Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first...

Get wise

Your time out

Teachers’ notes

Contents

Introduction to Get wise .........................................................................................2

Maps .........................................................................................................................5Key concepts and knowledge ...................................................................................... 6

Language focus ............................................................................................................ 12

Language tasks ............................................................................................................ 16

CSWE outcomes ............................................................................................................ 24

Overview of Your time out ....................................................................................27Components .................................................................................................................. 27

How to use the materials .............................................................................................. 28

Teaching notes ......................................................................................................29Unit 1 The beach ........................................................................................................... 29

Unit 2 The gym ............................................................................................................... 35

Unit 3 Playing sport ........................................................................................................ 40

Unit 4 What can we do today? ................................................................................... 46

Answers ..................................................................................................................51

2

Introduction to Get wiseThe modules in the Get wise series are specifically designed for young people in the Adult Migrant Education Program’s (AMEP) Special Preparatory Program (SPP).

The Adult Migrant English Program (AMEP), funded by the Commonwealth and administered by the Department of Immigration and Citizenship, provides up to 510 hours of free English language tuition for eligible migrants and humanitarian entrants who do not have the basic English skills necessary to settle successfully in Australia.

The SPP provides additional hours of English language tuition in a tailored format to prepare eligible refugee and humanitarian entrants for the more formal learning environment of the AMEP. Refugee and humanitarian entrants who are under the age of 25 years and who have low levels of formal schooling (between 0–7 years) may receive up to an additional 400 hours of English language tuition. Others with special needs as a result of their pre-migration experiences, such as torture or trauma, may be eligible for up to 100 hours of additional tuition.

Focus client groupWhile the focus client group is SPP youth, the modules may also serve other AMEP learners. The modules are designed to assist learners with high oracy, but low literacy in English, and minimal literacy in their home language. The language level of the modules is suitable for learners who are in the middle range of the Certificate in Spoken and Written English (CSWE) 1; that is, at the beginner level.

The SPP youth program is delivered in:• lessthanfull-timeintensity(nomorethan15contacthoursperweek)• smallclassesofaround7–12studentswherepossible,or• regularAMEPclasseswithlearnersofvariousages,supportedbyatutor

or bilingual worker.In addition, AMEP providers may work with the school sector or Technical and Further Education (TAFE) institutes to deliver a combined school/AMEP/SPP program specifically focused on young people with minimal or no schooling.

Theoretical framework

Content and languageThe CSWE is a text-based curriculum framework in which assessment is through learner achievement of competencies. The focus and learning objectives of this framework are language–based and the content of the curriculum is not specified (see Murray 2006 for a description of syllabus design in the AMEP). In many of the AMEP classes which are following the CSWE framework, content focuses on the immediate settlement needs of learners, such as housing, transport and banking.

However, recent research by the AMEP Research Centre (Wigglesworth 2003; Wigglesworth and Harding 2005; Murray and Lloyd 2007) has shown that young people — especially those who plan to continue their education either through graduating from high school or by taking courses in TAFE — do not always feel this content is relevant to their lives. The modules in Get wise are therefore a response to what learners (and their teachers) have found to be of more relevance. The topics were chosen through consultation with AMEP providers and teachers of young people.

The teaching approach taken in the Get wise modules is Content-Based Instruction (CBI) — a form of curriculum design used in a variety of settings (Snow and Brinton 1997; Williams 2004) from primary school to university level. In this approach, language aims are integrated with content aims. More specifically, CBI refers to:

…the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content. (Brinton, Snow and Wesche 1989: vii)

Within the AMEP, a number of content-based courses have been delivered on topics such as learner-driver content (Hemming, Sydorenko, Lloyd and Murray 2004), citizenship (Murray and McPherson 2006), and first aid and information technology (Murray 2007). The content in Get wise, while relevant to young people, is designed for use in a national program and so is not sensitive to local variation.

Your time out – teachers’ notes 3

As Brinton, Snow and Wesche note previously, in CBI the language taught follows from the choice of content. Therefore, in these modules, the relevant content dictates the language. However, given the target language level of the learners, language appropriate for that level has been carefully chosen. Despite this careful selection, the vocabulary load in particular is quite high. The approach assumes that learners will be sufficiently motivated by the content to learn the language. In addition, because of their milieu, these young people will frequently encounter this language in their everyday lives. The Get wise Teachers’ notes provide the scope and sequence of both content and language so that teachers can choose units appropriate for their particular learner group.

As learners using Get wise will be working within the CSWE framework, the CSWE learning outcomes covered in each unit are also indicated. However, these learning outcomes are not all covered in the depth required by the CSWE. Teachers who wish their learners to achieve CSWE learning outcomes may need to supplement the modules with additional language instruction.

Module contentThere are six modules, each of which consists of:

• DVD• Studentworkbook• CD• Teachers’notes• Oneadditionalresource,whichvariesfrommoduletomodule;forexample,awallchart,flash

cards, a game and so on.

The content of each module (selected through consultation with the National Working Group) is:

• Workandstudy(Your future: Work and study)• Sportandleisure(Your time out)• Money(Your money)• Digitalliteracy(Your communications)• Healthandwellbeing(Your health and wellbeing)• Interculturalcommunication(You and me)

Language level of the DVD and the student workbookResearch projects with SPP youth learners in the AMEP have indicated that this learner group has higher levels of spoken language skills than of written language skills. This means that young adult learners are capable of more complex and involved spoken discussions than of reading and writing. When the discussions have strong contextual and visual support, these students are capable of managing a much higher language level than they would if the materials were reading and writing texts.

This may mean that a group of learners can take part in extended and explorative conversations when they are engaged with a topic, but when they come to complete a reading or written task on the same content, they may take considerable time to complete tasks at a much more basic level than the discussions in which they have participated.

Forthisreason,thespokenlanguageoftheDVDsituationsisatahigherlevelthanmostoftheactivities in the workbooks. This means that teachers need to be prepared to allow considerable time for young learners to complete literacy activities. They also need to be aware that the ability of students to engage with spoken language in the contexts of the situation presented in the DVDsmaynotbematchedbytheirabilitytocompletewrittentasksatthesamelanguagelevel.

TheworkbooktasksaredesignedtobuildonthescaffoldingprovidedintheDVDs.TeachersshouldnotusethewrittenactivitieswithoutthescaffoldingprovidedbytheDVD.Thematerialwithin each unit of the workbooks and across the units is also carefully scaffolded. This means that learning builds up through teacher support, and support from the materials, to gradually develop the abilities of the students to work at and complete more complex tasks.

4

MethodologyThe modules in Get wise do not assume any specific language teaching methodology. However, explicit instruction in text features and grammatical systems are used in the materials to be consistent with the CSWE curriculum framework. The materials also provide opportunities for learners to not only learn about language but also to use it.

The materials cover all four language sub-skills of listening, speaking, reading and writing, although there is an emphasis on the teaching of literacy by drawing on learners’ proficiency in the spoken language. Students are likely to find the listening and speaking tasks more accessible than the reading and writing tasks. Written tasks may require greater scaffolding and support.

The modules in Get wise are designed to be used by classroom teachers experienced in teaching young people. They are not standalone materials for use in independent learning, although individual activities can be assigned for homework. We assume that teachers will supplement the materials with information relevant to their local context.

ReferencesBrinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. New York: Newbury House.

Hemming, P., Sydorenko, T., Lloyd, R., & Murray, D. E. (2004). Fact sheet — Integrating content and language: Meeting the needs of learner drivers (Miscellaneous 2). Sydney: AMEP Research Centre.

Murray, D. E. (2006). Fact sheet — Course design: Competency or proficiency? (Teaching Issues 9). Sydney: AMEP Research Centre.

Murray, D. E. (2007). Education pathways through adult ESL. Sydney: NCELTR.

Murray, D. E., & Lloyd, R. (2007). Uptake of AMEP provision by youth from Africa: Opportunities and barriers. Sydney: NCELTR.

Murray, D. E., & McPherson, P. (2006). Let’s participate: Designing a civics course for adult migrants. In M. A. Snow & L. Kamhi-Stein (Eds.), Developing a new course for adult learners (pp. 285–309). Alexandria: TESOL.

Snow, M. A., & Brinton, D. M. (1997). The content-based classroom. White Plains, NY: Longman.

Wigglesworth, G. (Ed.). (2003). The kaleidoscope of adult second language learning: Learner, teacher and researcher. Sydney: NCELTR.

Wigglesworth, G., & Harding, L. (2005). Different generations, different needs: Migrant youth in English language programs. Prospect, 20(3), 6–23.

Williams, A. (2004). Fact sheet — Enhancing language teaching with content (Teaching Issues 3). Sydney: AMEP Research Centre.


MapsThis section contains four different maps of the content of the workbook to give teachers an overview of the topic content, the language focus, the language tasks and the CSWE outcomes that are covered in each unit.

This will help teachers to understand what learners experience in working through the units. It may also assist teachers to identify units that address the needs of their learners.

The first map covers the key concepts and knowledge in the workbook, and identifies the activities which focus on specific concepts and content.

The second map identifies the language focus of each unit, listed by topic vocabulary, text type, function and grammar/structure. This also lists pronunciation, the content of the learning tips and any other area of learning.

The third map identifies the tasks in which the students are involved. These are listed by language macro-skills.

The fourth map identifies CSWE I Learning outcomes that are covered in each unit.

6

1. K

ey

co

nce

pts

and

kno

wle

dg

e

Ke

y c

onc

ep

tsA

ctiv

itie

s th

at s

pe

cifi

ca

lly fo

cus

on

the

co

nce

pt/

co

nte

nt

Uni

t 1U

nit 2

Uni

t 3U

nit 4

Dem

onst

rate

the

impo

rtan

ce o

f wat

er s

afet

y an

d be

ach

saf

ety

proc

edu

res.

DVD

A

ctiv

ity 1

2–17

, 21

–31,

34–

37

Dem

onst

rate

the

impo

rtan

ce o

f su

n s

afet

y an

d sk

in p

rote

ctio

n.

DVD

A

ctiv

ity 7

–10

Com

mu

nity

gym

s ar

e an

acc

essi

ble

intr

odu

ctio

n to

spo

rt a

nd

fitn

ess.

DVD

A

ctiv

ity 5

5, 5

8, 5

9,

65,1

04

Spor

ts a

nd

gym

s h

ave

code

s of

beh

avio

ur,

rule

s an

d pr

oced

ure

s to

follo

w.

DVD

A

ctiv

ity 6

3, 6

5, 7

7,

88–9

1

DVD

A

ctiv

ity 1

18–1

20, 1

24,

126–

129

, 138

, 142

Ther

e ar

e m

any

way

s of

kee

pin

g fit

thro

ugh

cas

ual

spo

rts,

exe

rcis

e or

da

ily a

ctiv

ities

.D

VD

Act

ivity

94–

102

DVD

A

ctiv

ity 1

08–1

13, 1

46,

153,

154

Ther

e ar

e di

ffer

ent w

ays

of b

ecom

ing

invo

lved

in lo

cal o

rgan

ised

spo

rtin

g cl

ubs

or

team

s.D

VD

Act

ivity

58,

59

DVD

A

ctiv

ity 1

16, 1

20, 1

24,

125,

130

, 138

, 142

, 14

4, 1

56

Stu

den

ts e

xpre

ss th

eir

own

inte

rest

s an

d th

en fi

nd

oppo

rtu

niti

es to

ex

plor

e th

em.

Act

ivity

49,

51

DVD

A

ctiv

ity 5

6, 5

7,58

, 59,

10

2, 1

04

DVD

A

ctiv

ity 1

12,1

13, 1

46,

154,

156

DVD

A

ctiv

ity 1

60–1

64,

171–

175,

182,

19

1–19

5, 2

00,

201,

207


Ke

y c

onc

ep

ts (

co

ntin

ued

)A

ctiv

itie

s th

at s

pe

cifi

ca

lly fo

cus

on

the

co

nce

pt/

co

nte

nt

Uni

t 1U

nit 2

Uni

t 3U

nit 4

Dem

onst

rate

way

s of

acc

essi

ng

oppo

rtu

niti

es fo

r re

crea

tion

act

iviti

es

in th

e lo

cal a

rea

and

acro

ss th

e ci

ty.

Act

ivity

51

DVD

A

ctiv

ity 1

04D

VD

DVD

A

ctiv

ity 1

71–1

77, 1

93,

200,

207

Spor

t an

d re

crea

tion

pla

y a

sign

ifica

nt r

ole

in A

ust

ralia

n d

aily

life

an

d cu

lture

.D

VD

Act

ivity

3D

VD

Act

ivity

58,

59

DVD

A

ctiv

ity 1

51, 1

52D

VD

Act

ivity

159

Imp

ort

ant

top

ic c

ont

ent

Ther

e is

a r

ange

of r

ecre

atio

nal

act

iviti

es a

t th

e be

ach

.D

VD

Act

ivity

3

Ther

e ar

e di

ffer

ent t

ypes

of s

un

scre

en a

nd

skin

pro

tect

ion

.D

VD

Act

ivity

7–1

0

Life

guar

ds h

elp

keep

bea

ches

saf

e.D

VD

Act

ivity

13–

17, 2

1,

29, 3

0, 3

4, 3

5

Ther

e ar

e va

riou

s da

nge

rs a

t th

e be

ach

.D

VD

Act

ivity

14–

16, 2

1–28

, 34

, 35

Ther

e ar

e ru

les

and

proc

edu

res

to h

elp

keep

peo

ple

safe

at t

he

beac

h.

DVD

A

ctiv

ities

21–

23,

24–2

8, 2

9–31

, 34–

37

Stu

den

ts c

an ta

ke s

wim

min

g le

sson

s at

loca

l poo

ls to

impr

ove

thei

r sw

imm

ing

skill

s.D

VD

Act

ivity

39,

42,

49,

51

Com

mu

nity

gym

s of

fer

a br

oad

vari

ety

of a

ctiv

ities

.D

VD

Act

ivity

55,

58,

59,

69

, 104

8

Imp

ort

ant

top

ic c

ont

ent

(c

ont

inue

d)

Uni

t 1U

nit 2

Uni

t 3U

nit 4

Gym

s h

ave

rule

s an

d pr

oced

ure

s th

at m

ust

be

follo

wed

.D

VD

Act

ivity

63,

65,

77–

80,

88–9

1

Peo

ple

can

kee

p fit

at h

ome

or in

thei

r fr

ee ti

me

with

out d

oin

g an

or

gan

ised

spo

rt o

r go

ing

to a

gym

.D

VD

Act

ivity

94–

102

A w

ide

ran

ge o

f spo

rts

is p

laye

d in

Au

stra

lia.

Act

ivity

55,

58–

59, 1

04D

VD

Act

ivity

108

–112

, 151

Ther

e ar

e pe

ople

an

d pl

aces

that

can

hel

p st

ude

nts

bec

ome

invo

lved

in

spo

rt.

DVD

A

ctiv

ity 6

5, 1

04D

VD

Act

ivity

116

, 120

, 12

4, 1

30, 1

38, 1

44

Spor

ts te

ams

hav

e ru

les

and

code

s of

beh

avio

ur.

DVD

A

ctiv

ity 1

18–1

20,

124,

126

–129

Ther

e is

a r

ange

of a

ctiv

ities

an

d ev

ents

ava

ilabl

e in

the

com

mu

nity

.D

VD

Act

ivity

3A

ctiv

ity 9

4–96

Act

ivity

108

, 146

DVD

A

ctiv

ity 1

59, 1

67,

173–

175,

177

, 178

, 18

2, 1

91–1

93

Ther

e ar

e di

ffer

ent m

ean

s of

fin

din

g ou

t abo

ut r

ecre

atio

n a

ctiv

ities

an

d ev

ents

in th

e lo

cal a

rea.

