2008 TN Migrant Ed Adult ELL Lesson Plans: Occupations & Health Vocabulary, Monografías, Ensayos de Idiomas

¡Descarga 2008 TN Migrant Ed Adult ELL Lesson Plans: Occupations & Health Vocabulary y más Monografías, Ensayos en PDF de Idiomas solo en Docsity! yo A , 2008 ELL Lesson Plans Teamesseo llleram cincadon Program 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Table of Contents 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans • For advanced students the use of compound prepositions should be covered: Compound Prepositions according to in addition to on account of as of in front of out of aside from in place of owing to because of in spite of prior to by means of instead of Activity (Identifying Prepositions): The objective of this activity is to allow the students to practice identifying prepositions. Underline the preposition in the following sentences. The first one has been done for you: a) Slowly he put his hand on the dog. b) Yesterday we camped beside the lake. c) Have you had a letter from your sister? d) I left home without my school bag. e) He walked by the old house. f) I’ll need some money for the film. g) Don’t get caught with Rosa’s diary. h) He pushed his chair against the wall. i) I would like to take a walk with the dog. j) Put everything back in the bag. Answer key: a) on b) beside c) from d) without e) by f) for g) Rosa’s h) against i) to/with j) in 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (Fill in the Blank): The objective of this activity is to provide students with practice choosing the correct prepositions. Place a preposition from the list below in the blank in each sentence. over into along to below onto during of against from a) The goat jumped …………………… the fence. b) Our team played ……………………… a team from Japan. c) Tennis is similar ……………………… squash. d) We walked ……………………….. the edge of the waves. e) He fell ………………………. the water. f) The sunken ship was raised from ………………………. the water. g) Birds are afraid ……………………. snakes. h) There was a loud noise ……………………….. the concert. i) He used a ladder to climb ………………………. the roof. j) She received emails ………………….. her friend overseas. Answer key: a) over b) against c) to d) along e) into f) below g) of h) during i) onto j) from Activity (“Simon Says”): The objective of this activity is to offer students practice in giving instruction, receiving instruction, and understanding prepositions. Play a fun game of “Simon Says” with the students. You go first and instruct the students using prepositions such as: • Stand beside your desk. • Put your foot under a desk. • Put your hand on top of your head. • Walk outside of/ inside of the classroom. • Dance between two classmates. • Hold a pencil between your hands. • Jump toward me. • Sit on the floor. Afterward, have students take turns being “Simon.” Tell them to use a preposition in each of their commands (it might be helpful to have a list on the board). • The following three and a half pages offer in depth knowledge of specific prepositions and their use in the English language. The instructor should review these with the students and give further explanation through the given activities: 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Fill in the Blank Dirrections: Fill in the blank with the correct preposition from the box below. on between under in front of over with in on top of toward The store is located _________ the corner. The dog is jumping ___________ the fence. The elephant is sitting _________ the water. The girls are ____________ two buildings. The men are ____________ the space shuttle. The hiker is sitting __________ the rock. The boy is running _____________home base. The woman is walking _____________ her dog. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans WHILE Use 'while' plus a verb form: • while I was watching TV • while I lived in New York DURING Use 'during' with a noun to express 'when' something happens: • during class • during my vacation • during the discussion Activity (For/ While/ During): Complete the following sentences with the prepositions for, during, or while: 1. She's going to study abroad ____ six weeks. 2. Something funny happened _____ the lecture. 3. They bought the house ____ I was still in California. 4. We traveled to Europe ___ two weeks. 5. ____ I was coming here it started to rain. 6. He finished his homework ___ class. Answer Key: 1) for 2) during 3) while 4) for 5) while 6) during Activity (Online Preposition Quiz): Students can go directly to this website to take a general preposition quiz: http://a4esl.org/q/f/x/xz98mvt.htm Activity (Scavenger Hunt): The objective of this activity is to offer students a way to test their knowledge of prepositions and have practice following and giving instructions by having a scavenger hunt outside. Hide a prize object like candy and then have the students search for the objects based on clues you provide. Use prepositions to make clues such as: • Go behind the building and look under the tree. • Go across the lawn and look inside of the mailbox. Then you can switch it up and have the students make candy clues for one another. This gives them practice not only receiving instructions, but giving them as well. Activity (Preposition BINGO): The objective of this activity is to wrap up the preposition lesson by providing a fun way for the students to practice their vocabulary. Using the “Common Prepositions” list on page 1 and 2, read the Spanish preposition (for example, cerca de) and then have the students identify the English vocabulary word (near). Students must know the correct 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans vocabulary word in order to get the block. The first person(s) to know 5 vocabulary words in a row wins! Each of the following boards are different, so print off a few of each. against across behind near on over from without according to ins e id about next to i n tow rd a since by below in between of to with before above under in between Outside of next to near according to below from dur ng i on ins e id behind until in front of tow rd a wi h t by over under on top of to since before above against 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans against without on top of near on below in between toward outside of ins e id in front of behind to during w h it by since under across from about before above until • The instructor should review the following vocabulary and phrases with the students: Useful Vocabulary: alto stop autobus bus barco boat callejuela lane camión truck carretera highway carro car compass compass cruzar cross sur south dar direcciones to give directions tren train derecho straight (ahead) dirección única one way doblar turn el choque crash el estacionamiento parking lot el letrero sign el metro subway el puente bridge el semáforo traffic light el tráfico traffic el transporte público public transportation el/la conductor/a driver el/la pasajero/a passenger el/la peatón/peatona pedestrian enfrente de opposite; facing estado state 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (Online Directions and Travel Quiz): Students may go directly to this website in order to practice their vocabulary related to directions and travel: http://iteslj.org/v/s/ac-directions.html • The instructor should discuss proper exercise and diet with the students while incorporating the previous parts of the lesson; prepositions and giving/ following instructions. Activity (Match up the Body Parts): Provide students with the “Exercise and the Human Body” worksheet and ask them to match up the English body part with the arrows. Go over body parts by pointing to one and asking the students, what is this? Then ask students what type of exercise can benefit each part of their body. Some examples follow: o strength training for arms and legs o cardio workouts for the heart o yoga for calming stress and headaches and for flexibility of knees, elbows, joints, etc. o dancing or hiking for feet, knees, and legs 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Exercise and the Human Body: Match the correct body part from the list below. Shoulder stomach Foot knee elbow head hand arm heart leg 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (Health and Exercise Interview): This activity is designed to give students a way to analyze their peers exercise plans and in turn their own. Provide each student with an interview sheet and ask them to interview two other people, answer the questions, and then report their findings orally to the class. Discuss with the student the variety of ways to maintain a healthy diet and exercise plan. Name: Name: Do you exercise? If yes how often? Do you walk every day? If yes, how long? Do you like to play sports? If yes, which sports? What other activities do you do to be active? What other activities could you do to be more active? Do you maintain a healthy diet? If yes, how? 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (State Trivia): Instructor should review the students on states in America by hosting a “game show.” Divide the class into two teams and provide a United States map to each team (included in Student Worksheets Packet). Then ask a series of questions and the team with the highest score wins. Have students take notes of capital cities, nicknames, etc. on the map. Some sample questions follow: Which state is home to the Golden Gate Bridge? California In which state is our current President from? -- Which state is nicknamed “The Sunshine State?” Florida What state’s capital is Atlanta? Georgia What state is nicknamed the “Lonestar State?” Texas What state’s capital is Baton Rouge? Louisiana What is the capital of the United States of America? Washington D.C. In what state is Chicago located? Illinois What state’s capital is Santa Fe? New Mexico What state are the New England Patriots from? Massachusets What state’s capital is Honolulu? Hawaii Actvity (Tennessee’s Border States): Tennessee is bordered by eights states; Kentucky, Virginia, North Carolina, Georgia, Alabama, Mississippi, Arkansas, and Missouri. Split the students into eight groups and have each group research information about their state on the internet, or bring some books from the library. You can have the groups create short presentations about their states and how they relate to Tennessee. Students can prepare their presentations on Microsoft Word as a page printout, or with poster board, magazines, and markers. Let them be creative! Activity (Tennessee State Quiz): Have the students complete the worksheet in groups, pairs, or individually. Make it a race and the first to complete the page wins! 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Lesson 1 Student Worksheets Common Prepositions a at Vengo a las tres. I am coming at 3. a by Viajamos a pie. We are traveling by foot. a to Vamos a la ciudad. We are going to the city. antes de before Leo antes de dormirme. I read before going to sleep. bajo under El perro está bajo la mesa. The dog is under the table. cerca de near El perro está cerca de la mesa. The dog is near the table. con with Voy con él. I am going with him. contra against Estoy contra la huelga. I am against the strike. de of El sombrero es hecho de papel. The hat is made of paper. Prefiero el carro de Juan. I prefer John's car (I prefer the car of John). de from Soy de Nueva York. I am from New York. delante de in front of Mi carro está delante de la casa. My car is in front of the house. dentro de inside El perro está dentro de la jaula. The dog is inside the cage. desde since No comí desde ayer. I haven't eaten since yesterday. desde from Tiró el béisbol desde el carro. He threw the baseball from the car. después de after Comemos después de la clase. We are eating after class. detrás de behind El perro está detrás de la mesa. The dog is behind the table. durante during Dormimos durante la clase. We slept during the class. en in Ella está en Nueva York. She is in New York. en on El perro está en la mesa. The dog is on the table. encima de on top of El gato está encima de la casa. The cat is on top of the house. enfrente de in front of El arbol está enfrente de la casa. The tree is in front of the house. entre between El perro está entre le mesa y el sofá. The dog is between the table and the sofa. fuera de outside of El perro está fuera de la casa. The dog is outside of the house. hacia toward Caminamos hacia la escuela. We are walking toward the school. