Beginning – Support material for primary new arrivals...

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

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Beginning ESL – Support material for primary new arrivals

Unit 4: Actions

Department of Education & Training, Victoria

Worksheet 7

Beginning ESL – Support material for primary new arrivalsDepartment of Education & Early Childhood Development, Victoria

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Unit 4: Actions


Worksheet 8


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Unit 5: Feelings


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Unit 5: FeelingsIt is often important for students to be able to tellyou how they are feeling and why they are feelingthat way, or for you to tell your student how youor others are feeling. This is particularly importantwhen students are establishing friendships orwhen conflicts or misunderstandings need to beresolved.

Expected outcomes fromthe Feelings themeThe aim of this unit is for students to be able to:

• express feelings and the reasons for thesefeelings simply in oral form

• write about feelings using introducedvocabulary related to the topic

• read and understand simple texts containingthe vocabulary introduced

• complete simple worksheets based on thetopic.

Refer to the ESL Companion for general ESLlearning outcomes (Stages A1 or B1).

Language that could be targetedin this unitFunctions• Asking how others feel.

• Expressing one’s own feelings.

• Expressing needs.

• Inquiring about needs.

StructuresI am/I’m ...

Is he/she ...?

He is/He’s ...

She is/She’s ...

Are they ...? Yes/No

They are/They’re ...

You are/You’re ...

Who is ...? ... is/are not ...

I feel ...

How is/are ... feeling?

Why ...? ... because ...

Notions/ideasDepending on the kind of vocabulary and conceptsyour student is already familiar with, and usinglots of pictures, diagrams or real items, you maybe able to talk about some of the following ideas inrelation to feelings:

degree the degree to which mostemotions can be felt, usingadverbs such as very, not, notvery etc.

cause and effect what makes us particularlyhappy, sad or angry, hungry,thirsty or tired, and whatchanges these feelings, e.g.eating if we are hungry, orsomeone saying ‘sorry’ if weare angry

Vocabulary

Adjectives

Verbs

Adverbs

sad, happy, angry, excited, worried, scared/frightened, surprised, lonely

sick, well, tired

hot, cold, hungry, thirsty

smile, laugh, frown, cry, drink, eat, sleep, fight, argue, worry

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


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Unit 5: Feelings


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WorksheetsThis material is not intended to provide a full ESLlearning program for students. It aims to provideteachers with easy-to-use resources that supportoral language work in the classroom.

It is important that these worksheets are usedto consolidate language that has already beentaught and practised orally by the student.

Note: It is important to teach the vocabulary andphrases that are commonly used in yourclassroom. Use ‘whiteout’ to make changesto the worksheets.

Worksheet 1The concepts on Worksheet 1 will requireextensive initial oral work to ensure that thestudent understands the meaning of thevocabulary. This can be done through mime androle-play. Try to provide a meaningful contextwhen introducing the six feelings, and model thevocabulary. Demonstrate how to make the cube.When the cube is made, use it as a die for a ‘rolland say’ or ‘roll, say and mime’ game, which can beplayed in pairs or in groups. Another activity couldinclude a ‘mime and guess’ game.

Worksheet 2Introduce and model any new vocabulary andrevise the other vocabulary on this worksheet.Again, this can be done through mime. Encouragethe student to say the words aloud and read thewritten form. Cut out the words and pictures onthe worksheet and play a matching game. This canbe done in pairs or as a group. Model question andanswer structures, for example, ‘How does he/shefeel?’ ‘He/she is happy.’ Paired students can askeach other questions using the structures whenthey match a picture with a word. The new arrivalcan then paste the word and picture pairs into ascrapbook for future reference.

Worksheets 3 & 4Revise the six feelings on Worksheet 4, again usingmime. Introduce the structures ‘How do you feel?’and ‘I feel ... ’. Demonstrate how to make a faceexpressing feelings by cutting eyes and a mouthfrom Worksheet 4 and pasting them on toWorksheet 3. Talk about how the student feels andwhy. Model the structure ‘I feel ... when ... ’. Thestudent may need assistance with completing thesentence.

Worksheet 5On this worksheet list the names of feelings thatthe student recognises, using the illustrations as astimulus, and revise others. The student can writethe feelings in the speech bubble. The writtenlanguage needs to be modelled before the studentfills in the gap. The student can then draw her/hisown pictures in the three boxes.

Worksheet 6Introduce and model the question form ‘Areyou ...?’, for example, ‘Are you a girl?’, and theresponses. The student may work with a partnerto ask and respond to the questions orally beforecompleting the worksheet. The student may needto use Worksheet 2 as a reference when asking thequestions.

Worksheet 7Talk about the pictures on the worksheet andmodel ‘because’ through mime, linking it with thequestion ‘Why?’. Read through the sentences andteach any new vocabulary before the studentattempts to fill the gaps. Cut and paste, matchingthe pictures to the sentences.

Worksheet 8Teach or revise the vocabulary. Read through andmodel the sentences with the student. Mime is agood method of conveying meaning. The studentcan use the words to fill the gaps and cut andpaste the illustrations to match the sentences.Examples of other times people may have thesefeelings can be modelled and then elicited fromother students and the new arrival. Students canthen write and illustrate their own sentences,beginning with ‘I feel’.


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Unit 5: Feelings


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Additional resources

Teaching resourcesKane, S., et al, Celebrating Diversityincorporates feelings into most themes.

Where’s English?: Level 1 – On the rocks.

ESL Stage A1 – Teacher support materials forlower primary new arrivals, Years P–2 has aunit of sequenced activities for this topic on pp.126–127.

McColl, H. and Thomas, S., Cartoons forClassroom Communication: 10c – Sociallanguage.

Games, songs, storiesand activitiesChoose games, songs, stories and activities thatare appropriate to the age and interest level ofyour new student. Teach songs, rhymes andchants to the class or to a small group rather thanto just one new arrival. Pair your new arrival witha helpful mainstream student wherever possible.

Listening games• Identifying feelings: use a tape recording of

people laughing, crying etc. Ask the student toidentify the emotion, or answer questions, e.g.Does he sound scared? Does she sound angry?etc.

• Story telling: while following the story in abook, students listen to readings/taperecordings of well-illustrated, traditional storieswhich emphasise the emotions of thecharacters. The student identifies theemotions.

Vocabulary development games• Happy Families/Bingo/Concentration: use

pictures of feelings/emotions.

• Drama: students dramatise a familiar folktale,e.g. Jack and the Beanstalk. They talk aboutand incorporate the feelings/emotions of thecharacters.

• Mime: students mime the feelings/emotionsthey see depicted/written on a card when it isheld up and displayed to the group.

• How are you feeling?: working in a smallgroup, students identify the feeling/emotionmimed to them.

• Role play: students act out particularsituations where emotions might be displayed,e.g. when a friend gives a lovely birthdaypresent.

Songs• If you’re happy and you know it clap your

hands, (improvise on this format), for example:sad – cry, cry; angry – stamp your feet; excited– jump, jump; tired – yawn, yawn

• You Are My Sunshine

Rhymes and chants• I Feel Terrible (C. Graham, Jazz Chants For

Children)

• I’m Mad At You (C. Graham, Jazz Chants ForChildren)

• Oh I’m Hungry! (C. Graham, Jazz Chants ForChildren)

Other useful referencesThe ideas in these references can be used for thewhole class and, can be adapted for your newarrival.

Friendly Kids, Friendly Classrooms, HelenMcGrath & Shona Francey, Longman Cheshire,1992.

Words Can Hurt You, Barbara Thompson,Addison-Wesley, 1994.


