMMARY

Read “Inherited Traits” and list your physical and personality traits.

Using Skype, discuss how your personality fits into your family or group of friends.

Create your own VoiceThread introduction.

Watch the TED Talk by Candy Chang and discuss it via Skype.

Write about your future life.


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2. In your first Skype session this week, discuss how your personality fits into your family or group of friends. Are you the peacekeeper of the group? Do you think up great ideas for others to follow? Are you always paying attention to the feelings of others? For instance, you might describe yourself as shy. Perhaps this makes you a good listener, which is important because you have two friends who are often arguing. By listening carefully, you understand their needs and are able to help them get along better. In your Skype conversation, describe your strengths and weaknesses, and how these affect your daily life.

3. Using your teacher’s VoiceThread presentation from last week as an example, create your own VoiceThread introduction. Use your password to access VoiceThread. First, you will upload photos or a slide presentation. Add voice and text to explain each slide. You can also add video and use the drawing tool if you’d like.

4. Watch the following TED Talk by Candy Chang: “Before I die I want to…”

http://www.ted.com/talks/candy_chang_before_i_die_i_want_to.html

Think about how you might answer Candy Chang’s question: “Before I die, I want to...” Ask five people you know to answer the question as well, and write down their answers. Be prepared to discuss these answers in your second Skype session this week.

5. Think about your hopes and dreams and then write about what you wish to accomplish in your life. Choose one of the following ways to write about what you wish to do:

• Write a summary of your future life (pretend it is a book about your life).

• Write a poem of your future life story.

• Write an interview with yourself 50 years from now .

Write one page. Be as creative as you like! Here is a brief example of a life story summary:

This story is about a boy who loved music and decided to follow his dream. He knew that most musicians aren’t able to earn a living with music, but he was determined to make it happen. He joined a band and began arranging concerts and getting to know other musicians

Lesson 2(continued)

accomplish: to do or complete

inherited: something you are born with

integrity: honor, truthfulness

interview: a talk where one person asks ques-

tions and the other answers

personality: the way you act; the qualities

that make you unique

pretend: imagine; act as though something

is real

self-reflection: being aware of your

thoughts and feelings

summary: a brief description

trait: distinguishing quality or aspect

Social groups and personal goals

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in town. When the band recorded their first album, he made friends with the sound engineer and soon began working for him to learn how to produce music albums and videos. After many years, this boy earned two Grammy awards for music production and music videography. His whole life was devoted to music, just as he had wished.

Here’s a short example of an interview:

Oprah Winfrey: So, you knew you wanted to be involved with music from the time you were little?

Me: Yes, that’s right. I was always playing music—guitars, drums, bass, mandolin. I even talked my parents into getting me a banjo. I’m not sure what the neighbors thought, but I played music every chance I got.

Oprah: What was your first music video like?

Me: Oh, it was pretty bad. Lots of loud music and random images that had very little to do with the song. But we had fun!

Extend Your Learning

Read the questions in Compelling Conversations, chapter 7: Being Yourself. You’ll find the questions under “Sharing Perspectives” and “The Conversation Continues.” These questions can help you as you work on assignments two and three this week. Make sure to look up any words you don’t know.

Read lessons 1-5 in Speak English Like an American. Listen to the CD for those lessons. Try to work one or two phrases into your written assign-ments this week.

Reading Selection: Inherited Traits

The passing on of traits, characteristics, or qualities from parents to offspring is called heredity. All plants and animals, large, medium, and microscopic, inherit traits from their parents through information in the cells. The modern science and study of heredity is called genetics.

The shape of our eyes, our hair color, the shape of our nose and our skin color, and to some degree even the quality of our gestures and move-ments, are inherited traits. Inherited traits are controlled by genes. Genes carry instructions for our design down to the last detail.

Lesson 2(continued)

QUIPS AND QUOTES

Language is the road map of a culture. It tells you where its people come from and where they are going.

