the adult basic skills esol curriculum - ucl institute of ...dera.ioe.ac.uk/15247/1/adult basic...

The Adult Basic SkillsESOL Curriculum

Draft

2 Draft

The Basic SkilIs Agency would like to thank the following for their contribution to the development of the Curriculum:

Martin Good, CTAD

Freda Hollin, CTAD

Heather Clary, Consultant

Karen Davies, Business and Education Consultancy

Andrew Steeds, Consultant

Sue Henderson, Birmingham Core Skills Partnership

Norma Yates, BCSP;

Trish Cavalot, BCSP

Nicky Thorpe, BCSP

Mark Houlton, Consultant

Linda Horne, Consultant

Lynn Tranter, Cambridge University School of Education

Noyona Chanda, LLLU

Madeline Held, LLLU

Helen Sutherland, LLLU

and from the Basic Skills Agency:

Jim Pateman

Gay Lobley.

© The Basic Skills Agency

Commonwealth House, 1-19 New Oxford Street, London WClA lNU

Reproduction, storage, adaptation or translation, in any form or by anymeans, of this publication is prohibited without prior writtenpermission of the publisher, unless within the terms of licences issuedby the Copyright Licensing Agency. Excerpts may be reproduced for thepurpose of research, private study, criticism or review, or byeducational institutions solely for educational purposes, withoutpermission provided full acknowledgement is given.

Published July 2000

ISBN 1 85990 124 7

Design: Studio 21

Acknowledgements

Draft 3

Contents

Introduction 6

1. Background 6

2. Implementation 6

Section 1: Standards and the New Basic Skills Curriculum 9

1. The Standards 10

2. The Basic Skills Levels 10

3. The Curriculum 11

Section 2: A New ESOL Curriculum 13

1. Skills, Context and Practice 14

2. Making the Curriculum work 14

Section 3: The Curriculum Framework 17

The ESOL Curriculum 18

Introduction: 18

1. About this Section 18

2. Relating the Curriculum to the Standards 18

3. Speaking and Listening 18

4. Reading and Writing: Text, Sentence and Word 19

Speaking – Entry Level 1 20



Speaking – Level 1 56

Speaking – Level 2 68

Listening – Entry Level 1 81



Listening – Level 1 95

Listening – Level 2 101

Reading – Entry Level 1 107



Reading – Level 1 123

Reading – Level 2 129

Writing – Entry Level 1 135



Writing – Level 1 158

Writing – Level 2 167

Section 4: ESOL Glossary 177

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Draft 5

The Adult Basic Skills ESOLCurriculum

6 Draft

Introduction

1. Background

The report of Sir Claus Moser’s Working Group on

Post-16 Basic Skills was published in February 1999.

The report, A Fresh Start – Improving Literacy

and Numeracy, set out the problems of adult literacy

and numeracy. It proposed the establishment of a

national strategy designed to reduce the numbers of

adult in England with basic skills difficulties.

The definition of basic skills used for the Moser Report

is:

‘the ability to read, write and speak in English,

and to use mathematics at a level necessary to

function at work and in society in general’.

The Report recognised that there was a need to

review the ‘special implications in the ESOL

context’.

In a response to this report, the Government

has announced the first phase of action and funding to

tackle poor basic skills. Later this year the Secretary of

State for Education and Employment, David Blunkett,

will set out the full national strategy. This will involve

a number of development and implementation stages.

The consequences of poor basic skills are

unacceptable. For the nation, they affect

economic performance. For individuals, they

can be devastating. They affect people’s job

prospects, their ability to manage their own

affairs, their safety, the support and guidance

they can offer their families, and the

contribution they make to society.

Poor basic skills are one of the main

contributory factors to a cycle of poverty and

disadvantage which is passed on from

generation to generation.

Longer term action will need to be in three

main stages.

• STAGE 1 – Building a firm foundation

This stage entails a major reform of the

way basic skills education is provided. It

will lead to a clear and coherent system

of basic skills education, easier access to

learning opportunities, and improved

quality, giving learners a much better chance

of success.

• STAGE 2 – Building capacity

This stage entails a steady increase in the

capacity of the system to provide for up to

and beyond the target of 500,000 adults

participating in basic skills education by

2002.

• STAGE 3 – A step-change in participation

and achievement

This stage will entail driving up demand in

line with increased capacity and making

sure that participation resolly leads to

achievement.

Better Basic Skills, DfEE, November 1999

2. Implementation

Many of the recommendations in A Fresh Start –

Improving Literacy and Numeracy are already

being translated into policy and action. The Adult

Basic Skills Strategy has set in place a number of

measures to strengthen current programmes. If we

are to tackle the issues raised by A Fresh Start and

meet the targets that the report proposes, both the

range and quality of current basic skills provision,

including ESOL, must improve.

Draft 7

Each of the twenty-one recommendations made in

A Fresh Start addresses the issue of quality in

some way, whether it is the quality of information

available on basic skills or the quality of teaching

available to adults seeking to improve their basic

skills.

A critical element in the overall strategy proposed

in the recommendations is the need for the

development of national standards and a core

curriculum.

‘One of the crucial elements of the proposed

strategy must be clarity about the skills,

knowledge and understanding that anyone

needs to be literate and numerate in the

modern world. These skills need to be

enshrined in a new curriculum, with well-

developed and understood standards.’

Chapter 10 (A New Basic Skills Curriculum and a NewSystem of Qualifications), A Fresh Start, February 1999

A coherent system of basic skills education

must start with a clear understanding of what

adults should be able to achieve in literacy and

numeracy at different levels. The Qualifications

and Curriculum Authority (QCA) have recently

issued draft standards at Entry Level, Level 1

and Level 2 for consultation. The new

curriculum will correspond to the new

standards and should be available soon

afterwards.

Better Basic Skills, DfEE, November 1999

A seperate working group has been examining the

particular needs of ESOL learners in the development

of an Adult Basic Skills Strategy. The question of

curriculum development for ESOL has also been

widely raised as part of consultation on the

curriculum.

This curriculum is the ESOL Curriculum. It represents

a set of tools for ESOL staff to use in the development

of programmes, approaches and materials that are

designed to raise the level of skills, knowledge and

capability in their learners. We use the term

‘curriculum’ to describe:

• the skills, knowledge and understanding that an

adult will need to function at work in Britain and in

British society in general;

• the progression in the development of these skills,

knowledge and understanding;

• the required elements that should be used by

teachers in learning programmes;

• the key techniques that should be used to develop

speaking, listening, reading and writing in English.

In preparing this Curriculum, we drew heavily on the

experience of ESOL practitioners in Britain and on

existing and planned curricula and strategies in this

country and overseas. Also, we took into account:

• the frameworks for literacy elaborated in the

National Literacy Strategy;

• the new Key Skills Specifications that are being

developed by the Qualifications and Curriculum

Authority (QCA);

• the revised version of the National Curriculum,

which is due to be implemented in schools this

autumn;

• the basic skills curriculum.

The link between the respective levels of the

Basic Skills Curriculum, the National Curriculum

and the Key Skills Specifications is spelt out in

Section 1.

About this document

This document contains the consultative edition of the

new Basic Skills Curriculum. It is divided into four

sections.

Section 1 – describes the links between the

Standards, the Curriculum and

the levels in the National

Qualifications Framework. It also

profiles the range of learners for

whom the Curriculum is intended.

8 Draft

Section 2 – describes the way in which

generic skills/knowledge and

specific contexts should combine

in the practical application of

learning programmes developed

to meet the needs of individual

learners. It also presents the

required elements that must exist

in learning plans and programmes

and discusses issues of teaching,

assessment and quality assurance.

Section 3 – contains the full ESOL Curriculum,

broken down into standards, skills

and knowledge, and illustrated by

examples and activities.

Section 4 – contains a glossary of the

terms used.

Draft 9

Section 1:

Standards and theNew Basic SkillsCurriculum

10 Draft

The Standards, and the Basic Skills Curriculum that

supports them, are a fundamental part of the Adult

Basic Skills Strategy. They have distinct and different

roles.

1. The Standards

The Standards provide a map of the range of skills

and capabilities that adults are expected to need in

order to function at work and in society in general.

They identify these skills and capabilities at three

different levels: Entry Level, Level 1 and Level 2.

Entry Level is in turn divided into three further

levels: Entry Level 1, Entry Level 2 and Entry Level

3. Although the levels of the Standards have been

developed in line with the National Curriculum and

the Key Skills, they don’t reflect the order in which

people will learn those skills; nor do the Standards

provide information on teaching methods or

approaches.

The Standards are designed to cover the basic skills

within the accepted definition and as expressed in A

Fresh Start:

‘the ability to read, write and speak in English

and to use mathematics at a level to function at

work and in society in general.’

They specify the skills in the two areas of basic skills.

Literacy covers the ability to:

• speak, listen and respond;

• read and comprehend;

• write to communicate.

Numeracy covers the ability to:

• read and interpret mathematical information;

• calculate and manipulate mathematical inform-

ation;

• communicate mathematical information.

2. The Basic Skills Levels

The Basic Skills Standards provide a separate

specification for each level of each basic skill. There

are three levels in the Standards, and these are

mapped on to the Key Skills at Levels 1 and 2, and on

to the National Curriculum at Levels 1–6.

Entry Level is divided into three component levels:

Entry 1, Entry 2 and Entry 3. These are broadly

aligned with Levels 1, 2 and 3 of the National

Curriculum. The Standards are also aligned to make

sure that there is easy progression into the Key Skills

of Communication and Number at Level 1. The

alignment of levels across these three initiatives is

demonstrated in Table 1.

The Basic Skills Standards provide a useful perspective

on the underpinning requirements for these Key Skills.

They give a detailed framework of the skills that adults

will need to achieve the Key Skills of communication

and application of number at Levels 1 and 2.

The Basic Skills Agency and the Further Education

Development Agency (FEDA) are producing material

that will clarify further the relationship between Basic

Skills and Key Skills.

Basic Skills National Curriculum Key Skills

Entry Level

Entry 1 Level 1 n/a

Entry 2 Level 2

Entry 3 Level 3

Le 6 and 7 Level 2

Table 1: Equivalence of levels between the Basic

Skills Curriculum, the National Curriculum and the

Key Skills Specifications

Basic Skills National Curriculum Key Skills

Entry Level

Entry 1 Level 1 n/a

Entry 2 Level 2 n/a

Entry 3 Level 3 n/a

Level 1 Level 4 Level 1

Level 2 Levels 5, 6 and 7 Level 2

Draft 11

The division of Entry Level helps beginner-level

learners to map their progression in smaller, ‘bite-

sized’ chunks of learning. This is designed to improve

motivation and to enable teachers to map learners’

position against the standards in some detail. It also

allows for the phenomenon of ‘spiky profiles’ of

adult learners, whose levels of skills in reading,

writing, speaking and listening, and numeracy are

often all different. It is unusual for people to fall neatly

into a single level as defined by the Basic Skills

Standards.

3. The Curriculum

‘As far as possible the curriculum should be

context free – the core should set out the skills

to be taught. The context in which they are

taught is a matter for the teacher and learner

to decide, particularly as different adults have

different motivations’

A Fresh Start, February 1999

The ESOL Curriculum takes the standards and shows

how they can be effectively translated into good

practice, whether the learners are in the classroom,

working from home, in the workplace or learning

online. It has been designed to ensure that learners

get a consistent approach with programmes designed

to raise their level of English language skills. It will

facilitate movement and progression and ensure

standardisation across institutions. As the Adult Basic

Skills Strategy unfolds, the Curriculum will be

reviewed and updated to build in new and revised

ways of delivering these skills, and will reflect the best

of what has to happen in order to fulfil the vision

outlined in A Fresh Start. For teachers, therefore, the

new ESOL Curriculum is both a key support and also

a challenge.