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Unit 5: Feelings


Worksheet 1


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Unit 5: Feelings


Worksheet 2


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Unit 5: Feelings


Worksheet 3


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Unit 5: Feelings


Worksheet 4


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Unit 5: Feelings


Worksheet 5


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Unit 5: Feelings


Worksheet 6


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Unit 5: Feelings


Worksheet 7


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Unit 5: Feelings


Worksheet 8


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Unit 6: Family and friends


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Unit 6: Family and friendsThe vocabulary that students meet with in thisunit will be very useful as they make friends andexchange information about themselves withothers.

Expected outcomes from theFamily and Friends themeThe aim of this unit is for students to be able to:

• name and describe family members and friends

• ask and respond to questions about family andfriends

• report in oral and written form

• identify some differences and similaritiesbetween families and friends

• use simple greetings

• read simple worksheets and early readingmaterials about the topic.


Language that could be targetedin this unitFunctions• Identifying family members and friends.

• Describing family members and friends andtheir activities.

• Reporting on activities shared with the familyand with friends.

• Asking questions about other students’ familiesand their friends.

• Replying to questions about one’s own familyand friends.

• Exchanging information.

• Greeting and leave taking.

StructuresI am ...

This is my ... That’s my ...

Is that your ...?

He’s/She’s my ... Is he/she your ...?

They are ... Are they ...?

I see my ...

How many ... have you got?

I have ...

How many children in your family?

Hello/Goodbye

How is/How are ...?

Notions/ideasDepending on the kind of vocabulary your studentis already familiar with, and using a lot of visualsupport, you may be able to talk about some of thefollowing ideas in relation to family and friends:

age of family members and friends

gender matching family relationshipnames with gender – which onesare ‘gender-free’?

origin/ names of countries and thenationality people or languages that come

from them, e.g. Vietnam/Vietnamese/Vietnamese, UnitedStates of America/American/English

characteristics of family members and friends,e.g. all the people in my familyhave blue eyes, black hair, aretall

place in family first born, second born etc.

time/duration of time in Australia, of timespent in other countries

family size of families/number of peoplein different families, theextended family

place/countries where various family membersor friends were born, where theylive now.


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Vocabulary

Nouns

Pronouns

Possessives

Adjectives

Verbs

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 whetherthey belong to the mother’s or the father’s side of the family. In English, somerelationships like aunt, grandfather or cousin can be from either side. This maycause some confusion and may need to be carefully explained with visualsupport, such as using a family tree.

he, she, I, they, we

my, his, her, our, their

old, young, older, younger, big, little

is/are, has/have, live/lives, go/goes, work/works


It is important that these worksheets are usedto consolidate language that has already beentaught and practised orally by the students.


Worksheet 1First introduce all the words, modelling thepronunciation. It may be helpful to use photos ofthe family that the student has brought from homeas a starting point. Go through the instructions onthe worksheet with the student, demonstratingthe across and down grids. Encourage the studentto read the words aloud when they have foundthem on the grid, and drawn a line from the wordsto the pictures.


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Worksheet 2This worksheet can be used following discussionand references to visuals, such as posters andphotos, other examples of family trees, andrevision of the vocabulary. The student can thendraw pictures of his/her family members and maylike to add the corresponding words from the firstlanguage. It may be necessary to introducevocabulary of extended family members, forexample, uncle, aunt, cousin, as well as niece,stepmother etc.

Worksheet 3Discuss the first-language greetings used orknown by students in the class and list these on achart. Discuss similarities and differences betweengreetings. The student can draw themselves intheir circle of friends or draw their own circle offriends with speech balloons containing thegreetings which they use, in English and the firstlanguage.

Worksheet 4The student can draw pictures or bring photos oftheir friends. Use the pictures as a stimulus to talkabout friends. Model the language, ‘... is myfriend’. Then ask the new arrival, ‘Who are yourfriends?’ The student can then draw her/hisfriends and write the matching sentence ‘... is myfriend’.

Worksheet 5Revise known vocabulary and introduce newwords. This worksheet can be used to revisevocabulary naming actions. Talk about thepictures and go through the words and sentencesorally first. The student can then find the missingword to match the number in the picture. Thestudent could next label the members of thefamily in the pictures or substitute pronouns toform additional sentences, e.g. She is sleeping.They are fighting.

Worksheet 6This is an example in English of a letter to parentsthat can be used to encourage parents to sendphotos to school, for use in the theme work.

Worksheets 7 & 8Follow the instructions in the appendix to makebooklets from these worksheets. Model thelanguage first and then have the student completethe sentences and draw pictures to match.


Teaching resourcesIsherwood, R., Multi Language Timesavers has auseful picture of a family on p. 8.

Cech, M., Global Child has excellent ideas, whichcan be integrated into this unit, e.g. p. 17.

Addison-Wesley Picture Dictionary has pictureson pp. 10 & 11.

Getting Started has activities for older studentson pp. 65–97.

Kane, S., Celebrating Diversity has variousactivities.

Toth, M., Heinemann Children’s Games has agame based on the family on pp. 15–16.

Where’s English?: Level 2 – Around the house(SLC 1).

Nixon, C. and Tomlinson, M., Primary ActivityBox: 5.1 – In your classroom who …?; 5.2 –Identikit; 5.5 – You read, I write.


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Listening games• Taped voices: tape record the voices of a group

of class members, e.g. saying ‘hello’.The student listens to the tape to identify thevoices.

• Taped roleplays: students listen to a dialogue,e.g. a mother talking to a child, a brother talkingto a sister. Ask them to identify the characters,e.g. ‘Who is talking?’ and ‘What is she saying?’ tocheck comprehension.

• Individual information: students tape short,simple pieces of information about themselves,for example, ‘I have one sister and one brother.My mother was born in Italy. My best friendis ...’. Class members listen to the tape andguess the identity of the student.

Vocabulary development games• Bingo: use the grid in the appendix to make

Bingo cards using pictures cut from magazines.

• Concentration: use photographs or picturesfrom magazines and label and photocopy themto make picture cards of family members tomake a concentration game.

Rhymes and chants• I had a little brother (S. Hill, Raps and

Rhymes)

• I asked my father (C. Graham, Jazz Chants forChildren)

• Grandma’s Going to the Grocery Store(C. Graham, Jazz Chants for Children)

• The Family Song (C. Graham, Let’s Chant,Let’s Sing)

• Who’s She (C. Graham, Let’s Chant, Let’sSing)

• Make a Circle (C. Graham, Let’s Chant, Let’sSing)Maths Activities

• Graphing: students graph family members, eg.numbers of sisters, grandparents etc.

• Ordering: students order family membersaccording to height, age, etc.

Art• Drawing: students draw and paints portraits of

family and/or friends.

• Models: students make clay or plasticinemodels of their family and friends.

• Murals: students use photographs or drawingsof families and friends to make a mural.

• Family trees: students make a family treedepicting or naming their relatives.

• Bookmaking: students use photographs offamilies to make individual or class books.

• Charts: students use photographs or drawingsto make and label charts about family andfriends.


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Worksheet 1


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Worksheet 2


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Worksheet 3


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Worksheet 4


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Worksheet 5


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Worksheet 7


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Worksheet 8


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Unit 7: Clothing


Unit 7: ClothingIt can be very useful for your new student to learnthe vocabulary relating to everyday things likeclothes.

Expected outcomes fromthe Clothing themeThe aim of this unit is for students to be able to:

• name and describe items of clothing

• ask and respond to questions about clothing

• identify some differences and similarities inclothing

• identify suitable clothing for the seasons of the year

• read simple worksheets and early readingmaterials about the topic.


Language that could be targetedin this unitFunctions• Identifying clothing items.

• Classifying clothes with respect to their useand suitability for various occasions andweather.

• Expressing clothing likes, dislikes orpreferences.

StructuresI wear/I’m wearing ...

I put on/I’m putting on ...

I take off/I’m taking off ...

It’s a ...

He’s, she’s, they’re...

First, next, then, after that, last, finally

Who is ...?

How many...?