—Rita Mae Brown


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Traits are controlled by genes of both the mother and father. An organism with two like genes for a trait will have the pure trait. However, an organ-ism with two unlike genes for a trait is called hybrid, or mixed for that trait. A dominant gene always shows itself and a recessive gene is hidden when the dominant gene is present. Here is an example that will help you understand.

In humans, the gene for brown eyes is dominant and the gene for blue eyes is recessive. Imagine that in one family both children have brown eyes. One of them has a pure trait for brown eyes because both parents gave him a brown-eyed gene. The other child is a hybrid for brown eyes because one parent gave her a blue-eyed gene, which is recessive, and the other parent gave her a brown-eyed dominant, gene, which has shown up. This child may pass on to her children either a blue (recessive) gene or a brown (dominant) gene.

Sometimes recessive genes can be passed along for generations without presenting themselves, making it difficult to predict how and when he-reditary traits will appear. This is part of what makes the study of genetics so fascinating.

(Adapted from Oak Meadow’s 6th grade Basic Life Science.)

Good to Know

There are lots of slang words to describe different types of people (or personality traits), such as:

live wire: extremely energetic

chatterbox: very talkative

bookworm: loves to read

scaredy cat or chicken: afraid

softie: kind-hearted

couch potato: inactive, sits on the couch watching TV

blabbermouth: can’t keep a secret

pig: greedy, messy

Lesson 2(continued)

Social groups and personal goals

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National Treasures: Cultural Icons

Hollywood: the entertainment center of Los Angeles, California, where many celebrities and movie and TV professionals work.

American cowboy: a symbol of the freedom of the vast open spaces of the American West, and a traditional way of life for ranchers, represented by physical toughness, love of the outdoors, and personal integrity.

Jazz music: an art form that became popular in the 1920s and symbolized the cultural struggle between traditional and modern attitudes.

Rosie the Riveter: an image from World War II advertisements that encouraged American women to take pride in working in factories after most men joined the military. It also created a sense of pride in a woman’s abilities and independence, which contributed to the women’s rights movement of the 1960s.

Woodstock: an unexpectedly huge outdoor rock concert held for three days in 1969 in a small town in New York. It brought national attention to social, political, and environmental causes.

Broadway: world-renowned theater district in New York City, where plays and musicals are seen by millions of people each year. Popular shows can continue for years or even decades.

Lesson 2(continued)

America cowboy riding the range

Rosie the Riveter original poster


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Notes

63

Lesson

Human beings often have different ideas about many things, but when it comes to environmental issues, opinions can be very strong. We’ll look at ways to summarize an issue, compare and contrast elements, and argue effectively about a controversial topic. Keeping your “cool” (keeping calm) while being true to your beliefs about a “hot” topic (one that is controversial or popular) is an essential tool to good communication.

Lesson Goals• Summarize a complex issue

• Use effective communication skills to argue a strong opinion

• Write a comparative essay

Lesson

Assignments11 Reading, Writing, Speaking, and Listening

1. Read “Biodiversity,” the first reading selection below, and write down a brief (two-to-three-sentence) description of three different problems or controversies that relate to biodiversity, one for each type mentioned: species diversity, genetic diversity, and ecosystem diversity. Your goal is to summarize a complex issue in two to three sentences. Try to give enough information to allow a reader to see both sides of the issue if it is controversial. For instance, for species diversity, you might address why it is important to protect an endangered species or you might write about how two or more different species are interdependent. For genetic diversity, you might write about how breeding for a certain characteristic in a pet can lead to problems. For ecosystem diversity, you might explore sustainable tree harvesting.

Environmental Controversies

ASSIGNMENT SUMMARY

Read “Biodiversity” and identify three different related issues.

Choose an issue related to biodi-versity and discuss your opinion via Skype.

Watch the VoiceThread pre-sentation and an-swer the questions.

Read “Effective Communication” and argue one side of a controversial issue.

Write four to five paragraphs for a comparative essay regarding an environmental controversy.

