Beginning Esl

Beginning ESL
Support material for primary new arrivals

Beginning ESL
Beginning ESL Support material for primary new arrivals Department of Education & Early Childhood
Department Development,
of Education & Training, Victoria
Introduction
Acknowledgments
Beginning ESL Support material for primary new
arrivals was written to support the teachers of newly arrived
primary students who are new to learning English. It was
written by a team of primary ESL teachers, and ESL Project
Officers from the ESL Strategy Team, Department of Education
& Training, Victoria.
Project managers: Pam Luizzi, Janet Saker
Writing team: Valerie Astbury, Ronda Doyle, Pam Luizzi,
Catherine McMahon, Janet Saker
Illustrations: Valerie Astbury, Gavin OKeefe
Graphic design: Ron Joosten
The writers gratefully acknowledge the contribution of material
from the following primary English language schools and
centres:
Blackburn
Debney Meadows
Footscray
Springvale
Beginning ESL Support material for primary new arrivals
First published 1997

Reprinted 1999
Updated and reprinted 2002
Updated and published as a CD-ROM 2008
Published by: ESL Unit

Targeted Programs Branch
33 St Andrews Place, East Melbourne, 3002
Copyright State of Victoria 2008

This publication is copyright. No part may be reproduced by any
process except in accordance with the provisions of the Copyright
Act 1968. Permission is hereby granted for purchasers to reproduce
student material masters from the book in quantities suitable for
teaching purposes and for non-commercial use. In all other cases,
written authority must first be obtained from the Manager,
Copyright Services, Department of Education and Early Childhood
Development, GPO Box 4367, Melbourne 3001.
Authorised by the Department of Education and Early Childhood

Development, 2 Treasury Place, East Melbourne, Victoria, 3002
ISBN 0 7306 9017 2
Page ii
Department
Department of
of Education
Education && Training, Victoria Development, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Introduction
Bibliography
Contents
Introduction
Unit 1: School
Unit 2: Me
Unit 3: My body
Unit 4: Actions
Unit 5: Feelings
Unit 6: Family and friends
Unit 7: Clothing
Unit 8: Food
Unit 9: Houses
Unit 10: Plants
Unit 11: Time
Unit 12: Weather and seasons
Unit 13: Road safety and transport
Unit 14: Australian animals
Unit 15: Farm animals
Unit 16: Folktales and fairytales
Bibliography
Appendix
Page3i
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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Introduction
Introduction
Purpose The units are not arranged in order of difficulty.
The worksheets within each unit are generally
The purpose of this book is to provide practical sequential, but do not always need to be
support for teachers of newly-arrived English as a completed in the order they are presented.
second language (ESL) learners. It is intended to Teachers need to decide which units and activities
be used with ESL learners who: are most appropriate for individual students, and
which make the most appropriate links to the
have minimal or no English
work that the other students in the class are
are in the primary Years 26 doing. For example, if the class is working on a
have literacy skills in their first language Health theme, working with the new student on
are in a mainstream class in a school that is not the My Body unit will help him/her to take part in
familiar with the needs of newly arrived what the other students are doing.
students.
The book will for useful for: The units
teachers in mainstream classes who may be The first six units focus mainly on building
unfamiliar with the needs of ESL learners new interpersonal language.
to learning English
Unit 1: School
ESL teachers.
Unit 2: Me
The units of work Unit 3: My Body

Unit 4: Actions
The material in this book is not intended to
provide a full ESL learning program for students, Unit 5: Feelings
but aims to supply teachers with easy-to-use Unit 6: Family and Friends
resources which support oral English language The following ten units focus mainly on the
work in the classroom. teaching of topic language that can assist your
This book is organised in units of work that are ESL learner to take part in class themes or topics.
particularly suitable for newly-arrived ESL
Unit 7: Clothing
learners. These units will help to familiarise
students with the basic English that will assist Unit 8: Food
them to operate in the classroom, and that will
Unit 9: Houses
provide them with the means to communicate
simple wants and needs in English, and to take Unit 10: Plants
part in classroom activities. Students who are able Unit 11: Time
to use English for this kind of basic
communication will settle more quickly into their Unit 12: Weather and seasons
new school, and will be able to take part in Unit 13: Transport and road safety
everyday classroom life more quickly.
It is important that the worksheets
accompanying the units are used only to Unit 15: Farm animals
consolidate language that has already been taught Unit 16: Folktales and fairytales
and practised orally by the student.
Page ii4
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Department
Department of
of Education
Education && Training,
Early Childhood
Victoria Development, Victoria Beginning ESL Support material for primary new arrivals
Bibliography
Introduction
Each unit provides: Adverbs of frequency: often, never, always,

t learning outcomes likely from the theme sometimes
t a list of functional language Quantifiers: some, many, all, none, no, a few
t likely language structures Sequence words: first, next, before, after
t a vocabulary list Conjunctions: and, but
t references to books and resources that provide Modals: can, will, might, must, never.
additional activities or information around the Particular topics may lend themselves
theme especially well to teaching some of the above, and
t worksheets that can be photocopied or adapted it is useful to extend units into these areas once
for use, and information about how to use them your student has learnt the basic vocabulary, as in
the following suggestions:
t additional resources that support the theme,
such as games, songs, rhymes, suitable reading Clothes and adverbs of frequency, for
materials, and further references. example: I never wear a hat. I always wear
shoes. I sometimes wear a jumper.
Collecting student work Houses and prepositions, for example:

The bedroom is next to the bathroom. The
The unit worksheets, along with other activities bookcase is behind the TV. The saucepan is on
developed from ideas found in other books, will the stove
build up over time into an important resource and My Body and possessive adjectives, for
reference for your student. Make sure your example: my leg, her arm, your hair
student keeps worksheets in a folder or pastes Food and quantifiers, for example: some eggs,
them into a scrapbook, and that work from other a few oranges, many bananas, no pies
activities is recorded in an exercise book.
Plants and sequence words, for example: First
Collecting worksheets will also help both you we planted the seed. Then a shoot began to
and your student to see the development that has grow. Next a leaf grew
been made in learning English, and will help you
to assess your students progress.
Adapting a class theme
Teaching grammar or topic for a new
through themes arrival
Although this document promotes an interest- New arrivals should be included in the class
based or topic-based theme approach as a useful program whenever possible. However, it is not
way of organising English language learning for always possible for the new arrival to be
your student, this is not the only way of organising meaningfully and purposefully included in all
a teaching focus. You may also like to organise activities, particularly if the activity involves a lot
some teaching that focuses on grammar, for of discussion or reading, or if it is very familiar to
example, on particular kinds of words: all students except the new arrival.
Pronouns: you, I, me, him, her, them No English 2 Questions and answers
Possessive pronouns: my, your, his, hers, provides examples of class programs, and
theirs indicates the kinds of activities that the new
Prepositions: in, next to, on, near, behind, arrival may be able to take part in, and the kinds
between, in front of, around, above of activities that need adaptation.
(see pp. 42 64).
Demonstratives: this/that, these/those
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Beginning ESL Support material for primary new arrivals Department of Education
Department
& Early Childhood
of Education
Development,
& Training, Victoria
Introduction
In general, the following questions should be

considered when you are looking at the suitability Choosing early reading
of your class program for a new arrival.
material
Which activities are already suitable for Suitable early reading material for older new
your new arrival? arrivals can be difficult to find. However, many
The activities in which your new arrival can reading series published for primary students
participate with minimal additional explanation or contain, in their first few levels, some titles that
support, will be the ones where: are appropriate for older primary students who
t the English language level is appropriate are new to English. Most of these series also
publish a selection of their titles in big book
t the activity is well known format. These are excellent for shared-book
t the other students are able to support the new activities for younger students. Select those titles
arrival. that are appropriate to the age, the level of
English and literacy, and the interest level of your
Which activities can be made suitable by student. For more information about reading for
a little adaptation? newly arrived students see pp. 45 46, Teacher
Adapted activities in which your new arrival can Support Material Stages B1 and BL Primary
participate may involve modification of: new arrivals, Years 36, Department of
Education, Employment and Training, Victoria,
t the way the activities are introduced, for 1998.
example by:
Provide students with a range of fictional and
- providing additional visual support factual materials, but be aware that factual
- by teaching some new vocabulary items materials pose different challenges to students to
before the activity starts fictional materials. The level of background
- by giving the student some material to read knowledge (of the content and of the purposes of
in his/her first language the text) that students bring to factual materials
t the organisation of the activities so you, other will influence their understanding of the materials.
classroom helpers or other students in the class Factual materials may also contain more topic
can provide additional support, for example specific vocabulary than fictional materials, so
through the use of small groups or pair work additional work with vocabulary may be necessary
to help students understand what they are reading.
t the practical outcome of the activity, for
example the new arrival may be able to draw a Many picture storybooks and factual texts also
response instead of writing one. make interesting, stimulating and attractive
reading material for ESL learners, but must be
Which activities are not suitable and chosen carefully select material that is age-
appropriate, conceptually interesting and
really cannot be adapted? engaging so that students do not feel that they are
Activities that are very dependent on English and being talked down to.
those outside the students experience, such as
Reading materials used with newly arrived
some reading and writing tasks, are inappropriate
students should:
for the new arrival, who would be more usefully
employed working on activities suited to his/her t contain repetitive language
level of English. t be based on simple storylines
t explain concepts clearly
t be well supported by illustrations
t be based on content at an appropriate age and
interest level
Page 6ii
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Department of Education & Training,
Early Childhood
VictoriaDevelopment, Victoria Beginning ESL Support material for primary new arrivals
Bibliography
Introduction
t link with the teaching program and, wherever Because students prior experiences with
possible, be used for authentic purposes, e.g. school will influence their responses to school in
using a procedural text to make something. Australia, it is particularly important to find out
Examples of the kind of books suitable for how much schooling your student has had in the
newly arrived ESL students are: country of origin, and to try to find out how
literate your student is in the first language. It is
t Explorers, Weldon Owen, 2000 (Published in
also important to talk to parents and guardians
Australia by Shortland Mimosa), with titles
about which language your student will be using
such as Plants All Around, Sense This,
as the main language at home. Encourage parents
Sounds All Around, Buildings for a Purpose
and guardians to continue to use their first
t Eyewitness Readers , Dorling Kindersley, language as well as English with their child.
London 1999, with titles such as Animal Explain that it is important for their childs
Hospital, Astronaut Living in Space conceptual and social development to continue to
t Rigby series such as Rigby Literacy, Literacy develop in the first language, with English as an
Links Plus, and Discovery World addition to the first language, not a replacement
t InfoActive, Longman, Pearson Education for it.
Australia, 2001, is a series of information texts It may be necessary to arrange for an
factual texts that that focus on visual literacy. interpreter to help you collect the information you
need. Guidelines for the use of interpreting and
Reading in the first language translation services in Victorian government
schools can be found at
Students should also be encouraged to continue http://www.education.vic.gov.au/management/
reading in their first language. Local libraries may schooloperations/interpret/default.htm
be able to supply books for students in their first Avoid using other students to interpret, except in
language. an emergency or for the transmission of very basic
Encouraging students to read about new topics information.
in their first language will help them when they In eliciting background information about your
are studying such topics in English. student, it is important to be sensitive. Some
families may have experienced trauma and may
Gathering background not feel comfortable about sharing information

with strangers. Information may need to be built
information about your up over time, and it can be useful to schedule a

further interview with parents after the initial
student enrolment interview.

A suitable enrolment form for new arrivals is on
It is particularly important that you, as a pages 7 and 8 of No English Dont Panic .
classroom teacher, know about the language and
learning background of your new student.
Remember that:
t some students may have had their schooling
severely interrupted
t some students may not have attended school
before
t your students level of literacy in his/her first
language will have an influence on language
and literacy learning in English.
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Department
& Early Childhood
of Education
Development,
Introduction
Refugees - important activities or changes to the

timetable (excursions, visiting performers,
Students who are refugees may have additional public holidays, curriculum days)
needs, particularly when they are first settling in.
information about specialist programs
They and their families may have experienced
trauma; they may be unsure about the fate of homework to be completed
family members and friends; they may have few - information about which topics are to be
resources; and students may have had interrupted taught, or are being taught
schooling. Particular understanding is needed in - explanations of school rules, clearing up
these circumstances: students may take longer to misunderstandings that may have occurred,
settle in, to begin to learn English, and to make or explaining any concerns about behaviour
friends. Be particularly sensitive in gathering
- regular updates on the students progress
information about past experiences, but explain to
parents and guardians that it is important that you - explanations of teaching and assessment
know about any experiences that may affect their methods.
childs overall happiness and feelings of security t you can ask parents about prior learning
and self-esteem. experiences, for example, whether the student
has studied the solar system before.
Keeping in contact with parents t the parents or the student can ask you
questions about things that have happened at
or guardians school that may be confusing or new.
It is important to develop strategies to keep in
contact with your students parents or guardians.
Information from the school should be translated
Some important
wherever possible. Check whether parents or
guardians have access to family members or considerations for the
friends who are able to help them to understand
information from the school that has not been first few days
translated. t It is important to place newly arrived students
in an age-appropriate class, and not to place them
Keeping a journal with students with learning difficulties. The new
arrival has completely different needs.
If your student is literate in the first language and t If possible, try to place the new arrival in a
his/her parents or guardians read and write class with another child who speaks the same
English, you may like to encourage the family to language and is willing to help your new arrival
keep a journal or message book in an exercise to settle in.
book or large diary. This can be a useful way of t Find out the correct way to pronounce your
encouraging communication between home and students name. Make sure you are clear on the
school. The journal can be used in various ways to arrangement of your students name, for
facilitate communication, for example: example, some languages put the family name
t your student can record his/her feelings, first and the given name last.
questions, comments or concerns about school, t When communicating with your student, its
which can be read and translated at home, and important to use natural, but simplified,
answered by the teacher at school. language. Use a lot of repetition and recycling
t you can ask questions or write notes in English of language. For example, keep on saying
to the student and parents (which the parents Look, instead of, Look, Watch, See, Face
can translate for the student) about, such the front
things as:
Page ii8
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Department of Education
Education && Training,
Early Childhood
Victoria Development, Victoria Beginning ESL Support material for primary new arrivals
Bibliography
Introduction
t Provide visual and non-verbal support,

wherever possible. For example, use facial The Languages and
Multicultural Education
expressions, mime and gestures to support
instructions. When introducing new vocabulary,
refer to pictures or real things wherever
possible. Resources Centre
t If your student is literate in his/her first
language, a bilingual dictionary is a useful aid. (LMERC)
t Wherever possible, try to link English language LMERC is a specialist support centre for Victorian
learning with class themes and topics so your schools in the areas of languages other than
new arrivals learning is also part of the class English, ESL and multicultural education.
curriculum. Victorian teachers may borrow resources from
t It is important to teach grammatical structures LMERC.
in context, not in isolation. Teaching through The LMERC lending library has a collection of
themes allows your student to learn about the over 20,000 resources which includes:
way English works grammatically in a t teacher reference materials for LOTE, ESL and
meaningful context. multicultural education
t culturally inclusive picture books, fiction and
The New Arrivals Kit big books, and posters
t selected journals related to language teaching
This book makes direct links with the books and
and multicultural education
resources found in the New Arrivals Kit. This kit is
a set of books and resources available on long t pamphlets, clippings and articles
term loan to Victorian Government schools in t videos, CD-ROMs, DVDs and audio cassettes
country and outer metropolitan areas with newly (English and multilingual)
arrived ESL learners. For further information see: t resource materials on human rights education,
http://www.education.vic.gov.au/studentlearning civics and citizenship, prejudice, racism and
/programs/esl/newstudents.htm social justice
The books and resources in the kit are t studies of Asia resources
particularly useful for teachers of newly arrived
t units of work, teachers notes and Ideas Bank
ESL learners. The books provide practical
resources for teachers to use directly with their t LOTE, ESL and multicultural education policy
students, as well as information about second documents.
language learning and about developing ESL The LMERC catalogue is now available on-line
programs. at: http://www.sofweb.vic.edu.au/lem/lmerc/
index.htm
The annotated bibliography below provides
information about many of the books in the kit.
Teachers who do not have access to the kit can
use the bibliography to decide which books they
may like to purchase, or to borrow from LMERC.
Page
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Department
& Early Childhood
of Education
Development,
Introduction
Annotated bibliography
The following annotated bibliography provides
information on some of the books and resources
in the New Arrivals Kit.
English language teaching

resources
1000+ Pictures for Teachers to Copy
Wright, A. Nelson, London, 1984
Teaches basic techniques for drawing simple
figures and scenes. Includes over 1000 pictures,
arranged in themes and subjects, that can be
copied by hand or photocopier for use with your
student, for example to build their own dictionary.
Includes an index.
Addison-Wesley Picture Dictionary
Addison-Wesley, USA, 1984 Cartoons for Classroom Communication
A basic picture dictionary of 550 high frequency McColl, H. and Thomas, S. Miniflashcard
words. Especially for ESL learners, it is arranged Language Games, London, 1996
both alphabetically and thematically, and includes This resource contains a wide range of visuals to
an index. support classroom interaction. The visuals include
Addison Wesley Picture Dictionary equipment, around the school, understanding the
Skillsbook task and social language. Contains suggestions for
Kelly, S. Addison-Wesley, USA, 1986 introducing the language as well as games and
Contains activities and games that are designed activities. The illustrations are more suited to
to help reinforce the vocabulary in the dictionary, middle to upper primary than to lower primary
and to build beginning dictionary skills by students.
practising the use of alphabetical order. Easy ESL strategies for Effective Teaching
Basic Oxford Picture Dictionary a collection of listening, speaking, reading
Gramer, M. Oxford University Press, 1994 and writing strategies for students
Illustrates 1200 words and phrases. Organised in Bortolotto C., Drysdale, F. & Rengey, M.
themes and relevant to the everyday experience Yarra Publications, Melbourne, 1994
of older learners. Can be used to assist initial Designed to provide mainstream classroom
communication, or for vocabulary activities. teachers with effective, practical ESL teaching
A workbook is also available. and learning strategies. Strategies are grouped for
listening, speaking, reading and writing. The
purpose, procedure and assessment of each is
clearly explained.
Easy Visuals for English Language
Teachers How to Make and Use Them
Romo, R. & Brinson, B. National Textbook
Company, Chicago, USA, 1995
Provides clear and graphic step-by-step
instructions on how to draw simple visuals and
graphics, and how to use them in language
teaching by making your own charts, posters,
puppets, cards etc. Includes ideas for activities
and games.
Page ii10
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Early Childhood
Bibliography
Introduction
English for Everyday Activities A Picture Mike Teaches English

Process Dictionary Languages for Kids, Smarty Pants
Zwier, L. New Readers Press, Hong Kong, Publishing, Australia, 1997
1999 Mike teaches English is an interactive multimedia
This resource introduces vocabulary for talking program for children. No prior knowledge of
about everyday processes. It contains key English is required. The CD-ROM introduces
vocabulary and a glossary, as well as step by step simple vocabulary and structures around the
visuals to support the text. The illustrations are following topics: Alphabet, Numbers, Animals,
more suited to older primary students than to Backpack and Happy Birthday. The language is
lower primary students. reinforced through songs and games.
Multi-language Timesavers: Fully
reproducible support material in Chinese,
English, French, German, Greek, Italian
and Japanese
Isherwood, R. Ashton Scholastic, NSW, 1990
Sets of pictures and vocabulary lists in Chinese,
English, French, German, Greek, Italian and
Japanese, arranged in such topics as
Celebrations, School, Travel. The pages may be
photocopied and used by students in many
different activities and games, for example to
create their own bilingual dictionaries.
The Oxford Picture Dictionary for Kids
Joan Ross Keyes, Oxford University Press,
Hong Kong, 1998
Designed especially for younger students aged
Getting Started: A Beginners English
five to seven learning English. Contains 700 words
Workbook
in the context of 60 colourful pictures, each of
Tottenham English Language Centre,
which tells a story.
Curriculum Corporation, Carlton, 1995
This practical workbook has been developed to
encourage and support new learners of English. It
provides seven units of work, based around topics
that are commonly taught to beginner students,
including Family, House, My Class and Personal
information . Can be used as a student workbook
or as a collection of resources which can be
photocopied. Suitable for upper primary and
secondary students. A supporting audio cassette
is also available.
Heinemanns Childrens Games Teachers
Resource Book of Games for Young
Learners of English Primary Activity Box Games and
Toth, M. Heinemann, Oxford, 1995 activities for younger learners
Contains games that encourage students to learn Nixon, C. and Tomlinson, M. Cambridge
and use English. Many are suitable for small University Press, UK 2001
groups. The games are based on themes, and extra This resource targets young learners who are
ideas are included for adapting the game for other learning English as a foreign language. It contains
themes. An introductory warm-up is included for songs, rhymes, puzzles and games for listening,
each game. The materials may be photocopied by speaking, reading and writing. The activities are
the purchaser. task based and communicative in style.
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Department
& Early Childhood
of Education
Development,
Introduction
Talking to Learn ESL Stages A2, B2 & B3 Teacher Support

