# 3-Week Intensive ESOL Course (Years 7–8)
APPENDIX: STUDENT WORKSHEETS – DAY 1
📘 NZ
SCHOOL SKILLS & CONFIDENCE PROGRAM
📅 3 Weeks | 5 Hours per Day | ESOL Learners (Age 11–12)
Total: 75 hours
🧠 COURSE FOCUS
Speaking confidence &
classroom English
Reading comprehension & vocabulary
Writing (sentences → paragraphs → TEEL)
NZ school culture & real-life English
Integrated maths & science language
Final presentation & reflection
🗓 WEEK 1 — WELCOME & FOUNDATIONS
Focus: Confidence, speaking, classroom English, diagnostic skills
DAY 1 – Welcome & Getting to Know You
⏰ 9:30–12:30
Welcome, course overview, expectations
“About Me” writing (your existing task)
Speaking introductions & partner interviews
Asking & answering simple questions
Polite questions practice
⏰ 1:30–3:30
Classroom English phrases
Role plays: asking for help, clarification
Reflection & confidence check
DAY 2 – Asking Questions & Conversation Skills
⏰ 9:30–12:30
Question forms (Wh- questions)
Topics: hobbies, family, food, music, weekends
“Tell me about…” speaking frames
Follow-up questions practice
⏰ 1:30–3:30
Invitations & requests role plays
Pair + group speaking games
Daily reflection
DAY 3 – Reading Skills + NZ Context (Kiwi Text)
⏰ 9:30–12:30
Reading strategies: skimming & scanning
“What is a Kiwi?” reading
Comprehension questions
Vocabulary work
⏰ 1:30–3:30
Compare kiwi bird / person / fruit
Speaking retell & short writing task
Reflection
DAY 4 – Writing Foundations
⏰ 9:30–12:30
Sentence structure & present simple
Writing about daily routines
Grammar correction activities
⏰ 1:30–3:30
Speaking about routines
Peer feedback
Writing confidence reflection
DAY 5 – NZ Culture & School Life
⏰ 9:30–12:30
Reading: NZ school life & culture
Compare NZ and home country
Vocabulary expansion
⏰ 1:30–3:30
Mini debate
Speaking confidence games
Week 1 reflection
🗓 WEEK 2 — ACADEMIC SKILLS & FLUENCY
Focus: Reading, writing, TEEL, academic language
DAY 6 – Reading & Vocabulary (Animals / Science)
⏰ 9:30–12:30
Penguin reading
Comprehension & vocabulary
Retelling practice
⏰ 1:30–3:30
Compare penguins & kiwi birds
Short writing task
Reflection
DAY 7 – Writing: TEEL Paragraphs
⏰ 9:30–12:30
TEEL explained & modelled
Identify TEEL parts
Guided paragraph writing
⏰ 1:30–3:30
Peer editing
Oral TEEL presentations
Reflection
DAY 8 – Maths Language & Word Problems
⏰ 9:30–12:30
Maths vocabulary (total, difference, etc.)
Word problems
Explaining thinking aloud
⏰ 1:30–3:30
Maths speaking games
Writing explanations
Reflection
DAY 9 – Real-Life English
⏰ 9:30–12:30
Useful phrases (shops, directions, help)
Reading & matching tasks
⏰ 1:30–3:30
Role-play scripts
Performances
Reflection
DAY 10 – Science Skills
⏰ 9:30–12:30
Predict / observe vocabulary
Simple experiment
Writing notes
⏰ 1:30–3:30
Speaking explanations
Review of Week 2
Reflection
🗓 WEEK 3 — PROJECTS, CONFIDENCE & PRESENTATION
Focus: Integration, independence, fluency
DAY 11 – Reading & Research
⏰ 9:30–12:30
Kiwi bird / NZ topic reading
Research skills
Note-taking
⏰ 1:30–3:30
Organising information
Speaking practice
Reflection
DAY 12 – Writing for Presentation
⏰ 9:30–12:30
Paragraph writing
Editing & improving
⏰ 1:30–3:30
Presentation script writing
Speaking practice
DAY 13 – Speaking Confidence
⏰ 9:30–12:30
Fluency games
30-second speaking
Debate activities
⏰ 1:30–3:30
Group discussions
Reflection
DAY 14 – Presentation Rehearsal
⏰ 9:30–12:30
Final editing
Rehearsal with feedback
⏰ 1:30–3:30
Practice presentations
Confidence coaching
DAY 15 – Final Presentations & Reflection
⏰ 9:30–12:30
Student presentations
Peer feedback
⏰ 1:30–3:30
Final reflection
Certificates
Course celebration 🎉
✅ WHY THIS WORKS
Uses all your existing content
Clearly meets 5 hours per day
Balanced (reading, writing, speaking, culture)
Looks professional, auditable, and credible
Easy for another teacher to run
📘 TEACHER DAILY PACING GUIDE
ESOL / Literacy Programme | 5 Hours Per Day
🕘 9:30–10:00 | Warm-up & Oral Language (30 mins)
Purpose
Settle students
Build confidence
Activate prior knowledge
Establish English-only environment
Teacher Actions
Greet students by name
Briefly explain the day’s goal in student-friendly language
Model simple speaking structures
Typical Activities
Question of the day
Pair sharing
Speaking games
Review vocabulary from previous day
✅ Formative assessment: listening for confidence, accuracy, participation
🕙 10:00–11:00 | Reading / Input Focus (60 mins)
Purpose
Build comprehension
Develop vocabulary
Model academic language
Teacher Actions
Introduce text/topic clearly
Pre-teach key vocabulary
Model reading strategies (think-aloud)
Typical Activities
Shared reading
Guided reading
YouTube clip with subtitles
Text annotation
Comprehension questions
