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A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 1 | P a g e
Program for New Arrivals
Part 1 The new ESL child Part 2 Themes / topics for newly arrived students Part 3 Program for new arrivals Part 4 Program for new arrivals – explanation of sections Part 5 Resources
Equity Programs Supporting Students, Teachers and Parents in Northern Sydney Region
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 2 | P a g e
INDEX Pages
Part 1 The new ESL child 2 - 3
Factors that affect resettlement 4
Language acquisition development 5 – 7
Part 2 Themes / topics for newly arrived students 9
Part 3 Program for new arrivals 10 – 13
Part 4 Program for new arrivals – explanation of sections 14 - 22
Section 1 Survival Language / Skills 14
Section 2 The alphabet 15
Section 3 Me and my family 16
Section 4: Days/months/seasons – the calendar 16
Section 5: Time 17
Section 6: School 18
Section 7: Colours 18
Section 8: Body Parts 19
Section 9: Feelings 19
Section 10: Action Verbs 20
Section 11: Clothing 20
Section 12: Maths language 21
Section 13: Food 22
Part 5 Resources 23 - 24
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 3 | P a g e
... but can he speak English?
Remember that English competency is not indicative of
cognitive ability – the student may not be able to speak
English, but this does not mean a lack of intelligence.
Incorporating the non-English speaker into your
classroom
A student will only acquire language if it is spoken and heard,
and if he/she uses it. A silent classroom is not conducive to a
student‟s language development.
So…
Ensure that your programme allows time for discussion
about various topics.
Allow and encourage discussion to occur between
students, and with you.
Create opportunities for your students to talk with an
interested adult or older language model.
The teacher and more articulate students extend and clarify
the language repertoire of the group. The traditional classroom
in which all communication is directed by and through the
teacher restricts the quality of learning. Students, who are
organised to work in groups to carry out and discuss shared
activities, develop a well-rounded communicative competence.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 4 | P a g e
Part 1: The new ESL child
The new child is likely to be stressed and traumatized by
all the changes he/she is experiencing.
The child has lost: place (home), status, culture, ability to
communicate, and maybe even their name (have they
just taken on an English name?).
The extent of the cultural differences they are
experiencing varies, depending on:
The extent of the difference between school and
home.
The extent of awareness and interest of the school
in the student‟s culture.
The student‟s personality and motivation to adjust.
The student‟s expectation of the role of the
teacher, - they may be used to a very directed and
strict teaching style.
They may have to learn new learning skills e.g.
group work, use of individual initiative, learning
through play.
They need you to recognize the value of their cultural and
linguistic background. Depending on their age they may
already have literacy skills, but in their first language.
Some of these skills can transfer across to learning in
English.
The first few days:
The teacher and the child may be uncomfortable.
The child may experience a sense of overload and
exhaustion from trying to listen in a strange
language and make sense of all that is going on
around them (imagine yourself in this position).
The child needs to feel welcome and secure.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 5 | P a g e
The teacher can:
Smile.
Use body language and signing to communicate.
Pronounce the child‟s name correctly.
Learn to say hello in the child‟s language.
Don‟t raise your voice to try and be „heard‟.
Don‟t over correct. Praise any attempts to
communicate.
Provide a buddy/buddies (someone who speaks
the child‟s home language would be ideal) to show
the child around and be company during breaks.
Where is the child at?
Consider Age / Stage of schooling. Has the child
had any schooling?
Has the learning been interrupted?
What level of proficiency does the child have in
his/her first language?
Is the child responsive or silent?
Is the child familiar with the English alphabet or
with a different script?
Is the child familiar with the conventions of English
writing such as left to right, front to back and
punctuation?
What can the child do initially?
Drawing / Colouring
Looking at picture books / bilingual books
Sequencing pictures
Cutting and pasting
Writing in their own language
Matching / sorting games – e.g. Memory
Doing jigsaw puzzles
Working on the computer – English language /
vocabulary activities
Cutting out pictures from magazines and creating
a vocabulary book
Copying from a neighbour
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 6 | P a g e
Factors that affect resettlement
Culture shock
is the anxiety which arises when one no longer knows or can control the various aspects of the environment in order to gain feedback and reinforcement.
