get wise - amep research centre - macquarie university · introduction to get wise ... the first...
TRANSCRIPT
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Get wise
Your time out
Teachers’ notes
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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
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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.
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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.
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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.
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Your time out – teachers’ notes 5
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.
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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
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Your time out – teachers’ notes 7
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
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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
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Your time out – teachers’ notes 9
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
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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
![Page 13: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/13.jpg)
Your time out – teachers’ notes 11
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
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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
![Page 15: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/15.jpg)
Your time out – teachers’ notes 13
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
![Page 16: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/16.jpg)
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
![Page 17: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/17.jpg)
Your time out – teachers’ notes 15
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
![Page 18: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/18.jpg)
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
![Page 19: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/19.jpg)
Your time out – teachers’ notes 17
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
)
![Page 20: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/20.jpg)
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
![Page 21: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/21.jpg)
Your time out – teachers’ notes 19
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
)
![Page 22: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/22.jpg)
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
![Page 23: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/23.jpg)
Your time out – teachers’ notes 21
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
)
![Page 24: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/24.jpg)
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
![Page 25: Get wise - AMEP Research Centre - Macquarie University · Introduction to Get wise ... The first map covers the key concepts and knowledge in the workbook, and identifies the activities](https://reader031.vdocuments.site/reader031/viewer/2022021820/5add28b87f8b9a213e8c7d7a/html5/thumbnails/25.jpg)
Your time out – teachers’ notes 23
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
)
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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
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Your time out – teachers’ notes 25
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
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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
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Your time out – teachers’ notes 27
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:
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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.
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Your time out – teachers’ notes 29
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
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30
Title of section Workbook unit topics Page number
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
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Your time out – teachers’ notes 31
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?’
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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.’
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Your time out – teachers’ notes 33
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.
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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.
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Your time out – teachers’ notes 35
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
Title of section Workbook unit topics Page number
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
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36
Title of section Workbook unit topics Page number
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
About your learning Student check of own progress. 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?’
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Your time out – teachers’ notes 37
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.
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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.
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Your time out – teachers’ notes 39
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.
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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
Title of section Workbook unit topics Page number
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
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Your time out – teachers’ notes 41
Title of section Workbook unit topics Page number
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
About your learning Student check of own progress. 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.
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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.
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Your time out – teachers’ notes 43
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.
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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?
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Your time out – teachers’ notes 45
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.
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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
Title of section Workbook unit topics Page number
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
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Your time out – teachers’ notes 47
Title of section Workbook unit topics Page number
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
About your learning Student check of own progress. 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.’
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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.
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Your time out – teachers’ notes 49
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.’
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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.
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Answers
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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
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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
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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
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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
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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.
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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
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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.
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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