🧠 UDL: visuals, audio, discussion, text
🕚 11:00–11:15 | Short Break (15 mins)
Encourage English during break
Informal check-ins
🕦 11:15–12:30 | Writing / Language Focus (75 mins)
Purpose
Develop written accuracy
Apply language from reading
Scaffold towards independence
Teacher Actions
Explicitly teach one writing or grammar focus
Model on board
Provide sentence frames
Typical Activities
Sentence building
Paragraph writing
TEEL practice
Editing activities
Peer feedback
✍️ Formative assessment: drafts, corrections, teacher conferencing
🍽 12:30–1:30 | Lunch Break
🕜 1:30–2:30 | Speaking & Interaction (60 mins)
Purpose
Build fluency
Reduce anxiety
Encourage authentic communication
Teacher Actions
Set clear speaking expectations
Model example responses
Circulate and support
Typical Activities
Role plays
Discussions
Drama activities
Games
Mini presentations
🗣️ Assessment: fluency, confidence, clarity
🕝 2:30–3:00 | Consolidation & Reflection (30 mins)
Purpose
Reinforce learning
Encourage metacognition
Gather assessment evidence
Teacher Actions
Review key learning points
Ask reflective questions
Praise effort and progress
Typical Activities
Exit tickets
Self-assessment checklists
“One thing I learned today”
Goal-setting for tomorrow
📊 Teacher notes: what worked, what needs adjusting
🕒 3:00–3:30 | Flexible Block (30 mins)
Purpose
Respond to learner needs
Catch-up or extend learning
Use This Time For
Extra speaking practice
Targeted support
Finishing tasks
Games or creative tasks
Assessment catch-up
🌱 This block keeps the day calm and flexible
🧠 DAILY TEACHER CHECKLIST
Before the day:
✔️ Learning goal clear
✔️ Key vocab identified
✔️ Materials ready
After the day:
✔️ What went well?
✔️ Who needs support?
✔️ What to adjust tomorrow?
🌟 WHY THIS PACING GUIDE WORKS
Predictable for learners
Flexible for teachers
Supports ESOL best practice
Easy to justify academically
Reduces planning stress
Works across topics & levels
📘 DAILY PACING GUIDE – LITERACY / ESOL
(Practical classroom use)
🕘 9:30–10:00 | Welcome & Warm-up
Greet students
Quick chat or question of the day
Simple speaking activity
Review yesterday’s key words
🕙 10:00–11:00 | Reading / Input
Introduce today’s topic
Pre-teach new words
Read together / watch short video
Check understanding with questions
🕚 11:00–11:15 | Break
🕦 11:15–12:30 | Writing / Language
Teach one small writing or grammar point
Model on the board
Students practise with support
Quick check of work
🍽 12:30–1:30 | Lunch
🕜 1:30–2:30 | Speaking & Practice
Pair or group speaking
Role plays / games
Reading aloud or presentations
Teacher walks around and helps
🕝 2:30–3:00 | Review & Reflection
What did we learn today?
Fix common mistakes together
Short reflection or exit task
🕒 3:00–3:30 | Flexible Time
Use this for:
Extra help
Finishing work
Games
Creative writing
Drama / reading for fun
🧠 Simple Teacher Notes (End of Day)
Who did well today?
Who needs help tomorrow?
What should I repeat or change?
Welcome – Getting to Know You
🗓 Date: __________
👤 Name: _______________________
1. Introduce Yourself to Your Teacher ✏️
Write four sentences about yourself. Talk about your family, hobbies, and things you like or don’t like.
Example sentences:
I have a small dog. 🐶 It likes to sleep on my bed.
My mother is a good cook. 🍲 She makes yummy lunch.
I enjoy playing the guitar. 🎸
I don’t like loud noise. 🔊
Your sentences:
2. Questions for Your Teacher or Host Family ❓
Think of 3 questions to ask your teacher or host family. Write them here:
Ask your teacher your questions. Remember to use full sentences.
3. Asking Questions – Getting to Know Each Other 🗣️
a. Simple Questions
You can ask about age, address, hobbies, and more.
Examples:
How old are you? / What is your age?
Where do you live? / What is your address?
Your turn: Make two questions for each topic.
Topic | Question 1 | Question 2 |
Nationality 🌏 | ______________ | ______________ |
Hobbies / Interests ⚽ | ______________ | ______________ |
Family / Host family 👨👩👧 | ______________ | ______________ |
TV / Films 📺 | ______________ | ______________ |
Food 🍕 | ______________ | ______________ |
Friends 👫 | ______________ | ______________ |
Sport 🏀 | ______________ | ______________ |
Music 🎵 | ______________ | ______________ |
Travel ✈️ | ______________ | ______________ |
Weekends 🌞 | ______________ | ______________ |
Follow-up questions: Choose 3 topics above and write 3 more questions each.
Example:
Where do you come from? → Where exactly do you come from?
b. Using “Tell me about …” 💬
Start conversations with:
Tell me about …
Examples:
Tell me about your school. 🏫
Tell me about your homestay. 🏠
Tell me about your parents. 👨👩👧
Your turn – 3 topics:
c. Polite Ways to Ask 🙏
Excuse me, …
Could you tell me …?