Nicolle Fabrier, Consulting Psychologist
IMPACTS OF NEW ENVIRONMENT
Changes in
Physical
homes food clothing people schools support people education
work language; verbal and non-verbal
Sensory
smells sounds tastes
light climate
Cultural
beliefs values attitudes thinking behaviours
Internal manifestation
sadness…anger fear frustration
loneliness regret confusion
External manifestation
withdrawal acting out somatization Fatigue dependence over-activity
Settlement process responses
Alienation from new culture
Complete rejection of new
world
Alienation from old culture
Euphoric involvement with new world
Bi-culturalism
A positive ability to live comfortably with and between two (or more) cultures
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 7 | P a g e
Language Acquisition Development
Theoretical Stages
Characteristics Behaviour
1. Silence
Understands little or no English. Student „quietly takes it all in‟. For some this stage may last a few minutes, others a few months.
Does not speak or understand English.
2. Nonverbal indications of understanding
Uses no English except for a word or two.
Student will not respond verbally but will respond physically to instructions or requests.
Understands only slow simple speech; requires repetitions.
Progresses to one word response in English or a response in own language.
Understands simple sentences but only uses isolated words or expressions.
3. Chunking
Understands simplified speech with repetitions and rephrasing.
Produces some common English words and phrases.
Uses unanalysed chunks of language that perform an important social function: “It‟s my turn”, “What‟s your name?” “Can I play?”
Understands more than he/she is able to produce.
Speaks English with difficulty.
Converses in English with help.
Understands at least part of the lesson.
Follows simple directions.
4. Inter-language
Understands adult speech but requires repetition and rephrasing.
Speech may be hesitant because of rephrasing and groping for words.
Uses some complex structures.
Overgeneralizes rules of grammar.
Difficulties with choice of verb tense, verb tense consistency, and subject/verb agreement.
Vocabulary is adequate to carry on basic conversation; some word usage difficulties.
„Interim grammar‟ one part one language/one part another. For example: “They in school and home live.” “My friend likes the books to read.”
Understands, speaks, reads, and writes English with some degree of hesitancy.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 8 | P a g e
Theoretical Stages
Characteristics Behaviour
5. Gaining control in English
Understands most adult speech except some advanced structures.
Speech may be non-native in evenness. An accent may be present
Demonstrates a fairly high degree of proficiency.
Controls most basic grammatical structures with occasional error in syntax. Some errors in a young learner may be seen as developmental.
Vocabulary is varied.
Understands and speaks English well but needs assistance in reading and writing in English to achieve at level appropriate for his or her grade level.
6. Fluent Speaker
Understands everything expected of a native speaker of the same age.
Speech is effortless and native-like; however an accent may be present.
Expresses ideas creatively having mastered a broad range of syntactic features.
Vocabulary is as accurate as a native speaker of the same age.
Uses different varieties of language depending upon the situation (code-switching).
Achieves at appropriate level.
First language competency is very important!
Maintaining and developing the mother tongue is essential
to the intellectual growth of the student.
Do not insist that parents communicate in English at home.
Skills learned in one language can be transferred to
another.
In addition to the importance of sustaining parent/child
relationships, first language maintenance assists rather
than hinders second language acquisition.
Also, we must not overlook the fact that, generally, parents
want their children to maintain their first language.
If your school is able to provide Bilingual Classes, or a
Community Language Programme, encourage this as it:
Supports the student‟s self-esteem as it demonstrates the
school‟s recognition and respect for his/her background.
Aids in the transference of concepts and skills to English.
Develops the mother tongue to a level which assists the
learning of English.
Gives all students the opportunity to learn and appreciate
not only the language and culture of different ethnic groups
but also the positive contribution they make to Australian
society.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 9 | P a g e
Don‟t speak too s…l…o…w…l…y in Pidgin English, or too LOUDLY.
Speak clearly, keeping in mind the amount of new information and the complexity of the structures contained in your language. It‟s
important that these be pitched slightly above the language level of the student. You will probably find this happens instinctively in
your efforts to communicate. (See Krashen, Research in Language Acquisition, Newbury House, 1980)
Consciously provide language extension in the form of unfamiliar or more complicated structures or new language. If you are
teaching a new concept use known language structures. Likewise, if you are teaching new language structures, use known concepts.
Remember: You and the other English speakers in the class may be the student‟s only English language models.
Believe that your child can understand more than he or she can say, and seek, above all, to communicate. Your aim: To understand and be understood. If you concentrate on communicating, everything else will follow.
