English Language Centre 2013

The Peninsula School: CRICOS No.00333A

English Language Centre 2013

ESOS ACT 2000. National Code 2007

INDEX

PHILOSOPHICAL STATEMENT ................................................................................................2 PROCEDURES ...........................................................................................................................4 SKILLS LIST ...............................................................................................................................6 STATIONERY LIST ....................................................................................................................7 WORK PRACTICES ....................................................................................................................8 GUIDE TO CORRECTION OF STUDENT WORK ......................................................................8 WRITING ASSESSMENT FEEDBACK SHEET ........................................................................10 STUDENT MANAGEMENT POLICIES ....................................................................................11 TRANSITION FROM ENGLISH LANGUAGE CENTRE TO MAINSTREAM CHECK LIST .....12 SAMPLE SEQUENTIAL 10 WEEK LESSON PLAN .................................................................13 ELC RESOURCES ....................................................................................................................16

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PHILOSOPHICAL STATEMENT

The English Language Centre’s philosophy is underpinned by the greater School community’s Christian ethic of service and concern for others. The pastoral aspects of the school experience are of paramount importance in a context where International Students are far from home and their affective support systems. Our staff work collegially to monitor and promote the wellbeing of each individual student. Similarly, the Intensive English Course provides instruction based on the individual needs of students. Teachers in the English Language Centre acknowledge that learners can feel alienation in the process of learning a second language. Staff are sensitive to the fragility of students and adopt techniques and approaches that promote cultural understanding. They are guided by some global principles:  Students must learn to be self-directed;  Students must learn to take risks;  Students need to put pressure on themselves and accept pressure from their teachers and peers to accelerate learning;  Language and culture cannot be fully separated;  Language learning requires great and sustained time and effort;  Encouragement builds confidence and leads to eventual success. COURSE OBJECTIVES The principal objective of the Intensive English Course is to prepare students for classes in the main school. Students are taught specific academic skills such as essay writing, grammar, spoken English strategies and reading comprehension, all vital to their success in mainstream classes. Special emphasis is placed on writing and reading. This emphasis acknowledges the important role taken by these two skills during the two years of the Victorian Certificate of Education. The course also recognises the need for students to function successfully within an English-speaking community and, to this end, seeks to develop the oral and aural skills necessary for both academic and social purposes. Further, study of Australian history and culture enables the students to develop social and cultural literacy, allowing them to gain a greater understanding of their own culture and an appreciation of the cultural differences they experience here in Australia. Students are encouraged to take responsibility for their own learning and there is an emphasis on learning-how-to-learn skills. The course seeks to enable students to develop skills to understand and express opinions, attitudes and feelings, as well as to process information analytically and to think and respond creatively. Below is a brief description of the activities and methodologies relating to each of the learning areas GRAMMAR Grammar studies consolidate the students’ structural, syntactic and semantic skills through a study of verb tenses, verb types (i.e. modals, passive and active voices etc.), articles and, prepositions. To this end an integrated approach is adopted with structural studies ‘flowing on’ from listening and viewing activities. Grammar, in the Intensive English Course, is taught consistently as a means to improving mastery of the language, not as an end in itself.

READING Reading, in the Intensive English Course, means ‘reading and understanding’. Students are actively encouraged to engage in wide reading and assistance is provided through regular trips to the library and advice on borrowing choices. Reading for pleasure is actively encouraged with a focus on ‘efficient’ reading, i.e. reading where the language of the text is comprehensible, and the content accessible, to the students. In class, students read a variety of short stories and abridged novels in order to strengthen their comprehension skills and to consolidate, in context, their vocabulary. Acknowledging that each macro-skill cannot be taught in isolation, the reading programme also involves the learning of:

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       

Summarising; Oral reflection; Scanning and skimming; Proper use of dictionaries; Identification of characters, plot and themes; Placing written material in social context; Analysis; Note taking.