Jones, P. PETA Newtown, NSW. 1996 Material Primary post-new arrivals, Years
This book focuses on the importance of talking P6
across the curriculum. It contains some ideas for Department of Education, Employment and
developing and assessing oral language which is Training, Victoria, 1998
useful for a range of learners, including newly This material covers Stages A2, B2 and B3 of the
arrived ESL students. ESL Companion and includes a revised version
Usbourne Childrens Wordfinder over of previously published ESL Course Advice.
2,700 words explained in pictures It provides information to assist mainstream
Civardi, A. & King, C. Usbourne Publishing, classroom teachers and ESL specialists to develop
London, 1984 and provide appropriate programs for their ESL
A picture dictionary that contains words grouped learners who are beyond the beginning stages of
into themes in detailed pictures. It covers such learning English. It also contains units of work.
themes as The house, Food, Jobs people do and This book will be particularly valuable if your
In space. There is an index. This book can be student has some English when he/she arrives
used to help teach new vocabulary or to check in Australia.
understanding. This document is
available in PDF format on
ESL publications from the curriculum@work
CD-ROM.
and Early Childhood
Development, Victoria
For information about purchasing materials in this
section, see: http://www.education.vic.gov.au
/studentlearning/programs/esl/resources/ ESL Stages B1 and BL Teacher Support
material for primary new arrivals, Years 36
ESL Stage A1 Teacher support materials Department of Education, Employment and
for lower primary new arrivals, Years P2 Training, Victoria, 1998
Department of Education, Employment and This material is a revised version of previously
Training, Victoria, 2000 published ESL Course Advice Stages B1 and BL. It
ESL Teacher Support Material for Stage A1 provides information for teachers of ESL students
covers primary ESL students in Years P2, who in the middle and upper primary years who are
are new to learning English and new to school in new to learning English.
Australia. It is designed for ESL and classroom
The material provides information for ESL
teachers in both specialist ESL teaching contexts
specialist teachers and mainstream classroom
and in mainstream classrooms. It provides advice
teachers on developing appropriate programs. It
on the teaching of English, and on developing
contains student descriptions, suggested course
appropriate programs for these students. This
content and examples of units of work.
publication is adapted from ESL Essentials
published by the Department of Education, This document is available in PDF format on
Victoria, 1992. the curriculum@work CD-ROM.
Page ii12
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Early Childhood
Bibliography
Introduction
No English Dont Panic It is based on a story in

Department of Education, Employment and 24 animated episodes.
Training, Victoria, 2000 Each episode provides
This book was written the basis for a range
especially for of English language
mainstream classroom activities that students
teachers of newly can complete on the
CD-ROMs. Students
arrived primary-aged
also work with 24
students who are new
workbooks that
to English, focusing on
complement each of
the first few weeks. It the episodes on the
provides basic practical CD-ROMs. Students can
information in an access the episodes and
accessible style on tasks in any order.
areas such as
enrolment, placement,
orientation to school,
classroom organisation, and where to start with
English language teaching.
No English 2 Questions and answers

Department of Education, Employment and Language games
Training, Victoria, 2000 for ESL students ,
No English 2 is a sequel to No English Dont Department of
Panic. It focuses on the first few weeks of an ESL Education & Training
learners time in a Victoria, 2004
mainstream class. It These photocopiable
tries to answer many of materials can be used
the questions you are to make language
likely to be asking games for ESL
about a students students, across all year
English language levels. The games
development and the consolidate and
process of settling into reinforce skills in
the class and school. It speaking, listening, reading and writing, and give
also provides some students a chance to use a range of language
ideas about modifying functions for working and playing with others.
a mainstream program Game packs can be prepared so that the games
to cater for a newly are readily accessible to teachers and students.
arrived student. Suggestions on how to play a range of games are
provided. The games are based on 19 topics that
Wheres English? are usually taught to newly arrived ESL students.
Department of Education, Employment and
Training, Victoria, 2001
Wheres English? is a multimedia resource
which has been developed primarily to support
newly arrived ESL students in the middle years,
who are unable to access an intensive English
language program.
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Department
& Early Childhood
of Education
Development,
Introduction
Word study for new arrivals Practical expectations. They are

word-study materials for teachers of often new to literacy
primary and secondary ESL students, and need considerable
beginning their English language learning support.
Department of Education & Training, 2004 This video provides
These materials are designed to assist ESL a thirty minute program of
students to develop early literacy skills in English two case studies and
through a focus on the vocabulary and classroom strategies, plus
grammatical features which early learners of a roundtable discussion.
English are most likely to use, and to need to use. approach. The video aims to provide
The materials provide a range of word study strategies to assist these
activities that can be selected from and adapted to ESL learners to develop
meet individual class and student needs. The their literacy skills through a whole school approach.
vocabulary and grammatical features in this kit
A series of discussion points and activities has
have been specifically chosen to be appropriate to
ESL learners early in their English language also been developed to promote discussion related
learning, and it is anticipated that teachers will to the programs. See http://www.education.vic.
add to and adapt the content according to the gov.au/studentlearning/programs/esl/resources/
needs of their students. Available from LMERC.
ESL Learners in the Middle Years:

Strategies for the Mainstream Classroom
(Video), Department of Education &
Training Victoria, 2003
ESL learners in the middle
years of schooling face
challenges additional to
those faced by their peers.
These may relate to identity,
to culture or to learning a
new language at the same
time as they are learning
content in that language.
Most of this learning takes
place in a mainstream
classroom.
This 30-minute video has been produced to
provide strategies teachers can implement to
assist middle years ESL learners to access the
mainstream curriculum.
Moving in new directions Literacy

strategies for ESL learners with disrupted
schooling (Video), Department of Education
& Training, Victoria, 2003
ESL learners with disrupted schooling may
have had little or no education comparable to
the Australian experience. They may have little
understanding of school organisation or
Page 14
ii
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Early Childhood
Bibliography
Introduction
Globalchild Multicultural Resources for

Young Children
Cech, M. Addison-Wesley USA, 1991
Provides ideas and activities for developing
concepts about multiculturalism. Organised
around chapters focusing on the themes of
Harvest, Masquerade, Festival of light, New
Year, and Spring.
The Other Languages A Guide to

ESL Students in the Early Years A Multilingual Classrooms
multimedia resource for teachers of ESL Edwards, V. Primary English Teaching
students in the early years (CD-ROM) , Association, NSW, 1997
Department of Education & Training, The Australian edition of this book is an accessible
Victoria, 2003 guide to sixteen community languages spoken in
This CD-ROM assists teachers to meet the specific Australia. Provides information about history,
learning needs of ESL students in the early years culture and religions of the countries where each
of schooling. The focus is on the reading program language originated, and about differences in
in years Prep to 2. Information and advice are writing systems and conventions for the use of
organised under the components of the Early names. It also provides some introductory
Years Literacy Program: Teaching Readers; information and a language survey form.
Teaching strategies; Additional assistance; and
Parent participation. The CD-ROM provides Racism. No Way! http://
teachers and coordinators with: www.racismnoway.com.au/index.html
t information, and support for professional (Accessed May 2004), Conference of
development activities for curriculum Education Systems Chief Executive Officers,
coordinators, and teachers of ESL learners in 2000.
the early years The Racism. No way! project aims to assist
t practical classroom based considerations to school communities and education systems to
specifically support ESL learners recognise and address racism in the learning
environment. The website also provides
t pathways for ESL students within Teaching
information about education for diversity. The site
Readers in the Early Years.
includes inclusive programs and strategies, units
Available at: http://www.curriculum.edu.au of work, lesson ideas and fact sheets and activities
designed specifically for students. The project is
an initiative of the Chief Executive Officers of
Multicultural education education systems across Australia.
resources SBS World Guide

Celebrating Diversity SBS Books
Kane, S., Cavanaugh, D. & Gilbert, J. Hawker A useful reference containing information on all
Brownlow Education, Australia, 1993 the worlds countries. It provides geographic,
Provides ideas for activities, games, songs etc. that political, historical and cultural information.
help students to understand the rich diversity of See: http://www20.sbs.com.au/worldguide
cultures around the world and the contribution
the individual students themselves make to this
diversity. The activities are suitable for the full
class. Contains pages that may be photocopied.
Page
Page
15i
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Department
& Early Childhood
of Education
Development,
Introduction
Assessment ESL Scales

Curriculum Corporation, Carlton, Victoria,
The ESL Companion to 1993
the Victorian Essential The ESL Scales is an assessment and reporting
Learning Standards profile for ESL learners. It is arranged in the
Available in PDF format at strands of Oral interaction, Reading and
http:// responding and Writing. It will help you to assess
vels.vcaa.vic.edu.au/ your new arrivals ESL development and will assist
The ESL Companion to the you in report writing.
VELS provides a framework If your student is in Years P2, read Levels B1
for assessing student to B3 of Reading and Responding and Writing,
achievement and developing effective learning and Levels 1 to 3 of Oral interaction.
programs for the many students in Victorian
If your student is in Years 36, read Levels 1 to
schools who are learning English as a second
3 of all the strands.
language. The ESL Companion provides an
overview of: If your student is in Years 36, but is not
literate in their first language or has had severely
t the broad stages of English language
interrupted schooling, read Levels B1 to B3 of
development
Reading and Responding and Writing, and
t an outline of the major components of ESL Levels 1 to 3 of Oral interaction .
curriculum
Available from Curriculum Corporation,
t a set of standards describing the expectations Level 5, 440 Collins Street, Melbourne,
for ESL learners. Victoria Australia. Telephone: (03) 9207 9600.
See http://www.curriculum.edu.au/
ESL Companion to the
English Curriculum
First Language Assessment Tasks
and Standards
Department of Education, Employment and
Framework
Training, Victoria, 2000
Victorian Board of
First Language
Studies, Carlton, 2000
Assessment Tasks help to
The ESL Companion
assess students reading
provides descriptions of
and writing skills in the
broad stages of ESL
languages of Arabic,
development. The ESL
Khmer, Somali or
Companion will provide
Vietnamese. It comprises
you with appropriate
sets of photocopiable
learning outcomes for your ESL learner, which will
assessment tasks and
assist in assessment and program planning. Read:
recording sheets. The
t the introduction for general information about tasks were designed for
the ESL learning area newly arrived students
t Stage A1 if your new student is in Years P2 entering Australian schools at the upper primary
t Stage B1 if your new student is in Years 36 and secondary levels, however, some of the early
tasks may provide useful information about
t Stage BL if your new student is in Years 36,
younger students.
but is not literate in the first language, or has
had severely interrupted schooling. It is envisaged that the tasks will be most useful
with students who have had little or no schooling
Available at:
in their first language.
http://csf.vcaa.vic.edu.au/home.htm
For information about purchasing this
publication see http://www.education.vic.gov.au
/studentlearning/programs/esl/resources/
Page ii16
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Department of Education & Training, VictoriaDevelopment, Victoria
Unit 1: School
Bibliography
Unit 1: School
It is important for students to learn the names in Structures
English of the things they will meet with everyday This is ...
at school. The School theme will assist your
Thats ...
student to settle in and to understand what is
expected on a day-to-day basis. Wheres ...?
Whos ...?
Expected outcomes from Whats ...?
the School theme Please can/may I?
The aim of this unit is for students to be able to: Imperatives:
use some basic everyday English language in Bring the ...
the classroom and playground
Fold the ...
understand basic school rules
Show me the ...
understand routines of the classroom, for
Put the ...
example ordering lunch, the school day
recognise and know the roles of some teachers Notions/ideas
in the school Depending on the kind of vocabulary your student
identify rooms and areas in the school and is already familiar with, you may be able to talk
playground. about some of the following ideas in relation to the
school:
Refer to the ESL Companion for general ESL
learning outcomes (Stages A1 or B1). people the roles of different staff in the
school, and the subject areas
Language that could be targeted they teach
in this unit location prepositions on the shelf, next
to the art room
Functions
time/routines daily and weekly routines fill in
Identifying objects at school. a weekly timetable to help the
Asking and answering simple questions about student understand the routines
school. of the day, including playtimes,
Understanding instructions, requests, advice lunch time, specialist classes
and warnings. events when things may happen after
Requesting assistance. lunch, before play, tomorrow,
next week
Social formulas etc., such as: farewells,
introductions, attracting attention. possession/ things which belong to
ownership individuals and things which
Instructing: Form a line, Come to me please,
belong to the school
Draw a picture, etc.
Page i
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Development,
Unit 1: School
Vocabulary
The classroom wall shelf floor door window
Classroom table chair blackboard chalk duster

objects rubbish bin clock paper paste book
crayons paint rubber ruler brush
pencil scissors
Rooms in the the toilets office library classroom art room

school
People in the teachers principal secretary students office person

school
Playground rope hoop basketball court cricket pitch swing

play slide sand pit football field fence gate
equipment ball slide
Subjects mathematics English art physical science

education
Times lunchtime playtime home-time pack-up time bell time

line-up time recess
Verbs sit stop get draw colour

walk clean put fold make
line up wash cut paste
shut write read
paint
Page ii
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Department of Education & Training, Victoria Development, Victoria
Unit 1: School
Bibliography
Worksheets Worksheets 4 & 5

Demonstrate the concepts of inside and outside.
This material is not intended to provide a full ESL
Go through the vocabulary items orally first and
learning program for students. It aims to provide
focus on which things are found outside, perhaps
teachers with easy-to-use resources that support
during a walk around the playground, and which
oral language use in the classroom.
are found inside. These two worksheets can be
It is important that these worksheets are used used for a classification activity. Worksheet 4 can
to consolidate language that has already been be used to make a concentration game.
taught and practised orally by the student.
Note: It is important to teach the vocabulary and
phrases that are commonly used in your
Worksheet 6
classroom. Use whiteout to make changes The student can match the words to the pictures,
to the worksheets, for example felt pens drawing lines to link the two. He/she then
instead of texta pens finds the words in the word-search, and colours
them in.
Worksheet 1
These are useful words and phrases for the
Worksheet 7
student to practise. After initial oral work and The student can cut out these captions, paste
extensive modelling, students can use this sheet them into a scrapbook and illustrate. Alternatively,
as a reference for role-play in pairs. This could photographs can be taken around the school and
then be followed up with the student drawing matched with the captions. Add to the list if
people and filling in speech balloons using the desired.
structures that have been practised and any
additional structures commonly used in the Worksheet 8
classroom, for example please, thank you.
This worksheet can be used to make a booklet.
After the structures have been practised, the gaps
Worksheet 2 can be filled in, perhaps following a written model.
Introduce the vocabulary items orally first, using The student can also draw students in the class
the real objects and flashcards. The student can and label these drawings. You may wish to extend
then cut out the labels on the worksheet, paste this into descriptive work about the students
them next to the appropriate picture and read friends, either those in Australia or those from the
them aloud to you or to a classmate. This sheet country of origin. For example, ____ is a girl. She
can be used as a reference by the student, so is ____ years old. ________ is a boy. He is __ years
ensure that it is kept in a folder. old.
Worksheet 3 Worksheets 9 & 10

The student can refer to Worksheet 2 if he/she These two worksheets can be used to help explain
needs assistance in filling in the gaps to complete school rules for inside and outside the classroom.
the words on this sheet. The new arrival could work with an English
speaking partner to decide what is acceptable
behaviour. The partner could model the sentences
for the new arrival. These could then be used for
sentencepicture matching, sentence
reconstruction and cloze activities. There are
blank spaces on Worksheet 11 to add a particular
rule from your school.
Pageiiii
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Development,
Unit 1: School
Worksheets 11 & 12 Worksheet 17

The vocabulary on Worksheet 11 will be very It is important to introduce the language used in
useful for the new arrival to learn in order to this worksheet and go through it orally first. How
understand instructions for various classroom do you come to school? I come by bus/car/train
activities. Teach using demonstration combined or I walk. The student may like to follow up this
with oral examples. The pictures can also be used activity by graphing how her/his classmates come
to make a concentration game using the grids in to school or who they come with. An English-
the appendix. The student reads the sentences on speaking student may like to work with the new
Worksheet 12, chooses the right word, and draws arrival.
a small picture.
Worksheet 13
Additional resources
The student can read the word aloud, fill the gap
and then cut and paste to match the question and Teaching resources
answer. This will need to be first modelled in pairs No English Dont Panic lists classroom
or in a small group activity, such as Find Your instructional language, including a list of
Partner. It would be beneficial to reinforce the commands and routines, pp. 2223.
vocabulary and structures by following up with Addison-Wesley Picture Dictionary has good
role-plays. The sheet could be pasted onto card, pictures of the school for vocabulary practice,
cut up and used for a game of concentration. pp. 5455.
Liebowitz, D., Basic Vocabulary Builder has
Worksheets 14 & 15 information and pictures about the school in
These two worksheets can be used for labelling Unit 20.
activities based on food. They may be particularly Getting Started has activities for older students
useful in helping the student to order lunch in the on pp. 4364.
school canteen. It is a good idea to show the new Mike Teaches English: Whats in my backpack?
arrival the canteen and name the food that can be Things for school; Shopping.
bought. This vocabulary is useful for practising the
Wheres English?: Level 1 In Mr Freemans
language of buying, for example, May/Can I please
class.
have a ...?. Thank you, How much, please?
ESL Stages B1 and BL Teacher Support
material for primary new arrivals, Years 36,
Worksheet 16 has a unit of sequenced activities for this topic on
These pictures can be used to introduce the pp. 134135.
vocabulary and structures to discuss times of the Nixon, C. and Tomlinson, M., Primary Activity
day and actions, for example, What is he/she Box: 6.1 Whose is it?
doing? They can also be used to introduce the
McColl, H. and Thomas, S., Cartoons for
vocabulary first, then, next, after that etc. The
Classroom Communication: 5a Materials and
student may like to sequence the pictures to make
belongings; 5b Furniture and fittings; 5c
a booklet and work with another student to create
Display and craft items; 5e Games and
an accompanying text, using the vocabulary
components; 5g Around the school; 6a Whats
previously introduced and recorded.
where?; 7a Starting the lesson; 7b Conducting
the lesson; 7e Setting the rules; 8a b c
Understanding the task; 9a Explaining
difficulties and asking for help; 9c Asking
permission; 10a Organising a game.
Page iiiv
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Unit 1: School
Bibliography
Games, songs, stories Songs

and activities This is the way we ... (to the tune of Mulberry
Bush). Improvise according to the situation, for
Choose games, songs, stories and activities that example ... put out the pencils, ... sit on the
are appropriate to the age and interest level of floor, etc.
your new student. Teach songs, rhymes and Hello To You and What is Your Name?
chants to the class or to a small group rather than (Upbeat 2)
to just one new arrival. Pair your new arrival with
a helpful mainstream student wherever possible. Good morning How Are You? (Dippity-Do)
Give Me an A
Listening games On the Way to School
Who am I?: The student guesses the voices of
classmates Rhymes and chants
Taped dialogues: (tape dialogues for example Ernie (C. Graham, Jazz Chants for Children)
from appropriate worksheets) with a partner, Who Is Sylvia? (C. Graham, Jazz Chants for
perhaps omitting selected words to make an Children)
oral cloze. Replay and then put onto a listening Stop That Noise! (C. Graham, Jazz Chants for
post. Children)
Vocabulary development games The Hello Song (C. Graham, Lets Chant, Lets
Sing)
What is missing?: place objects from the
classroom in a circle of students. Students Whats this? Its a book (C. Graham, Lets
close their eyes. An object is removed and the Chant, Lets Sing)
students guess which object is missing. The No, it isnt (C. Graham, Lets Chant, Lets
new arrival can draw the object or refer to Sing)
pictures if remembering all the names is too Listen carefully (C. Graham, Lets Chant, Lets
demanding. Sing)
Blindfold Game: a student wears a blindfold Pick up your pencil (C. Graham, Lets Chant,
and feels small objects from the classroom and Lets Sing)
names them.
Lucky Dip: students take an object from bag or
container and answer questions, for example
What is it? They keep the object if they can
answer the questions.
Bingo and Concentration: using words or
pictures of classroom objects, for example
pp. 64 65, Windows on Practice.
Chain Game: students add one item to the
sentence, for example At school, I read a
book ... use a pencil ... etc.
Happy Families: students play a game using
four sets of cards of school vocabulary. The
aim is to obtain as many sets of the same
pictures/words as possible.
Page vi
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Development,
Unit 1: School
Page ii
Worksheet 1
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Unit 1: School
Bibliography
Page2i
Worksheet
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Unit 1: School
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Worksheet 3
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Unit 1: School
Bibliography
Page4i
Worksheet
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Unit 1: School
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Worksheet 5
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Unit 1: School
Bibliography
Page6i
Worksheet
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Unit 1: School
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Worksheet 7
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Unit 1: School
Bibliography
Page8i
Worksheet
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Unit 1: School
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Worksheet 9
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Unit 1: School
Bibliography
Page
Worksheet 10i
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Development,
Unit 1: School
Page ii
Worksheet 11
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Unit 1: School
Bibliography
Page
Worksheet 12i
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Development,
Unit 1: School
Page ii
Worksheet 13
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Unit 1: School
Bibliography
Page
Worksheet 14i
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Development,
Unit 1: School
Page ii
Worksheet 15
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Unit 1: School
Bibliography
Page
Worksheet 16i
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Development,
Unit 1: School
Page ii
Worksheet 17
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Unit 2: Me
Bibliography
Unit 2: Me
The Me theme will help students to exchange Structures
information about themselves and get to know I like ...
others.
Wh questions and responses what, where, who,
when, for example:
Expected outcomes from the Me theme
What is/Whats your phone number? My phone
The aim of this unit is for students to be able to:
number is...
understand and respond to simple questions
What is/Whats your name? My name is ...
about personal information
When is your birthday? My birthday is ...
ask others simple questions to elicit personal
information How old are you?
complete simple modelled sentences in writing, Where do you live/come from? etc.
for example, I come from I am/Im ... He is/Hes ... She is/Shes ... You are/
Read simple worksheets and early reading Youre ...
materials about the topic. Notions/ideas
Refer to the ESL Companion for general ESL people which countries, towns etc
learning outcomes (Stages A1 or B1). and places do people come from, live in
names sequence of given and family,
Language that could be targeted names, titles Mr, Ms etc.
in this unit age of boys and girls, men and women,
Functions old, young people
Using common greetings. physical hair/eye colour, height, weight, age
Responding to questions about self. attributes/
appearance
Understanding and using simple language
about self.
Giving personal information about self and
others in a range of situations.
Vocabulary
Nouns names: individual childrens names, given names,

family names, teachers names
names of countries
names of languages
months of the year
number names
people: girl, boy, man, woman, baby, child, adult
Adjectives colours, tall/short, old/young
Pronouns/possessive pronouns I, you, me, her, him, he, she, my, your, mine, his, hers
Prepositions: on, at, in
Page i
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Development,
Unit 2: Me
Worksheets Worksheet 4
This worksheet gives the student practice at
asking and answering questions in the written
form. Oral development and modelling of each
concept is important before the student records
oral language work in the classroom.
details in writing. The questions can be taped and
It is important that these worksheets are used put on a listening post for the student to listen to
to consolidate language that has already been and answer. Partner work and role play is helpful
taught and practised orally by the student. in reinforcing the language. This worksheet may
Note: It is important to teach the vocabulary and also be used as the basis for a survey.
classroom. Use whiteout to make changes
to the worksheets, for example family
Worksheet 5
name instead of surname. The new arrival needs to practise asking and
answering questions using these words as cues,
linking speaking, reading and writing. The
Worksheet 1 complete questions could be displayed in the
The students home country (and perhaps transit classroom for reference and/or recorded onto a
countries) and the route from the home country tape. They can also be used for speech balloon
to Australia can be marked on the map. Other work. This worksheet is suitable if the student is
students in the class with backgrounds from other more independent.
countries or other states in Australia can also note
these on the map.
Worksheets 6 & 7
This map can also be used for teaching the
A simple cloze question and answer exercise that
following structures:
can be used to provide oral and written
Where do you/they come from? reinforcement of these common questions and
I/They come from ... answers. You could also cut up the questions and
He/She comes from ... answers and ask your student to match them.
Worksheet 2 Worksheet 8
This worksheet may be used as a sequencing A game to revise concepts and some of the
activity and as a starting point for discussion of language covered in this unit, for example, What
stages in students lives. Students may like to draw Where How and When questions. This is also a
pictures or bring photographs of themselves at good opportunity to introduce some of the
various stages in their lives. language of rules and negotiating a game, for
example My/your turn, Throw the dice, Miss a
turn, I/you win, Good/bad luck, Go backwards/
Worksheet 3 forwards. This sheet may be enlarged to A3 size
This worksheet contains a number of concepts and coloured in. Your new arrival can play with an
that can be introduced and modelled separately as English speaking partner. Adapt the questions to
in Worksheets 1 and 2. Each concept on the suit your students needs.
worksheet may need to be worked through orally
first, depending on the level of language
development of the student. Working with a
partner would be very beneficial for the student.
This worksheet can be modified to suit the
language you may want to introduce.
Page ii
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Unit 2: Me
Bibliography
Additional resources Drama: drama books often have good ideas for
activities for this theme.
Teaching resources Songs

