BACK TO SCHOOL – ESOL IN IRELAND PACK
Objectives
For this topic-based pack, the main objectives are for learners to:
• develop their skills, knowledge and confidence in English
• recognise the importance and value of continuing to develop their skills in English
and the positive impact this will have on their lives in Ireland
• recognise the importance and value of attending ESOL classes
• develop the skills, knowledge and confidence to find and enrol on adult education
programmes in Ireland
Main focus for each section Target language for each section
Warm up activities My name’s ….
Vocabulary for information about ESOL classes: days
of week, months, dates
Saying dates with correct stress and pronunciation,
e.g.
The fifteenth of August.
1. Why is learning English
Express simple facts about learning English using:
important to you?
In Ireland, English is important for …… +ing/noun, e.g.
In Ireland, English is important for shopping.
2. What is ESOL?
Express simple facts about ESOL classes using:
ESOL classes help you to …. e.g.
ESOL classes help you to make friends, become more
confident.
3. Different experiences of
Express simple facts about learning in country of origin
learning
and Ireland using a range of simple structures, e.g.
The students are sitting in a group.
4. What happens in ESOL Discuss and describe ESOL classes using simple
classes? structures, e.g.
They are …, I’ll enjoy …., I’m worried about ...
General Ask for clarification or repetition, e.g.
I’m sorry I don’t understand.
Could you repeat that, please?
write that down,
Warm up activities
Here is a range of warm up activities to choose from to use at the beginning of lessons:
1. Getting to know you (use for first or second class)
Say ‘Name?’ and elicit and drill the question: What’s your name?
Explain to learners they need to ask each other what their name is and stand in a line in correct
alphabetical order by first name. Explain that where learners have names starting with the same
first letter, they need to check spelling and get in order by 2nd or subsequent letters. Drill the
question: How do you spell that?
When learners are standing in a line, ask them to say their name in a sentence:
My name’s … Ask learners to help each other to change places, if necessary.
2. Days of the week/Months of the year
Preparation: Print, laminate and cut up sets of days and months cards.
Either:
- Jumble up each set and put a different set of cards on each table. Divide learners into two
groups and ask them to work together to put the cards in the correct order on the table.
- When they have finished with one set, ask them to move to the next table and sequence the
other set of cards.
- Hand out the answer sheet for learners to self-check.
Or
- Choose one set of cards, jumble up, give out one to each learner or learners sharing depending
on the size of the group. Ask learners to work together to stand in the correct order holding
their cards facing out.
For both activities, drill and practise the correct pronunciation for each card and encourage
learners to practise chanting/saying the days and months in the correct order.
3. Dates
Say ‘Date?’ and elicit the question: What’s the date today? Drill the date making sure learners
understand the importance of stressing the number and date words, e.g.
The twenty-second of October.
Say ‘Birthday?’ and elicit and drill the question: When’s your birthday?
Tell the group your birthday, again stressing the number and date words, e.g.
The fifteenth of August.
Explain to learners they need to ask each other when their birthday (not date of birth) is and stand in
a line in correct date order by date. When learners are standing in a line, ask them to say their
birthday in a sentence:
My birthday’s the ….. of ……… Ask learners to help each other to change places, if necessary.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
January
February
March
April
May
June
July
August
September
October
November
December
Why is learning English important to you?
Preparation: Print copies: In Ireland, English is important for … worksheet, one for each learner.
Explain this topic is about learning English in Ireland. Ask learners ‘Why is learning English important
to you?’. Elicit some examples using:
English is important for …… +ing, noun e.g.
English is important for shopping.
English is important for talking to doctors.
Divide learners into pairs or small groups. Give out English is important for … worksheet. Ask
learners to discuss and say what they can see in each picture using the same structure. There may be
several possible correct answers for each picture for example:
1. In Ireland, English is important for reading/going to school/work.
When learners are ready, elicit one or two correct sentences for each picture, for example:
In Ireland, English is important for …
1. reading/going to school/work.
2. children/friends/the family.
3. travelling/using public transport/going on a bus.
4. housing/accommodation/finding a home.
5. talking to people/using mobile phones/phone calls.
6. shopping/going to the post office/sending letters.
7. computers/using computers/the internet.
8. health/talking to doctors/going to the health centre.
9. shopping/going to the market/buying food.
10. keeping fit/going to health centre/exercise.
11. work/employment/jobs.
Make sure there is time for small group and whole group discussions about why English is
important for living in Ireland and for learners to share their ideas of other examples of when
English will be important for them. For each new example, you may invite some learners to draw
a simple image on the board or you may draw one or paste one to the board.