DVD

A

ctiv

ity 1

71–1

74, 2

08

Ther

e ar

e di

ffer

ent a

spec

ts o

f pla

nn

ing

activ

ities

or

excu

rsio

ns

in th

e lo

cal a

rea.

Act

ivity

175

, 177

, 19

8–20

1, 2

03,

204,

207

De

taile

d c

ont

ent

kno

wle

dg

e

Stu

den

ts c

an g

et in

form

atio

n a

bou

t su

nsc

reen

from

ph

arm

acis

ts.

Act

ivity

7–8

Ther

e ar

e pr

oced

ure

s fo

r th

e u

se o

f su

nsc

reen

.D

VD

Act

ivity

8


De

taile

d c

ont

ent

kno

wle

dg

e (

co

ntin

ued

)U

nit 1

Uni

t 2U

nit 3

Uni

t 4

Ther

e is

a r

ange

of t

hin

gs y

ou n

eed

at th

e be

ach

.A

ctiv

ity 1

0

Ther

e ca

n b

e da

nge

rou

s m

arin

e an

imal

s in

the

sea.

Act

ivity

24

It is

impo

rtan

t to

be a

war

e of

wat

er c

ondi

tion

s.

DVD

A

ctiv

ity 1

4–17

, 21

–23,

27,

34–

36

It is

impo

rtan

t to

follo

w li

fegu

ard

inst

ruct

ion

s an

d re

ad s

afet

y si

gns.

DVD

A

ctiv

ities

14–

17,

24–3

0, 3

4, 3

5

Wh

ere

ther

e is

a li

fegu

ard

patr

ol, p

eopl

e sh

ould

sw

im b

etw

een

the

flags

.D

VD

Act

ivity

14–

17,

29–3

1, 3

4, 3

5

Wh

at to

do

if an

yon

e is

in tr

oubl

e in

the

wat

er.

Act

ivity

21–

23

Life

guar

ds o

ften

car

ry o

ut w

ater

res

cues

.D

VD

Act

ivity

13–

17, 2

1

Ther

e ar

e sa

fety

pre

cau

tion

s to

follo

w w

hen

goi

ng

swim

min

g.A

ctiv

ity 3

4, 3

5

How

to e

nqu

ire

abou

t sw

imm

ing

less

ons.

A

ctiv

ity 3

9–42

, 51

Ther

e a

re s

wim

min

g p

ool a

nd

less

on c

osts

.A

ctiv

ity 3

9, 4

2,

44–4

6, 5

1

Dev

elop

an

aw

aren

ess

of s

wim

min

g ab

ility

an

d ex

peri

ence

s.A

ctiv

ity 4

7–49

Peo

ple

go to

gym

s fo

r di

ffer

ent r

easo

ns.

Act

ivity

58,

59

An

intr

odu

ctor

y to

ur

of th

e fa

cilit

ies.

DVD

A

ctiv

ity 6

2–65

, 104

10

De

taile

d c

ont

ent

kno

wle

dg

e (

co

ntin

ued

)U

nit 1

Uni

t 2U

nit 3

Uni

t 4

Gym

mem

bers

hip

fees

an

d ac

tivity

/ses

sion

fees

.D

VD

Act

ivity

64,

65,

79,

104

A g

ym ti

met

able

is a

gu

ide

to s

essi

ons

and

times

.A

ctiv

ity 6

9–75

Gym

ru

les

and

beh

avio

ur.

Act

ivity

88–

91

Com

plet

ing

gym

en

rolm

ent f

orm

s.D

VD

Act

ivity

77–

81

Ther

e ar

e m

any

diff

eren

t way

s to

kee

p fit

.D

VD

Act

ivity

55,

58,

59,

94

–102

DVD

A

ctiv

ity 1

08–1

13,

146,

154

Exe

rcis

ing

can

be

don

e at

hom

e.A

ctiv

ity 9

4–10

1

Ther

e ar

e in

divi

dual

an

d te

am s

port

s.A

ctiv

ity 1

13

Wh

at is

invo

lved

in jo

inin

g a

team

or

clu

b.D

VD

Act

ivity

118

–124

The

ben

efits

of p

layi

ng

team

spo

rt.

DVD

A

ctiv

ity 1

16, 1

24,

144,

146

, 149

, 153

Spor

ts te

ams

and

clu

bs c

an b

e ex

pen

sive

.A

ctiv

ity 1

18, 1

20,

123,

124

Way

s to

fin

d ou

t abo

ut s

port

s cl

ubs

.D

VD

Act

ivity

116

, 124

, 12

5, 1

30, 1

44, 1

56

Team

ru

les

and

beh

avio

ur.

DVD

A

ctiv

ity 1

18–1

20,

124,

126

–129

Cal

ling

dire

ctor

y as

sist

ance

.A

ctiv

ity 1

32–1

37


De

taile

d c

ont

ent

kno

wle

dg

e (

co

ntin

ued

)U

nit 1

Uni

t 2U

nit 3

Uni

t 4

Get

ting

a pe

rmit

for

a sp

orts

gro

un

d fr

om th

e co

un

cil.

DVD

A

ctiv

ity 1

38–1

42

Diff

eren

t pla

ces

to p

lay

spor

t.D

VDA

ctiv

ity 1

43, 1

56

Spor

t in

Au

stra

lian

cu

lture

.A

ctiv

ity 1

08, 1

51

Stu

den

ts in

volv

emen

t in

spo

rt.

Act

ivity

102

Act

ivity

112

, 113

, 15

3, 1

54

Ther

e is

a v

arie

ty o

f rec

reat

ion

act

iviti

es a

nd

ther

e ar

e m

any

plac

es to

go.

DVD

A

ctiv

ity 1

59, 1

67,

173,

174

, 178

, 182

, 19

1–19

3

Wh

at’s

On

gu

ide,

an

d ot

her

eve

nts

an

d ac

tiviti

es g

uid

es.

DVD

Act

ivity

167

–170

,17

1, 1

73–1

77

Stu

den

ts c

an le

arn

how

to fi

nd

out a

bou

t act

iviti

es in

thei

r ar

ea.

DVD

A

ctiv

ity 1

71–1

77

Wh

at s

tude

nts

can

do

in th

eir

free

tim

e.A

ctiv

ity 1

60–1

64, 1

82

Mak

ing

sugg

estio

ns

for

thin

gs to

do.

Act

ivity

183

–187

, 19

1, 2

00

Stu

den

ts c

an d

ecid

e w

her

e to

go

for

a cl

ass

excu

rsio

n.

Act

ivity

191

–195

, 19

8–20

0

Cal

cula

ting

excu

rsio

n c

osts

.A

ctiv

ity 1

96–1

99

Pla

nn

ing

a cl

ass

excu

rsio

n.

Act

ivity

198

–204

, 207

12

2. L

ang

uag

e fo

cus

Uni

t 1

Top

ic v

oc

ab

ula

ry

Func

tions

Gra

mm

ar/

stru

ctu

res

Text

typ

es

Oth

er

Bea

ch a

ctiv

ities

(s

urfin

g, s

wim

min

g)

Bea

ch c

loth

ing

(b

athe

rs, b

oard

sho

rts)

Mar

ine

anim

als

(s

tinge

rs, s

hark

s)

Wat

er c

ondi

tion

s

(dee

p, r

ough

, wav

es)

Surf

life

savi

ng

(life

guar

d, fl

ags)

War

nin

gs

(dan

ger,

bew

are

of)

Wat

er s

afet

y (fl

oat,

calm

, res

cue)

Sun

saf

ety

(sun

scre

ens,

SP

F, h

at)

At t

he

swim

min

g po

ol

(less

ons,

spa

, sau

na,

stro

ng s

wim

mer

, co

nces

sion

car

d/ra

te)

Exp

ress

ing

freq

uen

cy

Ask

ing

for

info

rmat

ion

Pro

vidi

ng

info

rmat

ion

Giv

ing

advi

ce

Res

pon

din

g to

adv

ice

Giv

ing

and

follo

win

g in

stru

ctio

ns

Nar

ratin

g ev

ents

in th

e

past

(rec

oun

t)

Sequ

enci

ng

even

ts

Inte

rpre

ting

sym

bols

Cla

rify

ing

info

rmat

ion

/st

ress

ing

key

wor

ds

Cal

cula

ting

cost

s

Exp

ress

ing

leve

l of a

bilit

y

Verb

s:p

rese

nts

impl

e,

pres

ent c

ontin

uou

s, p

ast s

impl

e

Adv

erbs

of f

requ

ency

Tim

e ex

pres

sion

s: o

nce

a w

eek/

tw

ice

a ye

ar/e

very

two

hour

s

Cou

nta

bles

/un

cou

nta

bles

: a

+ si

ngu

lar

nou

n/s

ome

+ pl

ura

l or

un

cou

nta

ble

nou

n

Impe

rativ

es fo

r sa

fety

in

stru

ctio

ns

Mod

als:

sho

uld

Qu

estio

n fo

rms

in th

e pr

esen

t si

mpl

e: w

here

/wha

t/w

hen/

ho

w m

uch

Use

of b

efor

e an

d af

ter

Verb

s:c

an/c

an’t,

kno

w h

ow to

/do

n’t k

now

how

to

Ph

otos

with

cap

tion

s

Spok

en e

xch

ange

s: w

ith a

dvic

e,

with

inst

ruct

ion

s, a

skin

g fo

r in

form

atio

n

Rec

oun

t of b

each

res

cue

Wat

er s

afet

y po

ster

Bea

ch s

afet

y si

gns

and

war

nin

g si

gns

Safe

ty il

lust

ratio

ns

Ru

les/

inst

ruct

ion

s fo

r

beac

h s

afet

y

Adu

lt le

arn

to s

wim

flye

r

Tabl

e of

poo

l en

try

cost

s

Surv

ey a

bou

t sw

imm

ing

Wor

d pu

zzle

Ch

eckl

ist

Lear

ning

tips

Exp

lain

ing

SPF

Shou

ld fo

r ad

vice

Stru

ctu

rin

g a

reco

un

t

Pro

nunc

iati

on

Sen

ten

ce s

tres

s

Num

erac

y

Onc

e a

wee

k/tw

ice

a ye

ar/

ever

y tw

o ho

urs

SPF

nu

mbe

rs

Swim

min

g le

sson

tim

es

Poo

l an

d le

sson

cos

ts

Out

side

cla

ss

Fin

din

g in

form

atio

n a

bou

t a

loca

l poo

l

Lear

ning

ski

lls

Cir

cle,

tick

, cro

ss, u

nde

rlin

e

Self-

chec

k of

lear

nin

g ou

tcom

es


Uni

t 2

Top

ic v

oc

ab

ula

ry

Func

tions

Gra

mm

ar/

stru

ctu

res

Text

typ

es

Oth

er

Gym

act

iviti

es

(aer

obic

s, w

eigh

tlift

ing,

ba

sket

ball,

yog

a)

Fitn

ess

activ

ities

(jo

ggin

g, r

olle

rbla

ding

, ex

erci

se, d

anci

ng)

Gym

faci

litie

s an

d pe

ople

(c

hang

e ro

oms,

equ

ipm

ent,

rece

ptio

n, in

stru

ctor

s)

Join

ing

a gy

m

(mem

bers

hip,

fees

, ap

plic

atio

n, d

ecla

ratio

n)

Gym

ru

les

(res

pect

, app

ropr

iate

ly, t

idy)

Per

son

al in

form

atio

n

(sur

nam

e, a

ddre

ss,

date

of b

irth

)

Ask

ing

abou

t in

tere

sts

Exp

ress

ing

own

inte

rest

s

Ask

ing

for

info

rmat

ion

Pro

vidi

ng

pers

onal

det

ails

Giv

ing

feed

back

and

sho

win

g co

mpr

ehen

sion

in a

con

vers

atio

n

Inte

rpre

ting

a ta

ble

Exp

ress

ing

days

an

d tim

es

Giv

ing

and

follo

win

g in

stru

ctio

ns

Com

plet

ing

mem

bers

hip

form

s

Com

plet

ing

a qu

estio

nn

aire

Pre

sen

t sim

ple

Qu

estio

ns

with

whe

re/w

hat/

whe

n/w

hat t

ime/

how

muc

h

Pre

posi

tion

s of

tim

e/da

y:

on M

onda

y/at

5.3

0

Lan

guag

e to

giv

e fe

edba

ck o

r sh

ow c

ompr

ehen

sion

: uh-

huh/

okay

/sor

ry/I

did

n’t h

ear

that

Impe

rativ

es fo

r ru

les

and

inst

ruct

ion

s

Ger

un

ds

I’m in

tere

sted

in/

not i

nter

este

d in

Stu

den

t su

rvey

Mon

olog

ues

abo

ut g

ym

expe

rien

ces

Spok

en e

xch

ange

s: fo

r in

form

atio

n/w

ith in

stru

ctio

ns/

with

sug

gest

ions

Gym

tim

etab

le

Per

son

al d

iary

with

wee

k’s

activ

ities

Set o

f gym

ru

les

Gym

ru

les

illu

stra

tion

s

Mem

bers

hip

form

s

Exe

rcis

e pr

oced

ure

s w

ith

illu

stra

tion

s

Qu

estio

nn

aire

: Kee

pin

g F

it

Wor

d pu

zzle

Ch

eckl

ist

Lear

ning

tips

Con

vers

atio

n fe

edba

ck/

show

ing

you

are

list

enin

g

Pro

of o

f con

cess

ion

Don

’t si

gn fo

rms

you

don

’t u

nde

rsta

nd

Exe

rcis

ing

safe

ly

Pro

nunc

iati

on

Tele

phon

e n

um

bers

Num

erac

y

Tele

phon

e n

um

bers

Gym

ses

sion

tim

es

Per

son

al n

um

bers

on

ap

plic

atio

n fo

rms

Aft

er c

lass

Fin

din

g ou

t abo

ut a

gym

Lear

ning

ski

lls

Cir

cle,

tick

, cro

ss, u

nde

rlin

e

Self-

chec

k of

lear

nin

g ou

tcom

es

14

Uni

t 3

Top

ic v

oc

ab

ula

ry

Func

tions

Gra

mm

ar/

stru

ctu

res

Text

typ

es

Oth

er

Team

spo

rts

(s

occe

r, ba

sket

ball)

Indi

vidu

al s

port

s

(ath

letic

s, ju

do)

Pla

yin

g in

a te

am

(fees

, joi

n, tr

ain,

uni

form

, co

ach,

ref

eree

)

Team

ru

les

(res

pect

, sup

port

)

Pla

ces

to p

lay

spor

t (o

val,

field

, cou

rt)

Usi

ng

a sp

orts

gro

un

d (c

ounc

il, p

erm

it, S

port

an

d R

ecre

atio

n of

fice)

Dir

ecto

ry a

ssis

tan

ce

(cal

ling,

ope

rato

r, ho

ld, r

eque

st,

mon

itore

d, q

ualit

y pu

rpos

es)

Exp

ress

ing

inte

rest

s

Sequ

enci

ng

text

s

Ask

ing

for

info

rmat

ion

Pro

vidi

ng

info

rmat

ion

Mak

ing

calls

to d

irec

tory

as

sist

ance

: pro

vidi

ng

info

rmat

ion

, res

pon

din

g

to r

ecor

ded

prom

pts

and

ques

tion

s, n

otin

g do

wn

in

form

atio

n

Com

plet

ing

a qu

estio

nn

aire

Inte

rvie

win

g so

meo

ne

play

/go/

do +

spo

rt o

r ac

tivity

Verb

s:p

rese

nts

impl

ean

dco

ntin

uou

s, p

ast s

impl

e (s

port

s pa

thw

ays

stor

ies)