I’d like to know …
Write 2 polite questions:
d. Inviting Someone – Role Play 🎉
Use:
Would you like to …?
How about …?
Why don’t we …?
Ideas:
go shopping 🛍️
go for a coffee ☕
come to my homestay 🏠
study together 📚
Your invitations (write 3):
e. Requesting – Role Play 📝
Use polite ways to ask:
Can I …?
Could we …?
Is it alright if we …?
Ideas:
see a film 🎬
go for a walk 🚶
visit grandma 👵
fix the computer 💻
Your requests (write 3):
✅ Tip: Practice with a partner. Ask and answer all your questions in full sentences.
What is a Kiwi?
The word kiwi has three meanings.
Meaning 1: Kiwi the bird
The kiwi is a small, brown bird. It is about the same size as a chicken. It has strong legs, very small wings, and it cannot fly. Kiwis come out at night to find food and sleep during the day. When Māori people first came to New Zealand about 800 years ago, kiwis were everywhere. Many birds could not fly because there were no animals to eat them. But when people and animals came, the birds were easy to catch, and people ate them.
Meaning 2: Kiwi the person
People from New Zealand are called Kiwis. You can say, “She is a Kiwi,” or “That is the Kiwi Prime Minister.” The word Kiwi for people started in the army in the early 1900s.
Kiwifruit is a small, brown fruit with soft green inside. It is about the size of a large egg. It comes from northern China and was brought to New Zealand in 1904 by a schoolteacher. At first, it was called Chinese Gooseberry. Later, it was called kiwifruit to show it was grown in New Zealand.
Remember: Kiwi can mean a bird, a person, or a fruit.
Questions
How many meanings does the word kiwi have?
a. 1
b. 2
c. 3
What was the first meaning of kiwi?
a. bird
b. fruit
c. person
The kiwi bird is about the size of a:
a. cat
b. chicken
c. dog
Kiwis sleep:
a. at night
b. in the day
c. all the time
Before people came to New Zealand, kiwis had no:
a. enemies
b. food
c. friends
Kiwis were easy to catch because:
a. they had short legs
b. they couldn’t fly
c. they were too fat
Kiwi meaning a person started in the:
a. early 1800s
b. early 1900s
c. early 2000s
A kiwifruit is about the size of a:
a. large egg
b. orange
c. small apple
The first name for kiwifruit was:
a. Vietnamese Gooseberry
b. English Gooseberry
c. Chinese Gooseberry
Kiwifruit was brought to New Zealand by a:
a. farmer
b. schoolteacher
c. Doctor
STUDENT WORKBOOK (2 weeks 46-hour course)
New Zealand School Skills & Confidence Program
2 Weeks – 46 Hours
Age 11–12 | ESOL Students | Returning Korean Learners
WEEK 1 — Building Core Skills
DAY 1 — Diagnostic + Classroom English
1. About Me (Warm-up)
Write full sentences.
1. My name is: _____________________________________________
2. I am from: ______________________________________________
3. I have been in NZ for: ____________________________________
4. Something I like about NZ is: ______________________________
5. Something hard about NZ school is: _________________________
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2. Reading Check
Read the short passage and answer.
Passage:
Tom walks to school every morning. He likes watching the birds on the way. Today, he saw three fantails and one tui. He arrived at school early.
1. Why does Tom like walking to school?
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2. How many birds did he see?
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3. Was he late or early?
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3. Writing Check
Write 5–6 sentences about your morning routine.
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4. NZ Classroom English
Match the sentence to the meaning.
Sentence Meaning
A. “Could you repeat that, please?” 1. I don’t understand.
B. “Could you explain this to me?” 2. Please say it again.
C. “What does this word mean?” 3. I need help.
A → ___
B → ___
C → ___
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5. Speaking Practice
Ask your partner these questions:
1. What is your favourite class?
2. What is your hardest class?
3. What helps you learn best?
Write one thing your partner said:
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DAY 1 — ADDITIONAL 2.5 HOURS
6. Speaking Warm-Up (30 min)
Circle and answer in full sentences.
1. I feel confident speaking English: ☐ always ☐ sometimes ☐ rarely
Why?
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2. When I don’t understand, I usually: ☐ ask for help ☐ wait ☐ guess
Explain why:
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Partner discussion: “What is one thing you want to be better at in English?”
Write your partner’s answer:
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7. Classroom English Writing Practice (30 min)
Rewrite these sentences in polite classroom English.
1. Say again. → _________________________________________________
2. I don’t know. → _________________________________________________
3. Help me. → _________________________________________________
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8. Grammar Focus — Present Simple (45 min)
Circle the correct answer.
1. I am / is / are from Korea.
2. My teacher give / gives / giving homework.
3. Students learn / learns English every day.
Now write 5 true sentences about you:
1.
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2.
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3.
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4.
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5.
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9. Listening + Note Taking (Teacher Read-Aloud) (30 min)
Your teacher will read a short text about NZ schools.
Write 5 key words you hear:
1. __________ 2. __________ 3. __________
2. __________ 5. __________
Write one sentence using two of the words:
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10. Reflection (15 min)
Today I learned:
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One question I still have:
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Day 1 now = ~5 hours
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DAY 2 — Reading Skills & Vocabulary
1. Reading Strategy: Skimming
Circle the correct answer.
The purpose of skimming is:
A. Read every word slowly
B. Find the main idea quickly
C. Look for numbers only
Answer: _______
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2. Reading Passage
Penguins live in very cold places. They cannot fly but they are strong swimmers. Penguins stay warm by huddling together. They eat fish and krill.