Notions/ideasDepending on the kind of vocabulary your studentis already familiar with, and using lots of pictures,diagrams or real items, you may be able to talkwith your new arrival about some of the followingideas in relation to clothes:

physical attributes talk about the strength ofdifferent fabrics, and whydifferent fabrics are usedfor different purposes

texture compare materials ofdifferent textures and talkabout which ones wouldmake the best clothes forcold weather or hotweather

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

Vocabulary

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Vocabulary (Cont.)

Verbs

Adjectives

Prepositions

make, wear, sew, put on, take off, wash, dry, zip/unzip, tie/untie, button/unbutton, dress/undress

pretty, ugly, warm, cool

colours, patterns

on, off, in, under, next to

WorksheetsThis material is not intended to provide a full ESLlearning program for students. It aims to provideteachers with easy-to-use resources which supportoral language work in the classroom.

It is important that these worksheets are used toconsolidate English that has already been taughtand practised orally by the student.

Note: It is important to teach the vocabulary andphrases that are commonly used in yourclassroom. Use ‘whiteout’ to make changesto the worksheets, e.g. ‘slacks’ instead of‘trousers’

Worksheets 1 & 2These worksheets are useful when introducing thenew vocabulary associated with this unit. Link thepictures to real items of clothing whereverpossible, e.g. what the students are wearing,pictures in magazines. It is important to model thepronunciation of each item. The student shouldkeep the worksheets in his/her folder forreference, or use them to make a picture/wordmatching activity.

Worksheet 3Introduce or revise the names of the colours andteach this as a chant to the whole class. Thisactivity allows the new arrival to join in a non-threatening situation and gives valuable practicein the rhythm and intonation of English. Otherone-syllable names of items of clothing can besubstituted for socks, e.g. hats, shirts, gloves,jeans.

Worksheet 4Discuss the concept of day and night. Introducethe structures ‘In the morning...’, ‘At night ...’. Talkabout the process of putting on and taking offclothes, depending on the time of day. Studentscan role play this activity. The student can drawthe clothes he/she takes off and puts on in themorning or when going to bed at night.Worksheets 1 & 2 can be used as reference whenlabelling the drawings.

Worksheet 5Go through this worksheet orally and discuss eachitem of clothing and when it is worn. Discuss theuse of the article ‘a’ when the item is a single piece(except for pants/trousers, which have two legs).Provide the written words so the student can fillthe gaps in the sentences with the appropriateword. He/she can also use Worksheets 1 & 2 as areference. Encourage the student to read thecompleted sentences aloud to you or a partner.The student can then write some sentences usingthe sentence structure on the worksheet as amodel, e.g. ‘I wear a green jumper to school’.

Worksheet 6Discuss the items of clothing pictured and theorder in which they might be put on whendressing to go out on a cold day. It may be helpfulto first role play the process of getting dressed.The student can then read the sentences andidentify the item of clothing mentioned in eachfrom the pictures provided. He/she then matchesthe pictures to the sentences and cuts andsequences the sentences in appropriate order.There is more than one way to sequence thesentences.


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Worksheets 7–10Revise the clothing vocabulary, especially inrelation to what students wear to school. Listclothing items under the heading ‘What do I wearto school?’ Play a question and answer game usingthe structures ‘Do I wear my ... to school?’ beforeintroducing the worksheets. Read through theworksheets orally with the student before he/shefills the gaps and reads the sentences aloud. Thepictures can be deleted so that the student candraw him/her self. The vocabulary can also beadapted according to what the student normallywears to school.

Worksheet 11This worksheet can be used for vocabularyextension. Revise the known words and introduceany new words, preferably using real items. Thestudent can then write the words next to theappropriate pictures. Encourage the student toread the words aloud.

Worksheet 12This word search can be used to reinforcevocabulary. It may be necessary to firstdemonstrate how to do a word search and to showhow the words are either vertical or horizontal.Make sure that the student reads the words aloudto you or partner to practise pronunciation. Thestudent can also demonstrate understanding ofthe meaning of the words by linking words andpictures with a line.

Worksheet 13Group students in pairs. One student looks at thepicture for two minutes then gives it to his/herpartner. The student then tells the partner thenames of as many items as possible that theyremember seeing in the picture.

Worksheet 14Students add items of their own clothing to theclothes column and tally the number of sleeves,buttons etc. This worksheet may be used as asurvey on an individual level or as a class activity.The results can be graphed and sentencesconstructed, e.g. Lana’s shirt has two sleeves, onecollar and no buttons.

Worksheet 15Discuss the picture, modelling the names ofspecific items. Ask questions, e.g. ‘Where are theboots?’ Encourage the use of prepositions inanswers, e.g. on, under, in, beside. Introduce anddemonstrate prepositions, if necessary, using realitems, e.g. The shoes are under the chair. Scribesentences based on the picture. Give examples ofsingular, plural, e.g. is/are, plural ‘s’. The studentscan list vocabulary and/or write sentences underthe picture.


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Teaching resourcesWright, A., 1000 Pictures For Teachers to Copy,p. 76, has simple pictures of clothes; pp. 82–83have prepositions that could help when usingsome of the worksheets.

Addison-Wesley Picture Dictionary has picturesof clothing on pp. 34–35.

Liebowitz, D., Basic Vocabulary Builder haspictures of clothes in Unit 2.

Cech, M., Global Child has a useful suggestion forincluding other cultures when discussing thistopic, pp. 98–110.

Isherwood, R., Multi Language Time Savers haspictures of clothes on pp. 22-24.

Civardi, A. & King, C., The Usbourne Children’sWord Finder has pictures of clothing, p. 27.

Mike Teaches English: What’s in my backpack? –Personal things.

Where’s English?: Level 1 – In the bedroom (SLC1). Level 2 – In the bedroom (SLC 2); At thepolice station.

Zwier, L., English for Everyday Activities – APicture Process Dictionary: Section 1 – Gettingdressed.

Nixon, C. and Tomlinson, M., Primary ActivityBox: 5.6 – Colour coordinates; 8.5 – Dress me up.


Listening games• Who is wearing ...?: the teacher names an

item of clothing and students stand up/puttheir hand up if they are wearing the itemnamed.

• Clothing Colours: the teacher names a colourand item of clothing and students put up theirhand/stand up if they are wearing it.

• ‘I’m wearing’ Game: students take it in turnsto add a new item of clothing to the list, untilsomeone can no longer remember the list. Forexample: ‘I’m wearing blue socks.’ ‘I’m wearingblue socks and red shoes.’ ‘I’m wearing bluesocks, red shoes and a green jumper.’ ‘I’mwearing blue socks, red shoes, a green jumperand a hat with a pom-pom.’ The new arrivalcould sketch the items to help him/herremember the new words.

Reading• Clothing Diary: students make books

recording and illustrating the clothes they weareach day during a week, e.g. ‘Today I amwearing stripey socks, black shoes, a skirt ...’

• Fanciful Clothing Book: students make andillustrate an imaginative book based on clothingcombinations. For example, ‘Today I’m wearingbathers, boots, warm gloves and a big blackhat.’

Chants• Shoes and socks (C. Graham, Jazz Chants for

Children, p. 4)

• Mama, Mama, my socks don’t match(C. Graham, Jazz Chants for Children, p. 51)

• Polka Dot Pyjamas (C. Graham, Jazz Chantsfor Children, p. 69)


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Vocabulary development games• Clothing Bingo: use a grid from the Appendix

to make Bingo cards using pictures cut fromworksheets or magazines. A group of studentscan play this game.

• Concentration: students can use word/picturecards made from the worksheets or picturescut from magazines.

• ‘Have you seen my friend?’: students stand/sit in a circle facing outwards. One studentwalks around the outside of the circle and stopsat another student and asks, ‘Have you seen myfriend? She’s wearing a blue jumper, jeans andwhite shoes’. The student described stands upand runs and the student who was asked thequestion tries to catch him/her. If the studentsucceeds, then the next turn passes on to him/her.