12 Draft

Draft 13

Section 2:

A New ESOLCurriculum

14 Draft

1. Skills, Context and Practice

‘In short, the curriculum is not a series of rigid

lesson plans to be taught by every teacher and

followed by every learner’.


The ESOL Curriculum sets out the skills and

knowledge that every adult needs to be able to speak,

understand, read and write English. While it doesn’t

prescribe a set of compulsory instruments to be used,

it does recognise that there are skills and knowledge

we all need in order to communicate in English in our

life and work. For the first time, therefore, adults and

the teachers who work with them have a clear set of

skills and knowledge and a clear and detailed set of

strategies to deliver those skills.

Delivering the new ESOL Curriculum will involve a

combination of three key elements: skills/knowledge

development, application to context and the specialist

professional practice of teaching ESOL. Figure 1

shows how they overlap and intertwine.

Figure 1: The overlap between Skills, Context and Practice

The underpinning skills and knowledge can be

practised and applied in a wide range of contexts. The

standards have identified five broad contexts which

are relevant to adults:

• being a citizen and taking part in community life;

• taking part in economic activity and working life

(both paid and unpaid);

• managing a home and being part of a family;

• leisure activities;

• education and training.

However, it is important that the skills are presented

and practised in contexts relevant to the learner. Each

individual learner will come with their own set of

priorities and requirements and these must be the

starting point of their learning programme

development. Practice describes the way in which

skills and knowledge and context are brought

together. The teacher applies these skills to the

specific need of each individual learner.

‘Learners should be able to develop the skills

common to them all, using the interests, the

materials and the activities that most closely

match their needs’.A Fresh Start, February 1999

2. Making the Curriculum work

Learning Programmes

One of the key issues for teachers, ESOL programme

managers and inspection agencies is how to make sure

that the curriculum is used effectively. The new ESOL

curriculum aims to ensure that good practice becomes

standard practice. Part of this process means that all

providers need to incorporate certain essential

elements into their ESOL programme. These essential

elements are:

• Diagnostic assessment – considering the starting

point of the learner, that is the learner's prior

learning, learning aims and aspirations and

interests

• Content – considering and selecting from the

components of the curriculum, including

development of the four skills of speaking,

listening, reading and writing; and knowledge of

grammar, either explicit or implicit

• Application – in contexts that relate to the learner

• Opportunity to demonstrate learning – through

tasks inside and/or beyond the classroom.

practice contextskills

Draft 15

Quality

The effectiveness of the Curriculum will be judged

partly through the quality and inspection processes

that are being developed as part of the new Adult

Basic Skills Strategy. These will include:

• embedding aspects of the Curriculum and its

delivery in new quality standards;

• inclusion of the Curriculum, its implementation

and monitoring in internal college, and other,

systems;

• linkage of the curriculum to quality initiatives that

form part of the new Strategy;

• inspection regimes.

As part of the requirements of the new teacher

training standards, teachers will need to be familiar

with the Curriculum, and show that they are skilled in

its use.

Qualifications

Recommendation 16

There should be a new national basic skills

curriculum for adults, with well-defined

standards of skill at Entry Level, Level 1 and

Level 2.

Only basic skills qualifications based on this

new curriculum should be funded from the

public purse. Whether assessed by

coursework, test or a mixture of both, they

should use a common set of standards laid

down by QCA.

Existing qualifications should be revised to

meet these new national standards.

Existing qualifications based exclusively on

tests should be replaced by a new National

Literacy Test and a new National Numeracy

Test both available at Levels 1 and 2.


The Curriculum does not determine the nature or

methodology of qualifications; that is the role of the

awarding bodies, using the Basic Skills Standards.

However, it does provide a strong framework which

awarding bodies can use to develop assessment

schemes that reflect the highest possible quality in the

teaching and learning process.

The Curriculum focuses primarily on the input

side, the teaching process. Qualifications are about

the outputs – the results of teaching and learning –

and provide formalised summative assessment leading

to a national award.

Assessment

Assessment is a critical part of practice in basic

skills. The Curriculum does not specify any one

assessment method, but it does assume that there

will be assessment in at least four domains of

activity:

• initial screening – to determine overall level;

• diagnostic assessment – to identify the prior

knowledge of the learner, the learner’s aspirations

and interests and the specific skills that need to be

developed;

• formative assessment – to monitor progress

towards the achievement of these skills, using

learning plans which are regularly reviewed;

• summative assessment – to provide a statement of

achievement, opportunities for a qualification and

perhaps longer-term learning plans.

All these are described in detail in the Basic Skills

Agency Quality Mark process and documentation, and

in Effective Basic Skills Provision for Adults.

16 Draft

Draft 17

Section 3:

The ESOLCurriculum Framework

18 Draft

Introduction

1. About this Section

This section contains the curriculum. It is divided into

the five levels – Entry 1, Entry 2, Entry 3, Level 1 and

Level 2 in order to relate to the Standards. (See

Section 1 for an overview of how these levels relate to

other national frameworks.) At each level and for each

skill you can find the relevant Standards and the level

descriptors. We then give the details of the curriculum

for all four skills for that level.

2. Relating the Curriculum to the Standards

For each skill and at each level, the curriculum is

linked to the standards through the Curriculum

Element. This is either taken directly from the

standard or from the level descriptor which follows

the standards at each level. For instance, at Speaking

Entry 1 the first curriculum element is Speak to

communicate: to provide basic information. This

relates directly to the Standard which says ‘At this

level adults can speak to communicate basic

information, feelings and opinions on familiar

topics.’

For each Curriculum Element we have given

examples of the Component Skills which would enable

learners to achieve the Standards at that level. So, for

instance, in order to be able to provide basic

information, adults need to be able to give personal

information, introduce family and friends, describe

places and things, etc.

We have also given Examples of the language or texts

at each level. In the Speaking section, the component

skills are described in terms of functions and at each

level the functions are accompanied by examples of

the language in use, thus giving examples of the

grammatical knowledge expected at that particular

level. For instance, to give personal information at

Entry 1, it is enough to be able to say ‘My name’s …’ I

come from …’, whereas at by Entry 3 learners would

be expected to use different tenses and form more

complex sentences such as ‘I've lived in the UK for two

years’ ‘When I lived in India I used to own a shop.’ The

same level of grammatical knowledge would be

expected at that level in Writing.

As part of the Listening, Reading and Writing

curriculum we have included example activities to

develop each Component Skill. We have not done this

for the Speaking curriculum as procedures are

unlikely to vary much for the different Component

Skills. The activities that teachers use – drills, role-

plays, communicative tasks – are much the same

whether the learner is learning to give personal

information or describe people and places.

3. Speaking and listening

The Basic Skills Standards have put listening and

speaking together as the skills are almost always used

together in communication.

However, for the purposes of planning, learning and

teaching, the ESOL curriculum has separated

listening and speaking and listed the separate

component skills that make up these two different

communication skills. Learners often develop the

receptive skills

of listening earlier than productive skills of speaking

and so the skills also need to be assessed separately.

Finally, it will be necessary to use different teaching

activities and techniques to develop the two

skills.

The speaking and listening curriculum includes a

detailed breakdown of the grammar needed at each

The ESOL Curriculum

Draft 19

level.

4. Reading and Writing: text, sentence and word

level

The ESOL curriculum is part of an initiative which is

based on a common set of standards covering both

basic skills and ESOL. Both curricula use the same

framework for describing the processes of reading and

writing. These are based on the National Literacy

Strategy for schools. The model recognises the

complexity of the reading and writing process and the

different levels on which fluent readers and writers

operate.

• Text level addresses the overall meaning of the text.

• Sentence level desols with grammar, sentence

structure and punctuation.

• Word level looks at the individual words

themselves, their structure, spelling and meaning.

Conveying meaning, whether orally or in writing,

involves operating at the three levels simultaneously –

for instance, ‘Stop!’ is simultaneously a text, a

sentence and a word.

The curriculum framework separates these three

levels for clarity of analysis. However, in practice

language is used in communicative contexts, that is to

say 'whole texts' and though the three levels may be

taught separately, they need to be brought together.

To facilitate understanding the teacher may unpick

different features at text, sentence or word level, but

always with the ultimate aim of producing or

understanding whole texts.

A detailed breakdown of grammar is not included in

the curriculum for reading and writing. For this,

teachers should refer to the speaking curriculum.

20 Speaking – Entry Level 1 Draft

The ESOL Curriculum

Speaking – Entry Level 1

At this level, adults can:

• listen and respond to spoken language, including simple narratives, statements, questions and single step instructions;

• speak to communicate basic information, feelings and opinions on familiar topics;

• engage in discussion with another person in a familiar situation about familiar topics.

An adult will be expected to:

• listen for the gist of short explanations;

• listen for detail using key words to extract some specific information;

• follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;

• listen and respond to requests for personal information;

• speak clearly to be heard and understood in simple exchanges;

• make requests using appropriate terms;

• ask questions to obtain specific information;

• make statements of fact clearly;

• speak and listen in simple exchanges and everyday contexts.

Issues which may affect delivery of the curriculum at this level

• Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be tightlycontrolled or slowed down, without distorting the normal stress, rhythm and intonation of everyday spoken English.

• A variety of media (video, taped audio cassette), students and helpers may be used.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should notbe underestimated.

• The need for and degree of accuracy should be determined by the purpose of the speech act andappropriateness to the situation.

• Any tasks which students are given to perform should aim to develop and test their speaking skills. As somestudents may only have basic literacy skills, activities should be devised which can be performed orally oreither orally/and in writing.

Note on the tables which follow

The Component skills – language functions with examples does not give a prescriptive list of functions, but aset of example functions. Under Grammar, key sentence structures at this level are statements, negatives,questions and commands in simple sentences. Under Phonology, difficulties with specific sounds should beaddressed according to student need. Discourse skills and cross-cultural features of communication shouldbe practised in any context within the level. Examples given of potential cross-cultural differences are neitherprescriptive nor exhaustive.

Draft Speaking – Entry Level 1 21

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tion

inco

nvey

ing

mea

ning

, e.g

. for

pol

itene

ss, h

elpi

ngto

dist

ingu

ish b

etwe

en q

uest

ions

and

stat

emen

ts

E1.8

spe

ll wo

rds a

loud

.M

y nam

e is

Salim

a, th

at's

S-A-

L-I-M

-A.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

unica

tion

Spea

k to

com

mun

icate

:To

prov

ide

basic

info

rmat

ion.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.9

ask

for p

erso

nal i

nfor

mat

ion;

Wha

t's yo

ur n

ame?

Is sh

e yo

ur w

ife?

Do yo

u sp

eak

Hind

i?W

here

do

you

work

?Ha

ve yo

u go

t a jo

b?

ques

tions

usin

g

•sim

ple

pres

ent o

f be/

have

/do

and

ofco

mm

on ve

rbs

•ha

ve g

otto

indi

cate

pos

sess

ion

•wh

ques

tions

with

who/

what

wh

ere/

how

muc

h/m

any.

Awar

enes

s of r

ising

into

natio

n fo

rqu

estio

ns in

gen

eral

and

that

fallin

g in

tona

tion

is of

ten

foun

dwi

th w

hqu

estio

ns

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

: To

ask

for b

asic

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.1

0 e

nqui

re a

bout

pric

es a

nd q

uant

ities

;Ho

w m

uch

is it?

How

man

y stu

dent

s are

ther

e?

E1.1

1 a

sk th

e tim

e/da

y;W

hat's

the

time?

Have

you

got t

he ti

me?

E1.1

2 e

nqui

re a

bout

skills

;Ca

n yo

u ty

pe?