Ask learners to choose one of the new examples that is very important for them personally and
to copy the drawing from the board or draw their own picture in the empty box on the
worksheet.
Now ask learners to choose and tick the 3 most important examples for them personally of why
English is important for them from the 12 on the worksheet.
You can total the number of votes for each example and this information will help you to
prioritise other topics to cover in the future with this group.
Extension activity
If there is time, or for homework, ask learners to write a simple sentence using the same
structure ‘In Ireland, English is important for…’ for each picture.
Adult Education Service Balbriggan 2021, H. McManus
English is important for…
1 2 3
4 5 6
7 8 9
10 11 12
Adult Education Service Balbriggan 2021, H. McManus
What is ESOL?
Preparation: Print copies of ESOL in Ireland: ESOL classes help you to … worksheet, one for each
learner.
Write ESOL on the board and elicit what the letters stand for:
ESOL = English for Speakers of Other Languages
Explain that although learners can learn English informally through television, family and friends, it is
very important to go to ESOL classes. Write the following on the board:
ESOL classes help you to …
Elicit a few ideas about why going to ESOL classes is important. Divide the learners into small groups
to discuss further using ESOL in Ireland: ESOL classes help you to…. handout.
ESOL classes help you to learn English.
Give support where necessary. The images are there to provide ideas for discussion and learners
may have many different suggestions. However, make sure the following main reasons are covered
and that learners understand them:
ESOL classes help you to …
1. improve your speaking, listening, reading and writing skills in English
2. find out more about life in Ireland
3. feel more part of life in Ireland
4. make friends
5. share ideas and experiences with other people in a similar situation
6. become more confident
7. find out about the local area such as schools, health centres, libraries, places to visit
8. find out more about the different cultures in Ireland
9. prepare for other courses, training and work
Extension activity
If there is time, or for homework, ask learners to write a simple sentence for each picture using the
same structure.
Adult Education Service Balbriggan 2021, H. McManus
ESOL classes help you to…
1 2 3
4 5 6
7 8 9
Adult Education Service Balbriggan 2021, H. McManus
Different experiences of learning
Learning in country of origin:
Preparation: Print, laminate and cut up sets of images: Different experiences of learning – images
(page 1 as one set and pages 2, 3 and 4 together as a second set).
Before the class starts, write these questions on the board.
1. What can you see? 4. What did you like about school?
2. What are the students doing? 5. What didn’t you like?
3. Was your school the same or different?
Divide learners into small groups or pairs. Ask them to look at and pass round photographs of school
education in different countries (you can also show more on the board). You can use images you
have collected based on your students’ countries of origin or the worksheet:
Different experiences of learning – images (page 1)
Ask learners to discuss the questions together. Explain they do not need to copy or write the
questions or answers.
While students are talking to each other, write some key structures on the board appropriate to the
level of the learners, for example:
The students are … The classroom looks …
The teacher is …
There’s a/ an … in the classroom. At school, I liked
There are some … I didn’t like
Collect all the photographs, hold each one up and elicit a correct sentence from learners using the
target structures.
Write any other key words as suggested by the learners on the board and check understanding, for
example: discipline, punishment.
Now ask learners to use the same structures to describe the classes they have attended. Try to
highlight what is the same and what is different between learning at school and learning English as
an adult.
Adult Education Service Balbriggan 2021, H. McManus
Different experiences of learning
Adult Education Service Balbriggan 2021, H. McManus
Learning in Ireland
Explain to learners that they are now going to find out more about learning in Ireland.
Divide learners into small groups and hand out the images showing a variety of different learning
situations in Ireland –Different experiences of learning images.
Ask them to discuss and pass round the photographs and answer these questions together:
What can you see?
What is the same in Ireland?
What is different in Ireland?
Which class would you like to be in?
When each pair/group has had the chance to look at each image, hold them up individually and elicit
as much information as possible about what learners have noticed about ESOL classes such as what
the learners are like and what the learners are doing. Encourage the learners to use the same or
similar structures as before.
Extension activity:
Some learners can practise making comparisons between learning in their country of origin and
Ireland.
Encourage learners to make comparative sentences, drilling and correcting as necessary.
Based on what learners want to compare, cluster some of the adjectives on the board and
encourage learners to identify and explain the rule:
- For single syllable adjectives e.g. old etc. add er e.g. old – older
- For single syllable words, if consonant /vowel/consonant form the final three letters, double
the final consonant e.g hot – hotter
- For two syllable consonants ending in y , change the y to i and add er e.g. happy – happier
- For two or more syllable consonants not ending in y – use more + adjective, e.g.
interesting – more interesting
Adult Education Service Balbriggan 2021, H. McManus
Learning in Ireland
Adult Education Service Balbriggan 2021, H. McManus
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ESOL classes in Ireland
Preparation: Print, laminate and cut up sets of cards: ESOL classes matching cards (one set for each
group). Also print some sheets for learners to use for self-checking.