Non-verbal communication
Each culture has a non-verbal language (facial expressions,
gestures, body contact, personal space) which conveys
messages e.g. in some cultures it is a sign of respect to avoid
eye contact when being disciplined. Many misunderstandings
can be attributed to misinterpretation of non-verbal cues.
Therefore, try to become aware of non-verbal cues you use
and make these clear to the non-English speaker. Also be
aware of the meaning of the non-verbal cues the student is
giving.
This teacher doesn’t realise that Novak has been
taught that averting his gaze in this situation is a
sign of respect.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 10 | P a g e
Part 2: Themes / Topics for Newly Arrived Students
The order of topics should be varied to suit needs. Some
will be ongoing and concurrent with others.
Units of Work:
1. Survival Language / Skills
2. Part A: Me and Survival Phrases
3. Part B: Me and My School
4. The Alphabet
5. Me and My Family
6. Days / Months / Seasons - the Calendar
7. Time
8. School
9. Colours
10. Body parts
11. Feelings
12. Action verbs
13. Clothing
14. Maths language.
15. Food
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 11 | P a g e
Part 3: Program for New Arrivals
This program should be seen as a guide only. This relates particularly to the time frame in which it is taught, and the order in which
the topics are covered. All children progress at different rates and their response to the changes they have experienced wil l impact
their learning. Other normal variants to learning also remain relevant. Different topics may also become relevant or create interest,
at different times.
Week Section Vocabulary/Oral Reading Writing /Spelling Relevant Worksheets
1 1.Survival language / Skills
Vocabulary related to unit. Places around the school, basic requests and identifying self. Single words & phrases related to survival.
Reading left to right and front to back of book. The alphabet.
Forming English letters. The alphabet. Survival matters: eg. My name is..../My class is .....
NA & ESL Timesavers.
Booklet 1. About Me. p 2-4 Booklet 2. School. p 14-20 Beginning ESL. Unit 1
School: Weeks 1-8,11,13 &16
2 Continue Unit 1. Continue as above. Model enjoying reading beginner illustrated readers.
Continue as above.
3 2.The Alphabet * Use a picture dictionary. Start with 1 sound per day.
Read some of the writing from Unit 1. „Read‟ a short reader.
Based on sound of the day, copy words from picture dictionary and illustrate.
*Continue this unit as part of each week‟s activities.
As child‟s ability grows, extend from writing words to sentences, using the new/illustrated vocab.
4 & 5
3. Me & My Family Vocabulary related to unit. See introduction to Units 2 & 6 in Beginning ESL
Introduce new basic readers. Re-read work from previous sessions.
Model writing basic sentences – introduce punctuation features. Ask child to contribute
NA & ESL Timesavers Booklet 5.The Family. p 38-47
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 12 | P a g e
Week Section Vocabulary/Oral Reading Writing /Spelling Relevant Worksheets
Continue re-reading readers and upgrading as ability develops (Note: check for comprehension).
words. Model constructing sentences based on those words. Child could copy sentences.
Beginning ESL. Unit 2. Me: Weeks 1-7 & Unit 6. Family & Friends. Weeks 1,2,5,7 & 8
6 & 7
4. Days/Months/Seasons – the Calendar
Vocabulary related to unit. See introduction to Unit 12 in Beginning ESL. Attempt conversing with the child on the topic. Use lots of scaffolding and illustrations.
As above. As above. Start introducing 100 Most Commonly Used Words as sight words.
(Maybe 2 at a time, initially.) Incorporate in writing.
NA & ESL Timesavers Book 2.Calendar, Weather & Seasons! p 1-72. Select appropriate pages Beginning ESL Unit 12: Weather & Seasons. Weeks 1-9
8 & 9
5. Time Vocabulary related to unit. See introduction to Unit 11 in Beginning ESL.
Discuss the child‟s day – at school and at home.
As above. As above. Continue with 100 words. Jointly construct writing about the child‟s day.
NA & ESL Timesavers Booklet 8. Time: p 71-79 Beginning ESL Unit 11 Time: Weeks 1-11
10 & 11
6. School Vocabulary related to unit. See introduction to Unit 1 in Beginning ESL. Discuss schools here and in child‟s country of origin (if relevant).
As above. As above. Continue with 100 words.
Jointly construct writing about the child‟s school day.