Qu

estio

n fo

rms

in th

e pr

esen

t si

mpl

e u

sin

g w

here

/wha

t/w

hen/

how

muc

h

Impe

rativ

es fo

r ru

les

and

inst

ruct

ion

s

Ph

otos

with

cap

tion

s

Spor

ts p

ath

way

s

Shor

t des

crip

tion

of b

ein

g

in a

team

Info

rmat

ion

text

Spok

en e

xch

ange

s fo

r in

form

atio

n

Inte

rvie

w w

ith a

coa

ch

Set o

f tea

m r

ule

s

Tele

phon

e ex

chan

ges

and

wri

tten

dia

logu

es

Mon

olog

ues

on

spo

rt

expe

rien

ces

Qu

iz: S

port

in A

ust

ralia

Spor

t qu

estio

nn

aire

Wor

d pu

zzle

Ch

eckl

ist

Lear

ning

tips

Spor

ts g

eru

nds

an

d th

e ve

rb d

o

Dir

ecto

ry a

ssis

tan

ce c

all c

osts

Cal

ling

a co

un

cil

Pla

yin

g on

spo

rts

grou

nds

Pro

nunc

iati

on

Sen

ten

ce s

tres

s

Num

erac

y

Trai

nin

g tim

es a

nd

clu

b fe

es

Tele

phon

e n

um

bers

Aft

er c

lass

Inte

rvie

w a

per

son

wh

o is

in

volv

ed in

spo

rt

Lear

ning

ski

lls

Cir

cle,

tick

, cro

ss, u

nde

rlin

e

Self-

chec

k of

lear

nin

g ou

tcom

es


Uni

t 4

Top

ic v

oc

ab

ula

ry

Func

tions

Gra

mm

ar/

stru

ctu

res

Text

typ

es

Oth

er

Rec

reat

ion

act

iviti

es

(fish

ing,

ska

tebo

ardi

ng,

drum

min

g, ta

i chi

)

Com

mu

nity

eve

nts

(c

once

rt, e

xhib

ition

, co

ntes

t, ch

ampi

onsh

ip)

Rec

reat

ion

ven

ues

(m

useu

m, g

alle

ry, b

otan

ic

gard

ens,

sta

dium

)

Tran

spor

t (b

us, t

rain

, fer

ry)

Fin

din

g ou

t abo

ut e

ven

ts

(new

slet

ter,

guid

e, In

tern

et,

notic

eboa

rd, f

lyer

)

Cos

ts

(aff

ord/

can’

t aff

ord,

too

expe

nsiv

e)

Oth

er

(com

mun

ity, l

ocal

, pub

lic,

excu

rsio

n, w

ande

r, st

reet

pe

rfor

mer

s )

Exp

ress

ing

expe

rien

ce

Ask

ing

for

info

rmat

ion

abo

ut

even

ts o

r ac

tiviti

es

Pro

vidi

ng

info

rmat

ion

Mak

ing

and

resp

ondi

ng

to

su

gges

tion

s

Just

ifyin

g/gi

vin

g re

ason

s

for

resp

onse

s

Cal

cula

ting

cost

s

Com

pari

ng

plac

es a

nd

cost

s

Exp

ress

ing

futu

re p

lan

s u

sin

g go

ing

to

Com

plet

ing

an e

xcu

rsio

n n

otic

e

Verb

s:p

rese

ntp

erfe

ctw

ith

prep

ositi

ons:

Hav

e yo

u ev

er

been

to a

fest

ival

?

Qu

estio

n fo

rms

in th

e

pres

ent s

impl

e: w

here

/ w

hat/

whe

n/ho

w m

uch

Sugg

estio

ns:

we

coul

d/le

t’s/

how

abo

ut

Res

pon

ses:

all

righ

t/ok

ay/

good

idea

/may

be/n

o th

anks

Rea

son

s fo

r re

spon

ses:

it’

s to

o ex

pens

ive/

I can

aff

ord/

can’

t aff

ord

Usi

ng

goin

g to

for

the

futu

re

Surv

ey: r

ecre

atio

n e

xper

ien

ces

Info

rmat

ion

text

s fr

om

Wh

at’s

On

gu

ides

Ph

otos

with

cap

tion

s

Tabl

es fo

r in

form

atio

n

abou

t act

iviti

es

Des

crip

tion

s of

act

iviti

es

in fr

ee ti

me

Surv

ey: p

lace

s fo

r a

clas

s ex

curs

ion

Act

ivity

cos

ts

Tabl

e fo

r ca

lcu

latin

g ac

tiviti

es

Bra

inst

orm

ing

diag

ram

Exc

urs

ion

not

ice

Wor

d pu

zzle

Ch

eckl

ist

Lear

ning

tips

Fin

din

g W

hat

’s O

n g

uid

es

Cap

ital l

ette

rs fo

r pl

ace

nam

es

Voca

bula

ry:c

an a

ffor

d/

can’

t aff

ord

Pro

nunc

iati

on

Sylla

ble

stre

ss

Num

erac

y

Day

s, d

ates

an

d tim

es

Cal

cula

ting

activ

ity c

osts

Cal

cula

ting

nu

mbe

rs o

f peo

ple

in s

urv

eys

Aft

er c

lass

Wri

ting

excu

rsio

n ti

mes

in

a di

ary

and

cale

nda

r

Fin

din

g lo

catio

ns

on a

map

Ch

ecki

ng

a w

eath

er fo

reca

st

Res

earc

hin

g fu

rth

er

info

rmat

ion

Lear

ning

ski

lls

Cir

cle,

tick

, cro

ss, u

nde

rlin

e

Self-

chec

k of

lear

nin

g ou

tcom

es

Oth

er

Bra

inst

orm

ing

16

3. L

ang

uag

e ta

sks

Uni

t 1

List

eni

ng a

nd s

pe

aki

ng

Rea

din

gW

ritin

g

List

ento

DVD

Talk

abo

ut p

hot

os a

nd

illu

stra

tion

s

List

en a

nd

•c

ompl

ete

sen

ten

cec

loze

•ti

ckc

orre

cta

nsw

ers

•u

nde

rlin

eth

est

ress

edw

ords

•p

ract

ise

sen

ten

ces

tres

s

Dis

cuss

•p

lace

sst

ude

nts

go

inth

eir

free

tim

e

•s

wim

min

gin

ac

urr

ent

•d

ange

rou

sm

arin

ean

imal

s

List

en to

spo

ken

exc

han

ges

•s

un

saf

ety/

buyi

ng

sun

scre

en

•c

onve

rsat

ion

with

ali

fegu

ard

•e

nqu

irin

gab

outs

wim

min

gle

sson

s

Giv

e an

d re

spon

d to

spo

ken

adv

ice

Giv

e sp

oken

inst

ruct

ion

s w

ith b

efor

e an

d af

ter

Par

ticip

ate

in s

poke

n e

xch

ange

s fo

r in

form

atio

n

abou

t adu

lt le

arn

to s

wim

cla

sses

Ask

an

d an

swer

su

rvey

qu

estio

ns

Mat

ch

•w

ords

an

dse

nte

nce

sto

pic

ture

s

•w

arn

ing

sign

sw

ithp

hot

os

•w

arn

ing

sign

sw

ithp

hra

ses

•w

ords

with

def

initi

ons

Rea

d

•c

ompr

ehen

sion

qu

estio

ns

•le

arn

ing

tips

•tr

ue/

fals

equ

estio

ns

and

stat

emen

ts

•r

ecou

nto

fwat

err

escu

est

ory

•ta

bles

ofr

egu

lar

and

irre

gula

rve

rbs

inth

e

pres

ent a

nd

past

sim

ple

•w

ater

saf

ety

post

er

•b

each

saf

ety

and

war

nin

gsi

gns

•b

each

saf

ety

inst

ruct

ion

s

•a

dult

lear

nto

sw

imfl

yer

•ta

ble

ofp

oole

ntr

yco

sts

•p

hra

ses

abou

tsw

imm

ing

abili

ty

•a

su

rvey

•le

arn

ing

chec

klis

t

Sequ

ence

wat

er r

escu

e st

ory

Cop

y

•w

ords

an

dph

rase

su

nde

rpi

ctu

res

•s

ente

nce

sin

top

arag

raph

s

Wri

te

•ju

mbl

eds

ente

nce

sin

cor

rect

ord

er

•c

osts

ofp

oole

ntr

y

•s

ente

nce

sab

outo

wn

sw

imm

ing

abili

ty

Clo

ze

•s

tate

men

tsw

itha

dver

bso

ffre

quen

cy

•s

ente

nce

sfr

omw

ater

res

cue

stor

y

•w

ater

res

cue

reco

un

t

Nu

mbe

r se

nte

nce

s in

seq

uen

ce

Rec

ord

surv

ey in

form

atio

n


List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

Writ

ing

Clo

ze

•s

tate

men

tsw

itha

dver

bso

ffre

quen

cy

•w

ater

res

cue

sen

ten

ces

and

reco

un

t

Wor

d pu

zzle

Uni

t 1 (

co

ntin

ued

)

18

Uni

t 2

List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

W

ritin

g

List

ento

the

DVD

Talk

abo

ut p

hot

os a

nd

illu

stra

tion

s

Ask

an

d an

swer

su

rvey

qu

estio

ns

List

en a

nd

•ti

ckth

eco

rrec

tan

swer

•w

rite

the

nam

eof

the

spea

ker

•r

epea

t

•w

rite

the

resp

onse

sin

ad

ialo

gue

•w

rite

nam

esa

nd

phon

en

um

bers

•ti

ckw

ords

stu

den

tsh

ear

List

en to

spo

ken

exc

han

ges

•g

ener

alg

ymin

form

atio

nw

itha

nin

stru

ctor

•c

ompl

etin

ga

gym

mem

bers

hip

form

•w

ays

tok

eep

fit

Pra

ctis

e gi

vin

g fe

edba

ck in

a c

onve

rsat

ion

Ask

an

d an

swer

qu

estio

ns

abou

t gym

tim

etab

le

Talk

abo

ut d

iffer

ent w

ays

to k

eep

fit

Giv

e sp

oken

inst

ruct

ion

s fo

r ex

erci

ses

Stu

den

ts e

nqu

ire

abou

t a g

ym in

thei

r ar

ea

Mat

ch

•w

ords

an

dph

rase

sto

pic

ture

s

•w

ords

with

def

initi

ons

Rea

d

•c

ompr

ehen

sion

qu

estio

ns

•le

arn

ing

tips

•tr

ue/

fals

equ

estio

ns

and

stat

emen

ts

•a

su

rvey

•m

onol

ogu

esa

bou

tgoi

ng

toth

egy

m

•a

gym

tim

etab

le

•e

xpla

nat

ion

:pre

posi

tion

sof

tim

e

•p

erso

nal

dia

ryw

ithw

eek’

sac

tiviti

es

•g

ymm

embe

rsh

ipfo

rms

•te

leph

one

nu

mbe

rs

•a

set

ofg

ymr

ule

s

•p

roce

dura

ltex

tsfo

rdo

ing

exer

cise

s

•q

ues

tion

nai

re:K

eepi

ng

Fit

•le

arn

ing

chec

klis

t

Cop

y

•w

ords

an

dph

rase

su

nde

rpi

ctu

res

•n

ames

abo

vem

onol

ogu

es

Wri

te

•a

nsw

ers

•ti

mes

an

dac

tiviti

esin

ad

iary

•n

ames

an

dph

one

nu

mbe

rsfo

rlis

ten

ing

task

s

•s

ets

ofr

ule

s

•li

sto

fway

sto

kee

pfit

Com

plet

e

•g

ymm

embe

rsh

ipfo

rm

•fi

tnes

squ

estio

nn

aire

Clo

ze

•s

ente

nce

su

sin

gke

yvo

cabu

lary

•s

crip

tofa

dia

logu

ew

itha

gym

inst

ruct

or

•g

ymm

embe

rsh

ipfo

rm

Rec

ord

surv

ey in

form

atio

n

Nu

mbe

r se

nte

nce

s in

seq

uen

ce


List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

Writ

ing

Clo

ze

•s

ente

nce

su

sin

gke

yvo

cabu

lary

•s

crip

tofa

dia

logu

ew

itha

nin

stru

ctor

•g

ymm

embe

rsh

ipfo

rm

Wor

d pu

zzle

Uni

t 2 (

co

ntin

ued

)

20

Uni

t 3

List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

Writ

ing

List

ento

the

DVD

Talk

abo

ut p

hot

os

List

en a

nd

•c

ircl

eth

eco

rrec

twor

d

•c

hec

kan

swer

s

•ti

ckth

eco

rrec

tan

swer

•c

ompl

ete

the

cloz

e

•r

ead

•w

rite

ph

one

nu

mbe

rs

Dis

cuss

•s

port

sst

ude

nts

pla

y

•te

ama

nd

indi

vidu

als

port

s

•s

port

inc

oun

trie

sst

ude

nts

hav

eliv

edin

List

en to

spo

ken

exc

han

ges

•jo

inin

ga

bask

etba

llte

am

•a

nin

terv

iew

with

ab

aske

tbal

lcoa

ch

•c

alls

tod

irec

tory

ass

ista

nce

•p

hon

ing

the

cou

nci

labo

uta

spo

rts

grou

nd

Par

ticip

ate

in s

poke

n e

xch

ange

s

•e

nqu

irin

gab

outa

hoc

key

clu

b

Stre

ss k

ey w

ords

in s

poke

n e

xch

ange

s

List

en a

nd

read

mon

olog

ues

abo

ut p

layi

ng

spor

t

Inte

rvie

w s

omeo

ne

wh

o pl

ays

spor

t

Mat

ch

•w

ords

an

dph

rase

sto

pic

ture

s

•w

ords

with

def

initi

ons

•q

ues

tion

wor

dsw

ithq

ues

tion

s

Rea

d

•le

arn

ing

tips

•e

xpla

nat

ion

ofp

lay/

go/d

o +

spor

t

•te

am/i

ndi

vidu

als

port

sdi

scu

ssio

n

•tr

ue/

fals

equ

estio

ns

and

stat

emen

ts

•s

port

spa

thw

ays

text

s

•s

hor

tdes

crip

tion

ofb

ein

gin

ate

am

•c

ompr

ehen

sion

qu

estio

ns

•li

sten

an

dci

rcle

cor

rect

wor

d

•in

form

atio

nte

xta

bou

tah

ocke

ycl

ub

•a

set

oft

eam

ru

les

•in

form

atio

na

bou

tcal

lsto

dir

ecto

rya

ssis

tan

ce

•s

crip

tofa

ph

one

call

toth

eco

un

cil

•m

onol

ogu

esa

bou

tin

tere

sts

ins

port

•ta

ble

ofc

ompr

ehen

sion

qu

estio

ns

•s

pelli

ng

tabl

e

•q

uiz

:Spo

rtin

Au

stra

lia

•q

ues

tion

nai

re:S

port

an

dYo

u

•le

arn

ing

chec

klis

t

Cop

y

•w

ords

an

dph

rase

su

nde

rpi

ctu

res

•w

ords

inc

orre

ctc

ateg

orie

s

•s

ente

nce

sin

cor

rect

ord

er

Wri

te

•s

ente

nce

sab

outs

port

sth

atp

eopl

epl

ay

•a

nsw

ers

•te

leph

one

nu

mbe

rsfr

oma

udi

ore

cord

ing

•r

espo

nse

sto

inte

rvie

ww

iths

omeo

ne

wh

opl

ays

spor

t

Com

plet

e

•a

tabl

eof

info

rmat

ion

bas

edo

nr

eadi

ng

•a

qu

estio

nn

aire

abo

uts

port

Clo

ze

•s

crip

tso

ftel

eph

one

calls

•in

form

atio

na

bou

tspo

rts

grou

nds

Nu

mbe

r se

nte

nce

s in

seq

uen

ce

Spel

ling:

look

, cov

er, w

rite

, che

ck


List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

Writ

ing

Clo

ze

•s

crip

tso

ftel

eph

one

calls

•in

form

atio

na

bou

tspo

rts

grou

nds

Wor

d pu

zzle

Uni

t 3 (

co

ntin

ued

)