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans hasta until Duermo hasta las seis. I'm sleeping until 6. para for El regalo es para usted. The gift is for you. Trabajo para ser rico. I work in order to be rich. por for Damos gracias por la comida. We give thanks for the meal. por by Fue escrito por Juan. It was written by Juan. según according to Según el periódico, va a nevar. According to the newspaper, it is going to snow. sin without Voy sin él. I am going without him. sobre over Se cayó sobre la silla. He fell over the chair. sobre about Es un programa sobre el presidente. It's a program about the president. tras after, behind Caminaban uno tras otro. We walked one after (behind) the other. Compound Prepositions according to in addition to on account of as of in front of out of aside from in place of owing to because of in spite of prior to by means of instead of 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Fill in the Blank Dirrections: Fill in the blank with the correct preposition from the box below. on between under in front of over with in on top of toward The store is located _________ the corner. The dog is jumping ___________ the fence. The elephant is sitting _________ the water. The girls are ____________ two buildings. The men are ____________ the space shuttle. The hiker is sitting __________ the rock. The boy is running _____________home base. The woman is walking _____________ her dog. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Useful Vocabulary: alto stop autobus bus barco boat callejuela lane camión truck carretera highway carro car compass compass cruzar cross sur south dar direcciones to give directions tren train derecho straight (ahead) dirección única one way doblar turn el choque crash el estacionamiento parking lot el letrero sign el metro subway el puente bridge el semáforo traffic light el tráfico traffic el transporte público public transportation el/la conductor/a driver el/la pasajero/a passenger el/la peatón/peatona pedestrian enfrente de opposite; facing estado state estar perdido/a to be lost este east gasolinera gas station hacia toward la avenida avenue la calle street la cuadra city block la dirección address la dirección address la esquina corner límite de velocidad speed limit map mapa no aparcar no parking norte north oeste west parar to stop quedar to be located recorrer to travel Dar una vuelta en bicicleta/ carro/ motocicleta to take a bike/ car/ motorcycle ride Useful phrases: Crucen la calle. Cross the street. Doblen a la izquierda/ derecha. Turn to the left/ right. Sigan todo derecho. Go straight ahead. Siga por cinco cuadras.Continue for five blocks. ¿Por dónde queda __el banco__? Where is the bank? 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans z 2 á á 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Tips for Maintaining a Health BMI 1. Exercise. Regular physical activity burns calories and builds muscle — both of which help you look and feel good and keep weight off. Walking the family dog, cycling to school, and doing other things that increase your daily level of activity can all make a difference. If you want to burn more calories, increase the intensity of your workout and add some strength exercises to build muscle. The more muscle you have, the more calories you burn, even when you aren't exercising. 2. Reduce screen time. One reason people get less exercise these days is because of an increase in "screen time" — the amount of time spent watching TV, looking at the computer, or playing video games. Limit recreational screen time to less than 2 hours per 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans day. If you're with friends at the mall, you're getting more exercise than if you're IMing them from your room. 3. Watch out for portion distortion. Serving sizes have increased over the past 10 years, and these extra calories contribute to obesity. Another key factor in weight gain is that more people drink sugary beverages, such as sodas, juice drinks, and sports drinks. So choose smaller portions (or share restaurant portions) and go for water or low-fat milk instead of soda. 4. Eat 5 servings of fruits and veggies a day. Fruits and veggies are about more than just vitamins and minerals. They're also packed with fiber, which means they fill you up. And when you fill up on fruits and veggies, you're less likely to overeat when it comes to high-calorie foods like chips or cookies. 5. Don't skip breakfast. Breakfast kick-starts your metabolism, burning calories from the get-go and giving you energy to do more during the day. People who skip breakfast often feel so hungry that they eat more later on. So they get more calories than they would have if they ate breakfast. In fact, people who skip breakfast tend to have higher BMIs than people who eat breakfast. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans 1. What is the capital of Tennessee? ____________________________ 2. What two states border Tennessee on the north? ___________________________ and ___________________________ 3. What state borders Tennessee on the east? __________________________________ 4. What three states border Tennessee on the south? _________________________, ___________________________, and ___________________________ 5. What two states border Tennessee on the west? _______________________ and ___________________________ 6. What river forms the western border of Tennessee? ____________________________________ 7. What is the name of the large, U-shaped river located mostly in Tennessee? ______________________________________ 8. What is the name of the large city in the southwestern corner of Tennessee? _________________________ 9. What is the name of the mountain range that runs through eastern Tennessee? __________________________________________________________ 10. What is the name of the National Park in eastern Tennessee? __________________________________________________________ 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans way I can get away with just a warning? Officer: I’m afraid not. Ray: What’s the fine for all of those violations? Officer: That information is on the back of the citation. Here you are. Have a nice day. Ray: Thanks. Thanks a lot! Traffic Stop Dos and Don'ts DO: DON'T Speak English, even if you have difficulty claim that you speak no English stay in the car as the officer approaches go toward the police car be polite to the officer argue with the officer give the officer your driver's license and registration offer cash to officer for ticket 3. Caller- Yes. I need to report a crime. Officer- Yes. What would you like to report? Caller- My home has been broken into. Officer- Are you inside your home now? Caller- Yes sir. Officer- Is there any signs of someone there? Caller- I’m not sure. I do not here anyone. Officer- Okay ma’am. I need you to go back outside and wait for an officer to arrive. What is your address? Caller- 567 Northfield Road. Officer- We are one the way. Caller- Thank you officer. Activity (Crime Quiz): Students can visit this website to test their knowledge of crime vocabulary: http://iteslj.org/v/s/ab-crimes.html Activity (Role Play): Break the students up into small groups and have them create a short skit. Have them role play the entire scenario from the start of the crime/ speeding/ etc. to the end of the phone call with the police officer. Props like a police officer badge, toy phone, notepad, pen, etc. can be used. The following are some skit examples: • Speeding • Possible Crime • Car accident Rights of Families and Immigrants 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (Flyer Information): Print off the following flyers and hand it out to each student. Go through the information with the students and make sure they understand their rights. 1. The ACLU Flyer covers what rights immigrants have when being spoken to or interrogated by the police, FBI, etc. Visit http://www.aclu.org/kyr/kyr_spanish.pdf 2. “Conozca sus Derechos” addresses how federal agencies (or those agencies receiving federal funds) must provide for Spanish speaking people. Go directly to http://www.lep.gov/LEPKYR-Spanish.pdf Activity (Website Discovery): Navigate the following website with the students. Let them know that this is a valuable resource and can be accessed on the library’s computers. The website provides information about the laws and rights for immigrants: http://www.usa.gov/gobiernousa/Leyes_Datos_Estadisticas/Derechos.shtml • The instructor should review the following rights of immigrants and families related to education. Inmigrantes y Educación: ¿Cuáles son sus derechos? Este folleto es para inmigrantes que quieren conocer sus derechos a una educación pública gratis. 1. ¿Pueden los niños inmigrantes asistir a la escuela pública? Sí. Tanto los niños documentados como los indocumentados tienen el derecho de asistir a la escuela pública gratis. Las escuelas no pueden impedir que los niños asistan a la escuela porque no están documentados. Las escuelas no pueden impedir a los padres que inscriban a sus niños en la escuela. Es la ley que estudiantes deben asistir a escuela hasta que tengan 17 años de edad. 2. ¿Pueden las escuelas públicas hacer que los padres o los niños digan su estado migratorio? No. Las escuelas no pueden hacer que los padres o los niños digan si son indocumentados. Las escuelas no pueden preguntar sobre su estado migratorio. También, no pueden obliga r a los estudiantes ni a los padres a dar su número de seguro social. 3. Si una escuela sabe que un niño esta indocumentado, ¿pueden ellos informarle a otras agencias? No. Las escuelas no pueden dar ninguna información del archivo del estudiante que muestre que el niño no está documentado, a menos que los padres den su permiso. Esto incluye a funcionarios de inmigración en United States Citizenship e Immigration Services (USCIS, fue anteriormente INS). Trabajadores de las escuelas, como personal docente y directores, no tienen la obligación de reportar a los niños 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans indocumentados ni a sus padres al USCIS. 4. ¿Qué documentos necesitan los estudiantes para matricularse en la escuela? Las escuelas de Carolina del sur pedirán: • Un formulario de inmunización (vacunas) • la partida de nacimiento o documentos que prueben la edad del niño. Algunas escuelas también piden prueba de que el niño vive en Carolina del sur. Usted puede probar esto al: • mostrar recibos de que ha pagado alquiler en Carolina del Sur • mostrar recibos de que ha pagado facturas de servicios públicos; o • si no paga donde vive, una declaración de las personas con quien vive. 5. ¿Qué pasa si un niño no entiende o no habla bien inglés? Los estudiantes que no hablan, leen, escriben o entienden bien inglés son llamados Limited English Proficient (LEP por sus siglas en inglés). Cuando un niño viene a la escuela, la escuela le preguntará si habla otro idioma en casa. Si habla otro idioma en casa, tomarán una prueba para ver su nivel de inglés. Después, los estudiantes LEP deben ser colocados en un programa que corresponde a sus habilidades. Al principio, dichos estudiantes deben ser colocados en una clase con niños de su misma edad. 6. ¿Ha qué tipo de programa académico entrarán los niños LEP? No hay un programa fijo para los niños LEP. Las escuelas no tienen que enseñar a los niños en el idioma que ellos mejor hablan. No obstante, las escuelas tienen que tener un programa que funcione para enseñar a los niños LEP. Las escuelas también deben asegurarse que los maestros están bien calificados y que los libros están al nivel del niño LEP. 7. ¿Qué acerca del tipo de educación especial o programas para superdotados? Las escuelas no pueden colocar a niños LEP en un programa de Educación Especial solamente porque tiene problemas leyendo, hablando o entendiendo inglés. También, las escuelas no pueden permitir dejar entrar a estudiantes LEP en los programas para superdotados solamente porque son LEP. 8. ¿Pueden los niños indocumentados recibir el desayuno y el almuerzo de la escuela? Las escuelas públicas de Carolina del sur ofrecen comidas sanas gratis a las escuelas o por un precio bajo. Si la familia tie ne ingresos muy bajos, el niño puede recibir desayunos y almuerzo s en la escuela. Los padres deben llenar un formulario especial. El formulario solicitará un número de seguro social. Si los padres no tienen un número de seguro social, pueden decir que no lo tienen. La escuela no los denunciará al USCIS. 