Hello To You and What is Your Name? (Upbeat)
No English Dont Panic has examples of
interpersonal language, pp. 1920. The Telephone Song
Cech, M., Global Child has some excellent ideas Do You Speak English?
which can be integrated into this unit.
Rhymes and chants
Addison-Wesley Picture Dictionary has a useful
scene depicting a birthday party, pp. 1011. From C. Graham, Jazz Chants For Children:
Getting Started has activities for older students in Ernie
the Personal Identification Unit, p. 24. Who Is Sylvia?
Toth, M., Heinemanns Childrens Games: Zzz When I Was One
Land, p. 30, Whos Who, p. 47, are games that use Im Always Right
vocabulary related to personal attributes and
If You Go Ill Go
information. Number Fun! p. 9, focuses on the
numbers to 20.
Maths activities
Mike Teaches English: Happy birthday
Graphing: measure mass and height graph
Greetings.
and compare with other students.
Wheres English?: Level 1 At the police station
Graph: gender, hair colour, eye colour, height,
(SLC 1).
weight, country of origin, languages spoken.
Nixon, C. and Tomlinson, M., Primary Activity
Box: 1.2 All about me. Art
Collage: the student makes a collage of a face
Games, songs, stories and labels the parts.
and activities Silhouettes: the students make a silhouette of
a number of children, for example using an
Choose games, songs, stories and activities that overhead projector, and ask the class to guess
are appropriate to the age and interest level of who the silhouettes are.
your new student. Teach songs, rhymes and
chants to the class or to a small group rather than Passport photos: the student draws the body
to just one new arrival. Pair your new arrival with to match the face and labels the features, e.g.
a helpful mainstream student wherever possible. head, arm, finger.
Name patterns: the student writes names in
Listening games large print, makes patterns and extends with
contour lines.
Name game: students roll the ball to one
another, saying their own name and the other Model names: the student makes names out
students name. of bread dough, clay or plasticine.
Who am I?: one child with his/her back to
other children identifies the child who asks Posters
Who am I?
Maps
Name flashcards: students read the cards
Posters based on any of the concepts
aloud and clap when they hear/see their own
introduced in this theme (e.g. birthdays, other
name.
countries, houses, people of different ages),
would be useful references for the student and
Vocabulary development games could be labelled with vocabulary, sentences,
Concentration: using two sets of students questions etc.
names. Students can play with a partner.
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Worksheet 1
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Bibliography
Page2i
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Unit 2: Me
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Worksheet 3
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Bibliography
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Unit 2: Me
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Worksheet 5
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Bibliography
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Unit 2: Me
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Worksheet 7
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Unit 2: Me
Bibliography
Page8i
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Unit 3: My body
Bibliography
Unit 3: My body
Learning the names of body parts and senses can Notions/ideas
be very useful for newly arrived students. Depending on the kind of vocabulary your student
is already familiar with, you may be able to talk
Expected outcomes from the about some of the following ideas in relation to the
My body theme body:
The aim of this unit is for students to be able to: size big/small, fat/thin, long/short, tall/
identify and name parts of the body short
use simple language to describe body parts and position back/front, open/shut, heavy/light,
what they can do in/out, fast/slow, up/down, round
and round
complete simple written sentences.
the senses smell, touch, sight, sound, taste
learning outcomes (Stages A1 or B1). acceptable and unacceptable language
Students will pick up (or be taught)
Language that could be targeted rude terms in the playground and
in this unit they will need to know which
vocabulary is acceptable when
Functions talking about body parts and
Identifying and naming various parts of the body. functions, for example, to teachers
Describing body parts and what they do. or other adults. To save students
embarrassment, as soon as you
Structures hear inappropriate language, point
This is my ... These are my ... out explicitly when and with whom
My ... can ... terms should be used. If possible
I /We/You have ... use an interpreter to help with this.
Ive got ...

I ... with my ...
I move my ...
Singular and plural forms
Vocabulary
Nouns face, hair, forehead, eyes, eyebrows, eyelashes, cheeks, nose, mouth, teeth,
tongue, chin, ears
head, body, chest, stomach, back, waist, bottom
shoulders, arms, elbow, hand, fingers, thumb, wrist, fingernail
leg, knee, foot, toes, toenail, heel, ankle, thigh, calf
Adjectives see notions/ideas list
Verbs see, hear, smell, taste, touch
Possessive adjectives his, her, your, its
Page
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Development,
Unit 3: My body
This worksheet has a combination of actions and
senses which can be demonstrated then recorded
by you or the student. These pictures could be
teachers with easy-to-use resources which support
used to build up word lists.
It is important that these worksheets are used
to consolidate language that has already been Worksheet 8
taught and practised orally by the student. This worksheet can be made into a booklet.
Note: It is important to teach the vocabulary and Introduce or revise the vocabulary related to what
phrases that are commonly used in your feet can do. Trace the students foot. Demonstrate
classroom. Use whiteout to make changes to the student what feet can do. Write the
to the worksheets. vocabulary and sentences on the board and the
student can reconstruct the sentences and paste
them into the pages of a booklet. The student can
Worksheets 1 & 2 then draw pictures.
First introduce the names for the parts of the face
orally, modelling the vocabulary for the student.
Ask the student to name the parts of his/her own
Worksheet 9
face or a friends face. The student can then cut Make a Person game: you need two coloured
and paste the features and labels from Worksheet markers, a dice and coloured pencils.
1 onto Worksheet 2 and read the words aloud. Rules: Players take turns to throw the dice and
move a counter the number of squares according
to the number they throw. Draw the part of the
Worksheet 3 body the dice has landed on, e.g. head, on the
This game can be played by two or more students. dotted outline of one figure. The players continue
Photocopy a worksheet for each student. Revise to mark all body parts until a person is finished.
the vocabulary of the facial features orally before First student to finish wins.
explaining the rules of the game. Students draw
the features as they throw the dice.
Worksheet 10
Revise the names of all body parts. The student
Worksheets 4 & 5 can then circle the correct word, using previous
Sing the song from Worksheet 4 to teach the worksheets for reference. Make sure the words are
vocabulary. Other relevant vocabulary may be read aloud on completion.
substituted, e.g. chin, hair, neck. Go through
Worksheet 5 relating the words to the students
body parts. The student can cut and paste the Additional resources
words onto the picture, labelling the body parts.
Teaching resources
Worksheet 6 Isherwood, R., Multi Language Timesavers has
Revise the vocabulary naming the body parts pictures related to the body, pp. 67.
through games and songs. Demonstrate the first Liebowitz, D., Basic Vocabulary Builder, Unit 7.
few words of the wordsearch to ensure that the
Addison-Wesley Picture Dictionary has pictures
student understands the across and down grid.
useful for this topic, pp. 1819.
Make sure that the student keeps this completed
worksheet in a folder for reference. Mike Teaches English: Animals Body parts.
Wheres English?: Level 1 On the rocks (SLC 1);
At the police station (SLC 1).
Box: 3.5 Body parts.
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Unit 3: My body
Bibliography
Games, songs, stories Art

and activities Body parts patterns: students trace around
hands, feet etc. and draw patterns within the
Choose games, songs, stories and activities that outline.
are appropriate to the age and interest level of Collage: the student traces around the body of
your new student. Teach songs, rhymes and a friend and makes a collage.
chants to the class or to a small group rather than
to just one new arrival. Pair your new arrival with Funny person: students use magazine pictures
a helpful mainstream student wherever possible. to cut and paste body parts to make a funny
person.
Listening and singing games Enlarging: students enlarge a small picture of
a person using grid lines.
Simon Says
Mask making: students make masks from
Here We Go Round the Mulberry Bush
paper plates, papier-mch etc.
Stand Up, Sit Down: students listen and follow
Puppet making: students make puppets.
directions, e.g. Touch your nose.
Red Elbow, Blue Toe: the teacher says Red Songs
elbow and the students put their elbows on
something red, etc. Dr Knickerbocker
Body Match Partners: instruct students to I Put My Finger on My Nose

move around the classroom, then to stop on a My Hands Are Clapping
signal and listen to your instruction, e.g. when Everybody Do This
you say hands, the students run to a partner Clap Your Hands, Clap Them So
and make physical contact between the two
body parts (hands). Instructions can then Put Your Hands up in the Air
become more complex, e.g. elbow to leg. Everyone Touch Your Head
The Colours Song: students stand in a circle If Youre Happy and You Know It
and sing, e.g. Red, red. Red, red. Who is Them Bones
wearing red today? Students wearing red step Clap Your Hands Baby
into the circle.
Put Your Finger on Your Nose
Hokey Pokey
Maths activities Seven Steps
Measurement: area/length/perimeter Heads, Shoulders, Knees and Toes
Tracing: students trace around the foot, hand Do Your Ears Hang Low?
etc. Clean Your Teeth
Graphing: students draw and graph a number
of body parts, e.g. 2 hands, ten fingers, 1 head Rhymes and chants
Counting: students make displays around the The Elbows Song (C. Graham, Jazz Chants
room for counting, e.g. 2s for feet, 5s for fingers For Children)
etc.
Symmetry: students cut a photograph or
magazine illustration of a face or a person in
half, paste onto a piece of paper and draw the
missing half. Label the body parts.
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Department
Department of
of Education
Unit 4: Actions
Bibliography
Unit 4: Actions
The Actions theme will help students to talk about Structures
what they are doing and what they can do. Imperatives, e.g. Walk!, Stop!, Keep still!, Move
your ...!
Expected outcomes from the Present continuous: e.g. I am walking. Im running.
Actions theme Im sitting.
The aim of this unit is for the students to be able I can ... Can you ...?
to:
What are ...?
label actions
Dont ...!
follow instructions
I am ...
express what he/she can or cant do
He is/She is ... Shes/Hes ...
express simple body or spatial awareness
They are ... Theyre ...
ask and answer simple questions about actions
I like/They like ... She/He likes ...
complete simple written sentences about
actions. Notions/ideas
Refer to the ESL Companion for general ESL Depending on the kind of vocabulary your student
learning outcomes (Stages A1 or B1). is already familiar with, you may be able to talk
about some of the following ideas in relation to
Language that could be targeted actions:
in this unit ease/ things that are easy to do
difficulty or hard to do
Functions
ability things the student is able to do
Explaining actions. or not able to do
Obeying commands. speed fast/slow
Expressing spatial awareness body awareness. location high/low, up/down, over/under
Vocabulary
Nouns play equipment ball, swing, slide

classroom equipment paper, paint, pencils, chair
Verbs clap, wave, point, laugh, cry, sing, talk, listen, wink, nod, drink, eat, chew, play,
stand, skip, run, jump, hop, balance, kick, roll, crawl, sit dance,. bend, crouch,
stretch, hit, catch, throw, bounce, climb, fall, slide, ride, swing, swim, paint,
draw, write, read, push, pull, stop, go
Adverbs backwards/forwards, fast/slow, quickly/slowly
Prepositions to, on, from, between, up/down
Sequence words first, next, then
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Development,
Unit 4: Actions
Discuss and mime the actions illustrated on the
worksheet, modelling the structure I can ... .
Introduce the question form Can you ..?
Encourage the student to mime the actions and
respond to the question using the structure I
It is important that these worksheets are used can.... The student then cuts out and matches the
to consolidate language that has already been pictures to the sentences.
Worksheet 6
classroom. Use whiteout to make changes Introduce the actions illustrated in the Worksheet.
to the worksheets. Encourage the student to mime the action to
demonstrate understanding. Introduce the
question Can you? for use with known actions,
Worksheets 1 & 2 e.g. Can you talk? Can you sit?, and the
These worksheets can be used to introduce the responses, Yes, I can., No, I cant. The student
action words. Ensure that each action is can then write the response to each question on
demonstrated and that the student has the the worksheet.
opportunity to perform the actions and verbalise
what he/she is doing. The student can colour and
label the pictures and keep them in a folder as a
Worksheet 7
reference. The pictures can be used to make Introduce the question What am I doing? through
booklets, which the student labels with the a mime game or a pair activity. Introduce and
structures provided, e.g. He/She is ... , They are ... model the structures He/She is/They are ...
They can also be used for speech balloon work and Model the responses and encourage the student to
question and answers, e.g. What are you doing? I answer oral questions using the structures.
am ... Provide the written forms. The student can then
fill the gaps in the sentences on the worksheet.
Worksheet 3
Introduce and demonstrate the actions pictured
Worksheet 8
on the worksheet. The students can then cut out Model and practise the question and answer
the labels and match with the illustrations. The structures by asking the student questions such as
worksheet can be kept in a folder for reference. It Do you like skipping?, and recording the yes/no
can also be used to play a Bingo game where the response in the box. The student can then carry
students place a counter on the picture when they out a survey in the class using his/her own
hear the word spoken aloud. worksheet to record the responses to the
questions. The results can be graphed and used to
elicit comparative language.
Worksheet 4
Mime each action illustrated and ask the student
to name the action. Introduce the question Additional resources
answer structure: What is she/he doing? Shes/
Hes ... Encourage the student to respond orally
using the pictures as a stimulus. Demonstrate how
Teaching resources
to choose the correct word to fill the gap on the Liebowitz, D,. Basic Vocabulary Builder has
worksheet. activities about actions in Unit 11.
Toth, M., Heinemann Childrens Games Find
the difference, p. 46; Mime it, p. 39; Activity
dominoes, p.32; Stop! p. 43; Racing past, p. 48.
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Unit 4: Actions
Bibliography
Wheres English?: Level 1 At the canteen (SLC Stand up, hop to the window, open the
2); In the schoolyard; At the beach. Level 2 In window, Stand up, hop to the window, open
the kitchen; In the bedroom; In Miss Kims class; the window, sit down.
At the railway station (SLC 2); Around the town Captions: students write sentences to
(SLC 2). accompany photos of themselves or others
Nixon, C. and Tomlinson, M., Primary Activity performing actions, e.g. I can throw a ball,
Box: 1.6 Instructions dominoes; 3.2 What are Hes throwing the ball.
they doing?; .3 They can do it; 9.2 Where are Book making: students make individual/class
they sitting? booklets with photographs or illustrations of
individual students or groups of students
Games, songs, stories performing actions, e.g. skipping, swimming,
reading. Write accompanying sentences, e.g.
and activities Frank is skipping.
Choose games, songs, stories and activities that Action play: students play on the playground
are appropriate to the age and interest level of equipment and model the language, e.g. Im
your new student. Teach songs, rhymes and climbing, Shes swinging.
to just one new arrival. Pair your new arrival with Songs
a helpful mainstream student wherever possible. Are You Sleeping?/Jumping? etc. (to the tune of
Frre Jacques)
Listening games
If Youre Happy and You Know It
Simon Says
Jump, Jump, If You Feel You Want To
Tape recorded commands: the student obeys
commands, or a series of commands given on Can You Do What I Do?
a tape. Did You Ever See a Lassie?
This is the Way We Clap our Hands (to the tune
Vocabulary development activities of Here We Go Round the Mulberry Bush)
Follow the Leader: students take turns to be Clap Your Hands, Baby
the leader and choose a series of actions to
perform e.g. jumping, crawling, clapping. Rhymes and chants
Bingo and Concentration: students use the When I Was a Baby (C. Graham, Jazz Chants
grid from the appendix with words and pictures For Children)
of actions. When I Was One (C. Graham, Jazz Chants
Happy Families: using four sets of cards of For Children)
actions vocabulary, students aim to get as many Whos Knocking at the Door (C. Graham, Jazz
sets of the same picture/word as possible. Chants For Children)
What am I doing?: students work with a Polka Dot Pyjamas (C. Graham, Jazz Chants
partner and take turns to mime an action while For Children)
the other guesses what it is.
Listen carefully (C. Graham, Lets Chant, Lets
StartStop Game: you or a student shows a Sing)
card depicting an action. Students carry out the
action and stop when they hear the whistle. Pick up your pencil (C. Graham, Lets Chant,
Lets Sing)
Following directions: students follow a
sequence of spoken or written directions. Start Can he play baseball? (C. Graham, Lets
with one and add a new command each time, Chant, Lets Sing)
e.g. Stand up, Stand up, hop to the window, Can you play with a yo-yo? (C. Graham, Lets
Chant, Lets Sing)
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Unit 5: Feelings
Bibliography
Unit 5: Feelings
It is often important for students to be able to tell Structures
you how they are feeling and why they are feeling I am/Im ...
that way, or for you to tell your student how you
Is he/she ...?
or others are feeling. This is particularly important
when students are establishing friendships or He is/Hes ...
when conflicts or misunderstandings need to be She is/Shes ...
resolved. Are they ...? Yes/No
They are/Theyre ...
Expected outcomes from
You are/Youre ...
the Feelings theme
Who is ...? ... is/are not ...
I feel ...
express feelings and the reasons for these
feelings simply in oral form How is/are ... feeling?
write about feelings using introduced Why ...? ... because ...
vocabulary related to the topic Notions/ideas
read and understand simple texts containing Depending on the kind of vocabulary and concepts
the vocabulary introduced your student is already familiar with, and using
complete simple worksheets based on the lots of pictures, diagrams or real items, you may
topic. be able to talk about some of the following ideas in
Refer to the ESL Companion for general ESL relation to feelings:
learning outcomes (Stages A1 or B1). degree the degree to which most
emotions can be felt, using
Language that could be targeted adverbs such as very, not, not
in this unit very etc.
cause and effect what makes us particularly
Functions
happy, sad or angry, hungry,
Asking how others feel. thirsty or tired, and what
Expressing ones own feelings. changes these feelings, e.g.
Expressing needs. eating if we are hungry, or
someone saying sorry if we
Inquiring about needs.
are angry
Vocabulary
Adjectives sad, happy, angry, excited, worried, scared/frightened, surprised, lonely
sick, well, tired
hot, cold, hungry, thirsty
Verbs smile, laugh, frown, cry, drink, eat, sleep, fight, argue, worry
Adverbs very, not, not very, a little (bit)
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Development,
Unit 5: Feelings

Revise the six feelings on Worksheet 4, again using
mime. Introduce the structures How do you feel?
and I feel ... . Demonstrate how to make a face
expressing feelings by cutting eyes and a mouth
from Worksheet 4 and pasting them on to
It is important that these worksheets are used Worksheet 3. Talk about how the student feels and
to consolidate language that has already been why. Model the structure I feel ... when ... . The
taught and practised orally by the student. student may need assistance with completing the
Note: It is important to teach the vocabulary and sentence.
to the worksheets.
Worksheet 5
On this worksheet list the names of feelings that
the student recognises, using the illustrations as a
Worksheet 1 stimulus, and revise others. The student can write
The concepts on Worksheet 1 will require the feelings in the speech bubble. The written
extensive initial oral work to ensure that the language needs to be modelled before the student
student understands the meaning of the fills in the gap. The student can then draw her/his
vocabulary. This can be done through mime and own pictures in the three boxes.
role-play. Try to provide a meaningful context
when introducing the six feelings, and model the
vocabulary. Demonstrate how to make the cube.
Worksheet 6
When the cube is made, use it as a die for a roll Introduce and model the question form Are
and say or roll, say and mime game, which can be you ...?, for example, Are you a girl?, and the
played in pairs or in groups. Another activity could responses. The student may work with a partner
include a mime and guess game. to ask and respond to the questions orally before
completing the worksheet. The student may need
to use Worksheet 2 as a reference when asking the
Worksheet 2 questions.
Introduce and model any new vocabulary and
revise the other vocabulary on this worksheet.
Again, this can be done through mime. Encourage
Worksheet 7
the student to say the words aloud and read the Talk about the pictures on the worksheet and
written form. Cut out the words and pictures on model because through mime, linking it with the
the worksheet and play a matching game. This can question Why?. Read through the sentences and
be done in pairs or as a group. Model question and teach any new vocabulary before the student
answer structures, for example, How does he/she attempts to fill the gaps. Cut and paste, matching
feel? He/she is happy. Paired students can ask the pictures to the sentences.
each other questions using the structures when
they match a picture with a word. The new arrival Worksheet 8
can then paste the word and picture pairs into a
scrapbook for future reference. Teach or revise the vocabulary. Read through and
model the sentences with the student. Mime is a
good method of conveying meaning. The student
can use the words to fill the gaps and cut and
paste the illustrations to match the sentences.
Examples of other times people may have these
feelings can be modelled and then elicited from
other students and the new arrival. Students can
then write and illustrate their own sentences,
beginning with I feel.
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Unit 5: Feelings
Bibliography
Additional resources Vocabulary development games