22

Uni

t 4

List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

Writ

ing

List

ento

the

DVD

Talk

abo

ut p

hot

os

List

en a

nd

•ti

ckw

ords

stu

den

tsh

ear

•a

nsw

erq

ues

tion

s

•c

ompl

ete

the

sen

ten

ces

•w

rite

the

resp

onse

sto

qu

estio

ns

•r

ead

•c

ateg

oris

ew

ords

into

nu

mbe

rof

syl

labl

es

Dis

cuss

•w

hat

stu

den

tsd

oon

the

wee

ken

ds

•e

xper

ien

ces

usi

ng

the

pres

entp

erfe

ct

•p

lace

spe

ople

go

toin

thei

rfr

eeti

me

•fi

ndi

ng

outa

bou

trec

reat

ion

act

iviti

es

•p

lace

sto

go

ona

cla

sse

xcu

rsio

n

•p

lan

sfo

ra

clas

sex

curs

ion

•in

form

atio

nfr

oma

fter

-cla

ssa

ctiv

ities

Ask

an

d an

swer

su

rvey

qu

estio

ns

Talk

to a

not

her

stu

den

t an

d co

mpl

ete

a ta

ble

List

en to

mon

olog

ues

abo

ut w

hat

peo

ple

do in

th

eir

free

tim

e

List

en to

su

gges

tion

s an

d re

spon

ses

Pra

ctis

e m

akin

g an

d re

spon

din

g to

su

gges

tion

s

Mat

ch

•w

ords

an

dph

rase

sto

pic

ture

s

•w

ords

with

def

initi

ons

Rea

d

•g

ram

mar

an

dla

ngu

age

expl

anat

ion

s

•s

urv

eys

•tr

ue/

fals

equ

estio

ns

and

stat

emen

ts

•in

form

atio

nte

xts

abou

tcom

mu

nity

eve

nts

an

d ac

tiviti

es

•c

ompr

ehen

sion

qu

estio

ns

•le

arn

ing

tips

•c

aptio

ns

for

phot

ogra

phs

•a

uth

entic

Wh

at’s

On

gu

ides

•ta

bles

for

reco

rdin

gin

form

atio

n

•c

orre

cta

nd

inco

rrec

tqu

estio

nfo

rms

•m

onol

ogu

esa

bou

tstu

den

ts’f

ree

time

•q

ues

tion

sfo

rdi

scu

ssio

n

•ta

ble

for

cate

gori

sin

gph

rase

s

•w

ords

mar

ked

for

sylla

ble

stre

ss

•fe

esa

nd

cost

sfo

rac

tiviti

es

•ta

ble

ofc

osts

•b

rain

stor

min

gdi

agra

m

•q

ues

tion

san

dan

swer

sw

ithg

oing

to

Cop

y

•w

ords

an

dph

rase

su

nde

rpi

ctu

res

•d

etai

lso

fact

iviti

esfr

oma

Wh

at’s

On

gu

ide

•w

ords

inc

orre

ctc

ateg

orie

s

•w

ords

un

der

nu

mbe

rof

syl

labl

es

Wri

te

•a

nsw

ers

•li

sto

fpla

ces

that

pro

vide

info

rmat

ion

abo

ut

com

mu

nity

act

iviti

es

•r

espo

nse

sin

ali

sten

ing

task

•li

sto

fpla

ces

for

acl

ass

excu

rsio

n

•p

lace

nam

esfr

oms

urv

eyr

esu

lts

•to

talc

osts

from

cal

cula

tion

s

•s

ente

nce

su

sin

ggo

ing

to

•e

xcu

rsio

nin

form

atio

nin

ad

iary

or

cale

nda

r

(aft

er-c

lass

act

ivity

)

Com

plet

e

•ta

bles

ofi

nfo

rmat

ion

from

au

then

ticW

hat

’sO

ng

uid

es

•ta

ble

ofe

xcu

rsio

nc

osts

•s

ente

nce

sw

ithc

an a

ffor

d/ca

n’t a

ffor

d

•b

rain

stor

min

gdi

agra

m

•e

xcu

rsio

nn

otic

e


List

eni

ng a

nd s

pe

aki

ngRe

ad

ing

Writ

ing

•e

xcu

rsio

nn

otic

e

•le

arn

ing

chec

klis

t

Clo

ze

•q

ues

tion

sw

ithh

ave

you

ever

•s

ugg

estio

ns

Wor

d pu

zzle

Clo

ze

•q

ues

tion

sw

ith h

ave

you

ever

•s

ugg

estio

ns

Rec

ord

surv

ey in

form

atio

n

Uni

t 4 (

co

ntin

ued

)

24

4. C

SWE

1 Le

arn

ing

out

co

me

sP

leas

e no

te: T

he

Get

wis

e m

odu

les

are

con

ten

t-ba

sed

and

are

not

inte

nde

d as

a s

ubs

titu

te fo

r C

SWE

-bas

ed c

urr

icu

lum

mat

eria

l. Yo

u w

ill n

eed

to s

upp

lem

ent G

et w

ise

mod

ule

s if

you

wan

t to

teac

h a

nd

asse

ss C

SWE

lear

nin

g ou

tcom

es. H

owev

er, m

any

of th

e ac

tiviti

es in

You

r tim

e ou

t co

ntr

ibu

te to

the

acqu

isiti

on o

f CSW

E le

arn

ing

outc

omes

. You

will

al

so n

eed

to o

bser

ve r

elev

ant a

sses

smen

t cri

teri

a an

d co

ndi

tion

s ou

tlin

ed in

CSW

E 1

.

CSW

E 1

Mo

dul

es

Yo

ur ti

me

out

ac

tivity

num

be

rs

Uni

t 1 a

ctiv

itie

sU

nit 2

ac

tiviti

es

Uni

t 3 a

ctiv

itie

sU

nit 4

ac

tiviti

es

Mod

ule

A: B

egin

ner

lear

ning

str

ateg

ies

A1

Can

dev

elop

a le

arn

ing/

trai

nin

g pl

an w

ith s

upp

ort

A2

Can

par

ticip

ate

in th

e fo

rmal

lear

nin

g en

viro

nm

ent

yes

yes

yes

yes

Mod

ule

B: B

egin

ner

spea

king

and

wri

ting

ski

lls

for

givi

ng

pers

onal

info

rmat

ion

B1

Can

pro

vide

per

son

al in

form

atio

n u

sin

g sp

oken

lan

guag

e

B2

Can

com

plet

e a

shor

t for

m77

–79,

81

204

Mod

ule

C: B

egin

ner

liste

ning

and

spe

akin

g sk

ills

for

tran

sact

ions

C1

Can

dem

onst

rate

un

ders

tan

din

g of

a s

hor

t spo

ken

tran

sact

ion

7, 8

, 38,

39

132–

137,

138

–141

C2

Can

par

ticip

ate

in a

sh

ort s

poke

n tr

ansa

ctio

n7,

8, 3

8, 3

913

2–13

7, 1

38–1

41

Mod

ule

D: B

egin

ner

liste

ning

and

rea

ding

ski

lls

for

info

rmat

ion

text

s

D1

Can

dem

onst

rate

un

ders

tan

din

g of

a s

poke

n in

form

atio

n te

xt30

65–6

812

4,12

5

D2

Can

dem

onst

rate

un

ders

tan

din

g of

a w

ritt

en in

form

atio

n te

xt22

, 42–

4612

316

7–17

0, 1

73–1

77


CSW

E 1

Mo

dul

es

(co

ntin

ued

)Y

our

tim

e o

ut a

ctiv

ity n

umb

ers

Uni

t 1 a

ctiv

itie

sU

nit 2

ac

tiviti

es

Uni

t 3 a

ctiv

itie

sU

nit 4

ac

tiviti

es

Mod

ule

E: B

egin

ner

liste

ning

and

spe

akin

g sk

ills

for

shor

t,

info

rmal

spo

ken

exch

ange

s

E1

Can

dem

onst

rate

un

ders

tan

din

g of

a s

hor

t, in

form

al

spok

en e

xch

ange

E2

Can

par

ticip

ate

in a

sh

ort i

nfo

rmal

spo

ken

exc

han

ge

Mod

ule

F: B

egin

ner

liste

ning

and

spe

akin

g sk

ills

for

desc

ript

ions

F1

Can

dem

onst

rate

un

ders

tan

din

g of

a s

hor

t spo

ken

des

crip

tion

F2

Can

giv

e a

shor

t spo

ken

des

crip

tion

Mod

ule

G: B

egin

ner

read

ing

and

wri

ting

ski

lls

for

desc

ript

ions

G1

Can

dem

onst

rate

un

ders

tan

din

g of

a s

hor

t wri

tten

des

crip

tion

G2

Can

wri

te a

sh

ort d

escr

iptio

n

Mod

ule

H: B

egin

ner

liste

ning

, wri

ting

and

spe

akin

g sk

ills

for

tele

phon

e ex

chan

ges

H1

Can

dem

onst

rate

un

ders

tan

din

g of

a s

impl

e an

swer

ing

m

ach

ine

mes

sage

H2

Can

wri

te a

sh

ort t

elep

hon

e m

essa

ge

H3

Can

leav

e a

shor

t tel

eph

one

mes

sage

Mod

ule

I: L

iste

ning

and

rea

ding

ski

lls

for

inst

ruct

ions

I1

Can

dem

onst

rate

un

ders

tan

din

g of

sh

ort s

poke

n in

stru

ctio

ns

101

I2

Can

dem

onst

rate

un

ders

tan

din

g of

sh

ort w

ritt

en in

stru

ctio

ns

89–9

1, 9

8–10

012

6–12

9

26

CSW

E 1

Mo

dul

es

(co

ntin

ued

)Y

our

tim

e o

ut a

ctiv

ity n

umb

ers

Uni

t 1 a

ctiv

itie

sU

nit 2

ac

tiviti

es

Uni

t 3 a

ctiv

itie

sU

nit 4

ac

tiviti

es

Mod

ule

J: B

egin

ner

liste

ning

and

spe

akin

g sk

ills

for

reco

unts

J1 C

an d

emon

stra

te u

nde

rsta

ndi

ng

of a

spo

ken

rec

oun

t

J2 C

an te

ll a

shor

t rec

oun

t

Mod

ule

K: B

egin

ner

read

ing

and

wri

ting

ski

lls

for

reco

unts

K1

Can

dem

onst

rate

un

ders

tan

din

g of

a w

ritt

en r

ecou

nt

11–2

0

K2

Can

wri

te a

rec

oun

t11

–20

Mod

ule

L: B

egin

ner

num

erac

y sk

ills

for

usin

g nu

mbe

rs in

hig

hly

fam

iliar

con

text

s

L1 C

an r

ead

and

tell

time

L2 C

an r

ead

and

give

dat

e

L3 C

an id

entif

y an

d u

se A

ust

ralia

n c

urr

ency

am

oun

ts19

6–19

9

L4 C

an r

ead

and

com

pare

wei

ght/

volu

me/

capa

city

L5 C

an r

ead

and

com

pare

len

gth

/dis

tan

ce

L6 C

an r

ead

and

com

pare

tem

pera

ture

Mod

ule

M: B

egin

ner

num

erac

y sk

ills

for

wor

king

wit

h sp

ace

and

shap

es in

hig

hly

fam

iliar

con

text

s

M1

Can

dem

onst

rate

un

ders

tan

din

g of

sim

ple

grap

hs/

tabl

es/c

har

ts69

–73

M2

Can

dem

onst

rate

un

ders

tan

din

g of

sim

ple

map

s/pl

ans

M3

Can

dem

onst

rate

un

ders

tan

din

g of

sim

ple

shap

es


Overview of Your time outThis module explores what students might do in their free time. It covers going to the beach and a number of key water-safety issues, and reinforces sun-safety messages. It also covers using low-cost gyms and other exercise options, and looks at playing sport: individually and in teams, formally and informally. The final chapter explores free and low-cost activities available in the community.

Components

DVDTheDVDcontainsfourepisodesthatrelatetoUnits1to4inthestudent’sworkbook.Eachepisodehas a short scene-setting introduction which should be watched on its own and followed by the corresponding section in the workbook. This introduces the topic, gives students the opportunity to discuss what they see and predict what will happen. It will help students activate prior knowledge and help you find out what prior knowledge students have. Students’ responses to the stimulus questionsarelikelytodifferfromwhatactuallyoccursinthesecondpartoftheDVD.Thisisnotaproblem, as the focus should be on exploring the theme and the language and not on correct prediction.

WorkbookThe workbook contains:

• Units1to4• DVDscript• audioscript.

Each workbook unit opens with an introductory section relating to the scene-setting introduction ontheDVD.Theactivitiesineachunithelpintroducethetopicandessentialvocabularyandconcepts, as well as activating students’ prior knowledge (and identifying their level of knowledge). This is followed by a much longer main section of activities relating to, and extending, topics coveredintheDVD.Eachunitendswithawordpuzzle,after-classactivitiesandasectionforstudents to reflect on their learning in the unit.

Teaching notesThese notes contain maps of the book in relation to key concepts and knowledge, language focus, language tasks and CSWE I learning outcomes, detailed teaching suggestions and answers to activities.

CDThe CD contains listening material for the listening activities in the workbook.

Wall chartThis chart contains shots of sporting and other activities that are free or low-cost. It should be used where indicated in the teaching notes and of course may also be used as a resource at the teacher’s discretion. The wall chart has been designed without text to enable a broad range of learning activities in the classroom. Some possible uses of the chart to supplement the teaching of this module are:

28

Vocabulary exercises• Nametheactivities.• Categorisevocabularyintosportorrecreation,andgrouporindividualactivities.• Vocabulary‘race’,wheregroupshavetowritedownasmanyoftheactivitiesastheycan

in a limited time. The results are then counted and checked.• Brainstormwordsfortheplaceswheretheactivitiesarecarriedout,andtheequipment

and clothing needed. • Studentscouldusethischartasamodelformakingtheirownvocabularyposters,using

pictures sourced from the Internet. The posters could display activities they have done; different types of activities, such as water sports, Olympic sports or winter activities; and things to do in their suburb.

Structures/written accuracy

• Presentcontinuousandappropriatepronouns(he’s surfing/they’re drumming).• Gerunds(surfing,swimming,drumming,walking,exercising).• Presentperfect(have you ever been/been to/been on).

Speaking and listening activities

• Describewhatpeoplearedoinginthepictures.• Usepicturesforquestionsandanswersaboutexperienceswithhave you ever.• Studentsaskquestionsaboutthepicturestocategoriseactivities.Forexample:‘Whichactivities

canyoudoatthebeach?’‘Whichactivitiesareforateam?’• Studentscreatestatementsaboutthepictureswithoutnamingtheactivity,andthenothers

havetoguesswhichactivitytheyaredescribing.Forexample:‘It’sanoutdooractivity.’ ‘Youneedtowearauniform.’‘Youplayinateam.’‘Youplaywithaball.’

How to use the materialsAsmentionedabove,thespokenlanguageoftheDVDsituationsisatahigherlevelthanmost oftheactivitiesintheworkbooks.YoushouldthereforeshowtheDVDbeforeaskingstudentstoworkonthewrittentasksintheworkbook.Itisimportanttofollowthetwo-partstructureoftheDVDand workbook as this structure was devised as a way of dealing with the substantial concept and vocabulary load of these content-based instructional materials. We therefore suggest that you:

• Lookatthefirstpageoftheunitanddothepredictiveexercisefirst.• Showthefirstshortpart(introduction)oftheDVDfortheunitandusethefollow-upactivities

intheworkbookasspecifiedintheDVD.• ShowthesecondpartoftheDVDfortheunit(thisissubstantiallylonger).• Workthroughtherestoftheworkbookactivitiesfortheunit,includinglisteningactivities

on the CD and use of the chart where appropriate.