NA & ESL Timesavers Booklet 2. School: p 21-23 Beginning ESL Unit 1: School. Weeks 9,10,13-15 &17
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 13 | P a g e
Week Section Vocabulary/Oral Reading Writing /Spelling Relevant Worksheets
12
7. Colours Vocabulary related to unit. Colour words.
As above. As above. Continue with 100 words.
Have the child attempt to write independently (if ready).
NA & ESL Timesavers Booklet 3. Colours. p 24-27. Select as appropriate
13 & 14
8. Body Parts Vocabulary related to unit. See introduction to Unit 3 in Beginning ESL.
As above. As above. Continue with 100 words. Have the child attempt to write independently.
NA & ESL Timesavers Booklet 1. p 5-12 Beginning ESL. Unit 3. My Body. Weeks 1-10
15 & 16
9 .Feelings Vocabulary related to unit. See introduction to Unit 5 in Beginning ESL. Discuss child‟s feelings in different situations.
As above. As above. Continue with 100 words.
Write about how the child feels in various situations.
Beginning ESL. Unit 5. Feelings .Weeks 1-8 Select as appropriate.
17 & 18
10. Action Verbs Vocabulary related to unit. See introduction to Unit 4 in Beginning ESL. Discuss what child can do and likes to do.
As above. As above. Continue with 100 words.
Write about child‟s activities. Write a recount / journal.
NA & ESL Timesavers Booklet 1. p 5-12 Beginning ESL. Unit
3. My Body. Weeks 1-10
19 & 20
11. Clothing Vocabulary related to unit. See introduction to Unit 7 in Beginning ESL.
As above. As above. Continue with 100 words.
Have the child write about the topic. Continue to journal life‟s activities.
Beginning ESL Unit 7. Clothing: Weeks 1-14 Select as appropriate.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 14 | P a g e
Week Section Vocabulary/Oral Reading Writing /Spelling Relevant Worksheets
21 & 22
12. Maths Language Vocabulary related to unit. Use a translated Maths dictionary alongside class Maths text (if used) to look up words.
As above. As above. Continue with 100 words.
Have the child write about the topic. Continue to journal life‟s events. As child‟s ability develops, discuss features of recount genre.
NA & ESL Timesavers Booklet 7. Maths Concepts. p. 61-69 Booklet 6. Positional Language & Opposites: p. 48-60. Select as appropriate. Download Maths Dictionary from NSR regional Equity website.
23 & 24
13. Food Vocabulary related to unit. See introduction to Unit 8 in Beginning ESL.
As above. As above. Continue with 100 words.
Have the child write about the topic. Continue to journal life‟s events.
NA & ESL Timesavers Booklet 4. Fruit: p 28-37 Beginning ESL. Unit 8. Weeks 1-15. Select as appropriate. Use collected advertising pamphlets.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 15 | P a g e
Part 4: Program for New Arrivals – Explanation of Sections
Section 1: Survival Language / Skills At this beginning stage, keep the child active and engaged by
moving around the classroom and the school.
Walk around the school /classroom and identify items and places.
Draw a map of the school identifying relevant places.
Make signs for the school (or your diagram) using the child‟s first language. (Access Google Translator.)
Some worksheets can be copied onto card and used to create a memory game.
Classify items as inside or outside. Add to the lists.
Find the words.
PART A: ME & SURVIVAL PHRASES
NA and ESL Timesavers Booklet 1: About Me: pp. 2-4
This is me. My name is…pp.2 & 4
Girl / Boy. pp.3 & 4 Beginning ESL Unit 1: School
Words and phrases (for teacher to model and child to practice). Week 1
Action verbs eg. cut, write, glue. Copy onto card or laminate for child to have on his/her desk. Teacher or other children can point to required action.
PART B: ME AND MY SCHOOL
NA andESL Timesavers .Booklet 2.School: pp. 14-20
School name, child‟s grade and age. p.14
Teacher‟s name. p.15
Classroom items. pp. 18 – 20
Basic items of uniform. p. 17 Beginning ESL Unit 1: School
Basic classroom items (learning the vocabulary, practicing writing labels). Weeks 2 & 3
Words and pictures of school/classroom items (including inside & outside). Weeks 4-6
School locations (cut and paste into workbook and illustrate). Weeks 7 & 8
My class (illustrate, cut up and make a flipbook). Week 8
Survival questions (for teacher to model and child to practice). Week 13
A time sequencing (series of pictures to colour, cut and paste to encourage / develop discussion re the school day). Week 16
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 16 | P a g e
Section 2: The Alphabet
This topic needs to be initiated early as it impacts on reading
and writing.