Links with Key Learning Areas

Science• Collect different textured materials for

students to make a wall hanging. Studentstouch the fabrics and describe how they feel.Label according to texture, e.g. soft, shiny,fluffy, smooth.

• Students classify materials, e.g. wool, cotton,synthetic.

• Students cut out pictures of clothing frommagazines or catalogues and classify accordingto different criteria, e.g. for a cold day, forplaying games, made of the same materials.

• Students wet pieces of material or clothesmade from different fabrics. Hang them on theline. Time how long they take to dry. Graph theresults.

Mathematics• Graph the number of trousers, jumpers, dresses

etc. worn by children on a particular day.

• Count by 2s, e.g. legs of trousers, arms ofshirts, socks, shoes, thongs.

• Tallying, e.g. how many hats/socks etc?

• Problem solving, e.g. I have four red socks andfour blue socks. How many socks altogether?How many pairs of socks?

• Measurement activities, e.g. belts/waist, size ofclothes, shoes.

Art• Jewellery making: students make a bracelet

or necklace, e.g. pasta/dough beads on elastic.

• Cardboard dolls: students cut out a boy/girlshape from cardboard and cut out and decoratepaper clothes to dress the figure.

• Felt clothing: students cut felt in the shape ofclothing items to use on a felt board. Label theitems made.

• Clothes line: students cut out and colour paperclothes to pin on a washing line.

• Collage: students cut out pictures of clothesfrom magazines and paste on paper.

• Magazine clothing person: students cut andpaste magazine pictures of clothes. They thendraw in a head, arms and legs to make aperson.

• Paper weaving: students weave colouredpaper strips to make ‘cloth.’

• Decorate a t-shirt: students use fabric pens todecorate a t-shirt or they cut out a large t-shirtshape from white cloth and decorate with feltpens or paint.

• Body outlines: students trace around a friend’sbody outline and paint/dress the resultingfigure.

• Embroidery: students embroider hessian/clothwith wool to make a placemat or wall-hanging.


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Unit 8: Food


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Unit 8: FoodFood and eating is a subject that lends itself tomany enjoyable activities and exchange of ideasand opinions. At school your student will need toknow how and what to buy at the school canteen,and which foods are the most nutritious.

Expected outcomes fromthe Food themeThe aim of this unit is for students to be able to:

• identify and describe various foods

• understand and respond to simple questionsabout food

• categorise food according to group, healthvalue, container/packaging etc.

• understand that there are similarities in thetypes of food eaten in various cultures, as wellas differences

• read and complete simple worksheets aboutfood

• ask and answer questions about food

• use appropriate polite forms when asking for oraccepting food.


Language that could be targetedin this unitFunctions• Identifying food.

• Categorising food and its containers/packages.

• Describing food.

• Expressing likes/dislikes.

• Expressing thanks.

• Requesting and refusing.

• Comparing food tastes, smells, textures, sizesetc.

StructuresThis is a ... That’s a ...

What’s this/that? It’s a ...

These are ... Those are ...

What are these/those?

He/She eats ... They eat ...

I eat ... We eat ...

I like ... I don’t like ...

Do/Did you like ... ?

I liked ... I didn’t like ...

Would you like ... ?Yes, please/ No, thank you.

Can I ... ?


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Notions/ideasDepending on the kind of concepts and vocabularyyour student is already familiar with, and usinglots of pictures, diagrams or real items, you maybe able to talk about some of the following ideas inrelation to food:

size, volume of foods, measurement of dry foodsby weight, liquids by volume

cooked/raw which foods can be eaten raw,cooked and which either way –what preferences do students havefor cooked or raw foods?

hot/cold which foods are eaten hot/cold –discuss individual preferences

the order in which foods are usually eaten firstwhich foods in a meal, e.g. soup or sweets;are eaten which foods do students like to eat

early in the day, which ones later?Compare the student’s responses –cultural differences are likely to berelevant when talking about theseissues.

fresh/bad which foods keep well, and whichones go bad quickly? how can onedecide on the freshness of variousfoods, e.g. the freshness of bread,biscuits etc.

ripe/unripe ripeness in fruit and vegetables –use examples of ripe and unripefoods

cost which foods are expensive andwhich are cheap?

taste talk about or categorise foods intothose that are sweet or savoury,have strong tastes or mild tastes,have pleasant or unpleasant tastes,or according to individual likes anddislikes

smell pleasant and unpleasant foodsmells – individual likes anddislikes; what happens when foodgoes bad?

texture categorising various food bytexture – crunchy, soft, hard,smooth etc.

colour categorising various foods by colour

shape categorising various foods by theirshape, e.g. fruit and vegetables

nutrition healthy and unhealthy foods, foodswe can eat a lot of, foods we shouldonly eat a little of, categorisingfoods into food groups

Vocabulary

Nouns

Verbs

Adjectives

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

taste, smell, touch/feel, look/see

eat, drink, bite, chew, swallow

cook, carry, buy

mix, cut, stir, wash, peel

colours

good, bad, fresh, cooked, raw, sweet, sour, bitter, soft, hard, rough, smooth, round, big/bigger

shape and size


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WorksheetsThis material is not intended to provide a full ESLlearning program for students. It aims to provideteachers with easy-to-use-resources that supportoral language work in the classroom.



Worksheet 1This worksheet can be used to introduce somebasic food vocabulary. Provide real items of foodfor the student to look at and handle wherepossible. Model pronunciation and encourage thestudent to repeat the words. The worksheet canbe coloured in and kept in a scrapbook or folderfor reference. Other uses for the worksheetinclude Bingo (see grid in Appendix), Snap andConcentration.

Worksheet 2This worksheet can be used to introduce somefruit and vegetable vocabulary and should be keptin a scrapbook or folder for reference. Model thepronunciation of each word and encourage thestudent to repeat the words. The student can thencut and paste the items to categorise fruit andvegetables, or can use the worksheet as a ‘spotto’on a visit to a greengrocer. The student may alsolike to label each item using their first language.

Worksheet 3Revise the names of the vegetables, modelling thecorrect pronunciation. Provide real examples ofthe vegetables where possible and encourage thestudent to touch and smell. Photos/illustrationsfrom magazines etc. can also be used. The studentcan draw pictures of each vegetable next to thevocabulary. It may be necessary to demonstratehow to do a word search, e.g. finding vertical andhorizontal words.

Worksheet 4Introduce or revise the names of the vegetables onthis worksheet. Teach the structure ‘I like ... ’ , ‘Idon’t like ... ’. The teacher or a partner can selectitems they do/don’t like as a model for the newarrival. The worksheet can then be completed bycolouring, cutting and pasting into the appropriatesection. This worksheet specifically on vegetablescan be adapted for use with other food categories,e.g. fruit, dairy foods.

Worksheet 5Revise the pronunciation of all the words. Thisactivity revises the vocabulary on Worksheet 1, sothe student can use Worksheet 1 as a reference, ifnecessary, when drawing a picture of the itemsnext to the words. Demonstrate how to findvertical and horizontal words and colour them indifferent colours to differentiate. Make sure thatthe student reads the words aloud to checkpronunciation.

Worksheet 6Revise the colours before commencing thisactivity, e.g. use a matching activity with coloursand colour names on flashcards. If possible,provide examples of fruits pictured on theworksheet for the student to look at and handle.Demonstrate how to fill the gaps with the namesof the colours. Talk about the fruits that are morethan one colour. Model the use of and/or, e.g.‘Strawberries are green and red’,‘ Grapes are greenor purple’. Provide the written form of the colournames on a chart/flashcards etc. for the student torefer to.

Worksheet 7This worksheet can be used in conjunction withthe activity of making a fruit salad. The fruits usedcan be adapted to suit the fruit available or thevocabulary the student has been taught. Firstintroduce or revise the names of the fruit used andmodel the pronunciation. Ensure that the studentunderstands the instruction ‘draw’ in order tocomplete the worksheet by drawing the fruit inthe bowl.