Teaching notes

Unit 1 The beach • Exploresbeachactivitiesandwatersafety.• Exploresoptionsforlearningtoswimorcasualswimmingatapool.• Buildsskillsforwritingarecount,followinginstructions,andaskingforinformation

in a spoken exchange.

Workbook summary Unit 1 commences with vocabulary for a variety of beach activities, and exercises on adverbs of frequency. These are followed by listening and speaking activities on sun safety, and a discussion on appropriate clothing or items to take to the beach. The unit centres on a beach rescuestorytakenfromtheDVD,withsequencing,clozeandgrammaractivitiesbuildingupto a written recount. The following sections explore topics around beach and water safety, including reading warning signs and safety information texts, and listening to a dialogue with a lifeguard. The last section of the unit focuses on enquiring about swimming lessons. Activities include listening to and practising spoken transactions, and reading swimming pool brochures. The unit ends with a survey of learners’ swimming abilities. After-class activities provide learners with the opportunity to find out information about a swimming pool in their area.

DVD summaryThe introductory segment commences with a phone call in which Ayen is inviting Grace to the beach. This is followed by a montage of beach activities. The following scene shows Bashir, Ari, Grace and Ayen arriving at the beach and has a short section on using sunscreen. The main segmentoftheDVDshowsawaterrescue.Ariseesaboydrowningandtriestoswimouttohim,but Ari struggles in the current. The lifeguards rescue Ari and the boy. After the rescue, a lifeguard tells Ari about swimming between the flags and suggests that he take swimming lessons. The final segment shows Ari and Bashir enquiring about swimming lessons at an aquatic centre.

Workbook topics

Title of section Workbook unit topics Page number

Going to the beach Introduction to beach activities. Reading about and discussing beach activities with adverbs of frequency.

2–4

Sun safety Listening to transaction for buying and using sunscreen. Making suggestions for clothing and items to take to the beach.

5–6

Water rescue Comprehension of the main section of the DVD.Sequencingaseriesofeventsandreading about a water rescue. Reading and cloze activities about a water rescue, with grammar focus on the past tense.

7–11

Writing what happened Structuring and paragraphing a recount about a water rescue.

12

Water safety Reading and discussing information text about what students should do if they are in trouble in the water.

13

30


Beach signs and flags Matching warning signs with meanings. Discussing dangerous marine animals. Listening to a conversation with a lifeguard explaining swimming between the flags.

Stressing important words for meaning in spoken questions and answers.

14–17

Safety at the beach Discussing beach safety pictures. Reading instructions on a beach safety poster. Giving instructions with before and after.

18–19

Learning to swim Listening to transaction with enquiries about swimming lessons at a pool. Reading a brochure for adult swimming lessons. Grammar focus on question structures. Practising spoken exchanges with enquiries about swimming lessons. Reading swimming costs/pool fees and calculating costs.

20–22

How well can you swim? Reading about swimming abilities. Expressing abilities and surveying class members about swimming abilities and experiences.

23–24

After class Finding information about a local pool and bringing information to class for discussion.

25

About your learning Student check of own progress. 25

Key vocabulary beach activities (surfing, swimming) panic

beach clothing (bathers, hat, board shorts) calm

marine animals (stingers, sharks) rescue

water conditions (shallow, deep, rough, waves) danger/dangerous

sunscreen in trouble

water resistant SPF

safety/safe lifeguards

patrolled area binoculars

flags caution

beware current

float dive

concession


Teaching suggestionsActivity 1• ThisactivityshouldbedonebeforewatchingtheDVDintroduction.Ithelpstosetthesceneand

predictsomeofthecontentandvocabularyintheDVD.

Activity 3 • ThisactivityshouldbedoneafterwatchingtheDVD,whichintroducesessentialvocabulary.

It may also activate students’ prior knowledge or identify their level of knowledge.

Activities 4 and 5 • Itwouldbehelpfultoemphasisethattheadverbsoffrequencyandtimephrasesherearejust

examplesforthisparticularsituation:‘Igotothebeachonceaweek.’Hereonce a week = often. But this is relative and does not mean that once a week always means often.

• Thisactivitycouldbeextendedwithmoreexamples,suchasdaily, twice a week, every fortnight.

Activity 6• Studentshavetheopportunitytotalkaboutactivitiesasidefromthebeach,andwouldlogically

lead into a speaking activity where they share their experiences.• Foragrammarextension,studentscouldthentalkabouttheseexperiencesinthethird

person:‘Hegoestothebeachtwiceaweek.’

Activity 7• Thispredictioncanalsobeusedtoactivatestudents’priorknowledgeaboutsunsafetyand

purchasing sunscreen.

Activity 8• Studentscouldtalkaboutwhethertheyusesunscreenorothermeansofsunprotection,

and what to do if they get sunburned.• Studentscouldreadanddiscussauthenticsunscreenbottlesandlabels,especiallythe

instructions on how to use the products.• Possiblenumeracywork:every two/four hours/ten minutes before swimming,

volume (500 ml), prices.• Studentscouldreadorwatchsunsafetyadvertisements.

Activity 9• Teachersmightliketoemphasisethelearningtipatthebottomofthepagebeforedoingthe

activity, and explain the use of should for advice or as a softener. It is not used for rules only.

Activity 10• Therecouldbefurtherlanguagefocusontheuseofa with singular countable nouns,

compared to some for plural and uncountable nouns.• Suggestionscouldbemadeforothersituations:‘WhatshouldItaketoabarbecue?’

‘WhatshouldIwearifit’scold?’• StudentscoulddiscussdifferentnamesforswimweararoundAustralia:swimsuit, swimmers,

cossie, togs, and talk about different types of bathers: bikinis, board shorts. It may be useful topointoutthatIslamicswimwear,especiallythe‘burquini’,isbecomingmorereadilyavailablein Australia.

Activity 13• Thisvocabularycanbeusedtoactivatestudents’priorknowledgeandcanbeextendedinto

what lifesavers do, or what lifesaving equipment is used for.• Teacherscouldpointoutthedifferencebetweenalifeguardandavolunteerlifesaver

(see the Surf Life Saving Australia site: http://www.slsa.com.au/default.aspx?s=lifeguards).• TheclasscouldfindoutmoreaboutlifeguardsoralocalsurflifesavingclubontheInternet.

Activity 14• Studentscouldcoverthesentencesandbrainstormsomekeywordsforeachpicturetohelp

them tell the story orally (in the present tense) before they sequence it.• Teacherscouldfurtherscaffoldunderstandingofsequencingbyusingquestionssuchas

‘Whathappensnext?’‘Whatdoeshedoafterthat?’

32

Activity 16• Studentscouldusedictionaries.Thestudentscouldexplorethesewordsinothercontexts

through examples given by teachers. This could lead to sentence work with each vocabulary item.

Activity 17• Teacherscouldexplainthatthemissingwordsintheclozeareallverbs.Thishelpsbuildupto

the following activities for changing verbs into the past simple.

Activity 18• Teacherscouldexplainthespellingrulesforregularpasttenseverbs:grab/grabbed, try/tried.

Activity 19• Low-literacystudentswithgoodauralskillscouldbesupportedthroughalisteningclozeread

by the teacher.

Activity 20• Low-literacystudentscouldbegivensentencesinsequencetocopy.• Higher-levelstudentscouldbeaskedtothinkoftheirownintroductionorconclusiontothe

story, or do the activity from memory rather than copying.• Adverbsoffrequency/timemarkerscouldbeaddedtothestudents’texts:then, after that, next.• Spokenrecountextension:studentscouldtellthestoryagaininthepasttenseusingthe

pictures in Activity 14.• Studentscouldwritetheirownrecountbasedonthisstory,otherpicturesortheirownexperience.

Activities 21 to 23• Teacherscouldelaborateonwaterconditions,especiallyripsandundertows,usingfurther

pictures or diagrams (see the Internet links below). • Teacherscanhelpexplainthatswimmingagainstthecurrentusesalotofenergyandcan

cause people to become too exhausted to continue swimming.• Asthisiscrucialsafetyinformation,teachersmayliketoinviteaguestspeakerfroman

organisation such as Surf Lifesaving Australia (see Internet link below) and even provide bilingual support for safety discussions.

Activities 24 and 25• Theseactivitiesaredesignedtoraiseawareness,notalarmstudents,sofocuscouldbeplaced

on safety aspects, such as shark nets and signs and the rarity of contact with these animals.• Studentscouldlookatfurtherpicturesofdangerousanimalsandmatchphotoswiththeir

corresponding symbols on signs.• Teacherscouldcreateactivitiesaroundsafetyandfirstaidforincidentswithmarineanimals.

Activity 26• Studentscouldlookatotherexamplesofwarningsignswithexclamationmarks.

Activity 27• Manywarningsignsmeanthatyoucanstillswim,butyoushouldbecareful.Inexperienced

swimmers, however, should avoid dangerous water conditions.• Teacherscouldbringinmorephotos/picturesofauthenticbeachsigns.• Aspartofanexcursion,theclasscouldlookatsignsonlocationatabeach.

Activity 28• Focusonprefixun- for negatives: patrolled/unpatrolled, safe/unsafe.• Discusswhetherstudents’localbeachesarepatrolledorunpatrolledandwhetherthe

conditions are safe.

Activity 29• Thisactivitystimulatesstudents’priorknowledgeandisapredictionactivitythatcould

be useful for eliciting key vocabulary and basic phrases for the listening text.

Activities 31 and 32• Studentscanreadtheexamplestogetherwiththeteacher,exaggeratingthestressthefirst

time, and again more naturally to help them recognise stress patterns.• Useexampleswithstudentsintheclassroom:‘IsthisMajak’sbag?’‘No,it’sRahim’sbag.’


Activity 34• Studentscouldbrainstormsomekeyvocabularytohelpthemdescribeeachscene.• Discusswhyactivitiesaresafeordangerous,andtheconsequencesofcertainbehaviour

at the beach.

Activity 35• Forreadingextensionandvocabularywork,studentscouldlookatavarietyofauthentictexts

with beach safety instructions (see Internet links below).

Activity 37• Thisactivitycouldbeextendedintojointlyconstructingandwritinganinstructionaltext.

Activity 38• Thisactivityhelpsputintocontextthenextsectionaboutswimminglessonsatthepool.

It can be used to introduce essential vocabulary and activate students’ prior knowledge of the subject.

• Teacherscouldbringinmoreimagesofpoolscenesandextendvocabulary.• Studentscouldtalkaboutwhethertheyhavebeentoapoolandwhatactivitiestheydidthere.

Activity 40• Studentsneedtobeawarethatdifferentplacesacceptdifferentconcessioncards.

Activity 41• Teacherscouldsupportstudentsbyidentifyingallthe‘questionwords’thatbegineachquestion.• Punctuationtip:remembertostarteachquestionwithacapitalletterandfinishwith

a question mark.• Studentscouldcreatemorequestions.Thesecouldbecutupandgiventootherstudents

to re-sequence.

Activity 42• Thedialoguecouldberole-playedfacetoface,oractedoutinatelephoneconversation.• Studentscouldaskandanswersimilarquestionsaboutanauthenticadvertisementfor

swimming lessons. • Studentscouldworkingroupstoringalocalpoolandenquireaboutsimilarinformation.

Activities 44 and 45• Theclasscouldtalkaboutagegroupsandwordsthatdefinethem,suchasinfant.• Teacherscouldexplainwhichagegroupsneedtobeaccompaniedbyanadultinthepool.

Most pools stipulate that children under ten years must be supervised by an adult, and a parent or guardian must enter the water with all children under four years, but these guidelines vary.

Activity 46• Studentsmaywishtouseacalculator.• Similaractivitiescouldbedonewithauthenticpricelistsfromlocalpools.• Somepoolshavediscountedmulti-passes(buytenpassesandgetadiscount).

Activities 47 to 49• Theclasscoulddefinethetermsstrong swimmer, weak swimmer and so on. • Answerstothesurveycouldbecomequitedetailed,dependingonthelevel:‘Igoswimming

at the city baths near my house.’• Extendthesurveybyaskingquestionsabouttheanswers.Thiscouldleadintostructures

usingthethirdperson,suchas,‘He’sastrongswimmer.Hegoesswimmingatthebeach.’• Fromawatersafetyperspective,teacherscouldpointoutthatevenstrongswimmerscan

take lessons to improve their swimming, or learn about swimming in the sea.

Activity 51• Anexcursiontoalocalpoolwouldfacilitatebroaderexplorationofcontentknowledgeand

language skills addressed in the unit.• Theclasscouldvisitshopsthatsellswimwear,orreadswimwearcataloguestocompareprices.

As well as practising numeracy, this helps students find affordable swimwear. Further work could be done on appropriate swimwear at the pool.

• Studentscouldlocatebeachesandpoolsonamapoftheirlocalareaandcomparedistancesto beaches from home or school. They could read timetables of bus, train and tram routes to local beaches.

34

Resourceshttp://www.slsa.com.au/default.aspx?s=home Surf Life Saving Australia provides comprehensive information, online videos and fact sheets in some community languages.

http://www.royallifesaving.com.au/ The Royal Life Saving Society Australia This site has a range of information, including downloadable water safety posters, resources suitable for youth, and water safety information sheets in a few community languages.

http://beach.prace.vic.edu.au/ In At the Beach, you can practise online beach safety activities. There are also various activities for students to do regarding beach culture, and a range of water safety topics.

http://www.sunsmart.com.au/ SunSmart has lots of information on skin protection, various media from advertising campaigns, such as Slip! Slop! Slap! and resources for teachers and students.

Also refer to your state/territory or local council websites for swimming associations, and surf lifesaving associations.

Suggestions for guest speakersAn employee at a local pool, a swimming coach, a representative from the Water Safety Council, surf lifesaving club or The Royal Lifesaving Society Australia.


Unit 2 The gym• Exploressportandfitnessactivitiesavailableatcommunitygyms.• Explainsgymmembershipandgymrules.• Exploresalternativefitnessoptionsinthecommunity.• Buildsskillsfordiscussingstudents’owninterests,listeningtoandparticipatingin

spoken exchanges, reading gym timetables and rules, completing membership forms and reading instructions.

Workbook summary Unit 2 explores sport and fitness opportunities in a gym, and alternative fitness activities at home or in the community. The unit commences with vocabulary for gym activities, a survey of students’ experiences and interests, and texts on why people go to gyms. The next section is based on an introductorytourofagymasseenintheDVD,withaspokenexchangebetweenBashirandagyminstructor. The following sections include various activities around key texts of a gym timetable, a set of gym rules and gym membership forms. The final section explores alternative means of keeping fit, including listening to a spoken exchange and procedural texts for exercising at home. The unit culminates in a fitness questionnaire. After-class activities provide learners with the opportunity to find out information about a gym in their area.

DVD summaryTheintroductorysegmentoftheDVDshowsBashir,GraceandAyenwalkingdownthestreet. They meet Ari on his way to the gym and he invites them all to join him. They imagine what activities they could do at the gym and read the sign at the gym entrance.

The following scene takes place in the gym where they meet Sally, a gym instructor, who gives Bashir, Grace and Ayen a tour of the gym. They see various facilities and people doing different activities. Grace and Bashir are interested in joining, so Sally explains gym membership and application forms. Ayen is not interested in joining the gym, but discusses other fitness options withherfriendJo.TheDVDendswithamontageofdifferentfitnessactivities.

Workbook topics


Why go to the gym? Introduction to gym activities. Discussing gym experiences and interest in gym activities. Listening and reading about what people do at gyms.

28–31

A tour of the gym Comprehension of the main section of the DVD.Introductiontogymfacilities.Listeningto spoken exchange about gym procedures. Practising giving feedback when listening to people in conversations.