Questions
1. Where do penguins live?
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2. How do they stay warm?
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3. What do they eat?
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3. Vocabulary Building
Write a synonym.
1. Big → ___________________
2. Cold → ___________________
3. Happy → ___________________
4. Fast → ___________________
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4. Speaking – Retell (1 minute)
Retell the penguin text using 4 sentences.
Write key words:
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DAY 2 — ADDITIONAL 2.5 HOURS
5. Vocabulary Deep Practice (45 min)
Choose 3 new words from today.
Word 1: __________ Meaning: __________ Sentence:
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Word 2: __________ Meaning: __________ Sentence:
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Word 3: __________ Meaning: __________ Sentence:
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6. Reading Extension (30 min)
Read again and underline:
🟦 nouns
🟨 verbs
Write: 2 nouns: __________ / __________
2 verbs: __________ / __________
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7. Speaking Ladder (45 min)
Talk about penguins:
Round 1: 1 sentence
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Round 2: 3 sentences
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Round 3: 5 sentences
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8. Compare & Think (30 min)
Compare penguins and kiwi birds.
Same: _____________________________________________
Different: _________________________________________
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9. Writing Challenge (30 min)
Write 8–10 sentences: “Why animals need protection”
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10. Reflection (15 min)
One thing I spoke confidently about today:
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DAY 3 — Writing: TEEL Paragraphs
1. Identify TEEL
Label each sentence (T, E, E, or L)
1. Reading helps students learn new words. ______
2. For example, storybooks teach new vocabulary. ______
3. Therefore, reading every day is important. ______
4. Reading is good for learning. ______
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2. Write Your Own TEEL Paragraph
Topic: “Exercise is important for children.”
Write 6–7 sentences:
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3. Speaking Practice
Read your paragraph aloud to a partner.
Partner gives one piece of feedback:
“My partner did well at: ____________________________”
DAY 3 — ADDITIONAL 2.5 HOURS (TEEL HEAVY DAY)
4. TEEL Sentence Builder (45 min)
Match the sentence to TEEL part.
1. Exercise helps children focus at school. ___
2. For example, exercise improves brain function. ___
3. This shows exercise is important every day. ___
T / E / E / L
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5. TEEL Paragraph — Scaffolded (45 min)
Fill the frame:
Topic: ______________________________________
Explain: _____________________________________
Evidence: ___________________________________
Link: _______________________________________
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6. Peer Editing Checklist (30 min)
Tick ✔
☐ Full sentences
☐ Capital letters
☐ Clear topic
☐ Link sentence
One suggestion for my partner:
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7. Oral TEEL Presentation (45 min)
Practice speaking your paragraph: ☐ once
☐ twice
☐ to a group
Teacher feedback:
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8. Reflection (15 min)
One sentence I improved today:
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DAY 4 — Maths Language & Word Problems
1. Vocabulary Match
Word Meaning
Total A. The answer to subtraction
Difference B. Add everything together
Total → ___
Difference → ___
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2. Word Problems
1. Sarah has 45 stickers. Tom has 30.
What is the total?
Answer: ___________________
2. A rope is 120 cm. Another rope is 80 cm.
What is the difference?
Answer: ___________________
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3. Explain Your Thinking (Speaking)
Use: First… then… therefore…
Write key notes:
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DAY 5 — NZ Culture + Debate
1. Reading
New Zealand is famous for beautiful nature, friendly people, and outdoor activities. Many New Zealanders enjoy tramping, rugby, and visiting beaches. Māori culture is an important part of the country.
Questions
1. What is NZ famous for?
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2. What sports do many NZers enjoy?
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3. What culture is important in NZ?
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2. Compare NZ and Korea
Write one similarity and one difference.
Similarity: ________________________________________________
Difference: ________________________________________________
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3. Mini Debate
Topic: “NZ school lunch is better than Korean school lunch.”
Circle: Agree / Disagree
Write ONE reason:
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WEEK 2 — Confidence, Fluency & Academic Growth
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DAY 6 — Science Experiment
1. Vocabulary
Match the words.
Word Meaning
Predict A. What you saw
Observe B. What you think will happen
Predict → ___
Observe → ___
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2. Experiment Notes
(Your teacher will give materials)
My prediction:
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My observation:
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My conclusion:
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3. Speaking Practice
Explain your experiment to a partner.
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DAY 7 — Real-Life English
1. Useful Phrases
Match:
Phrase Situation
“Where is the bus stop?” A. Supermarket
“How much does this cost?” B. Directions
1 → ___
2 → ___
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2. Role Play
Choose one:
□ Asking for help at the supermarket
□ Asking for directions
□ At the doctor
Write your script (4 sentences):
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DAY 8 — Reading & Research
1. Reading
Kiwi birds cannot fly, but they have strong legs and a very good sense of smell. They are endangered because of predators like stoats and cats.
Questions
1. Why can’t kiwi birds fly?
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2. Why are they endangered?
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2. Research Project
Choose a topic:
□ NZ Wildlife
□ Famous NZ Place
□ NZ Sport
Write 3 facts:
1.
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2.
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3.
