(2009)  English for Speakers of Other Languages (ESOL) curriculum development resources.


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Making language and learning work Making language and learning work

Date added: 07/23/2009
Date modified: 07/23/2009
Filesize: 801 kB
Downloads: 3872

(Jly 2009) Integrating language and learning - principles for teachers in mainstream classes.  This resource has been offered to PPTA, to share with teachers throughout the country.   It was developed to supplement resources prepared for the Curriculum Support Day workshops for ESOL teachers, and for the use of mainstream teachers with students for whom English is not their first language.  
The resource lists seven principles to enable students to make progress in your subject while they are learning English.  Author:  Juliet Fry, Canterbury University, and colleagues

ESOL - Unit planning template ESOL - Unit planning template

Date added: 07/23/2009
Date modified: 07/23/2009
Filesize: 836 kB
Downloads: 5378
(July 2009)  This resource has been offered to PPTA, to share with teachers throughout the country.   It was developed as a result of work done at a Curriculum Support Day workshop and afterwards.  
A group of teachers took the English Unit Planning Template, downloadable from, and modified it for ESOL.
Note:  This is not "the" template that should be used for planning units in ESOL, but "a" template which may provide a useful starting point for discussion.  It provides a structure that some teachers may wish to adapt quite significantly.  It is suggested that teachers of ESOL also explore examples of unit planning occurring in other subjects, by browsing the PPTA website.
It is hoped that this template will encourage teachers to develop a coherent approach to planning with reference to all parts of the NZ Curriculum.   

ESOL (Year 10) Tales to tell ESOL (Year 10) Tales to tell

Date added: 05/12/2009
Date modified: 05/12/2009
Filesize: 981 kB
Downloads: 5460
(May 2009)  I like this unit because my students like it.  They enjoy reading different folk tales, especially ones from their own culture and other cultures.  I find they read wider than usual and enjoy the reading experience. I think they develop an appreciation of their own culture, Maori culture and other cultures through the reading range, discussions and activities. They also develop fluency and confidence in speaking through the process of preparing for and delivering a folk tale, and fluency and accuracy in writing through the drafting and editing process of writing their own folk tale.  All receptive and productive skills are used and practised in this unit and so I feel it has a good balance.
You will see that in the original unit I had begun to make references to aspects of the new curriculum, but I have interrogated this unit and I believe that the revised unit (see Section 3) takes the new curriculum into account at a deeper level.   Authors:    Belinda Cooper,  Julie Luxton

ESOL (Year 11) Myself as a learner  ESOL (Year 11) Myself as a learner

Date added: 05/07/2009
Date modified: 05/07/2009
Filesize: 852.5 kB
Downloads: 9965
(May 2009)  I developed this unit because I realised the value of students knowing their learning styles through the Languages Department, and when I experimented with some Y13 Korean students a couple of years ago and explained about learning styles and how they can be applied, there was the "Aha, wow!" factor.  I then realised that this must be introduced at a much earlier stage so that our ESOL students can learn about themselves and how to learn right at the start of Y11. 
This unit was just introduced this year and it is very satisfying hearing students comment on how they are applying what they have learnt through this unit to other subjects "“ coherence, learning how to learn and "life-long learners"  - all encapsulated in the new NZ Curriculum.  Authors:  Belinda Cooper,  Julie Luxton