Transcription

1 Published by Wigan EMAS Team May 2008

2 Contents 1. Buddy Booklet 2. Topic List 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 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

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7 Name Vocabulary Topic List Colours Numbers 1 10 Simple Verbs Numbers 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,, = Please tick when visited

8 Teaching Resources an archive of articles which can be used as reading materials for students curriculum accessible activities for EAL pupils nursery rhymes and resources in other languages interactive language program * * * * * * dual language signs * *

9 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 Additional Language, DfES2000. The National Literacy Strategy Supporting Pupils Learning English As An Additional Language, DfES Excellence & Enjoyment : Learning & teaching for bilingual pupils in the primary years (Toolkit). DFES 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 FLR-EN PNS New Arrivals : Excellence Programme : Guidance. Ref BKT-EN Supporting children learning EAL Guidance for practitioners in the Early Years Foundation Stage. DCSF BKT-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

10 WEBSITES Government websites offering guidance on EAL issues teaching ideas and materials. lists of materials for EAL pupils produced by NALDIC and the collaborative learning project. information, resources and materials for EAL theory and practice. general guidance on supporting bilingual pupils in the mainstream classroom. - general guidance as above. - general guidance as above. Websites offering translation services lesson and language exercise with online dictionaries and thesaurus ( Dingle Granby Toxteth EAZ Action Zone, Liverpool.

11 Creating a supportive learning environment 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 Supporting curriculum access and language learning Use drawings, photographs, objects and picture dictionaries to communicate 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 activity, 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

12 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 Acknowledgement to Education Bradford Supporting Pupils, New to English, in the Classroom Access & Learning EAL Team Wigan Every Child Matters

13 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, multimedia software 13. Resources that reflect pupils previous experiences and cultural back grounds Acknowledgement to Education Bradford Supporting Pupils, New to English, in the Classroom. Developing Literacy EAL Team Wigan Every Child Matters

14 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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20 Emotions fan

21 S.O.S Phrases I don t understand. I don t know. Pardon? I don t speak English. Help me. Excuse me. Please.

22 S.O.S Phrases Repeat please. Please. Thank you. My name is... Hello. Yes. No.

23 School Subject Pictures Maths Physics Chemistry Biology English Geography History Art R.E. Physical Education Music Food Tech Design Tech Drama Dance ICT PSHE

24 School Subject Pictures French Italian German Spanish Salut! Ciao! Tschus! Buenos Días! Au revoir! Arrivederci! Guten Tag! Adiós! English Hello! Goodbye!

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26 writing music geography drama design and technology reading spelling art Subjects PE science Spelling 1. light 2. sight X PSHE ICT maths languages homework English history RE CLASS RULES

27 board PE kit register paints books calculator desk teacher s desk scissors tray The Classroom folders cloakroom paper chair display glue bin computer

28 pencil case crayons sweets colour pencils chocolate bar drink book pen key rubber School Bag money / purse letter ruler bag lunch box pencils gel pens

29 1 one 11 eleven 2 two 12 twelve

30 3 three 13 thirteen 4 four 14 fourteen

31 5 five 15 fifteen 6 six 16 sixteen

32 7 seven 17 seventeen 8 eight 18 eighteen

33 9 nine 19 nineteen 10 ten 20 twenty

34 0-20 Number Line

35 100 Square

36 Basic Colours with words red yellow pink brown green blue purple orange white black

37 Basic Colours without words

38 Alphabet v o h a w p i b x q j c y r k d z s l e t m f u n g

39 Question Words Who Where When today tomorrow Why? What How

40 Days of the week Monday Tuesday Wednesday Thursday

41 Friday Saturday Sunday

42 Keywords - body parts head eyes nose ears mouth teeth body leg hands feet knee arm

43 Basic Clothes socks scarf trainers shorts gloves jeans

44 tie hat jacket skirt trousers pumps

45 blouse coat cardigan underwear swimsuit tracksuit

46 pyjamas t-shirt dress shirt jumper shoes

47 Initial Verbs Words and Pictures dig skip sing paint eat dance laugh swim cry talk

48 talk listen run yawn cut throw jump play crawl climb

49 hide watch sleep read make write ride brush build wash

50 catch draw clap

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57 EMAS EAL Department 1st Floor Leigh Town Hall Market Street Leigh WN71DY Telephone