. WRITING The principal focus of this learning area is essay-writing skills. Strategies such as brainstorming, planning, drafting and editing are explored. Students learn to develop their ideas logically and cohesively as well as learning the appropriate style and tone for a range of contexts. Emphasis is placed on the production of well-structured paragraphs. The Intensive English Course acknowledges the permanent and explicit nature of the written text and the need therefore to make clear the context and all references. At the ‘micro’ level students practise specific written forms at the level of word or sentence (handwriting, spelling, punctuation); at the ‘macro’ level the emphasis is on content and organization. Students keep a journal as part of their regular homework routine. This encourages a reflective approach both to their writing and to their experience as International students in an Australian context.

LISTENING In principle, the objective of listening comprehension practice in the classroom is that students should learn to function successfully in real-life listening situations. Classroom ‘teacher talk’ with its modified vocabulary and concern for rapid understanding is the starting point for the teaching of listening strategies. Formal lessons in listening require the students to listen to authentic texts for specific information. Once again, this macro-skill is exercised in tandem with other skills and students are often required to respond orally to what they have heard. Students view an Australian television series developed for the ESL learner and complete the accompanying language-based exercises. These focus on the students’ listening, comprehension and observation skills. Students are required to listen for specific information, answer questions on specific scenes and note key expressions, intonation and pronunciation used by specific characters. Dictation exercises provide students with the opportunity to obtain information from authentic speech and to recognize and reproduce graphically the sounds of English.

SPEAKING Classroom activities which develop learners’ ability to express themselves through speech are an important component of the Intensive English Course. Students are actively engaged, in the teaching process, as members of a speech community who interact orally across all learning areas. Students are involved in exercises designed to enable them to listen to, recognize and understand the correct meaning of colloquial expressions in everyday situations. Using role-play and dialogue, students learn to interact verbally with peers in a structured situation. They learn to recognize the context of a conversation and how to maintain and conclude a conversation. Students also learn how to react appropriately to different situations and how to use gesture and facial expression to help convey meaning. Finally, students develop an awareness of the socio-cultural contexts of spoken language.

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PROCEDURES BEGINNING OF TERM INDUCTION PROCEDURES 1. For accounting purposes note the date individual students start their classes. The majority of students start their classes in the first week, however occasionally a student may arrive later in the term. 2. On the first day of term take the new students to the Book Shop to collect the items on the ELC Stationery List. 3. In the first week of term invite the Head of Sport, Steve Brennan or his delegate to come and talk to the students regarding School sports options. 4. Facilitate the medical check-up procedure by alerting the Medical Centre of any relevant observations you have made about such things as hearing, eyesight, dietary and sleeping habits. 5. In the first week of classes, as part of the orientation process:         

Explain the school rules ( point out how they are listed in the record book). Explain the function and purpose of the record book. Distribute and explain timetables to the students. Organize lockers and distribute combination locks, remembering to record recipient and lock number. Take the students on a tour of the school. If possible introduce them to the school nurses. Arrange with the library staff for the students to have a library tour. Arrange for photos to be taken by AV department for posting on synergetic. Assist interested students to arrange Piano/Instrumental lessons. Organize Birthday calendar ACTIVITIES DURING THE TERM

1. Plan an Activities Program that introduces students to the local and then broader community. 2. During the first weeks of each term, assist all students to write or update a brief profile. Include a digital photo. This is used in step 2. below. 3. Arrange a Morning Tea at International House once per term. 4. With ELC colleagues and Head of ESL, prepare or revise the term’s lesson plan, using the model shown below. 5. Liaise on a regular basis with the other non ESL teachers working in the ELC.

END OF TERM AND TRANSITION PROCEDURES 1. Ensure that candidates for transition have met the published requirements for graduation to mainstream. Bring their data and examples of their written work to a meeting of ELC staff, Head of ESL and Director of International Operations for a final decision. Ideally this should happen 3 weeks before the end of term. 2. Next, e-mail the Heads of Years, Head of School, Admissions Staff, Craig Wines, Career Education staff and International House staff and provide them with the approved list of students moving and their year level. Attach a profile of each student to the email.

