This is a collection of interactive Google Forms to complement a series of instructional videos by Shaun Macleod and Mark Roberts of SmrtEnglish. Each exercise includes a short video along with original, self-grading comprehension questions and analysis of contextual grammar examples designed for upper-level writing students of English for Speakers of Other Languages (ESOL). When you click on a link below, you will be prompted to save a copy of the form to your own Google Drive. This allows you to edit the form as you wish and ensures that the data you collect from your students go to your computer. If you have questions or feedback, please feel free to contact me at timothy.krause@pcc.edu.

Slideshow to practice English vocabulary related to the topic of Health Problems. Created especially for adult and adolescent English learners.

For more resources, see abceng.org/library.

We created this site to share the lesson plans and other materials that we use in this Listening/Speaking Level F class with other ESL teachers -- click around and use what works for you! This is a 10-week course at LCC, but you can pick and choose from the 8 chapters for a shorter or longer term. The chapters can be covered in any order.

Lane Community College's Intensive English Language Program offers 6 levels (A=beginner, F=college transition). This site was designed for Listening/Speaking Level F, which is a class that teaches listening and note-taking strategies focused especially on lecture listening, as well as presentation, pronunciation, conversation, and academic discussion skills.

LCC ESL Students in Level F take three separate intensive classes (Writing, Listening/Speaking, and Reading for a total of 20 in-class contact hours per week). Prior to the re-imagining of this class and the creation of this site, each Level F class had a different textbook with different thematic progressions. Students experienced cognitive overload with the demand to learn the vocabulary, concepts, and skills of the three separate classes. In addition, students in our department are often from marginalized backgrounds and can find it financially difficult to purchase the three separate textbooks.

In order to lessen students' financial and cognitive burdens and create more connections between the three classes, we used the topics from the Reading textbook (Academic Encounters Level 4: Reading and Writing, 2nd edition, Cambridge 2014) to find freely-available authentic videos or recorded audio for the Listening/Speaking class.

Over the past year, students have expressed appreciation for the reduced cost of taking the course. In addition, they have shown increased interest and engagement in the course due to the authentic, real-life materials and complementary nature of the three Level F classes.

Introduces situational vocabulary to ESL students. This activity contains a roleplay and exercises to teach students to convey an emergency situation in English.

Materials for student presentations in ESOL course that uses the open textbook Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners by Della Jean Abrahams (http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1022&context=pdxopen).

Course Description
Presents oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose. Develops listening comprehension and speaking skills at a low intermediate level. Addresses use of important language functions, such as asking for clarification, agreeing, and negotiating meaning. Includes one prepared speech. Introduces the English stress system, intonation, and certain consonant and vowel sounds. Places communication in the context of adult life roles.

Intended Outcome(s) for the Course:

Understand oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose.

Use knowledge about language, culture, and context to prepare for and accomplish communication tasks at the low intermediate level.

Use listening skills to understand and respond to different types of discourse.

Produce spoken English that is mostly understandable with some repetition or clarification.

Begin to identify and correct basic pronunciation problems.

Deliver a planned presentation on a familiar topic.

The following is a course layout for Spring terms of ESOL 20: Level 2 Integrated Skills. It is based on the OER Entry into English 2 by Penny Jahrous and Sara Packer. All activity links are either from Entry into English 2 by Penny Jahrous and Sara Packer licensed under CC BY-SA 4.0.

This class plan is based on using Theme 3 for Spring terms. I assigned one theme to each term because each theme covers the assigned grammar breakdowns for Southeast Campus based on the units of the English in Action 2, 3rd Edition textbook. I supplemented Weeks 1&2 with materials from Entry into English 2 Theme 1 and materials I created. Those weeks are fully backward planned as an example of how to use EIE2 to meet course objectives. For Weeks 3-10, I broke down Theme 3 week by week.

All instructors: This course layout is intended for a 9-hour/week, 10 week term. The content of Entry into English 2 can be easily spread over 3 terms.

ESOL News Oregon is a website that offers short articles adapted from regional news sources about current events in the state. Stories are labeled with word counts and Lexile levels. Each is accompanied by an image, self-correcting exercises, and source citations.

