This document provides orientation for new learners at a school. It outlines learning objectives such as asking questions, having conversations, and overcoming fears of speaking English. Learners will become familiar with the school layout by matching names and pictures of locations and filling in blanks about where certain activities occur. Role plays are used to practice asking about locations. Learners are divided into groups to prepare questions on school rules, non-language subjects taught in English, and extracurricular activities, with support provided on useful vocabulary and phrases. Performance will be assessed based on resourcefulness, clarity, language use, and interaction.

2. Learners will learn how to:
- Ask questions
- Interact in a conversation
- Overcome their fears when they have to speak English
- Become confident in a new situation

3. ORIENTATION
Choose two or three of the following questions and discuss
them with your partner:
• Do you like your new school? Why? Why not?
• What do you like the most? / What don’t you like?
• What do you know about your new school?
• What is your favourite subject? Why?
• What are you most worried about? (new classmates/teachers/subjects…)
Why?
• What outside school activities are you going to do this year?

4. • Cafeteria / library / photocopy room / gym / corridor / music room / art
room / playground / technologies workshop/toilets
• Upstairs/ downstairs/ground, first, second floor/right/left

5. Task 1: Match the words to the pictures:
photocopy room – lab – cafeteria – gym – teachers’room – music room

6. Task 2: Fill in the gaps
• I go to the________________ when I need to borrow a book.
• We play sports in the__________________
• You can buy some snacks at the____________________
• The science teacher takes us to the________________ once a week.

7. MODEL
• Listen to these newcomers asking older students about the school and
complete the sentences: *
1. - Where can I make a photocopy?
- The photocopy room is on the______________ floor, next to the______.
2. - Where is the _______________teacher’s office?
- It’s on the first_________ between the___________and the__________

8. Task 3: Think of two places in the school and
ask your partner where they are; then, change
roles, and answer your partner’s questions
Useful phrases:
- Is the…on the…floor?
- Where is the…?
- The…is on your right/left
- The …is upstairs/downstairs, next to…

9. TASKS FOR LEARNERS
Get in 3 groups and prepare questions to ask the older
students.
1. Group number one is going to prepare questions about the school rules and
discipline.
2. Group number 2 is going to prepare questions about the non-linguistical subjects
they are going to have in English (maths, history and physical education).
3. Group number 3 is going to prepare questions about outside school activities

10. TASK SUPPORT
Click on this link to get some ideas:
- http://iessierradesantabarbara.juntaextremadura.net/index.php/56-seccion-
bilinguee/actividades/439-welcome

11. CONTENT LANGUAGE FOR
LEARNER’S TASKS
• Useful vocabulary:
- Head teacher/ head of studies/tutor/caretaker
- English/geography and history/Spanish
language/philosophy/maths/physics and
chemistry/French/science…departments
- excursion/school trip

12. SCAFFOLDING LANGUAGE
Use these phrases to help you prepare your questions
- Can you… /Are you allowed to…?
- Do you … in the maths/history/P.E. lesson?
- Is it difficult to…?
- When you go on a school trip, do you…?

13. ASSESSMENT CRITERIA
You will be recorded while you perform your task, so that you can listen to
yourselves afterwards and evaluate your own peformance.
- Resourcefulness
- Clarity
- Use of language
- Interaction