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3. Organise information sessions involving mainstream staff and students to fully inform ELC students about subject choices, the expectations of teachers and more general matters. 4. Organise an orientation session with the appropriate Heads of Years. This is just an informal meeting between the students, the Heads of Years and, if possible, their tutors. Students are shown where their classrooms and lockers will be. 5. If students are moving into the Senior School, contact Careers Staff who will come over to the Language Centre to discuss subject choices with the students. Careers Staff will then submit the students’ subject choices to the Deputy Principal or his delegate who will organize the students’ timetables for the following term. 6. Arrange with Head of Mathematics for those students who are moving into the Senior School to be Maths tested. The Head of Mathematics will provide copies of the appropriate end of term/year test/exam. These are to be completed by the students at a time convenient for ELC staff and will be returned to the Head of Mathematics for marking. 7. Careers staff will usually supply book lists for the students. Ensure the students have completed them correctly and submit them to the Senior School Head Librarian for ordering. 8. Towards the end of the first 3 terms ask the Head of the Senior School to address the students on what they are to expect on entering the senior school. In the 4th term, ensure that the students moving into year 11 attend the Year 10-11 Transition Day. It is vital that subject choices have been made prior to this day. 9. Request International Department staff to provide completion of ELC course certificates for the students studying Intensive English who are transitioning to the main school. The certificates should be signed by an ELC teacher as well as by the Director of International Operations or his delegate. 10. Organise an end of term party for the students. Usually this informal party is held on the last period of the last day of term. The students’ reports and certificates are distributed at this time. 11. Arrange for combination locks to be handed back (from those students who are moving to the main School).

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SKILLS LIST Following is a list of skills and learning activities, both academic and social, which students in the English Language Centre will engage with and enhance. They are organized under the four macroskills (reading, writing, listening, speaking), grammar, social/recreational, health/hygiene and IT.

READING Novels/short stories Comprehension passages Newspapers Instructions Exam questions Maps Realia Proofreading/editing practices

WRITING Letters Dialogues Essays (brainstorming, planning, paragraph & sentence structure) Journal entries Summaries Note-taking

SPEAKING Pronunciation Social registers Public speaking Requesting information Classroom language (talking to teachers and peers) Body language

LISTENING Dictation Social conversation Teacher instructions Listening for gist Radio TV/film

GRAMMAR Tenses: present, past simple, present & past continuous, present & past perfect Prepositions Articles Modals The infinitive SOCIAL/RECREATIONAL Contact with key staff Contact with teachers in the mainstream Speaking to strangers Making phone-calls to strangers Membership of a sporting team Opportunity for piano/instrumental study Experience of several activities IT Email address and use of email Using the Service Centre Appropriate software on computer (Microsoft Word & Excel) Functioning laptop Taking and uploading digital photos

ACADEMIC Group work Problem solving Using the Resource Centre Using the Careers Library Understanding subject offerings Homework discipline Organizing and filing notes Using a locker and looking after padlock HEALTH & HYGIENE Quit campaign Dental hygiene Disposal of toilet paper & tampons Washing hands before eating Where and when to spit Keeping appointments with the doctor, nurse or psychologist

ENVIRONMENTAL Using public transport Banking

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STATIONERY LIST Note: ITEM No. 1 to 9 can be purchased at the Uniform Shop. These can be charged to the students school account.

1. 1 x 2-ring binder All corrected work is to be filed in the 2-ring folder. This will consist largely of homework exercises and the student’s writing folio. 2. 2 x modules The modules are to be used in class for classroom exercises and activities, as well as for the writing of rough drafts and for note-taking. 3. 1 x packet of plastic pockets 4. 1 x packet of dividers 5. 1 x display folder Students are required to keep all handouts and study-related papers in a neat and wellorganized manner. A plastic pocket should be used for each separate study area and should be clearly identified with an appropriately labelled divider. 6. 1 x packet A4 paper All homework is to be submitted on A4 paper, unless otherwise indicated. 7. 1 x English Dictionary (Collins Cobuild) The Collins Cobuild dictionary or any similar English/English dictionary must be available for use in every class. The dictionary will be kept in the student’s locker ready for use in the classroom. 8. 2 x exercise books One exercise book will be used for the student’s journal/diary; the other will be used for class reading text chapter summaries. 9. 1 x School Record Book The record book will be used as a daily organizer, in particular to record the daily homework requirements. 10. Maths book – required for appropriate Year level. This is to be ordered through the Senior School Head Librarian and will be charged to the student school fee account.