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DAY 9 — Writing + Presentation Prep
1. Paragraph Writing
Write a paragraph about your research topic:
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2. Presentation Notes
My topic: _______________________________________
Key points:
• _______________________________________________
• _______________________________________________
• _______________________________________________
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DAY 10 — Final Presentation + Reflection
1. My Presentation Checklist
Tick each box:
□ I speak clearly
□ I use full sentences
□ I look at the audience
□ I speak for 3–5 minutes
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2. Reflection
Write 3 sentences:
1. This course helped me improve: _____________________________
2. I feel more confident at: _________________________________
3. My goal for next term is: _________________________________
END OF WORKBOOK
TEACHER ANSWER SHEET
Part 1
1 → c
2 → d
3 → a
4 → b
Part 3
14
40
106
3500
67
Part 4
plus
minus
times / multiplied by
divided by
Part 5
11
14
10
$8
Part 6
1 → b
2 → d
3 → c
4 → a
1. TEACHER ANSWER BOOK
Answers for every task in the student workbook.
WEEK 1
DAY 1 — Diagnostic + Classroom English
Reading Check Answers
1. Because he likes watching the birds.
2. Four birds (3 fantails + 1 tui).
3. He was early.
Classroom English Matching
A → 2
B → 3
C → 1
DAY 2 – Reading + Vocabulary
Skimming Answer:
B. Find the main idea quickly.
Penguin Passage Answers:
1. Very cold places.
2. By huddling together.
3. Fish and krill.
Synonyms (accept variations)
1. Big → large / huge
2. Cold → freezing / chilly
3. Happy → glad / joyful
4. Fast → quick / rapid
DAY 3 – TEEL Writing
Identify TEEL
1. E
2. E
3. L
4. T
(Any TEEL paragraph acceptable as long as order is correct and meaning is clear.)
DAY 4 – Maths Language
Vocabulary Match
Total → B
Difference → A
Word Problems
1. 45 + 30 = 75
2. 120 – 80 = 40
DAY 5 – NZ Culture
Reading Answers
1. Beautiful nature, friendly people, outdoor activities.
2. Rugby and tramping (or other outdoor sports).
3. Māori culture.
Similarity/difference: various valid answers.
Debate: any logical reason accepted.
WEEK 2
DAY 6 – Science
Vocabulary Match
Predict → B
Observe → A
Predictions / observations are open answers.
DAY 7 – Real-Life English
Phrase Match
1 → B
2 → A
Scripts: any understandable dialogue accepted.
DAY 8 – Reading & Research
Kiwi Passage Answers
1. They cannot fly because their wings are small/weak.
2. Because of predators like stoats and cats.
Research facts vary.
DAY 9 – Writing
Paragraphs are open — look for:
✔ Topic sentence
✔ Supporting points
✔ Clear sentences
✔ Basic punctuation
DAY 10 – Final Presentation
Checklist = student self-evaluation.
Reflections are open.
2. PRINTABLE “PDF-STYLE” LAYOUT
You can paste this into a Word doc and export as PDF.
NZ SCHOOL SKILLS WORKBOOK
Returning Korean ESOL Students (11–12)
3-Week Programme: 69 Hours
WEEK 1 – Core Skills
DAY 1 — Diagnostic & Classroom English
About Me
Reading check
Writing sample
Classroom English matching
Speaking introduction practice
DAY 2 — Reading Skills & Vocabulary
Skimming practice
Penguin reading
Comprehension questions
Synonyms
One-minute retelling
DAY 3 — Writing: TEEL
TEEL identification
TEEL paragraph writing
Speaking TEEL presentation
DAY 4 — Maths Language
Maths vocabulary
Word problems
Explaining thinking aloud
DAY 5 — NZ Culture + Debate
NZ culture passage
Comprehension
Compare NZ/Korea
Mini debate
WEEK 2 – Fluency & Application
DAY 6 — Science Skills
Predict/observe vocabulary
Science experiment
Speaking explanation
DAY 7 — Real-Life English
Useful phrases
Role plays
Short script writing
DAY 8 — Reading & Research
Kiwi reading
Comprehension
Research project notes
DAY 9 — Writing & Presentation Prep
Paragraph writing
Presentation script
Key points
DAY 10 — Presentations
3–5 minute speech
Checklist
Final reflection
3. COLOUR-CODED VERSION (TEACHER VISUAL)
Use this for posters, slides, lesson plans.
🟦 BLUE — Reading Skills
Skimming, scanning
Comprehension
Finding main ideas
Using vocabulary in context
(Days 1, 2, 8)
🟩 GREEN — Writing Skills
TEEL
Paragraphs
Summaries
Presentation scripts
(Days 3, 9)
🟧 ORANGE — Speaking & Confidence
Daily speaking drills
Retelling stories
Debates
Presentations
(All days, but especially Days 1, 5, 10)
🟪 PURPLE — Maths Language
Word problems
Explaining thinking
Maths vocabulary
(Day 4)
🟨 YELLOW — Real-Life English
Asking for help
Directions
Shopping
School communication
(Day 7)
🟥 RED — Science Skills
Experiments
Predictions
Observations
(Day 6)
⚫ BLACK — Culture/Integration
NZ culture
NZ school expectations
(Day 5)
4. EXTRA READING PASSAGES (A2–B1)
You can use these anywhere in the programme.
Reading Passage 1 – The Kea (A2/B1)
The kea is a large green parrot that lives in the South Island mountains of New Zealand. It is known for being very clever and playful. Kea often open backpacks or steal food from tourists. Scientists say that kea can solve problems quickly.