9. ¿Que pasa si los padres son LEP? Las escuelas deben de enviar a los padres LEP cartas y toda la información de la escuela en un idioma que los padres entiendan. Por ejemplo, si los padres solamente hablan español, la esuela debe enviarles la información de la escuela en español. Es 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans _________________________, _________________________ __________, as my substitute Agent for the sole purpose of making gifts of my property to my Agent, as appropriate. 12. Transfer any of my assets to the trustee of any revocable trust created by me, if such trust is in existence at the time of such transfer. 13. Disclaim any interest which might otherwise be transferred or distributed to me from any other person, estate, trust, or other entity, as may be appropriate. This Power of Attorney shall be construed broadly as a General Power of Attorney. The listing of specific powers is not intended to limit or restrict the general powers granted in this Power of Attorney in any manner. Any power or authority granted to my Agent under this document shall be limited to the extent necessary to prevent this Power of Attorney from causing: (i) my income to be taxable to my Agent, (ii) my assets to be subject to a general power of appointment by my Agent, and (iii) my Agent to have any incidents of ownership with respect to any life insurance policies that I may own on the life of my Agent. My Agent shall not be liable for any loss that results from a judgment error that was made in good faith. However, my Agent shall be liable for willful misconduct or the failure to act in good faith while acting under the authority of this Power of Attorney. I authorize my Agent to indemnify and hold harmless any third party who accepts and acts under this document. My Agent shall be entitled to reasonable compensation for any services provided as my Agent. My Agent shall be entitled to reimbursement of all reasonable expenses incurred in connection with this Power of Attorney. My Agent shall provide an accounting for all funds handled and all acts performed as my Agent, if I so request or if such a request is made by any authorized personal representative or fiduciary acting on my behalf. This Power of Attorney shall become effective immediately and shall not be affected by my disability or lack of mental competence, except as may be provided otherwise by an applicable state statute. This is a Durable Power of Attorney. This Power of Attorney shall continue effective until my death. This Power of Attorney may be revoked by me at any time by providing written notice to my Agent. Dated ____________________, 20____ at _________________________, _________________________. YOUR SIGNATURE: _________________________________ YOUR PRINTED FULL LEGAL NAME: __________________________________ WITNESS' SIGNATURE: __________________________________ WITNESS' PRINTED FULL LEGAL NAME: __________________________________ WITNESS' SIGNATURE: __________________________________ WITNESS' PRINTED FULL LEGAL NAME: _________________________________ Acknowledgement: STATE OF _________________________ COUNTY OF _______________________ The foregoing instrument was acknowledged before me this _____ day of ____________________, 20____ by _____________________________ [YOUR FULL LEGAL NAME], who is personally known to me or who has produced ________________________________ as identification. _________________________________ Signature of person taking acknowledgment ________________________________ Name typed, printed, or stamped _________________________________ Title or rank _________________________________ Serial number (if applicable) 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans General Durable Power of Attorney Effective Upon Execution I, [NAME], a resident of [ADDRESS. COUNTY, STATE]; Social Security Number [NUMBER] designate [NAME], presently residing at [ADDRESS], as my attorney in fact (referred to as “the Agent”) on the following terms and conditions: 1) Authority to Act. The Agent is authorized to act for me under this Power of Attorney and shall exercise all powers in my best interests and for my welfare. 2) Powers of Agent. The Agent shall have the full power and authority to manage and conduct all of my affairs, and to exercise my legal rights and powers, including those rights and powers that I may acquire in the future, including the following: i) Collect and Manage. To collect, hold, maintain, improve, invest, lease, or otherwise manage any or all of my real or personal property or any interest therein; ii) Buy and Sell. To purchase, sell, mortgage, grant options, or otherwise deal in any way in any real property or personal property, tangible or intangible, or any interest therein, upon such terms as the Agent considers proper, including the power to buy United States Treasury Bonds that may be redeemed at par to pay federal estate tax and to sell or transfer Treasury securities; iii) Borrow. To borrow money, to execute promissory notes therefor, and to secure any obligation by mortgage or pledge. iv) Business and Banking. To conduct and participate in any kind of lawful business of any nature or kind, including the right to sign partnership agreements, continue, reorganize, merge, consolidate, recapitalize, close, liquidate, sell, or dissolve any business and to vote stock, including the exercise of any stock options and the carrying out of any buy sell agreement; to receive and endorse checks and other negotiable paper, deposit and withdraw funds (by check or withdrawal slips) that I now have on deposit or to which I may be entitled in the future in or from any bank, savings and loan, or other institution; v) Tax Returns and Reports. To prepare, sign, and file separate or joint income, gift, and other tax returns and other governmental reports and documents; to consent to any gift; to file any claim for tax refund; and to represent me in all matters before the Internal Revenue Service; vi) Safe Deposit Boxes. To have access to any safety deposit box registered in my name alone or jointly with others, and to remove any property or papers located therein; vii) Proxy Rights. To act as my agent or proxy for any stocks, bonds, shares, or other investments, rights, or interests I may now or hereafter hold; viii) Legal and Administrative Proceedings. To engage in any administrative or legal proceedings or lawsuits in connection with any matter herein; ix) Transfers in Trust. To transfer any interest I may have in property, whether real or personal, tangible or intangible, to the trustee of any trust that I have created for my benefit; x) Delegation of Authority. To engage and dismiss agents, counsel, and employees, in connection with any matter, upon such terms as my agent determines; xi) Restrictions on Agent’s Powers. Regardless of the above statements, my agent (1) cannot execute a will, a codicil, or any will substitute on my behalf; (2) cannot change the beneficiary on any life insurance policy that I own; (3) cannot make gifts on my behalf; and (4) may not exercise any powers 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans that would cause assets of mine to be considered taxable to my agent or to my agent’s estate for purposes of any income, estate, or inheritance tax, and (5) cannot contravene any medical power of attorney I have executed whether prior or subsequent to the execution of this Power of Attorney. 3) Durability. This durable Power of Attorney shall be irrevocable until the trust corpus is surrendered by the trustees, shall not be affected by my death or disability except as provided by law, and shall continue in effect after the surrender of the trust corpus until my death or until revoked by me in writing. 4) Reliance by Third Parties. Third parties may rely upon the representations of the Agent as to all matters regarding powers granted to the Agent. No person who acts in reliance on the representations of the Agent or the authority granted under this Power of Attorney shall incur any liability to me or to my estate for permitting the Agent to exercise any power prior to actual knowledge that the Power of Attorney has been revoked or terminated by operation of law or otherwise. 5) Indemnification of Agent. No agent named or substituted in this power shall incur any liability to me for acting or refraining from acting under this power, except for such agent’s own misconduct or negligence. 6) Original Counterparts. Photocopies of this signed Power of Attorney shall be treated as original counterparts. 7) Revocation. I hereby revoke any previous Power of Attorney that I may have given to deal with my property and affairs as set forth herein. 8) Compensation. The Agent shall be reimbursed for reasonable expenses incurred while acting as Agent and may receive reasonable compensation for acting as Agent. 9) Substitute Agent. If [NAME] is, at any time, unable or unwilling to act, I then appoint [NAME], presently residing at [ADDRESS] as my Agent. Dated: [DATE] _______________________________ [NAME] Signed in the presence of: _______________________________ [WITNESS] _______________________________ [WITNESS] Subscribed and sworn to before me on [DATE]. ____________________________________Notary Public, [COUNTY, STATE]My commission expires ______________. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Sistema de la inyección de carburante: Los aerosoles controlaron la cantidad de combustible directamente en el múltiple de producto o cámaras de combustión, dando por resultado un aire muy exacto para aprovisionar de combustible el cociente que mejora economía de combustible. Muffler: The interior "baffles" and tubes quiet the explosive release of exhaust. Silenciador: El interior “deslumbra” y los tubos callan el lanzamiento explosivo del extractor. Suspension system: This system receives a great deal of punishment from the roads. This system consists of shock absorbers, Struts, springs, and motor mounts, tires, tie rods, ball joints, control arms, torsion bar, strut rods, spindle, axles. Sistema de la suspensión: Este sistema recibe el castigo mucho de los caminos. Este sistema consiste en los amortiguadores de choque, los puntales, los resortes, y los montajes del motor, neumáticos, barras de lazo, articulaciones de rótula, brazos de control, barra de la torsión, barras del puntal, huso, árboles. Power steering reservoir: This reservoir contains fluid for your power steering system. Once the reservoir cap is unscrewed the cap will consist of a dip stick. This will identify the fluid levels. Depósito del manejo de la energía: Este depósito contiene el líquido para su sistema de manejo de la energía. Una vez que el casquillo del depósito esté desatornillado el casquillo consistirá en una varilla de nivbl. Esto identificará los niveles flúidos Brake fluid reservoir: The brake fluid level can be inspected by the plastic box or bottle by the fire wall on the driver side. Depósito del líquido de frenos: El nivel del líquido de frenos se puede examinar por la caja plástica o la botella por la pared cortafuego en el lado del conductor. Disc brakes: A metal disk that spins with the wheel that the brake pad uses to pressure against to stop Frenos de disco: Un disco del metal que hace girar con la rueda contra la cual el cojín de freno utiliza ejercer presión sobre para parar Oil dip stick: The stick that's used to check the level of the motor oil. Varilla de nivel del aceite: El palillo que se utiliza para comprobar el nivel del aceite del motor Rear Axle: A shaft that connects the power from the transmission to the wheels Eje trasero: Un eje que conecta la energía de la transmisión con las rueda Radiator: The device that helps to remove heat from the cooling system as coolant passes through it. Radiador: El dispositivo que ayuda a quitar calor del sistema de enfriamiento mientras que el líquido refrigerador pasa a través de él. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (Hands On): Have the teacher go over with the students the second list of “Additional Car Parts and Their Purposes.” As the teacher gives the car part name and the definition, a student can volunteer to show where the part is on a toy car that has a hood and doors that will open. (The parts could also been shown on the teacher’s car in the parking lot.) Students can fill in the Spanish word on their worksheet. Additional Car Vocabulary: Accelerator: The gas pedal of an automobile, for increasing the speed of the machine. Axle: A supporting shaft on which a wheel revolves. Blinker: A light that blinks in order to convey a signal. Bumper: A horizontal bar attached to the front and rear of an automobile to absorb the impact of a collision. Choke: To reduce the air intake of a carburetor, thereby enriching the fuel mixture. Clutch: A device for engaging and disengaging two working parts of a shaft or of a shaft and driving mechanism. Cylinder: A chamber in which a piston moves. Dashboard: A panel beneath the windshield of an automobile containing instruments, dials and controls. Door: A moveable panel used to open or close an entranceway. Engine: A machine that converts energy into mechanical motion. Fan: Implement to create a cool breeze. Fan Belt: The belt that is used to move the fan. Gasket: Any of a variety of seals used between matched machine parts to prevent the escape of a fluid. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Gear: A toothed wheel or other machine element that meshes with another toothed element to transmit motion or change speed or direction. Headlight: A light on the front of a vehicle. Horn: An electrical device that produces a sound similar to a horn. Hoses: A flexible tube for conveying fluids. Hubcap: A round metal covering clamped over the hub of an automobile. Jack: A portable device for raising heavy objects. Key: A notched metallic instrument designed to open or close a lock. License Plate: Metal plate with numbers located on the bumper at the back of the car. Light Bulbs: A source of illumination. Lock: Mechanism used to secure a door. Mirror: A piece of glass that gives a true picture of something else. Piston: A solid cylinder or disk that fits snugly into a cylinder and moves back and forth under fluid pressure. Seat: Something that may be sat on. Serpentine Belt: A belt that is woven snakelike through the engine parts. Spark Plug: The device that ignites the fuel system by means of an electric spark. Speedometer: An instrument for indicating speed. Steering Wheel: A round rotating device that is used to turn the car. Starter: Small motor that starts the car up. Tail Light: Light in the rear of the car by the bumper. Tire: A covering for a wheels rim that is rubber and filled with compressed air. Transmission: An assembly of gears that links an engine to a driving axle. Trunk: A covered compartment in an automobile that is used for luggage and storage. Turn Signal: The light on the front and back of the car that blinks when the driver of the car shows he is turning left or right. Valve: A mechanical device that blocks and regulates gas or liquid flow by blocking and uncovering openings. Water Pump: The pump in the cooling system of an automobile that causes the water to circulate. Window: A pane of glass that allows the driver to see out. Windshield: A framed pane of glass located in the front of the occupants in an automobile to protect them from the wind. Windshield Wipers: The two devices used on the car windshield to remove water, snow and dirt. Wires: Rubber coated flexible strand used to transfer electrical current through parts of the car. Activity (Online Quizzes): Students can go to these websites to take quizzes related to cars, transportation, and car parts: http://iteslj.org/v/s/ab-car.html http://iteslj.org/v/s/se-car.html http://a4esl.org/q/h/9901/pk-auto.html 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Before You Buy a Car Check Out These Things: A clean interior and exterior does not necessarily mean a great car. Never get pressured into buying until you feel comfortable. Make your test drive involve hard turns, different road surfaces, and lots of braking. You should also: • Ask to see the vehicle on as level a surface as possible. This is important, because you can spot a problem with suspension that may leave one or more quarters of the vehicle riding lower to the road than others. You can also sometimes spot frame damage to indicate the vehicle has been in at least one serious collision. • Inspect the vehicle for signs of rust or damage. • Look underneath the vehicle as well as at the obvious body. Pay close attention when you start the vehicle; look for dashboard warning lights that remain on and ask about them. • Check the exhaust as you start the car Take a test drive that involves turning, shifting gears, braking multiple times, a steep ascent to see how well the car handles, and a dirt road or other challenging road surface • Listen for brake noise, engine knocking, pinging, or anything else that seems not quite right. • Try all the lights to be sure they work. • Have the engine running at least once when you check beneath the hood • Under the hood, look at the overall condition of the engine (a clean engine is more than just pleasing to the eye; it may also indicate good vehicle care) as well as for loose or broken hoses, belts, and fixtures. Look under the hood and on the bottom side of the hood. If there appears to be a moisture pattern then there is leakage some place. It would be good to check this again after taking it for a drive. • When the car is cool, check the tail piped to see if it has carbon (black powder) or oily powder inside of it. If there is a little bit then not bad. If around the inside or outside of the tail pipe or on the paint it is burning oil. • Check all the fluids. If the oil is gray, than it is leaking water into the oil. That is bad. • If the fluids are low, then there may be a problem with leakage and a need to look under the car for drips. • Check the transmission fluid after the test drive has been made. It gives a true reading when it is hot. If the transmission fluid smells burnt, then don’t buy the car. The burnt smell indicates that the transmission is burning up. • When the hood is up and the engine is running, listen to the motor. • Are there any knocks, clicks, odd noises and smells. If so, the car has problems. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Don't forget to: • Look beneath cushions and mats to be sure they aren't positioned to hide something. • Check operation of windows, doors, and other devices • Ask about operating costs, including average mileage and oil consumption Also, never feel pushed to make a deal. If someone is really trying to force you to agree to buy immediately, before you can get the car professionally inspected or give it a thorough inspection yourself, there may be a reason. Before you even get into the vehicle, do a little preliminary check: • Are the tires in safe condition―no cracks, splits or excessive wear? Are they worn unevenly? Weird wear patterns means it could be out of alignment, bad bearings, bad ball joints or bad shocks. It can be an indication of a number of possible problems. • As you slide into the driver's seat, there are a number of things to consider even before you turn on the ignition: • Is the car in overall good condition? • Are the seats, carpets, switches, mirrors and headliners all in acceptable shape? Look at the driver’s seat and see if it is really worn out. It may have more miles on it then the speedometer shows • Is the seat comfortable, evenly padded, in good repair, and adjustable? • Does the car provide the primary driver with an unobstructed 360degree view? • Do the safety features work―horn, headlights, emergency brake, seatbelts and windshield wipers? Once you have settled in, adjusted the seat and mirrors, and fastened your seatbelt, you can begin your actual road test: • Is the car easy to start? • Does it turn over on the first try? • Are the gears (manual transmission) easy to shift? • Is the clutch easy to engage with no abnormal sounds or hesitation? • In an automatic transmission, does the car move smoothly from gear to gear? • Is there any unusual noise or hesitation while changing gears? • Are the brakes strong? Put your foot on the brake and see how low the pedal goes down. If too close to the floor board, then there is brake problems. • Is there a pull to either side as you step on the brakes? • On the freeway, does the car have good acceleration? • Can it easily reach speeds in order to merge with the flow of traffic? 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans • Do the turn signals work? • Is the car easy to maneuver during lane changes? • Are their any blind spots? • Does the cruise control work? • Around town, does the car handle well and idle steadily during stops? • Is the acceleration strong starting off on a green light? • Is the car easy to park in a number of types of parking spots? • Do the air conditioning and heating systems function properly • Does the windshield wipers, windshield wiper spray and lights work? During a quiet moment, listen for any strange sounds: • Does the wind whistle through windows that can't quite close all the way? • If there is a sunroof, is air coming through even when closed? Check the sound system, if that is an important feature to you: • Is the radio reception unclear? • Is the CD or DVD player working? (You may want to bring a CD or DVD along just for a test.) Back at the dealer lot or the seller's home, you should take a few minutes to walk around, crawl under, and pop the hood of the car. Check to see if there is any dripping fluid, smoke billowing from the exhaust system, or any build up of dirt and grime on and around the engine. Activity (Role play): Act out skits with the students using the questions and answers in this lesson. Conversing—With the Mechanic 1. My car will not start. What does it do? Nothing. Does it make a noise? Yes. Like this. (make the noise) It sounds like it is your starter. How much money to fix it? ____________ dollars. How long to fix it? __________ days/hours. 2.My car won’t move. Will the engine start and run. Yes/No. What kind of noise does it make? 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Mechanic: Yes, you have some serious problems. I bet your engine is running really rough. Your transmission is leaking, your shocks need to be replaced, and you need new brake pads. Your battery is very low and it should replaced, too. Sophia: I can’t believe it. Mechanic: It’s true. Your tires need to be rotated, too, and I also suggest getting a wheel alignment. Sophia: Well, this is all a big surprise, especially since I just bought this used car a couple of months ago. Mechanic: You did? Well, you got ripped off. Whoever sold you this car is a crook. Where did you buy it? Sophia: I bought it here! I bought this from the owner of this garage. He said that it was in tip- top shape! Activity (Online Game): This website has four "mystery" pictures of car parts to identify verbally of a tire, a gas door, a grille, and a turn signal. http://www.nationalgeographic.com/ngkids/what/wiw_ap.html Activity (Story Time): The teacher can read, or let an advanced student read, a book about cars, such as: “Mater and the Ghost Light” by Disney. Online Resources for Finding the Value of a Car: The instructor should discuss the different ways of finding the value of a new or used car through the use of the internet. Explain how buyers should consult the Kelly Blue Book (or other source like NADA) to identify the value of a car before making a purchase. A Kelly Blue Book can also be purchased for around $10. Students should take note of the following websites: o Kelly Blue Book http://www.kbb.com/ o NADA http://www.nada.com/ o www.msn.com They can switch the language to Spanish and then search the “auto” section. This website offers more detailed pricing information and specifications. o Edmunds www.edmunds.com Activity (Kelly Blue Book Time): Either bring a couple copies of the Kelly Blue Book to class or pull up the website on a projector screen for everyone to see. Show the students how the book/website is laid out and how to search for specific cars. The ask students to find their own car in the book/website in order to be aware of its value. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Understanding the Gauges on a Car: Go over the following information with the students and have them take notes on their worksheet. Let them know that the gauges in their car could be a little different and in varying locations, but that this is just an overview of the most common layout. Speedometer- The job of the speedometer is to indicate the speed of your car in miles per hour, kilometers per hour or both. Temperature Gauge- This gauge measures the temperature of the engine coolant in degrees. It is very important to monitor the temperature gauge to be sure that your engine is not overheating. If you notice that the gauge is reading much hotter than it usually is and the outside temperature is not unusually hot, have the cooling system checked as soon as possible. Note: If the temperature gauge moves all the way to hot, or if the temperature warning light comes on, the engine is overheating! Safely pull off the road and turn the engine off and let it cool. An overheating engine can quickly cause serious engine damage! Fuel Gauge- It is not a good idea to let your tank drop below 1/4. This is because your fuel pump is submerged in fuel at the bottom of the tank. The liquid fuel helps to keep the fuel pump cool. If the fuel level goes too low and uncovers the pump, the pump will run hotter than normal. If you do this often enough, it can shorten the life of the fuel pump and eventually cause it to fail. Tachometer- The tachometer measures how fast the engine is turning in RPM (Revolutions Per Minute). This information is useful if your car has a standard shift transmission and you want to shift at the optimum RPM for best fuel economy or best acceleration. Oil Pressure Lamp- Measures engine oil pressure in pounds per square inch. Oil pressure is just as important to an engine as blood pressure is to a person. If you run an engine with no oil 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans pressure even for less than a minute, you can easily destroy it. Most cars have an oil lamp that lights when oil pressure is dangerously low. If it comes on while you're driving, stop the vehicle as soon as is safely possible and shut off the engine. Then, check the oil level and add oil as necessary. Charging System Lamp- The charging system is what provides the electrical current for your vehicle. Without a charging system, your battery will soon be depleted and your vehicle will shut down. When a charging problem is indicated, you can still drive a short distance to find help unlike an oil pressure or coolant temperature problem which can cause serious engine damage if you continue to drive. The worst that can happen is that you get stuck in a bad location. Trip Computer- A trip computer can record distance travelled for a certain time period. They can be used on vacations or other small journeys in which you wish to know the total amount of miles you traveled. Activity (Car Gauges): Draw the complete set of dashboard gauges on the board. The instructor should start by drawing a sketch of the dashboard. Then have students come up one by one and draw a gauge. Let them explain what it is used for as they add it to the dashboard set. It may be helpful to have different colored markers to use. In the end you should have a rough sketch of all the dashboard gauges you just covered. Finding a Car Manual Online and in the store: Discuss with the students the ability to purchase a car manual online in order to fix a simple problem with their car. They can go to this website below to purchase manuals in Spanish or English for about $25.00. http://www.haynes.com/ They can also call Haynes at 18054986703 (not a toll free number) to order by phone. They say they have Spanish people at this number that can help with an order. Another option is Auto Zone. They may have a person that speaks Spanish that can help at the store and order the book for anyone who is interested. Carquest Auto Parts carries a few of the most popular manuals. They have to special order any other books, as well as those in Spanish. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans GENERAL POWER OF ATTORNEY NOTICE: THE POWERS GRANTED BY THIS DOCUMENT ARE BROAD AND SWEEPING. IF YOU HAVE ANY QUESTIONS ABOUT THESE POWERS, OBTAIN COMPETENT LEGAL ADVICE. THIS DOCUMENT DOES NOT AUTHORIZE ANYONE TO MAKE MEDICAL AND OTHER HEALTH-CARE DECISIONS FOR YOU. YOU MAY REVOKE THIS POWER OF ATTORNEY IF YOU LATER WISH TO DO SO. I, _____________________________ [YOUR FULL LEGAL NAME], residing at ___________________________________________________________________________________ [YOUR FULL ADDRESS], hereby appoint ___________________________________ of _________________________, _________________________, ___________________________________, as my Attorney-in-Fact ("Agent"). If my Agent is unable to serve for any reason, I designate ___________________________________, of _________________________, _________________________, _________________________ __________, as my successor Agent. I hereby revoke any and all general powers of attorney that previously have been signed by me. However, the preceding sentence shall not have the effect of revoking any powers of attorney that are directly related to my health care that previously have been signed by me. My Agent shall have full power and authority to act on my behalf. This power and authority shall authorize my Agent to manage and conduct all of my affairs and to exercise all of my legal rights and powers, including all rights and powers that I may acquire in the future. My Agent's powers shall include, but not be limited to, the power to: 1. Open, maintain or close bank accounts (including, but not limited to, checking accounts, savings accounts, and certificates of deposit), brokerage accounts, and other similar accounts with financial institutions. a. Conduct any business with any banking or financial institution with respect to any of my accounts, including, but not limited to, making deposits and withdrawals, obtaining bank statements, passbooks, drafts, money orders, warrants, and certificates or vouchers payable to me by any person, firm, corporation or political entity. b. Perform any act necessary to deposit, negotiate, sell or transfer any note, security, or draft of the United States of America, including U.S. Treasury Securities. c. Have access to any safe deposit box that I might own, including its contents. 2. Sell, exchange, buy, invest, or reinvest any assets or property owned by me. Such assets or property may include income producing or non-income producing assets and property. 3. Purchase and/or maintain insurance, including life insurance upon my life or the life of any other appropriate person. 4. Take any and all legal steps necessary to collect any amount or debt owed to me, or to settle any claim, whether made against me or asserted on my behalf against any other person or entity. 5. Enter into binding contracts on my behalf. 6. Exercise all stock rights on my behalf as my proxy, including all rights with respect to stocks, bonds, debentures, or other investments. 7. Maintain and/or operate any business that I may own. 8. Employ professional and business assistance as may be appropriate, including attorneys, accountants, and real estate agents. 9. Sell, convey, lease, mortgage, manage, insure, improve, repair, or perform any other act with respect to any of my property (now owned or later acquired) including, but not limited to, real estate and real estate rights (including the right to remove tenants and to recover possession). This includes the right to sell or encumber any homestead that I now own or may own in the future. 10. Prepare, sign, and file documents with any governmental body or agency, including, but not limited to, authorization to: a. Prepare, sign and file income and other tax returns with federal, state, local, and other governmental bodies. b. Obtain information or documents from any government or its agencies, and negotiate, compromise, or settle any matter with such government or agency (including tax matters). c. Prepare applications, provide information, and perform any other act reasonably requested by any government or its agencies in connection with governmental benefits (including military and social security benefits). 11. Make gifts from my assets to members of my family and to such other persons or charitable organizations with whom I have an established pattern of giving. However, my Agent may not make gifts of my property to the Agent. I appoint ___________________________________, of _________________________, 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans _________________________, _________________________ __________, as my substitute Agent for the sole purpose of making gifts of my property to my Agent, as appropriate. 12. Transfer any of my assets to the trustee of any revocable trust created by me, if such trust is in existence at the time of such transfer. 13. Disclaim any interest which might otherwise be transferred or distributed to me from any other person, estate, trust, or other entity, as may be appropriate. This Power of Attorney shall be construed broadly as a General Power of Attorney. The listing of specific powers is not intended to limit or restrict the general powers granted in this Power of Attorney in any manner. Any power or authority granted to my Agent under this document shall be limited to the extent necessary to prevent this Power of Attorney from causing: (i) my income to be taxable to my Agent, (ii) my assets to be subject to a general power of appointment by my Agent, and (iii) my Agent to have any incidents of ownership with respect to any life insurance policies that I may own on the life of my Agent. My Agent shall not be liable for any loss that results from a judgment error that was made in good faith. However, my Agent shall be liable for willful misconduct or the failure to act in good faith while acting under the authority of this Power of Attorney. I authorize my Agent to indemnify and hold harmless any third party who accepts and acts under this document. My Agent shall be entitled to reasonable compensation for any services provided as my Agent. My Agent shall be entitled to reimbursement of all reasonable expenses incurred in connection with this Power of Attorney. My Agent shall provide an accounting for all funds handled and all acts performed as my Agent, if I so request or if such a request is made by any authorized personal representative or fiduciary acting on my behalf. This Power of Attorney shall become effective immediately and shall not be affected by my disability or lack of mental competence, except as may be provided otherwise by an applicable state statute. This is a Durable Power of Attorney. This Power of Attorney shall continue effective until my death. This Power of Attorney may be revoked by me at any time by providing written notice to my Agent. Dated ____________________, 20____ at _________________________, _________________________. YOUR SIGNATURE: _________________________________ YOUR PRINTED FULL LEGAL NAME: __________________________________ WITNESS' SIGNATURE: __________________________________ WITNESS' PRINTED FULL LEGAL NAME: __________________________________ WITNESS' SIGNATURE: __________________________________ WITNESS' PRINTED FULL LEGAL NAME: _________________________________ Acknowledgement: STATE OF _________________________ COUNTY OF _______________________ The foregoing instrument was acknowledged before me this _____ day of ____________________, 20____ by _____________________________ [YOUR FULL LEGAL NAME], who is personally known to me or who has produced ________________________________ as identification. _________________________________ Signature of person taking acknowledgment ________________________________ Name typed, printed, or stamped _________________________________ Title or rank _________________________________ Serial number (if applicable) 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans General Durable Power of Attorney Effective Upon Execution I, [NAME], a resident of [ADDRESS. COUNTY, STATE]; Social Security Number [NUMBER] designate [NAME], presently residing at [ADDRESS], as my attorney in fact (referred to as “the Agent”) on the following terms and conditions: 10) Authority to Act. The Agent is authorized to act for me under this Power of Attorney and shall exercise all powers in my best interests and for my welfare. 