E1.1

3 m

ake

requ

ests

, ask

for s

omet

hing

;A

cup

of te

a, p

leas

eCa

n I h

ave

a sin

gle

to M

anch

este

r, pl

ease

?

Awar

enes

s of s

tress

-tim

ed se

nten

cerh

ythm

in q

uesti

ons

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

and

use

of 'p

leas

e' in

requ

ests

, con

trast

ing

with

conv

entio

ns in

oth

er la

ngua

ges

E1.1

4 re

ques

t – a

sk so

meo

ne to

do

som

ethi

ng;

ID, p

leas

e.Ca

n yo

u he

lp m

e?Pl

ease

, can

you

repe

at it

?

Awar

enes

s of r

ising

into

natio

n fo

rpo

liten

ess

E1.1

5 re

ques

t dire

ctio

ns.

Whe

re's

the

Post

Offi

ce?

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:To

ask

for b

asic

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.1

6 e

xpre

ss li

kes a

nd d

islike

s;I l

ike...

I do

n't l

ikeI l

ike...

and

...I l

ike...

but

I ha

te...

stat

emen

ts, p

ositi

ve a

nd n

egat

ive, u

sing

conj

unct

ions

– a

nd/b

ut;

Awar

enes

s of s

tress

fallin

g on

the

impo

rtant

wor

d or

info

rmat

ion

Awar

enes

s of i

mpo

rtanc

e of

stre

ss in

con

veyin

gfe

elin

gs a

nd o

pini

ons

E1.1

7 e

xpre

ss fe

elin

gs;

I'm a

ngry

/hap

pyve

rb b

e+

adje

ctive

s.

E1.1

8 e

xpre

ss w

ishes

;I w

ant a

new

job.

I don

't wa

nt a

n ev

enin

g cla

ss.

E1.1

9 a

gree

and

disa

gree

.Ye

s/no

...I t

hink

so.

I don

't ag

ree.

You'

re ri

ght.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:To

expr

ess

feel

ings

and

opi

nion

s.

E1.2

0 a

polo

gise

.So

rry!

I’m so

rry.

E1.2

1 e

xpre

ss vi

ews

I thi

nk th

is is

good

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.2

2 re

spon

d to

requ

ests

for b

asic

info

rmat

ion;

Wha

t's yo

ur n

ame?

– M

aria

.

Awar

enes

s of f

allin

g in

tona

tion

onco

mpl

ete,

def

inite

stat

emen

t

E1.2

3 c

onfir

m;

Do yo

u co

me

from

Indi

a?–

Yes/

no–

Yes I

do/

No

I don

't.

– Do

es/d

oesn

'tHa

ve yo

u go

t...?

– Ye

s I h

ave/

No

I hav

en't,

– Ha

s/ha

sn't

simpl

e pr

esen

t, sh

ort a

nswe

r for

m;

E1.2

4 re

spon

d to

que

stio

ns a

bout

abi

lity;

Can

you

drive

?–

Yes I

can

/No

I can

't.

E1.2

5 re

spon

d to

a re

ques

t.Ca

n I u

se yo

ur p

en?

– Ye

s, yo

u ca

n.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d:To

sim

ple

narr

ativ

es, s

tate

men

ts a

nd q

uest

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.2

6 e

xpre

ss a

pre

fere

nce;

Whi

ch d

o yo

u wa

nt, t

ea o

r cof

fee?

– Te

a, p

leas

e.

E1.2

7 c

orre

ct;

You

live

in L

uton

.–

No,

I liv

e in

Lon

don.

Mrs

Kan

, tha

t's K

-A-N

?–

No,

K-H

-A-N

Abilit

y to

stre

ss im

porta

nt

info

rmat

ion

or w

ord

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

inco

rrect

ing

and

askin

g fo

r cla

rifica

tion

E1.2

8 c

heck

bac

k;Ca

n yo

u co

me

on M

onda

y at 4

pm?

– M

onda

y? 4

pm?

Abilit

y to

prod

uce

risin

g in

tona

tion

on e

ach

word

or p

art

of in

form

atio

n be

ing

quer

ied

or c

onfir

med

E1.2

9 e

xpre

ss th

anks

.Th

anks

Than

k yo

u

Awar

enes

s of c

onve

ntio

n of

than

king,

ora

l and

in w

ritin

g, c

ontra

stin

g wi

th c

onve

ntio

ns in

oth

ercu

lture

s

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d:To

ask

for b

asic

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.3

0 re

spon

d to

a re

ques

t for

dire

ctio

ns;

It's o

n th

e le

ft.pr

epos

ition

s and

pre

posit

iona

l phr

ases

of p

lace

e.g.

opp

osite

, nea

r, on

the

left;

Awar

enes

s of f

allin

g in

tona

tion

for

a co

mpl

ete,

def

inite

stat

emen

t

E1.3

0 re

ques

t in

stru

ctio

ns.

It's o

n th

e le

ft.Co

me

in.

Don'

t mov

e it.

impe

rativ

e an

d ne

gativ

e im

pera

tive.

Awar

enes

s of i

mpo

rtanc

e of

into

natio

n an

dst

ress

to d

iffer

entia

te b

etwe

en a

requ

est a

nd a

com

man

d

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d:To

sin

gle

step

inst

ruct

ions

.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l E1.

1 to

E1.

31;

•pr

epos

ition

s and

pre

posit

iona

l phr

ases

of p

lace

.e.

g. o

ppos

ite, n

ear,

on th

e le

ftAw

aren

ess o

f fal

ling

into

natio

n fo

ra

com

plet

e, d

efin

ite st

atem

ent.

Awar

enes

s of i

mpo

rtanc

e of

stre

ss in

con

veyin

gfe

elin

gs a

nd o

pini

ons.

E1.3

2 g

reet

;Hi

!Ho

w ar

e yo

u?

Awar

enes

s tha

t risi

ng in

tona

tion

isof

ten

used

for q

uest

ions

Awar

enes

s of n

amin

g co

nven

tions

, use

of f

irst

nam

es a

nd ti

tles,

cont

rast

ing

with

oth

er c

ultu

res

E1.3

3 re

spon

d to

gre

etin

gs;

Fine

, tha

nks,

and

you?

Awar

enes

s of f

allin

g in

tona

tion

infir

st p

art,

risin

g in

seco

ndAw

aren

ess o

f im

porta

nce

of in

tona

tion

and

stre

ss to

con

vey f

eelin

gs, a

ttitu

des,

rela

tions

hip

betw

een

spea

kers

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Enga

ge in

disc

ussio

n w

ith a

noth

er p

erso

n in

a fa

mili

ar s

ituat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E1.3

4 d

escr

ibe

heso

lth a

nd sy

mpt

oms;

I fee

l tire

d an

d ho

t.I'v

e go

t flu

.

Awar

enes

s of f

allin

g in

tona

tion

onco

mpl

ete,

def

inite

stat

emen

tRe

cogn

ise th

e in

tera

ctive

pat

tern

of

conv

ersa

tion

and

expe

ctat

ions

of i

nter

locu

tors

,e.

g. tu

rn-ta

king,

type

s of q

uest

ions

ofte

n as

ked

or a

void

ed.

E1.3

5 in

vite

and

offe

r;W

ould

you

like

a sa

ndwi

ch?

ques

tions

, usin

g m

odal

'wou

ld' +

like

.Aw

aren

ess o

f risi

ng in

tona

tion

for

offe

rs a

nd in

vitat

ions

Awar

enes

s of n

on-v

erba

l sig

nallin

g th

at h

elps

inte

ract

ion

betw

een

spea

kers

e.g

. shr

uggi

ng o

rsa

ying

'aha

...m

mh'

to sh

ow u

nder

stan

ding

E1.3

6 a

ccep

t;Ye

s, pl

ease

E1.3

7 d

eclin

e;N

o th

anks

.I'm

sorry

, I d

on't

eat h

am.

E1.3

8 ta

ke le

ave.

Bye.

See

you

tom

orro

w.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:Eng

age

in d

iscus

sion

with

ano

ther

per

son

in a

fam

iliar

situ

atio

n.


Strategies for Independent Learning

Students should be encouraged to do the following.

1. At home:

• go over work done in class, read it aloud, check understanding;

• read practice dialogues to themselves, try learning them by heart;

• keep a new vocabulary book and try to learn five new words after each lesson;

• tape lessons or parts of lesson and play back at home;

• use self-access English learning materials (books, computer programmes and tapes) outside the

classroom for extra practice or revision;

• consult their teacher about appropriate materials.

2. When using the phone:

• rehearse what they are going to say before dialling, think about possible questions and answers;

• write down what they want to say, or main points, before dialling.

3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a short

time. Ask English-speaking friends or relatives to explain words, phrases they do not understand or look

words up in a bilingual dictionary.

4. Play simple board games, cards or language games (e.g. I Spy, 20 questions) with English-speaking friends

or relatives.

5. Join the local library. If they have children, read with them, asking them to read as well as reading to them.




• listen and respond to spoken language, including straightforward information, short narratives,

explanations and instructions;

• speak to communicate information, feelings and opinions on familiar topics;

• engage in discussion with one or more people in a familiar situation, to establish shared understanding

about familiar topics.


• listen for and follow the gist of explanations, instructions and narratives;

• listen for detail in short explanations, instructions and narratives;

• listen for and identify the main points of short explanations or presentations;

• listen to and follow short, straightforward explanations and instructions;

• listen and identify simply expressed feelings and opinions;

• speak clearly to be heard and understood in straightforward exchanges;

• make requests and ask questions to obtain information in everyday contexts;

• respond to straightforward questions;

• express clearly statements of fact and short accounts and descriptions;

• ask questions to clarify understanding;

• follow the gist of discussions;

• follow the main points and make appropriate contributions to the discussion.

Issues which may affect delivery of the curriculum at this level

• Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed

down, without distorting the normal stress, rhythm and intonation of everyday spoken English.

• Students should have the opportunity to hear a limited variety of accents and both genders.

• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the

speaking material.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not

be underestimated.

• The need for and degree of accuracy should be determined by the purpose of the speech act and

appropriateness to the situation.

• Any tasks which students are given to perform should aim to develop and test their speaking skills, rather

than their reading or writing. As some students may have basic literacy skills, activities should be devised

which can be performed orally or either orally/and in writing, as appropriate.


The Component skills column does not give a prescriptive list of functions, but a set of example functions.

Under Grammar, key sentence structures at this level are statements, negative statements, questions and

commands in simple and multiple sentences. Under Phonology, difficulties with specific sounds should be

addressed according to student need. Discourse skills and cross-cultural features of communication should

be practised in any context within the level. Examples are given of potential cross-cultural differences, but these

are neither prescriptive nor exhaustive.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.1

give

per

sona

l inf

orm

atio

n;I w

as a

nur

se in

Som

alia

but

I do

n't h

ave

ajo

b no

w.

Awar

enes

s of f

allin

g in

tona

tion

onco

mpl

ete,

def

inite

stat

emen

tAw

aren

ess o

f nam

ing

conv

entio

ns in

form

al a

ndin

form

al c

onte

xts,

cont

rast

ing

with

oth

ercu

lture

s

E2.2

des

crib

e se

lf an

d ot

hers

; I a

m/I'

m b

usy.