Happy Families/Bingo/Concentration: use
pictures of feelings/emotions.
Teaching resources Drama: students dramatise a familiar folktale,
Kane, S., et al, Celebrating Diversity e.g. Jack and the Beanstalk. They talk about
incorporates feelings into most themes. and incorporate the feelings/emotions of the
characters.
Wheres English?: Level 1 On the rocks.
Mime: students mime the feelings/emotions
ESL Stage A1 Teacher support materials for
they see depicted/written on a card when it is
lower primary new arrivals, Years P2 has a
held up and displayed to the group.
unit of sequenced activities for this topic on pp.
126127. How are you feeling?: working in a small
group, students identify the feeling/emotion
McColl, H. and Thomas, S., Cartoons for
mimed to them.
Classroom Communication: 10c Social
language. Role play: students act out particular
situations where emotions might be displayed,
e.g. when a friend gives a lovely birthday
Games, songs, stories present.
and activities
Songs
Choose games, songs, stories and activities that
are appropriate to the age and interest level of If youre happy and you know it clap your
your new student. Teach songs, rhymes and hands, (improvise on this format), for example:
chants to the class or to a small group rather than sad cry, cry; angry stamp your feet; excited
to just one new arrival. Pair your new arrival with jump, jump; tired yawn, yawn
a helpful mainstream student wherever possible. You Are My Sunshine
Listening games Rhymes and chants

Identifying feelings: use a tape recording of I Feel Terrible (C. Graham, Jazz Chants For
people laughing, crying etc. Ask the student to Children)
identify the emotion, or answer questions, e.g. Im Mad At You (C. Graham, Jazz Chants For
Does he sound scared? Does she sound angry? Children)
etc.
Oh Im Hungry! (C. Graham, Jazz Chants For
Story telling: while following the story in a Children)
book, students listen to readings/tape
recordings of well-illustrated, traditional stories
which emphasise the emotions of the Other useful references
characters. The student identifies the The ideas in these references can be used for the
emotions. whole class and, can be adapted for your new
arrival.
Friendly Kids, Friendly Classrooms, Helen
McGrath & Shona Francey, Longman Cheshire,
1992.
Words Can Hurt You, Barbara Thompson,
Addison-Wesley, 1994.
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Unit 6: FamilyBibliography
and friends

The vocabulary that students meet with in this Structures
unit will be very useful as they make friends and
I am ...
exchange information about themselves with
others. This is my ... Thats my ...
Is that your ...?
Expected outcomes from the Hes/Shes my ... Is he/she your ...?
Family and Friends theme They are ... Are they ...?
The aim of this unit is for students to be able to: I see my ...
name and describe family members and friends How many ... have you got?
ask and respond to questions about family and I have ...
friends
How many children in your family?
report in oral and written form
Hello/Goodbye
identify some differences and similarities
How is/How are ...?
between families and friends
use simple greetings Notions/ideas
read simple worksheets and early reading Depending on the kind of vocabulary your student
materials about the topic. is already familiar with, and using a lot of visual
support, you may be able to talk about some of the
Refer to the ESL Companion for general ESL following ideas in relation to family and friends:
learning outcomes (Stages A1 or B1).
age of family members and friends
Language that could be targeted gender matching family relationship
in this unit names with gender which ones
are gender-free?
Functions
origin/ names of countries and the
Identifying family members and friends. nationality people or languages that come
Describing family members and friends and from them, e.g. Vietnam/
their activities. Vietnamese/Vietnamese, United
Reporting on activities shared with the family States of America/American/
and with friends. English
Asking questions about other students families characteristics of family members and friends,
and their friends. e.g. all the people in my family
have blue eyes, black hair, are
Replying to questions about ones own family
tall
and friends.
place in family first born, second born etc.
Exchanging information.
time/duration of time in Australia, of time
Greeting and leave taking.
spent in other countries
family size of families/number of people
in different families, the
extended family
place/countries where various family members
or friends were born, where they
live now.
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Development,
Vocabulary
Nouns family, friend

boy, girl, baby, woman, man, lady
mum, dad, mother, father, brother, sister, stepmother/father, stepsister/brother
grandmother, grandfather, grandma, grandpa, grandchild
aunt/aunty, uncle, cousin, niece, nephew
husband, wife, son, daughter
Note: In some languages, the names of family members differ according to whether
they belong to the mothers or the fathers side of the family. In English, some
relationships like aunt, grandfather or cousin can be from either side. This may
cause some confusion and may need to be carefully explained with visual
support, such as using a family tree.
Pronouns he, she, I, they, we
Possessives my, his, her, our, their
Adjectives old, young, older, younger, big, little
Verbs is/are, has/have, live/lives, go/goes, work/works
First introduce all the words, modelling the
pronunciation. It may be helpful to use photos of
the family that the student has brought from home
as a starting point. Go through the instructions on
the worksheet with the student, demonstrating
It is important that these worksheets are used the across and down grids. Encourage the student
to consolidate language that has already been to read the words aloud when they have found
taught and practised orally by the students. them on the grid, and drawn a line from the words
Note: It is important to teach the vocabulary and to the pictures.
to the worksheets.
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and friends
This worksheet can be used following discussion This is an example in English of a letter to parents
and references to visuals, such as posters and that can be used to encourage parents to send
photos, other examples of family trees, and photos to school, for use in the theme work.
revision of the vocabulary. The student can then
draw pictures of his/her family members and may
like to add the corresponding words from the first
Worksheets 7 & 8
language. It may be necessary to introduce Follow the instructions in the appendix to make
vocabulary of extended family members, for booklets from these worksheets. Model the
example, uncle, aunt, cousin, as well as niece, language first and then have the student complete
stepmother etc. the sentences and draw pictures to match.
Worksheet 3 Additional resources

Discuss the first-language greetings used or
known by students in the class and list these on a
chart. Discuss similarities and differences between
Teaching resources
greetings. The student can draw themselves in Isherwood, R., Multi Language Timesavers has a
their circle of friends or draw their own circle of useful picture of a family on p. 8.
friends with speech balloons containing the Cech, M., Global Child has excellent ideas, which
greetings which they use, in English and the first can be integrated into this unit, e.g. p. 17.
language.
Addison-Wesley Picture Dictionary has pictures
on pp. 10 & 11.
Worksheet 4 Getting Started has activities for older students
The student can draw pictures or bring photos of on pp. 6597.
their friends. Use the pictures as a stimulus to talk Kane, S., Celebrating Diversity has various
about friends. Model the language, ... is my activities.
friend. Then ask the new arrival, Who are your Toth, M., Heinemann Childrens Games has a
friends? The student can then draw her/his game based on the family on pp. 1516.
friends and write the matching sentence ... is my
Wheres English?: Level 2 Around the house
friend.
(SLC 1).
Worksheet 5 Box: 5.1 In your classroom who ?; 5.2
Revise known vocabulary and introduce new Identikit; 5.5 You read, I write.
words. This worksheet can be used to revise
vocabulary naming actions. Talk about the
pictures and go through the words and sentences
orally first. The student can then find the missing
word to match the number in the picture. The
student could next label the members of the
family in the pictures or substitute pronouns to
form additional sentences, e.g. She is sleeping.
They are fighting.
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Development,
Games, songs, stories Rhymes and chants

and activities I had a little brother (S. Hill, Raps and
Rhymes)
Choose games, songs, stories and activities that I asked my father (C. Graham, Jazz Chants for
are appropriate to the age and interest level of Children)
chants to the class or to a small group rather than Grandmas Going to the Grocery Store
to just one new arrival. Pair your new arrival with (C. Graham, Jazz Chants for Children)
a helpful mainstream student wherever possible. The Family Song (C. Graham, Lets Chant,
Lets Sing)
Listening games Whos She (C. Graham, Lets Chant, Lets
Taped voices: tape record the voices of a group Sing)
of class members, e.g. saying hello. Make a Circle (C. Graham, Lets Chant, Lets
The student listens to the tape to identify the Sing)Maths Activities
voices. Graphing: students graph family members, eg.
Taped roleplays: students listen to a dialogue, numbers of sisters, grandparents etc.
e.g. a mother talking to a child, a brother talking Ordering: students order family members
to a sister. Ask them to identify the characters, according to height, age, etc.
e.g. Who is talking? and What is she saying? to
check comprehension. Art
Individual information: students tape short, Drawing: students draw and paints portraits of
simple pieces of information about themselves, family and/or friends.
for example, I have one sister and one brother.
My mother was born in Italy. My best friend Models: students make clay or plasticine
is .... Class members listen to the tape and models of their family and friends.
guess the identity of the student. Murals: students use photographs or drawings
of families and friends to make a mural.
Vocabulary development games Family trees: students make a family tree
Bingo: use the grid in the appendix to make depicting or naming their relatives.
Bingo cards using pictures cut from magazines. Bookmaking: students use photographs of
Concentration: use photographs or pictures families to make individual or class books.
from magazines and label and photocopy them Charts: students use photographs or drawings
to make picture cards of family members to to make and label charts about family and
make a concentration game. friends.
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Development,
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and friends
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and friends
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Development,
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Worksheet 8
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Unit 7: Clothing
Bibliography
Unit 7: Clothing
It can be very useful for your new student to learn Structures
the vocabulary relating to everyday things like I wear/Im wearing ...
clothes.
I put on/Im putting on ...
Expected outcomes from I take off/Im taking off ...
the Clothing theme Its a ...
The aim of this unit is for students to be able to: Hes, shes, theyre...
name and describe items of clothing First, next, then, after that, last, finally
ask and respond to questions about clothing Who is ...?
identify some differences and similarities in How many...?
clothing Notions/ideas
identify suitable clothing for the seasons of the year Depending on the kind of vocabulary your student
read simple worksheets and early reading is already familiar with, and using lots of pictures,
materials about the topic. diagrams or real items, you may be able to talk
Refer to the ESL Companion for general ESL with your new arrival about some of the following
learning outcomes (Stages A1 or B1). ideas in relation to clothes:
physical attributes talk about the strength of
Language that could be targeted different fabrics, and why
in this unit different fabrics are used
for different purposes
Functions
texture compare materials of
Identifying clothing items. different textures and talk
Classifying clothes with respect to their use about which ones would
and suitability for various occasions and make the best clothes for
weather. cold weather or hot
Expressing clothing likes, dislikes or weather
preferences.
Vocabulary
Nouns boots, sandals, thongs, shoes, slippers, socks, stockings, tights
shorts, trousers, pants, jeans
dress, skirt
coat, jacket, raincoat, parka, cardigan, jumper, vest, skivvy
shirt, t-shirt
bathers, tracksuit, towel, sunglasses
hat, gloves, mittens, scarf, umbrella, belt
dressing gown, pyjamas
underwear, singlet, underpants
sleeve, cuff, collar
earring, bracelet, necklace, ring
front, back, inside out
colours light, dark
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Development,
Unit 7: Clothing
Vocabulary (Cont.)
Verbs make, wear, sew, put on, take off, wash, dry, zip/unzip, tie/untie, button/unbutton, dress/
undress
Adjectives pretty, ugly, warm, cool

colours, patterns
Prepositions on, off, in, under, next to
Discuss the concept of day and night. Introduce
the structures In the morning..., At night .... Talk
about the process of putting on and taking off
clothes, depending on the time of day. Students
can role play this activity. The student can draw
It is important that these worksheets are used to the clothes he/she takes off and puts on in the
consolidate English that has already been taught morning or when going to bed at night.
and practised orally by the student. Worksheets 1 & 2 can be used as reference when
Note: It is important to teach the vocabulary and labelling the drawings.
to the worksheets, e.g. slacks instead of
Worksheet 5
trousers Go through this worksheet orally and discuss each
item of clothing and when it is worn. Discuss the
use of the article a when the item is a single piece
Worksheets 1 & 2 (except for pants/trousers, which have two legs).
These worksheets are useful when introducing the Provide the written words so the student can fill
new vocabulary associated with this unit. Link the the gaps in the sentences with the appropriate
pictures to real items of clothing wherever word. He/she can also use Worksheets 1 & 2 as a
possible, e.g. what the students are wearing, reference. Encourage the student to read the
pictures in magazines. It is important to model the completed sentences aloud to you or a partner.
pronunciation of each item. The student should The student can then write some sentences using
keep the worksheets in his/her folder for the sentence structure on the worksheet as a
reference, or use them to make a picture/word model, e.g. I wear a green jumper to school.
matching activity.
Worksheet 6
Worksheet 3 Discuss the items of clothing pictured and the
Introduce or revise the names of the colours and order in which they might be put on when
teach this as a chant to the whole class. This dressing to go out on a cold day. It may be helpful
activity allows the new arrival to join in a non- to first role play the process of getting dressed.
threatening situation and gives valuable practice The student can then read the sentences and
in the rhythm and intonation of English. Other identify the item of clothing mentioned in each
one-syllable names of items of clothing can be from the pictures provided. He/she then matches
substituted for socks, e.g. hats, shirts, gloves, the pictures to the sentences and cuts and
jeans. sequences the sentences in appropriate order.
There is more than one way to sequence the
sentences.
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Unit 7: Clothing
Bibliography
Worksheets 710 Worksheet 13

Revise the clothing vocabulary, especially in Group students in pairs. One student looks at the
relation to what students wear to school. List picture for two minutes then gives it to his/her
clothing items under the heading What do I wear partner. The student then tells the partner the
to school? Play a question and answer game using names of as many items as possible that they
the structures Do I wear my ... to school? before remember seeing in the picture.
introducing the worksheets. Read through the
worksheets orally with the student before he/she
fills the gaps and reads the sentences aloud. The
Worksheet 14
pictures can be deleted so that the student can Students add items of their own clothing to the
draw him/her self. The vocabulary can also be clothes column and tally the number of sleeves,
adapted according to what the student normally buttons etc. This worksheet may be used as a
wears to school. survey on an individual level or as a class activity.
The results can be graphed and sentences
constructed, e.g. Lanas shirt has two sleeves, one
Worksheet 11 collar and no buttons.
This worksheet can be used for vocabulary
extension. Revise the known words and introduce
any new words, preferably using real items. The
Worksheet 15
student can then write the words next to the Discuss the picture, modelling the names of
appropriate pictures. Encourage the student to specific items. Ask questions, e.g. Where are the
read the words aloud. boots? Encourage the use of prepositions in
answers, e.g. on, under, in, beside. Introduce and
demonstrate prepositions, if necessary, using real
Worksheet 12 items, e.g. The shoes are under the chair. Scribe
This word search can be used to reinforce sentences based on the picture. Give examples of
vocabulary. It may be necessary to first singular, plural, e.g. is/are, plural s. The students
demonstrate how to do a word search and to show can list vocabulary and/or write sentences under
how the words are either vertical or horizontal. the picture.
Make sure that the student reads the words aloud
to you or partner to practise pronunciation. The
student can also demonstrate understanding of
the meaning of the words by linking words and
pictures with a line.
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Development,
Unit 7: Clothing
Additional resources Listening games

Who is wearing ...?: the teacher names an
item of clothing and students stand up/put
Teaching resources their hand up if they are wearing the item
named.
Wright, A., 1000 Pictures For Teachers to Copy,
p. 76, has simple pictures of clothes; pp. 8283 Clothing Colours: the teacher names a colour
have prepositions that could help when using and item of clothing and students put up their
some of the worksheets. hand/stand up if they are wearing it.
Addison-Wesley Picture Dictionary has pictures Im wearing Game: students take it in turns
of clothing on pp. 3435. to add a new item of clothing to the list, until
someone can no longer remember the list. For
Liebowitz, D., Basic Vocabulary Builder has
example: Im wearing blue socks. Im wearing
pictures of clothes in Unit 2.
blue socks and red shoes. Im wearing blue
Cech, M., Global Child has a useful suggestion for socks, red shoes and a green jumper. Im
including other cultures when discussing this wearing blue socks, red shoes, a green jumper
topic, pp. 98110. and a hat with a pom-pom. The new arrival
Isherwood, R., Multi Language Time Savers has could sketch the items to help him/her
pictures of clothes on pp. 22-24. remember the new words.
Civardi, A. & King, C., The Usbourne Childrens
Word Finder has pictures of clothing, p. 27. Reading
Mike Teaches English: Whats in my backpack? Clothing Diary: students make books
Personal things. recording and illustrating the clothes they wear
each day during a week, e.g. Today I am
Wheres English?: Level 1 In the bedroom (SLC
wearing stripey socks, black shoes, a skirt ...
1). Level 2 In the bedroom (SLC 2); At the
police station. Fanciful Clothing Book: students make and
illustrate an imaginative book based on clothing
Zwier, L., English for Everyday Activities A
combinations. For example, Today Im wearing
Picture Process Dictionary: Section 1 Getting
bathers, boots, warm gloves and a big black
dressed.
hat.
Box: 5.6 Colour coordinates; 8.5 Dress me up. Chants
Shoes and socks (C. Graham, Jazz Chants for
Games, songs, stories Children, p. 4)
and activities Mama, Mama, my socks dont match
(C. Graham, Jazz Chants for Children, p. 51)
are appropriate to the age and interest level of Polka Dot Pyjamas (C. Graham, Jazz Chants
your new student. Teach songs, rhymes and for Children, p. 69)
a helpful mainstream student wherever possible.
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Unit 7: Clothing
Bibliography
Vocabulary development games Mathematics

Clothing Bingo: use a grid from the Appendix Graph the number of trousers, jumpers, dresses
to make Bingo cards using pictures cut from etc. worn by children on a particular day.
worksheets or magazines. A group of students Count by 2s, e.g. legs of trousers, arms of
can play this game. shirts, socks, shoes, thongs.
Concentration: students can use word/picture Tallying, e.g. how many hats/socks etc?
cards made from the worksheets or pictures
Problem solving, e.g. I have four red socks and
cut from magazines.
four blue socks. How many socks altogether?
Have you seen my friend?: students stand/ How many pairs of socks?
sit in a circle facing outwards. One student
Measurement activities, e.g. belts/waist, size of
walks around the outside of the circle and stops
clothes, shoes.
at another student and asks, Have you seen my
friend? Shes wearing a blue jumper, jeans and
Art
white shoes. The student described stands up
and runs and the student who was asked the Jewellery making: students make a bracelet
question tries to catch him/her. If the student or necklace, e.g. pasta/dough beads on elastic.
succeeds, then the next turn passes on to him/ Cardboard dolls: students cut out a boy/girl
her. shape from cardboard and cut out and decorate
paper clothes to dress the figure.
Links with Key Learning Areas Felt clothing: students cut felt in the shape of
clothing items to use on a felt board. Label the
Science items made.
Collect different textured materials for Clothes line: students cut out and colour paper
students to make a wall hanging. Students clothes to pin on a washing line.
touch the fabrics and describe how they feel. Collage: students cut out pictures of clothes
Label according to texture, e.g. soft, shiny, from magazines and paste on paper.
fluffy, smooth. Magazine clothing person: students cut and
Students classify materials, e.g. wool, cotton, paste magazine pictures of clothes. They then
synthetic. draw in a head, arms and legs to make a
Students cut out pictures of clothing from person.
magazines or catalogues and classify according Paper weaving: students weave coloured
to different criteria, e.g. for a cold day, for paper strips to make cloth.
playing games, made of the same materials. Decorate a t-shirt: students use fabric pens to
Students wet pieces of material or clothes decorate a t-shirt or they cut out a large t-shirt
made from different fabrics. Hang them on the shape from white cloth and decorate with felt
line. Time how long they take to dry. Graph the pens or paint.
results. Body outlines: students trace around a friends
body outline and paint/dress the resulting
figure.
Embroidery: students embroider hessian/cloth
with wool to make a placemat or wall-hanging.
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Page
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Unit 8: Food
Bibliography
Unit 8: Food
Food and eating is a subject that lends itself to Language that could be targeted
many enjoyable activities and exchange of ideas in this unit
and opinions. At school your student will need to
know how and what to buy at the school canteen, Functions
and which foods are the most nutritious. Identifying food.
Categorising food and its containers/packages.
Describing food.
the Food theme
Expressing likes/dislikes.
Expressing thanks.
identify and describe various foods
Requesting and refusing.
understand and respond to simple questions
Comparing food tastes, smells, textures, sizes
about food
etc.
categorise food according to group, health
value, container/packaging etc. Structures
understand that there are similarities in the This is a ... Thats a ...
types of food eaten in various cultures, as well Whats this/that? Its a ...
as differences These are ... Those are ...
read and complete simple worksheets about What are these/those?
food
He/She eats ... They eat ...
ask and answer questions about food
I eat ... We eat ...
use appropriate polite forms when asking for or
I like ... I dont like ...
accepting food.
Do/Did you like ... ?
learning outcomes (Stages A1 or B1). I liked ... I didnt like ...
Would you like ... ?Yes, please/ No, thank you.
Can I ... ?
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Development,
Unit 8: Food
Notions/ideas ripe/unripe ripeness in fruit and vegetables