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Worksheet 8This worksheet can be used for a listening activityand as a revision and assessment tool for theteacher. The teacher names an item of food, e.g. ‘Iwent shopping and I bought some bread’, and thestudent draws the item in the shopping trolley.Revise foods bought in the supermarket as well asfruit and vegetables. Refer the student tocompleted vocabulary and pictures for assistance.When the student has drawn a number of items,he/she can label them and read the words back.

Worksheet 9This worksheet can be used to introduce thesenses of taste and smell in relation to food.Provide the items of food for the student to tasteor smell (the worksheet can be adapted to includeavailable items) after introducing/revising any newvocabulary. Introduce each sense separately. Thestudent can categorise the tastes/smells, e.g.sweet, sour, salty tastes and good and bad smells,or can play a blindfold game with a partner wherethey guess the identity of the item they taste orsmell.

Worksheet 10Talk about the nutritional value of the food itemspictured. Decide which foods should be eatenmost, moderately or little, as well as balancingfood intake. The items can then be coloured, cutout and pasted onto the food pyramid onWorksheet 11. The student can also drawadditional food items that they eat.

Worksheet 11The student can paste the food items fromWorksheet 10 onto the ‘food pyramid’ to showtheir nutritional value. Provide the written formsof the vocabulary so the student can label theitems and read them back to the teacher or apartner. Students may also like to construct an‘un-nutritional’ pyramid to compare with theirnutritional pyramid.

Worksheet 12Provide examples of these containers and matchwith labels or teach the names using the pictures.Discuss the types of food that are found in eachtype of container (examples are useful here) andwhat each is used for. The student can link thepictures to the matching words with a line. He/shecan then fill the gaps in the sentences and readthem back to you or a partner. The student canalso write his/her own sentences about foods thatare familiar, e.g. a bag of rice, a can of beans.

Worksheet 13This activity reinforces and recycles vocabularyand encourages the student to use it in relation tohis/her own daily food intake. Introduce the namesof meals. The names of the days of the week mayalso need to be introduced or revised. The studentcan fill in the ‘food diary’ with the food eaten eachday for a school week and read the lists of foods tothe teacher/group. The lists can also be illustrated.The student can write sentences based on thefood diary, e.g. ‘On Monday I ate noodles forbreakfast’. The structure ‘On ... I ate ... for ... ’ mayneed to be taught.

Worksheet 14The student can read through the alphabet withthe teacher and colour the pictures. He/she canthen write the names of foods which begin withthe particular letters of the alphabet, if necessaryusing completed worksheets for reference. Thestudent can then draw and write the names ofother examples of foods that start with the lettersor make their own alphabet book, in English andhis/her first language.

Worksheet 15Introduce and model questions and responsesused when buying food. Provide the written forms.Role play the interactions when buying food, e.g.at the school canteen. Talk about appropriate useof polite forms, such as, please, thank you. Thestudent can then draw and label what he/shewould like to buy and fill the gaps in the speechballoons. It may be necessary to introduce use of‘a’, ‘an’ and ‘some’.


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Teaching resourcesKane, S., Celebrating Diversity has activities onfood and international food/cooking on pp. 78–82.

Liebowitz, D., Basic Vocabulary Builder haspictures of food in Units 4, 5 & 6.

Cech, M., Global Child has food references inevery chapter.

Wright, M., 1000+ Pictures for Teachers to Copyhas pictures of food on pp. 79–82.

Addison-Wesley Picture Dictionary has picturesof supermarket food items on pp. 48–51.

Isherwood, R., Multi-Language Time Savers hasfood pictures on pp. 42–48.

Civardi, A. & King, C., The Usborne Children’sWordfinder has food on p. 18.

Toth, A., Heinemann Children’s Games: GoingShopping 1 and 2, pp. 28 & 44; Mmmmm!, p. 24;Let’s go on a picnic, p. 22; Colour Bingo, p. 10;Body Snap, p. 11; and Family Spinner, p. 15, canbe adapted to the food theme.

Mike Teaches English: What’s in my backpack? –Personal things; Fruit and vegetables; Shopping.

Where’s English?: Level 1 – In the kitchen; At thebakery (SLC 1); At the canteen (SLC 1); In thegarden (SLC 2). Level 2 – At the supermarket; Inthe kitchen.

ESL Stages B1 and BL – Teacher Supportmaterial for primary new arrivals, Years 3–6,Years P–2 has a unit of sequenced activities forthis topic on pp. 136–137.

Zwier, L., English for Everyday Activities – APicture Process Dictionary: Section 2 –MakingBreakfast; Section 3 – Making dinner, Section 4 –Shopping for groceries.

Nixon, C. and Tomlinson, M., Primary ActivityBox: 3.1 – Card games (food); 3.4 – Colourfulcans.


Listening games• I went shopping: students sit in a circle. Each

student adds the name of an item of food to thelist. The game continues until someone can’tremember the items in order.

• What is he/she eating?: make a tape recordingof someone eating, e.g. an apple, an ice cream,some potato crisps. The student listens to thetape and identifies the food item.

• Fruit Salad Game: students sit on chairs in acircle. Each student is given the name of one ofthree fruits, e.g. peach, pear, plum. Thestudents listen for when the teacher says thename of their fruit and they change chairs.


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Vocabulary development games• Bingo: use pictures of food and the grid in the

Appendix to make cards, e.g. Worksheets 1& 2of this kit or Basic Vocabulary Builder,Blackline Masters, pp. 4, 5A & 5B. A group ofstudents can play together.

• Concentration: the student can useWorksheets 1&2 or pictures cut from magazinesto make the cards for a concentration game.

• Snap and Food Lotto: the student can useWorksheets 1&2 to make games to play with afriend.

• Spotto: use Worksheets 1&2 for a spottoactivity on a visit to a local market orsupermarket. The student can tick off andname the item when they see it.

• Kim’s Memory Game: place some items offood on a tray. Remove the items of food one ata time and have the student name the missingitems.

• Shops: the student uses playdough and/orplasticine to make fruit and vegetable models,or items found in the supermarket or milkbar.

• Funny Meals: the student draws a plate/bowland cuts illustrations of food from magazinesand pastes them on to design a ‘funny meal’.

• Healthy and unhealthy meals: the studentcuts and pastes pictures of food items frommagazines or supermarket catalogues onto apaper plate to illustrate healthy and unhealthymeals.

Rhymes and chants• Five Fat Sausages

• Oranges and Lemons

• Hot Cross Buns

• One Potato, Two Potato

• Who Stole the Cookie from the Cookie Jar?

• Chicken and Chips

• Jump for Joy (Susan Hill)

• Singing, Chanting, Telling Tales (CarolynGraham)

• The Chocolate Cake (Carolyn Graham)

• The Hot Dog Song (Carolyn Graham, JazzChants for Children, p. 11)

• Grandma’s Going To The Grocery Store(C. Graham, Jazz Chants for Children, p. 67)

• Peaches, Apples, Plums (C. Graham, Let’sChant, Let’s Sing)

• Mama, Mama, I Want an Apple (C. Graham,Let’s Chant, Let’s Sing)

• What Do You Want for Dinner? (C. Graham,Let’s Chant, Let’s Sing)

• Do You Want Chicken? (C. Graham, Let’sChant, Let’s Sing)

• Food Train Chant (Jamboree, p. 53)


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Unit 9: Houses


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Unit 9: HousesThe Houses theme is potentially quite large. It canbe broken into smaller units, e.g. The house andgarden, Rooms and their uses, Furniture andhousehold tools and implements. This unit helpsstudents to talk about their own lives andexperiences and also introduces language useful atschool.