He is

/He'

s tal

l and

slim

.Sh

e is/

She'

s got

long

dar

k ha

ir.Th

ey a

re/T

hey'r

e no

t hel

pful

.He

’s go

t a b

eard

and

a b

ig sm

ile.

stat

emen

ts, n

egat

ives a

nd sh

ort f

orm

s usin

g•

simpl

e pr

esen

t of b

e/ha

ve/d

o;•

com

mon

verb

s;•

have

got

to e

qual

pos

sess

ion;

•sim

ple

past

of r

egul

ar a

nd c

omm

on ir

regu

lar

verb

s;

Awar

enes

s of:

elisi

on a

nd u

nstre

ssed

vowe

l/sch

wa

and

stre

ss-ti

med

sent

ence

rhyt

hm

E2.3

des

crib

e pl

aces

and

thin

gs;

Hong

Kon

g is

busy

and

exp

ensiv

e.co

mm

on a

djec

tives

wor

d or

der a

fter b

e an

d wi

th n

ouns

;us

e of

the

inde

finite

arti

cle;

E2.4

com

pare

peo

ple,

pla

ces,

thin

gs;

Lond

on is

big

ger t

han

Addi

s Abb

aba

but i

t isn

'tve

ry fr

iend

ly.It

is/It'

s mor

e ex

pens

ive th

an..

.

com

para

tive

adje

ctive

s, in

cludi

ng re

gula

r and

com

mon

irre

gula

rs’;

E2.5

des

crib

e da

ily ro

utin

es a

nd re

gula

r ac

tiviti

es;

I go

to w

ork

at 7

.30

am.

I don

't wo

rk o

n W

edne

sday

.I u

sual

ly co

ok in

the

even

ings

.

prep

ositi

ons o

f tim

e e.

g. a

t/in/

on;

adve

rbs o

f fre

quen

cy e

.g. u

sual

ly, so

met

imes

;

word

ord

er.

Awar

enes

s of s

tress

fallin

g on

impo

rtant

wor

ds in

the

sent

ence

Abilit

y to

stru

ctur

e a

stor

y or n

arra

tive,

cont

rast

ing

with

con

vent

ions

in o

ther

lang

uage

s•

Intro

duce

a to

pic.

•De

velo

p a

topi

c.•

Conc

lude

satis

fact

orily

.

Abilit

y to

sequ

ence

satis

fact

orily

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

stra

ight

forw

ard

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.6

nar

rate

– ta

lk ab

out p

ast e

vent

s (1s

tpe

rson

nar

rativ

e);

I was

bor

n in

Guj

arat

. I g

ot m

arrie

d an

d th

enI c

ame

to th

e UK

. I m

oved

to B

irmin

gham

2ye

ars a

go. I

wor

ked

in a

hos

pita

l. Th

eho

spita

l was

nea

r my h

ouse

. Afte

r tha

t I...

simpl

e pa

st o

f reg

ular

and

com

mon

irre

gula

rve

rbs;

ago;

defin

ite a

rticle

'the

' (sp

ecify

ing)

;

sequ

encin

g ad

verb

s;

conj

unct

ions

, e.g

. and

/but

;

As n

eces

sary,

risin

g in

tona

tion

onco

njun

ctio

ns a

nd a

dver

bs to

show

the

narra

tive

cont

inue

s

Abilit

y to

stru

ctur

e a

stor

y or n

arra

tive,

cont

rast

ing

with

con

vent

ions

in o

ther

lang

uage

s.

•In

trodu

ce a

topi

c.

•De

velo

p a

topi

c.

•Co

nclu

de sa

tisfa

ctor

ily.

Abilit

y to

sequ

ence

satis

fact

orily

.

E2.7

nar

rate

– ta

lk ab

out p

ast e

vent

s (3r

d pe

rson

narra

tive)

;Ye

ster

day A

li we

nt to

Lon

don.

Lat

er h

e sa

w an

Insp

ecto

r and

ask

ed h

im...

obje

ct p

rono

uns;

adve

rbs a

nd a

dver

bial

phr

ases

of t

ime

and

plac

ee.

g. ye

ster

day,

in th

e m

orni

ng;

E2.8

tal

k ab

out f

utur

e pl

ans,

arra

ngem

ents

an

d in

tent

ions

;I'm

takin

g m

y son

to th

e pa

rk to

mor

row.

I'm g

oing

to vi

sit m

y sist

er o

n Su

nday

.He

's go

ing

to st

udy c

ompu

ting

in S

epte

mbe

r.

pres

ent c

ontin

uous

(to

expr

ess t

he fu

ture

);

goin

g to

+ in

finiti

ve;

E2.9

exp

ress

nee

d;I h

ave

to se

e m

y sol

icito

r.I n

eed

to le

ave

early

toda

y.I m

ust h

urry.

mod

als –

nee

d, m

ust,

have

to +

infin

itive

.Aw

aren

ess o

f the

impo

rtanc

e of

mod

al ve

rbs i

nex

pres

sing

diffe

rent

func

tions

and

in e

xpla

inin

gre

ason

s for

act

ions

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

stra

ight

forw

ard

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.1

0 a

sk fo

r per

sona

l det

ails;

Wha

t's yo

ur a

ddre

ss?

Wha

t do

you

do?

ques

tions

usin

g

•sim

ple

pres

ent o

f be/

do/h

ave;

•co

mm

on re

gula

r ver

bs –

que

stio

n fo

rm;

Awar

enes

s of r

ising

into

natio

n fo

rqu

estio

ns in

gen

eral

, and

inpa

rticu

lar t

hose

to w

hich

the

answ

er is

'yes

' or '

no'

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

inco

nvey

ing

mea

ning

, e.g

. for

pol

itene

ss, t

oco

nvey

the

form

ality

of s

ituat

ions

, the

rela

tions

hip

betw

een

spea

kers

E2.1

1 a

sk fo

r des

crip

tions

of p

eopl

e;W

hat d

oes h

e lo

ok li

ke?

Wha

t's h

e lik

e?

E2.1

2 a

sk fo

r des

crip

tions

of p

lace

s and

thin

gs;

Wha

t’s it

like

?

E2.1

3 m

ake

com

para

tive

ques

tions

;Is

hala

l mea

t mor

e ex

pens

ive th

an n

on-h

alal

mea

t?

E2.1

4 a

sk a

bout

regu

lar o

r dai

ly ro

utin

es;

Wha

t do

you

do a

t the

wee

kend

s?W

hen

do yo

u us

ually

get

up?

whqu

estio

ns e

.g. w

hen,

wha

t tim

e, h

ow o

ften?

E2.1

5 a

sk a

bout

pas

t eve

nts;

Wha

t hap

pene

d?Di

d yo

u se

e th

e ne

ws la

st n

ight

?W

hat d

id yo

u do

in yo

ur c

ount

ry?

simpl

e pa

st o

f be/

do/h

ave;

irreg

ular

verb

s.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

: To

ask

for s

trai

ghtf

orw

ard

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.1

6 a

sk a

bout

futu

re p

lans

and

inte

ntio

ns;

Wha

t are

you

doin

g ne

xt w

eeke

nd?

Are

you

goin

g to

...?

E2.17

mak

e re

ques

ts – a

sk fo

r som

ethi

ng in

form

alan

d in

form

al si

tuat

ions

;Co

uld

I spe

ak to

the

man

ager

?I'd

like

to se

e M

rs B

rown

ple

ase.

Can

I hav

e a

bisc

uit,

Ranj

i?

ask

som

eone

to d

o so

met

hing

in fo

rmal

and

info

rmal

situ

atio

ns;

Coul

d yo

u sh

ut th

e wi

ndow

?Co

uld

you

give

me.

..?Ca

n I u

se yo

ur p

en?

ask

for p

erm

issio

n fo

rmal

ly;Co

uld

I lea

ve a

t 12.

00 to

day p

leas

e?

ask

for d

irect

ions

.Ca

n/co

uld

you

tell

me

the

way t

o...?

mod

al c

ould

+ in

finiti

ve;

woul

d lik

e +

infin

itive

;

obje

ct p

rono

uns.

Awar

enes

s of s

tress

-tim

ed

sent

ence

rhyt

hm in

que

stio

ns

Risin

g in

tona

tion

for p

olite

ness

Awar

enes

s of r

egist

er, i

nton

atio

n an

d of

the

use

of ‘p

leas

e’ in

pol

ite re

ques

ts

The

use

of 'y

ou' i

n al

l reg

ister

s, co

ntra

stin

g wi

thot

her l

angu

ages

Awar

enes

s of t

he d

iffer

ence

in u

se o

f 'wa

nt' a

nd'w

ould

like

'

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:To

ask

for s

trai

ghtf

orw

ard

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.1

8 e

xpre

ss li

kes a

nd d

islike

s with

reas

ons;

I like

Man

ches

ter b

ecau

se...

I don

't lik

e M

anch

este

r, so

we d

on't

go th

ere

very

ofte

n.

stat

emen

ts a

nd n

egat

ives u

sing

•co

njun

ctio

ns a

nd a

dver

bs o

f rea

son,

cau

se a

ndef

fect

;

Awar

enes

s of s

tress

fallin

g on

the

impo

rtant

wor

d or

info

rmat

ion

Awar

enes

s of t

he im

porta

nce

of st

ress

to

conv

ey in

form

atio

n, fe

elin

gs a

nd o

pini

ons

E2.1

9 e

xpre

ss vi

ews,

with

reas

ons a

nd c

ause

and

effe

ct;

I thi

nk M

rs S

mith

is a

goo

d te

ache

r, so

I do

n't

miss

her

cla

sses

.I t

hink

she

is a

good

teac

her b

ecau

se sh

e lis

tens

to u

s.

adve

rbia

ls of

tim

e.E2

. 20

exp

ress

wish

es a

nd h

opes

;I'd

like

to g

et a

job

next

year

.I h

ope

he g

ets b

ette

r soo

n.

E2.2

1 a

polo

gise

;I'm

reso

lly/s

o/ex

trem

ely s

orry.

E2.2

2 a

polo

gise

and

give

reas

ons;

I'm re

solly

sorry

I’m

late

but

...

E2.2

3 a

sk a

bout

peo

ple'

s fee

lings

, opi

nion

s,in

tere

sts,

wish

es, h

opes

.Do

you

thin

k...?

Wha

t do

you

thin

k ab

out..

.?Ho

w do

you

feel

abo

ut...

?

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Spea

k to

com

mun

icate

:To

expr

ess

feel

ings

and

opi

nion

s.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.2

4 re

spon

d to

requ

ests

for p

erso

nal d

etai

l; W

hen

do yo

u st

art w

ork?

– At

9.0

0

stat

emen

ts u

sing

gram

mar

from

E2.

1 to

E2.

23.

Awar

enes

s of f

allin

g in

tona

tion

onco

mpl

ete,

def

inite

stat

emen

ts

E2.2

5 re

spon

d to

que

stio

ns a

bout

peo

ple;

Wha

t's h

e lik

e?–

He's

frien

dly.

E2.26

res

pond

to q

uesti

ons a

bout

plac

es a

nd th

ings

;Te

ll m

e ab

out y

our c

ount

ry.–

It's i

n Af

rica.

The

re a

re...

Awar

enes

s of t

he in

terlo

cuto

r's e

xpec

tatio

ns in

open

que

stio

ns, r

eque

stin

g in

form

atio

n

E2.2

7 re

spon

d to

com

para

tive

ques

tions

;Is

the

weat

her t

he sa

me

here

as i

n...?

– N

o, it

isn'

t.–

No,

it's

cold

er th

an...

E2.28

resp

ond

to q

uesti

ons a

bout

regu

lar o

r dail

y eve

nts;

Can

you

tell

me

abou

t you

r job

?–

I wor

k in

... I

have

to...

E2.2

9 r

espo

nd to

que

stio

ns a

bout

pas

t eve

nts –

co

nfirm

ing;

Did

you

see

the

news

last

nig

ht?

– Ye

s I d

id.

No

I did

n't.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d:To

que

stio

ns a

nd re

ques

ts.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.3

0 re

spon

d to

que

stio

ns a

bout

pas

t eve

nts –

narra

ting;

Wha

t did

you

do la

st n

ight

?–

I wen

t to.

.. an

d I s

aw...

