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Be your Best Expect the Best Succeed Together

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Page 1: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

Page 2: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

1. Buddy Booklet

2. Topic List

Contents

3. Teaching Resources List

4. Website List

5. Pamphlet—Access and Learning

6. Pamphlet—Developing Literacy

7. Teacher Fan for Daily Activities

8. Pupil Fan for Daily Activities

9. Pupil Fan for Emotions

10. S.O.S Phrases

11. Classroom Objects and Commands (Flashcards)

12. School Subject Pictures (in colour)

13. School Vocabulary and Pictures– subjects, classroom,

school bag.

15. Numbers 1-10 Flashcards

16. Numberline 1—20

17. Number Square

18. Colours

19. Alphabet Sheet

20. Question Words

21. Days of the Week

22. Body Parts

23. Clothes

24. Initial Verbs—Pictures and Words

Page 3: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

Page 4: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

Page 5: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

Page 6: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

Page 7: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

Name

Vocabulary Topic List

Please tick when visited

Colours

Numbers 1 – 10

Simple Verbs

Numbers 10 – 20

Everyday Objects

Adjectives of Size

Opposites

Prepositions

The Outside of the House

The Garden

The Living Room

The Bedroom

The Kitchen

The Bathroom

Clothes

Fruit

Vegetables

Drinks

Body Parts

Pets

Farm Animals

Zoo Animals

Days

Months

Seasons

Weather

The Street

The Park

The Hospital

The Farm

Sports

Shops

Toys

Shapes

Time

Words for +, -, x, ÷, =

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Be your Best Expect the Best Succeed Together

Teaching Resources

www.guardian.co.uk – an archive of articles which can be used as reading materials for students

www.games.englishclub.com

www.bbc.co.uk/revision

www.primary.resources

www.english-to-go

www.collaborativelearning.org – curriculum accessible activities for EAL pupils

www.practicalpreschool.com – nursery rhymes and resources in other languages

www.newburypark.redbridge.sch.uk – interactive language program

* www.senteacher.org

* www.bristol-cyps.org.uk/services/emas/materials/newtoenglish-html

* www.mes-english.com

* www.resourceshop.co.uk

* www.sparklebox.co.uk

* www.dvhooldlinkd.vo.uk – dual language signs

* www.schoolslinks.com.uk

* www.dltk-teach.com

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Be your Best Expect the Best Succeed Together

DFES / DCSF Publications

Aiming High : Understanding the educational needs of minority ethnic pupils in

mainly white schools. DfES/0416/2004.

‘A Language in Common’: Assessing English As An Additional Language.

QCA/00/584.

The National Numeracy Strategy Supporting Pupils Learning English As An Ad-

ditional Language, DfES2000.

The National Literacy Strategy Supporting Pupils Learning English As An Addi-

tional Language, DfES 1999.

Excellence & Enjoyment : Learning & teaching for bilingual pupils in the primary

years (Toolkit). DFES 0013-2006 PCK-EN

Excellence & Enjoyment : Learning & teaching for bilingual children in the

primary years – Teaching units to support guided sessions for writing in EAL

(pilot material). DFES 00068-2007FLR-EN

PNS – New Arrivals : Excellence Programme : Guidance.

Ref –650-2007 BKT-EN

Supporting children learning EAL – Guidance for practitioners in the Early

Years Foundation Stage. DCSF 00683–2007BKT-EN

DfES – Key Stage 3 National Strategy

Access & Engagement in English (all subjects available)

(Teaching pupils for whom EAL is an additional language)

Ref : DfES 0609/2002

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Be your Best Expect the Best Succeed Together

WEBSITES

Government websites offering guidance on EAL issues

www.britishcouncil.org – teaching ideas and materials.

www.inclusion.ngfl.gov.uk – lists of materials for EAL pupils produced by NALDIC and the col-

laborative learning project.

www.emaonline.org.uk – information, resources and materials for EAL theory and practice.

www.standards.dfes.gov.uk

www.ealinhounslow.org.uk – general guidance on supporting bilingual pupils in the mainstream

classroom.

www.manchester.gov.uk/education/emas - general guidance as above.

www.blss.portsmouth.sch.uk/default.htm - general guidance as above.

Websites offering translation services

www.hearofeurope.co.uk

www.worldlingo.com

www.yourdictionary.com/dictionl.html

www.englishpage.com – lesson and language exercise with online dictionaries and thesaurus.

www.a4esl.org

www.bbc.co.uk/worldservice/learningenglish

www.newburypark.redbridge.school.uk

www.dgteaz.org.uk – (www.oxysearch.com) Dingle Granby Toxteth EAZ Action Zone, Liverpool.

