Action Verbs

We are learning to use verbs to describe our actions. We are learning that all sentences must have a verb. We are also learning that we use different forms of a verb depending on the sentence we say or write.

We can use a verb

-in the present form- “I am eating a sandwich.”

-in the past form- “I ate a sandwich after school yesterday.”

-in a future form- “I will be eating a sandwich after school today.”

 

We took photos and described our actions using all the new verbs we are learning.

Last week we practised using verbs to describe playing actions.

We are sitting on the bench near the basketball courts.

Efe is going to swing on the monkey bars.

Nivesh can balance like a tightrope walker.

Antaniaus is crawling through the tunnel.

Nivesh slid down the slide before Abdullah.

After Nivesh had a turn, it was time for Abdullah to go down the slide.

Abdullah climbed easily to the top of the climbing wall.

Ready. Set. Go! Kristian takes off like a rocket.

We are all running as fast as The Flash.

Abdullah and Kristian are sprinting to the finish line.

Antaniaus shows us how he can hop up and down.

Abdullah dug a tunnel in the sandpit.

Nivesh searched for treasure in the sandpit but did not find any.

Antaniaus is enjoying playing outside with his friends.

Nivesh jumped down and landed on the ground.

After a fun morning playing with his friends, Efe drank litres of water.

Story Innovation

We have been enjoying some of the wonderful stories from the huge collection of Premier’s Reading Challenge books. Last week, we read the wonderful story, Where is the green sheep? by Mem Fox.  We learned that noun groups give more information about the subject in a sentence. The subject was sheep and Mem Fox used lots of adjectives, prepositions and adverbs to describe the different sheep in the story.

We found the green sheep and the wide sheep. We found the brave sheep and the clown sheep. And, of course, we found the green sheep sleeping quietly behind the shrubs.

We wondered what the names of the other sheep might be on this page. We looked at the clues in the pictures and we thought about the way Mem Fox described the sheep. We named the hot-air balloon sheep and the acrobat sheep. We named the picnic sheep and the snorkelling sheep. We also found the fishing in the pond sheep.

We followed Mem Fox’s writing style and wrote our own version of the story using noun groups.

Where is the polka-dotted sheep?

Here is the party sheep.

Here is the picnic sheep.

Here is the fireworks sheep.

And here is the Spanish dancing sheep.

Here is the sleeping sheep.

And here is the going for a walk sheep.

Here is the blue pom-pom sheep.

And here is the crazy sheep.

Here is the swimming sheep.

Here is the in love sheep.

And here is the playing sheep.

Here is the happy sheep.

And here is the funny sheep.

 

But where is the polka-dotted sheep?

 

 

 

Here are some links to online versions of Where is the green sheep? that you can enjoy at home.

 

Joint Construction

We are learning to write collaboratively. This means we are writing one piece of text, but each of us is responsible for writing different paragraphs, or for covering different topics.

We plan the text together, sharing our ideas and possible vocabulary that will suit this particular text.

We then write our part independently, making sure we include ideas from the planning session.

Once we have finished writing our part, we come together again to proofread and edit our draft. At this time we make decisions about the order in which we should organise the different parts of the text and if we need to add words or phrases to make sure our final written piece is cohesive- that it makes sense.

Click on the link below to read our joint construction about School. It is an example of an explanation text.

 

School PPT-1r39n7w

Kinder Buddies

We have been spending some time in the Bethal PS Kindergarten over the last month. Our reason for going to the Kinder was to practise our English speaking and listening skills.

 We have had many opportunities to get to know our Kinder buddies. Together, we are practising using our growing English vocabularies.

   

One of the activities we enjoy is reading with our buddies.

         

The children in the Kinder are learning how to play together. We all enjoy playing outdoors, even when it is cold.

    

 

Learning English By Playing Games

Playing Hopscotch

Snteya and Todin read a procedural text about how to play hopscotch during their reading lessons. Afterwards, they wanted to teach the class how to play the game. So, on a beautiful winter afternoon, we went down to the yard where the new hopscotch courts were marked.

     

Snteya and Todin explained what we needed to play the game (the equipment) and then they explained some of the rules (the procedure). They learnt some of the words in their guided reading book, Playing Hopscotch.

     

Whilst we were playing the game, we were able to ask questions about some of the rules that were a bit unclear. Abdullah, Mustafa, Marita and Esho found out that there are different versions of the game played by children all over the world. Can you believe it that even our parents and teachers played Hopscotch when they were kids like us?