32–35

The gym timetable Reading gym timetable with activities, days and session times. Asking, answering and role-playing questions about the gym timetable. Reading and answering questions about a personal diary/timetable. Writing activities in a diary.

36–38

Gym membership forms Completing membership forms. Comprehension questions on membership forms. Listening to a spoken exchange explaining forms. Listening to, spelling and writing names. Listening to, saying and writing phone numbers.

39–43

36


Gym rules Discussing pictures of appropriate and inappropriate gym behaviour. Reading gym rules. Writing own sets of rules for the class and other scenarios.

44–46

Keeping fit Introduction to fitness activities. Listening to a spoken exchange about ways to keep fit. Reading procedural texts for exercising at home. Giving and following instructions for exercises.

47–50

Your fitness Completing survey on how to keep fit. 51–52

After class Finding out about a local gym. 53


Key vocabularygym activities (aerobics, weightlifting, basketball) join

fitness activities (jogging, rollerblading, dancing) declaration

gym rules (respect, appropriately, tidy) fees

keep fit equipment

exercise change room

instructor lockers

membership

Teaching suggestionsActivity 53• ThisactivityshouldbedonebeforewatchingtheDVDintroduction.Ithelpssetthescene,

andpredictssomeofthecontentandvocabularyintheDVD.

Activity 55• ThisactivityshouldbedoneafterwatchingtheDVDintroductiontointroduceessential

vocabulary. Students may like to brainstorm further vocabulary for gym activities.

Activities 56 and 57• Theseactivitiesareintendedtodrawonstudentexperienceandmayidentifytheirlevel

of interest and knowledge in this topic.• Studentscouldreporttheirsurveyfindingstotheclassusingbothfirstandthirdperson:

‘I’minterestedin...’‘She’sinterestedin...’• Furthergrammarworkcouldbedoneonnegatives:‘Idon’tgotoagym.’‘Shedoesn’tgo

to a gym.’• Students’experiencesingyms(ifany)couldbeelicitedforabroaderdiscussion.

Activity 59• Studentscouldcircleanywordstheydon’tunderstandinthetextsandthenworkingroups

to explain the meanings or find definitions.• Theclasscouldmakealistofreasonswhypeoplegotothegym.

Activity 63• ThisactivityisdesignedtoprovideexplanationsordefinitionsofthewordsinActivity62.

The class could work together to create more sentences with the key words.

Activity 65• Studentscouldlistenagainwithadditionalquestionsfromtheteacher:‘Howmuchis

membershipforstudents?’‘Doyouhavetopayeverytimeyougotothegym?’


Activity 67• Thisdialoguecouldbecutupintosentencesandstudentscouldlistenandsequencethem.

Activity 68• Studentscouldpractisetheirownshortdialoguesusingthewordsinthebox,eg,explaining

something in the classroom.

Activity 69• Studentsmayneedhelpwiththelayoutofinformation:daysreadacross,andtimesreaddown.• Thedifferenttypesofaerobicsandgymclasseshavebeensimplifiedhere.Studentscould

look at authentic timetables, which will most likely have diverse classes such as Step class, Body Pump, Jazzercise.

Activity 71• Forlow-literacystudentswithhigheroracy,theteachercouldreadthequestionsaloudand

then provide the answers for students to match with the questions.• Higher-levelstudentscouldwritetheanswersascompletesentences.

Activity 72• Studentscouldgivetheirownexamplesforthesetimephrases:‘Ihavecomputerclass

onTuesdays.’‘Myclassstartsatfouro’clock.’

Activities 69 to 73• Similaractivitiescouldbedonewithtimetablesoflocalgyms.Authentictimetablescan

be found on the websites of many gyms.

Activities 74 to 76• Studentscoulddosimilaractivitieswiththeirowndiary/weeklytimetableandagymtimetable.

Activity 77• Teacherscouldgothroughthewordsinthebox(Grace’sdetails)andaskquestionstohelp

students prepare for the form: Is this a home number or a mobile number? What is NSW? What is 2136?

Activity 79• Teacherscanexplainthequestion:‘AreyouofAboriginal/TorresStraitIslanderorigin?’

Use a map to show the Torres Strait Islands. This question will be on most application forms in Australia, especially government forms.

• Studentscanshowanddiscusstheirconcessioncardsinclass.• Somegymsmayprovidefurtherconcessionstorefugeestudents,arrangedthroughaschool,

youth organisation or group membership.• Themembershipfeescouldbeusedfornumeracyactivities.• Authenticmembershipformscanbeusedtosupplementthisactivity.Manygymsandfitness

centres have online membership forms.

Activities 80 and 81• Animportantpointmadeinthelisteningsegmentisthatanapplicantshouldunderstand

everything on a membership form before signing, dating and submitting it. Students can discuss why it is important to get help if you don’t understand everything on a form. Teachers can emphasise that students shouldn’t (and don’t have to) sign any forms, especially those with fine print, that they don’t understand.

Activity 88• Inthisactivitytheclassbrainstormskeyvocabularyforeachpictureanddescribeseachscene.• Studentscoulddiscusswhytheactivitiesareallowedornotallowedinagym.

Activity 89• Theserulesarerepresentativeofgymsgenerallybuthavebeensimplified.Authenticrulescan

be found on brochures of local gyms. Teachers could use these for content and reading extension.• Thestructureofimperativescouldbeexplicitlytaught.• Teachersmayelicitabroaderdefinitionof‘respect’fromthestudentsandtheclasscould

discuss respectful and disrespectful behaviour.

38

Activity 91• Studentscoulddiscussthereasonsfortherulesandwhypeopleshouldfollowthem.

Activity 92• Studentscanhavefunwiththeserulestodescribethetypeoflearningenvironmentthey

would prefer. They could also rank the rules in order of importance.

Activity 93• Theclassmaywanttoworktogethertoshareideasandspellsomekeywords.

Activity 94• StudentscoulddiscusswhyAyendoesn’twanttogotoagymandwhyotherpeoplemight

choose not to join a gym. Alternatives to the gym are covered in Activities 95 to 97.

Activity 97• Studentscanbeencouragedtoseeexerciseaspartofdailylife,suchaswalkingtoschool,

or as part of work, such as packing boxes, lifting, or picking fruit.• Studentscouldrefertotheposteraccompanyingthisresourceformoreideas.

Activity 98• Studentscouldreviseordinalnumbers:first, second, third; and adverbs: then, next, before, after.• Teachersmayneedtodemonstrateshoulder width apart.

Activities 98 to 101• Itisimperativethatstudentsdon’tattempttheseexercisesiftheyhaveanyinjuriesorhealth

problems that could be aggravated.• Theseexercisescanbedemonstratedatschoolifthereareheavychairs,oronestudentcould

sit on a chair while another student does the exercises.

Activity 101• Studentscanpractisegivinginstructionsorallyandthenwriteasetofinstructionsfortheir

own exercises.• Teacherscouldbringinasimpleexercisevideoandstudentscouldworktogethertowrite

instructions for the exercises.

Activity 102• Alternatively,studentscouldranktheboxesinQuestion2(1=mostimportant,10=leastimportant).• Studentswithexperienceinaparticularexercise/sportcouldsharetheirexperiences.• Thequestionnairecouldbeabasisforasurveywherethestudentsinterviewclassmates

or people outside class and then report back to class.

Activity 104• Avisittoagymcanprovidegreatopportunitiestogatherrealiaortakephotostobeusedin

class. Some community gyms will allow groups to have free tours or introductory sessions for a minimal fee (without membership).

• Studentscouldalsouseamapandmarkouttheroutefromschoolortheirhometothegymand practise giving directions.

• Teacherscouldmakestudentsawareofthetypesofgymsinthearea(PCYCs,YMCAs,privatefitness centres), the names and locations of these gyms, and the facilities and activities they offer.


Resourceshttp://www.goforyourlife.vic.gov.au GoforYourLife,aVictorianGovernmentsite,hasinformationonsportsandrecreationactivitiesfor people of all ages. There are ideas for fitness activities, quizzes and a fitness diary.

http://www.betterhealth.vic.gov.au/ Better Health Channel has a range of fact sheets that range from exercising safely to choosing a fitness centre.

Also refer to websites for local gyms, where there are often timetables, membership forms and general information. Brochures from local gyms may also be very useful.

Suggestions for guest speakersA personal trainer, a gym instructor, an employee of a PCYC, a regular participant or competitor in gym activities such as gymnastics or bodybuilding.

40

Unit 3 Playing sport • Introducesarangeofindividualandteamsports.• Explorespathwaystoinvolvementinteamandindividualsports.• Explainsteamrulesandresponsibilities.• Buildsskillsforsequencingtexts;listeningtoandparticipatinginspokeninformation

exchanges, in person and over the telephone; reading instructional and information texts; and completing questionnaires.

Workbook summary Unit 3 commences with vocabulary for a variety of sports with a focus on the use of play, go and do, and a discussion of students’ interests in individual or team sports. The following sections explore topics around pathways to becoming involved in team and club sports, which summarise thestoriesofthethreecharactersintheDVD.Activitiesincludelisteningtoandparticipating in spoken exchanges for information regarding sports teams, listening to a radio interview with a coach, and listening to telephone calls to directory assistance and a local council. Other key texts include information about sports teams and clubs, a set of team rules, transcripts of people’s interests, a quiz on sport in Australia, and a personal sport questionnaire. The after-class activity asks learners to interview someone who plays sport.

DVD summaryTheintroductorysegmentoftheDVDintroducesCelia,LukaandJoandtheirsports.

The following scene focuses on Celia, who describes how she joined a basketball club. She explains the practical considerations and responsibilities of being in a club, and talks about her dream to make a team and play in competitions.

The next section describes Luka’s sports pathway from kicking a soccer ball around with friends to getting a permit from the council and playing regularly on an oval. Luka talks about his aspirations to form a soccer team.

The final section focuses on Jo’s sports pathway. She explains how she wanted to do an individual sport and joined a boxing class at her gym. She talks about how boxing has had a positive influence on her self-image, fitness and strength.

Workbook topics


Playing sport Introduction to a variety of sports, with language focus on play/go/do. Writing sentences about the sports people play. Discussing team and individual sports.

56–59

My favourite sport ComprehensionofthemainsectionoftheDVD. 60

Celia’s Story Sequencing Celia’s sports pathway. Reading about the practicalities of team sport. Listening to a spoken exchange on joining a basketball team. Structure of present simple questions. Information text about a hockey club. Role-playing spoken transaction for information on a club.

61–63

Joining a sports club Listening to an interview about what’s involved in joining a club.

64

Team rules Reading instructional text of team rules. Matching pictures with rules.

65–66

Luka’s story Sequencing Luka’s sports pathway. 67



Ringing directory assistance Introduction to the purpose and content of calls to directory assistance. Listening to directory assistance calls. Completing clozes of telephone dialogues.

68–69

Ringing the council Listening to a telephone exchange with information on council permits for sports grounds. Listening for and practising stress on information words in a dialogue.

70–71

Where can you play sport? Cloze about permits for sports grounds. Matching activity to introduce different sports grounds.

72

Jo’s story Sequencing Jo’s sports pathway. 73

Playing and watching sport Reading and listening to people talk about sports they are interested in. Completing table with information from reading texts. Spelling: look/cover/write/check. Quiz on sport in Australia. Discussing popular sports in different countries.

74–76

Sport and you Completing questionnaire about own interests in sport.

77

After class Interview a person who plays sport. 79


Key vocabularysports (athletics, tennis, judo, skiing) referee

places to play sport (oval, field, court) council

team permit

club recreation

individual sport directory assistance

training operator

session hold

uniform request

fees monitored

join quality purposes

rules

Teaching suggestionsActivity 106• ThisactivityshouldbedonebeforewatchingtheDVDintroduction.Ithelpssetthesceneand

predictsomeofthecontentandvocabularyintheDVD.Italsodrawsonstudents’personalexperience and activates prior knowledge.

Activity 108• ThisshouldbedoneafterwatchingtheDVDintroductiontopresentessentialvocabulary.• StudentscoulddiscussthedifferentfootballcodesinAustralia.• Teacherscouldbrieflyexplaintheabbreviatedthey’re and the present continuous. The use

of do, go and play is explained in following activities.

42

Activity 110• Studentsmayliketobrainstormfurthersportsvocabularyingroups.Theycouldalsorefer

to the poster accompanying this resource. • Teacherscouldbringinpicturesofawiderangeofsportstohelpelicitvocabularyand

prompt discussion.

Other examples include:

play go do

netball

rugby

volleyball

table tennis

baseball

diving

jogging

sailing

snowboarding

windsurfing

weightlifting

archery

long jump

karate

Teachers can put in context the words play, go and do with examples that use both the present simpleandcontinuous:‘IplaytennisonSaturdays.’‘They’replayingfootballatthepark.’

Activity 112• Thisactivitycouldalternativelybedonewithrolecardsofimaginarypeople,withasentence

or two about different sports they do. Students could each have a role card, interview each other and write sentences.

Activity 113• ThesportsinActivity110couldbecategorisedintoindividualorteamsports.

Activities 116 and 117• Teacherscouldintroducewordssuchasthen, next, first and after that, and students could add

them to the beginning of the sentences.• Tohelpwithlearningaboutsequencing,theteachercouldaskquestionssuchas:

‘Whathappenedafter...?’‘Whathappenedbefore...?’‘Whathappenednext?’

Activity 118 and 119• Encouragestudentstoguessthemeaningsofthewordsinboldfromthecontextbyreading

the sentences in which they are contained. • Studentsmightliketothinkofotherexamplesofjobs,schoolsorsportsthatrequireuniforms.• Teamuniformsarenotalwaysexpensiveormaybeprovidedbytheclub.Someclubsonlyrequire

you to wear similar clothing such as black track pants and a white T-shirt. Many teams only require uniforms for games, not practice sessions.

Activity 120• Explain:training = practice (noun) and train = practise (verb).• Theclubfeeshereshowrealisticcosts,butsometeamsarecheaperorcanhaveconcessions.

Club fees are generally charged per season, but many clubs have options for paying fees per week.

Activity 121• Studentscouldcreatetheirownquestionstobecutupandgiventootherstudents

to re-sequence.

Activity 123• Studentscouldperformthedialogueasrole-playsoractoutatelephoneconversation.• Studentscouldaskandanswersimilarquestionscontainingauthenticinformationabout

a real club.• Studentscouldringalocalsportsclubtoenquireaboutsimilarinformation.

Activity 124• Thedistinctionbetweenteamrulesandgamerulesmayneedtobereinforcedhereandin

Activity 126. Examples of team and game rules of a sport known to many in the class might be elicited or discussed.

• Studentsmaybenefitfromreadingtheaudioscriptanddiscussingthecontent.


Activity 125• Ifanyoneintheclassisamemberofasportsclub,theycouldexplainhowtheyfoundout

about the club.

Activity 126• Theserulesareamodelthatcouldapplytomostteamsports.• Itmaybeusefultospendsometimeelicitinganddiscussingbehaviourthatisacceptable

or not acceptable for members of teams. Students could discuss reasons for team rules, or the consequences of not following the rules.

• Furtherinformationonteamrulesandcodesofbehaviourforsportsclubscanbefoundin theCMYIdocument‘KeepingSportFunandSafe’whichisavailabletodownloadinvariouscommunity languages at the following website: http://www.cmyi.net.au/TranslatedandCommunityInfo

Activity 129• Studentscandiscusshowthesepeoplearebreakingtherulesandwhysuchbehaviourcould

be inappropriate.

Activities 130 and 131• Theteachercouldintroducewordssuchasthen, next, first and after that, and students could

add them to the beginning of the sentences.• Tohelpwithlearningaboutsequencing,theteachercouldaskquestionssuchas:

‘Whathappenedafter...?’‘Whathappenedbefore...?’‘Whathappenednext?’• Theteachercouldalsoaskcomprehensionquestionsaboutthesentences.