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WORK PRACTICES In general, students are expected to …

      

have a strong desire to learn English demonstrate this desire to learn English through concerted effort and by adopting positive routines and practices at school and with homework use English as much as possible inside and outside the classroom show a willingness to integrate into the Australian lifestyle and the Peninsula School community understand and obey rules which are in force at school and in the wider community develop independent goals and methods of overcoming work-related and culture-related problems maintain a high level of health and fitness

STYLE GUIDE

    

all written work is to be completed in blue or black pen essay and paragraph homework is to be handwritten and submitted on A4 paper work is to be double-spaced with the student’s name and the due date clearly indicated at the top of the sheet each paragraph will be clearly indented essay and paragraph work will show a word count at the bottom of each assignment

GUIDE TO CORRECTION OF STUDENT WORK  Editing Students are encouraged to edit their work before submitting it. This will involve a careful check of all the layout requirements as well as a thorough check of spelling and verb tenses.  Drafting Students are encouraged to view writing as a process. This means that the first attempt at writing an essay is purely a draft which will improve and change with subsequent reworking and correction. In order for the student to gain greater insight into the writing process a correction code will be adopted by teachers in the English Language Centre This code is as follows:

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English Language Centre 

Correction Marks   

 

 

 

 

  Sp.   

 

Spelling 

? 

 

I don’t understand, please explain 

He like_  

he/she/it ____s 

V.T.       

verb tense is wrong 

V  

 

you need a verb here 

P 

 

Punctuation e.g. Capital Letter 

 

 

 

 

 Full Stop. 

 

 

 

 

Comma, 

 

 

 

 

“Quotation Marks” 

 

 

 

 

Exclamation Mark ! 

Prep.    

Preposition e.g.  in, at, on, under ….. 

WW 

 

Wrong Word 

N.  

 

Use  the noun form 

S.W.O.   

Sentence Word Order   eg The cat sleepy is (wrong)      The cat is sleepy (right) 

S‐V‐ag.   

Subject‐Verb‐Agreement      eg. The boys was playing basketball (wrong)      The boys were playing  basketball(right) 

NP 

 

New Paragraph  

TS 

 

Topic Sentence 

Link  

 

Use a linking work or link your ideas. 9

 

Writing Assessment Feedback Sheet English Language Centre

Name:  Topic:  ASPECT

MARK S/N  5 

Overall Appropriateness of Text  Relevance to Task ………………………………………………………….  Formal/Informal …………………………………………………………….  Length of Text ………………………………………………………….  Ideas/Information Included …………………………………………………………………

Text organisation Organisation of ideas

…………………………………………………………….

Paragraph development

…………………………………………………………….

Cohesion between sentences

……………………………………………………………. Grammar and vocabulary at sentence level

Verb tenses, articles,

…………………………………………………………….

subject/verb agreement etc

Vocabulary range and choice

…………………………………………………………….

Sentence structure

…………………………………………………………….

Language Controls Handwriting

……………………………………………………………. Spelling

…………………………………………………………….

Punctuation

…………………………………………………………….

Full sentences used

……………………………………………………………. TOTAL /20  10

COMMENT 

    ………………..    …………………   …………………   .………………..     …………………   …………………   …………………         …………………   …………………   …………………   …………………       …………………   …………………   …………………     ……………. 