Depending on the kind of concepts and vocabulary use examples of ripe and unripe
your student is already familiar with, and using foods
lots of pictures, diagrams or real items, you may cost which foods are expensive and
be able to talk about some of the following ideas in which are cheap?
relation to food: taste talk about or categorise foods into
size, volume of foods, measurement of dry foods those that are sweet or savoury,
by weight, liquids by volume have strong tastes or mild tastes,
cooked/raw which foods can be eaten raw, have pleasant or unpleasant tastes,
cooked and which either way or according to individual likes and
what preferences do students have dislikes
for cooked or raw foods? smell pleasant and unpleasant food
hot/cold which foods are eaten hot/cold smells individual likes and
discuss individual preferences dislikes; what happens when food
goes bad?
the order in which foods are usually eaten first
which foods in a meal, e.g. soup or sweets; texture categorising various food by
are eaten which foods do students like to eat texture crunchy, soft, hard,
early in the day, which ones later? smooth etc.
Compare the students responses colour categorising various foods by colour
cultural differences are likely to be shape categorising various foods by their
relevant when talking about these shape, e.g. fruit and vegetables
issues.
nutrition healthy and unhealthy foods, foods
fresh/bad which foods keep well, and which we can eat a lot of, foods we should
ones go bad quickly? how can one only eat a little of, categorising
decide on the freshness of various foods into food groups
foods, e.g. the freshness of bread,
biscuits etc.
Vocabulary
Nouns Names of fruits, vegetables, meats, seafoods, dairy foods, processed foods and cereals
(choose both common foods and foods that are familiar to the student)
Containers and packages, e.g. bottle, jar, bowl
Names of utensils, e.g. spoon, bowl, plate
Days of the week
Meals: breakfast, lunch, dinner, tea, playlunch, snack
Verbs taste, smell, touch/feel, look/see

eat, drink, bite, chew, swallow
cook, carry, buy
mix, cut, stir, wash, peel
Adjectives colours
good, bad, fresh, cooked, raw, sweet, sour, bitter, soft, hard, rough, smooth, round, big/
bigger
shape and size
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Unit 8: Food
Bibliography
Worksheets
This material is not intended to provide a full ESL Worksheet 4
teachers with easy-to-use-resources that support Introduce or revise the names of the vegetables on
oral language work in the classroom. this worksheet. Teach the structure I like ... , I
dont like ... . The teacher or a partner can select
items they do/dont like as a model for the new
to consolidate language that has already been
arrival. The worksheet can then be completed by
colouring, cutting and pasting into the appropriate
Note: It is important to teach the vocabulary and section. This worksheet specifically on vegetables
phrases that are commonly used in your can be adapted for use with other food categories,
classroom. Use whiteout to make changes e.g. fruit, dairy foods.
to the worksheets.
Worksheet 5
Worksheet 1 Revise the pronunciation of all the words. This
This worksheet can be used to introduce some activity revises the vocabulary on Worksheet 1, so
basic food vocabulary. Provide real items of food the student can use Worksheet 1 as a reference, if
for the student to look at and handle where necessary, when drawing a picture of the items
possible. Model pronunciation and encourage the next to the words. Demonstrate how to find
student to repeat the words. The worksheet can vertical and horizontal words and colour them in
be coloured in and kept in a scrapbook or folder different colours to differentiate. Make sure that
for reference. Other uses for the worksheet the student reads the words aloud to check
include Bingo (see grid in Appendix), Snap and pronunciation.
Concentration.
Worksheet 6
Worksheet 2 Revise the colours before commencing this
This worksheet can be used to introduce some activity, e.g. use a matching activity with colours
fruit and vegetable vocabulary and should be kept and colour names on flashcards. If possible,
in a scrapbook or folder for reference. Model the provide examples of fruits pictured on the
pronunciation of each word and encourage the worksheet for the student to look at and handle.
student to repeat the words. The student can then Demonstrate how to fill the gaps with the names
cut and paste the items to categorise fruit and of the colours. Talk about the fruits that are more
vegetables, or can use the worksheet as a spotto than one colour. Model the use of and/or, e.g.
on a visit to a greengrocer. The student may also Strawberries are green and red, Grapes are green
like to label each item using their first language. or purple. Provide the written form of the colour
names on a chart/flashcards etc. for the student to
Worksheet 3 refer to.
Revise the names of the vegetables, modelling the

correct pronunciation. Provide real examples of Worksheet 7
the vegetables where possible and encourage the This worksheet can be used in conjunction with
student to touch and smell. Photos/illustrations the activity of making a fruit salad. The fruits used
from magazines etc. can also be used. The student can be adapted to suit the fruit available or the
can draw pictures of each vegetable next to the vocabulary the student has been taught. First
vocabulary. It may be necessary to demonstrate introduce or revise the names of the fruit used and
how to do a word search, e.g. finding vertical and model the pronunciation. Ensure that the student
horizontal words. understands the instruction draw in order to
complete the worksheet by drawing the fruit in
the bowl.
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Development,
Unit 8: Food
This worksheet can be used for a listening activity Provide examples of these containers and match
and as a revision and assessment tool for the with labels or teach the names using the pictures.
teacher. The teacher names an item of food, e.g. I Discuss the types of food that are found in each
went shopping and I bought some bread, and the type of container (examples are useful here) and
student draws the item in the shopping trolley. what each is used for. The student can link the
Revise foods bought in the supermarket as well as pictures to the matching words with a line. He/she
fruit and vegetables. Refer the student to can then fill the gaps in the sentences and read
completed vocabulary and pictures for assistance. them back to you or a partner. The student can
When the student has drawn a number of items, also write his/her own sentences about foods that
he/she can label them and read the words back. are familiar, e.g. a bag of rice, a can of beans.
This worksheet can be used to introduce the This activity reinforces and recycles vocabulary
senses of taste and smell in relation to food. and encourages the student to use it in relation to
Provide the items of food for the student to taste his/her own daily food intake. Introduce the names
or smell (the worksheet can be adapted to include of meals. The names of the days of the week may
available items) after introducing/revising any new also need to be introduced or revised. The student
vocabulary. Introduce each sense separately. The can fill in the food diary with the food eaten each
student can categorise the tastes/smells, e.g. day for a school week and read the lists of foods to
sweet, sour, salty tastes and good and bad smells, the teacher/group. The lists can also be illustrated.
or can play a blindfold game with a partner where The student can write sentences based on the
they guess the identity of the item they taste or food diary, e.g. On Monday I ate noodles for
smell. breakfast. The structure On ... I ate ... for ... may
need to be taught.
Worksheet 10
Talk about the nutritional value of the food items
Worksheet 14
pictured. Decide which foods should be eaten The student can read through the alphabet with
most, moderately or little, as well as balancing the teacher and colour the pictures. He/she can
food intake. The items can then be coloured, cut then write the names of foods which begin with
out and pasted onto the food pyramid on the particular letters of the alphabet, if necessary
Worksheet 11. The student can also draw using completed worksheets for reference. The
additional food items that they eat. student can then draw and write the names of
other examples of foods that start with the letters
Worksheet 11 or make their own alphabet book, in English and
his/her first language.
The student can paste the food items from
Worksheet 10 onto the food pyramid to show
their nutritional value. Provide the written forms
Worksheet 15
of the vocabulary so the student can label the Introduce and model questions and responses
items and read them back to the teacher or a used when buying food. Provide the written forms.
partner. Students may also like to construct an Role play the interactions when buying food, e.g.
un-nutritional pyramid to compare with their at the school canteen. Talk about appropriate use
nutritional pyramid. of polite forms, such as, please, thank you. The
student can then draw and label what he/she
would like to buy and fill the gaps in the speech
balloons. It may be necessary to introduce use of
a, an and some.
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Unit 8: Food
Bibliography
Additional resources Games, songs, stories

and activities
Teaching resources Choose games, songs, stories and activities that
are appropriate to the age and interest level of
Kane, S., Celebrating Diversity has activities on
food and international food/cooking on pp. 7882.
Liebowitz, D., Basic Vocabulary Builder has to just one new arrival. Pair your new arrival with
pictures of food in Units 4, 5 & 6. a helpful mainstream student wherever possible.
Cech, M., Global Child has food references in
every chapter. Listening games
Wright, M., 1000+ Pictures for Teachers to Copy I went shopping: students sit in a circle. Each
has pictures of food on pp. 7982. student adds the name of an item of food to the
Addison-Wesley Picture Dictionary has pictures list. The game continues until someone cant
of supermarket food items on pp. 4851. remember the items in order.
Isherwood, R., Multi-Language Time Savers has What is he/she eating?: make a tape recording
food pictures on pp. 4248. of someone eating, e.g. an apple, an ice cream,
some potato crisps. The student listens to the
Civardi, A. & King, C., The Usborne Childrens
tape and identifies the food item.
Wordfinder has food on p. 18.
Fruit Salad Game: students sit on chairs in a
Toth, A., Heinemann Childrens Games: Going
circle. Each student is given the name of one of
Shopping 1 and 2, pp. 28 & 44; Mmmmm!, p. 24;
three fruits, e.g. peach, pear, plum. The
Lets go on a picnic, p. 22; Colour Bingo, p. 10;
students listen for when the teacher says the
Body Snap, p. 11; and Family Spinner, p. 15, can
name of their fruit and they change chairs.
be adapted to the food theme.
Mike Teaches English: Whats in my backpack?
Personal things; Fruit and vegetables; Shopping.
Wheres English?: Level 1 In the kitchen; At the
bakery (SLC 1); At the canteen (SLC 1); In the
garden (SLC 2). Level 2 At the supermarket; In
the kitchen.
ESL Stages B1 and BL Teacher Support
material for primary new arrivals, Years 36,
Years P2 has a unit of sequenced activities for
this topic on pp. 136137.
Picture Process Dictionary: Section 2 Making
Breakfast; Section 3 Making dinner, Section 4
Shopping for groceries.
Box: 3.1 Card games (food); 3.4 Colourful
cans.
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Unit 8: Food
Vocabulary development games Rhymes and chants

Bingo: use pictures of food and the grid in the Five Fat Sausages
Appendix to make cards, e.g. Worksheets 1& 2 Oranges and Lemons
of this kit or Basic Vocabulary Builder,
Hot Cross Buns
Blackline Masters, pp. 4, 5A & 5B. A group of
students can play together. One Potato, Two Potato
Concentration: the student can use Who Stole the Cookie from the Cookie Jar?
Worksheets 1&2 or pictures cut from magazines Chicken and Chips
to make the cards for a concentration game. Jump for Joy (Susan Hill)
Snap and Food Lotto: the student can use Singing, Chanting, Telling Tales (Carolyn
Worksheets 1&2 to make games to play with a Graham)
friend.
The Chocolate Cake (Carolyn Graham)
Spotto: use Worksheets 1&2 for a spotto
The Hot Dog Song (Carolyn Graham, Jazz
activity on a visit to a local market or
Chants for Children, p. 11)
supermarket. The student can tick off and
name the item when they see it. Grandmas Going To The Grocery Store
(C. Graham, Jazz Chants for Children, p. 67)
Kims Memory Game: place some items of
food on a tray. Remove the items of food one at Peaches, Apples, Plums (C. Graham, Lets
a time and have the student name the missing Chant, Lets Sing)
items. Mama, Mama, I Want an Apple (C. Graham,
Shops: the student uses playdough and/or Lets Chant, Lets Sing)
plasticine to make fruit and vegetable models, What Do You Want for Dinner? (C. Graham,
or items found in the supermarket or milkbar. Lets Chant, Lets Sing)
Funny Meals: the student draws a plate/bowl Do You Want Chicken? (C. Graham, Lets
and cuts illustrations of food from magazines Chant, Lets Sing)
and pastes them on to design a funny meal. Food Train Chant (Jamboree, p. 53)
Healthy and unhealthy meals: the student
cuts and pastes pictures of food items from
magazines or supermarket catalogues onto a
paper plate to illustrate healthy and unhealthy
meals.
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Unit 9: Houses
Bibliography
Unit 9: Houses
The Houses theme is potentially quite large. It can Structures
be broken into smaller units, e.g. The house and Where is ...? Wheres ...?
garden, Rooms and their uses, Furniture and
Here is ... Heres ...
household tools and implements. This unit helps
students to talk about their own lives and Whats that?
experiences and also introduces language useful at This is the... That is/Thats the ...
school. What do you/we do in the ...? I/We ... in the. ...
My house has/had ...
Where do you live? I live ...
the Houses theme
The aim of this unit is for students to be able to: Notions/ideas
talk about items inside and outside the home Depending on the kind of vocabulary your student
is already familiar with, you may be able to talk
use some basic English to describe houses
about some of the following ideas in relation to
inside and outside
homes and houses:
respond to questions about their own home and
people the kinds of homes that people like
other homes.
to live in, matching people with
Refer to the ESL Companion for general ESL homes
location where different items are stored, or
where furniture is located
Language that could be targeted
routines time, duration How long does it
in this unit
take to iron a shirt?, make a cake?,
Functions have a shower? Which takes longer,
Identifying items inside and outside the home. to mow the lawn or to make a cake?
Inquiring about different items. price/value Which might cost more, a house or
a flat? Does a TV cost more or less
Describing own home and homes in general.
than a refrigerator? Does an iron
Replying to questions about houses/homes. cost more or less than a toaster?
Asking about other peoples homes. (use catalogues to check)
Classifying items in the home according to touch the feel of fabrics, surfaces
different purposes, e.g. things in the bedroom, smooth/rough, warm/cold
things we use for cooking. sound Which items make a noise, which
are the noisiest? noisy/quiet
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Development,
Unit 9: Houses
Vocabulary
Kinds of Outside Inside The garden Household tools

dwellings and implements
Nouns house roof door fence kettle,

flat chimney key gate iron,
unit TV aerial rooms path toaster,
window bedroom, grass spoon,
steps kitchen, trees knife,
garage bathroom etc flowers fork,
driveway furniture plate,
chair, table, bowl,
sofa, bed etc cup,
refrigerator, glass
stove, etc.
Verbs wash dress cook put read

sweep sleep eat play talk
clean relax watch listen
brush rest
iron
Adjectives (See Notions/

ideas list above)
Prepositions in/on, under, next to,

behind, between,
in front of, above
Sequence first, next, then, after

words
Page ii
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Unit 9: Houses
Bibliography
Worksheets
This material is not intended to provide a full ESL Worksheet 4
teachers with easy-to-use resources that support Model the pronunciation of the language. Relate
oral language work in the classroom. the illustration to a real house if possible, e.g. a
house and garden seen on a local walk or a
photograph of a students home. The student can
to consolidate language that has already been
add any more words that he/she knows and then
read back the words to you or a classmate. Make
Note: It is important to teach the vocabulary and sure that the student keeps this worksheet in a
phrases that are commonly used in your folder for reference.
to the worksheets.
Worksheet 5
Worksheet 1 Use in conjunction with Worksheet 4 to reinforce
and revise the vocabulary. The student can fill in
Introduce and model the pronunciation of the the missing words and add any more that are
features of the outside of a house. It would be best known. Ask the student to name the features
to first look at an actual house (perhaps one orally.
where a student lives) and discuss and name the
features, modelling pronunciation and
encouraging the student to repeat the words. The Worksheet 6
worksheet can be used as a Bingo-style check list Introduce or revise the vocabulary. The student
or Spotto during a local walk. The student can can draw a small picture beside each word and
draw any features they see that are not depicted then find the words in the grid and colour them in
on the sheet. These can be discussed and labels different colours to differentiate them. It may be
and sentences developed from them. necessary to demonstrate finding vertical and
horizontal words before beginning. Encourage the
Worksheet 2 student to read the words aloud on completion.
This worksheet can be used to revise vocabulary

already introduced and the student can practise Worksheets 7 11
reading the words in sentences. The sentences These worksheets introduce what happens in the
can be read and the features drawn, using various rooms of the house. Model the structure
Worksheet 1 as a reference, if necessary. A booklet What do we do in the ...? Discuss, role play and
can be made once the boxes have been filled (see list examples of things we do in specific rooms.
Appendix for instructions for making a booklet). The student can label objects in the rooms in both
the first language and in English. The student can
Worksheet 3 form sentences from the lists and draw in the
boxes. Whiteout can be used to delete the
This simple puzzle to cut and assemble could also sentences already in the boxes if the student is
be used as a means of revising and reinforcing the able to work more independently.
vocabulary. The student could add details to the
basic outlines and label the features, e.g. windows,
doors, and draw and label exterior features, e.g. a
fence, path, garden etc.
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Development,
Unit 9: Houses
Worksheet 12: Worksheet 19:

First go through the worksheet orally and talk Talk about the students own home. List the rooms
about what happens in each room. The student found in his/her home. The student can then write
can read and complete the sentences using the the names of the rooms on the lines provided and
names of the rooms provided. He/she can then fold along the vertical dotted lines. He/she can
match the sentences and pictures. The sentences then turn over the page and draw the rooms of
can be cut and pasted into a small booklet, which their own home, with the appropriate furniture
can be illustrated and read aloud to you or a and household items. Sentences can also be
partner. developed with teacher support, e.g. My house
has a basin in the bathroom. This worksheet can
Worksheets 1318: be enlarged to A3 size.
These word and picture matching activities

introduce and revise vocabulary of items found in
Worksheet 20:
specific rooms of the home. The pronunciation of Go through this worksheet orally first and relate it
the vocabulary will need to be modelled and to the students own home. Some of the concepts
matched orally first. Provide pictures from may need to be introduced/discussed, e.g. outside,
magazines or catalogues, or examples of the real shape, house number. The student can fill in or
items if possible. The student can label the items. circle the information requested. He/she may need
The numbers can be deleted with whiteout to to be shown how to fill in the column or to circle
make the activity more challenging. The student information. The student can then draw his/her
can also draw and label additional items that may own home and label it with the information found
be found in his/her own home. on the worksheet.
Page iiiv
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Unit 9: Houses
Bibliography
Additional resources Vocabulary development games

Bingo and Concentration: using words,
pictures of houses, rooms, furniture, household
Teaching resources items etc., e.g. Basic Vocabulary Builder,
pp. 1618.
Civardi, A. & King, C., The Usbourne Childrens
Wordfinder has a picture of a house on pp. 6 & 7. Mime: students mime activities performed in
the kitchen, laundry etc.
Addison Wesley Picture Dictionary has a picture
of a laundry on p.34, a picture of a kitchen on pp. Roleplay: students role play or dramatize a
10 & 11, and a picture of a house on pp. 26 & 27. story they are familiar with, e.g. The Three
Bears.
Liebowitz, D., The Basic Vocabulary Builder has
pictures of rooms, furnishings and household Model making: students make and label
items on models of furniture found in particular rooms in
pp. 16, 17 & 18. a house from plasticine or clay.
Getting Started has a unit on houses on Mural: students make a mural of drawings of
pp. 99109. their homes in Australia or country of origin.
Toth, M., Heinemann Childrens Games has a Houses: students make model houses from
game, Where are Grandmas Teeth on p.34, using boxes or cardboard. They can make furniture
names of furniture, rooms and prepositions. for the house from plasticine or small
containers.
Wheres English?: Level 1 In the kitchen; In the
backyard; in the bedroom. Level 2 Around the
house (SLC 2).
Songs
Ten Green Bottles
Picture Process Dictionary: Section 4 There Were Five in the Bed
Managing a Household. Ring, Ring, Says the Telephone
Nixon, C. and Tomlinson, M., Primary Activity This is the way we ... (sweep the floor/iron the
Box: 5.4 Room for improvement. clothes etc.)
When Goldilocks Went to the House of the
Games, songs, stories Bears
and activities The Toothbrush Song
Choose games, songs, stories and activities that Rhymes and Chants
I saw a little beetle in the kitchen sink (C.
Graham, Jazz Chants for Children, p. 15)
to just one new arrival. Pair your new arrival with Its time to go to bed (C. Graham, Jazz Chants
a helpful mainstream student wherever possible. for Children, p. 59)
Listening games
Household sounds: make a tape recording of
sounds commonly heard in the home, e.g. TV
blaring, kettle boiling, dishes being washed,
teeth being brushed. The student listens and
identifies the source of the sounds.
Odd one out: the teacher reads a list of
household items aloud and the student
identifies the odd one out, e.g. plate, spoon,
toothbrush, fork.
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Unit 9: Houses
Page ii
Worksheet 1
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Bibliography
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Worksheet
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Unit 9: Houses
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Worksheet 3
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Bibliography
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Worksheet 5
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Worksheet 7
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Unit 9: Houses
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Worksheet 9
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Bibliography
Page
Worksheet 10i
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Worksheet 11
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Page
Worksheet 12i
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Unit 9: Houses
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Worksheet 13
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Bibliography
Page
Worksheet 14i
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Unit 9: Houses
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Worksheet 15
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Bibliography
Page
Worksheet 16i
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Unit 9: Houses
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Worksheet 17
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Bibliography
Page
Worksheet 18i
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Unit 9: Houses
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Worksheet 19
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Unit 9: Houses
Bibliography
Page
Worksheet 20i
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Unit 10: Plants
Bibliography
Unit 10: Plants