It is an ongoing topic area.
A student needs to learn the names and the sounds of the
letters of the alphabet, progressing on to the various sound
blends. The sounds are put together to make words.
Depending on where the child has come from, and their age,
this topic area may also include basic instruction / practice in
letter formation.
Start with a large scrapbook (or any other available workbook).
Allocate one page to each letter. Use the Kindergarten sound
program used by your school to determine sequence of
sounds taught.
Label the page with a capital letter and a lower case letter.
Use a good picture dictionary. Turn to the relevant letter.
Allow the child to identify pictures they recognize.
Teach the English word.
The child can then copy the word and illustrate it. Allow the child‟s ability and attitude to determine how many
words are covered in a session. Start with 2 or 3.
As the child progresses, help them to start writing words in a
short sentence. The teacher needs to model this initially.
Over time, these sentences can develop in length and
complexity. If using a large scrapbook, work on the bottom of
the page. Alternatively, have a separate book for writing. For
variety, the child might like to identify pictures in a magazine
and cut and paste and then write appropriately.
Progress to looking at alphabetical order and explain how to
use a dictionary.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 17 | P a g e
Section 3: Me and My Family Tackling this topic early gives the child the sense that you
value where they have come from and who they are. Their
family is their known world at this stage.
It also enables you to cover some of the basic essentials such
as name, address and phone number.
Depending on the age of the child you might like to look at the
confusing topic of the details of your address. What is a unit
or street number? What is a suburb, a city, a state and a
country? What is a town? What is a postcode?
Beginning ESL Unit 2: Me
Where have I come from? Where am I now? (world map): Week 1 Describing my growth and who I am: Weeks 2 – 7
NA & ESL Timesaver Booklet 5: The Family pp.38-47
Suggest children bring in a family photo to talk about.
Where I live. p.39
Names of family members and their relationship eg. brother, sister, mother, father etc. plus some descriptions of them. p. 40 – 47
Beginning ESL Unit 6: Family and Friends
Family relationships and family tree: Weeks 1& 2
People who live with me: Week 5
Things we do and places we go to: Weeks 7 & 8
Section 4: Days/Months/Seasons – the Calendar Much of this topic is covered incidentally as the calendar
changes throughout the year.
NA & ESL Timesavers Booklet 2
Topics covered in this book include:
Days of the week
Months of the year
The Seasons
Beginning ESL Unit 12: Weather & Seasons
This Unit also covers
Days of the week: Week 1
Months of the year: Week 2
Types of weather & weather chart: Weeks 3,4 & 5.
Seasons: Weeks: 6, 7 & 8.
The Year: Week 9
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 18 | P a g e
Section 5: Time
Children need to be able to talk about time and how it relates
to their day.
Children can be taught to come to their ESL lesson at certain
times.
They can develop a sense of the routine of the school day
based on time.
NA & ESL Timesavers Booklet 8: Time
This makes some suggestions for games e.g. What‟s the time
Mr Wolf? and using „Tick-Tock‟ biscuits as rewards.
This unit covers:
The clock and its parts: p.71
Telling the time: pp.72-77.AM & PM, o‟clock, half past,
quarter past, a quarter to. (Note: There is limited
reference to digital clocks)
Parts of the day: morning, afternoon etc. p. 78
What I do in various parts of the day? p.79
Beginning ESL Unit 11: Time
Parts of the day & What I do in various parts of the day:
Weeks 1-4.
Days of the Week: Week 5-8
Yesterday/Today/Tomorrow: Week 6
What do I do? (Days of the week): Week 7
Calendar: Week 8
Clock: Week 8
What‟s the time? Weeks 9 &10
What‟s the date? Week 11
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 19 | P a g e
Section 6: School Language ability should have developed at this stage to where
you can revisit the earlier unit on survival language of school
and be able to develop it further.
Look at:
School rules – what they are
Rules for inside and outside the classroom.
Appropriate language for addressing teachers and making requests.
Canteen – basic food types and the process of ordering lunch etc.
How you get to school.
Out-of-school-hours care.
School song and creed. –the words and what they mean.
