MIME-Version: 1.0 Content-Location: file:///C:/A58A9913/Earth_month_resources.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Introducing the USA: A Cultural Reader by Milada Broukal and Peter Murphy (Level 2)

Earth Day/Week/Month= at Clark College

No matter what level you are teaching this quarter, you can include something related to Earth Day (Earth Week?  Earth Month?).=   Approximate level of each text is = in parenthesis below, but parts of a more difficult unit could be adapted for a lower level class, and vice versa.

In grammar, present tenses for describing the current situation and future ten= ses for predictions are natural choices, but students at all levels can relate = to these topics without studying any particular grammar.

Many of the units below include descriptions of nature: plants, animals, extreme weather/natural disasters, or geographical areas.  A few mention environm= ental issues.  There are also some u= nits that describe human communities (rural, urban, suburban= ), traffic and other human influences in the world.

If you come across other appropriate units/les= sons in these textbooks or others, please let Donna Aase (esl 1-4) or Sara Gallow (esl 5-6)) know so= the list can be revised for next year.  Also, if something worked particularly well or particularly badly, D= onna would like to know about it.

 

 

Introducing the USA: A Cultural Reader= (level 3)

Unit 2   = Buffalo—mentions that it was an endangered species

Unit 3   Texas – history and description of Texas

Unit 16 Roadrunners, Rattlesnakes and Opossums--native North American animals

Unit 19 The Sequoias – oldest living things in the world=

Unit 27 Yellowstone National Park -- nature preserved = for people

 

A First Look at the USA: A Cultural Reader  (level 3, low 4)=

Part 1: The US (Each short reading includes natural descriptions of that state.)

        &= nbsp;   Unit 1:  Florida

        &= nbsp;   Unit 2:  Washington

        &= nbsp;   Unit 3:  Minnesota

 

All About the USA (hi= gh level 4)

Part 7:  Nature (Natural descriptio= ns, and Units 27 and 29 mention environmental issues)

        &= nbsp;   Unit 27: The Bald Eagle

        &= nbsp;   Unit 28:  Tornadoes

        &= nbsp;   Unit 29:  The Joshua Tree

        &= nbsp;   Unit 30:  Skunks, Raccoons, and Coy= otes

 

More About the USA: A = Cultural Reader (level 4)

Part 2:  Places (Detailed descripti= ons of diverse environments/natural areas.)

        &= nbsp;   Unit 7:  Alaska

        &= nbsp;   Unit 9:  Dea= th Valley

        &= nbsp;   Unit 10:  The Okefenokee=

Part 3: Living Things (   Descr= iptions of flora and fauna of the US)

        &= nbsp;   Unit 12:  Maples and Pecans

        &= nbsp;   Unit 13:  The Turkey

        &= nbsp;  

Let’s Talk I = (Level 3?)

Unit 4B – Extreme weather – world natural disasters/weather events

Unit 16A – Utopia – future predictions

Unit 16B – Wishes and Dreams – from personal to global

 

The New Grammar in Action 1 (level 3)

Unit 18:  Vacation -- future questi= ons with be going to (could be expanded to include more natural destinations or eco tourism)

 

The New Grammar in Action = 2  (levels 3 – 5)

Unit 4: The States (singular and plural) (lots of great geographical/environmental vocabulary)

Unit 8:  Plans and Predictions (fut= ure with will and be going to) (census charts, could be expanded to predict population changes, growth, environmental changes)

Unit 9:  Cities (comparative adject= ives) (description of cities/countries could include nature/environmental issues)=

Unit 15:  The Great Outdoors (infinitives) (Focus is on outdoor activities and descriptions)<= /span>

 

 

The New Grammar in Action = 3  (levels 3 – 5)

Unit 5:  A vacation to Canada—Question review (includes cul= tural and geographical info, includes Vancouver, BC)

Unit 8:  Changes (present perfect) (includes describing changes over time in a city, could include environment= al)

Unit 13:  Business and Industry (pr= esent passive) (includes lots of info about natural resources in US)

Unit 14:  Technology and Progress (passives in contrasting tenses) (includes future predictions & technic= al info)

 

Oxfo= rd Picture Dictionary

p 102-103 – Emergencies and Natural Disasters (Differentiate man-made/natural disasters.  Describe human

        &= nbsp;   impact on earth (i.e. more or stronger natural disaste= rs recently?)

p 117 – Geography – basic description of natural environment=

p 126 – Energy and the Environment (includes vocabulary for pollution, conservation, energy resources)

p 128 – Trees and Plants

p 129 – Flowers

p 130-135 – Animals from around the world

 

Side by side Book 1 (Level 1-3)

Gazette p 115 – short article “Traffic: a global problem”

Unit 14:  (Future with going to) (Predictions could be expanded to future situation on earth)

 

Side by Side Book 2 (Level 3-4)

Unit 4:  Future with will (Warnings= à all can be extended= to environmental predictions and warnings

 

Side by Side Book 3 (Level 4-5)

Unit 3: Review of Future (use to talk about future of earth/environment)

 

NorthStar= :  Focus on R= eading & Writing (High-Intermediate-- purple) (Level 6-GED for ESL)=

        &= nbsp;   Chapter 5:  From Trash to Treasure

        &= nbsp;   Reading 1:  St. Paul Couple Give Composting a Work Welcome=

        &= nbsp;   Reading 2:  Earth= ship Homes Catch Old Tires on Rebound

 

NorthStar= :  Building Skills for the TOEFL IBT (High-Intermediate—purple) (= Level 6-GED for ESL)

        &= nbsp;   Unit 5:  Conservation (listening, speaking, reading & writing activities)

 

React/Interact:  Situations for Communication (Leve= l 6-GED for ESL)

        &= nbsp;   Unit 10:  Progress?

        &= nbsp;   Unit 12:  Energy Crisis<= /span>

 

Reader’s Choic= e (GED for ESL)

        &= nbsp;   Chapter 8:  “Six billion…a= nd Counting” & “The World Turns Gray”<= /p>

        &= nbsp;   Chapter 10:  “Grains of HopeR= 21; & “The Global Food fight”

        &= nbsp;           &nbs= p;