EL CIVICS LISTERV REPORT March 2008
CIVIC OBJECTIVES: #38 and #42 Government & Law, Citizenship Prep
Instructor: Jana Larson email@example.com
Rogue Community College
Level: Intermediate-Advanced (all skills)
Time: Tues. and Thurs. 5:30-7:30 PM
Lesson: Crossroads Café, Episode 19 “The People’s Choice”
Language and Literacy Objectives:
1. Identify the structure and areas of responsibility of local, state and federal governments.
2. Identify local, county, state, and/or federal government officials.
3. Identify local, state, and federal government leaders.
4. Identify individuals’ importance in local, state and federal government.
Curriculum used: CC, Unit 19, The People’s Choice, texts and video
Purpose for using CC:
Ss had been studying the structure and organization of the federal government, and had learned the names of the most important state and federal government leaders. I decided to use this CC episode as an introduction/bridge to local politics and how a person might get involved with local issues.
1. We had been studying Conditional statements (Stand Out 3, pg 151), so I opened the lesson with this question on the board: What would you do if you received a water bill for $30,000? (the premise behind the episode). Ss wrote their answers and we discussed reactions, similar stories, and possible solutions, the latter listed on the board.
2. We reviewed the characters’ photos and their various occupations (CC Photo Stories B, pg 88) and went over the episode summary (CC Teacher’s Resource Book B, pg 62). Ss read it silently and then took turns reading paragraphs aloud. New vocabulary was listed on the board and some dictionaries were used. Ss then seemed ready for the video!
3. We watched the first clip and then I passed out the mixed up sentences from the dialogue (CC Teacher’s Resource Book B, Handout 19-C) and Ss had to put the sentences in order while watching the clip a second time.
4. Ss opted to watch the rest of the video without pause. We all wrote down unfamiliar words or expressions while watching, which we defined later.
5. I also asked Ss to note any “promises” made by the politicians (we were studying promises with “will”) and students were able to catch quite a few.
6. We did some post-viewing exercises (CC Worktext B, pp 75, 76, 77, 84).
7. For homework I gave them Handout 19-D (CC Teacher’s Resource Book B), which naturally continued the theme objectives. Subsequent lessons also included newspapers and articles voluntarily brought in by the Ss to show names, faces and stories of local leaders as well as presidential candidates that they had discovered.
The CC video was less exciting than other episodes but still worth it; most Ss seemed able to follow the dialogue and they laughed at obvious jokes. Lower level Ss agreed that reading the summary ahead of time really helped. CC exercises and follow up discussions helped integrate new information and checked comprehension. Interest in local issues and politics spiked. None would run for city councilman if he/she had received a water bill for $30,000! Learning the new vocabulary and expressions, the names of local politicians, and using the government terminology helped build their confidence; Ss were able to point at a current picture and discuss a current topic or presidential candidate and state their opinions comfortably.
5.1.4 Interpret information about electoral politics and candidates
5.1.6 Communicate one’s opinion on a current issue
5.2.1 Interpret information about U.S. history
5.5.7 Interpret information about local policy- making groups
5.5.8 Identify local, state and federal government leaders
5.6.1 Interpret information about neighbor-hood or community problems and their solutions
1. CC series
2. Stand Out 3 (Unit 8, Lessons 4,5,7 and Activity Bank exercises) 3. Easy English News (March edition)
Handouts/supplementary materials used:
1. Ben’s Guide to U.S. Government (www.bensguide.gpo.gov) for games 2. grammar exercises on “will”,”be going to”, and conditional statements.
3. local newspapers