Use the Plants theme to extend students range of Structures:
useful vocabulary, to talk about food, or to talk This is a .../Thats a .../Its a ...
about and compare Australian plants with plants
Water the ... It needs ... (water).
in students home countries.
Give it ... Thats too much/not enough.
Expected outcomes from It needs... It doesnt need ...
the Plants theme Its too dry/too wet.
The aim of this unit is for students to be able to: Its growing ... Its grown ...
use simple English to name plants, parts of Notions/ideas
plants and discuss characteristics of plants
Depending on the kind of vocabulary your student
read and complete simple worksheets about is already familiar with, and using lots of pictures,
plants diagrams or real items, you may be able to talk
ask and respond to questions about plants about some of the following ideas in relation to
understand and use simple English to talk plants:
about what plants need to grow. state plants or flowers that are dead or
Refer to the ESL Companion for general ESL alive, healthy or sick
learning outcomes (Stages A1 or B1). size the size of plants and comparing
the size, tall/taller than, small/
Language that could be targeted smaller than
in this unit shape the shape of leaves, flowers/petals
round, triangular, long, thin
Functions
colour the colour of leaves, bark, fruit etc.
Identifying plants found in the garden.
how the colour changes as fruit
Reporting about experiences. ripens or leaves die
Asking questions to seek information. age the age of trees compared with
Describing plants and the conditions they need. people, the life span of flowers
Comparing different plants and parts of plants. taste the taste of edible fruits,
Expressing likes/dislikes. vegetables, seeds sweet/sour,
bitter, nice/nasty
touch the feel of leaves, bark, flowers
rough/smooth, soft/hard
smell the smell of leaves, flowers nice/
nasty, sweet, pleasant
quantity lots of, some, more, less, none
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Development,
Unit 10: Plants
Vocabulary
Nouns kinds of parts of things animals associated

plants plants plants need with plants
tree flower light bee

bush petals sun beetle
grass leaf soil snail
stem water grasshopper
Names of flowers branch container/ butterfly
observed/ roots pot plant ant
seeds planted, etc. seeds ladybird
trunk spider
bulb
fruit
berry
Verbs have chop cut grow

be put plant die
eat dig cover water
Prepositions in/on under/above beside between
Sequence first next then

words
Walk around the school ground and
neighbourhood to look at and talk about the plant
life to be seen: trees, flowers, grass etc. Model the
teachers with easy to use resources which support
pronunciation of the names of the various plants
and parts of the plants. Where possible, collect
It is important that these worksheets are used samples of plants and use these to make a list of
to consolidate English that has already been the vocabulary for display in the classroom.
taught and practised orally by the student. Introduce the worksheet and encourage the
Note: It is important to teach the vocabulary and student to name the parts of the plants and then
phrases that are commonly used in your write the labels. The words can be deleted and the
classroom. Use whiteout to make changes student can write them using vocabulary charts/
to the worksheets. lists displayed in the classroom. This worksheet
can be used as a reference for the student, so
ensure that it is kept in a folder.
Page ii
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Unit 10: Plants
Bibliography
Revise the vocabulary and match the words and These are examples of sentences/stories, that can
pictures orally before the student cuts and pastes. be written and rearranged after an excursion or
The student can use Worksheet 1 as a reference. neighbourhood walk. The stories can also be used
This word/picture matching worksheet can also be for cloze activities. The student can work with
used for Bingo and Concentration. another or individually, and the pictures and
sentences can be grouped to make a mural.
Worksheet 3
Introduce the things used to make the Hairy
Worksheet 7
Harry. Provide the written names and elicit the This worksheet can be used as an introduction and
vocabulary. Make a Hairy Harry together, prediction activity before an excursion to local
describing orally what is being done before the parks or gardens. It can also be used for discussion
student follows the written instructions to make after the excursion. The student may like to
his/her own Hairy Harry. The instructions can later contribute vocabulary in his/her first language.
be used to make a cloze or a sequencing activity,
for example, mix up the sentences and the
student can re-arrange them in the correct order.
Worksheet 8
This worksheet can be used when growing beans.
This activity may require initial oral work to
Worksheet 4 familiarise the student with the vocabulary and
This worksheet can be used after making the structures used, e.g. naming the features of the
Hairy Harry. Talk about the process of making the bean plant. The student can sequence the pictures
Hairy Harry, e.g. What did we use? What did we do and then cut out and match the sentences to the
first? The student can colour the picture and pictures. Make sure the sequence is read aloud to
rearrange the words to form the sentence, or draw the teacher or a peer.
his/her own picture and write a sentence. The
growth of the seeds can be measured and
graphed.
Worksheet 9
Introduce the names of the creatures on this
worksheet, preferably using other visual support
Worksheet 5 such as books or posters. Name and label the
The student can use this worksheet to make a features on the worksheet, e.g. leaf, rock, flower.
jigsaw puzzle about the Hairy Harry activity. Make The student can then draw the creatures listening
sure that the student reads the sentence aloud to to instructions given by the teacher or another
the teacher or a partner. student, e.g. the snail is under the leaf, the bee is
on the flower. Prepositions may need to be revised
before this activity is undertaken. The student can
then orally describe the completed pictures and
write sentences.
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Development,
Unit 10: Plants
Additional resources Memory game: using seeds, leaves and other

parts of plants. Place a selection of these items
on a tray. Students are given two minutes to
Teaching resources look at them before one or two items are
removed. The students then identify the
Liebowitz, D,. Basic Vocabulary Builder has a missing items. The new arrival can draw the
unit on nature on p. 26. missing item if he/she cannot remember all the
Civardi, A. & King, C., The Usborne Childrens names.
Wordfinder has materials about insects on p. 25. Making a dictionary of plants: using an index
Wheres English?: Level 1 In the garden book, the student records fruits and vegetables
(SLC 2). they know from their country of origin in
ESL Stage A1 Teacher support materials for alphabetical order, drawing the fruit and
lower primary new arrivals, Years P2 has a vegetables and labelling them, both in their first
unit of sequenced activities for this topic on pp. language and English. Names of other plants
134135. can also be added.
Growing seeds: for example beans or corn in a
Games, songs, stories clear plastic container, or wheat in egg cartons.
Students can graph the growth, or make a book
and activities about the seeds growing.
Choose games, songs, stories and activities that Nature walk: walk around the school grounds
are appropriate to the age and interest level of or a local park with your student and collect
your new student. Teach songs, rhymes and seeds, bark, leaves etc. Label and display the
chants to the class or to a small group rather than collection in the classroom.
to just one new arrival. Pair your new arrival with Waxed-paper murals: the student presses
a helpful mainstream student wherever possible. leaves and/or flowers between two sheets of
waxed paper, weighted with telephone books.
Games and activities When the plant material is dry, mount it in a
Guessing colours: a student hides a flower construction-paper or cardboard frame.
behind his/her back and asks, What colour
flower do I have behind my back? The new Chants
arrival guesses the colour of the flower. Tall Trees (C. Graham, Jazz Chants, p. 13)
Bingo and Concentration games: using Look! Look! Theres a bird in the tree (Carolyn
magazine pictures or drawings, students can Graham, Lets chant, Lets sing, p. 41)
make games together, using names of plants or
parts of plants.
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Unit 10: Plants
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Page1i
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Unit 10: Plants
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Bibliography
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Unit 11: Time
Bibliography
Unit 11: Time

It is important, particularly for older students, to Notions/ideas
be able to talk about time, for example, when Depending on the kind of vocabulary your student
things have happened or when they will happen. It is already familiar with, and using lots of pictures,
is also important to be able to talk about the days diagrams or real items, you may be able to talk
of the week, and the general divisions of the day, about some of the following ideas in relation to
such as morning, afternoon or evening. Use a clock time:
and a timetable of the days of the week to help
events talking about when things
your student to know what to expect from the
might happen, or when they
school day. If students can tell the time in their
have happened after lunch,
first language, they should be able to easily make
before play, tomorrow, next
the change to telling the time in English.
week, last week, yesterday,
this morning
commencement, using clocks and
the Time theme
duration and calendars, it is often possible
The aim of this unit is for students to be able to ending of to communicate quite
identify times of the day events complex ideas about the
inquire about the time timing of events and
activities, which can be very
answer questions about time
useful in helping students to
understand and use some of the language settle in and become
associated with time. accustomed to new routines.
Refer to the ESL Companion for general ESL Older students may like to
learning outcomes (Stages A1 or B1). keep a diary of significant
happenings: when they start,
Language that could be targeted how long they go for, and
in this unit when they end.
age/life span contrasting and comparing
Functions:
ages, who is older/younger
Inquiring about the time/date. than the student: how old
Describing habitual actions. different people, animals and
Planning future experiences. plants are; and how long
they may live for
Predicting what might happen in the future.
Sequencing the things that happen during
the day.
Structures
Whats the time? What time is it?
It is/Its ...
Whats the date? Its/Today is ...
Yesterday was ... Tomorrow will be ...
How many ... ? There are ...
When did/will ...
Next week/month/year ...
Last night/week/month/year ...
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Development,
Unit 11: Time
Vocabulary
Nouns second, minute, hour, day, week, fortnight, month, year

morning, noon/midday, afternoon, evening, night, midnight
playtime, recess, lunchtime, home-time
breakfast, playlunch, lunch, dinner
yesterday, today, tonight, tomorrow,
next week/month/year last night/week/month/year
days of the week, the weekend months of the year holidays
Adjectives early, late, fast, slow/slowly, before/after
Prepositions in, on, at, about
Telling the time oclock, half-past/quarter-past/quarter to, clock, hands, face

numbers (for digital time)
Introduce and model the vocabulary. Talk about
what the people are doing in the pictures and
when they might do each activity. The student can
then label each picture using the labels provided
on the worksheet. He/she may also like to draw a
It is important that these worksheets are used picture of what is done at these and other times of
to consolidate English that has already been the day and write a label for their drawing.
Worksheet 3
class-room. Use whiteout to make changes Revise and model the vocabulary. Talk about the
to the worksheets, e.g. recess instead of times of the day and what the student does at
play-time. these times. List the activities under each heading.
The student can then use the lists to draw and
label the things usually done at these times of the
Worksheet 1 day.
Talk about activities in the students day.
Introduce and model the vocabulary from the
worksheet. List the activities in a sequence under
Worksheet 4
the headings from morning to night. Introduce the Talk about and orally practise the structures In
worksheet and talk about what is happening in the ... and At ... . The student may need some
each picture and the time of day. The student can assistance to complete the sentences, e.g. In the
label, colour in, cut out and order the pictures to morning I ... , At night I ... , Make sure that the
make a sequence of a days activities. He/she may student reads the sentences aloud on completion.
also complete an oral or written sentence for each The student can then illustrate each sentence.
picture, e.g. In the morning ... , At midday ... The worksheet can then be cut into segments and
used as a sequencing activity.
Page ii
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Unit 11: Time
Bibliography
This worksheet introduces the names of the days Provide plenty of oral practice in telling the time
of the week in a chant, which is also a good way to in English. Use a clock face to revise or
teach the rhythm and intonation of English. It is demonstrate. The student will need to already be
helpful to introduce and familiarise the names of able to tell the time in the first language in order
the days on flashcards using an ordering activity to complete this worksheet. Revise seconds,
before teaching the chant. The student can colour minutes and hours visually using the clock face.
the pictures, cut out the seven elements of the Model the structure Its ... oclock and encourage
rhyme and play an ordering game. The worksheet the student to practise before introducing half and
can also be adapted so that the student draws his/ quarter hours. Demonstrate the concepts of half
her own pictures and fills the gap in the sentence, past and a quarter-past/to. Go through the times
I see a ... smiling at me. on the worksheet, encouraging the student to use
the structures orally before linking the times to
Worksheet 6 the appropriate clock face with different coloured
lines. Make sure that the student reads the
Revise the days of the week and months of the structures aloud on completion of the worksheet.
year using flashcard games or a chart. Introduce
the vocabulary yesterday, today, tomorrow and
weekend in reference to the day of the week. The
Worksheet 10
student can then fill the gaps in the words and This worksheet revises language from the previous
complete the sentences. He/she then cuts out the worksheets. Introduce and model the language,
names of the days of the week, orders them and perhaps using sentence strips the student can
reads the names aloud. read and mime to show understanding. Talk about
the times of the day these activities happen,
Worksheet 7 e.g. morning, noon etc. and the specific times,
e.g. half-past eight. The student can draw in the
Revise the names and order of the days of the time of the day on the clock face and illustrate the
week using flashcards or a chart. Talk about what sentence. The worksheet can then be cut into
the student does each day and record the eight cards and used for a sequencing activity or
sentences on a board or chart, e.g. On Sunday categorising into am and pm. Make sure that the
I visit my friend. On Monday I go to school. The student reads the sentences aloud. The worksheet
student completes the names of the days of the can also be adapted to incorporate additional
week and then draws a picture of something done activities from home or the school day, e.g. We go
on that particular day. to the library. We have maths.
Use this worksheet with a students who is already This worksheet introduces the language to tell the
able to tell the time and who understands a date, future, past and present. First introduce the
calendar. Introduce clock time. Numbers to one structures, Today is ... , Yesterday was ... ,
hundred may need to be revised first. Use a digital Tomorrow will be ... and revise ordinal numbers.
or conventional watch or clock face to introduce Provide the written script and encourage the
the vocabulary visually, e.g. second, minute, hour. student to read and practise orally. The student
Go through the worksheet orally before the can then complete the sentences on the
student fills the gaps (it will be helpful to use a worksheet and read them aloud. He/she then
calendar to revise days of the week and months of reads the dates, cuts them out and orders them to
the year). Talk about the plural s and that a/an is form a sequence. Make sure that the student reads
used when we talk about one thing. Encourage the the dates to a teacher or partner on completion.
student to read the completed sentences aloud.
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Development,
Unit 11: Time
Additional resources Games and activities

Making a chart: the student can write and
display the names of the days of the week in
Teaching resources his/her first language and English.
Getting Started has activities built around months Calendar work: using a yearly calendar, your
and dates (for older students) on student can record holidays and special
pp. 2631. celebrations (including those from the
students country of origin as well as those that
Cech, M., Global Child has activities built around
are important in Australia).
days of the week on p. 178.
Making a birthday chart: all the students can
Toth, M., Heinemann Childrens Games has a
contribute to a chart showing the dates of the
Time battleship game on p. 27 and a date quiz on
birthdays of all the members of the class.
p. 42.
Making sentence charts to display in the
Mike Teaches English: Happy birthday Telling
classroom: eg At 10:30 am we go out to play. At
the time; Age, date and month.
12:15 pm we eat our lunch.
Wheres English?: Level 1 At the police station
Making individual time lines: students draw
(SLC 2). Level 2 In Miss Kims class.
a time line showing the year/date of students
Nixon, C. and Tomlinson, M., Primary Activity major life events, eg born, learned to walk,
Box: 3.6 Timescales; 8.4 Days and dates; 9.4 started school, came to Australia etc.
Broken words.
Rhymes and chants:
Games, songs, stories Its time to go to bed, (C. Graham, Jazz Chants
and activities for Children, p. 59)
Im thinking about tomorrow, (C. Graham, Jazz
Chants for Children, p. 63)
your new student. Teach songs, rhymes and Late Again, (C. Graham, Jazz Chants, p. 47)
to just one new arrival. Pair your new arrival with Links with Key Learning Areas
Mathematics
If your student can already tell the time in his/
her first language, use a clock face, clock
stamps, outlines of digital clocks etc. to
introduce him/her to telling the time in English.
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Unit 11: Time
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Unit 11: Time
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Unit 11: Time
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Unit 11: Time
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Unit 11: Time
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Unit 11: Time
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Unit 11: Time
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Early Childhood
Bibliography
Unit 11: Time
Monday 6th January, 2007
Friday 6th August, 2004
Friday 16th April, 1999
Tuesday 28th July, 1998
Thursday 22th November, 2008
Sunday 26th March, 2009
Sunday 7th August, 2005
Saturday 19th April, 2003
Worksheet
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Unit 12: Weather Bibliography
and seasons

Talking about the weather conditions and how Structures
they change from day to day and season to season Whats the weather like today? The weather is ...
can be part of the routine of the day for your new
What was the weather like yesterday? It was ...
arrival, and can be a practical way to introduce the
way tense changes in English. Is it ...? Its a ... day./Its ...
Was it ...? Will it be ...?
Expected outcomes from I am ...
the Weather and seasons theme How many ...? There are ... days/months in ...
The aim of this unit is for students to be able to: In summer/autumn/winter/spring ...
inquire about the weather
Notions/Ideas
answer questions and comment on the weather
Depending on the kind of vocabulary your student
understand and use some of the English is already familiar with, and using a lot of visual
associated with the weather and seasons. support, you may be able to talk about the
Refer to the ESL Companion for general ESL following ideas in relation to the weather and
learning outcomes (Stages A1 or B1). seasons:
sound talk about the sounds that different
Language that could be targeted weather conditions make, e.g. the noise
in this unit of a storm, thunder, rain, hail or the
wind in English we say that the rain
Functions
goes pitter-patter the wind goes
Identifying seasonal changes. whooooo, and the thunder goes crash
Reporting on the weather. this is different in other languages,
Inquiring about the weather. what words does your student use to
describe the noises of the weather?
Naming the seasons and the months of the
year. seasons if your new student is from the
northern hemisphere, you may be able
to talk about the way the seasons
change from the north to the south
use a calendar and a map or a globe to
help
Vocabulary
Nouns seasons: spring, summer, autumn, winter
months of the year
days of the week
sky, sun, moon, stars
clouds, shadow, wind
storm, lightning, thunder,
rain, hail, snow, fog, rainbow
Adjectives sunny, cloudy, rainy, snowy, stormy

windy, warm, hot, cold, wet, dry, foggy, beautiful, lovely
ordinal numbers: first, second, third etc.
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First introduce and model the vocabulary
describing weather conditions, preferably using
additional visual support, e.g. pictures of foggy
weather. Talk about and practise word endings,
e.g. y and ing. The student can then colour the
It is important that these worksheets are used pictures on Worksheet 3 and keep a record of daily
to consolidate English that has already been weather conditions. This can also be done as a
taught and practised by the student. whole-class activity. Make sure that the
Note: It is important to teach the vocabulary and information is discussed each day so that the
phrases that are commonly used in your student is encouraged to use the vocabulary. The
classroom when talking about the weather. structure Today it is ... can be introduced so that
Use whiteout to make changes to the work the student can write a daily sentence describing
sheets. the weather.
Introduce and model the pronunciation of the This worksheet revises the weather conditions
names of the days of the week and order them introduced in the previous sheets and introduces
using a chart or flashcards. Talk about what the the structure Its ..., to describe the weather. Go
students do each day and record the sentences on through the vocabulary first and make sure the
a board/chart, e.g. On Sunday I visit my friend. On student understands the meanings. A considerable
Monday I go to school. The students write the amount of oral work may be necessary in order to
names of the days of the week and then draw a familiarise the student with the use of y and ing,
picture of something they do on a particular day. as in wind/windy, rain/raining. The student can
then read through the words and fill the gaps in
Worksheet 2 the speech balloons appropriately.
Introduce and model the pronunciation of the

names of the months of the year, e.g. using
Worksheet 6
flashcards, a chart or a calendar. The student can Revise the names of the months and introduce the
then complete the names of the months on the four seasons, preferably with visual aids. Use
worksheet by filling the gaps with vowels. He/she flashcards to divide the months into seasons,
then finds the names of the months in the grid and encouraging the student to read the names of the
colours them in different colours. The student months aloud. Talk about weather conditions.
needs to be able to recognise upper-case and The students may benefit from referring to
lower-case letters to complete this activity. Worksheet 3. The student can then write the
names of the months under each season. He/she
may like to complete two worksheets: one showing
seasons in Australia and the other showing
seasons in his/her country of origin. The student
may also like to make posters of the four seasons
and write the names of the months. Make sure
that the student keeps this worksheet in a folder
for reference.
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and seasons

This worksheet revises the names of the months of
the year and the seasons. Model the months of the
year and order them, e.g. using flashcards. Ask the Teaching resources
student to read the names aloud. Have him/her Addison Wesley Picture Dictionary has a scene
group the months into seasons. Refer to the to talk about that incorporates weather words on
worksheet and demonstrate how to link the pp. 58-59
months with a line to form a picture and to Liebowitz, D., Basic Vocabulary Builder has
complete the lists of months in each season. Make useful weather pictures in No. 27.
sure that the student reads the words aloud on
Getting Started has activities around months and
completion.
dates for older students on pp. 2631.
Cech, M., Global Child has activities around days
Worksheet 8 of the week on p. 178.
This worksheet can be used for revision of days of Mike Teaches English: Whats in my backpack?
the week, months of the year, weather and Personal things.
seasons. Read though the sentences orally with
Wheres English?: Level 2 At the railway station
the student and provide examples. Make sure that
(SLC 1).
the student is familiar with the vocabulary.
Previous worksheets can be used for reference. ESL Stage A1 Teacher support materials for
unit of sequenced activities for this topic on pp.
Worksheet 9 136137.
This worksheet revises aspects of Units 11 and 12. Nixon, C. and Tomlinson, M., Primary Activity
Teach/revise the concepts of days, fortnights, Box: 2.6 Rainy days.
months and seasons. It may be helpful to use a
calendar to show the date, a week, a fortnight, a
month etc. The student can use previous
worksheets to assist with answering the questions.
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Development,
Games, songs, stories Book making: the student illustrates a

selection of basic weather topic words and
and activities makes a book.
Choose games, songs, stories and activities that Clothing categories: the student cuts out
are appropriate to the age and interest level of illustrations from worksheets or magazines and
your new student. Teach songs, rhymes and categorises according to weather conditions or
chants to the class or to a small group rather than seasons, e.g. hot, cold, wet, summer, winter.
to just one new arrival. Pair your new arrival with Kite making: students make kites and fly them
a helpful mainstream student wherever possible. on a windy day.
Games and activities
Bingo: use a grid from the Appendix to make
Chants
Bingo cards with names of the days of the The Sun is Shining (C. Graham, Jazz Chants
week, months of the year and weather for Children, p. 19)
conditions. Snow is Hot (C. Graham, Jazz Chants for
Concentration: students make cards naming Children, p. 79)
and depicting weather conditions and use them What Colour is the Sun? (C. Graham, Jazz
to make a concentration game. Chants for Children, p. 41)
Seasonal weather: students categorise a Rain (C. Graham, Jazz Chants, p. 7)
selection of weather topic words according to
the season.
Links with Key Learning Areas
Daily weather chart: students keep a daily
weather chart and write a daily weather report. Mathematics
Months of the year in languages other than Graph the daily top temperatures.
English: students write and display the names
of the months in their first language and in Predict what the highest temperature might be
English. tomorrow, then see which students were
correct.
Weather conditions in the country of origin:
students draw/write about seasons or typical Listen to the daily top temperature forecasts
weather conditions in their country of origin. and work out how often they are correct. Work
out the percentage of correct and incorrect
Mural: students make a mural depicting the forecasts.
four seasons.
Decorated tree branches: students make
paper flowers, cut-out autumn leaves and fruit
etc. to indicate the four seasons, and use them
to decorate tree branches or twigs.
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Bibliography
Unit 13: Road safety