    ………………………………………………………….    ………………………………………………………….    ………………………………………………………….    ………………………………………………………….      …………………………………………………………….   …………………………………………………………….   …………………………………………………………….         …………………………………………………………….   …………………………………………………………….   …………………………………………………………….   …………………………………………………………….       …………………………………………………………….   …………………………………………………………….   …………………………………………………………….   .  ………………………………………………………… 

 

 

STUDENT MANAGEMENT POLICIES  ELECTRONIC DICTIONARIES The use of electronic dictionaries in the ELC classroom is discouraged. Rather, students are encouraged to make use of their Collins Cobuild dictionary or to ask the teacher.  LAPTOP COMPUTERS Laptop computers may not be brought into the classroom, unless specifically requested by the teacher in charge for a specific activity.  COPYING/PLAGIARISING Copying another student’s work or allowing another student to copy your work will not be tolerated. If students are found to have copied they will be required to repeat the assignment in their own words.  HOMEWORK Homework is an important part of the teaching programme in the English Language Centre. Homework is given on a daily basis and is checked each morning. Students are required, as part of the homework regime, to maintain a reflective journal. This is checked each morning.  LANGUAGE IN THE CLASSROOM The language of instruction is English. As a matter of courtesy to staff and all students, it is the policy of the English Language Centre to insist that English is the only language to be spoken in the classroom.  MOBILE PHONES Mobile phones should not be brought into the classroom. The School Rules state that mobile phones ‘are not to be brought to school’. For International Students in The English Language Centre this means that mobile phones are to be left in the Boarding House or, in the case of Homestay students, in the locker.  LOCKERS Students will be assigned a locker and combination lock on arrival. The lock must be returned at the time of transition to the mainstream school.

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TRANSITION FROM ENGLISH LANGUAGE CENTRE TO MAINSTREAM CHECK LIST Students must: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Have a record of completing all homework and class work. Use diary correctly for recording and planning work. Attend classes punctually. Maintain concentration in class. Use lockers and other facilities responsibly. Have attended interviews with Careers Counsellors. Achieve a high standard in written tests. Pass an oral examination with Director of International Operations Demonstrate competence in a range of written pieces for a variety of purposes presented in a folio. Demonstrate competence in use of email, Athena and Learning Point. Maintain a journal with regular, accurate and detailed information. Maintain a carefully ordered folder with all ELC work, including drafts. Exclusive use of English in ELC

10. 11. 12. 13.

The oral examination will cover the following general areas:        

Family School in home country Career aspirations Subject choices Leisure interests Knowledge of the school environment and staff A text studied in the ELC Life in Australia

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SAMPLE SEQUENTIAL 10 WEEK LESSON PLAN English Language Centre NB.: Once a skill is introduced, continual revision occurs throughout the programme. Week

Theme

Reading

Writing

1

Australian Animals

Comprehension Information gathering skills.

Daily Diary Writing (Ongoing)

Verb Tense: Present Simple Tense Preposition Usage

2

Australian Animals

Comprehension Skills to interpret meaning interpret meaning

Descriptive Writing Vocab. Extension

Verb Tense: Past Tense Adjective/Noun usage Use of Article

Australian Animals

Reading for pleasureUse of Library facilities Vocabulary development.

Sequential writing to explain and inform. Eg. A recipe

Verb Tense: Present Continuous Review Time –Tense connection Adverbs

3

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Grammar

Listening

Listening to Audio Tapes (Ship or Sheep , Grapevine, Understanding Australian English) Dictation Of short paragraphs.

Introduce Weekly News video and related listening activities (BTN)

Speaking

Greetings and responses Introducing self to the class.

Asking for information and assistance. (The practice of stress and intonation in speech) Making Requests and Giving Responses. Formal invitations. (Pronunciation of difficult sound units)

Week

Theme

Reading

Writing

4

Australian Culture/History

Reading for a purpose. Simple research assignments.

Simple summary writing from research

5

Australian Culture/History

Reading for pleasure Short Stories Interpret characters, plot, and themes.

Descriptive writingCharacter and plot descriptions

Australian /Culture

Reading Newspaper articles. Identify genre and tone.