Australian National Anthem – the words and what they
mean.
NA & ESL Timesavers Booklet 2: School
School activities: pp.21 & 22
Writing about school: p.23
Beginning ESL Unit 1: School
Rules for inside and outside the classroom: Weeks 9 &10
Appropriate language. Week 13
Canteen – basic foods Weeks 14 & 15.
How you get to school. Weeks17.
Section 7: Colours Most children would already know their colours, although in
another language.
Transferring the knowledge to English should be a “light relief”
topic, and one they can achieve in quite quickly. They will be
learning new vocabulary as well as learning to recognize/read
the words in English.
NA & ESL Timesavers Booklet 3: Colours p.24-27
Suggestions:
Paint a rainbow and play with rainbow coloured play-dough.
Worksheets are directed colouring sheets. They progress to covering shades of colour e.g. light blue.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 20 | P a g e
Section 8: Body Parts
NA & ESL Timesavers Booklet: About me p.5 -12
Body parts. (Includes writing and reading of labels): pp.5-8
Hand: pp.9 & 10
Foot: pp.11 & 12
Beginning ESL Unit 3: My Body
The parts of the Face: Weeks 1-3 (includes a dice game for building up a face).
Heads, shoulders, knees and toes. Words of the song: Week 4
Heads, shoulders, knees and toes. Weeks 5 & 6
Actions related to body parts: Week 7
Feet – and what they can do: Week 8
Labelled, detailed body parts chart (for vocabulary extension): Week 10
Section 9: Feelings This area covers physical and emotional feelings. It builds on
the Body Parts unit to enable the child to express hurts and
illnesses to various parts of the body.
Beginning ESL Unit 5: Feelings
Expressing feelings. Week 1. Roll the dice and use your face to express a feeling.
Names for feelings. Week 2. Copy onto card. Cut up & match word to picture.
Eyes & Mouth for facial expression. Weeks 3.& 5
How do you feel? Week 4
Questions re feelings. Week 6
Feelings & their causes. Weeks 7 & 8
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 21 | P a g e
Section 10: Action Verbs
This area covers actions and activities that the child may
be involved in.
It links back to and extends the introductory unit on basic
directions.
It helps children talk about what they are doing and what
they can do.
It also provides the opportunity to start to deal with English
grammar by introducing the terms verbs and nouns. More
advanced/ older students may also be able to deal with
adverbs, adjectives and prepositions.
Beginning ESL Unit 4: Actions
Actions / Body movements: Weeks 1,2,3,4. Identify the
actions. Also make up matching word cards. Make 2
copies onto card and play a memory game; or use pictures
and word cards.
Questioning re actions and abilities: Weeks 5,6 &7.
Discuss / Make up sequence chart of activities for various
parts of the day:
At home: in the morning / after school
At school: timetable / activities / sequence
Section 11: Clothing This topic covers identifying clothing items and expressing
likes and dislikes.
Start with items of the school uniform.
Identify what is worn and when.
Link clothing to seasons and appropriate clothing for
different types of weather.
Beginning ESL Unit 7: Clothing
Label/identify items of clothing: Weeks 1 &2. Enlarge these pages onto cards.
Cut up and match: Weeks 11 & 12
Sequencing. What I wear and when. Weeks 4,6& 13.
Weather and clothing. Week 5.
School clothing. Weeks 7-10. Make a little book.
Details of items of clothing. Week 14.
Cut out pictures from magazines and discuss and label.
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 22 | P a g e
Section 12: Maths language Much of our maths is language based. Children can be very
good at maths in another language, especially the operations
of maths, but they lack the English language that helps them
manipulate concepts.
The topic Time has been covered in Unit 5.
Use the play equipment, pathways and oval at school to
practically demonstrate positional language.
*Language translations of a Maths Dictionary are available on
the NSR Equity webpage. Copy this for an older child. Give
the student one for class and one to take home. Take some
time demonstrating how to use it.
NA and ESL Timesavers:
Booklet 7: Maths Concepts p.61- 69
Booklet 6: Positional Language & Opposites p.48-60
Maths Concepts:
Numbers and graphs: p. 62 & 63
Shapes: p. 64-67
Rulers and Measurement: p. 68
Maths signs: p.69
Positional Language & Opposites:
In front and behind: p.49
High and low: p.50
Middle: p.51
Tall, taller, tallest (superlative adjectives): p.52. Add other examples.