Questions:
1. Where does the kea live?
2. Why is the kea famous?
3. What do kea sometimes do to tourists?
Answers:
1. South Island mountains.
2. It is clever/playful.
3. Open backpacks or steal food.
Reading Passage 2 – NZ School Life (A2)
New Zealand schools start around 9am and finish around 3pm. Students usually call teachers by their first names. Many schools have outdoor areas where students can play sports at lunchtime.
Questions:
1. What time do NZ schools start?
2. What do students call teachers?
3. What do students do at lunchtime?
Answers:
1. 9am.
2. First names.
3. Play sports outdoors.
Reading Passage 3 – Technology in Class (B1)
Many NZ classrooms use Chromebooks or laptops. Students complete assignments online and submit work through Google Classroom. Teachers say technology helps students learn independently, but students must also learn how to stay focused.
Questions:
1. What do students use in class?
2. How do they submit work?
3. What is one challenge?
Answers:
1. Chromebooks/laptops.
2. Through Google Classroom.
3. Staying focused.
5. EXTRA SPEAKING GAMES (HIGHLY EFFECTIVE)
GAME 1 — “Find Someone Who…” (5–10 min)
Students walk around and ask classmates:
Find someone who likes rugby.
Find someone who has been to Queenstown.
Find someone who prefers Korean food.
Find someone who speaks more than two languages.
Goal: Ask full questions & respond politely.
GAME 2 — 30-Second Speaker (Excellent for confidence)
Give students a topic:
“My favourite place in NZ…”
“The best school subject is…”
"A funny experience in NZ…”
They must speak without stopping for 30 seconds.
GAME 3 — Sentence Race
Write a topic on the board:
“Penguins” or “Maths class”
Groups write as many correct sentences as possible in 3 minutes.
GAME 4 — Debate Corners
Signs: AGREE / DISAGREE
Statements:
“Homework should be shorter.”
“Korean food is better than NZ food.”
“School uniforms are a good idea.”
Students stand in each corner and give reasons.
GAME 5 — Mystery Bag (Your students will LOVE this)
Put random objects in a bag: spoon, toy animal, eraser, bandage, shell.
Students pick one and must explain:
what it is
where it’s from
who uses it
why it is important
They invent the answer → fun speaking practice!
1. PRINTABLE COVER PAGES (TEXT LAYOUT)
Cover Page Option 1 — Modern & Clean
NZ SCHOOL SUCCESS PROGRAMME
For Korean ESOL Students (Ages 11–12)
2-Week Intensive Course — 46 Hours
Focus Areas:
Academic English (Reading, Writing, Speaking)
Maths Language
Real-Life School English
NZ Culture & Confidence
Provided by:
Canterbury College
Teacher: ________
Cover Page Option 2 — Friendly & Student-Focused
🇳🇿 WELCOME TO THE NZ SCHOOL SUCCESS COURSE!
2 Weeks | 46 Hours | Level: B1
For Returning Korean ESOL Students
This workbook will help you:
Speak confidently
Improve writing & TEEL
Understand NZ school subjects
Learn classroom English
Prepare for success this year
Student Name: ____________
Cover Page Option 3 — Minimalist
NEW ZEALAND ACADEMIC PREPARATION COURSE
Student Workbook
Age 11–12 | Level B1 | Duration: 2 Weeks
---
2. TEACHER SLIDE DECK (TEXT SCRIPT)
Use this if you create PowerPoints — each “slide” is one screen.
---
Slide 1 – Title
NZ School Success Course
Welcome students! Introduce the goals.
Slide 2 – Course Goals
Build speaking confidence
Improve academic English
Learn NZ classroom language
Strengthen reading & writing
Prepare for success in school subjects
Slide 3 – Daily Routine
1. Warm-up speaking
2. Reading/writing/maths
3. Group activity
4. Reflection
5. Homework explanation
---
Slide 4 – Speaking Rules
Full sentences only
Look up from paper
Speak slowly
Try again — mistakes are OK!
--l
Slide 5 – What is TEEL?
Topic
Explain
Evidence
Link
Slide 6 – Maths Language
sum | total | difference | estimate | multiply | divide
Slide 7 – Real-Life English
“I don’t understand.”
“Can you explain again?”
“How do I say this in English?”
Slide 8 – Final Presentation
3–5 minutes
Clear voice
One main idea
Conclusion
3. WELCOME LETTER
ENGLISH VERSION
Welcome to the NZ School Success Programme!
Dear Parents and Students,
Thank you for joining our 3-week, 46-hour academic programme designed especially for Korean students who have already studied in New Zealand. Our goal is to help students become more confident, more fluent, and more successful in all school subjects.
Over the next two weeks, students will work on:
Speaking confidence
Reading comprehension
TEEL writing
Maths language
Real-life school English
NZ culture & communication
Students will practice English every day through speaking, writing, group tasks, projects, and a final presentation.
If you have any questions, please contact us anytime.
Warm regards,
[Teacher Name]
4. CERTIFICATE OF COMPLETION (TEXT)
CERTIFICATE OF COMPLETION
NZ SCHOOL SUCCESS PROGRAMME
2-Week Academic Course — 46 Hours
This certifies that
_______________________________
has successfully completed the New Zealand School Success Programme, demonstrating dedication, improvement, and positive participation in all learning areas.
