ESL Resource Kit (pdf. 2MB) - Ku-ring-gai Council

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Proficiency in English As well as indicating how many people speak English, the census data also provides information on the level of proficiency in English, ie the percentage of residents speaking English only and the percentage of residents who speak English well, not well, not at all etc. Proficiency in English Ku-ring-gai Council (overseas born persons aged 5 years and over) Enumerated data number % Sydney Statistical Division % 2006 census 2001 census number % Sydney Statistical Division % Change 2001 to 2006 Speaks English only 18,919 58.4 34.6 18,651 59.2 36.6 268 Speaks another language and 1,706 5.3 14.0 1,712 5.4 14.3 -6 English not well or not at all Speaks another language and 11,686 36.1 50.4 10,964 34.8 47.9 722 English well or very well Speaks another language and 57 0.2 0.6 76 0.2 0.7 -19 English - proficiency not stated Not stated 40 0.1 0.4 79 0.3 0.4 -39 Total 32,408 100 Example Information from Ku-ring-gai Council’s website about language proficiency (data collated from last census) 8 Discovering
Making contact with organisations running ESL classes Contact lists Now that you have a venue for the excursion and information about the ESL classes in your local area, start making contact to introduce the excursion program and the opportunity for the ESL classes to participate. Compile a contact list and telephone each organisation/group to get the name of the ESL coordinator so that you can address any letters to them and also talk to them directly to introduce yourself and your program. In smaller organisations, the main contact person might also be one of the ESL teachers. Generally, most classes are conducted on weekdays. It works best to schedule the excursion around their class time. Working in with the group’s existing schedule and class time is likely to maximise the number of students that will attend the excursion, as they would already be available. Tip ESL students tend to spend many months or a full year in the class. It is worthwhile contacting the ESL coordinators and teachers on a regular basis. If the class is a long term one, it is likely they may only visit once for an excursion. Some classes may also wish to take up the option of a second excursion, to build on their previous experience and learning. Biodiversity 9
Page 1 and 2: Discovering Biodiversity How to pla
Page 3 and 4: Introduction: About this Resource P
Page 5 and 6: Part A - FOR ORGANISATIONS HOSTING
Page 7 and 8: Planning an excursion about biodive
Page 9: Researching the main languages spok
Page 13 and 14: ESL EXCURSION BOOKING FORM CONTACT
Page 15 and 16: 6 March 2007 (Name) _______________
Page 17 and 18: ENGLISH at the Garden Ku-ring-gai W
Page 19 and 20: 23 May 2008 (Name) ________________
Page 21 and 22: The Excursion Structure of activiti
Page 23 and 24: Stage 2: Focus attention The second
Page 25 and 26: Stage 4: Share inspiration The four
Page 27 and 28: Tip Taking photos and short videos
Page 29 and 30: Leading the walk Knowing how to phy
Page 31 and 32: Tip Sometimes during the class, stu
Page 33 and 34: Part B - ESL TEACHERS’ KIT 31 Bio
Page 35 and 36: About the ESL Teachers’ Kit The E
Page 37 and 38: Pre-excursion activities It is a go
Page 39 and 40: PRE-EXCURSION WORKSHEET Excursion w
Page 41 and 42: PRE-EXCURSION WORKSHEET Activity 1:
Page 61 and 62:
PRE-EXCURSION WORKSHEET Activity 9:
Page 63 and 64:
TEACHERS’ NOTES Activity 10: Revi
Page 65 and 66:
Example Thank you letter sent to Ku
Page 67 and 68:
POST-EXCURSION WORKSHEET Activity 1
Page 69 and 70:
POST-EXCURSION WORKSHEET Activity 1
Page 71 and 72:
FACT SHEET What native animal is th
Page 73 and 74:
FACT SHEET What native animal is th
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ESL Resource Kit (pdf. 2MB) - Ku-ring-gai Council

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