Expected outcomes fromthe Houses themeThe aim of this unit is for students to be able to:

• talk about items inside and outside the home

• use some basic English to describe houses –inside and outside

• respond to questions about their own home andother homes.


Language that could be targetedin this unitFunctions• Identifying items inside and outside the home.

• Inquiring about different items.

• Describing own home and homes in general.

• Replying to questions about houses/homes.

• Asking about other people’s homes.

• Classifying items in the home according todifferent purposes, e.g. things in the bedroom,things we use for cooking.

StructuresWhere is ...? Where’s ...?

Here is ... Here’s ...

What’s that?

This is the... That is/That’s the ...

What do you/we do in the ...? I/We ... in the. ...

My house has/had ...

Where do you live? I live ...

Notions/ideasDepending on the kind of vocabulary your studentis already familiar with, you may be able to talkabout some of the following ideas in relation tohomes and houses:

people the kinds of homes that people liketo live in, matching people withhomes

location where different items are stored, orwhere furniture is located

routines time, duration – How long does ittake to iron a shirt?, make a cake?,have a shower? Which takes longer,to mow the lawn or to make a cake?

price/value Which might cost more, a house ora flat? Does a TV cost more or lessthan a refrigerator? Does an ironcost more or less than a toaster?(use catalogues to check)

touch the feel of fabrics, surfaces –smooth/rough, warm/cold

sound Which items make a noise, whichare the noisiest? noisy/quiet


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Vocabulary

Nouns

Verbs

Adjectives

Prepositions

Sequencewords

Kinds of

dwellings

house

flat

unit

wash

sweep

clean

brush

iron

(See Notions/

ideas list above)

in/on, under, next to,

behind, between,in front of, above

first, next, then, after

Outside

roof

chimney

TV aerial

window

steps

garage

driveway

dress

sleep

relax

rest

Inside

door

key

rooms –

bedroom,

kitchen,

bathroom etc

furniture –

chair, table,

sofa, bed etc

refrigerator,

stove, etc.

cook

eat

The garden

fence

gate

path

grass

trees

flowers

put

play

watch

Household tools

and implements

kettle,

iron,

toaster,

spoon,

knife,

fork,

plate,

bowl,

cup,

glass

read

talk

listen

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Worksheet 1Introduce and model the pronunciation of thefeatures of the outside of a house. It would be bestto first look at an actual house (perhaps onewhere a student lives) and discuss and name thefeatures, modelling pronunciation andencouraging the student to repeat the words. Theworksheet can be used as a Bingo-style check listor ‘Spotto’ during a local walk. The student candraw any features they see that are not depictedon the sheet. These can be discussed and labelsand sentences developed from them.

Worksheet 2This worksheet can be used to revise vocabularyalready introduced and the student can practisereading the words in sentences. The sentencescan be read and the features drawn, usingWorksheet 1 as a reference, if necessary. A bookletcan be made once the boxes have been filled (seeAppendix for instructions for making a booklet).

Worksheet 3This simple puzzle to cut and assemble could alsobe used as a means of revising and reinforcing thevocabulary. The student could add details to thebasic outlines and label the features, e.g. windows,doors, and draw and label exterior features, e.g. afence, path, garden etc.

Worksheet 4Model the pronunciation of the language. Relatethe illustration to a real house if possible, e.g. ahouse and garden seen on a local walk or aphotograph of a student’s home. The student canadd any more words that he/she knows and thenread back the words to you or a classmate. Makesure that the student keeps this worksheet in afolder for reference.

Worksheet 5Use in conjunction with Worksheet 4 to reinforceand revise the vocabulary. The student can fill inthe missing words and add any more that areknown. Ask the student to name the featuresorally.

Worksheet 6Introduce or revise the vocabulary. The studentcan draw a small picture beside each word andthen find the words in the grid and colour them indifferent colours to differentiate them. It may benecessary to demonstrate finding vertical andhorizontal words before beginning. Encourage thestudent to read the words aloud on completion.

Worksheets 7 – 11These worksheets introduce what happens in thevarious rooms of the house. Model the structure‘What do we do in the ...?’ Discuss, role play andlist examples of things we do in specific rooms.The student can label objects in the rooms in boththe first language and in English. The student canform sentences from the lists and draw in theboxes. ‘Whiteout’ can be used to delete thesentences already in the boxes if the student isable to work more independently.


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Worksheet 12:First go through the worksheet orally and talkabout what happens in each room. The studentcan read and complete the sentences using thenames of the rooms provided. He/she can thenmatch the sentences and pictures. The sentencescan be cut and pasted into a small booklet, whichcan be illustrated and read aloud to you or apartner.

Worksheets 13–18:These word and picture matching activitiesintroduce and revise vocabulary of items found inspecific rooms of the home. The pronunciation ofthe vocabulary will need to be modelled andmatched orally first. Provide pictures frommagazines or catalogues, or examples of the realitems if possible. The student can label the items.The numbers can be deleted with ‘whiteout’ tomake the activity more challenging. The studentcan also draw and label additional items that maybe found in his/her own home.

Worksheet 19:Talk about the student’s own home. List the roomsfound in his/her home. The student can then writethe names of the rooms on the lines provided andfold along the vertical dotted lines. He/she canthen turn over the page and draw the rooms oftheir own home, with the appropriate furnitureand household items. Sentences can also bedeveloped with teacher support, e.g. ‘My househas a basin in the bathroom’. This worksheet canbe enlarged to A3 size.

Worksheet 20:Go through this worksheet orally first and relate itto the student’s own home. Some of the conceptsmay need to be introduced/discussed, e.g. outside,shape, house number. The student can fill in orcircle the information requested. He/she may needto be shown how to fill in the column or to circleinformation. The student can then draw his/herown home and label it with the information foundon the worksheet.


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Teaching resourcesCivardi, A. & King, C., The Usbourne Children’sWordfinder has a picture of a house on pp. 6 & 7.

Addison Wesley Picture Dictionary has a pictureof a laundry on p.34, a picture of a kitchen on pp.10 & 11, and a picture of a house on pp. 26 & 27.

Liebowitz, D., The Basic Vocabulary Builder haspictures of rooms, furnishings and householditems onpp. 16, 17 & 18.

Getting Started has a unit on houses onpp. 99–109.

Toth, M., Heinemann Children’s Games has agame, ‘Where are Grandma’s Teeth’ on p.34, usingnames of furniture, rooms and prepositions.

Where’s English?: Level 1 – In the kitchen; In thebackyard; in the bedroom. Level 2 – Around thehouse (SLC 2).

Zwier, L., English for Everyday Activities – APicture Process Dictionary: Section 4 –Managing a Household.

Nixon, C. and Tomlinson, M., Primary ActivityBox: 5.4 – Room for improvement.


Listening games• Household sounds: make a tape recording of

sounds commonly heard in the home, e.g. TVblaring, kettle boiling, dishes being washed,teeth being brushed. The student listens andidentifies the source of the sounds.

• Odd one out: the teacher reads a list ofhousehold items aloud and the studentidentifies the odd one out, e.g. plate, spoon,toothbrush, fork.

Vocabulary development games• Bingo and Concentration: using words,

pictures of houses, rooms, furniture, householditems etc., e.g. Basic Vocabulary Builder,pp. 16–18.

• Mime: students mime activities performed inthe kitchen, laundry etc.

• Roleplay: students role play or dramatize astory they are familiar with, e.g. ‘The ThreeBears’.

• Model making: students make and labelmodels of furniture found in particular rooms ina house from plasticine or clay.

• Mural: students make a mural of drawings oftheir homes in Australia or country of origin.

• Houses: students make model houses fromboxes or cardboard. They can make furniturefor the house from plasticine or smallcontainers.

Songs• Ten Green Bottles

• There Were Five in the Bed

• Ring, Ring, Says the Telephone

• This is the way we ... (sweep the floor/iron theclothes etc.)