Emergency and Disaster Preparedness website from King County Washington

Has graphic novels and information in multiple languages about what to do to prepare for or deal with disasters. Print and video.

This resource is for English Language Learners or English Learners to help them visualize new vocabulary to increase depth of learning.

This material contains 5 incomplete tongue twisters.Student will complete each line by adding the same letter. Students practice saying the tongue twisters in pairs and/or with the instructor. Second activity has fishing vocabulary with missing first and last letters and matching definitions.

Presentation slides intended for use in an intermediate academic English as a Second Language (ESL) classroom. Each set of slides includes the following:
1. An introduction to the grammar point using inductive reasoning, intended for use in the classroom to complement instructor presentation. Explanations of meaning and form for each grammar point.
2. Example sentences based around a theme. The themes are listed in the title of each slide set.
3. Reference charts and lists for the grammar point.
4. Links to websites and related videos. These websites and videos have been curated for accuracy and are comprehensive.
5. Meaningful practice activities that integrate the grammar instruction with other language skills.
6. Lesson plans for a project based on the grammar presentation slides, suitable for Project Based Learning approach.

Current Materials for Green Tea Intermediate English Communication OER
https://docs.google.com/document/d/148tjcgDD1_z2vUWxiQ9yRlA3PKEztVHu2raVyOyNWNY/edit#heading=h.n7bxitglczb

This is a lesson familiarizing students with right triangle trigonometry with applied problem solving.

This book contains 10 easy picture stories for beginning students of English. The stories have a Lexile level of 100L-500L and address common home and school situations. Each story includes images, self-correcting comprehension exercises, and a conversation prompt.

This writing course for advanced students of ESOL offers an integrated approach to metacognition and critical thinking skills, research and source evaluation skills, standard composition and grammar skills, and academic vocabulary skills.

After some preliminary activities, each unit follows a regular routine:

-warm-up writing prompts that review previous concepts and generate authentic writing from which to observe and discuss common grammar and mechanics
-vocabulary lessons that present useful academic words that also appear in the texts
-big-picture concepts for college writing adapted specifically for ESOL learners from Amy Guptill's Writing in
College: From Competence to Excellence
-grammar lessons that review the basics and then focus on clauses
-composition lessons based on moving from five-paragraph essays toward organic research papers, again adapted from Amy Guptill's Writing in College: From Competence to Excellence
-"getting ready to write" lessons focused on research, source evaluation, reported speech, and academic
formatting
-essay writing/editing prompts
-self-reflection writing/editing prompts

Materials make use of a textbook that is available at this link: https://openoregon.pressbooks.pub/synthesis/

The materials here were selected for ESOL learners who have intermediate-high intermediate writing skills and are starting more "academic" levels of course work in order to transition into college-level composition courses.

This course outline is designed for a Level 5 Intermediate Communication course at Portland Community College. It addresses listening, speaking, pronunciation, and presentation skills within the theme of career exploration drawing on some materials adapted from Oregon Career Information System.

The curriculum is designed for a course that is 10 weeks long. Each class period is two hours long, and the class meets twice weekly for a total of 20 class periods plus final exam. During the course, students complete several projects:
a survey that they report in small groups
a speech that they give to the whole class
a video presentation that they share online
a job interview as part of their final exam

This activity deals with the concept of rhyming. This concept is not immediately understood by most students and needs to be explained first with ample examples. The activity consists of groups of 3 words two of which rhyme and one doesn't. Students read the words or listen to the instructor and select the word that doesn't rhyme. They are then directed to pick a specific letter from the "wrong" word and write it in a separate column. After completing the assignment students unscramble the letters trying to form a meaningful expression related to listening which in this case is "I'm all ears".

This book contains three levels of interactive grammar lessons and reading activities for beginning students of ESOL (English for Speakers of Other Languages). The grammar section includes a select set of YouTube videos, and the three original readers include short picture or chapter stories. Each lesson is accompanied by self-correcting exercises.

This is an intermediate integrated-skills module for English language learners. The module has three chapters on the theme "People and Places," which is equivalent to approximately 4 weeks of material for a 9 unit community college course. The module has materials to learn and practice all of the necessary language skills at the intermediate level. Academic language skills include reading, writing, listening, speaking, vocabulary, grammar, and rhetorical analysis.