Step One: Essential Oral Skills for Adult ESL Learners.

Autor/inn/en	Greenleaf, Connie; Gee, Mary Kay
Institution	Lake County Coll., Grayslake, IL.
Titel	Step One: Essential Oral Skills for Adult ESL Learners.
Quelle	(1997), (49 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Daily Living Skills; Employment; English (Second Language); Grammar; Health Education; Instructional Design; Interpersonal Communication; Interpersonal Relationship; Lesson Plans; Oral Language; Second Language Instruction; Skill Development; Speech Skills; Vocabulary Development; Vocational English (Second Language) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Alltagsfertigkeit; Dienstverhältnis; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lessonplan; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lesson planning; Unterrichtsplanung; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Wortschatzarbeit
Abstract	The guide outlines a curriculum for developing essential oral language skills in adult learners of English as a Second Language (ESL). It is divided into four topic-based sections, each providing a variety of activities for developing communication skills, including grammatical knowledge and vocabulary. Topics include: personal information (giving personal information, following and giving directions, expressing needs, family relationships, and names of common work-related objects); work (understanding and naming ares in the workplace, naming common work-related objects, action verbs associated with the workplace, giving and responding to directions, responding to questions about likes); health (identifying body parts, related action verbs, common phrases concerning illness, responding to health-related questions, responding to written and oral directions, giving explanations); and friends and co-workers (asking for assistance on the job, asking for information, asking and responding to questions about ability, and responding to and giving sequential directions). An introductory section offers lesson planning suggestions. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01