• When Goldilocks Went to the House of theBears

• The Toothbrush Song

Rhymes and Chants• I saw a little beetle in the kitchen sink (C.

Graham, Jazz Chants for Children, p. 15)

• It’s time to go to bed (C. Graham, Jazz Chantsfor Children, p. 59)


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Unit 10: Plants


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Unit 10: PlantsUse the Plants theme to extend students’ range ofuseful vocabulary, to talk about food, or to talkabout and compare Australian plants with plantsin students’ home countries.

Expected outcomes fromthe Plants themeThe aim of this unit is for students to be able to:

• use simple English to name plants, parts ofplants and discuss characteristics of plants

• read and complete simple worksheets aboutplants

• ask and respond to questions about plants

• understand and use simple English to talkabout what plants need to grow.


Language that could be targetedin this unitFunctions• Identifying plants found in the garden.

• Reporting about experiences.

• Asking questions to seek information.

• Describing plants and the conditions they need.

• Comparing different plants and parts of plants.

• Expressing likes/dislikes.

Structures:This is a .../That’s a .../It’s a ...

Water the ... It needs ... (water).

Give it ... That’s too much/not enough.

It needs... It doesn’t need ...

It’s too dry/too wet.

It’s growing ... It’s grown ...

Notions/ideasDepending on the kind of vocabulary your studentis already familiar with, and using lots of pictures,diagrams or real items, you may be able to talkabout some of the following ideas in relation toplants:

state plants or flowers that are dead oralive, healthy or sick

size the size of plants and comparingthe size, tall/taller than, small/smaller than

shape the shape of leaves, flowers/petals– round, triangular, long, thin

colour the colour of leaves, bark, fruit etc.– how the colour changes as fruitripens or leaves die

age the age of trees compared withpeople, the life span of flowers

taste the taste of edible fruits,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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Vocabulary

Nouns

Verbs

Prepositions

Sequencewords

kinds ofplants

tree

bush

grass

Names of flowers

observed/

seeds planted, etc.

have

be

eat

in/on

first

parts ofplants

flower

petals

leaf

stem

branch

roots

seeds

trunk

bulb

fruit

berry

chop

put

dig

under/above

next

thingsplants need

light

sun

soil

water

container/

pot plant

cut

plant

cover

beside

then

animals associatedwith plants

bee

beetle

snail

grasshopper

butterfly

ant

ladybird

spider

grow

die

water

between

WorksheetsThis material is not intended to provide a full ESLlearning program for students. It aims to provideteachers with easy to use resources which supportoral language work in the classroom.

It is important that these worksheets are usedto consolidate English that has already beentaught and practised orally by the student.


Worksheet 1Walk around the school ground andneighbourhood to look at and talk about the plantlife to be seen: trees, flowers, grass etc. Model thepronunciation of the names of the various plantsand parts of the plants. Where possible, collectsamples of plants and use these to make a list ofthe vocabulary for display in the classroom.Introduce the worksheet and encourage thestudent to name the parts of the plants and thenwrite the labels. The words can be deleted and thestudent can write them using vocabulary charts/lists displayed in the classroom. This worksheetcan be used as a reference for the student, soensure that it is kept in a folder.


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Worksheet 2Revise the vocabulary and match the words andpictures orally before the student cuts and pastes.The student can use Worksheet 1 as a reference.This word/picture matching worksheet can also beused for Bingo and Concentration.

Worksheet 3Introduce the things used to make the HairyHarry. Provide the written names and elicit thevocabulary. Make a Hairy Harry together,describing orally what is being done before thestudent follows the written instructions to makehis/her own Hairy Harry. The instructions can laterbe used to make a cloze or a sequencing activity,for example, mix up the sentences and thestudent can re-arrange them in the correct order.

Worksheet 4This worksheet can be used after making theHairy Harry. Talk about the process of making theHairy Harry, e.g. What did we use? What did we dofirst? The student can colour the picture andrearrange the words to form the sentence, or drawhis/her own picture and write a sentence. Thegrowth of the seeds can be measured andgraphed.

Worksheet 5The student can use this worksheet to make ajigsaw puzzle about the Hairy Harry activity. Makesure that the student reads the sentence aloud tothe teacher or a partner.

Worksheet 6These are examples of sentences/stories, that canbe written and rearranged after an excursion orneighbourhood walk. The stories can also be usedfor cloze activities. The student can work withanother or individually, and the pictures andsentences can be grouped to make a mural.

Worksheet 7This worksheet can be used as an introduction andprediction activity before an excursion to localparks or gardens. It can also be used for discussionafter the excursion. The student may like tocontribute vocabulary in his/her first language.

Worksheet 8This worksheet can be used when growing beans.This activity may require initial oral work tofamiliarise the student with the vocabulary andstructures used, e.g. naming the features of thebean plant. The student can sequence the picturesand then cut out and match the sentences to thepictures. Make sure the sequence is read aloud tothe teacher or a peer.

Worksheet 9Introduce the names of the creatures on thisworksheet, preferably using other visual supportsuch as books or posters. Name and label thefeatures on the worksheet, e.g. leaf, rock, flower.The student can then draw the creatures listeningto instructions given by the teacher or anotherstudent, e.g. the snail is under the leaf, the bee ison the flower. Prepositions may need to be revisedbefore this activity is undertaken. The student canthen orally describe the completed pictures andwrite sentences.


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Teaching resourcesLiebowitz, D,. Basic Vocabulary Builder has aunit on nature on p. 26.

Civardi, A. & King, C., The Usborne Children’sWordfinder has materials about insects on p. 25.

Where’s English?: Level 1 – In the garden(SLC 2).

ESL Stage A1 – Teacher support materials forlower primary new arrivals, Years P–2 has aunit of sequenced activities for this topic on pp.134–135.


Games and activities• Guessing colours: a student hides a flower

behind his/her back and asks, ‘What colourflower do I have behind my back?’ The newarrival guesses the colour of the flower.

• Bingo and Concentration games: usingmagazine pictures or drawings, students canmake games together, using names of plants orparts of plants.

• Memory game: using seeds, leaves and otherparts of plants. Place a selection of these itemson a tray. Students are given two minutes tolook at them before one or two items areremoved. The students then identify themissing items. The new arrival can draw themissing item if he/she cannot remember all thenames.

• Making a dictionary of plants: using an indexbook, the student records fruits and vegetablesthey know from their country of origin inalphabetical order, drawing the fruit andvegetables and labelling them, both in their firstlanguage and English. Names of other plantscan also be added.

• Growing seeds: for example beans or corn in aclear plastic container, or wheat in egg cartons.Students can graph the growth, or make a bookabout the seeds growing.

• Nature walk: walk around the school groundsor a local park with your student and collectseeds, bark, leaves etc. Label and display thecollection in the classroom.

• Waxed-paper murals: the student pressesleaves and/or flowers between two sheets ofwaxed paper, weighted with telephone books.When the plant material is dry, mount it in aconstruction-paper or cardboard frame.

Chants• Tall Trees (C. Graham, Jazz Chants, p. 13)

• Look! Look! There’s a bird in the tree (CarolynGraham, Let’s chant, Let’s sing, p. 41)


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Unit 11: Time


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Unit 11: TimeIt is important, particularly for older students, tobe able to talk about time, for example, whenthings have happened or when they will happen. Itis also important to be able to talk about the daysof the week, and the general divisions of the day,such as morning, afternoon or evening. Use a clockand a timetable of the days of the week to helpyour student to know what to expect from theschool day. If students can tell the time in theirfirst language, they should be able to easily makethe change to telling the time in English.

Expected outcomes fromthe Time themeThe aim of this unit is for students to be able to

• identify times of the day

• inquire about the time

• answer questions about time

• understand and use some of the languageassociated with time.


Language that could be targetedin this unitFunctions:• Inquiring about the time/date.

• Describing habitual actions.

• Planning future experiences.