11


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2. In your first Skype conversation, choose one of the issues from assignment #1 and discuss your opinion. This will be a “jumping off point” (a place to start that will lead to other ideas) for a general conversation about environmental issues.

3. Watch your teacher’s VoiceThread presentation for this lesson and answer the questions as directed. Remember to include a combination of audio and written responses.

4. Read the second reading selection, “Effective Communication,” and think of one environmental controversy that you feel very strongly about (such as global warming, logging, pesticide use, whaling, etc.). In your second Skype conversation you will argue your side of this issue, and your teacher will take the opposite point of view. Practice your communication skills by listening carefully, expressing yourself clearly, and considering alternate points of view while discussing something you feel passionate about.

5. Write four to five paragraphs for a comparative essay regarding an environmental controversy. (See Writing Tips for information on the comparative essay format.) You can come up with a topic of your own or choose one of the following:

• the importance of saving a particular species vs. the money it will cost the taxpayers

• saving an endangered land animal vs. an endangered marine animal

• managing a specie’s life cycle vs. letting nature take its course

• the necessity of clean water vs. clean air

• preserving natural environments vs. managing nature preserves

Remember to cite your sources at the end of the paper, listing any books or website that you have used in your research.

Extend Your Learning

Read the two sets of questions in Compelling Conversations, chapter 8: Staying Healthy. Think about how your health is tied to your lifestyle and environment.

Now that you have finished reading Speak English Like an American, feel free to look back over the whole book or listen to the entire CD. See how many expressions you now understand and easily use and which ones are

Lesson 11(continued)

biodiversity: the variety of living organisms.

marine: of or relating to the sea.

passionate: intense feelings or strong

belief


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still confusing. Ask your teacher if you need anything explained further. Keep your ears open (another good expression!) for these and other new idioms when you are talking to people in America. Don’t be shy about asking someone to explain an expression they’ve just used—most people enjoy teaching others something new.

Reading Selection: Biodiversity

Earth is covered with billions of living things, different types of plants and animals in all different sizes, shapes, and colors. The qualities that make species differ make for great biodiversity. Biodiversity means the variety of life. Biodiversity is divided into three subtopics: species diversity, genetic diversity, and ecosystem diversity. This includes all living organisms, ge-netic differences between members of a species, and the communities in which organisms live.

A species is the smallest level of classification of living things. No one knows exactly how many species exist on Earth; 1.4 million species have been identified, but scientists estimate there are somewhere between 10 and 80 million species on Earth. Every species has qualities that make it unique. Species diversity includes each of the specific living organisms on the planet.

Genetic diversity is the variation of traits within a species. Within each species there are no two organisms completely alike. A gene is like a set of instructions that creates such things as height, eye color, thickness of fur in mammals, shapes of beaks in birds, and the length of the neck in various animals. This variation of traits within a species makes the species able to adapt to changes in its environment. If a species loses too much of its population, it is less able to adapt to changes.

The amount and types of air, water, soil, and sunlight that exist in differ-ent places on Earth have caused many different types of species to occur. From the deserts to the oceans, from the polar regions to the tropics, from the mountains to the valleys, living things exist that are the result of the unique qualities of their homes. This type of diversity is called ecosys-tem diversity.

Maintaining biodiversity is essential for the health of all things living on the Earth because everything is connected in some way. For example, a thistle flower is a food source for butterflies, and the butterflies help pollinate the plants as they feed. This mutually dependent relationship



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means that if one of the species declines, often both species will decline. The result is a ripple effect, spreading outward as the life cycles of other plants and animals are altered due to the decline in a single species. Complex factors threaten plant and animal life throughout the world. Increasingly sophisticated management programs are needed to protect endangered species from further loss, and to manage their habitats in an effective manner.

(Adapted from Oak Meadow’s 7th grade Earth Science.)