Abilit

y to

stru

ctur

e a

stor

y or n

arra

tive

cont

rast

ing

with

con

vent

ions

in o

ther

lang

uage

sa.

Intro

duce

a to

pic.

b.De

velo

p a

topi

c.c.

Conc

lude

satis

fact

orily

.

Abilit

y to

sequ

ence

satis

fact

orily

E2.3

1 re

spon

ds to

que

stio

ns a

bout

futu

re p

lans

and

inte

ntio

ns;

Wha

t are

you

goin

g to

do

next

year

?–

I'm g

oing

to st

udy e

ngin

eerin

g.–

I'm g

oing

to g

et a

job.

I'm

not

stay

ing

at

E2.3

2 re

spon

d to

form

al an

d in

form

al re

ques

ts fo

rso

met

hing

;Co

uld

you

tell

me

the

time?

Wha

t's th

e tim

e?–

It's s

ix o’

clock

.

resp

ond

to fo

rmal

and

info

rmal

requ

ests

to d

oso

met

hing

;Co

uld

you

shut

the

door

? Pl

ease

shut

the

door

.–

OK.

– Ye

s, of

cou

rse.

– N

o, I'

m so

rry, i

t's st

uck.

resp

ond

to fo

rmal

requ

ests

for p

erm

issio

n;Co

uld

I use

your

pen

? I’ll

retu

rn it

late

r.–

Yes,

that

’s fin

e.–

No,

I’m

sorry

, I n

eed

it.

Abilit

y to

stre

ss th

e im

porta

ntin

form

atio

n or

wor

dAw

aren

ess o

f the

diff

eren

ce in

use

of '

can'

and

'coul

d' in

form

al a

nd in

form

al si

tuat

ions

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d: T

o qu

estio

ns a

nd re

ques

ts.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.3

3 re

spon

d to

que

stio

ns a

bout

pre

fere

nce;

Whi

ch d

o yo

u pr

efer

, tea

or c

offe

e?–

I pre

fer c

offe

e.–

Coffe

e.

E2.3

4 re

spon

d to

requ

ests

for c

larif

icatio

n;Ho

w di

d yo

u sa

y you

spel

l you

r nam

e?

– K

– H

– A

– N

.

E2.3

5 c

heck

bac

k;Yo

u go

up

the

stai

rs, t

urn

left

and

its a

t the

end

of

the

corri

dor.

– I g

o up

the

stai

rs, t

urn

left

and

then

...?

Abilit

y to

use

risin

g in

tona

tion,

echo

ing

each

wor

d or

pie

ce o

fin

form

atio

n be

ing

chec

ked

orqu

erie

d

Impo

rtanc

e of

che

ckin

g ba

ck a

s aco

mm

unica

tion

stra

tegy

E2.3

6 e

xpre

ss th

anks

gra

tefu

lly.

Than

ks so

/ver

y muc

h.Aw

aren

ess o

f con

vent

ions

of t

hank

ing,

cont

rast

ing

with

oth

er c

ultu

res

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d: T

o qu

estio

ns a

nd re

ques

ts.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.3

7 re

spon

d to

requ

ests

for d

irect

ions

;Ho

w do

you

get t

o X?

How

does

this

work

?–

Go

stra

ight

on,

pas

t the

ligh

ts a

nd tu

rn ri

ght.

ques

tions

and

stat

emen

ts u

sing

•sim

ple

pres

ent;

Awar

enes

s of s

tress

fallin

g on

sequ

ence

mar

kers

and

oth

erim

porta

nt c

onte

nt w

ords

in th

ese

nten

ce

E2.3

8 re

spon

d to

requ

ests

for i

nstru

ctio

ns.

How

does

this

work

?–

Firs

t you

che

ck th

e pr

essu

re, t

hen

you

take

the

pum

p an

d...

– Do

n't t

ake

off t

he c

ap.

com

man

ds u

sing

•im

pera

tive

and

nega

tive

impe

rativ

e;•

sequ

encin

g ad

verb

s and

con

junc

tions

.

Abilit

y to

stru

ctur

e in

stru

ctio

ns a

nd se

quen

cesa

tisfa

ctor

ily

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d:To

str

aigh

t for

war

d ex

plan

atio

ns a

nd in

stru

ctio

ns.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E2.3

9 re

spon

d to

requ

ests

for e

xpla

natio

ns.

I'm so

rry I

didn

't un

ders

tand

that

. Cou

ld yo

uex

plai

n it

agai

n?–

Yes,

no p

robl

em..

– O

.K.,

well..

.

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

and

stre

ss to

diff

eren

tiate

bet

ween

pol

ite in

stru

ctio

nsan

d co

mm

ands

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

List

en a

nd re

spon

d:To

que

stio

ns a

nd re

ques

ts.


E2.4

4 in

sist p

olite

ly;I'm

sure

.I r

esol

ly m

ust g

o.It'

s ver

y im

porta

nt.

inte

nsifi

ers,

with

cor

rect

wor

d or

der.

E2.4

5 ta

ke le

ave.

Ha

ve a

goo

d we

eken

d.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l, E2

.1 to

E2.

39;

E2.4

0 g

reet

;Hi

, hel

lo, '

mor

ning

, nice

to se

e yo

uAw

aren

ess o

f non

-ver

bal s

igna

lling

that

hel

psin

tera

ctio

n be

twee

n sp

eake

rs, e

.g.,

shru

ggin

gor

sayin

g 'a

ha' '

mm

h' to

show

und

erst

andi

ng

E2.4

1 re

spon

d to

gre

etin

gs;

Did

you

have

a g

ood

week

end?

– Ye

s tha

nks.

We

went

swim

min

g, a

nd yo

u?

Awar

enes

s tha

t risi

ng in

tona

tion

isof

ten

used

for q

uest

ions

Awar

enes

s of f

allin

g in

tona

tion

follo

wed

by ri

sing

into

natio

n in

subo

rdin

ate

claus

e

Awar

enes

s of i

nter

locu

tors

, exp

ecta

tions

and

socia

l con

vent

ions

reco

gniti

on o

f th

e in

tera

ctive

pat

tern

of c

onve

rsa-

tion

and

expe

ctat

ions

of i

nter

locu

tors,

e.g

. tur

n-ta

king,

type

s of q

uesti

ons o

ften

aske

d or

avo

ided

E2.4

2 g

ive w

arni

ngs;

Be c

aref

ul! S

top!

Don

't ru

n.It'

s dan

gero

us.

Abilit

y to

stre

ss th

e im

porta

ntwo

rds a

nd p

hras

es

E2.4

3 e

xpre

ss p

osse

ssio

n.Th

is is

min

e.Th

at's

Jane

's ba

g.

stat

emen

t and

neg

ative

form

s usin

g•

poss

essiv

es•

poss

essiv

e pr

onou

ns;

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fe

atur

es o

f com

mun

icatio

n

Enga

ge in

disc

ussio

n in

a fa

milia

r situ

atio

n:To

con

vey

info

rmat

ion

and

opin

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l E2.

1 to

E2.

45;

E2.4

7 o

ffer;

Wou

ld yo

u lik

e te

a or

cof

fee?

eith

er/o

r;Ab

ility t

o pr

oduc

e alt

erna

tive

ques

tions

– th

e vo

ice ri

ses o

n th

efir

st alt

erna

tive

and

falls

on

the

seco

nd

E2.4

6 g

reet

;Di

d yo

u ha

ve a

goo

d ho

liday

?Aw

aren

ess o

f the

impo

rtanc

e of

regi

ster

,in

tona

tion

and

stre

ss to

con

vey f

eelin

gs,

attit

udes

, awa

rene

ss o

f the

rela

tions

hip

betw

een

spea

kers

, for

mal

ity o

f situ

atio

ns

E2.4

8 a

sk a

bout

pos

sess

ion;

Is th

is yo

urs?

Is th

is Ah

med

's ba

g?

ques

tions

usin

g•

poss

essiv

es•

poss

essiv

e pr

onou

ns;

E2.4

9 p

ersu

ade;

Mus

t you

go?

Are

you

sure

...?

mod

al ‘m

ust’.

E2.5

0 as

k fo

r cla

rifica

tion

and

expl

anat

ion.

Are

you

com

ing

on M

onda

y or o

n Tu

esda

y?W

hat d

oes X

mea

n?Ho

w do

you

spel

l X?

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

a fa

milia

r situ

atio

n:To

see

k in

form

atio

n an

d op

inio

ns.




1. At home:





• use self-access English learning materials (books, computer programmes and tapes) at home for extra

practice or revision, and consult their teacher about appropriate materials.

2. When using the phone

• rehearse what they are going to say before dialling, think about possible questions and answers;

• write down what they want to say, or main points, before dialling.

3. Try to watch TV/listen to the radio/read headlines and simple books in English every day, if only for a short

time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain words,

phrases they do not understand or look words up in a dictionary. Use a bilingual or English students

dictionary to look words up they do not know.

4. Play board games (e.g. Scrabble, Monopoly), cards or language games (e.g. I Spy, 20 questions) with

English-speaking friends or relatives.

5. Think of ways in which they can meet English-speaking people and use English as the medium of

communication – join an adult education class or a club or committee (e.g. PTA, Local Residents’

Association), a trade union.

6. Join the local library. If they have children, read with them, asking them to read as well as reading

to them.




• listen and respond to spoken language, including straightforward information and narratives, and follow

straightforward explanations and instructions, both face to face and on the telephone;

• speak to communicate information feelings and opinions on familiar topics, using appropriate formality,

both face to face and on the telephone;

• engage in discussion with one or more people in a familiar situation, making relevant points and

responding to what others say and to reach a shared understanding about familiar topics.


• listen for and follow the gist of explanations, instructions and narratives in different contexts;

• listen for detail in short explanations, instructions and narratives in different contexts;

• listen for and identify relevant information from discussions, explanations or presentations;

• use strategies to clarify and confirm understanding (such as facial expressions or gesture);

• listen to and respond appropriately to other points of view;

• speak clearly to be heard and understood using appropriate clarity, speed and phrasing;

• use formal language and register when appropriate;

• respond to a range of questions about familiar topics;

• express clearly statements of fact and give short explanations, accounts and descriptions;

• make requests and ask questions to obtain information in familiar and unfamiliar contexts;

• follow and understand the main points of discussions on different topics;

• make contributions to discussions that are relevant to the subject;

• respect the turn-taking rights of others during discussion.

Issues which may affect the delivery of the curriculum at this level

• Students can expect some support in terms of repetition and re-phrasing. Speech is to be delivered at normal

speed and students should be able to cope with a limited range of distractors, e.g. some background noise,

music, interruptions.

• Students should have the opportunity to hear a range of accents and a range of English varieties.

• Students use of English may reflect the variety commonly spoken in their community, rather than Standard

English. Teachers need to raise this point in discussion.

• Students should be able to apply speaking skills in face to face and telephone situations.


speaking material.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not

be underestimated.

• The need for and degree of accuracy should be determined by the purpose of the speech act and


• Any tasks which students are given to perform should aim to develop and test their speaking skills, rather


which can be performed orally and/or in writing, as appropriate.



The Component skills column is not a prescriptive list of functions, but a set of example functions. Under

Grammar, the key aspect of sentence structure at this level is constructing compound sentences and the

developing use of subordinate clauses (see appendix). Under Phonology, pronunciation difficulties need to be

addressed according to student need. Discourse skills and cross-cultural features of communication are to

be practised in any context within the level. Examples are given of potential cross-cultural differences, but these

are neither prescriptive nor exclusive.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.1

give

per

sona

l inf

orm

atio

n;I h

ave/

I've

lived

in th

e UK

for

2 ye

ars s

ince

199

8.I h

ave/

I've

neve

r wor

ked

in a

n of

fice.