11) Powers of Agent. The Agent shall have the full power and authority to manage and conduct all of my affairs, and to exercise my legal rights and powers, including those rights and powers that I may acquire in the future, including the following: i) Collect and Manage. To collect, hold, maintain, improve, invest, lease, or otherwise manage any or all of my real or personal property or any interest therein; ii) Buy and Sell. To purchase, sell, mortgage, grant options, or otherwise deal in any way in any real property or personal property, tangible or intangible, or any interest therein, upon such terms as the Agent considers proper, including the power to buy United States Treasury Bonds that may be redeemed at par to pay federal estate tax and to sell or transfer Treasury securities; iii) Borrow. To borrow money, to execute promissory notes therefor, and to secure any obligation by mortgage or pledge. iv) Business and Banking. To conduct and participate in any kind of lawful business of any nature or kind, including the right to sign partnership agreements, continue, reorganize, merge, consolidate, recapitalize, close, liquidate, sell, or dissolve any business and to vote stock, including the exercise of any stock options and the carrying out of any buy sell agreement; to receive and endorse checks and other negotiable paper, deposit and withdraw funds (by check or withdrawal slips) that I now have on deposit or to which I may be entitled in the future in or from any bank, savings and loan, or other institution; v) Tax Returns and Reports. To prepare, sign, and file separate or joint income, gift, and other tax returns and other governmental reports and documents; to consent to any gift; to file any claim for tax refund; and to represent me in all matters before the Internal Revenue Service; vi) Safe Deposit Boxes. To have access to any safety deposit box registered in my name alone or jointly with others, and to remove any property or papers located therein; vii) Proxy Rights. To act as my agent or proxy for any stocks, bonds, shares, or other investments, rights, or interests I may now or hereafter hold; viii) Legal and Administrative Proceedings. To engage in any administrative or legal proceedings or lawsuits in connection with any matter herein; ix) Transfers in Trust. To transfer any interest I may have in property, whether real or personal, tangible or intangible, to the trustee of any trust that I have created for my benefit; x) Delegation of Authority. To engage and dismiss agents, counsel, and employees, in connection with any matter, upon such terms as my agent determines; xi) Restrictions on Agent’s Powers. Regardless of the above statements, my agent (1) cannot execute a will, a codicil, or any will substitute on my behalf; (2) cannot change the beneficiary on any life 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Silenciador: El interior “deslumbra” y los tubos callan el lanzamiento explosivo del extractor. Suspension system: This system receives a great deal of punishment from the roads. This system consists of shock absorbers, Struts, springs, and motor mounts, tires, tie rods, ball joints, control arms, torsion bar, strut rods, spindle, axles. Sistema de la suspensión: Este sistema recibe el castigo mucho de los caminos. Este sistema consiste en los amortiguadores de choque, los puntales, los resortes, y los montajes del motor, neumáticos, barras de lazo, articulaciones de rótula, brazos de control, barra de la torsión, barras del puntal, huso, árboles. Power steering reservoir: This reservoir contains fluid for your power steering system. Once the reservoir cap is unscrewed the cap will consist of a dip stick. This will identify the fluid levels. Depósito del manejo de la energía: Este depósito contiene el líquido para su sistema de manejo de la energía. Una vez que el casquillo del depósito esté desatornillado el casquillo consistirá en una varilla de nivbl. Esto identificará los niveles flúidos Brake fluid reservoir: The brake fluid level can be inspected by the plastic box or bottle by the fire wall on the driver side. Depósito del líquido de frenos: El nivel del líquido de frenos se puede examinar por la caja plástica o la botella por la pared cortafuego en el lado del conductor. Disc brakes: A metal disk that spins with the wheel that the brake pad uses to pressure against to stop Frenos de disco: Un disco del metal que hace girar con la rueda contra la cual el cojín de freno utiliza ejercer presión sobre para parar Oil dip stick: The stick that's used to check the level of the motor oil. Varilla de nivel del aceite: El palillo que se utiliza para comprobar el nivel del aceite del motor Rear Axle: A shaft that connects the power from the transmission to the wheels Eje trasero: Un eje que conecta la energía de la transmisión con las rueda Radiator: The device that helps to remove heat from the cooling system as coolant passes through it. Radiador: El dispositivo que ayuda a quitar calor del sistema de enfriamiento mientras que el líquido refrigerador pasa a través de él. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Additional Car Parts and Their Purposes: Acelerador: Árbol: Intermitente: Tope: Estrangulación: Embrague: Cilindro: Tablero de instrumentos: Puerta: Motor: Ventilador: Correa de ventilador: Junta: Engranaje: Linterna: Cuerno: Mangueras: Hubcap: Gato: Llave: Placa de la licencia: . Bombillas: Cerradura: Espejo: Pistón: Sitz: Correa serpentina: Enchufe de chispa: Velocímetro: Rueda de manejo: Arrancador: Luz de la cola: Neumático: Transmisión: Tronco: Umdrehung Signal: Válvula: Bomba de agua: Ventana: Parabrisas: Limpiadores del parabrisas: Alambres: Accelerator: Axle: Blinker: Bumper: Choke: Clutch: Cylinder: Dashboard: Door: Engine: Fan: Fan Belt: Gasket: Gear: Headlight: Horn: Hoses: Hubcap: Jack: Key: License Plate: Light Bulbs: Lock: Mirror: Piston: Seat: Serpentine Belt: Spark Plug: Speedometer: Steering Wheel: Starter: Tail Light: Tire: Transmission: Notes: Trunk: ____________________________________ Turn Signal: Valve: ____________________________________ Water Pump: Window: ____________________________________ Windshield: Windshield Wipers: ____________________________________ Wires: 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Car Parts Directions: Match the correct picture with a word from the box. engine license plate seat gear shift headlight window wheel seatbelt steering wheel ______________________ ___________________ ______________________ ___________________ ______________________ ___________________ ______________________ __________________ 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans 6. ¿Ha qué tipo de programa académico entrarán los niños LEP? No hay un programa fijo para los niños LEP. Las escuelas no tienen que enseñar a los niños en el idioma que ellos mejor hablan. No obstante, las escuelas tienen que tener un programa que funcione para enseñar a los niños LEP. Las escuelas también deben asegurarse que los maestros están bien calificados y que los libros están al nivel del niño LEP. 7. ¿Qué acerca del tipo de educación especial o programas para superdotados? Las escuelas no pueden colocar a niños LEP en un programa de Educación Especial solamente porque tiene problemas leyendo, hablando o entendiendo inglés. También, las escuelas no pueden permitir dejar entrar a estudiantes LEP en los programas para superdotados solamente porque son LEP. 8. ¿Pueden los niños indocumentados recibir el desayuno y el almuerzo de la escuela? Las escuelas públicas de Carolina del sur ofrecen comidas sanas gratis a las escuelas o por un precio bajo. Si la familia tie ne ingresos muy bajos, el niño puede recibir desayunos y almuerzo s en la escuela. Los padres deben llenar un formulario especial. El formulario solicitará un número de seguro social. Si los padres no tienen un número de seguro social, pueden decir que no lo tienen. La escuela no los denunciará al USCIS. 9. ¿Que pasa si los padres son LEP? Las escuelas deben de enviar a los padres LEP cartas y toda la información de la escuela en un idioma que los padres entiendan. Por ejemplo, si los padres solamente hablan español, la esuela debe enviarles la información de la escuela en español. Es importante decir le a la escuela que idioma se habla en casa. 10. ¿Qué pasa si una escuela no permite a un niño indocumentado matricularse en la escuela? Primero, dígale a la escuela que niños indocumentados tienen el derecho de asistir a las escuelas públicas sin pagar. Si el empleado de la escuela no escucha, pregunte por el director. Si la escuela no le escucha, hable con un abogado que viva en su área. También puede ponerse en contacto con la Office of Civil Rights (Oficina de Derechos Civiles) en Atlanta al (404) 562-6350. 11. ¿Pueden los estudiantes indocumentados recibir financiamiento para ir a la universidad o un descuento para ir a la universidad por ser residentes del estado? No. Actualmente, estudiantes indocumentados no pueden recibir financiamiento para ir a la universidad o un descuento para ir a la universidad por ser residentes del estado. Hay un proyecto de ley llamado DREAM Act que puede cambiar esto en el futuro. DREAM Act es el Development, Relief, and Education for Alien Minors Act. Si es adoptado por el gobierno, permitiría a las universidades de los estados dar un descuento a los estudiantes indocumentados por ser residentes del estado. Los estudiantes indocumentados también tendrían la oportunidad de quedarse en los Estados Unidos legalmente. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Personal Information Worksheet Name: ____________________________________________________________________________________ Telephone Number: __________________________ Social Security Number: ______________________________ Mailing Address: _____________________________________________ City: _____________________________ State: ____________ Zip Code: _______________ E-Mail Address:____________________________________ Current Address: _____________________________________________ City: _____________________________ State: ____________ Zip Code: _______________ Are you authorized to work in the U.S.? __________ Current Visa Type: ___________Issue Date: __________ Visa Number: __________ Expiration Date: __________ Entry Visa Type: ________Entry Date: ______ Expiration Date: ________ Port of Entry: Entry Number: ________ Passport Number: _____________Expiration Date: _________ I-94 Status: _________ Expiration Date: _________ Alien Registration Number: ______________________ Nation of Citizenship: _____________________________ Personal Health Worksheet Blood Type: __________ Current Health Conditions: ______________________________________________________________________ Current Medication:____________________________________________________________________________ Family Health History:___________________________________________________________________________ Have you ever been hospitalized? _________ Reason:_________________________________________________ Do you smoke? ________________ Do you drink alcohol? _______________ If yes, how often?