Frequently Asked Questions (FAQ's)

FAQ about the Online Curriculum:

  • How do I use the handouts that appear in the online curriculum?
    As they are, the handouts that pop up in this online curriculum will probably have too small of a font, or too small of a space for your students to write their answers.  To tailor the handouts to your liking, have a blank Microsoft Word document open. Highlight the whole handout (you can use "select all" under "Edit" in the toolbar at the top of your screen).  Then right-click on your mouse and select "Copy." Now switch to your blank Word document, and paste the selected handout text into the document.  Now you can add space, change font size, or make any other changes you would like.
FAQ's about the computer components of lessons:
  • What if an activity in the lesson or on the computer looks too hard or too easy for my students?
    Feel free to modify any part of the curriculum to meet your students' language level, life needs, or interests. The lessons in the curriculum are examples. You do not need to follow them exactly as they are written. For examples of modified lessons, see Appendix D.
  • Are the URL's (web addresses) printed in the curriculum always accurate?
    The writers tried hard to assure that URLs were up-to-date when the curriculum was printed, but, let's face it, the Internet is changing constantly. It is important to check out the sites before you start a lesson to avoid unpleasant surprises. Within the activities you will find the complete URL needed at the time of this publication. Under the "Materials Needed," section sometimes the URLs only go as far as the domain (e.g. they go to .gov or .edu). This can actually be useful if the web page you need has moved within the site. You can go to the home page via the domain address and search the site from there.
  • What should I do if I really want to use a lesson and the website is nowhere to be found?
    No need to reinvent the wheel! You could use the format of the lesson with a different website (as long as that website isn't too complicated for your students), or you could find print materials or create handouts to fill in what the website might have provided. The lessons are examples of what you can do, and the activities can be adapted to use with different resources.
  • What if my students have no computer experience?
    It's ok. Take things slowly. Teach small amounts of keyboarding and web skills at one time, and give time to practice the basics. Use the Internet Premodule included in this curriculum or other methods and materials for gaining familiarity with the keyboard and Internet.  Use a lab assistant if one is available. Pair more experienced students with beginning computer users.

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  • What if I feel I don't know enough about computers to teach my students with them?
    Attend instructor trainings on computer assisted instruction and ask your colleagues to share their knowledge. Also, in Appendix C you will find websites that instruct in the use of the computer and Internet. Some are designed specifically for educators.
  • Should students work alone or in pairs on the computer?
    Sometimes a limited number of computers will dictate that students pair up. Pair work is advantageous even when there are enough computers for everyone because it promotes English conversation and peer assistance with the computer. In addition to the reading activity on the computer, speaking, listening and problem-solving are practiced. It is good to point out to students the benefits of paired computer work. Some students indicate that they are more comfortable working alone. If they do work alone, you might want to check periodically that they aren't "zoning out," as some people tend to do when looking at a computer!
  • What if some students finish computer tasks faster than others?
    This is bound to occur. Faster students can help other students on the computer. They can also work independently on websites listed in Appendix C, or they can research a topic of interest on the Internet, write about it for you, or prepare a short presentation.
  • Should I type in the URL, or should I have my students do it?
    That depends on the goal for a given lesson. Do you want your students to gain proficiency at typing web addresses accurately? If yes, let them type it. If your goal is to have them process the content of a web page and the URL is cumbersome, you and your assistant can type it in before the activity. You could also bookmark the site (add to Favorites in Internet Explorer) and show your students how to use this function.
  • How much should I guide my students?
    Generally, beginning computer users and low proficiency English speakers and readers will need A LOT of guidance. It's good to accept this fact early on. Other students who have access to computers elsewhere will be more self-sufficient. They can help with less-experienced learners.

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  • What if an assistant isn't available?
    Ask more computer-savvy students to assist you. Have students work in pairs and figure things out together. Emphasize to the students that they will need to be patient as you make your way to them. If possible, use a LCD projector and screen to give directions to the whole group.
  • What can I tell my students if they aren't sure they want to use computers in English class?
    Point out that there is lots of English to practice on the Internet, including webpages devoted to ESOL grammar and listening exercises; computer skills are important for getting good jobs and helping kids with homework; and oral and written discussion of web content can be very productive English practice.
  • What if my site doesn't have computers?
    Hopefully, the situation will change in the future. However, lessons in the curriculum have many components. Choose activities that don't require a computer, or modify ones that do. Also, use handouts from printouts of webpages to bring the information to your students.
  • What is the best amount of time to spend in the computer lab or on a computer lesson?
    This varies. Some teachers have found that after 1 1/2 to 2 hours on the computer, students tend to zone out. Of course, if students are working together and interacting with one another, it helps them stay focused. Maybe start students with 2 hours twice a week on the computer (if that amount of time works within your class schedule) so students can attain a level of comfort on the computers. Then you and your students can reassess how much time would be sufficient.
  • How can I get a LCD projector and screen?
    Ask your site's lead teacher if one is available at your site. If one isn't currently, hopefully one will be available in the not-too-distant future.
  • How can I present computer steps without a LCD projector and screen?
    You could make use of the board, handouts, and a lot of repetition! You can use the "print screen" key to print exactly what you see on the screen you want the students to look at, so that you can point out where they need to click.
  • My students need more listening than the curriculum contains. What can I do?
    The EL/Civics Curriculum is not designed to emphasize listening. There are some websites that provide listening activities (See Appendix C). Listening skills could be practiced in the first half of a class session with other language skills, and civics content could be the focus of the second half. Also, you could design dictation activities, information gaps, or information grids around the civics lesson topics.

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FAQ's about other curriculum issues:

  • Do we have to finish all the units?
    No. Choose units that match your class's needs as determined by needs assessment activities. If your class says they need to know more about finding health care, for example, choose a lesson or lessons from the health unit. For examples of needs assessment activities, see Appendix B.
  • In what order should we do the units?
    You can do the units in any order. You might want to start with a topic that's more familiar to your students so that they can give more attention to gaining computer skills.
  • How much of a lesson or unit should we do?
    This depends on your students' learning needs, time, and computer availability. It is not necessary to complete a lesson - activities within a lesson are designed with varying levels of difficulty. It is suggested that you select enough varied activities from a lesson to integrate language skills and develop lesson concepts.
  • Sometimes questions appear vague in the curriculum. Why is this, and how can I use the questions?
    Open-ended questions in the curriculum are designed mostly for students in the Adult High School program who have sufficient English to approach the task. They are denoted by AHS in the curriculum. These questions tend to be too abstract for most ESOL students below the continuing high school level. You may skip, adapt or replace them as best suits your students' skills, learning goals and needs.
  • How do I use the Word Banks?
    You can preteach the vocabulary by a variety of means. For example, students could look up definitions and teach words to each other. You could put a cloze activity on the board for students to copy and complete.
  • What if a lesson calls for books but my site doesn't have them?
    Ask your site's lead teacher if books can be borrowed from another site until your site gets copies.

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