and transport
Road safety is a very important topic for your Structures
student, especially if he/she has come from a rural This is a ... Thats a ...
area to a city, or from a country where rules of the
Here is a ... It is/Its ...
road are different. For example, crossing the road
when you are used to cars driving on the right- I see a ... How many ... ?
hand side of the road rather than the left can be Have you been in/on ... I have been in/on ...
dangerous, and will need to be practised. Where will/did you go? How will/did you go?
We will go... We went ...
Expected outcomes from the Road
Where is the/Wheres the ... ? The ... is ...
safety and transport theme
What goes here?
How do you ... ? We should/must ...
understand the importance of road safety and
discuss in simple language the consequences of Dont ...
actions Notions/ideas
learn some basic road-safety rules Depending on the kind of vocabulary your student
identify some vehicles is already familiar with, and using lots of pictures,
use simple vocabulary associated with diagrams or real items, you may be able to talk
transport and road safety about some of the following ideas in relation to
transport and road safety:
read simple material about transport and road
safety. size compare different vehicles and the
number of people they can carry
learning outcomes (Stages A1 or B1). speed classify different vehicles according to
how fast they can travel
Language that could be targeted in this age talk about which vehicles were invented
unit first
sound talk about which vehicles are the noisiest
Functions
and which are the quietest
Identifying different kinds of vehicles.
safety talk about which vehicles are the safest,
Reporting about travel experiences. and what safety features each one has,
Categorising different kinds of vehicles, those e.g. a car has safety belts and stop lights,
that fly, float etc. or those that are motorised. an aeroplane has safety belts and life
jackets
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Development,
Vocabulary
Nouns car, station-wagon, taxi, van, truck, bus, motor bike, bicycle
train, tram
fire-engine, ambulance
aeroplane, helicopter, rocket, jet
boat, ship, yacht
road, tracks, rail, sky, air, land, sea, water
traffic lights, crossing, corner, kerb, footpath
driver, pedestrian
wheel, tyre, steering wheel, headlights, tail-lights, roof, window, door, windscreen,
wipers, seat belts
Verbs travelling, going, walking, crossing

stop, look, listen, walk, make, clear
moving, stopping, flying, driving, hurrying, turning, passing, riding, steering
floating, sinking, sailing
Prepositions in, on, at, under, along, across, up, over, between, in front of/behind, backwards
forwards
Ordinal first, second, third, last

number
Introduce and model the pronunciation of the
vocabulary. It will be beneficial if the student can
see real examples of the pictured transportation,
e.g. on a walk outside the school, looking at and
naming the traffic. The student can then cut out
It is important that these worksheets are used and match the words and pictures and paste them
to consolidate English that has already been in a scrapbook for reference. The student may also
taught and practised orally by the student. like to write the equivalent words in the first
Note: It is important to teach the vocabulary and language. This worksheet may also be used for
phrases that are commonly used in your making games of Bingo, Snap, Lotto and
classroom. Use whiteout to make changes Concentration, using the grid in the Appendix.
to the worksheets. Activities such as these will reinforce the
vocabulary encourage the student is to say the
words aloud to the other players when playing the
games.
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Bibliography
Introduce and model the vocabulary, preferably Introduce or revise the vocabulary, modelling the
while looking at a real car. Encourage the student pronunciation. Encourage the student to repeat
to repeat the words. The student can then cut out the words. Talk about travel by land, sea or air
the words and label the parts of the car. using visual aids if possible, e.g. illustrations/
Encourage reading the words aloud to practise photographs of road scenes, airports, sea travel.
pronunciation. This worksheet can be adapted for Relate this discussion to the students own
other vehicles, e.g. bus, aeroplane, bicycle. experience, e.g. How did you come to Australia?,
How do you come to school? The student can
Worksheet 3 then cut out the pictures and paste them under
the appropriate category heading provided. He/she
Demonstrate how to colour, cut, fold and paste to can then read the labels aloud to you or a partner.
make a 3D paper model of a bus. Encourage the He/she can also draw and add other vehicles
student to talk about what he/she is doing and to known to the categories.
name the parts of the bus, e.g. wheels, door,
windows.
Worksheet 7
Worksheet 4 Introduce, model and extensively practise
prepositions before introducing the worksheet,
Model the pronunciation of the sentence and e.g. demonstrate and talk about these concepts
encourage the student to repeat it. The student using the positions of classroom objects,
can then cut out the sentence and the jumbled illustrations or toy vehicles. Go through the
words and re-arrange the words to match the worksheet orally first, talking about and filling in
sentence. Ensure that the student reads the the prepositions. The student can then write in
sentence to you or a partner. You can also scribe the space using the appropriate preposition from
other sentences for the student, which can be cut the list and can read the sentences aloud on
up and unjumbled in the same way as the completion.
example.
Worksheet 8
Worksheet 5 This worksheet can be used as a listening activity
This worksheet will give the student the to reinforce the vocabulary of transport and
opportunity to revise some vocabulary. It may be prepositions. The teacher or a partner gives oral
necessary to first demonstrate how to do a word instructions to the student, e.g. Draw a bus at the
search, e.g. finding vertical and horizontal words. bus stop, and the student draws and then
The student finds the words and colours or circles describes what has been drawn, e.g. The bus is at
them in different colours to differentiate. Ensure the bus stop. The worksheet can also be used as a
that the student reads the words aloud on simple drawing activity. First revise or introduce
completion to check pronunciation. The student the vocabulary and talk about the scene, asking
may like to draw a small picture beside each word, the student to name the features, e.g. road, bus
using Worksheet 1 for reference if necessary. stop. The student can then draw the
transportation.
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Development,
Go through the language with the student, This worksheet revises transport vocabulary and
e.g. using a word/picture matching activity. The prepositions. Talk about the types of transport
student can then cut out the words and pictures usually seen, referring to the vocabulary, and fill
from the worksheet, match them, and paste them the gaps in the sentences orally. The student reads
into a scrapbook. It would be beneficial to through the list, practising the pronunciation, and
reinforce the vocabulary by using the pictures for then writes the names of vehicles in the gaps and
a Spotto activity on a neighbourhood walk. The draws and labels the vehicles. Introduce the
worksheet can also be used for games such as structures Wheres the ... ?, The ... is ... . The
Bingo and Concentration. student can then draw some pictures of vehicles in
appropriate situations. Talk about the position of
Worksheet 10 the vehicles and then scribe sentences for the
student. The student may then write some
This worksheet introduces two chants about road sentences of his/her own using these sentence
safety. The second is a two part chant with the structures as examples.
class divided into two groups, A and B. The chants
can be introduced to the whole class and
incorporated into whole class activities, for Additional resources
example, colouring the names of the lights,
drawing scenes. They can also be used to make a
fill-the-gap or a sentence ordering activity. It is Teaching resources
important to use role play to reinforce the road Liebowitz, D., Basic Vocabulary Builder has a
safety message and to assess understanding. page about transport on p. 19.
Civardi, A. & King, C., Usborne Childrens
Worksheets 11 & 12 Wordfinder has useful materials on pp. 14, 15, 26,
27, 34, 35, 39 and 41.
Talk about the pictures and signs and relate the
vocabulary at the bottom of the worksheet to the Addison Wesley Picture Dictionary has a picture
pictures and sentences. If possible, provide of an airport on pp. 67 which can be used in
pictures of street signs. Fill the gaps in the discussion with your student.
sentences as an oral activity first and then the Mike Teaches English: Whats in my backpack?
student can write the words in the sentences and Travelling.
read them aloud to the teacher or a partner. The Wheres English?: Level 1 On the bus (SLC 1).
student can role play some of the sentences to Level 2 Around the town.
demonstrate understanding. The sentences and
pictures can then be cut out to make a read and
Picture Process Dictionary: Section 2 Getting
match game.
Around; Section 4 Cleaning a Car.
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Bibliography
Games, songs, stories Big bus: the student cuts out a large bus, car,
jet etc. out line and draws themselves and their
and activities family/friends in the windows to illustrate
Choose games, songs, stories and activities that recent journeys they have taken, e.g. to
are appropriate to the age and interest level of Australia or to the city.
your new student. Teach songs, rhymes and Transport Book: get students to make a book
chants to the class or to a small group rather than about transport in the shape of a car, train, bus
to just one new arrival. Pair your new arrival with etc.
a helpful mainstream student wherever possible. Diorama: students make a diorama
individually or in groups of an airport/harbour/
Games and activities city freeway etc. in a cardboard carton. The
Roleplay: students role play traffic rules, e.g. new arrival may also make a diorama depicting
draw some roads and footpaths with chalk in forms of transport in his/her country of origin.
the playground, set up some model traffic lights
etc. and students can practise road rules, Songs chants and rhymes
particularly safety when crossing the road. Stop! says the red light
Traffic lights: students make a set of traffic First you stop, then you look
lights and walk/dont walk signs, using black
Look to the right and look to the left
card and coloured cellophane, which can be
used for role-playing traffic situations. Take you riding in my car
Transport mural: students cut out catalogue The wheels on the bus
pictures and magazine/newspaper photos to Train is acoming
make a collage or mural of a road/sea/airport Up in the air I fly
scene.
The pushbike song
Transport survey: students take a tally of the
The Yellow Submarine
types of road traffic passing by the school, and
graph the results. Gus Always Takes the Bus (Jazz Chants for
Children, C. Graham p. 17)
Traffic models: students make models of
vehicles from plasticine or playdough.
Traffic noises: Have the student listen to a
tape of vehicle noises: e.g. jet, motorbike, train,
and have him/her guess the identity of each.
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Bibliography

Many students will not be familiar with Australian Notions/ideas
animals, and will be interested to learn about Depending on the kind of vocabulary your student
them. A visit to a zoo or a wildlife park is an ideal is already familiar with, and using lots of pictures,
way to introduce this topic. diagrams or real items, you may be able to talk
about some of the following ideas in relationship
Expected outcomes from to Australian animals:
the Australian animals theme size comparing the size of the
The aim of this unit is for students to be able to: different animals, big/small,
recognise and name some Australian animals bigger/smaller
read and complete simple worksheets based on physical whether animals are furry, scaly
Australian animals appearance or feathery, and classifying
them on the basis of these
classify Australian animals simply according to
characteristics students who
body covering, habitat, food and the way they
know that animals can be
move.
classified as reptiles, birds or
Refer to the ESL Companion for general ESL mammals can be introduced to
learning outcomes (Stages A1 or B1). these terms in English, as well
as to the terms marsupial and
Language that could be targeted monotreme to describe many
in this unit Australian animals
colour/pattern the colours and patterns of
Functions
animals and how they may blend
Identifing some Australian animals. in with their surroundings
Reporting on what they know about Australian sound the words we use in English for
animals. the noises certain animals make,
Asking questions about Australian animals. and how these vary from how
Classifying Australian animals. other languages describe the
noises
Structures
location which of the worlds animals are
This is a ...? These are ...?
originally from Australia, and
Whats this ...? Whats that ...? which are also found in the
It is a/Its a ... students country of origin
Is that a ...? Is this ...?
What has ...? It has got/Its got ...
They have/Theyve ...
I see a ... I can see a ...
Look at ... Point to ...
Show me ...
Here is/Heres ... There is/Theres...
Where is/Wheres ...?
We saw ... We went ...
We liked ...
A ... can ... A ... cant ...
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Development,
Vocabulary
Nouns Animals:
tortoise, crocodile, snake, lizard
kookaburra, parrot, pelican, magpie, penguin, lyrebird, emu
kangaroo, wallaby, wombat, koala, possum
echidna, platypus
dingo, seal
Body parts and coverings:

head, ear, eye, nose, beak, tongue, teeth, mouth
legs, foot, paw, claw
neck, tail, wings, flippers, pouch
fur/hair, skin, scales, feathers, spines/spikes
Habitats:
the bush, ground, water, trees, grass, burrow
Verbs swim, walk, jump, run, hop, fly climb, spring, move
sleep, scratch, dig, eat, live
Adjectives brown, black, grey

striped, spotted, patches
large, huge, big, little, small, tiny
furry, scaly, feathery, spiny/spiney
Prepositions in, on, under, next to
Introduce the vocabulary and model the
pronunciation. Use additional visual aids to talk
about the animals, e.g. photographs or illustrations
teachers with easy to-use-resources which support
from books, posters etc. The names and pictures
can be separated for a word/picture matching
It is important that these worksheets are used activity. This worksheet can also be used for a
to consolidate English that has already been spotto activity on a visit to the Zoo, or to make
taught and practised orally by the student. games, e.g. Bingo, Animal Snap, Happy Families
Note: It is important to teach the vocabulary and and Concentration. Make sure that the student has
phrases that are commonly used in your the opportunity to read the words aloud and that a
classroom. Use whiteout to make changes copy is kept in a scrapbook or folder for reference.
to the worksheets.
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Bibliography
This worksheet revises the names of the animals Revise the names of the animals on Worksheet 1.
and is based on the structure from Brown Bear, Talk about where each may live, preferably using
Brown Bear, What Do You See?, (Bill Martin Jnr, additional visual representation of a variety of
Picture Puffins, 1995). It is best introduced to a habitats, e.g. photographs, illustrations of bush
group. Read the story first, if available, to scenes, wetlands etc. Provide the written headings
demonstrate the rhythm and intonation of the ground, water, tree. Orally categorise the
language. Students may like to join in. Talk about animals into where they live most of the time,
substituting Australian animals for those in the using the structure Where does a ... live? Talk
story. Go through the worksheet orally and read about the use of on and in. Provide the written
with the student. Demonstrate how to cut and form of the structures for the student to use as a
sequence appropriately to make a booklet. The reference, e.g. A ... lives in a tree, A ... lives on
student can then read the booklet aloud to/with a the ground.. The student can colour, cut and
partner. Students can also improvise on this text paste a selection of animals from Worksheet 1 into
by providing their own choice of adjectives. This the three categories on this worksheet and write
worksheet can be enlarged to A3 size. some sentences using the structures provided.
Ensure that the student reads the sentences aloud
Worksheet 3 to you or a peer.
Revise the names of the animals and talk about

types of animal body coverings. Relate the
Worksheet 6
vocabulary to general animal types the student This worksheet can be used with Worksheet 5,
knows before introducing Australian animals, e.g. after a discussion about where animals live. If
dog, bird, fish. Use photographs, illustrations or possible provide visuals of various habitats.
real animals to talk about hair/fur, feathers, skin Introduce and model the vocabulary on the
and scales. The student can then cut and paste to worksheet. The student can either draw or cut and
categorise the pictured animals under the paste animals from other worksheets onto the
headings provided. Make sure that the student appropriate places. Some sentences can be
talks about the animals, using structures such as written, using a model, e.g. A possum is in the
Thats a ... It has .... Students can label the tree. Provide the written form of in the water, in a
animals and draw additional animals in the groups, tree, on the ground. This worksheet can also be
using Worksheet 1 as a reference if necessary. used for a listening activity where the teacher or a
peer orally instructs the student, eg Draw a
Worksheet 4 platypus in the water, Draw two koalas in the
tree. The student then describes what he/she has
Introduce and model the vocabulary describing drawn, e.g. A platypus in the water.
the body parts of animals, e.g. beak, tail, and
revise body coverings, e.g. feathers. If possible use
photographs, posters and illustrations to talk
Worksheet 7
about and label these features. Provide the written Revise the names of the animals and where they
form of the vocabulary, e.g. label posters, make live. The student can then label the animals
word lists. Introduce the structure Heres a ... It pictured with the words provided on the
has ... and encourage the student to use the worksheet. Go through the sentences orally,
structures with a partner or in a small group. The demonstrating how to fill the gaps. The student
student can then label the parts of the animals can then write the words in the spaces and draw a
using the words provided. picture of the animal. Make sure that the student
practises the structures orally on completion.
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Development,

Worksheets 8 and 9 can be used for teaching or Teach the rhyme to the whole group, verse by
revising body parts, covering, and habitat. Go verse, demonstrating the actions of each animal (it
through the worksheets orally first, revising and can follow the rhythm of Here we go round the
modelling the names of the animals and the mulberry bush). Talk about each animal,
vocabulary describing body parts and covering. providing additional visual support if possible
Demonstrate orally how to fill the gaps with the (photographs, posters etc.). The students can
words provided before the student writes the mime the actions of the animals as they sing the
words. The student may be able to write some rhyme. The verses can be illustrated and
sentences about body parts or other animals using particular words can be deleted, e.g. verbs, names
these structures, illustrate them and read them to of the animals etc. for a fill-the-gap exercise. The
a partner or a small group. written words may need to be recorded elsewhere,
e.g. on a chart, for the student to use as a
Worksheet 10 reference.
Revise the names of the animals. Talk about what
they might eat, perhaps relating food to their
habitat, e.g. A koala lives in a tree. What does it
eat? Ask the student to predict types of food,
preferably using visual support, e.g. a picture of a Teaching resources
koala in a tree. Model and orally label the types of Wheres English?: Level 2 In the bush (SLC 1).
food on the worksheet. Provide the written script
and encourage the student to practise the words.
Talk about the use of plural s for leaf/leaves. Go
Games, songs, stories
through the worksheet orally with the student and and activities
demonstrate how to draw a line to link the animal
with its food and then fill the gaps in the
sentences with the words provided. Make sure
that the student reads the sentences aloud to a
teacher or peer on completion.
Worksheet 11
Talk about how animals might move. Provide the Listening games
written form of the verbs, e.g. on flashcards or on What animal am 1? A student imitates an
an illustrated chart. Model and demonstrate the animal noise, e.g. a kookaburra; the others
words using visual support and/or mime. Play a guess the identity.
mime and guess game with the words to reinforce What animal am I? A student describes a
meaning. Use the words orally in sentences, e.g. A feature or features of an animal and the others
koala can climb. Pair the student with a peer and guess the identity. e.g. What am I? I stand on
demonstrate how to play the collaborative two legs, I have long tail and I can jump.
crossword puzzle. One student has the across
Tongue twisters: students listen to and
vocabulary and the other has the down. The
reproduce a tongue twister based on an
students must both complete their word from
Australian animal, e.g. Eddie Echidna eats ants
clues given by their partner. The players should
every afternoon.
not say or spell the words, but may mime them.
Have the written form of the verbs related to
animal movements available for reference for your
new arrival.
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Games and activities Songs

Animal Bingo: use a grid from the Appendix The Kangaroo Moves
to make Bingo cards using pictures cut from Kookaburra Sits in the Old Gum Tree
worksheets or magazines. A group of students
Baby Koala Bear
can play the game.
The Snake
Concentration: your student can use
worksheets or pictures cut from magazines to Were All Going to the Zoo Tomorrow
make picture cards of Australian animals, to Lots of Animals Live in the Zoo
play a concentration game. Lets Go to the Zoo (modify by adding
What am I?: a group of students, including the Australian animals)
new arrival make riddle books with clues to the The Pelican Song
identity of an Australian animal, which are then
Boa Constrictor
illustrated.
Skippy the Bush Kangaroo
Australian Animals Happy Families:
photocopy Worksheet 1 four times onto card. Never Smile at a Crocodile
The students cut out and deal the cards among
the players (3 or 4) who take turns to request a
card needed from another player to make a set
of four cards, all of the same animal.
Story writing: a small group, which includes
the new arrival can write experience stories/
wall stories based on an excursion, e.g. to the
zoo.
Painting: students paint a bush scene mural
and add Australian animals, either drawn or cut
from magazines or worksheets. Label.
Mime: students mime the actions of Australian
animals, e.g. a kangaroo hopping, a possum
climbing etc. Record the verbs on flashcards,
e.g. hop, climb, jump the student mimes the
action in response to reading the card.
Mask making: students make animal masks,
e.g. koala, echidna.
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Learning about farms and farm animals can be Notions/ideas
useful, particularly if your student is living in a Depending on the kind of vocabulary your student
rural area, or has come from a rural area. is already familiar with, and using lots of pictures,
diagrams or real items, you may be able to talk
Expected outcomes from about some of the following ideas in relation to
the Farm animals theme farm animals:
The aim of this unit is for students to be able to: utility what products do farm animals
recognise and name some common farm give us, e.g. chickens give eggs
animals and meat, sheep give wool, milk
and meat
read and complete simple worksheets based on
farm animals age Which animals are young? which
are old? How long do farm
talk simply about what farm animals look like
animals live for? Do animals live
and what they are used for
longer than people?
talk simply about an animal they are interested
baby/adult how long do
in.
animals take to grow up,
Refer to the ESL Companion for general ESL compared to people?
characteristics colour, physical appearance of
different animals
Language that could be targeted
sound the words we use in English for
in this unit
noises animals make, and how
Functions these vary from how other
Identifing some farm animals. languages describe these noises
Reporting about farm animals.
Asking questions about farm animals.
Structures
This is a ... Thats a ...
These are ...
Whats this/that?
Is that a ...? Is this a ...
It has .../Its ...?/It has .../They have .../Theyve ...
What has ...?
Here is .../ Heres ... There is .../Theres ...
Where is ...?/Wheres ...?
I/We saw ...
I/We liked ...
I/We went ...
A ...can ... A ... cant ...
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Vocabulary
Nouns Animals:
bull, cow, calf
horse, foal
sheep, lamb, goat, kid
pig, piglet
dog, puppy
cat, kitten
rooster, hen, chicken,
duck, duckling,
goose, gosling
rabbit
Body parts and covering:
eye, ear, nose, mouth, teeth, tongue, head, neck, back, tail
leg, foot, paw, hoof
fur, hair, feathers, skin, wool
Food:
grass, hay, seeds, wheat, milk,
Family relationships:
mother, father, baby
Products:
eggs, milk, skin, meat
Verbs stand, run, walk, jump, fly, sleep, eat, live

shear, collect, milk, ride, feed,
Adjectives brown, black, grey, white, yellow, pink

