Teaching Emphases for English Proficiency Levels
Improving Teaching and Learning for ESL Students from Years 1 - 12
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Level: Junior Primary SPEAKING – Level 1

Language Capabilities	Teaching Emphases	Suggested Resources
Watches carefully but may not speak Names some objects Uses 1-2 word utterances to convey a larger meaning eg ‘ruler’ = ‘give me the ruler’ Uses basic vocabulary to express immediate needs Echoes words and phrases of peers and adults Responds non-verbally Copies actions of others Uses gestures to express needs, likes and dislikes Uses L1 in communicating with English speakers	Build a relationship with student which boosts confidence and is conducive to risk-taking: - acknowledge any efforts to interact, e.g., non-verbal responses to questions, participation in group activities - praise or reward any linguistic risk-taking behaviours as indicators of development - include correct version of student approximation during interaction, rather than simply pointing out mistakes - acknowledge student’s L1 knowledge eg In English this is … In Chinese….? - use gestures and facial expression to accompany speech - attempt to predict meaning from student’s gestures and from context Allocate a buddy e.g., for group work, during breaks Encourage student to predict meaning from gestures and context, allowing time for processing of language Refer to pictures and real life objects when speaking and when eliciting response from student e.g., characters in story, localities within school, personal belongings related to school – clothing, desk items, food Provide desk chart of symbols to assist student in communicating immediate needs - yes/no, toilet, drink, lunch, classroom objects – student initially points to symbol, and articulates word when confident Model common greetings, politenesses, and ways to ask for help in daily interactions – create simple roleplays Model simple sentences in face to face interaction for student to reciprocate, e.g., personal details (family, country, school) likes/dislikes, abilities, using photos/ pictures/objects to support new vocabulary – I am/not…, (can/can’t, like/don’t like, have/don’t have) Share simple repetitive stories, nursery rhymes, chants, songs, accompanied by visual support e.g., sets of labelled pictures; or actions e.g., ‘The Farmer’s in the Dell’; have students act out key segments of stories/rhymes etc. or retell using finger/glove puppets (individual or small group work, depending on confidence) Teach playground games e.g., jacks, handball, skipping chants, model appropriate language, and coach pronunciation of content words and word clusters (encourage school to paint game templates e.g., hopscotch, in play areas, or use chalk) Model structures and intonation patterns of imperatives ‘Come here!’ ‘Sit down’ ‘Go inside’, - provide opportunities for 1:1/1:2 interactions rather than with large group e.g., play ‘Simon Says’ - have student play role of teacher Model pronunciation of relevant names of students and staff for student to imitate, using photos for later reference Count items and people, e.g., steps, classroom objects, students - in units, twos, fives, tens, hundreds, as appropriate to grade level or prior knowledge, modelling clear pronunciation of number words – draw attention to syllabic stress in two/three syllable words by presenting minimal pairs e.g., eighteen/eighty Teach names of colours by drawing attention to predictable environmental colours, e.g., blue=sky; familiar objects, e.g., lunchbox=red; favourite items, e.g., toy=yellow – follow with colouring worksheets Model language and intonation of simple questions/requests and responses for student to imitate, e.g., in book talks or games - ‘What’s this?’ ‘It’s a ….’ ‘How many…?’ ‘There are ….’ ‘What colour is …?’ ‘It’s ….’ ‘Show me the ….’ ‘Here it is.’ Teach vocabulary using objects and pictures, with a look-point-say sequence Present items/pictures for student to - a) sort into likes and dislikes - foods, clothing, school subjects, sports b) classify according to size, colour, shape Build student’s vocabulary through games e.g., picture bingo and card games –Snap, Fish, Memory/Concentration, Happy Families- name object on card as it is being put down or picked up Become familiar with L1 consonant/vowel configurations in order to understand student’s difficulties in distinguishing between and producing Australian sounds Encourage use of L1 with L1 speaking peers, as a way to become familiar with school culture and English learning	Oxford Picture Dictionary Macquarie Theme Dictionary Practical Language Activities – Multi-language dictionary/desk chart Rhyme Collections Jazz Chants for Children Puppets Photo albums Common items for classifying e.g., paper clips, buttons Colour worksheets Bingo – number/picture vocab Card sets for playing Snap, Fish, Happy Families, Memory/Concentration/ Matching games (25 pairs, 13 sets of 4 – make families according to object, colour, size)

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Authors: Kay Mc Namara & Esther Watt                  © Education Queensland 2004
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