Elicit simple questions and answers about learners’ ESOL classes using the same key words. Depending
on their level, encourage learners to ask and say as much as possible correcting, modelling and drilling
as appropriate, for example:
Example question
Give each group a set of matching cards to match the questions and answers: Finding out about ESOL
classes – matching cards.
Give out an answer sheet for self-checking then discuss as a whole group. Ask concept questions to
make sure learners understand the information in the answers.
Ask learners to discuss the similarities and differences between learning ESOL in the country of origin
and in Ireland.
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ESOL classes matching cards
Where can you learn English? There are many places in Ireland where
you can learn ESOL. There are classes in
private language schools and in Adult
Education Centres.
How do you get information about ESOL You can ask friends and neighbours. You
classes? can also find the information online or
in Citizen Information Centres.
How do you join an English class? You need to apply. You can come to the
office or you can email or call and leave
your details. You then need to come to
take a test.
Which days are English classes? Classes take place from Monday to
Friday. They are usually twice a week.
How many classes are there each week? There are usually two, sometimes one.
How long do the classes last for? Classes are usually two hours’ long.
Are ESOL classes free? Most ESOL classes are free in Adult
Education Centres. You have to pay for
advanced classes or if you want to learn
in a private language school.
How can you travel to language classes? Classes are in towns so you can drive
there or you can take a bus. If you live
in the same town it is best to walk.
Who are the ESOL classes for? ESOL classes are for people whose first
language is not English.
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Joining a class
Preparation: Prepare the following for each learner: Information about courses (brochure) and a course
application form.
Activity A
Explain to learners they are now going to find out more about joining a class.
Give out copies of the course flyer or use print outs or laptops with links to class information.
Refer learners back to the nine questions above and ask them to find the answers to as many questions
as possible. Depending on learners’ literacy levels they can either:
- underline, circle or highlight the key information on the flyer.
- fill in their answers on the brochure about a course.
- number their answers 1 – 9 on a sheet of paper.
Monitor and give support as necessary.
When learners have finished, find out what learners have found out, what questions they have and
what else they would like to know about courses. Answer any questions you can and record other
questions on a board to research and refer back to in the next class.
Activity B
Explain to learners they are now going to practise reading and understanding an application form for
classes and practise filling it in.
Hold up the application form and elicit suggestions about the questions on it.
Write up key words suggested by learners on the board e.g. name, address, date of birth.
Give out copies of the course application form and ask learners to find the questions they had predicted.
Then ask learners to discuss the other questions and possible answers together. Ask concept questions
to check their understanding of the other questions.
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Information about a course
Where are the ESOL classes in
Balbriggan?
How can you get information about ESOL
classes in Balbriggan?
How can you join?
How many classes a week are there?
How long does each class last?
Are the classes free to everyone?
Who are ESOL classes for?
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What happens in ESOL classes?
Preparation: Print, laminate and cut up sets of key word cards: What happens in ESOL classes? – one for
each group. You can also give each learner a copy of the same sheet as a vocabulary record sheet.
Divide the learners into small groups and give out the images of ESOL classes in Ireland: Different
experiences of learning images (pages 2, 3 and 4).
This time ask questions about how the students are learning/being taught, e.g.
1. What are the students doing?
2. Who are the students listening to?
3. Are the students working on their own or are they working with other people?
4. Who is in the classroom?
Possible answers:
1. They are making things/playing a game/watching a film/using computers/working together.
2. They are listening to the teacher/each other.
3. They are working on their own/in pairs/in groups.
4. There are men and women/different nationalities.
Now give out the cut up word cards from: What happens in ESOL classes? and ask leaners in their
groups to work together to match the words with the correct pictures.
Check as a whole group.
Elicit from learners what kind of activities they might enjoy in their ESOL classes and any concerns they
may have about ESOL classes, e.g.
I’ll enjoy ...... I’d like to …. I want to …. I’m worried about …...
Use this discussion as an opportunity to reinforce how important it is to go to ESOL classes and that as
well as all the other reasons discussed in parts 1 and 2, ESOL classes provide an opportunity to try
different ways of learning.
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What happens in ESOL classes?
Meeting new people
Working on your own
Using computers
Having fun
Working in a group
Working in pairs
Reading books
Learning new words
Listening to recordings
Practising speaking
Listening to the teacher
Writing
Doing exercises
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