spotted, patches, furry, hairy, feathery
Prepositions on, under, next to
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Introduce the vocabulary to name baby farm
animals. Play a matching game using flashcards to
reinforce the vocabulary. Provide illustrations and
the written form. Go through the worksheet orally
and demonstrate how to link the animal to its baby
It is important that these worksheets are used using a line. The student can use the words
to consolidate English that has already been provided to label the illustrations. Ensure that the
taught and practised by the student. student reads the words aloud to you or a peer on
Note: It is important to teach the vocabulary and completion. The illustrations can also be pasted on
phrases that are commonly used in your to cards to make a matching activity.
to the worksheets.
Worksheet 4
Revise the colours before introducing or revising
Worksheet 1 the names of farm animals and provide the words
Introduce the names of the animals, using in writing. Introduce and model the structure A ...
additional visual support if possible. The student cow etc. Introduce the worksheet and
can colour in the animals on the worksheet, read demonstrate how to fill the gaps with the name of
the names aloud to a teacher or peer and keep the the animal pictured. The student can write the
worksheet in a folder for reference. This name of the animal pictured and colour according
worksheet can also be used to make games to to the sentence. Make sure that he/she reads the
reinforce the vocabulary, e.g. Bingo, phrases aloud to you or a peer. The student can
Concentration, Happy Families. The student may then write and illustrate his/her own phrases using
also like to use his/her first language to label the the structure, e.g. A white goat.
animals.
Worksheet 5
Worksheet 2 Introduce the vocabulary specific to the body
Go through the names of the animals pictured on parts of animals using visual support, e.g. pictures/
the worksheet. Encourage the student to name photographs of animals. Label the visual support
the animal and discuss the sound that the animal with the written form of the vocabulary. Go
makes (sounds may be different in the students through the worksheet orally and demonstrate
first language). Play an oral What am I? guessing how to link the body part word to the illustration
game based on the sounds animals make. Go with a line. Encourage the student to read the
through the worksheet orally with the student and words aloud and label the parts of the animals
demonstrate how to fill the gaps in the animal using the written script provided. The student
names and write the particular sound each animal may then like to list other animals that have the
makes in the speech balloon provided. The same parts, e.g. hoof, beak.
student may like to write the sound in his/her first
language.
Worksheet 6
Introduce or revise the names of the farm animals
using visual support. Demonstrate how to find
both vertical and horizontal words in the grid and
colour them to differentiate (or circle the words).
Encourage the student to read the vocabulary
aloud on completion, and draw each animal next
to the word. Worksheet 1 can be used for
reference.
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This worksheet can be used for a listen and draw
activity. The student listens to the teacher or a
peer and draws what he/she hears, e.g. There are Teaching resources
three sheep under the tree. There is a duck on The Addison-Wesley Picture Dictionary has
the dam. The vocabulary naming features on the vocabulary and a picture of a farm on pp. 22 23.
worksheet must be introduced before beginning Mike Teaches English: Animals.
the activity. Talk about the use of is and are.
Wheres English?: Level 1 In the lounge room
More advanced students may be able to recount
(SLC 2).
what they have drawn at the end of the activity.
ESL Stage A1 Teacher support materials for
Worksheet 8 unit of sequenced activities for this topic on pp.
This worksheet follows Worksheet 7. First revise 132133.
the names of the animals and the colours. Nixon, C. and Tomlinson, M., Primary Activity
Introduce the worksheet and go through the Box: 8.1 Farmyard fun.
written structures orally with the student. The
student can then draw the animals indicated. It
may be helpful if the student works with a partner. Games, songs, stories
Make sure that the student reads the sentences and activities
aloud on completion. He/she might also draw
his/her own farm scene and write sentences or Choose games, songs, stories and activities that
label the animals. are appropriate to the age and interest level of
Worksheet 9 to just one new arrival. Pair your new arrival with
Make sure that the student understands the a helpful mainstream student wherever possible.
concept of across and down. Introduce the
worksheet and go through the clues orally with Games and activities
the student. The student can then write in the Animal Happy Families: Photocopy
names of the animals, using Worksheet 1 as a Worksheet 1 four times onto card. The students
reference if necessary. This worksheet can also be cut out and deal the cards between the players,
adapted for a barrier game where two students who then take turns to request a card needed
each have a copy of the grid and one set of clues. from another player to make a set of four cards.
They can take turns to read the clues aloud to Animal Bingo: use a grid from the Appendix
their partner or can make up their own clues. and illustrations from Worksheet 1 to make
Bingo cards.
Worksheet 10 Concentration: use picture cards of animals.
This song is best taught to the whole group rather Animal classification: students classify
than to the new arrival alone. Talk about the animals according to attributes using plastic
animals pictured and the sounds that they make. farmyard animals as visual support, e.g. has two
Introduce and model the song on the sheet, legs, has four legs, can swim, has feathers, has
encouraging the students to join in. Point to an fur, has wool etc.
animal, or ask a student to select an animal they What animal am I?: this can be an oral or
know for each verse. The students can substitute written activity. Students can make a book with
the animal noises. Give the student the worksheet clues and answers.
to follow the words. He/she can write the name or
Animal sounds: make a tape of animal sounds.
draw an animal in the space provided and write in
The student listens and identifies the animal.
the appropriate noise that the animal makes.
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Animal pop-up books: students make animal Farmyard diorama: students make model
pop-up books using heavy construction paper. animals and place them in a farmyard diorama
Animal models: students make models of made from a cardboard box.
farmyard animals from clay, plasticine, Stuffed animals: students draw two identical
playdough etc. animal shapes of their choice, cut them out and
Animal puppets: students make animal finger glue the edges together leaving a small
puppets. opening. Fill with crumpled tissue paper, small
pieces of styrofoam etc. Seal the opening and
Animal masks: students make masks from
display in class.
paper plates, paper bags, feathers, tissue paper,
string, wool etc.
Chants and rhymes
Farm animal mobile: students cut out
I Found a Cow, C. Graham (Jazz Chants for
animals and suspend them from a coat-hanger.
Children, p. 45)
Mural: students draw and label animals and
Give Me a C, C. Graham (Jazz Chants for
features from a farmyard to make a mural.
Children, p. 81)
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The universal themes of good versus evil, and the Structures
simple narrative style of most folktales and This is .../That is ...
fairytales appeal to many students. They will often
Those are ...
know the stories in their first language and this
gives an excellent starting point for understanding He/She is ...
the story in English. They are ...
What is ...?
Who is/Whos ...?
the Folktales and Fairytales theme
Where is ...?
When did ...?
listen to and enjoy some common folktales/
Why did ...?/ How did...?
fairytales
I like/dont like ...
understand some of the language and
vocabulary particular to folktales/fairytales Notions/ideas
perform some language activities based on Depending on the kind of vocabulary your student
folktales/fairytales. is already familiar with, and using lots of pictures,
Refer to the ESL Companion for general ESL diagrams or real items, you may be able to talk
learning outcomes (Stages A1 or B1). about some of the following ideas in relation to
folktales and fairytales:
Language that could be targeted past time When in time did fairytales and
in this unit folktales take place? what do
phrases like long, long ago, or
Functions once upon a time mean?
Identifying. sequences sequencing of events first, next,
Asking and answering simple questions. then, after that, later, finally
Expressing likes, dislikes, preferences. fact sorting out the factual elements of
Describing simply people, places and things. and fantasy the stories from the fantasy which
parts could be real and which parts
could not be?
location Where do folktales and fairytales
take place?
wealth Which characters are rich and
and poverty which are poor: both at the
beginning of the story and at the
end?
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Development,
Vocabulary
Nouns man, woman, boy, girl, baby

mother, father, grandmother, grandfather, uncle, aunt,
son, daughter, step-mother, step-daughter
king, queen, prince, princess
giant, fairy, dwarf, troll, witch
wolf, bear, frog, billy goat
cottage, castle, tower, bridge, woods, forest
magic, spell, wand
Verbs sleep, dance, work, cry, marry, sing, run, climb, carry
Adjectives Size
huge, gigantic, enormous, big, large
middle-sized, tiny, small
Character
good/evil/wicked, kind/unkind/cruel, clever/silly, rich/poor
Age
old, oldest, young, youngest
Physical appearance
beautiful, ugly
Prepositions first, next, then, after that, finally
Read the story of The Little Red Hen several
times to familiarise the student with the language
and the sequence of the story. Introduce and
model the vocabulary and repetitive structures
and encourage the student to join in a group
It is important that these worksheets are used reading of the whole text. Introduce the
to consolidate language that has already been worksheet and model the sentence. Talk about the
taught and practised orally by the student. punctuation, e.g. full stop, capital letter.
Note: When choosing folktales or fairytales to Encourage the student to read the sentence aloud
read with new ESL learners, make sure and then demonstrate how to cut and paste to
that you choose simplified editions, well unjumble the words to form the sentence before
supported by illustrations and containing the student attempts the task independently.
repetitive language. Books should be Make sure that the student reads the sentence
chosen carefully so that students do not aloud on completion. This activity can be done
feel that they are being talked down to, or with all the sentences on Worksheet 2.
feel that the material is too childish.
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Reread a version of The Little Red Hen after Read a version of Cinderella and talk about each
completing Worksheet 1. Focus on the past-tense character. Introduce the names of the characters
forms of the verbs, e.g. found, ate, made. and match with the illustrations in the story.
Introduce the worksheet and demonstrate how to Provide the written form of the names. Introduce
cut out the pictures and sequence them to tell the the worksheet and fill the gaps orally before the
story orally. Then read through each sentence student writes in the words. It may be necessary
orally with the student and match with the to provide the words for the student to copy. The
pictures. The student can then cut and match the student can then match the speech with each
sentences and pictures and paste them in a character and cut and paste. This worksheet can
scrapbook. Encourage the student to read the also be copied onto card, the illustrations can be
sentences aloud to a friend or the teacher. cut out and glued onto icy-pole sticks for use as
puppets to dramatise the story.
Worksheet 3
This worksheet is based on the vocabulary and
Worksheet 6
structures from Worksheet 2. Read through the Read and talk about the story of Red Riding Hood
previous worksheet with the student. Demonstrate several times, again ensuring that the text has a
how to fill the gaps in the sentences on the strong visual support and uses clear language
worksheet, using Worksheet 2 as a reference, and forms. Encourage the student to identify and
how to fill in the across/down sections of the name characters from the story, to predict what
puzzle using the numbers as a guide. Ensure that may happen next, and to contribute words and
the student understands the concepts of across phrases of the text as they become more familiar
and down. with the language and structures. Talk about the
concepts of true and false using simple statements
Worksheet 4 based in the students experience, or the story, e.g.
Red Riding Hood was a boy. Introduce the
Read a version of The Gingerbread Man that has worksheet and read through the sentences orally
strong visual support and talk about the story. Go with the student. Ask the student to nominate
through the sequence of the story and write and whether each statement is true or false.
display the names of the people/animals involved.
Ask the student to identify the characters of the
story in the text. The student can then fill in the
Worksheet 7
gaps in the worksheet using the list of names on This cloze exercise is based on the story of
display and illustrate each section. Demonstrate to Goldilocks and the Three Bears. The student will
the student how to make an eight-page booklet, need to be familiar with the story and to have
(Use the example found in the Appendix.) access to the vocabulary and structures. Go
Encourage the student to read their book to a through the worksheet orally with the student.
peer or to family members. This worksheet can be Model the listed vocabulary from the box and
enlarged to A3 size. make sure that it is understood (a word/picture
match activity using flashcards would be a way of
ensuring this). Do an oral close before the student
writes the words in to fill the gaps. The student
can then read the completed cloze to a peer or the
teacher.
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This sentence beginning and ending match is Read the story of The Three Billy Goats Gruff
based on the previous worksheet, so the student several times to familiarise the student with the
should be becoming familiar with the structures. vocabulary, structures and sequence of events.
Read through the completed Worksheet 7 with the Introduce and model the vocabulary from the
student and talk about the sequence of events. worksheet and relate it to the story and
Then cut out the sentence beginnings and endings illustrations. Encourage the student to read the
and match them. The student may need to work words and orally match them with the pictures.
with the teacher or a partner. He/she can then The student can then write the appropriate words
paste the sentences to form the story and read it from the list to label the pictures and read them
aloud. aloud to a teacher or a peer.
Read the story of Jack and the Beanstalk, This worksheet follows Worksheet 12 and uses the
ensuring that there is strong visual support. vocabulary in a cloze and sentence unjumble
Introduce and model the vocabulary on the activity. Revise the vocabulary and the sequence
worksheet and relate it to the text. Demonstrate of the story. Introduce and model the vocabulary
the concepts (huge, big, small, tiny) using familiar for sequencing, first, next etc. and write them in
objects. It will be useful to play a word/picture order for display and for the student to use as a
matching activity with the vocabulary using reference. Go through the worksheet with the
flashcards, or to label these features in the text. student and fill the gaps in the sentences orally.
Encourage the student to illustrate the sentences The student can then write the words in using
and read them aloud to a teacher or to a partner. Worksheet 12 as a reference. The student can
The student may then draw, cut out from then cut out the sentences and sequence them in
magazines or make lists of other things they are order. He/she may need to work with a partner or
familiar with that are huge, big etc. in a small group.

Read the story of Jack and the Beanstalk again Read a clearly illustrated story of Snow White
to reinforce the sequence of events. Introduce several times to familiarise the student with the
Worksheet 10 and talk about the illustrations, sequence of events in the story. Talk about the
naming objects and characters. The student can characters and make a list of the names. Introduce
then cut the pictures out and sequence them to the worksheet and read through the sentences.
tell the story. Encourage the student to tell the Focus on the structures and vocabulary and ask
story orally as much as he/she can. The student the student to point out specific features in the
can then paste the pictures onto the story map on pictures, apple, castle etc. Talk about any
Worksheet 11 and tell the story orally to or with a unknown vocabulary. The student can then cut
friend. A cloze or word unjumble activity can be and paste the pictures to match the sentences,
used to extend this activity, for example, which are then read aloud to a teacher or a peer.
sentences to match the pictures, or the student
can work with a partner to write the story onto the
story map. Story maps are a useful way of
promoting oral and written language for any of the
fairy tales, especially if presented as a group
activity.
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Worksheet 15 Games and activities

First read a clearly illustrated version of the story Drama: students dramatise a fairy tale with
'Sleeping Beauty' and talk about the characters repetitive structures, e.g. The Three Billy
and the sequence of the story. When the student is Goats Gruff
familiar with the sequence, go through the Lists: students list and illustrate animals, male
sentences on the worksheet orally and order in and female characters, good characters, bad
sequence. The student then cuts the sentences characters etc. in fairytales.
out, pastes them in order and illustrates each one. Who am I? students play a guessing game to
Make sure the student reads the sentences aloud. identify characters in known fairytales,
An extension activity could focus on the past e.g. I went to sleep for one hundred years.
tense form of the verbs.
Own fairytales: students write and illustrate a
fairytale in their first language.
Worksheet 16 Big book: students make a big book of a
The student will need to be familiar with all the fairytale, e.g. Jack and the Beanstalk.
fairytales from previous worksheets to attempt Familiar speeches: tape record some
this sentence beginning and ending match. Talk repetitive structures or dialogue from familiar
about and revise the content and illustrations of tales, e.g. All the better to eat you with!, Run,
the five fairytales. Revise or introduce went as run as fast as you can., Whos been eating my
the past tense of go, e.g. by talking about where porridge? Play the tape and have the students
the student went last night/at the weekend. identify the character or story.
Introduce the worksheet and revise the names of
the characters mentioned in each sentence. Talk Art activities
about where each character went. The student Masks: students make paper plate or paper bag
can cut out and match the sentence beginnings masks of characters from the fairytales and
and endings, then paste them into a scrapbook or dramatise.
folder, after they are read aloud to a teacher or
peer. Puppets: students make finger/sock puppets of
characters from the fairytales and dramatise.
Story maps: students make a story map of a
fairytale, e.g. Red Riding Hood.
Mural: students make and label a mural
Teaching resources depicting all the elements of a fairytale, e.g.
Jack and the Beanstalk
Vale, D., Mullaney S. & Murphy, P., Story World.
Gingerbread men: a group of students can
make gingerbread men with the teacher,
Games, songs, stories following spoken or written directions.
and activities Diorama: students can make a diorama based
on a fairytale.
are appropriate to the age and interest level of Character models: students make models of
your new student. Teach songs, rhymes and characters from clay or plasticine, e.g. the troll,
chants to the class or to a small group rather than Jack and the giant.
a helpful mainstream student wherever possible. Chants
Jazz Chants Fairy Tales, Carolyn Graham
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Bibliography
Adelson-Goldstein, J. et al. Edwards, V.(1997) The Other Jones, P. (1996) Talking to
(1994) The Basic Oxford Languages a guide to Learn, PETA, Newtown, NSW.
picture dictionary workbook, multilingual classrooms,
Oxford University Press, New PETA, Newtown, NSW. Kelly, S. (1994) Addison-Wesley
York. Picture Dictionary Skills Book,
Edwards, V. (1995) Writing in Addison Wesley, USA.
Addison-Wesley Picture the multilingual classroom,
Dictionary (1984) Addison- Reading and Language Keyes, J. (1998) The Oxford
Wesley, USA. Information Centre, Reading, picture dictionary for kids,
England. Oxford University Press, Hong
Barker, B. (1997) Multi- Kong.
language resource book with Gibbons, P.(1991) Learning to
maps and cultural notes, learn in a second language, Liebowitz, D. (1994) Basic
Macmillan, South Melbourne. PETA, Newtown, NSW. vocabulary builder blackline
masters, National Textbook
Barker, B. (1995) Practical Gibbons, P. (2002) Scaffolding Company, Lincolnville, Ill.
language activities: ESL language scaffolding learning:
strategies for ESL and teaching second language McColl, H. & Thomas, S. (1996)
mainstream classes, Macmillan, learners in the mainstream Cartoons for classroom
South Melbourne. classroom, Heinemann, communication, Miniflashcard
Portsmouth, NH. Language Games, London.
Bortolotto, C., Drysdale, F., &
Rengey,M. (1994) Easy ESL Graham, C. (1979) Jazz Chants Mike teaches English (1997)
strategies for effective for children, Oxford University (CD-ROM) Scholastic, Gosford,
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Graham, C. (1988) Jazz Chants
Burridge S. (1991) Start with fairy tales, Oxford University (2001) Primary activity box:
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Cech, M. (1991) Global Child: picture dictionary, Oxford
multicultural resources for University Press, New York. Philpot, S. (2000) Building
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teachers resource book, Delta develop study skills in young
Edwards, V. (1995) Reading in Publishing, London. learners, Delta Publishing,
the multilingual classroom, London.
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Development,
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http://www.racism.com.au/ Learner English, Cambridge prompts: Clothes, Miniflashcard
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Page ii
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Department of Education & Early Childhood Development, Victoria Beginning ESL Support material for primary new arrivals
Bibliography
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i i
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Beginning ESL Support material for primary new arrivals Department of Education & Early Childhood Development, Victoria
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ii ii
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Bibliography
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Bibliography
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Bibliography
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Beginning ESL
Beginning ESL Support material for primary

new arrivals is a practical resource for teachers
of newly arrived English as a second language
(ESL) learners. It is designed in particular to
support classroom teachers who may be unfamiliar
with the needs of ESL learners new to learning
English.
The material is organised into sixteen units of
work, and aims to provides material to support a
classroom program. The units will help teachers to
teach the basic English that students will need to
communicate simple wants and needs, and that
will help them to participate in their new
classroom environment.
Teachers are encouraged to select from this
book the activities and worksheets that are most
appropriate to the needs of their new English
learner. The activities and worksheets are
designed to encourage communication and
interaction between the new arrival, the teacher,
and other students in the class.
Each unit provides:
t learning outcomes both for English learning
and for the topic
t lists of appropriate English vocabulary and
grammar features
t worksheets that may be photocopied
t additional references and resources.

Beginning Esl

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Beginning ESL

Support material for primary new arrivals

Beginning ESL Support material for primary new arrivals

First published 1997

Published by: ESL Unit

Copyright State of Victoria 2008

Authorised by the Department of Education and Early Childhood

Unit 6: Family and friends

Unit 10: Plants

Unit 11: Time

Unit 12: Weather and seasons

Unit 13: Road safety and transport

Unit 14: Australian animals

Unit 15: Farm animals

Unit 16: Folktales and fairytales

The units of work Unit 3: My Body

Each unit provides: Adverbs of frequency: often, never, always,

Collecting student work Houses and prepositions, for example:

In general, the following questions should be

Gathering background not feel comfortable about sharing information

information about your up over time, and it can be useful to schedule a

student enrolment interview.

Refugees - important activities or changes to the

t Provide visual and non-verbal support,

English language teaching

English for Everyday Activities A Picture Mike Teaches English

Talking to Learn ESL Stages A2, B2 & B3 Teacher Support

No English Dont Panic It is based on a story in

No English 2 Questions and answers

Word study for new arrivals Practical expectations. They are

ESL Learners in the Middle Years:

Moving in new directions Literacy

Globalchild Multicultural Resources for

The Other Languages A Guide to

resources SBS World Guide

Assessment ESL Scales

The classroom wall shelf floor door window

Classroom table chair blackboard chalk duster

Rooms in the the toilets office library classroom art room

People in the teachers principal secretary students office person

Playground rope hoop basketball court cricket pitch swing

Subjects mathematics English art physical science

Times lunchtime playtime home-time pack-up time bell time

Verbs sit stop get draw colour

Worksheets Worksheets 4 & 5

Worksheet 3 Worksheets 9 & 10

Worksheets 11 & 12 Worksheet 17

Games, songs, stories Songs

Nouns names: individual childrens names, given names,

Adjectives colours, tall/short, old/young

Prepositions: on, at, in

Teaching resources Songs

Ive got ...

Adjectives see notions/ideas list

Verbs see, hear, smell, taste, touch

Possessive adjectives his, her, your, its

Games, songs, stories Art

Body Match Partners: instruct students to I Put My Finger on My Nose

Nouns play equipment ball, swing, slide

Adverbs backwards/forwards, fast/slow, quickly/slowly

Prepositions to, on, from, between, up/down

Sequence words first, next, then

Adverbs very, not, not very, a little (bit)

Worksheets Worksheets 3 & 4