Académique Documents
Professionnel Documents
Culture Documents
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 4: Actions
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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
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Development,
Unit 5: Feelings
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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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& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings
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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
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Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 5: Feelings
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
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Development,
Unit 5: Feelings
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 5: Feelings
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Development,
Unit 5: Feelings
Worksheet
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Unit 5: Feelings
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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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Department of Education of Education
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Development,
Unit 6: Family and friends
Vocabulary
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.
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Unit 6: FamilyBibliography
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Unit 6: Family and friends
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Unit 6: FamilyBibliography
and friends
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Unit 6: Family and friends
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Unit 6: FamilyBibliography
and friends
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Unit 6: Family and friends
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Unit 6: FamilyBibliography
and friends
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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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Development,
Unit 7: Clothing
Vocabulary (Cont.)
Verbs make, wear, sew, put on, take off, wash, dry, zip/unzip, tie/untie, button/unbutton, dress/
undress
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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Unit 7: Clothing
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Unit 7: Clothing
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Unit 7: Clothing
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Development,
Unit 7: Clothing
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
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Development,
Unit 7: Clothing
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
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Development,
Unit 7: Clothing
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
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Development,
Unit 7: Clothing
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 7: Clothing
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Development,
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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Unit 7: Clothing
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Development,
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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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 8: Food
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
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.
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Department of Education of Education
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Development,
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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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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Unit 8: Food
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Unit 8: Food
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Unit 8: Food
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Unit 9: Houses
Bibliography
Unit 9: Houses
The Houses theme is potentially quite large. It can Structures
be broken into smaller units, e.g. The house and Where is ...? Wheres ...?
garden, Rooms and their uses, Furniture and
Here is ... Heres ...
household tools and implements. This unit helps
students to talk about their own lives and Whats that?
experiences and also introduces language useful at This is the... That is/Thats the ...
school. What do you/we do in the ...? I/We ... in the. ...
My house has/had ...
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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Development,
Unit 9: Houses
Vocabulary
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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.
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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
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.
Page vi
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Development,
Unit 9: Houses
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Worksheet 1
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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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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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Worksheet 5
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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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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
Bibliography
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Unit 9: Houses
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
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Unit 9: Houses
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Worksheet 11
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
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Unit 9: Houses
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Worksheet 13
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
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Development,
Unit 9: Houses
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Worksheet 15
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
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Worksheet 16i
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Unit 9: Houses
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Worksheet 17
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
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Unit 9: Houses
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 9: Houses
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Department of Education & Training, Victoria Development, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
Unit 10: Plants
Bibliography
Page i
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Beginning ESL Support material for primary new arrivals Department
Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 10: Plants
Vocabulary
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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Department of Education & Training, VictoriaDevelopment, Victoria
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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Unit 10: Plants
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 10: Plants
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Development,
Unit 10: Plants
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Worksheet 2
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 10: Plants
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Development,
Unit 10: Plants
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Worksheet 4
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 10: Plants
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Unit 10: Plants
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Worksheet 6
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Early Childhood Beginning ESL Support material for primary new arrivals
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
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Department of Education of Education
& Early Childhood & Training, Victoria
Development,
Unit 11: Time
Vocabulary
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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Department of Education & Training, VictoriaDevelopment, Victoria
Early Childhood Beginning ESL Support material for primary new arrivals
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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Unit 11: Time
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Unit 11: Time
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
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Unit 11: Time
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
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Unit 11: Time
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Early Childhood Beginning ESL Support material for primary new arrivals
Unit 11: Time
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Unit 11: Time
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