At th

e m

omen

t I'm

stud

ying

Engl

ish in

a c

olle

gein

Bol

ton.

Whe

n I l

ived

in In

dia

I use

d to

own

a sh

op.

stat

emen

ts, n

egat

ives a

nd sh

ort f

orm

s usin

g•

pres

ent p

erfe

ct;

•sin

ce/fo

r;•

pres

ent c

ontin

uous

;•

adve

rbia

l phr

ases

of t

ime

and

plac

e;•

used

to;

Awar

enes

s of f

allin

g in

tona

tion

onco

mpl

ete,

def

inite

stat

emen

tSt

ress

-tim

ed se

nren

ce rh

ythm

E3.2

int

rodu

ce o

ther

s;I w

ould

/I'd

like

you

to m

eet..

.He

is/H

e's m

y...

mod

al w

ould

+ li

ke;

E3.3

des

crib

e se

lf/ot

hers

;Sh

e is/

She'

s in

her t

went

ies,

of a

vera

ge h

eigh

twi

th fr

eckle

s.Sh

e is/

She'

s the

youn

gest

in th

e fa

mily

.M

y son

is/M

y son

's th

e be

st ru

nner

in th

e sc

hool

.

adje

ctiva

l phr

ases

;su

perla

tives

, reg

ular

and

irre

gula

r;El

ision

Unst

ress

ed vo

wel/s

chwa

Abilit

y to

use

appr

opria

te la

ngua

ge fo

r top

ic

E3.4

des

crib

e pl

aces

and

thin

gs;

Iraq

shar

es a

bor

der w

ith Ir

an a

nd is

to th

e no

rth o

f...

It is/

It's t

he la

rges

t cou

ntry

in...

Thes

e tro

user

s are

too

big.

..

prep

ositi

onal

phr

ases

of p

lace

;in

tens

ifier

s e.g

. too

/eno

ugh;

Stre

ss fa

lls o

n im

porta

nt w

ords

inth

e se

nten

ceAw

aren

ess o

f int

erlo

cuto

r’s b

ackg

roun

dkn

owle

dge

E3.5

com

pare

peo

ple,

pla

ces,

thin

gs;

Hong

Kon

g an

d Si

ngap

ore

are

as...

as e

ach

othe

r.Th

e le

g's m

uch

wors

e th

an b

efor

e.

com

para

tive

stru

ctur

esAs

...as

Com

pare

d wi

th X

...X

is th

e sa

me

as X

inclu

ding

irre

gula

rs.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.6

nar

rate

eve

nts i

n th

e pa

st;

A fe

w da

ys a

go M

r Gon

zale

s, wh

o liv

es n

ext d

oor

to m

e, d

ecid

ed to

go

to L

ondo

n. W

hile

he

was

waiti

ng, a

wom

an fa

inte

d...

claus

es o

f tim

e;re

lativ

e cla

uses

(who

, whi

ch, w

here

) non

-def

inin

g;pa

st c

ontin

uous

and

sim

ple

past

;

As n

eces

sary,

risin

g in

tona

tion

onsu

bord

inat

e cla

uses

to sh

owna

rrativ

e co

ntin

uing

Abilit

y to

stru

ctur

e a

stor

ya)

Intro

duce

the

topi

c.b)

Deve

lop

the

topi

c.c)

Conc

lude

satis

fact

orily

.

E3.7

give

fact

ual a

ccou

nts;

Diva

li is

a Hi

ndu

fest

ival w

hich

take

s pla

ce in

...As

...Fo

r thi

s rea

son.

..Th

e tra

in le

aves

at..

.and

arri

ves..

.

use

of d

efin

ite a

nd in

defin

ite a

rticle

;pr

esen

t sim

ple;

claus

es o

f rea

son;

conj

unct

ions

/adv

erbi

al c

laus

es o

f cau

se;

howe

ver/b

ut/a

lthou

gh;

Abilit

y to

sequ

ence

and

refe

r bac

k

Abilit

y to

indi

cate

rela

tions

hip

betw

een

idea

s–

caus

ality

–co

ntra

st–

resu

lt–

purp

ose

E3.8

exp

ress

cer

tain

ty a

bout

the

futu

re;

I'll b

e 50

nex

t yea

r.I w

on't

see

her u

ntil

Frid

ay..

futu

re si

mpl

e;

E3.9

offe

r hel

p;I'll

go.

We'

ll do

it.

E3.1

0 m

ake

a de

cisio

n as

one

’s sp

eakin

g, m

ake

arra

ngem

ents

;I t

hink

I'll

go n

ow.

We'

ll m

eet y

ou o

utsid

e th

e cin

ema

at 7

.30.

E3.1

1 e

xpre

ss o

blig

atio

n.He

shou

ld sp

eak

to th

e su

perv

isor.

I sho

uld

wear

a m

ask.

mod

al sh

ould

.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.1

2 a

sk fo

r per

sona

l inf

orm

atio

n;Ha

ve yo

u be

en h

ere

long

?Ar

e yo

u wo

rkin

g at

the

mom

ent?

How

long

hav

e yo

u wo

rked

ther

e?Ha

ve yo

u ev

er b

een

to...

?W

hat a

re yo

u do

ing

at p

rese

nt?

ques

tions

usin

g•

pres

ent p

erfe

ct;

•pr

esen

t con

tinuo

us;

whqu

estio

ns;

Risin

g in

tona

tion

for q

uest

ions

inge

nera

l, an

d in

par

ticul

ar th

ose

towh

ich th

e an

swer

is ‘y

es’ o

r ‘no

’

Fallin

g in

tona

tion

ofte

n fo

und

with

wh

ques

tions

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

inco

nvey

ing

mea

ning

, e.g

. for

pol

itene

ss, t

oco

nvey

the

form

ality

of s

ituat

ions

, rel

atio

nshi

pbe

twee

n sp

eake

rs

E3.1

3 a

sk fo

r des

crip

tions

of p

eopl

e, p

lace

s and

thin

gs;

Is he

like

his

fath

er?

Tell

me

abou

t...

Coul

d yo

u de

scrib

e...

embe

dded

que

stio

n fo

rms;

mod

al c

ould

;•

Stre

ss-ti

med

sent

ence

rhyt

hmin

que

stio

nsDi

scus

sion

on in

terlo

cuto

r’s e

xpec

tatio

nsfo

llowi

ng a

n op

en q

uest

ion

E3.1

4 m

ake

com

para

tive

ques

tions

;W

hat’s

the

diffe

renc

e be

twee

n...?

Whi

ch is

qui

cker

, tra

in o

r bus

?

E3.1

5 a

sk a

bout

pas

t eve

nts;

Coul

d yo

u te

ll us

wha

t hap

pene

d?Pl

ease

tell

us w

hat y

ou sa

w, M

s Kap

ur.

Wha

t hap

pene

d?

simpl

e pa

st;

•Ri

sing

into

natio

n fo

r pol

itene

ssAw

aren

ess o

f reg

ister

and

abi

lity t

o ch

ange

regi

ster

in fo

rmal

situ

atio

ns

E3.1

6 a

sk a

bout

futu

re e

vent

s.W

hen

will

you

see

her?

Wha

t are

you

doin

g at

the

week

end?

simpl

e fu

ture

;pr

esen

t con

tinuo

us

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

: To

seek

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.1

7 m

ake

requ

ests

on

the

phon

e, in

form

al a

ndin

form

al si

tuat

ions

– a

sk fo

r som

ethi

ng;

Is it

poss

ible

to sp

eak

to...

?Co

uld

I lea

ve a

mes

sage

for...

?Is

Jane

t the

re?

– as

k so

meo

ne to

do

som

ethi

ng fo

r you

;Pl

ease

hol

d th

e lin

e.Co

uld

you

take

a m

essa

ge?

Wou

ld yo

u m

ind

mov

ing

alon

g?

– as

k fo

r per

miss

ion.

May

I us

e yo

ur p

hone

?Co

uld

I lea

ve e

arly

toda

y?Ca

n I u

se yo

ur p

en?

impe

rativ

e;m

ind

+ in

g;

mod

al m

ay;

•Ri

sing

into

natio

n fo

r pol

itene

ssAw

aren

ess o

f reg

ister

and

abi

lity t

o ch

ange

regi

ster

in

form

al si

tuat

ions

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

seek

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.1

8 g

ive vi

ews a

nd o

pini

ons;

In m

y opi

nion

...As

I se

e it.

..Sw

imm

ing

is go

od fo

r you

bec

ause

...

stat

emen

ts a

nd n

egat

ives u

sing

•ge

rund

s;St

ress

falls

on

the

impo

rtant

wor

dor

info

rmat

ion.

Abilit

y to

intro

duce

a to

pic

Awar

enes

s of i

mpo

rtanc

e of

stre

ss to

con

vey

info

rmat

ion,

feel

ings

and

opi

nion

s

E3.1

9 e

xpla

in a

nd g

ive re

ason

s;I d

idn'

t see

him

bec

ause

I ha

d to

leav

e ea

rly.

I hav

en't

done

the

hom

ewor

k be

caus

e I w

asto

o bu

sy.

mod

al 'h

ave

to' i

n sim

ple

past

;pr

esen

t per

fect

;

E3.2

0 e

xpre

ss o

pini

ons a

bout

futu

re p

ossib

ilitie

s;I t

hink

I'll

pass

.I'll

pro

babl

y pas

s.I m

ight

/may

pas

s.

futu

re si

mpl

e;

mod

al m

ight

/may

;

E3.2

1 e

xpre

ss fe

elin

gs, l

ikes a

nd d

islike

s;I e

njoy

...in

g.I c

an't

stan

d ...

ing.

verb

s + g

erun

d;

E3.2

2 sh

ow c

ontra

st, c

ause

, rea

son,

pur

pose

;Th

e ex

am w

asn'

t ver

y diff

icult

so I

pass

ed.

Alth

ough

the

job'

s int

eres

ting,

it d

oesn

't pa

y wel

l.I w

ent t

o ge

t som

e co

ffee

beca

use

I was

reso

llyth

irsty.

conj

unct

ions

e.g

. how

ever

/alth

ough

/so;

claus

es o

f rea

son.

Abilit

y to

indi

cate

rela

tions

hip

betw

een

idea

s–

caus

ality

–co

ntra

st–

resu

lt–

purp

ose

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

com

mun

icat

e id

eas

and

opin

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.2

3 a

sk a

bout

peo

ple’s

feel

ings

, opi

nion

s,in

tere

sts,

wish

es, h

opes

;W

hat's

your

opi

nion

of.

.?Ho

w do

you

feel

abo

ut..

?

Risin

g in

tona

tion

for

polit

enes

ssAb

ility t

o ac

know

ledg

e ot

her s

peak

ers a

ndab

ility i

n tu

rn-g

iving

E3.2

4 a

polo

gise

in fo

rmal

and

info

rmal

situa

tions

.I f

eel t

errib

le th

at...

I'm so

rry, m

y fau

lt.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

com

mun

icate

idea

s an

d op

inio

ns.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.2

5 re

rspo

nd to

requ

ests

for p

erso

nal d

etai

ls;Ho

w lo

ng h

ave

you

been

mar

ried?

– 8

year

s.

Stat

emen

ts a

nd n

egat

ives a

nd sh

ort f

orm

s usin

ggr

amm

ar fr

om E

3.1

and

E3.2

4.Fa

lling

into

natio

n on

com

plet

e,de

finite

stat

emen

t

E3.2

6 c

onfir

m in

form

atio

n;Yo

u ha

ve w

orke

d in

a g

arag

e be

fore

, hav

en't

you?

– Ye

s I h

ave.

use

all f

unct

ions

in E

3.1

to E

3.24

.