Activity 132• Studentscoulddiscussthepurposeofdirectoryassistance.Freedirectoryassistancecanbea

good option if students have difficulty reading the phone book. Call costs are referred to below.• English-languagelearnersshouldbeawarethatthecomputerisedsystemdoesnotalways

interpret accents, so they may be referred to an operator or need to repeat or spell words.

Activity 133• Teachersmayneedtoexplainwhattherecordedvoiceis,andthatitisusedformany

government services, such as Centrelink, or large companies, such as phone companies.

Activity 134• Introductorymessagesregardingcallmonitoringarestandardprocedureforeverydirectory

assistance call, but students can be assured that these calls do not require or record their personal details.

Activity 136• Studentscouldpractisecallingdirectoryassistancefromaschoolphone.Thisisfantastic

if they have access to a speakerphone that the class can listen to.• Learningtip(followingActivities136and137).• Theinformationondirectoryassistancecallcostswastrueatthetimeofwriting.Directory

assistance is free from public pay phones and home phones, providing the caller uses the free number. The free numbers are frequently changed and are not always the first directory assistance number provided in the phone book, so teachers may wish to check by calling the phone company. Mobile phones charge the rate of a standard call, which varies according to the individual plan or prepaid account. At the time of writing, a surcharge of about 45 cents was added to this standard mobile call cost for directory assistance. Business lines have varying charges.

Activity 138• Whilelanguagefortelephoningisnotfocuseduponhere,thiscouldbeagoodstagetopresent

some basic language for telephone calls: opening a call and introducing oneself, stating the topic and purpose of the call, ending a call.

• Lukacallsthesportandrecreationofficeofthecouncil.Thenamesofthesedepartmentsandoffices, and the responsibilities that come under them, differ greatly from council to council.

Activities 139 and 140• Theclassreadstheexamplestogetherslowly,exaggeratingthestressthefirsttime,andmore

naturally the second time to help students recognise the stress patterns.

44

Activity 142• YoucanoftenbooksportsgroundsthroughtheInternetfromcouncilwebsites.Manyofthese

have forms you can print out for use as sample application forms.

Activity 143• Studentsmaywanttocomeupwithfurtherexamples,suchasbadmintoncourt,soccerfield,

athletics arena and so on.

Activities 144 and 145• Teacherscouldintroducewordssuchasthen, next, first, after that and students could add

them to the beginning of the sentences.• Tohelpwithlearningaboutsequencing,teacherscouldaskquestionssuchas:

‘Whathappenedafter...?’‘Whathappenedbefore...?’‘Whathappenednext?’

Activity 148• Studentsmayliketoworktogethertolookupthemeaningofthesewordsindictionaries

or to define the words. The teacher could elicit definitions from students to be written on the whiteboard.

Activity 149• Thisactivityneedonlybecompletedinpointform,butlatertheteachercouldworkwith

the class to construct full sentences. This will revise play, go and do, and third person verb agreementsuchas:‘Lucygoescycling.’‘Aliwatchescricket.’

Activity 151• Theinformationinthequizisbasedon2006AustralianBureauofStatisticsdata.

Activity 153• Studentscouldwritepersonalisedtextsaboutsportincountriestheyhavelivedin.Theteacher

couldscaffoldthetext:‘Themostpopularsportspeopleplayin[nameofcountry]are...’

Activity 154• Theclasscouldbrainstormresponsesforother in Questions 4 and 5. • Question4:Otherreasonsstudentsmaygiveforwantingtoplaysportmayinclude:togetout

of the house, to relax, to be with friends, to get more energy.• Question5:Otherreasonsstudentsmaygivefornotwantingtoplaysport:notknowingwhere

to play, the sport is too expensive, family pressures, work responsibilities. • Question6:StudentsmayliketoreferbacktoActivity143.• Question7:Theteachermayasktheclasstoworktogethersothatstudentswhoknow

something about a particular sport can give information to others.

Activity 156• Theinformationgatheredinthissurveycouldberecordedandreportedbacktoclass.• Theteachermayneedtoemphasisetheuseofthirdpersonforreportingbacktoclass:

‘Heplays...’‘Shelikesthissportbecause...’• Theinformationcouldbewrittenupasareport,basedonamodeltextjointlyconstructed

by the class.

Further discussionActivity 151 touches on sport as a spectator activity and the importance of sport in Australia. This area could be explored in much greater depth, especially the prominent role sport plays in Australian culture. Teachers could emphasise the way sport can arise in daily conversation at school, in the workplace, or in social situations, and give the class sample conversations.

Students could watch sections of sport reports from the television news. Newspapers could be brought to class from editions in which there are substantial sports sections. Students could skim-read or scan these and discuss questions such as: What sports are discussed? Can you find news about any games? When were the games played? Can you find the results of the games? What sports do you think are the most popular in Australia?

Another topic not covered in this unit is seasonal sports. What sports are played at certain times of year?


Resourceshttp://www.cmyi.net.au/MulticulturalSport/MulticulturalSportHome The Centre for Multicultural Youth Issues: Multicultural Sport and Recreation has links to publicationssuchas‘PlayingTeamSport’and‘KeepingSportFunandSafe’,alsoavailable in a variety of community languages.

http://www.ausport.gov.au Australian Sports Commission The Australian Sports Commission has extensive information on how to participate in sport, fact sheets and information pages on individual sports, plus information on exercising and playing sport safely. The site also has links to the Australian Institute of Sport.

Also refer to websites for local and state sports organisations or clubs.

Suggestions for guest speakersA coach of a sports team, a member of a sports club, an employee of a sporting association, a local sports player or athlete.

46

Unit 4 What can we do today? • Introducesavarietyofrecreationalactivitiesandvenues.• Exploreswaystofindoutaboutactivitiesandeventsinstudents’localareas.• Exploresdifferentaspectsofplanningactivitiesandexcursions.• Buildsskillsfordiscussingstudents’ownexperiencesandinterests,readingguides

to community events and activities, finding out about activities in students’ local areas, suggesting things to do or places to go, calculating costs of activities, and planning a class excursion.

Workbook summary Unit 4 explores opportunities for recreation activities in students’ communities. The unit therefore requires teachers to assist learners in finding accurate information about activities in their local area. The unit commences with vocabulary for recreation activities — with a focus on the present perfect for talking about experiences — and leads into a class survey. The following section explores means of finding out about activities, with information texts, activities using authentic guides to community events, and discussions about students’ free time. There is a language focus on making suggestions with listening and speaking activities. The final section of the unit provides various activities for planning a class excursion. These include discussions, a survey, calculating costs, group decision-making, brainstorming, a grammar focus on going to for the future and an excursion notice. After-class activities provide learners with further opportunities to find out information and prepare for their class excursion.

DVD summaryTheintroductorysegmentoftheDVDisamontageofrecreationandleisureactivities.ThemainsegmentoftheDVDcommenceswithBashirandArisittinglistlesslyintheirlivingroom.SissyandAyen arrive and tell them about a festival close by. Ayen and Sissy show them a festival program where they see an ad for a free band. Ayen flicks through the guide, which leads into a montage of various free community activities.

Bashir, Ari, Ayen and Sissy go to the festival together. On the way they find more information about community events through flyers in a cafe window. Sissy notes down information about art classes fromaposter.TheDVDthenshowsanadforthefestivalfinale.Weseethefourfriendsleavingtogotothefinale.TheDVDconcludeswithafireworksdisplay.

Workbook topics


There’s nothing to do Introduction to a variety of recreational activities and places of interest. Grammar focus and questions with have you ever . Survey about activities students have done. Discussing personal experiences.

82–85

Activities in your area Comprehension of the main section of the DVD.Readingandmatchingactivitiesfrom a What’s On guide.

86–88

Finding out about activities Introduction and discussion about how to find out about local activities and events. Reading authentic local guides to events and activities. Completing tables about activities. Structure of present simple questions. Asking other students about their activity.

89–91

My free time Reading about and listening to people describing what they do in their free time. Discussing activities students do in their free time.

92–93



Suggesting things to do Listening to and making spoken suggestions. Categorising suggestions. Responding to spoken suggestions. Categorising words into syllables. Listening to and categorising words by syllable stress.

94–96

Planning an excursion Discussing possible class excursions and compiling a list of places. Surveying students about where they want to go for an excursion.

97–98

Excursion costs Calculating costs of sample activities. Completing table of costs for class excursions. Group decision-making on class excursion.

99–100

Our class excursion Brainstorming with a diagram to plan for an excursion. Writing about the excursion using going to for the future. Completing an excursion notice.

101–104

After class Detailed excursion planning activities using diaries, calendars, weather forecasts, the Internet and tourism office.

105


Key vocabularyrecreation activities (bushwalking, skateboarding) guide

community events (concert, exhibition) flyer

public venues (museum, gallery, botanic gardens) newsletter

competition noticeboard

championship suggest

community excursion

local

Teaching suggestionsActivity 157• ThisactivityshouldbedonebeforewatchingtheDVDintroduction.Ithelpssetthescene

andpredictsomeofthecontentintheDVD.Italsodrawsonstudents’personalexperience.

Activity 159• ThisshouldbedoneafterwatchingtheDVDintroductiontopresentessentialvocabulary.

Activity 160• Studentscouldsharetheirinformationwiththeclass.Theclasscouldcreatealistofactivities

people would like to try. This can later be referred to for an extension of Activity163.

Activity 162• Studentscouldcomeupwithmoreexamplesusing:‘Haveyoueverbeen/beento...?’

‘Haveyoueverbeenon...?’

Activity 164• Studentscouldsharetheirinformationwithotherpairs/groupsandthencompare

their experiences.

• Therecouldbefurtherlanguageworkontheverbagreementandthenegative:he has been/she hasn’t been/they have been/we haven’t been.

• Studentscouldcountnumbersofstudentswhohavedonevariousactivitiesandwritesentencesabouttheinformation:‘Fivepeoplehavebeenfishing.’

48

Activity 167• Therecouldbediscussionaroundwhatpeopleseeordointhepicturestogivefurther

contextualisation. ’At the art gallery people look at paintings.’• Studentscoulddiscusswhichactivitiestheyhaveexperiencedorareinterestedin.Theycouldtalk

about whether they have seen similar activities in a community newsletter or What’s On guide.• Studentscouldcirclewordstheydon’tunderstandinthetextsandworktogetheringroups

to find out the meanings.

Activity 169• Teacherscoulddolanguageworkontimephrases:Thursdays = every Thursday/daily = every day. • Studentscouldalsoworkondates,timesandtimeframes:from, until, is on for one week, opens on.Activity 172• Othersuggestionsforplacestofindoutaboutactivitiescouldbetourisminformationcentres,

local libraries, school or university newsletters, school noticeboards, youth centres, community centres, arts centres, entertainment venues, sports centres, youth programs or community programs at Migrant Resource Centres, free music and pop culture magazines.

Activity 173• Alternatively,teacherscouldsupplystudentswithacommunityeventsguideorsimilartext.• Teachersmayhavetodovocabularyworkonthetypesornamesofguidesandtheircomponents:

What’s On, Gig Guide, What’s Happening, Community Diary, Entertainment Guide, events, activities, program.

• Copiesoftheinformationstudentsfindcouldbeputupintheclassroomforotherstoread.

Activity 175• Studentscouldfindthelocationofactivitiesoreventsonamap.

Activity 177• StudentscouldworktogethertoresearchmoreinformationabouttheireventontheInternet

or by making a phone call. They could then present their information to the class to raise awareness of different activities in their local area.

Activity 179• Theclasscouldworktogethertoconstructsentencesthatincludethisvocabularyinanothercontext.

Activity 181• Teacherscouldworkwithstudentstoconstructfullsentences.Thiswouldrequireemphasis

onthethirdpersonverbagreement:‘Hegoestothelibrary.’‘Heborrowsbooks.’

Activity 182• Again,thiscouldbesupportedwithgrammarworkonthethirdpersonverbagreementinthe

presentsimple:‘ShegoestothemarketonFridays.’‘Shebuysfreshfruit.’

Activity 183• Teachersmightliketoexplainthatsuggestingsomethingdoesnotmeantellingsomeoneto

do something. The difference between suggest and invite is more complex and may not warrant explanation,butgenerallyyou‘invite’someonetosomethingyouhaveplannedordecidedtodo,butto‘suggest’somethinginvolvestheotherpersoninthedecision-makingorplanning.

Activity 184• Studentscouldidentifywhichsuggestionsarestatementsandwhicharequestionsfor

punctuation with a full stop or question mark.

Activity 186• Theteachercouldemphasisetoneofvoicetosoundeitherinterestedordisinterestedusing

aresponsesuchas‘allright’.• Studentscouldalsoworkonpolitewaysofdecliningasuggestion/invitation.

Activity 187• Studentscouldpractisecreatingmorequestionsorbegivencardswithsuggestionsand

responses for role-plays.

Activity 190• Studentscouldhaveawordsearch‘race’tofindothertwo-,three-andfour-syllablewords

on other pages in this unit.


Activity 191• Theclasscouldlookatarangeofpicturesorbrochurestogeneratediscussionandideas

for the excursion.• Theclasscouldmakestipulationsabouttheexcursion,especiallyregardingpractical

considerations:‘Ithastobesomewherewecanwalkto.’• Theexcursionneedtakeonlytwohours.

Activity 192• Itisimportantthatstudentsendupwiththesametenplacesontheirlist,astheseareused

in the following activities.• Therecouldbespellingandpronunciationworkontheplacessuggested.

Activity 193• Studentscouldbedividedintogroupstotalkaboutoneparticularplace.Theycouldthenshare

their information with the class, who have to answer the questions as they listen.• Theteachercouldmakenotesonthewhiteboardduringthediscussion.Theclasscouldthen

jointly construct profiles on the places.

Activity 194• Fortheanswerstobeconsistent,studentsneedtointerviewallthemembersoftheirclass.

Activity 195• Theseanswersshouldbethesameforeverystudent.Ifnot,studentsshouldchecktheir

tables again.

Activity 196• Thebowlingpricehereincludesshoehire.• Languageworkcouldbedonewithcomparativesandsuperlativessuchas,more expensive/

the cheapest and so on.

Activity 198• Teacherswillneedtoprepareforthisactivitybyhavingaccurateinformationonthecosts

of the places. Some costs may be approximate and therefore teachers can use language such as about four dollars.

• Studentsmayneedsupportwithuseofcalculators.

Activity 199• Theclasscoulddiscussbudgetingideas,suchasputtingmoneyaside,payingoffasmall

amount each week leading up to the excursion, or finding out about group discounts.

Activity 200• Studentsmayneedtolisttheadvantagesanddisadvantagesofaparticularplacetheywant

to go to or give reasons for their preference.• Teacherscouldgetstudentstovotefortheirpreferredexcursionandevenorganise

a‘secretballot’.

Activity 201• Teachersmayneedtodemonstratethemethodandpurposeofthebrainstormingactivity.• Studentscouldworkingroupsanduselargesheetsofpaperfortheirbrainstorming.

These could then be put up around the class.

Activity 202• Teacherscouldrevisethestructureandpronunciationofthecontractions:I’m, you’re, he’s,

she’s, it’s, we’re, you’re. • Teacherscouldalsoexplainandcomparetheuseofgoing to and will for the future: going to

for something planned, and will for something we decide as we talk.

Activity 203• Studentscouldbeguidedtowritelongsentencesusingcommaswithand :‘We’llwalkaroundthe

park,feedtheducksandtakephotos.’‘I’llbringanumbrella,mylunchandmyconcessioncard.’

50

Activity 207• Question1:Theexcursionplaceandtimecouldbewrittenonaclasscalendar.Languagework

could include: we go next Thursday/the week after next/on the twenty-fourth/in five days.• Question2:Thereispotentialfordifferentmapworkfortheexcursion,includinglocation,

directions and transport. A map or floor plan of the destination itself could be used for both preparation and navigation during the excursion, eg a map of the botanical gardens, a museum floor plan).