Reading Selection: Effective Communication

The responsibilities of citizenship also extend into our personal relation-ships. When we listen respectfully to the opinions of others, we display good citizenship not only in our communities, but in the world. There are certain personal characteristics that we all must develop if we are to be responsible human beings.

We must learn to listen with respect to other people’s opinions even when we do not agree with them. It can be helpful to tell a person with whom we disagree, “I understand that you feel that way, and I’m glad you shared your feelings with me. But I feel differently.” In speaking this way, we are validating the other person, letting them know they are respected and appreciated. If we say, “You are wrong to think that way. You may feel that way, but it’s dumb,” it invalidates the other person. It makes her feel that she is not a worthwhile person and doesn’t have a right to think or feel as she does. Using this kind of approach is not conducive to good relationships or to open, honest communication.

Living in a democratic manner is indeed difficult. It means we leave room for everybody to be different. If we want rights for ourselves, we have to extend rights to others as well. We must all be willing and able to accept many kinds of attitudes and opinions in those around us if our democ-racy is to work well.

It is very important to be open to learning from other people. Although we may differ in our opinions, we can always learn from each other. It is important not to stereotype other people. A stereotype is a fixed notion about an individual, group, or idea; a notion that is usually formed with-out much knowledge of the facts. People who stereotype others assume that all members of a particular group are alike. Stereotypes are formed about nationalities, ethnic backgrounds, ages, physical appearances,



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religious beliefs, organizations, occupations, etc. Stereotypes can be posi-tive statements as well as negative.

Practice disagreeing (or discussing something about which you have strong opinions) in a friendly way, rather than in a way that raises ten-sions. Some possibilities include being polite and respectful; treating the other person in a friendly and open fashion while explaining your differ-ing viewpoint; maintaining an even tone of voice without any whining, complaining, or nagging; being aware of your body language (are you crossing your arms over your chest and turning away, or are you able to keep facing the other person openly?), etc. Is it possible for you to dis-agree without conveying a negative attitude? Is it possible to disagree and convey your message in a loving manner? These skills are well worth cultivating.

(Adapted from Oak Meadow’s 8th grade Civics.)

Writing Tips: Comparative Essay

When writing a comparative essay, there are two main approaches that you can take. Each style shows both the ways in which the two elements are alike and ways in which they are different. Block format discusses each element in turn before comparing them, while the alternating format goes back and forth between the two. Here is how each format breaks down into a four-to-five-paragraph essay:

I. Block format

A. Introduce your topic with a thesis sentence, stating clearly what you intend to prove or explain (try to make it sound interesting).

B. Discuss in depth Element 1 (for example, organic gardening).

C. Discuss in depth Element 2 (for example, gardening with pesticides).

D. Highlight the similarities and differences between the two.

E. Summarize your argument and draw conclusions based on your opening thesis.

II. Alternating format

A. Introduce your topic with a thesis sentence, stating what you intend to prove or explain in a way that draws readers in.



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B. Discuss the similarities between the two elements (organic vs. use of pesticides).

C. Discuss the differences between them.

D. Summarize your argument and draw conclusions based on your opening thesis.

Both of these techniques lend themselves well to a four-or-five-paragraph essay. Whichever technique you use, make sure to keep the points you are comparing and contrasting in the same order each time. For instance, if you first discuss health benefits/consequences and then pest control re-lating to organic gardening, make sure to use the same order and points (e.g., health benefits/consequences and then pest control) when discuss-ing pesticide use.

Good to Know

Sometimes people agree; sometimes they argue; sometimes they agree to disagree. There are lots of informal phrases that people use in daily con-versation to express agreement or disagreement, such as:

Right on! That’s great! I agree!

No way! I doubt that! I would never agree to that!

Whatever. Whatever you say is fine with me. I’ll go along with whatev-er you say. OR Whatever you say, I’m not going to agree, so there’s no point in continuing this discussion. (This expression can have differ-ent meanings based on the tone of voice.)

Is that cool with you? Do you agree with that?

I’m with you on that. I agree with you about that.