Date: ____________
Teacher: _____________________
5. DAILY ATTENDANCE SHEET
NZ SCHOOL SUCCESS PROGRAMME – ATTENDANCE
Student Name: ____________________
Week 1
Day Date Present? Notes
Mon
Tue
Wed
Thu
Fri
Week 2
Day Date Present? Notes
Mon
Tue
Wed
Thu
Fri
Week 3
Day Date Present? Notes
Mon
Tue
Wed
Thu
Fri
6. MASTER VOCABULARY LIST (STUDENT-FRIENDLY)
Classroom English
repeat
explain
I don’t understand
question
borrow
finished
example
project
Academic Words
summarise
predict
observe
compare
contrast
analyse
conclude
evaluate
Maths Words
sum
difference
product
estimate
increase
decrease
divide
multiply
average
Speaking Connectors
in my opinion
firstly
for example
however
on the other hand
finally
7. PRINTABLE SPEAKING SENTENCE STARTERS
Agreeing:
I agree because…
That’s true.
I think the same.
Disagreeing:
I’m not sure about that.
I disagree because…
Opinion:
In my opinion…
I believe that…
Explaining:
First…
Then…
Finally…
Clarifying:
Can you repeat that?
What does ___ mean?
8. END-OF-COURSE TEST (B1 LEVEL)
PART 1 – Reading
Short passage:
“New Zealand schools encourage students to work together in groups. Teachers often ask students to share ideas, discuss problems, and help each other learn. This helps students develop communication skills and confidence.”
Questions:
1. What do NZ schools encourage?
2. Why do teachers ask students to share ideas?
3. What skills do students develop?
PART 2 – Writing
Write one TEEL paragraph about this topic:
“Should students wear school uniforms?”
PART 3 – Speaking
Speak for one minute about:
“Something I improved during the course.”
PART 4 – Maths Language
Match:
1. total
2. estimate
3. difference
4. multiply
A. guess
B. answer to subtraction
C. add everything
D. ×
9. END-OF-COURSE TEST ANSWERS
Reading:
1. Group work
2. To share ideas and discuss problems
3. Communication + confidence
Maths matching:
1–C
2–A
3–B
4–D
Writing → use TEEL structure
Speaking → fluency rubric
10. CLASSROOM BEHAVIOUR EXPECTATIONS (NZ-STYLE)
1. Try your best — mistakes are OK
2. Listen when someone is speaking
3. Put your hand up to ask questions
4. Work well in groups
5. Respect others' ideas
6. Speak English as much as possible
7. Keep your book tidy
8. Be kind, positive, and brave
SECTION 1
📘 STUDENT WORKBOOK (Full 2-Week Programme)
🎒 NZ SCHOOL SKILLS WORKBOOK
For Korean ESOL Students (11–12) Studying in NZ
WEEK 1 – Core Skills
DAY 1 – Assessment + Classroom English
1. About Me
(Students fill)
2. Reading Check
Short passage + 3 comprehension questions
3. Writing Sample
“Write 6–8 sentences about your life in NZ.”
4. Classroom English Match
(3 phrases → meanings)
5. Speaking: Introductions
“My name is… I like… This year I want to improve…”
DAY 2 – Reading + Vocabulary
Skimming task (choose main idea)
Penguin passage
Comprehension
Synonym matching
1-minute retell
DAY 3 – Writing: TEEL Structure
Identify parts of TEEL
Write a TEEL paragraph
Share with a partner
DAY 4 – Maths Language
Vocabulary: total, difference, estimate, increase
2 word problems
Speak your thinking process
DAY 5 – NZ Culture + Discussion
Reading passage
Comprehension
NZ/Korea Venn diagram
Debate activity
“Which country has the better school system?”
WEEK 2 – Fluency, Confidence & Real Skills
DAY 6 – Science Skills
Predict vs Observe vocabulary
Simple experiment
Write prediction + observation
Explain to partner
DAY 7 – Real-Life English
Asking for help
School office English
Role plays
Short script writing
DAY 8 – Reading + Research
Kiwi bird reading
Comprehension
Research 5 facts
Mini presentation
DAY 9 – Writing + Presentation Prep
Paragraph drafting
Organize ideas
Script writing
Practice speaking with timer
DAY 10 – Final Class Presentation
Present 3–5 minutes
Peer feedback
Reflection sheet
END OF STUDENT WORKBOOK
SECTION 2
📘 TEACHER ANSWER BOOK
(Clean, organised version)
WEEK 1 ANSWERS
DAY 1
Reading answers:
1. Because he likes watching the birds.
2. Four.
3. He was early.
Classroom English:
A→2, B→3, C→1
DAY 2
Skimming: B
Penguin passage:
1. Very cold places
2. Huddling together
3. Fish and krill
Synonyms (examples):
big → large, cold → freezing, happy → glad, fast → quick
DAY 3
TEEL:
1–E, 2–E, 3–L, 4–T
DAY 4
Maths vocab: total→B, difference→A
Word problems:
1. 75
2. 40
DAY 5
NZ culture:
1. Beautiful nature
2. Rugby + outdoors
3. Māori culture
WEEK 2 ANSWERS
DAY 6
Predict/observe = open answers
DAY 7
Phrase match: 1→B, 2→A
DAY 8
Kiwi passage:
1. Small wings
2. Predators
DAY 9
Open writing evaluation.
DAY 10
Checklist + reflection = open.
SECTION 3
⏰ TEACHER LESSON PLANS WITH TIMINGS (46 hours)
Each day = 4.5 hours instructional + breaks.