The

voice

falls

on

mai

n cla

use

and

rises

on

the

ques

tion

tag.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

sta

tem

ents

, que

stio

ns a

nd re

ques

ts.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.2

7 re

spon

d to

sugg

estio

ns;

Why

don

't yo

u go

to...

?–

Yes,

I'll d

o th

at, t

hank

s.–

Wel

l, m

aybe

.–

No,

I'd

rath

er n

ot b

ecau

se...

E3.2

8 re

spon

d to

adv

ice.

You

shou

ld se

e th

e ca

reer

s adv

isor.

– Ye

s, I s

uppo

se yo

u're

righ

t.–

I've

alre

ady b

een.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

sta

tem

ents

, que

stio

ns a

nd re

ques

ts.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.2

9 re

ques

ts fo

r dire

ctio

ns;

Coul

d yo

u te

ll m

e th

e wa

y to.

..?–

If yo

u go

stra

ight

on

you'

ll se

e it

on th

e rig

ht.

first

con

ditio

nal s

ente

nce;

if +

pres

ent s

impl

e, fu

ture

sim

ple.

E3.3

0 re

ques

t for

an

expl

anat

ion;

Wha

t doe

s.....

.mea

n?–

If yo

u lo

ok in

the

dict

iona

ry yo

u'll

find

the

mea

ning

.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

requ

ests

for e

xpla

natio

ns a

nd in

stru

ctio

ns.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

:

E3.3

2 su

gges

t act

ion

with

oth

er p

eopl

e;Le

t's...

Shal

l we.

..?W

hy d

on't

we...

?

ques

tion

form

s usin

g•

nega

tive

simpl

e pr

esen

t;•

futu

re si

mpl

e wi

th sh

all;

Into

natio

n fo

r sta

tem

ents

and

ques

tions

as i

n 1.

1 an

d 1.

2Aw

aren

ess o

f non

-ver

bal s

igna

lling

that

hel

psin

tera

ctio

n be

twee

n sp

eake

rs, e

.g. s

hrug

ging

or

sayin

g ‘a

ha’,

‘mm

h’ to

show

und

erst

andi

ng a

ndac

know

ledg

e ot

her s

peak

ers

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l;

E3.3

3 a

sk fo

r and

mak

e su

gges

tions

and

give

advic

e;Yo

u sh

ould

...W

hy d

on't

you.

..I w

ould

n't..

.Sh

ould

I? W

hat s

houl

d I d

o...?

stat

emen

ts, q

uest

ions

and

neg

ative

s usin

g•

mod

al ‘s

houl

d’;

•co

nditi

onal

‘wou

ld’;

•m

odal

‘mus

t’ –

nega

tive.

Awar

enes

s of i

mpo

rtanc

e of

regi

ster

to c

onve

yat

titud

es, r

elat

ions

hip

betw

een

spea

kers

,fo

rmal

ity o

f situ

atio

n

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

a fa

milia

r situ

atio

n:To

sha

re in

form

atio

n, id

eas

and

opin

ions

.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.3

1 re

spon

d to

requ

ests

for i

nstru

ctio

ns.

How

do yo

u do

this?

– Fi

rst y

ou sh

ould

take

off.

.. th

en p

ut it

on.

..–

You

mus

tn't.

..

com

man

ds u

sing

•im

pera

tive

and

nega

tive

impe

rativ

e;•

com

mon

phr

asal

verb

s;•

mod

al sh

ould

;•

nega

tive

mus

t.

Stre

ss fa

lls o

n se

quen

ce m

arke

rsan

d ot

her i

mpo

rtant

wor

ds in

the

sent

ence

.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

requ

ests

for e

xpla

natio

ns a

nd in

stru

ctio

ns.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3.3

4 p

raise

and

com

plim

ent o

ther

s;Yo

u lo

ok g

reat

!W

hat a

goo

d id

ea!

Stre

ss fa

lls o

n im

porta

nt w

ords

or

info

rmat

ion

in th

e se

nten

ce.

Awar

enes

s of i

mpo

rtanc

e of

into

natio

n an

dst

ress

to c

onve

y inf

orm

atio

n, fe

elin

gs a

ndop

inio

ns

E3.3

5 c

ompl

ain;

I'm n

ot h

appy

abo

ut...

I'd li

ke to

com

plai

n ab

out..

.

E3.3

6 w

arn

and

proh

ibit;

You

mus

tn't

touc

h th

at, it

's ve

ry h

ot.

E3.3

7 ta

ke le

ave.

Have

a g

ood

week

end!

It wa

s nice

to se

e yo

u.

Clos

ing

a co

nver

satio

n

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

a fa

milia

r situ

atio

n:To

sha

re in

form

atio

n, id

eas

and

opin

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

E3. 3

8 g

reet

;Di

d yo

u ha

ve a

goo

d ho

liday

?Aw

aren

ess o

f int

erlo

cuto

r’s e

xpec

tatio

ns a

ndso

cial c

onve

ntio

ns

Abilit

y to

open

a c

onve

rsat

ion

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l;

E3.3

9 c

heck

bac

k an

d as

k fo

r con

firm

atio

n;Th

at's

right

isn'

t it?

You

do li

ke it

, don

't yo

u?

ques

tion

tags

with

all

tens

es c

over

ed;

The

voice

falls

on

mai

n cla

use

and

rises

on

the

ques

tion

tag.

E3.4

0 a

sk a

bout

pos

sess

ion;

Is th

is yo

urs?

Is th

is Ah

med

's ba

g?

ques

tions

usin

g •

poss

essiv

es;

•po

sses

sive

pron

ouns

;

Risin

g in

tona

tion

for q

uest

ions

towh

ich th

e an

swer

is 'y

es' o

r 'no

'

E3.4

1 p

ersu

ade;

Mus

t you

go?

Are

you

sure

...?

mod

al m

ust.

E3.4

2 a

sk fo

r cla

rifica

tion

and

expl

anat

ion.

Wha

t doe

s Xm

ean?

How

do yo

u sp

ell X

?

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

a fa

milia

r situ

atio

n:To

see

k in

form

atio

n an

d op

inio

ns.




1. At home:





• use self-access English learning materials (books and tapes) at home for extra practice or revision, and

consult their teacher about appropriate materials.


• Rehearse what they are going to say before dialling, think about possible questions and answers.

• Write down what you want to say, or main points, before dialling.

3. Try to watch TV/listen to the radio/read newspapers, magazines and books in English every day, if only for a

short time. Use teletext to reinforce comprehension. Ask English-speaking friends or relatives to explain

words, phrases they do not understand or look words up in a dictionary. Use a bilingual or English students’

dictionary to look words up they do not know.

4. Play board games (e.g. Scrabble, Monopoly) or language games (e.g. I Spy, 20 Questions) with English-

speaking friends or relatives.

5. Think of ways in which they can meet English speaking people and use English as the medium of

communication – join an adult education class, a club or a committee (e.g. PTA, Local Residents’

Association), a trade union. Voluntary work can give useful opportunities – help in their children’s school

or contact the local Volunteer Bureau.

6. Join the local library. If they have children, read with them, ask them to read as well as reading

to them.

56 Speaking –Level 1 Draft

Speaking – Level 1


• listen and respond to spoken language, including information and narratives, and follow explanations and

instructions of varying length, adapting response to speaker, medium and context;

• speak to communicate information, ideas and opinions, adapting speech and content to take account of the

listener(s) and medium;

• engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant

contributions that respond to what others say and produce a shared understanding about different topics.


• listen for and identify relevant information from explanations and presentations on a range of straightforward

topics;

• listen for and understand explanations, instructions and narratives on different topics in a range of contexts;

• use strategies to clarify and confirm understanding (such as facial expressions, body language and verbal prompts);

• provide feedback and confirmation when listening to others;

• make contributions relevant to the situation and subject;

• speak clearly in a way which suits the situation;


• respond to questions on a range of topics;

• express clearly statements of fact, explanations, instructions, accounts and descriptions;

• present information and ideas in a logical sequence and include detail and develop ideas where appropriate;

• follow and contribute to discussions on a range of straightforward topics;

• respect the turn-taking rights of others during discussions;

• use appropriate phrases for interruption.


• Students can expect a little support in terms of repetition and re-phrasing. Speech is to be delivered at normal speed

and students should be able to cope with a range of distractors, e.g. background noises, music, interruptions.

• Students should have the opportunity to hear a variety of accents and varieties of English.

• Students’ use of English may reflect the variety commonly spoken in their community, rather than Standard



• A variety of media (video, taped audio cassette), students and helpers may be used to deliver the material.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not be

underestimated.

• The need for and degree of accuracy should be determined by the purpose of the speech act and appropriateness

to the situation.

• Any tasks which students are given to perform should aim to develop and test their spoken skills, rather than

their reading or writing. As some students, even at this level, may have basic literacy skills, activities should be

devised which can be performed orally and/or in writing, where possible or appropriate.


The Component skills column is not a prescriptive list of functions, but a set of example functions. Under

Grammar, the key aspect of sentence structure at this level is constructing compound sentences and the developing

use of a range of subordinate clauses. Under Phonology, difficulties with specific sounds need to be addressed

according to student need. Discourse skills and cross-cultural features of communication are to be practised in

any context within the level. Examples are given of potential cross-cultural differences, but these are neither

prescriptive nor exhaustive.

Draft Speaking – Level 1 57

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.1

give

per

sona

l inf

orm

atio

n;I h

ave/

I've

been

lear

ning

Eng

lish

for 4

year

s.Sh

e ha

s/'s

been

wor

king

in K

ings

ton

but s

tudy

ing

in H

ouns

low.

I was

bro

ught

up

in th

e Ph

ilippi

nes b

y my u

ncle

.

stat

emen

ts, n

egat

ives a

nd sh

ort f

orm

s usin

g•

pres

ent p

erfe

ct c

ontin

uous

;•

focu

sing

on a

ctivi

ty/u

ncom

plet

ed a

ct;

•pa

ssive

: pas

t sim

ple;

•ph

rasa

l ver

bs;

Fallin

g in

tona

tion

on c

ompl

ete,

defin

ite st

atem

ent

Stre

ss-ti

med

sent

ence

rhyt

hm

L1.2

int

rodu

ce o

ther

s;I'd

like

to in

trodu

ce yo

u to

my..

.Do

you

know

eac

h ot

her?

Ann

a m

eet

Rash

ed, R

ashe

d m

eet A

nna.

woul

d lik

e +

info

;El

ision

Unst

ress

ed vo

wel/s

chwa

Abilit

y to

open

a c

onve

rsat

ion

and

resp

ond

appr

opria

tely

to in

terlo

cuto

r

L1.3

des

crib

e se

lf/ot

hers

;Th

e ni

cest

per

son

in m

y offi

ce is

Jan

e, th

em

anag

er's

PA.

A m

an w

earin

g da

rk g

lass

es a

nd tr

aine

rs ra

nac

ross

the

road

.

noun

phr

ases

(as s

ubje

ct o

r obj

ect o

f the

verb

);ad

ject

ival p

hras

es;

Stre

ss fa

lls o

n im

porta

nt w

ords

inth

e se

nten

ce.

Risin

g in

tona

tion

on su

bord

inat

ecla

uses

to sh

ow th

e na

rrativ

eco

ntin

ues

Abilit

y to

use

appr

opria

te la

ngua

ge fo

r top

ic

L1.4

des

crib

e pl

aces

and

thin

gs;

I nee

d a

cros

s bol

t – it

's m

ade

of m

etal

and

it’s

got

a cir

cula

r nut

atta

ched

to th

e en

d.Ku

ala

Lum

pur h

as g

rown

eno

rmou

sly in

the

last

deca

de.

verb

s + p

repo

sitio

ns

pres

ent p

erfe

ct -

pres

ent r

esul

t of p

ast a

ctio

n

Awar

enes

s of i

nter

locu

tors

' bac

kgro

und

know

ledg

e

Abilit

y to

fill i

n ba

ckgr

ound

info

rmat

ion

L1.5

def

ine;

Baro

met

ers a

re in

strum

ents

which

mea

sure

pre

ssur

e.Th

ey a

re u

sed

to m

easu

re p

ress

ure.