Are you out of your mind? Do you really think I’d ever agree to that? I think what you are saying is foolish/unreasonable.

I’m down with that. I agree with that plan or idea.

I’m there. I’ll do it. I agree to carry out the plan.

In your dreams. You will never see that happen (only in your dreams).

Keep dreaming. There is no way that will ever happen.


QUIPS AND QUOTES

Absolutely nothing is so important for a nation’s culture as its language.

—Wilhelm von Humboldt


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National Treasures: American Indians Past and Present

Today there are about two million American Indian or Native American people in the U.S. Before white settlers moved into Native American terri-tory causing illness, war, relocation, and devastating cultural disruption, there were probably more than 10 million indigenous people in the U.S. After hundreds of years of obstacles and oppression, Native Americans today are working hard to reclaim their rich, vibrant cultural heritage. Here are some interesting facts about America’s first people:

• Most indigenous people in the U.S. identify themselves by their tribe (such as Cherokee or Lakota) or use the term American Indian or Native American.

• Scientific evidence suggests that the first people to inhabit North America migrated from Asia in prehistoric times by walking across a land bridge or traveling by boat.

• There are hundreds of American Indian cultures, which can be as different from each other as Chinese culture is from French.

• The best way to learn about Native American culture is to pick a specific tribe to learn about. Each tribe has its own legends and folklore, religious practices, clothing and hairstyles, traditional crafts, and history.

• Traditionally each Native American tribe built a type of dwelling that would fit their lifestyle and climate. Tribes that moved frequently to follow migratory herds needed houses that were portable and easy to build (such as te-pees or grass houses), while tribes that stayed in one place needed houses that would last a long time (such as adobe houses or longhouses).

• Today most Native Americans live in modern houses and apartments, just like any other American ethnic group. Some Native Americans live on reservations (lands that belong to the tribe and are under Indian law). Native Americans living on reservations are citizens of the United States who obey U.S. laws, vote, and serve in the military, but they are also subject to tribal laws and elect tribal leadership.


Traditional tepees were warm and sturdy and could be assembled and taken down quickly.

A Native American dancer in traditional costume performs at the Grand Canyon.


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• There are about 150 Native American languages in Canada and the United States. Some Native American communities are bilingual, but most Native Americans have grown up speaking English. Many communities are now encouraging elders to teach the younger gen-erations their native language before it disappears entirely.

• In 2004 the Smithsonian Institution in Washington, D.C., opened the National Museum of the American Indian to honor the history, cultural significance, and contributions of the indigenous peoples in this country.

Here are just a few famous American Indians:

• Squanto (1581-1622): Learned English from European explorers and later helped Pilgrims learn how to fish, grow local crops, and feed themselves throughout the harsh winter. The Pilgrims probably would have died without his help.

• Sequoyah (1767-1843): Invented the Cherokee alphabet so that the language could be preserved in written form.

• Jim Thorpe (1888-1953): Olympic athlete who played baseball, basketball, and football professionally, and who won Olympic Gold Medals for pentathlon and decathlon in the 1912 games.

• Maria Tall Chief (1925-2013): Ballerina with the New York City Ballet for nearly twenty years, until she founded and became artistic direc-tor of the Chicago City Ballet.

Sources

Frater, Jamie. “Top 15 Most Famous Native Americans.” listverse. Listverse, Ltd., 2007. Web. 13 June 2013.

Lewis, Orrin and Laura Redish. “Native American Facts for Kids: Resources on American Indians for Children and Teachers.” Native-languages.org. Native Languages of the Americas, 2013. Web. 10 June 2013.

“Kids History: Famous Native Americans.” Ducksters. Technological Solutions, Inc. (TSI), 2013. Web. 13 June 2013. <http://www.ducksters.com/history/famous_native_ americans.php>.


National Museum of the American Indian, Washington, D.C.

American Indian from Dakota tribe in traditional dress, circa. 1899 by Heyn Photo. Omaha, Nebraska.

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