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Be your Best Expect the Best Succeed Together

Creating a supportive learning environment Supporting curriculum access and language learning

Create a friendly, stress-free environment

Welcome new arrivals into your class

Ask them to sit near the front of the class

Be prepared for the pupils to be reluctant to talk at first

Allow them plenty of time to listen and tune in to English

Formalise support from class 'friends' or 'buddies'

Make sure buddies are clear about their role

Decide how to acknowledge and reward their support

Help pupil’s understanding of the lesson focus

Use visual and other contextual support

Communicate objectives simply and clearly

Support pupils' understanding of instructions

Speak clearly and use language consistently

If possible, encourage other pupils or adults to interpret and allow time for

this to occur

Structure lessons to avoid lengthy, unbroken periods of teacher talk

Ensure opportunities for pair or small group work

Find out about pupils' strengths and build on them

Make use of initial assessment information from EAL staff

Make books or other resources available to take

home Where possible, talk to parents about the work pupils

are doing

Suggest ways in which they can provide support

When EAL specialists are available to support pupils, work

in partnership, when possible

Use drawings, photographs, objects and picture dictionaries to

communi- cate key vocabulary

Present information in the form of key visuals such as diagrams and

charts

Communicate meaning through activity e.g. practical

demonstrations, video, role-play, drama

Encourage use of pupils' home languages by parents and

where available bilingual staff and pupils who speak the

same language

Give examples appropriate to pupils' experience to

illustrate ideas

Plan activities that enable pupils to hear English in contexts that

support understanding e.g. practical activities that encourage talk

during the activ- ity, games and role-play activities and other focused

collaborative tasks

When pupils are ready, plan simple communicative

activities which encourage them to talk, using language

they have previously heard

Be a good model of spoken and written English -Use language clearly, consistently and precisely -Be aware that not only technical vocabulary, but also many

everyday words and expressions can be very confusing

Draw pupils into whole-class discussion -Address them by name and be prepared to repeat questions -Allow time for pupils to answer

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Be your Best Expect the Best Succeed Together

Helping pupils use their home languages for learning

Where pupils speak a common language, encourage pupils to talk

together in their home languages

Maintaining a positive ethos to promote this is essential

Praise and reward pupils who act as interpreters

Make sure other pupils see that you respect and value pupils' bilingual competence

Welcome and encourage home language support from parents

Encourage other pupils to teach you simple phrases in the languages

spoken by new arrivals e.g. well done, please, thank you

Learn key technical vocabulary in advance of

lessons Use bilingual dictionaries

Prepare resources which includes some of this key vocabulary e.g.

picture cards, worksheets

Where possible make pupils' home languages central to the work of

the whole class e.g. in drama, role-play

Encourage literate pupils to use and make bilingual dictionaries and word lists

Encourage pupils who are literate to read and write in their home or

community languages

Supporting Pupils,

New to English,

in the Classroom

Access & Learning

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Be your Best Expect the Best Succeed Together

Useful resources for New to English pupils 1. Key visuals e.g. tables, maps, diagrams, grids, mind-mapping

2. Pictures and photographs

3. Vocabulary lists

4. Rough notebooks and whiteboards for planning

5. Artefacts and props e.g. puppets, story sacks, mini-worlds, story boxes

6. Bilingual dictionaries

7. Simplified texts and text summaries

8. Adapted worksheets to enable pupils to read and write small chunks of

information

9. Audio-visual resources e.g. story tapes in pupils’ home languages

10. Games (picture based), e.g. barrier games, picture lotto

11. Use of drama strategies e.g. role play, acting out stories, hot seating

12. ICT e.g. programmes in English that are well-supported by graphics, multi-

media software

13. Resources that reflect pupils’ previous experiences and cultural

back grounds

Supporting Pupils,

New to English,

in the Classroom.

Developing Literacy

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Be your Best Expect the Best Succeed Together

Developing reading and writing

Build in discussion before reading, and oral practice

before written work

Include plenty of visual support in texts

Involve pupils in supportive shared reading experiences e.g.

whole class work with visually rich enlarged texts, reading and

discussion in small groups, using texts with rhyme and repetition

Plan active reading tasks for pairs or small groups of pupils

e.g. text sequencing, gap filling

Encourage bilingual staff and other pupils to translate and

summarise texts in pupils' home languages

Avoid asking pupils to 'complete' the same tasks that are carried

out by other pupils, without understanding. Consider adapting

worksheets, matching level of difficulty to pupils' needs

Include tasks such as labelling and matching sentence halves

Use simple writing frames e.g. sentence completion

Encourage collaborative writing with other pupils who share

the same home language

Be explicit about the key features of different types of writing

Encourage pupils who are literate to write in their community

languages

Agree support for homework with EMA staff e.g. at homework

clubs or through work with parents

Encourage pupils to make use of other provision after school, e.g.