       

Snteya and Todin answered our questions by showing us how to do something or by explaining parts of the game in their first languages; Assyrian and Arabic. It really helped Lazar, Olga, Maeda and Mousa that they had already played a version of the game before.

     

We learnt that there are different ways to play the game. Sarkis  and Okin knew that this meant we had to negotiate some of the rules so the game was fair. Another challenge for some of us was waiting for our turn because we were all so keen to play and show our friends what we could do.

     

We all had a great afternoon practising our English verbs (jump, pick up, throw, miss a turn, line up, wait for your turn), nouns (rock, game board, players, game, opponent) and connectives (first you have to, then you must, next you should, finally you can) whilst learning how to play the game of Hopscotch. We practised using negation (I can’t hop over the number 3; my rock didn’t land in number 7) and praising each other’s efforts (Good job, Antaniaus!).

 

             

 

I wonder which game we will learn and play next time?

Learning English through Language Experience

We are learning English in many different ways. One way we learn is through Language Experience.

We studied the language of procedural writing in class, including action words, connectives and simple sentences. We learnt that procedural writing lists ingredients (or materials) and equipment then lists a set of steps to follow to complete the procedure. Then, we read different procedural writing in class to become familiar with them.

Our next step was to read a recipe and understand and follow the procedure so we made our healthy salad wraps in class. We built on our growing  English vocabulary by reading the list of ingredients and then describing them using adjectives for colours, textures, size and shape- e.g. a head of crisp lettuce, ripe and juicy red tomatoes, long, green spring onions, crunchy cucumber and carrots, freshly baked wrap bread, etc. 

 

 

We used verbs and sequencing language which are key to procedural writing to describe the steps we needed to follow to make our wraps. Why don’t you make lunch for your family following our procedure…

 

How to Make Healthy Salad Wraps

First, wash your hands with soap and water.

 

Then, wash the vegetables in the sink.

 

Next, tear the lettuce leaves gently.

 

After that, slice the tomatoes, cucumber and capsicum.

 

Finally, grate the carrots carefully.

 

Now, make your wrap by filling the bread with the salad. Roll your wrap nice and tight.

 

 

Eat your healthy salad wraps.

 

Don’t forget to wash the dishes afterwards.

 

 

 

 

How we are learning English

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Learning to communicate in a new language takes time. We build on what we already know and we learn from what we see, hear, read and do. We are learning to speak, listen, read and write in English at the same time as we are learning about the world in the different subjects we study at school. Our other languages and our experiences before now help us to make sense of the new learning we are doing. Building our English vocabulary is an important step in becoming confident English users.

 

Here is one way we build vocabulary as writers in our English classes:

Step 1: Picture Stimulus Chat

We discuss what we see, what we infer, what we think and any connections we have to the stimulus picture, film clip, song, etc. We sometimes use our other languages to explain what is going on. We use online dictionaries to translate words and phrases from our first languages into English.

 

Step 2: Building Vocabulary

We label the picture with words, phrases and sentences that we might use in the writing task. We use different colours for the different word types; for example, we write verbs (doing words and phrases) in green, nouns in red and adverbials in blue.

 

Step 3: Building Phrases and Sentences

We group the words and phrases according to their function and order in a sentence. We think about the “participants“, “verb phrases” and “circumstances” we see and infer in the picture and then we make sentences using these observations and inferences.

 

Step 4: Practising English Sentences

We practise saying the sentences in English before we write them down. We encourage each other to make interesting sentences that sound “right”. We rephrase our sentences with help from each other when they don’t quite make sense.  We ask ourselves and each other, “Would an expert English speaker say it like that?”

We practise making more sophisticated sentences by using other types of words like connectives to sequence the story, conjunctions to show why things happened and adverbs of manner to show how things were done.

Step 5: Writing in English

Once we have done all this preparation, we are ready to write sentences and paragraphs. We write imaginative narratives, recounts about our own experiences and information reports about the world beyond.

 

 

 

 

 

 

Our EAL/D Mission Statement

We go to English classes because we are learning to listen, speak, write, read, spell, play and understand in English. To become experts in English we join in with all activities and we never give up. We let other people help us when we need it and we always help others when they need it. We encourage each other because we are all learning together. We are brave learners because we know learning takes time and lots of practise. We come to classes ready to learn and we have fun whilst we learn.

Welcome to EAL@Bethal

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Welcome to the Bethal EAL blog. Share in our journey as we learn English , which is another language for us to master. Read our stories and learn with us as we play, talk, read, write, question, try and share what we know.