• Question3:Morelanguageworkwiththefuturetensecouldbedonewithweatherforecasts.• Question4:Theclasscouldvisitatourisminformationofficeaspreparationfortheexcursion

or for group projects about activities in their local area.

ResourcesAs this unit facilitates learning about recreation opportunities and community events in the students’ local area, generic websites are not provided here. Suggested online references or resources to look at include:

• stateorterritorytourismwebsites• localcouncilwebsites• localyouthwebsites• What’sOnorcommunityeventsguideslinkedtolocalnewspaperwebsites• InternetsearchesunderWhat’sOn/eventsguide/GigGuide+cityorplace.

Suggestions for guest speakersA representative from the sport and recreation office of a council, a youth recreation program worker, a community sport and recreation worker from a Migrant Resource Centre or similar, a representative from a community arts centre, a representative from a local tourism office.

Answers

Unit 1 The beach

Activity 31. making a sandcastle2. having a picnic3. surfing4. swimming5. playing volleyball6. bodyboarding7. looking at shells

Activity 41. rarely, year 2. sometimes, once 3. never, twice

Activity 5

sometimes about once a month

rarely once or twice a year

never not at all

Activity 81. strong sunscreen2. SPF 30 is good3. stays on in the water4. every two hours

Activity 121. false2. true3. true4. false5. false6. true7. false

Activity 131. lifeguards2. flags3. waves4. binoculars5. rescue board6. water rescue

Activity 14Bashirshouts,‘Ari,No!’ 3Ari tries to swim, but the current is too strong. 4Ari sees a small boy in danger in the water. 1The lifeguards rescue Ari and the boy. 7A lifeguard tells Ari to swim between the flags. 8The lifeguards grab their rescue boards. 6Ari runs into the water. 2The lifeguards see Ari and the boy in the water. 5

Activity 161. moving water2. get quickly3. not safe4. help someone in danger

Activity 171. Ari runs into the water.2. Bashir shouts,‘Ari,No!’3. Ari tries to swim, but the current is too strong.4. The lifeguards see Ari and the boy in the water.5. They grab their rescue boards.6. They rescue Ari and the boy.7. A lifeguard tells Ari to swim between the flags.

Activity 191. saw2. shouted, ran3. tried, was4. saw5. grabbed6. rescued7. told8. felt

Activity 20Last Saturday Ari went to the beach with his friends.

He saw a small boy in danger in the water.Bashirshouted,‘Ari,No!’,butAriranintothewater.He tried to swim, but the current was too strong.

The lifeguards saw Ari and the boy in the water. They grabbed their rescue boards. The lifeguards rescued Ari and the boy. Then a lifeguard told Ari to swim between the flags.

Ari felt really lucky because the lifeguards helped him.

Activity 22

calm relaxed

panic be very scared and stop thinking clearly

raise lift up

float lie on top of the water

Activity 24

1.

2.

3.

Activity 271. shallow water2. strong currents3. deep water4. large waves5. slippery rocks

52

Marine stingers

Danger! Sharks

Activity 281. Lifeguards work here.2. No lifeguards work here.

Activity 301. red and yellow2. it’s safe to swim

Activity 321. Is this the bus to the beach?

No, this is the bus to the city.

2. Is this the last bus to the beach?

No, there’s another bus coming.

3. Are you going to the beach after lunch?

No, I’m going to the pool.

4. Are you going to the beach after lunch?

No, I’m going before lunch.

5. Would you like an ice-cream?

No thanks, I’d like a drink.

6. Would you like vanilla?

No, I’d like chocolate please.

Activity 34Safe: 1, 2, 4, 6, 7Dangerous: 3, 5, 8

Activity 354 Swim between the red and yellow flags. 2 Swim with other people.1 Read and obey the signs. 8 Don’t swim directly after eating. 5 Don’t swim after consuming alcohol or drugs. 3 Don’t run and dive into the water. 7 Check the water conditions before you go swimming.

Activity 36

directly straightaway

conditions current, waves, deep or shallow water

consuming eating, drinking or smoking

dive jump into water with arms and head first

Activity 391. six weeks2. next Tuesday3. 5.30 pm4. $7.50

Activity 411. How many weeks is the program?2. What days are the lessons?3. What time are the lessons?4. How much are the lessons?5. Is there a concession rate?6. What level is the class?

Activity 451. swimming any time the pool is open2. 16 years and older

Activity 461. $15.502. $3.803. $1.204. $5.205. $7.606. $17.00

Activity 50

S L I F E G U A R D S S

U T S W I M M I N G W A

N O U D I V I N G I M F

G W N H A T B F L O A T

L E S S O N W A V E E E

A L C U R R E N T T B R

S U R F I N G T W E A E

S N E L T H A D U L T E

E B E A C H I L D F H P

S L N G A R E S C U E O

P A Y S G D A N G E R O

S R E C E P T I O N S L

SWIM BETWEEN THE FLAGS.

Unit 2 The gym

Activity 551. boxercise2. gymnastics3. karate4. aerobics5. cycle class6. volleyball7. weight training8. yoga

Activity 581. heart problem2. strong3. basketball4. relaxed5. indoor soccer

Activity 591. Bosco2. Hussam3. Andrew4. Tara5. Mary

Answers 53

Activity 611. true2. true3. false4. true5. true6. false7. true

Activity 621. gym equipment2. membership card3. membership form4. change rooms5. opening hours

Activity 631. membership form2. membership card3. gym equipment4. opening hours5. change rooms

Activity 64gym fees, the change rooms, lockers

Activity 651. you arrive2. bring a towel3. are free4. in the change rooms5. reception

Activity 671. Sorry?2. Okay.3. Mm hmm.4. Right.

Activity 70the days and times of gym activities

Activity 71 1. 5.30 (pm)2. (play) indoor soccer3. 9.30 (am)4. Tuesday and Saturday5. aerobics6. three7. 5.30 (pm)

Activity 751. No. He’s going to a dentist appointment/He has

a dentist appointment.2. No. He’s in class./He’s going to class.3. Yes.4. Yes.

Activity 77

Surname: Given Names:

Date of birth: / / Sex: M / F

Street address:

Suburb: State: Postcode:

Phone: Home Work / Mobile:

Email:

Main language spoken at home:

LeeLee

4 Burns Road4 Burns Road

EnfieldEnfield(02) 99885628(02) 99885628

[email protected]@hotmail.com

EnglishEnglish

04123453450412345345NSWNSW 21362136

GraceGrace0101 0606 19921992

Activity 781. Grace Lee2. born 1992, or 1 June 19923. Burns Road4. Enfield5. English

Activity 801. your health2. carefully3. ask someone to help her4. reception

Activity 821. Grace Lee2. Jo Stephens3. Ari Fernandez

Activity 841. 0401 992 7992. 8332 78783. 4235 2426

Activity 88Activities that are allowed: 2, 5, 6, 9Activities that aren’t allowed: 1, 3, 4, 7, 8

Activity 90

rude not polite

appropriately correctly

personal items your things (eg bag, wallet, clothes)

tidy neat

Activity 911. sports shoes2. personal items3. clean and tidy4. bags (also gum or food)5. water

Activity 94joggingcyclingskipping

54

Activity 95 1. Ayen wants to keep fit.2. Ayen’s friend has a bike. 3. Ayen saw people doing exercise in the park.4. JogetsexerciseDVDsfromthelibrary.5. Jo says skipping is a great way to keep fit.

Activity 961. exercising at home2. jogging3. dancing4. doing an exercise class5. playing beach cricket6. skipping7. rollerblading8. playing table tennis

Activity 991. a heavy chair2. stand behind the chair3. on the top of the chair4. shoulder-width (apart)5. slowly stand up6. eight/8 (times)

Activity 1003. Slowly raise one leg out to the side.2. Put your hands on the chair.4. Then slowly lower your foot back to the floor.1. Stand behind a chair.6. Then do the exercise with the other leg.5. Repeat eight times.

Activity 103

E B A S K E T B A L L K

Q O P L A Y E E P O B R

U X F W R C A R D C A E

I I O E A Y O G A K D C

P N R I T F E E S E M E

M G M G E F G Y M R I P

E I T H C H A N G E N T

N A S T R O N G N D T I

T H A S V R U L E S O O

E T I M E T A B L E N N

F I N S T R U C T O R S

M E M B E R U J O I N N

KEEPFITANDHAVEFUN.

Unit 3 Playing sport

Activity 1081. cricket2. hockey3. judo4. weightlifting5. high jump6. skiing7. running8. cycling

Activity 110play go docricket running athleticshockey skiing judoAustralian Rules swimming gymnasticsrugby cycling basketball

Activity 1151. true2. false3. false4. true5. false6. true7. true

Activity 1164. Celia joined the basketball club.1. Celia played basketball at school.5. Now Celia trains hard and loves playing.3. One of Celia’s friends took her to a basketball club.2. When Celia left school she missed basketball.

Activity 1171. Celia played basketball at school.2. When Celia left school she missed basketball.3. One of Celia’s friends took her to a basketball club.4. Celia joined the basketball club.5. Now Celia trains hard and loves playing.

Activity 119

uniform clothes you wear so everyone in the team looks the same

turn up arrive

fees money you pay to do something

second hand used before by someone else

Activity 1201. your own uniform and sports shoes2. gym3. Mondays/Tuesdays4. 4.30 pm5. Thursdays

Answers 55

Activity 121Where are the games?What time does training start?Do I need to buy a uniform?What days are the training sessions?How much are the club fees?Who do I talk to about joining?

Activity 1241. pay club fees2. different3. how you play the game4. team rule

Activity 125a community groupa gyma friend

Activity 127

respect honour and care for someone or something

argue disagree with someone

train practise for a game

support help someone

Activity 1281. on time2. half an hour before they start3. the rules of the game4. alcohol, cigarettes or drugs5. other players6. you shouldn’t use bad language

Activity 1291. 82. 3 (and 4)3. 64. 7

Activity 1305. Now they play on the sports ground every week.4. Luka called the council to get a permit. 2. He met his friends at a sports ground to

practise soccer.1. Luka wanted to play soccer with his friends.3. They couldn’t play at the sports ground because

another team was there.

Activity 1311. Luka wanted to play soccer with his friends.2. He met his friends at a sports ground to

practise soccer.3. They couldn’t play at the sports ground because

another team was there.4. Luka called the council to get a permit. 5. Now they play on the sports ground every week.

Activity 133Recording: nameLuka: CouncilRecording: requestLuka: YesRecording: number

Activity 1351. 07 6533 45492. 08 8372 43483. 03 9345 1276

Activity 136Recording: WhatRecording: holdOperator: askedOperator: suburbRecording: That’s

Activity 137

operator person working at directory assistance

complete finish

request what you are asking for

Activity 1381. Sunnybrook Oval2. he needs a permit3. cheap4. from the council office5. the sport and recreation office

Activity 1421. council2. permit3. concession

Activity 1431. park2. hockey field3. netball court4. cricket pitch5. tennis court

Activity 1442. She went to a gym and saw girls in the

boxercise room.1. Jo wanted to play an individual sport.4. Now Jo goes to boxercise to feel strong and good

about herself.3. Jo joined the girls’ boxercise class.

Activity 1451. Jo wanted to play an individual sport.2. She went to a gym and saw girls in the

boxercise room.3. Jo joined the girls’ boxercise class.4. Now she goes to boxercise to feel strong and good

about herself.

56

Activity 149

Chris

What sport does he/she watch? Football and cricket.

What sport does he/she play or do? Beach cricket.

Why does he/she like this sport? It’s heaps of fun.

What sport does he/she want to play or do? Play cricket in a team.

Lucy

What sport does he/she watch?

No sport./She doesn’t watch sport.

What sport does he/she play or do? Cycling.

Why does he/she like this sport?

Cycling keeps her fit and it’s great to be outdoors.

What sport does he/she want to play or do? Yoga (at her local gym).

Ray

What sport does he/she watch? Soccer.

What sport does he/she play or do? Soccer.

Why does he/she like this sport?

He likes to feel fit and he loves helping people learn new skills.

What sport does he/she want to play or do? Karate.

Activity 1521. Australian Rules2. most Australians3. about thirty minutes4. the Australian Open5. two Olympic Games

Activity 155

F C B R S W I M M I N G

R L A U S K H O C K E Y

E U P L A Y S P O R T M

E B T E N N I S E T B N

T B A S L L G O L F A A

R S K I L L S C O M L S

A E J U D O L O C A L T

I S O C C E R G A M E I

N S I E X E R C I S E C

I I N P E C O A C H T S

N O I T C R I C K E T I

G N O F O O T B A L L N

BASKETBALL COMPETITION.

Unit 4 What can we do today?

Activity 1594. go on a ferry8. go to the cinema1. go to a barbecue6. go to a museum3. go to a market5. go to a park7. go to a festival2. go fishing

Activity 1621. Have you ever been fishing?2. Have you ever been on a train?3. Have you ever been to the museum?4. Have you ever been cycling?5. Have you ever been to a barbecue?6. Have you ever been on a motorbike?

Activity 1661. false2. true3. true4. false5. true6. true7. true

Activity 1671. skateboarding championship2. drumming classes3. local art exhibition4. LIVEREGGAE5. hip-hop dance contest6. tai chi

Answers 57

Activity 168free activities in the community

Activity 1691. (at the) community centre2. skateboarding championship3. (at) city stage4. 2 pm5. 6 October6. daily/every day7. nine days8. drumming classes/Tai Chi

Activity 170contest; championship

Activity 1761. What day is it?2. What’s the date?3. What time is it?4. How much is it?5. Where is it?6. How can you get there?

Activity 179

heaps lots

the Net the Internet

borrow get something from someone, then give it back later

wander walk around slowly

public for all people in a community

stall a shop at the market

vegies vegetables

Activity 1811. Any three of the following: (He) reads the French magazines. (He) looks at French news on the Net. (He) sends emails to his mates. (He)borrowsbooks,CDsorDVDs.2. (He has) a library card.3. (It’s free/It costs) nothing.4. (She goes) to the market.5. (She looks at) the clothes and food stalls.6. (She drinks) coffee.7. (She likes watching) the musicians and

street performers.

Activity 1841. What about the beach?2. How about the botanical gardens?3. Let’s have a picnic.4. We could go to the gym.5. Why don’t we go to the park? 6. Do you want to go to the football game?

Activity 185

Yes Maybe No

I’d love to.

Okay.

Good idea.

All right.

Perhaps.

I’ll think about it.

No thanks.

It’s too expensive.

Sorry, I’m busy.

Activity 1861. Sorry, I’m busy.2. I’m not sure.3. It’s too far away. 4. No thanks. I’m running late.5. Okay.6. Good idea.

Activity 188Two-syllable words Three-syllable wordsgardens barbecuedrumming newslettercycling excursion

Four-syllable wordscompetitionbotanicalactivity

Activity 190

barbecuefestivalnewsletter

expensiveexcursion

activitybotanical

competition

Activity 1961. $6.202. $16.80

Activity 1971. Bashir can afford the cinema and the pool.2. He can’t afford Harvey’s Bowling.

58

Activity 206

T C A R T G A L L E R Y

C O M M U N I T Y H E B

B N F O T M A R K E T U

D C I A B P I C N I C S

R E S T A U R A N T O H

U R H N R I P A R K S W

M T I C B D A N C E T A

M T N F E R R Y A L S L

I R G G C I N E M A A K

N A R M U S E U M D E I

G I N F E S T I V A L N

S N E W S L E T T E R G

THE BOTANICAL GARDENS.

Answers 59

Date post:	23-Apr-2018
Category:	Documents
Upload:	dangnhi
View:	218 times
Download:	1 times

Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first...

Documents