City Learning Centre, community clubs

Make books available to take home

Practical activities to support pupils in their reading and writing

development

Labelling pictures e.g. maps or diagrams with words,

phrases or sentences provided elsewhere on the worksheet

Matching text and visuals - where pupils match sentences

or paragraphs to a sequence or set of pictures

Cloze procedure – filling in gaps in sentences or paragraphs:

-where the words are provided but mixed up

-where a picture of each word is given

-where the first letter of each word is given, but

pupils supply the words

Text highlighting or underlining – where pupils identify

key words or parts of the text that relate to a particular

question

Sequencing sentences to form a short, continuous piece

of writing, which can then be written out

Writing sentences following a model sentence structure

e.g. from a choice table which enables a range of sentences

to be generated

Using writing frames which provide structure for text &

highlighting the variety of genres

Compiling a glossary of subject specific vocabulary

provided by the teacher, including

pictures and/or translations

Using ICT that supports

understanding

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

Emotions fan

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Be your Best Expect the Best Succeed Together

S.O.S Phrases

I don’t understand.

I don’t know.

Pardon?

I don’t speak English.

Help me.

Excuse me.

Please.

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Be your Best Expect the Best Succeed Together

S.O.S Phrases

Repeat please.

Please.

Thank you.

My name is...

Hello.

Yes.

No.

Page 23: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

School Subject Pictures

Maths Physics Chemistry Biology

English Geography History Art

R.E. Physical Education Music Food Tech

Design Tech Drama Dance ICT

PSHE

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Be your Best Expect the Best Succeed Together

School Subject Pictures

French Italian German Spanish

English

Salut!

Au revoir!

Ciao!

Arrivederci!

Tschus!

Guten Tag!

Buenos

Días!

Adiós!

Hello!

Goodbye!

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

writing

geography

music

drama

spelling

art

Subjects

PE

ICT

maths

English

history

design and technology languages

X PSHE

reading science

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Be your Best Expect the Best Succeed Together

h

o

m

e

w

o

r

k

RE

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Be your Best Expect the Best Succeed Together

PE kit

calculator

desk

board

teacher’s desk

The Classroom folders

tray

cloakroom

bin

register

paints

chair

display

scissors

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Be your Best Expect the Best Succeed Together

paper

computer

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Be your Best Expect the Best Succeed Together

pencil case

crayons

book

drink

pen

key rubber

lunch box

sweets

School Bag

colour pencils

money / purse

pencils

letter

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Be your Best Expect the Best Succeed Together

chocolate bar

ruler

bag gel pens

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Be your Best Expect the Best Succeed Together

1 one

11 eleven

2 two

12 twelve

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Be your Best Expect the Best Succeed Together

3 three

13 thirteen

4 four

14 fourteen

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Be your Best Expect the Best Succeed Together

5 five

15 fifteen

6 six

16 sixteen

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7 seven

17 seventeen

8 eight

18 eighteen

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9 nine

19 nineteen

10 ten

20 twenty

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Be your Best Expect the Best Succeed Together

0

-20

Num

ber

Lin

e

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

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Be your Best Expect the Best Succeed Together

100 Square

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

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Be your Best Expect the Best Succeed Together

Basic Colours with words

red

yellow

pink

brown

green

blue

purple

orange

white

black

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Be your Best Expect the Best Succeed Together

Basic Colours without words

Page 41: Be your Best Expect the Best Succeed Together€¦ · Be a good model of spoken and writtenEnglish-Use language clearly, consistently and precisely -Be aware that not only technical

Be your Best Expect the Best Succeed Together

a b

c d

e f g

h i j k l m

n

o

p q r s t u

Alp

hab

et

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Be your Best Expect the Best Succeed Together

v w x

y

z

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Be your Best Expect the Best Succeed Together

Question Words

Who

Where

When

Why

today

tomorrow

?

What

How

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Be your Best Expect the Best Succeed Together

Days of the week

Monday

Tuesday

Wednesday

Thursday

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Be your Best Expect the Best Succeed Together

Saturday

Sunday

Friday

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Be your Best Expect the Best Succeed Together

Keyw

ords

- bod

y pa

rts

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Be your Best Expect the Best Succeed Together

head

eyes

nose

ears

mouth

teeth

body

leg

hands

feet

knee

arm

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Be your Best Expect the Best Succeed Together

Basic Clothes

socks

scarf

trainers

shorts

gloves

jeans

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Be your Best Expect the Best Succeed Together

ti

e

hat

jacket

skirt

trousers

pumps

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Be your Best Expect the Best Succeed Together

blouse

coat

cardigan

underwear

swimsuit

tracksuit

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Be your Best Expect the Best Succeed Together

pyjamas

t-shirt

dress

shir

t

jumper

shoes

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Be your Best Expect the Best Succeed Together

Initial Verbs Words and Pictures

dig skip

sing paint

eat dance

laugh swim

cry talk

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Be your Best Expect the Best Succeed Together

talk listen

run yawn

cut throw

jump play

crawl climb

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Be your Best Expect the Best Succeed Together

hide watch

sleep read

make write

ride brush

build wash

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Be your Best Expect the Best Succeed Together

catch

draw

clap

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together

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Be your Best Expect the Best Succeed Together