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Beginning ESL Support material for primary new arrivals Department

Department of Education of Education


& Early Childhood & Training, Victoria
Development,
Unit 4: Actions

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 4: Actions
Bibliography

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Worksheet

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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 ...
The aim of this unit is for students to be able to:
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings

Worksheets Worksheets 3 & 4


Revise the six feelings on Worksheet 4, again using
This material is not intended to provide a full ESL
mime. Introduce the structures How do you feel?
learning program for students. It aims to provide
and I feel ... . Demonstrate how to make a face
teachers with easy-to-use resources that support
expressing feelings by cutting eyes and a mouth
oral language work in the classroom.
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.
phrases that are commonly used in your
classroom. Use whiteout to make changes
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings

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Worksheet 1

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
Bibliography

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings

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Worksheet 3

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
Bibliography

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings

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Worksheet

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
Bibliography

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings

Worksheet
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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
Bibliography

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 6: FamilyBibliography
and friends

Unit 6: Family 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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 6: Family and friends

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

Worksheets Worksheet 1
First introduce all the words, modelling the
This material is not intended to provide a full ESL
pronunciation. It may be helpful to use photos of
learning program for students. It aims to provide
the family that the student has brought from home
teachers with easy-to-use resources that support
as a starting point. Go through the instructions on
oral language work in the classroom.
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.
phrases that are commonly used in your
classroom. Use whiteout to make changes
to the worksheets.

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 6: FamilyBibliography
and friends

Worksheet 2 Worksheet 6
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).
Nixon, C. and Tomlinson, M., Primary Activity
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 6: Family and friends

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)
your new student. Teach songs, rhymes and
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 6: FamilyBibliography
and friends

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 6: Family and friends

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 6: FamilyBibliography
and friends

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 6: Family and friends

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 6: FamilyBibliography
and friends

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 6: Family and friends

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 6: FamilyBibliography
and friends

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 6: Family and friends

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
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

Worksheets Worksheet 4
Discuss the concept of day and night. Introduce
This material is not intended to provide a full ESL
the structures In the morning..., At night .... Talk
learning program for students. It aims to provide
about the process of putting on and taking off
teachers with easy-to-use resources which support
clothes, depending on the time of day. Students
oral language work in the classroom.
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.
phrases that are commonly used in your
classroom. Use whiteout to make changes
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
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.
Nixon, C. and Tomlinson, M., Primary Activity
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)
Choose games, songs, stories and activities that
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)
chants to the class or to a small group rather than
to just one new arrival. Pair your new arrival with
a helpful mainstream student wherever possible.

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Early Childhood Beginning ESL Support material for primary new arrivals
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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Unit 7: Clothing

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
Bibliography

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Unit 7: Clothing

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
Bibliography

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Unit 7: Clothing

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
Bibliography

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Unit 7: Clothing

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
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Unit 7: Clothing

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
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Unit 7: Clothing

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Unit 7: Clothing
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Unit 7: Clothing
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Early Childhood Beginning ESL Support material for primary new arrivals
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.
Expected outcomes from
Describing food.
the Food theme
Expressing likes/dislikes.
The aim of this unit is for students to be able to:
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 ... ?
Refer to the ESL Companion for general ESL
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 8: Food
Bibliography

Worksheets
This material is not intended to provide a full ESL Worksheet 4
learning program for students. It aims to provide
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
It is important that these worksheets are used
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
taught and practised orally by the student.
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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Unit 8: Food

Worksheet 8 Worksheet 12
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.

Worksheet 9 Worksheet 13
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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
your new student. Teach songs, rhymes and
food and international food/cooking on pp. 7882.
chants to the class or to a small group rather than
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.
Zwier, L., English for Everyday Activities A
Picture Process Dictionary: Section 2 Making
Breakfast; Section 3 Making dinner, Section 4
Shopping for groceries.
Nixon, C. and Tomlinson, M., Primary Activity
Box: 3.1 Card games (food); 3.4 Colourful
cans.

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Development,
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 8: Food
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Unit 8: Food
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Unit 8: Food
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Unit 8: Food
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Unit 8: Food
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Early Childhood Beginning ESL Support material for primary new arrivals
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 ...
Expected outcomes from
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
learning outcomes (Stages A1 or B1).
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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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

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
Bibliography

Worksheets
This material is not intended to provide a full ESL Worksheet 4
learning program for students. It aims to provide
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
It is important that these worksheets are used
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
taught and practised orally by the student.
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.
classroom. Use whiteout to make changes
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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Department of Education of Education
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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.

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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
Zwier, L., English for Everyday Activities A
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
are appropriate to the age and interest level of
I saw a little beetle in the kitchen sink (C.
your new student. Teach songs, rhymes and
Graham, Jazz Chants for Children, p. 15)
chants to the class or to a small group rather than
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

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Unit 9: Houses
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Unit 9: Houses

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Unit 9: Houses
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Development,
Unit 9: Houses

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
Bibliography

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Development,
Unit 9: Houses

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Unit 9: Houses
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Unit 9: Houses

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Unit 9: Houses
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Unit 9: Houses

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Worksheet 11

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Unit 9: Houses
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Unit 9: Houses

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Worksheet 13

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Unit 9: Houses
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Unit 9: Houses

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Worksheet 15

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Unit 9: Houses
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Worksheet 17

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Unit 9: Houses
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Worksheet 19

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Unit 9: Houses
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Early Childhood Beginning ESL Support material for primary new arrivals
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

Worksheets Worksheet 1
Walk around the school ground and
This material is not intended to provide a full ESL
neighbourhood to look at and talk about the plant
learning program for students. It aims to provide
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
oral language work in the classroom.
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.

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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 10: Plants
Bibliography

Worksheet 2 Worksheet 6
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
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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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Unit 10: Plants
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Unit 10: Plants
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Unit 10: Plants
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Unit 10: Plants
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Early Childhood Beginning ESL Support material for primary new arrivals
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
Expected outcomes from
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
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)

Worksheets Worksheet 2
Introduce and model the vocabulary. Talk about
This material is not intended to provide a full ESL
what the people are doing in the pictures and
learning program for students. It aims to provide
when they might do each activity. The student can
teachers with easy-to-use resources which support
then label each picture using the labels provided
oral language work in the classroom.
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.
taught and practised orally by the student.
Note: It is important to teach the vocabulary and
phrases that are commonly used in your
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.

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Unit 11: Time
Bibliography

Worksheet 5 Worksheet 9
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.

Worksheet 8 Worksheet 11
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
Choose games, songs, stories and activities that
Chants for Children, p. 63)
are appropriate to the age and interest level of
your new student. Teach songs, rhymes and Late Again, (C. Graham, Jazz Chants, p. 47)
chants to the class or to a small group rather than
to just one new arrival. Pair your new arrival with Links with Key Learning Areas
a helpful mainstream student wherever possible.
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
Bibliography

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 11: Time

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
Bibliography

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 11: Time

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Worksheet 4

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
Bibliography

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 11: Time

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Worksheet 6

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
Bibliography

Page7i
Worksheet

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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 11: Time

Page ii
Worksheet 8

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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
Bibliography

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