Hello song

Students listen to a modelled version of the hello song and reproduce the song. Lessons 1, 2 and 3 focus on engaging with the common words and phrases that make up the song. Phrases in the song may change from language to language. Teachers can increase the number of lessons in this sequence to match the number of individual words and phrases in the song if time permits. Finally, students record themselves singing the hello song in [Language] and share it with the teacher.

• Learning sequence – hello Early Stage 1 (DOCX 73KB)
  • Student workbook – hello Early Stage 1 (DOCX 135KB)

My favourite toy

Students listen to a modelled version of the phrase ‘my toy’ and words to describe a toy. They engage in activities to practise saying and writing this language before composing a short text in [Language] describing their favourite toy.

• Learning sequence - my favourite toy Early Stage 1 (DOCX 78KB)
  • Student workbook - my favourite toy Early Stage 1 (DOCX 158KB)

My favourite toy 2

Students say and write words for different types of toys in [Language]. They complete activities to demonstrate understanding of new vocabulary. They practise saying and writing sentences before composing their own short text.

• Learning sequence – My favourite toy 2 (DOCX 80KB)
  • Student workbook – My favourite toy 2 (DOCX 1990KB)

My dream home

Students engage with the letters of the alphabet that make the word ‘house’ in [Language]. They learn to write the word ‘house’ and recognise it in text. Finally, they write a short text about their house in [Language] using a drawing and rehearsed language.

• Learning sequence – my dream home Stage 1 (DOCX 67KB)
  • Student workbook – my dream home Stage 1 (DOCX 1631KB)

My dream home 2

Students learn to recognise and use [Language] words to describe different types of housing for example, house, apartment. They learn to name external features and different rooms/areas of a house and they make door signs for each room.

They create a print or digital plan of their dream home using pictures and captions to name each room/area. They present their dream home to their family using simple structures. If possible, they ask a family member to record their presentation and upload their presentation to the school’s digital platform.

• Learning sequence – my dream home 2 Stage 1 (DOCX 48KB)
  • Student workbook –my dream home 2 Stage 1 (DOCX 1.8MB)

My bedroom

• Learning sequence – My bedroom (DOCX 74KB)
  • Student workbook – My bedroom (DOCX 252KB)

About me

Students listen to a modelled version of questions and answers about themselves and respond by correcting the word order of mixed up sentences. They then practise writing the questions and answers before using the language in interactions. Finally, they write a short text about themselves in [Language].

• Learning sequence – about me Stage 2 (DOCX 73KB)
  • Student workbook – about me Stage 2 (DOCX 110KB)

Where are you from?

Students listen to a modelled version of questions and answers including those about nationalities and countries. They build vocabulary of nationalities and countries and reflect on grammatical patterns involving the two groups of words. They make a deck of cards and incorporate [Language] into familiar card games. Finally, they create their own card game that involves using the vocabulary of nationalities and countries in [Language].

• Learning sequence – where are you from? Stage 2 (DOCX 177KB)
  • Student workbook – where are you from? Stage 2 (DOCX 148KB)
  • Parental advice – where are you from? Stage 2 (DOCX 70KB)

Country

• draw a map of [Country] and label it with places they have researched
• listen to and read a text in [Language] about Australia
• respond to the text by engaging in activities that allow them to demonstrate skills and understanding related to vocabulary, grammar and punctuation
• write scaffolded sentences before incorporating their research about [Country] into their own text.

For languages which are spoken in more than one country, for example, Arabic and Spanish, students can be asked to research an Arabic or Spanish speaking country.

• Learning sequence – Country (DOCX 72KB)
  • Student workbook – Country (DOCX 244KB)

Caring for the environment

In Lesson 1 students engage with the script of an interview about recycling. They learn vocabulary and expressions related to recycling and obtain and organise specific information from the text. In Lesson 2 students recreate the interview by putting phrases in the correct order. In Lesson 3 students act out the interview with the help of a family member or a classmate and finally in Lesson 4 students record a podcast or video of the interview.

• Learning sequence – caring for the environment Stage 3 (DOCX 69KB)
  • Student workbook – caring for the environment Stage 3 (DOCX 111KB)

Caring for the environment 2

Students learn new words and expressions about recycling. They learn about the benefits of upcycling and how Aboriginal people from Pormputaaw are upcycling ghost nets to create artworks. Students create their own artworks using clean waste from home and present their artwork to their family explaining what materials they have used. If possible, they ask a family member to record their presentation.

• Learning sequence – Caring for the environment Stage 3 (DOCX 50.7KB)
  • Student workbook – Caring for the environment Stage 3 (DOCX 484KB)

Caring for the environment 3

During these lessons students engage with texts in [Language] to learn vocabulary and expressions about things they can do to protect the environment. They complete a questionnaire to find out about their attitude to nature and then they write an article about the benefits of recycling for the school newsletter.

• Learning sequence – Caring for the environment 3 (DOCX 72KB)
  • Student workbook – Caring for the environment 3 (DOCX 300KB)