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Watches carefully but may not speak -see note above- |
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Echoes words and phrases of peers and adults |
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Uses gestures to express meaning, eg for needs, likes and dislikes |
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Names some objects and uses occasional isolated words |
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Participates in academic activities by copying actions of others and responding non-verbally |
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Uses basic vocabulary to express immediate needs |
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Build a relationship with student which boosts confidence and is conducive to risk-taking:
- acknowledge any efforts to interact, eg 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
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Allocate a buddy e.g., for group work, during breaks
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Provide opportunities for 1:1/1:2 interactions rather than with large group
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Use bilingual dictionary if possible, for important communications eg ’Tomorrow is a holiday.’
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Encourage use of L1 with L1 speaking peers, as a way to become familiar with school culture and English learning
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Allow wait time for student to process thoughts before expecting a response to questions
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Support student in pronunciation of common words through ‘listen and repeat’ activities – focus on whole words, then initial and final sounds
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Model greetings, politenesses, and how to ask for help in daily interactions – create simple role-plays
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Model simple sentences in face to face interaction for student to reciprocate, e.g., personal details (family, country, school) likes/dislikes, abilities, using pictures or objects to support new vocabulary – I am/not…,(can/can’t, have/don’t have, like/don’t like)
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Use closed questions e.g., use yes/no questions, 'Would you like to draw?' or offer alternatives within question – ‘What would you like to do - read or draw?’ ‘Which book will we read – this book or that book?
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Model pronunciation of relevant names of students and staff for student to imitate
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Use pictures of familiar people and objects to model use of subject pronouns in simple sentences – I …,You…,He/She/It…, We…, You…,They…
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Provide vocabulary building activities on localities within the school, personal belongings related to school – clothing, desk items, food
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Become familiar with L1 consonant/vowel configurations in order to understand student’s difficulties in distinguishing between and producing Australian sounds
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Introduce games – listening games, e.g., listen and repeat, card games – snap, concentration, happy families (name object on card); picture bingo; floor games; ‘I spy’ using colours, objects, letter-sounds
- model rules and language for turn-taking, interacting and scoring eg simple imperatives - ‘take a card’, ’throw the dice’, formulaic phrases – ‘may I have the…’, ‘you got … points’, ‘my turn/your turn’
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Challenge student intellectually through problem solving activities from all areas of curriculum e.g., group reconstruction of geometric shapes/organising of sports equipment/participation in hands-on science experiments
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Mystery Garden Game |
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Oxford Picture Dictionary |
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Macquarie Theme Dictionary |
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Bilingual dictionaries |
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Beginning ESL |
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Contrastive analysis chart |
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Asian Language Notes – Some likely areas of difficulties for the foreign learner of English – Korean, Chinese, Vietnamese |
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Ship-Sheep |
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Shopping game |
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Ludo |
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Bingo –number/picture vocab |
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Card sets for playing Snap, Fish, Happy Families, Memory/Con-centration/ Matching games (25 pairs, 13 sets of 4 – make families according to object, colour, size) |
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Wiggleworks |
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Storybook Weaver Deluxe |
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