Persuasive Writing (one point of view)

6

7

Current Affairs

Newspaper Article analysisAuthor’s intent and identification of main points of paragraphs.

Structure of an argumentative essay. Ie. introduction, paragraphs, conclusion

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Grammar

Verb Tense: Past Continuous Punctuation Usage (Full stops , Capital letters) Verb Tense: Present Perfect Further Punctuation (Commas, quotation marks) Comparative/Superlati ve Verb Tense: Past Perfect Punctuation (Question and exclamation marks) Verb Tense Future Tense /Modal verbs

Listening

Speaking

All introduced programmes continued.

Describing Things Short Presentation (Recognition and pronunciation of syllables)

All programmes continued

‘Listen Carefully’ and audio tape programme.

Listen for stress and intonation pattern in words.

Asking for, and giving Instructions

Pair Work Role-play Dialogues. (Conversations with native speakers) Giving opinions, and making predictions Talking about experiences. (Idiom usage in conversation English)

Week

Theme

Reading

8

Current Affairs

Analysis of argumentative writing.

9

10

Festivals and Traditions

Festivals and Traditions

Further Research skills.

Novel interpretation

Writing

Writing to persuade (contrasting points of view)

Grammar

Listening

Speaking

Conditionals (If I……) Pronouns and Determiners

Listening comprehension skill development Video tapes (Discriminating between words of similar sound) Note-taking skills from guest speakers, video and audio tapes.

Comparing Things (Pronouncing words of similar sound eg walkwork)

Note taking skills

Give a class presentation with use of technology, eg Power Point.

Precis writing Synonym usage

Conjunction Usage And phrases.

Creative/Narrative Writing Simple Poetry

Simple and complex sentence structure analysis and word order.

It is expected that an advanced level student will cover all set tasks in 10 weeks, but the average student may need a semester to complete the programme.

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Debating

ELC RESOURCES NB: Some titles may appear under more than one macro-skill GENERAL About Me My Personal World DSAMC Education Australia Wise DSAMC Education Art of English (Heinemann) Cambridge English for Schools IV (Littlejohn & Hicks) Cutting Edge – Pre-Intermediate Cutting Edge – Intermediate [student texts, teacher resource books & cassettes] (Longman) Fifty-Fifty – An Intermediate Course in Communicative English – Bk II (Longman) New Headway English Course – Elementary (Student’s book, Workbook [photocopies] & cassettes) New Headway English Course – Beginner (Student’s book, Teacher’s book, Workbook & cassettes) New Headway English Course – Pre-Intermediate (Student’s book and cassettes) x2 New Headway English Course – Intermediate (Student’s book, Workbook, Teacher’s book & cassettes) [OUP] Words will travel [video, audio cassettes, student books, workbooks, teacher’s book] (Eds. Clemens & Crawford) Making Connections (Heinle & Heinle) English on Purpose – Fundamental Skills for Communication (Prentice Hall Regents Canada) Instant Lessons 2 ( Penguin ) Fun Class Activities 2 ( Penguin) New Opportunities Education for life- Language Powerbook, teacher’s book, student’s book ( Longman ) Top Class Activities Book 1 Access to English ( LCELTR ) Life Skills 1, 2 (Wizard) Explorers 3 (Jacaranda) English Steps 1,2,3, cds (AMES) English in Mind Student Book 1 Cambridge English in Mind Workbook 1 Cambridge The Australian Schoolmate Thesaurus (Oxford) Excel English Workbook Year 10 x3 Early Japan Vietnam (Time Traveller Series) Skillworks 3 (Oxford) People, Places and Things 1,2,3 (Oxford) Topics: Entertainment, Sports, Communication, Environment, Consumers, Festivals,Travel and Tourism, People, Places, Animals (Macmillan) IELTS Intermediate Course Book Media Vocab Builder (Classic Communication Skills) Excel Advanced Primary Skills Year 3 English in Mind Workbook and Student’s Book 1 (Cambridge) Complete Comprehension 1, 2, 3. (Thomson, Nelson) Successful English 1, 2, Oxford World English 2 Student, Teacher and Workbook and Classroom Audio cd Heinle Outcomes Pre-Intermediate Student, Teacher, Workbook, Class Audio cd, Examview Heinle IELTS 8 with Answers (Cambridge) Achieve IELTS Practice Test Book (Marshal Cavendish)