Opposites: p.53-55 & 57-59
A lot & a little: p.56
On top/underneath: p.60 (At the same time, cover - above & below.)
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 23 | P a g e
Section 13. Food
Food and eating are topics that we all understand and take part in.
Discussing food from different countries is always interesting, and also gives the student a sense of ownership and valued identity.
Plan a lunch where children are encouraged to bring along food from their country/cultural group.
Talk about how meals are eaten and with whom.
Collect pictures from advertising (eg Coles / Woolworths). Cut out and paste into workbook. Discuss and label.
Make charts showing various groupings: Healthy /Unhealthy, Fruit/Vegetables, Like/Don‟t like etc.
Write up a shopping list.
Make a food item e.g. pizza, fruit salad, fairy bread. Follow this by writing a procedure text.
Bring in food items that children may not know. Chop them
into pieces (discuss fractions) and share.
*Translated documents are available on the DET Intranet Curriculum
Resources- Multicultural Education. These can be printed off and
sent home if there are concerns about a child’s eating / meals, or to
inform parents re healthy lunches.
Beginning ESL Unit 8: Food
Names of foods: Weeks 1-5,14. Fruit: Weeks 6 &7
I like / don‟t like: Week 4
Shopping trolley: Week 8
Taste / Smell: Week 9
Healthy food: Weeks 10 &11
Food containers. Week 12
Food diary: Week 13
Using the canteen: Week 15
NA & ESL Timesavers Booklet 4: Fruit: p.28-37.
How many? p. 36
Fruits. pp. 29-35 & 37
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 24 | P a g e
Part 5: Resources
Units of work outlined in this material refer to these two
resources:
Beginning ESL.Support material for primary new
arrivals. Education Victoria,1997
New Arrival and ESL Timesavers Incorporating the
ESL Scales. Velonas, Effie, Language Development
Centre, 1999
The following are useful:
DET Equity Webpage:
Accessing Regional Website for Equity Resources:
Login as usual
1. Click on Take me to the DET Intranet
2. Click on School Administration tab
3. Click on Northern Sydney Region
4. Click on Equity
5. Click on Links NSR Sharepoint
6. Log on again using @det eg. john.citizen1@det
The following can be downloaded from Curriculum
Resources on the DET Intranet
Login as usual
1. Click on Take me to the DET Intranet
2. Click on Curriculum Resources tab
3. Scroll down to and click on Multicultural Education
4. Click on Resources
Scroll down to locate the following resources:
Online picture dictionary for ESL beginners – in
40 languages
Online Maths dictionary for ESL beginners
Thematic Picture Dictionary for ESL Beginners.
NSW Department of Education and
Communities (good for older children).
Thematic Picture Dictionary Workbook for ESL
Beginners: NSW Department of Education and
Communities 2002 (good for older children).
Units of work available on the Northern Sydney Regional Equity website, plus spelling lists and text types and also Notebook programs:
Let’s Learn English Where are you from?
Welcome to Australia Calendar
A Guide for working with Newly Arrived Children who do not speak English
Developed by Heather Chatfield for Northern Sydney Region, Equity Programs 25 | P a g e
Other resources:
The CD Mike Teaches English plus headset (for in-class
use) and Teacher‟s Kit. Languages for Kids Series,
Scholastic Australia.
For the child’s use, you will need the following:
A good picture dictionary.
A large scrapbook and / or an exercise book. (This
can be used to create a picture dictionary at one end,
and an ongoing record of writing and language
development at the other end. Alternatively, you
could have separate books for each use.)
Knowledge of the letter sequence as taught in your
school.
Magazines for cutting up to create vocabulary lists
and to form basis for writing stimulus.
Website addresses for Resources: Online Beginners’ Dictionary:
http://lrr.cli.det.nsw.edu.au/web/eslpicturedict/
Online Numeracy Resource
http://lrr.dlr.det.nsw.edu.au/Web/12643/ Translated Documents:
www.schools.nsw.edu.au/languagesupport/language
DET Equity Webpage:
Login as usual
1. Click on Take me to the DET Intranet
2. Click on School Admin tab
3. Click on Northern Sydney Region
4. Click on Equity
5. Click on Links NSR Sharepoint
6. Log on again using @det
Fundamentally the child, the school and the community
are perhaps the most effective and valuable resources for
teachers.