Published by Wigan EMAS Team
May 2008
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Contents
Buddy Booklet
Topic List
Teaching Resources List
Website List
Pamphlet—Access and Learning
Pamphlet—Developing Literacy
Teacher Fan for Daily Activities
Pupil Fan for Daily Activities
Pupil Fan for Emotions
S.O.S Phrases
Classroom Objects and Commands (Flashcards)
School Subject Pictures (in colour)
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
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, ÷, =
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
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 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
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 collaborative 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.
Creating a supportive learning environment
Create a friendly, stress-free environment
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Welcome new arrivals into your class
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Ask them to sit near the front of the class
Be prepared for the pupils to be reluctant to talk at first
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Allow them plenty of time to listen and tune in to English
Formalise support from class 'friends' or 'buddies'
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Make sure buddies are clear about their role
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Decide how to acknowledge and reward their support
Help pupil’s understanding of the lesson focus
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Use visual and other contextual support
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Communicate objectives simply and clearly
Support pupils' understanding of instructions
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Speak clearly and use language consistently
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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
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Ensure opportunities for pair or small group work
Make books or other resources available to take home
Find out about pupils' strengths and build on them
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Make use of initial assessment information from EAL staff
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Where possible, talk to parents about the work pupils are doing
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Suggest ways in which they can provide support
When EAL specialists are available to support pupils, work in
partnership, when possible
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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
When pupils are ready, plan simple communicative activities
which encourage them to talk, using language they have
previously heard
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
Give examples appropriate to pupils' experience to illustrate
ideas
Encourage use of pupils' home languages by parents and
where available bilingual staff and pupils who speak the same
language
Communicate meaning through activity e.g. practical demonstrations,
video, role-play, drama
Present information in the form of key visuals such as diagrams and charts
Use drawings, photographs, objects and picture dictionaries to communicate key vocabulary
Supporting curriculum access and language learning
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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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Encourage pupils who are literate to read and write in their home or community
languages
Encourage literate pupils to use and make bilingual dictionaries and word lists
Where possible make pupils' home languages central to the work of the whole
class e.g. in drama, role-play
Prepare resources which includes some of this key vocabulary e.g. picture cards,
worksheets
Learn key technical vocabulary in advance of lessons
Use bilingual dictionaries
Encourage other pupils to teach you simple phrases in the languages spoken by
new arrivals e.g. well done, please, thank you
Welcome and encourage home language support from parents
Make sure other pupils see that you respect and value pupils' bilingual competence
Praise and reward pupils who act as interpreters
Where pupils speak a common language, encourage pupils to talk together in their
home languages
Maintaining a positive ethos to promote this is essential
Helping pupils use their home languages for learning
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Acknowledgement to Education Bradford
Supporting Pupils,
New to English,
in the Classroom
Access & Learning
EAL Team Wigan “Every Child Matters”
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ICT e.g. programmes in English that are well-supported by graphics, multimedia software
Use of drama strategies e.g. role play, acting out stories, hot seating
Games (picture based), e.g. barrier games, picture lotto
Audio-visual resources e.g. story tapes in pupils’ home languages
Adapted worksheets to enable pupils to read and write small chunks of
information
Simplified texts and text summaries
Bilingual dictionaries
Artefacts and props e.g. puppets, story sacks, mini-worlds, story boxes
Rough notebooks and whiteboards for planning
Vocabulary lists
Pictures and photographs
Key visuals e.g. tables, maps, diagrams, grids, mind-mapping
Useful resources for New to English pupils
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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”
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Make books available to take home
Encourage pupils to make use of other provision after school, e.g.
City Learning Centre, community clubs
Agree support for homework with EMA staff e.g. at homework
clubs or through work with parents
Encourage pupils who are literate to write in their community
languages
Be explicit about the key features of different types of writing
Encourage collaborative writing with other pupils who share
the same home language
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 bilingual staff and other pupils to translate and
summarise texts in pupils' home languages
Plan active reading tasks for pairs or small groups of pupils
e.g. text sequencing, gap filling
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
Include plenty of visual support in texts
Build in discussion before reading, and oral practice
before written work
Developing reading and writing
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Using ICT that supports
understanding
Compiling a glossary of subject specific vocabulary
provided by the teacher, including
pictures and/or translations
Using writing frames which provide structure for text &
highlighting the variety of genres
Writing sentences following a model sentence structure
e.g. from a choice table which enables a range of sentences
to be generated
Sequencing sentences to form a short, continuous piece
of writing, which can then be written out
Text highlighting or underlining – where pupils identify
key words or parts of the text that relate to a particular
question
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
Matching text and visuals - where pupils match sentences
or paragraphs to a sequence or set of pictures
Labelling pictures e.g. maps or diagrams with words,
phrases or sentences provided elsewhere on the worksheet
Practical activities to support pupils in their reading and writing
development
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Emotions fan
S.O.S Phrases
I don’t understand.
I don’t know.
Pardon?
I don’t speak English.
Help me.
Excuse me.
Please.
S.O.S Phrases
Repeat please.
Please.
Thank you.
My name is...
Hello.
Yes.
No.
School Subject Pictures
Maths
English
R.E.
Design Tech
PSHE
Physics
Geography
Physical Education
Drama
Chemistry
History
Music
Dance
Biology
Art
Food Tech
ICT
School Subject Pictures
French
Salut!
Au revoir!
English
Hello!
Goodbye!
Italian
Ciao!
Arrivederci!
German
Spanish
Tschus!
Buenos
Días!
Guten Tag!
Adiós!
writing
geography
music
drama
design and technology
reading
Spelling
1. light
2. sight
spelling
art
Subjects
PE
science
ICT
maths
X
languages
PSHE
homework
CLASS
RULES
√
English
history
RE
board
PE kit
register
paints
books
teacher’s desk
scissors
tray
desk
cloakroom
glue
paper
calculator
The Classroom
folders
chair
display
bin
computer
pencil case
crayons
sweets
colour pencils
chocolate bar
pen
book
money / purse
key
School Bag
ruler
bag
letter
drink
rubber
lunch box
pencils
gel pens
1
11
one
eleven
2
12
two
twelve
3
13
three
thirteen
4
14
four
fourteen
5
15
five
fifteen
6
16
six
sixteen
7
17
seven
seventeen
8
18
eight
eighteen
9
19
nine
nineteen
10
20
ten
twenty
0-20 Number Line
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20
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
Basic Colours with words
red
yellow
pink
brown
green
blue
purple
orange
white
black
Basic Colours without words
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
Question Words
Who
Where
When
Why
What
How
today
tomorrow
?
Days of the week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Keywords - body parts
teeth
mouth
ears
nose
eyes
head
arm
knee
feet
hands
leg
body
Basic Clothes
socks
scarf
trainers
shorts
gloves
jeans
tie
hat
jacket
skirt
trousers
pumps
blouse
coat
cardigan
underwear
swimsuit
tracksuit
pyjamas
t-shirt
dress
shirt
jumper
shoes
Initial Verbs Words and Pictures
dig
skip
sing
paint
eat
dance
laugh
swim
cry
talk
talk
listen
run
yawn
cut
throw
jump
play
crawl
climb
hide
watch
sleep
read
make
write
ride
brush
build
wash
catch
draw
clap
EMAS
EAL Department
1st Floor
Leigh Town Hall
Market Street
Leigh
WN71DY
Telephone 01942 404075