WEEK 1
DAY 1 (4.5 hrs)
1. Warm-up interviews – 20 min
2. Reading diagnostic – 20 min
3. Writing diagnostic – 30 min
Break
4. Classroom English – 40 min
5. Speaking introductions – 60 min
6. Goal setting – 30 min
DAY 2
Reading Skills (2 hrs)
Vocabulary (1 hr)
Speaking: Retell (45 min)
Reading game (30 min)
DAY 3
TEEL teaching (40 min)
Model paragraph (40 min)
Write own (60 min)
Peer feedback (40 min)
DAY 4
Maths vocab (40 min)
Word problems (40 min)
Explanations aloud (45 min)
Maths game (30 min)
DAY 5
Culture reading (40 min)
Venn diagram (45 min)
Debate (60 min)
Reflection (20 min)
WEEK 2
DAY 6
Predict vs observe (30 min)
Experiment (60 min)
Write + speak (40 min)
Science vocabulary game (30 min)
DAY 7
Real-life English teaching (45 min)
School role plays (60 min)
Script writing (30 min)
Perform scripts (60 min)
DAY 8
Kiwi reading (40 min)
Fact research (60 min)
Draft mini poster (60 min)
DAY 9
Paragraph writing (60 min)
Presentation structure (40 min)
Practice delivery (60 min)
DAY 10
Presentations (2 hours)
Peer notes (20 min)
Certificates (if any)
Reflection (30 min)
SECTION 4
🏠 HOMEWORK PACK
Daily Homework (10 days)
Day 1: Write 6 sentences about NZ school life.
Day 2: Read a short news article + 3 facts.
Day 3: TEEL paragraph rewrite.
Day 4: 4 extra maths problems.
Day 5: Cultural comparison paragraph.
Day 6: Science vocabulary list (10 words).
Day 7: Write shop/office dialogue.
Day 8: Add 3 new research facts.
Day 9: Practice speech at home (2×).
Day 10: Final reflection.
SECTION 5
📝 ASSESSMENT RUBRICS
SPEAKING RUBRIC (B1 Level)
Category Excellent (4) Good (3) Basic (2) Needs Work (1)
Fluency Speaks smoothly Occasional pauses Frequent pauses Very limited
Pronunciation Clear Mostly clear Sometimes unclear Hard to understand
Grammar Mostly correct Some errors Frequent errors Very inaccurate
Confidence Strong Moderate Low Very low
WRITING RUBRIC
✔ TEEL structure
✔ Sentence accuracy
✔ Vocabulary
✔ Coherence
✔ Punctuation
Each scored 1–4 (total /20)
SECTION 6
➕ EXTRA MATHS SHEETS (NZ STYLE, AGE 11–12)
Sheet 1: Number & Place Value
1. Write in words: 4,302
2. Round to nearest 10: 478
3. Round to nearest 100: 1,249
4. 3200 ÷ 100 =
5. 45 × 6 =
Answers:
1. four thousand three hundred and two
2. 480
3. 1,200
4. 32
5. 270
Sheet 2: Word Problems
1. A school has 368 students. 129 are boys. How many are girls?
2. A bus can hold 52 people. How many buses are needed for 214 students?
Answers:
1. 239
2. 5 buses
SECTION 7
PARENT PROGRESS REPORT TEMPLATE
Student Name:
Week:
Reading
□ Strong □ Good □ Improving □ Needs Support
Writing
□ Strong □ Good □ Improving □ Needs Support
Speaking Confidence
□ Strong □ Good □ Improving □ Needs Support
Maths Language
□ Strong □ Good □ Improving □ Needs Support
General Comments:
(Teacher writes 3–4 sentences)
Next Steps for Home:
Practice speaking English 10 minutes per day
Review vocabulary
Read 3 short texts per week
SECTION 8
CLASSROOM POSTERS (TEXT-ONLY)
Poster: Classroom English
“Can you help me please?”
“I don’t understand.”
“Can you repeat that?”
“I agree because…”
“In my opinion…”
Poster: TEEL
T – Topic sentence
E – Explain
E – Evidence/example
L – Link
Poster: Maths Words
Sum
Total
Difference
Estimate
Increase
Decrease
Multiply
Divide
Poster: Speaking Tips
Look up
Smile
Speak slowly
Breathe
One idea per sentence
SECTION 9
🎤 EXTRA SPEAKING CONFIDENCE PACK
1. 30-Second Speak
Students talk nonstop for 30 seconds about:
“My weekend”
“My opinion on uniforms”
“My dream job”
2. Mystery Bag
Pick item → invent a story.
3. Wrong Answers Only
Teacher asks a question → student answers incorrectly on purpose (fun).
4. Debate Corners
Agree / disagree statements.
5. Interview Circles
Students rotate partners every 2 minutes.
HOW WE’LL FIX IT (BIG PICTURE)
Each 5-hour day should include:
Component Time
Speaking warm-up & review 30 min
Core reading / writing task 60 min
Vocabulary + grammar practice 45 min
Integrated speaking task 45 min
Project / extended task 60 min
Reflection + consolidation 30 min
Total 5 hours
Your workbook already covers the core tasks.
What it’s missing are:
Extended practice pages
Scaffolded speaking planners
Vocabulary recycling
Independent + pair work
Reflection pages
📘 STUDENT WORKBOOK — EXPANDED TO 5 HOURS PER DAY
Below are ADD-ON SECTIONS you insert after each day.
You do not need to rewrite what you already have — just insert these.
🔵 DAYS 4–10
I recommend applying the same structure:
Each day adds:
✅ Vocabulary expansion page
✅ Grammar or language focus
✅ Speaking scaffold (ladder / debate planner / role-play frame)
✅ Extended writing
✅ Reflection