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READING Oxford/Heinemann Guided Readers (Senior Library) Library Issues Folio (Judith Warburton) Newspaper articles Taboos and Issues (LTP Language) Senior English Workbook (Macmillan) Taboos and Issues (ITP Language) Topics in English – A Reading Skills Course Vol 1, 2 , 3 (Longman) Easy True Stories (Longman) More True Stories ( Longman) Even More True Stories – An Intermediate Reader (Longman) All New True Stories ( Longman) x2 All New Very Easy True Stories ( Longman) Beyond True Stories – A High-Intermediate Reader x2(Longman) Beyond True Stories – Answer Key (Longman) What a World 2& 3 – Amazing Stories from Around the Globe (Longman) What a Life!-Stories of Amazing People, Beginning, Intermediate (Longman) Academic Encounters – Life in Society (Cambridge UP) For Your Information –Basic, Introductory Reading Skills , Intermediate, Advanced(Longman) Reading and Comprehending ( Prime-Ed) Readings from Australia More Readings From Australia New Wave Literacy Book 2, 3. (RIC Publications) Reading Comprehension 2 ( FarrBooks) Art of English ( Heinemann) Grammar three (Oxford) Pascal’s Basic Primary Grammar P. Walker English Reading and Comprehension Student’s Book, Teacher’s Book (Macmillan) Read and Think! 1,2,3 (Longman) Retold Asian Myths (Hawker Brownlow) Beginning ESL Secondary ( Victorian Dept of Education and Training) Read and Think 4 (Longman) Reading Power (Longman) North Star Focus on Reading and Writing Basic, Intermediate ( Longman ) Get Ready to Read (Longman) English on Cue – Level 2 Reading (USQ) English Reading and Comprehension Student’s Book (Macmillan) Strategic Reading 1, 2, 3. (Cambridge) Ready to Read More (Pearson Longman) Ready to Read Now (Longman) Grapevine Teacher and Student Books and tapes Class Set Muzzy in Gondoland 1-6 Wendy Harris Digraph Sounds and Comprehension Stories Books1,2,3 RIC Publications

NOVELS & Readers Montana x9 MontanaGuide Going Home x2 and Student’s Guide Pokemon x5 (Scholastic) Runner Robert Newton x2 The Smuggler’s Knife S.K. McCullagh Horse Power Margaret Scariano Wild Wind Margartet Scariano Frankenstein Mary Shelley x2 Burning of the Big Top Margaret Scariano The Car Race Mystery Rick Sanders Hamlet William Shakespeare (Penguin Readers) The Red Pony (Penguin Readers) 17

Jude the Obscure (Penguin Readers) Wuthering Heights (Penguin Readers) Inventions that Changed the World (Penguin Readers) Five One-Act Plays (Penguin Readers) Prime Suspect (Penguin Readers) Dr Jekyll and Mr Hyde (Macmillan Readers) The Lost Ship (Macmillan Readers) Rebecca (Macmillan Readers) Treasure Island (Macmillan Readers) x2 Therese Raquin Emile Zola (Macmillan Readers) Washington Square (Macmillan Readers) The Princess Diaries 1 & 2 (Macmillan Readers) ‘B’ is for Burglar (Macmillan Readers) Phantom of the Opera (Oxford Bookworm Library) But Was it Murder? (Cambridge) Nothing but the Truth (Cambridge) Deadly Harvest (Cambridge) East 43rd Street (Cambridge) Within High Fences (Cambridge) Blood Deamonds (Cambridge) Don’t Stop Now(Cambridge) Dead (Heinemann ELT) Insight Text Guide to NIGHT Insight Text Guide to Things Fall Apart The Woodland Gang and the Stolen Animals The Woodland Gang and the secret Spy Code Stories of Courage (Longman) Jane Eyre Campbell’s Crossing and other very short stories (Oxford) Just Anything Andy Griffiths The Stolen Computers Elaine Pageler Pee Wee Scouts Camp Ghost-Away The Client – John Grisham (Penguin Readers – Class Set) The Mosquito Coast – Paul Theroux (Penguin Readers – Class Set) Inventions that Changed the World (Penguin Readers) Read all about it Starter (Oxford)