• Predicting what might happen in the future.

• Sequencing the things that happen duringthe day.

StructuresWhat’s the time? What time is it?

It is/It’s ...

What’s the date? It’s/Today is ...

Yesterday was ... Tomorrow will be ...

How many ... ? There are ...

When did/will ...

Next week/month/year ...

Last night/week/month/year ...

Notions/ideasDepending on the kind of vocabulary your studentis already familiar with, and using lots of pictures,diagrams or real items, you may be able to talkabout some of the following ideas in relation totime:

events talking about when thingsmight happen, or when theyhave happened – after lunch,before play, tomorrow, nextweek, last week, yesterday,this morning

commencement, using clocks andduration and calendars, it is often possibleending of to communicate quiteevents complex ideas about the

timing of events andactivities, which can be veryuseful in helping students tosettle in and becomeaccustomed to new routines.Older students may like tokeep a diary of significanthappenings: when they start,how long they go for, andwhen they end.

age/life span contrasting and comparingages, who is older/youngerthan the student: how olddifferent people, animals andplants are; and how longthey may live for


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Vocabulary

Nouns

Adjectives

Prepositions

Telling the time

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

early, late, fast, slow/slowly, before/after

in, on, at, about

o’clock, half-past/quarter-past/quarter to, clock, hands, face

numbers (for digital time)

WorksheetsThis material is not intended to provide a full ESLlearning program for students. It aims to provideteachers with easy-to-use resources which supportoral language work in the classroom.

It is important that these worksheets are usedto consolidate English that has already beentaught and practised orally by the student.

Note: It is important to teach the vocabulary andphrases that are commonly used in yourclass-room. Use ‘whiteout’ to make changesto the worksheets, e.g. ‘recess’ instead of‘play-time’.

Worksheet 1Talk about activities in the student’s day.Introduce and model the vocabulary from theworksheet. List the activities in a sequence underthe headings from morning to night. Introduce theworksheet and talk about what is happening ineach picture and the time of day. The student canlabel, colour in, cut out and order the pictures tomake a sequence of a day’s activities. He/she mayalso complete an oral or written sentence for eachpicture, e.g. In the morning ... , At midday ...

Worksheet 2Introduce and model the vocabulary. Talk aboutwhat the people are doing in the pictures andwhen they might do each activity. The student canthen label each picture using the labels providedon the worksheet. He/she may also like to draw apicture of what is done at these and other times ofthe day and write a label for their drawing.

Worksheet 3Revise and model the vocabulary. Talk about thetimes of the day and what the student does atthese times. List the activities under each heading.The student can then use the lists to draw andlabel the things usually done at these times of theday.

Worksheet 4Talk about and orally practise the structures ‘Inthe ... ’ and ‘At ... ’. The student may need someassistance to complete the sentences, e.g. In themorning I ... , At night I ... , Make sure that thestudent reads the sentences aloud on completion.The student can then illustrate each sentence.The worksheet can then be cut into segments andused as a sequencing activity.


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Worksheet 5This worksheet introduces the names of the daysof the week in a chant, which is also a good way toteach the rhythm and intonation of English. It ishelpful to introduce and familiarise the names ofthe days on flashcards using an ordering activitybefore teaching the chant. The student can colourthe pictures, cut out the seven elements of therhyme and play an ordering game. The worksheetcan also be adapted so that the student draws his/her own pictures and fills the gap in the sentence,‘I see a ... smiling at me’.

Worksheet 6Revise the days of the week and months of theyear using flashcard games or a chart. Introducethe vocabulary ‘yesterday’, ‘today’, ‘tomorrow’ and‘weekend’ in reference to the day of the week. Thestudent can then fill the gaps in the words andcomplete the sentences. He/she then cuts out thenames of the days of the week, orders them andreads the names aloud.

Worksheet 7Revise the names and order of the days of theweek using flashcards or a chart. Talk about whatthe student does each day and record thesentences on a board or chart, e.g. On SundayI visit my friend. On Monday I go to school. Thestudent completes the names of the days of theweek and then draws a picture of something doneon that particular day.

Worksheet 8Use this worksheet with a students who is alreadyable to tell the time and who understands acalendar. Introduce clock time. Numbers to onehundred may need to be revised first. Use a digitalor conventional watch or clock face to introducethe vocabulary visually, e.g. second, minute, hour.Go through the worksheet orally before thestudent fills the gaps (it will be helpful to use acalendar to revise days of the week and months ofthe year). Talk about the plural ‘s’ and that ‘a/an’ isused when we talk about one thing. Encourage thestudent to read the completed sentences aloud.

Worksheet 9Provide plenty of oral practice in telling the timein English. Use a clock face to revise ordemonstrate. The student will need to already beable to tell the time in the first language in orderto complete this worksheet. Revise seconds,minutes and hours visually using the clock face.Model the structure ‘It’s ... o’clock’ and encouragethe student to practise before introducing half andquarter hours. Demonstrate the concepts of halfpast and a quarter-past/to. Go through the timeson the worksheet, encouraging the student to usethe structures orally before linking the times tothe appropriate clock face with different colouredlines. Make sure that the student reads thestructures aloud on completion of the worksheet.

Worksheet 10This worksheet revises language from the previousworksheets. Introduce and model the language,perhaps using sentence strips the student canread and mime to show understanding. Talk aboutthe times of the day these activities happen,e.g. morning, noon etc. and the specific times,e.g. half-past eight. The student can draw in thetime of the day on the clock face and illustrate thesentence. The worksheet can then be cut intoeight cards and used for a sequencing activity orcategorising into am and pm. Make sure that thestudent reads the sentences aloud. The worksheetcan also be adapted to incorporate additionalactivities from home or the school day, e.g. We goto the library. We have maths.

Worksheet 11This worksheet introduces the language to tell thedate, future, past and present. First introduce thestructures, ‘Today is ... ’, ‘Yesterday was ... ’,‘Tomorrow will be ... ’ and revise ordinal numbers.Provide the written script and encourage thestudent to read and practise orally. The studentcan then complete the sentences on theworksheet and read them aloud. He/she thenreads the dates, cuts them out and orders them toform a sequence. Make sure that the student readsthe dates to a teacher or partner on completion.


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Teaching resourcesGetting Started has activities built around monthsand dates (for older students) onpp. 26–31.

Cech, M., Global Child has activities built arounddays of the week on p. 178.

Toth, M., Heinemann Children’s Games has a‘Time battleship’ game on p. 27 and a date quiz onp. 42.

Mike Teaches English: Happy birthday – Tellingthe time; Age, date and month.

Where’s English?: Level 1 – At the police station(SLC 2). Level 2 – In Miss Kim’s class.

Nixon, C. and Tomlinson, M., Primary ActivityBox: 3.6 – Timescales; 8.4 – Days and dates; 9.4 –Broken words.


Games and activities• Making a chart: the student can write and

display the names of the days of the week inhis/her first language and English.

• Calendar work: using a yearly calendar, yourstudent can record holidays and specialcelebrations (including those from thestudent’s country of origin as well as those thatare important in Australia).

• Making a birthday chart: all the students cancontribute to a chart showing the dates of thebirthdays of all the members of the class.

• Making sentence charts to display in theclassroom: eg At 10:30 am we go out to play. At12:15 pm we eat our lunch.

• Making individual time lines: students drawa time line showing the year/date of students’major life events, eg born, learned to walk,started school, came to Australia etc.

Rhymes and chants:• It’s time to go to bed, (C. Graham, Jazz Chants

for Children, p. 59)

• I’m thinking about tomorrow, (C. Graham, JazzChants for Children, p. 63)

• Late Again, (C. Graham, Jazz Chants, p. 47)

Links with Key Learning Areas

Mathematics• If your student can already tell the time in his/

her first language, use a clock face, clockstamps, outlines of digital clocks etc. tointroduce him/her to telling the time in English.


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