_______________ 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans The Gauges on a Car: ___________________ __________________ ___________________ __________________ ______________________ ______________________ _________________ ____________________ _________________ ____________________ ____________________ ______________________ ____________________ ______________________ Notes: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Cooking Vocabulary: sumar add cocer al horno bake cocinar cook cortar cut freír fry calentar heat mezclar mix porción slice remover stir Adjectives The instructor should review some basic personality adjectives with the students. Below is a list that is also included in their student worksheets. English Spanish ambitious ambicioso annoying pesado argumentative, quarrelsome discutidor bad-tempered malhumorado big-headed creído, engreído bitchy de mala leche, venenoso; brave valiente cantankerous cascarrabias carefree despreocupado careless descuidado, poco cuidadoso cautious prudente, cauteloso, cauto; charming encantador cheerful alegre, jovial; conceited, full of oneself presumido conservative conservador conventional convencional cowardly cobarde crazy, nuts loco, chiflado cruel cruel dull, boring soso, aburrido flirtatious coqueta friendly amigable, simpático, agradable generous generoso hard-working trabajador honest honesto kind amable laid-back tranquilo, relajado lazy perezoso, vago loyal fiel mean tacaño modest modesto 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans moody de humor cambiante naive ingenuo, inocentón naughty (children) malo, travieso (niños) open-minded: narrow-minded: de actitud abierta, sin prejuicios de mentalidad cerrada, intolerante; pious piadoso polite cortés, educado proud orgulloso reliable: he’s a very reliable person fiable, confiable: es una persona en la que se puede confiar self-confident: to be self-confident seguro de sí mismo: tener confianza en sí mismo selfish egoísta sensible sensato, prudente; sensitive sensible shy - introverted tímido, vergonzoso - introvertido strict estricto, severo, riguroso stubborn terco, testarudo, tozudo sympathetic (understanding) comprensivo talkative conversador, hablador trustworthy digno de confianza two-faced falso weird raro, extraño Activity (“Describing the Taste of Food Podcast”): Follow the link below and listen to a short podcast related to adjectives. Have students write down words that they do not know while listening to the short story. Afterward, review the words in bold as well as other the students did not understand. You can start the podcast at 1 minute 25 seconds and end it at 3 minutes seven seconds. http://www.eslpod.com/website/show_podcast.php?issue_id=516# Script: Steve, my new boyfriend, decided to cook dinner for me. I was really excited, that is, until I tried his cooking. Steve: What do you think of the soup? I thought: This is so bland, and what are these little lumpy things in the soup? Of course I didn’t say that aloud. Elaine: It’s delicious. It has a very interesting flavor. When Steve served the main course, a baked chicken, he asked, 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Steve: What do you think of the chicken? Is it too salty or spicy? I thought: Yes! It’s too salty and it’s so spicy I can hardly eat it without breathing fire. The outside of the chicken is overcooked and the inside is raw! But out loud, I said, Elaine: No, not at all! It has an interesting texture and I’m enjoying every bite. I thought: Oh, no. Is there more? Steve went into the kitchen and brought dessert. Steve: What do you think of this cake? I thought: This cake should be sweet, but it has a strange sour taste. Could there be something seriously wrong with Steve’s taste buds? But aloud, I said, Elaine: It’s yummy. It’s the best cake that anyone has ever made for me. And it was true. I didn’t care how bad the meal was. It’s the thought that counts. Activity (“Taste Testing”): Bring a bag of popcorn chicken to class as well as several different types of sauces like honey mustard, BBQ, ranch, ketchup, etc. Give each student a handful of popcorn chicken and a plate of all the different sauces to “taste test.” Have the students break up into pairs and bring blindfolds so that they can’t open their eyes. Have one partner test the other by feeding them one sauce and then asking what it is. The partner who guesses the most foods correctly wins. But make it interesting by telling the students to close their eyes and hold their nose while they eat the food. It is supposed to be harder to tell what you are tasting without your sense of vision or smell. Afterwards, go through the different sauces and ask the students how they tasted (salty, sweet, cool, hot, etc.). Activity (Role Play and Recipe Following): The objective of this activity is to allow students to learn vocabulary, practice pronunciation, and perform speaking skills through a role play atmosphere. Ask students to think of words related to restaurants in Spanish. Translate those words into English and have them write vocabulary. Tell the students that we are all going to go into business together. We have found the secret recipe to making the best hamburgers and hot dogs. We know everyone will come and buy these once they hear about them. We need though to be ready for when the customers come. We need to make up our dialogue of what we will say to customers in English when they come. We also are only going to communicate in English together so we need to make up a dialogue for all positions in the restaurant. Divide the group into small groups to write a dialogue related to: Waitress/Waiter Cook Manager Bus boy/girl 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Ordering Breakfast: Waitress: Good morning. Are you ready to order? Customer: Yes. I am ready. Thank you. I would like two eggs, two slices of bacon, and an order of toast with jam and butter. Waitress: How would you like your eggs? Customer: Scrambled. Waitress: What would you like to drink? Customer: I would like some milk. (orange juice, milk, coffee, tea) Waitress: Large or small glass? Customer: Large. Waitress: Anything else? Customer: Yes. An order of pancakes. Waitress: Yes sir. Coming right up. Ordering Lunch or Dinner: Waiter: Are you ready to order, sir? Customer: No. We need a few more minutes. Waiter: Have you decided, sir? Customer: Yes. I will have the caesar salad for starters, and my wife will have the vegetable soup. Waiter: What would you like for the main course? Customer: I will have the t-bone steak and my wife will have the fried chicken with broccoli. Waiter: I’m afraid we are out of t-bone. Customer: What do you recommend? Waiter: The salmon is excellent. Customer: I will take that. Waiter: Certainly. What would you like to drink? Customer: Water with lemon. (tea, milk, soda) Waiter: I will be right back with your waters. Time for Dessert: Waiter: Will you be having any dessert? Customer: No, thank you. We will just be needing our check. Yes. We would like an apple pie and the cheesecake. Waiter: I will be right out with that. Is There a Good Restaurant Near Here: 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Student: Is there a good restaurant near here? Person 2: Yes. McCormick and Schmick’s Seafood Restaurant. Student: How do I get there? Person 2: Go up to the light and turn right. Go two blocks; it is on your left. Student: Thank you. ________________________________________________ Reserving a Table: Customer: (put fist up to your ear like you are speaking on the phone) Restaurant: Hello. McCormick and Schmick’s Seafood Restaurant. Can I help you? Customer: Yes. I would like to make a reservation for four. Restaurant: When would you like it? Customer: Tonight at seven. Restaurant: We are booked until 7:30. Would you like to come in then? Customer: Yes. I would. Restaurant: We will see you then. Activity (Knowing What to Say Worksheets): This activity can be done individually or in groups. The students will need a copy of the sections, ‘Match the Waitress’s Statements with the Customer’s Response’ and ‘Choose the Correct Customer’s Response from the List and Write it on the Line Below the Waiters Statement.’ For match the waitress’s statements, the students can draw a diagonal line from the correct customer statement to the waitress’s statement that it answers. For the section on choosing the correct customer’s response from the list and write it; the student will write the correct customer answer on the spaces provided under the waiters statement. Races can be done to see what individual or team gets done first. Ordering Breakfast: Waitress Customer Good morning. Are you Large. ready to order? How would you like your Yes. An order of pancakes. eggs? What would you like to Yes. I am ready. Thank you. I drink? would like two eggs, two slices of bacon, and order of toast with jam 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Large or small glass? and butter. Anything else? Scrambled. Yes sir. Coming right up. I would like some milk. (orange juice, tomato juice, tea) Choose the Correct Customer’s Response From the List and Write it on the Line Below the Waiters Statement: • I will take that. • What do you recommend? • Water with lemon. (tea, milk, Sprite) • No. We need a few more minutes. • Yes. I will have the caesar salad for starters, and my wife will have the vegetable soup. • I will have the t-bone steak and my wife will have the fried • chicken with broccoli. Ordering Lunch or Dinner: Waiter: Are you ready to order, sir? ______________________________________________________________________________ Have you decided, sir? ______________________________________________________________________________ What would you like for the main course? ______________________________________________________________________________ I’m afraid we are out of t-bone. ______________________________________________________________________________ The salmon is excellent. ______________________________________________________________________________ Certainly. What would you like to drink? I will be right back with your waters. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Activity (Tipping): Go to the rectangular chart with food and prices. Print out a copy for each student. Have them mark the food that they would like to order and then total up the prices of the order. The students can do their math on that sheet. Then have them calculate a ten or fifteen percent tip on that order. The advanced students may need to help the other students. (This could also be done in groups. Appetizers Tomato Soup $3.00 Caesar Salad $3.50 Main Course & Sandwiches Bacon Lettuce and Tomato $3.25 Tuna $3.75 Chicken Salad $4.25 Grilled Cheese $3.00 Slice of Pizza $3.50 Cheeseburger $5.50 Quarter pounder hamburger $6.50 Lasagna $6.50 Drinks Coffee & Decaffeinated Coffee $1.00 Tea & Sweet Tea $1.75 Soft Drinks - Coke, Sprite, Root Beer, etc. $2.00 Activity (“A Problem with a Restaurant Check” Podcast): In the event that the students go to a restaurant and their check is wrong, they need to know the proper procedures and vocabulary for handling the situation. Below is a link to the podcast entitled, “A Problem with a Restaurant Check” which covers this particular situation. Have students write down words that they do not know while listening to the short story. Afterward, review the words in bold as well as other the students did not understand. You can start the podcast at 1 minute 29 seconds and end it at 3 minutes seven seconds. http://www.eslpod.com/website/show_podcast.php?issue_id=435 Script: I waved my hand to get the waiter’s attention. Waiter: Yes? Leslie: The check, please. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Waiter: Would you like any dessert, or some tea or coffee? Leslie: No, just the check. Thanks. Waiter: Here you are. I’ll ring that up for you when you’re ready. Leslie: Thank you. Oh, there seems to be a mistake on our bill. We didn’t order this appetizer. Waiter: Let me check this and I’ll be right back...Here you are. I’ve adjusted the check. I took off the appetizer. Leslie: Thanks, but there still seems to be a problem. We had a two-for-one coupon, but we’ve been charged for both meals. Waiter: I’m sorry, but you needed to present the coupon to me when you placed your order, not when you’ve finished your meal. Leslie: That isn’t stated on the coupon. I don’t want to be a pain, but could I see the manager, please? Waiter: I’ll see if she’s available...I talked to the manager and she said to make an exception in this case and to give you the discount. Leslie: Okay, thanks. • The instructor should explain how students can find a particular item in a supermarket like Walmart. Let them know that the associates are available to help and they can also look at the aisle signs. Activity (“Ordering Food Delivery” Podcast”): The objective of this activity is to provide students vocabulary practice and help their listening skills. First, explain why and how you order delivery food. Then, go directly to the website below and have students listen to the short and funny podcast. Start the podcast at 1min 15 sec. and end it at 3min 15 sec. (skip the intro and summary sections). As they listen, have students write down words that they are unfamiliar with. Review vocabulary words in bold and plot of story with students. http://www.eslpod.com/website/show_podcast.php?issue_id=545# 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Script: Order clerk: Hello, Torino’s Restaurant. Nancy: Hello, I’d like to place a delivery order. Order clerk: Can I have your address and the major cross streets, please? Nancy: It’s 1212 Main Street, and the nearest cross streets are Speedway and Highland. Order clerk: Okay, it looks like you’re in our delivery area. What would you like to order? Nancy: I’d like an order of spaghetti. Does that come with any sides? Order clerk: You have a choice of soup or salad. Nancy: I’ll have the salad. Order clerk: Is that all? We have a $15 minimum for delivery orders. Nancy: In that case, I’ll also take an appetizer sampler plate. Order clerk: Okay, that’s one order of spaghetti and an appetizer sampler plate. You’re still $3 short. Would you like a drink or some dessert? Nancy: I’ll take an iced tea. Order clerk: All right, but you’re still a dollar short. Nancy: What can I get for a dollar? Order clerk: There’s nothing on the menu for a dollar, ma’am. Nancy: And you won’t deliver my $14 order? Order clerk: That’s our policy, ma’am. Nancy: All right, you win. Give me an order of bread. How long will that take? Order clerk: You should get your food in about an hour. Nancy: An hour?!? Order clerk: Yes, ma’am. You’ve ordered a lot of food and it takes time for us to prepare it. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans • liver • orange fruits and vegetables (like cantaloupe, carrots, sweet potatoes) • dark green leafy vegetables (like kale, collards, spinach) The B Vitamins There's more than one B vitamin. Here's the list: B1, B2, B6, B12, niacin, folic acid, biotin, and pantothenic acid. The B vitamins are important in metabolic activity — this means that they help make energy and set it free when your body needs it. This group of vitamins is also involved in making red blood cells, which carry oxygen throughout your body. Every part of your body needs oxygen to work properly, so these B vitamins have a really important job. Which foods are rich in vitamin B? • whole grains, such as wheat and oats • fish and seafood • poultry and meats • eggs • dairy products, like milk and yogurt • leafy green vegetables • beans and peas Vitamin C This vitamin is important for keeping body tissues, such as gums and muscles in good shape. C is also key if you get a cut or wound because it helps you heal. This vitamin also helps your body resist infection. This means that even though you can't always avoid getting sick, vitamin C makes it a little harder for your body to become infected with an illness. Which foods are rich in vitamin C? • citrus fruits, like oranges • cantaloupe • strawberries • tomatoes • broccoli • cabbage • kiwi fruit • sweet red peppers Vitamin D Vitamin D is the vitamin you need for strong bones! It's also great for forming strong teeth. Vitamin D even lends a hand to an important mineral — it helps your body absorb the amount of calcium it needs. Which foods are rich in vitamin D? • milk fortified with vitamin D • fish • egg yolks • liver • fortified cereal 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Vitamin E Everybody needs E. This hard-working vitamin maintains a lot of your body's tissues, like the ones in your eyes, skin, and liver. It protects your lungs from becoming damaged by polluted air. And it is important for the formation of red blood cells. Which foods are rich in vitamin E? • whole grains, such as wheat and oats • wheat germ • leafy green vegetables • sardines • egg yolks • nuts and seeds Vitamin K Vitamin K is the clotmaster! Remember the last time you got a cut? Your blood did something special called clotting. This is when certain cells in your blood act like glue and stick together at the surface of the cut to help stop the bleeding. Which foods are rich in vitamin K? • leafy green vegetables • dairy products, like milk and yogurt • broccoli • soybean oil Activity (Vitamin Quiz): Have a quiz show in order to help the students learn the importance of vitamins. Break the students up into teams and ask questions. The first team to get 10 points wins! Sample questions follow: 1. Which vitamin do you need when your trick or treating at night? Vitamin A 2. What vitamin helps you when you’re running to third base? Vitamin B 3. What vitamin is found in whole grains? Vitamin E 4. To build strong bones you need Vitamin ___? Vitamin D 5. What vitamin should you take to help your body fight illness? Vitamin C 6. Name one type of food that contains Vitamin K? broccoli, vegetables, soybeans, and dairy products. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Example of a balanced diet menu: • Breakfast: one cup strawberries, one-half cup low fat cottage cheese with one tablespoon of sunflower seeds. One slice of whole grain toast. • Midmorning: one small apple, eight walnuts, two ounces lean sliced chicken breast. • Lunch: three cups salad consisting of dark green lettuce, broccoli, cauliflower and tomatoes with two teaspoons of walnut oil, two ounce organic beef patty served on a whole grain roll. • Mid afternoon: six ounces of tofu, one and one-half cups carrot sticks, one tablespoon of pumpkin seeds. • Dinner: one-half cup whole wheat spaghetti with one-forth cup organic marinara sauce and two ounces ground turkey. Two cups cooked green vegetables such as asparagus, spinach or broccoli drizzled with two teaspoons flax oil. • Evening Snack: six whole grain crackers with one ounce sliced cheese and one small apple. • Drink at least six to eight glasses of water per day. Tips on Keeping Your Child Healthy • Make sure your child eats breakfast. Breakfast provides children with the energy they need to listen and learn in school. • Offer your child a wide variety of foods, such as grains, vegetables and fruits, low-fat dairy products, and lean meat or beans. • Talk with your health care provider if you are concerned about your child's eating habits or weight. • Cook with less fat — bake, roast, or poach foods instead of frying. • Limit the amount of added sugar in your child's diet. Serve water or low-fat milk more often than sugar-sweetened sodas and fruit-flavored drinks. • Involve your child in planning and preparing meals. Children may be more willing to eat the dishes they help fix. • Be a role model for your children. If they see you being physically active and having fun, they are more likely to be active and stay active throughout their lives. • Encourage your child to be active everyday. • Involve the whole family in activities like hiking, biking, dancing, basketball or roller skating. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Personality Adjectives English Spanish ambitious ambicioso annoying pesado argumentative, quarrelsome discutidor bad-tempered malhumorado big-headed creído, engreído bitchy de mala leche, venenoso; brave valiente cantankerous cascarrabias carefree despreocupado careless descuidado, poco cuidadoso cautious prudente, cauteloso, cauto; charming encantador cheerful alegre, jovial; conceited, full of oneself presumido conservative conservador conventional convencional cowardly cobarde crazy, nuts loco, chiflado cruel cruel dull, boring soso, aburrido flirtatious coqueta friendly amigable, simpático, agradable generous generoso hard-working trabajador honest honesto kind amable laid-back tranquilo, relajado lazy perezoso, vago loyal fiel mean tacaño modest modesto moody de humor cambiante naive ingenuo, inocentón naughty (children) malo, travieso (niños) open-minded: narrow-minded: de actitud abierta, sin prejuicios de mentalidad cerrada, intolerante; pious piadoso polite cortés, educado proud orgulloso reliable: he’s a very reliable person fiable, confiable: es una persona en la que se puede confiar self-confident: to be self-confident seguro de sí mismo: tener confianza en sí mismo selfish egoísta sensible sensato, prudente; 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans sensitive sensible shy - introverted tímido, vergonzoso - introvertido strict estricto, severo, riguroso stubborn terco, testarudo, tozudo sympathetic (understanding) comprensivo talkative conversador, hablador trustworthy digno de confianza two-faced falso weird raro, extraño Ordering Breakfast: Waitress: Good morning. Are you ready to order? Customer: Yes. I am ready. Thank you. I would like two eggs, two slices of bacon, and an order of toast with jam and butter. Waitress: How would you like your eggs? Customer: Scrambled. Waitress: What would you like to drink? Customer: I would like some milk. (orange juice, milk, coffee, tea) Waitress: Large or small glass? Customer: Large. Waitress: Anything else? Customer: Yes. An order of pancakes. Waitress: Yes sir. Coming right up. Ordering Lunch or Dinner: Waiter: Are you ready to order, sir? Customer: No. We need a few more minutes. Waiter: Have you decided, sir? Customer: Yes. I will have the caesar salad for starters, and my wife will have the vegetable soup. Waiter: What would you like for the main course? Customer: I will have the t-bone steak and my wife will have the fried chicken with broccoli. Waiter: I’m afraid we are out of t-bone. Customer: What do you recommend? Waiter: The salmon is excellent. Customer: I will take that. Waiter: Certainly. What would you like to drink? Customer: Water with lemon. (tea, milk, soda) Waiter: I will be right back with your waters. 2008 Tennessee Migrant Education Adult ELL Class Lesson Plans Time for Dessert: Waiter: Will you be having any dessert? Customer: No, thank you. We will just be needing our check. Yes. We would like an apple pie and the cheesecake. Waiter: I will be right out with that. Is There a Good Restaurant Near Here: Student: Is there a good restaurant near here? Person 2: Yes. McCormick and Schmick’s Seafood Restaurant. Student: How do I get there? Person 2: Go up to the light and turn right. Go two blocks; it is on your left. Student: Thank you. Reserving a Table: Customer: (put fist up to your ear like you are speaking on the phone) Restaurant: Hello. McCormick and Schmick’s Seafood Restaurant. Can I help you? Customer: Yes. I would like to make a reservation for four. Restaurant: When would you like it? Customer: Tonight at seven. Restaurant: We are booked until 7:30. Would you like to come in then? Customer: Yes. I would. Restaurant: We will see you then.