WRITING Essay Writing Step-by Step (Excel Essential Skills) Introduction to Academic Writing (Longman) First Steps in Academic Writing (Longman) Senior English Workbook (Macmillan) Academic Encounters – Life in Society (Cambridge UP) Successful Writing – Intermediate (Express Publishing) The Writing Workbook ( User Friendly Enterprises) College Writing from Paragraph to Essay (Macmillan) Paragraph Writing from Sentence to Paragraph (Macmillan) Eye on Editing 1 (Longman) Ready to Write More (Longman))

GRAMMAR English Grammar in Use [2 copies] (Murphy) Learning Grammar in Context (McEvedy) Senior English Workbook (Macmillan) Mastering Grammar [2 copies] (Longman Cheshire) Intermediate Grammar Helpline (Heinemann) Improve Your Spelling 2 & 3 Oxford 18

Let’s Write 5 Learrners Let’s Write 6 Learners

LISTENING Adventures of an Australian English Teacher [text and CD] (Leigh Salter) Listen Carefully [text & cassette] (Oxford English) Talkabout [text & cassette] (Melting Pot Press) Listening to Australia – Beginner and Intermediate (NSW AMES) Listening Extra book & 2 audio cd’s (Cambridge) Contemporary Topics 1,2,3. Books and Cds (Longman) Listening Tasks for ESL Learners Book and Tape SPEAKING Conversational English: Telling Stories – [text & video] (NSW Ames) Speaking Out (Ryan & Pauley) Conversation Gambits (Keller & Warner) Pair Work I (Watcyn-Jones); Pair Work 2 (Watcyn-Jones) Understanding Everyday Australian [Books 1, 2 and 3 & cassettes] (Boyer Educ. Resources) Understanding Spoken English 2 (Boyer Edu. Resources) Ship or Sheep – An Intermediate Pronunciation Guide [13 x copies] (Cambridge UP) React Interact Situations for Communication Byrd and Clemente ( Longman) Understanding Spoken English ( Boyer ) Focal Point, The Road (Classic Communication Skills) Impact Topics & Cd (Longman) Fun Class Activities 2 (Penguin ) Elementary Communication Games (Longman) Oz Slang and More Oz Slang Peter Howard Instant Discussions (Heinle)

GAMES Mastertalker x2 Wally Word Search Scrabble AUSTRALIAN HISTORY AND CULTURE Learning English Through Topics About Australia (Cleland & Evans) Readings From Australia (English from Oz) Understanding Australia – A Guide For International Students (Cambridge) English from Oz [text & CD] (Richard & Lidia Flack) Australia and New Zealand (Oxford) Australia Wise ( DSAMC Education ) About Me My Personal World ( DSAMC Education) Seasons and Celebrations (Factfiles) Spotlight on Australia ( Oxford) ISSUES Local Press Workbook (Classic Communication Skills) Media Vocab Builder (Classic Communication Skills) Local Press Teacher’s Guide (Classic Communication Skills) Insight Issues Studying Media Texts ( Insight Publications) Taboos and Issues Impact Issues & Cd (Longman)

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OTHER Physics 11 for Western Australia ( Heinemann ) Physics 12 for Western Australia ( Heinemann ) Science Study Guide Years 7-8 Pefani ( Excel) Science Study Guide Years 9-10 Marchment ( Excel) Illustrated Maths Dictionary

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