They

are

use

d fo

r mea

surin

g...

defin

ing

rela

tive

claus

e;cla

uses

of p

urpo

se, r

easo

n;pa

ssive

+ to

+ in

f +

for +

ger

und.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

info

rmat

ion.

58 Speaking – Level 1 Draft

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.6

nar

rate

eve

nts i

n th

e pa

st;

Sanj

it's l

eg w

as in

pla

ster

. He

had

brok

en it

the

day b

efor

e wh

ile p

layin

g ho

ckey

.As

he

walke

d ho

me,

feel

ing

tired

and

col

d, it

bega

n to

rain

. Th

e we

athe

r was

awf

ul. S

udde

nly,

the

sun.

.....

past

per

fect

;ad

verb

ial p

hras

es (t

ime,

man

ner);

adje

ctiva

l phr

ases

;us

e of

arti

cles;

Abilit

y to

stru

ctur

e a

stor

ya.

Intro

duce

a to

pic.

b.De

velo

p th

e to

pic.

c.Co

nclu

de sa

tisfa

ctor

ily.

Disc

ussio

n on

diff

eren

t cul

tura

l con

vent

ions

for

stru

ctur

ing

info

rmat

ion

and

narra

tives

,di

ffere

nces

in e

xpec

tatio

ns.

Abilit

y to

sequ

ence

and

refe

r bac

k us

ing

cohe

sive

devic

es.

L1.7

des

crib

e a

simpl

e pr

oces

s;Fi

rst y

ou p

ut th

e co

usco

us in

a p

an a

nd st

eam

it.

Afte

r abo

ut 1

0 m

inut

es...

Brea

d is

mad

e fro

m fl

our.

Firs

t, th

e flo

ur is

mixe

dwi

th w

ater

and

yeas

t and

then

...

pres

ent s

impl

e;se

quen

cing

adve

rbs a

nd c

onju

nctio

ns;

pres

ent s

impl

e pa

ssive

;

L1.8

com

pare

peo

ple,

pla

ces,

thin

gs;

Peop

le h

ere

drive

muc

h fa

ster

and

with

a lo

t les

sca

re th

an in

my c

ount

ry.Du

ring

the

War

, life

was

a lo

t har

der t

han

it is

now.

com

para

tive

adve

rbs a

nd a

djec

tive

+ fe

wer +

less

;co

unta

ble/

unco

unta

ble

noun

s;

Abilit

y to

refe

r to

shar

ed k

nowl

edge

Disc

ussio

n on

cul

tura

l diff

eren

ces

L1.9

cla

ssify

;M

ango

es a

re ty

pes o

f fru

it.Th

ere

are

man

y var

ietie

s in

Indi

a.Th

e m

ajor

ity o

f Ind

ian

wom

en w

ear s

aris.

L1.1

0 g

ener

alise

;So

me

spor

ts a

re d

ange

rous

, for

exa

mpl

e m

otor

racin

g.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.1

1 g

ive e

xam

ples;

I like

lots

of d

iffer

ent k

inds

of p

rogr

amm

es, n

ews,

soap

ope

ras,

docu

men

tarie

s...

The

voice

rise

s on

each

item

of

the

list,

until

the

final

one

, whe

reit

falls

.

L1.1

2 e

xpre

ss o

blig

atio

n +

reas

ons;

I oug

ht to

go

to th

e CA

B be

caus

e I’v

e go

t apr

oble

m w

ith m

y hou

sing

bene

fit.

mod

al o

ught

+ in

f;

L1.1

3 e

xpre

ss a

bsen

ce o

f obl

igat

ion;

You

don'

t hav

e to

regi

ster

now

.Yo

u ne

edn'

t wor

ry.

nega

tive

mod

als n

eed

have

to;

L1.1

4 re

port

info

rmat

ion.

She

said

she

woul

d he

lp m

e.W

e to

ld th

em to

com

e at

4.3

0pm

.He

ask

ed m

e if/

whet

her I

cou

ld ty

pe.

repo

rted

spee

ch;

usin

g a

rang

e of

tens

es a

nd in

finiti

ve;

repo

rted

ques

tions

;

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

prov

ide

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.1

5 a

sk fo

r per

sona

l inf

orm

atio

n;W

hat h

ave

you

been

up

to la

tely?

Wha

t hav

e yo

u be

en d

oing

sinc

e Ju

ly?W

here

wer

e yo

u br

ough

t up?

ques

tions

usin

g•

pres

ent p

erfe

ct;

•pr

esen

t per

fect

con

tinuo

us;

•pa

st si

mpl

e pa

ssive

;•

phra

sal v

erbs

;

Risin

g in

tona

tion

for q

uest

ions

inge

nera

l, an

d in

par

ticul

ar th

ose

towh

ich th

e an

swer

is 'y

es' o

r 'no

'.Fa

lling

into

natio

n of

ten

foun

dwi

th w

hqu

estio

ns.

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

inco

nvey

ing

mea

ning

, e.g

. for

pol

itene

ss, t

oco

nvey

the

form

ality

of s

ituat

ions

, rel

atio

nshi

pbe

twee

n sp

eake

rs

L1.1

6 in

trodu

ce p

eopl

e;Ha

ve yo

u be

en in

trodu

ced?

Wou

ld yo

u lik

e to

mee

t an

old

frien

d of

min

e?

Risin

g in

tona

tion

for p

olite

ness

L1.1

7 a

sk fo

r des

crip

tions

of p

eopl

e;Do

you

know

wha

t he

look

s like

?W

ould

you

be a

ble

to d

escr

ibe

her t

o m

e?

embe

dded

que

stio

ns;

L1.1

8 a

sk fo

r des

crip

tions

of t

hing

s, pl

aces

;W

hat's

it m

ade

of? W

ould

you

be a

ble

tode

scrib

e it?

pres

ent s

impl

e pa

ssive

;

L1.1

9 m

ake

com

para

tive

ques

tions

;Ho

w di

ffere

nt a

re th

ings

in th

is co

untry

?Ha

ve th

ings

cha

nged

a lo

t sin

ce...

?

pres

ent s

impl

e;

L1.2

0 a

sk a

bout

pas

t eve

nts;

Wou

ld yo

u m

ind

tellin

g us

wha

t hap

pene

d?Co

uld

you

desc

ribe

the

accid

ent?

mod

als

woul

d co

uld.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

seek

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.2

1 a

sk a

bout

pro

cess

es;

Wha

t hap

pens

?Ho

w do

es it

wor

k?Ho

w is

it or

gani

sed?

L1.2

2 a

sk fo

r def

initi

ons;

How

do yo

u de

fine

X?Ho

w wo

uld

you

defin

e X?

L1.2

3 m

ake

requ

ests

in in

form

al a

nd fo

rmal

situa

tions

; ask

for s

omet

hing

;Yo

u do

n't m

ind

if I u

se yo

ur p

en, d

o yo

u?Le

nd u

s a fi

ver?

Coul

d I p

ossib

ly sp

eak

to th

e Pr

incip

al?

ask

som

eone

to d

o so

met

hing

for y

ou;

Do yo

u m

ind

pass

ing

me

my b

ook?

Mov

e ov

er!

I'd b

e m

ost g

rate

ful i

f you

wou

ld se

nd m

e a

leaf

let.

ask

for p

erm

issio

n.Is

it al

right

if I

leav

e no

w?Co

uld

I pos

sibly

use

your

tele

phon

e?M

ight

I ha

ve th

e da

y off

on T

uesd

ay?

ques

tions

tags

;

mod

al m

ight

.

Risin

g in

tona

tion

on th

e ta

g if

the

spea

ker i

s ask

ing

for c

onfir

mat

ion

Fallin

g in

tona

tion

on th

e ta

g if

the

spea

ker i

s cer

tain

the

inte

rlocu

tor w

ill ag

ree

Awar

enes

s of i

nton

atio

n an

d re

gist

er a

nd a

bilit

yto

cha

nge

regi

ster

acc

ordi

ng to

situ

atio

n

Disc

ussio

n on

the

use

of in

tona

tion,

'you

','p

leas

e' a

nd m

odal

verb

s, co

mpa

ring

with

oth

erla

ngua

ges a

nd c

ultu

ral c

onve

ntio

ns in

term

s of

polit

enes

s

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

seek

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.2

4 g

ive vi

ews a

nd o

pini

ons;

I hon

estly

bel

ieve

in...

I res

olly

feel

that

...In

my v

iew.

..

adve

rbs a

nd in

tens

ifier

s;St

ress

falls

on

the

impo

rtant

wor

dor

phr

ase.

Abilit

y to

intro

duce

and

con

trol a

topi

c

Awar

enes

s of t

he im

porta

nce

of st

ress

toco

nvey

info

rmat

ion,

feel

ings

and

opi

nion

s

L1.2

5 h

ypot

hesis

e;If

I pas

sed

the

exam

s I'd

/I wo

uld

go to

col

lege

.2n

d co

nditi

onal

;

L1.2

6 e

xpla

in a

nd g

ive re

ason

s;Th

e re

ason

I di

dn't

com

e wa

s I w

as il

l.Th

is is

caus

ed b

y an

elec

trica

l pro

blem

.

L1.2

7 e

xpre

ss fe

elin

g, li

kes a

nd d

islike

s;W

e're

/We

are

hopi

ng to

em

ploy

mor

e st

aff i

n th

ene

ar fu

ture

.If

only

we h

ad m

ore

mon

ey.

L1.2

8 sh

ow c

ontra

st, r

easo

n, p

urpo

se,

cons

eque

nce,

resu

lt;Al

thou

gh it

's ra

inin

g, it

's no

t col

d.I w

as la

te a

gain

bec

ause

of t

he w

eath

er.

She'

s goi

ng to

the

gym

to lo

se w

eigh

t.He

's go

ing

to b

e la

te, s

o I t

hink

we

shou

ld st

art

with

out h

im.

adve

rbs a

nd c

onju

nctio

ns in

ora

l nar

rativ

es, j

oini

ngcla

uses

and

sent

ence

s;Ab

ility t

o in

dica

te re

latio

nshi

p be

twee

n id

eas:

–ca

usal

ity–

cont

rast

–re

sult

L1.2

9 a

sk a

bout

peo

ple'

s fee

lings

, opi

nion

s,in

tere

sts,

wish

es, h

opes

.W

here

do

you

stan

d on

...?

Abilit

y to

ackn

owle

dgin

g ot

her s

peak

ers a

ndab

ility i

n tu

rn-g

iving

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

com

mun

icat

e id

eas

and

opin

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

know

func

tions

from

L1.

1 to

L1.

29 e

.g. r

eque

sts

for p

erso

nal i

nfor

mat

ion;

Wha

t hav

e yo

u be

en d

oing

sinc

e I s

aw yo

u?–

Wor

king.

stat

emen

ts, n

egat

ive a

nd sh

ort f

orm

s usin

ggr

amm

ar in

1.1

to 1

.29.

Fallin

g in

tona

tion

on c

ompl

ete,

defin

ite st

atem

ent

L1.3

0 c

onfir

m;

Have

you

got t

hat?

– Ye

s, I h

ave,

than

ks.

L1.3

1 g

ive su

gges

tions

and

adv

ice;

If I w

ere

you

I'd g

o an

d sp

eak

to th

e sh

opst

ewar

d.–

Reso

lly?

– Do

you

reso

lly th

ink

so?

Risin

g in

tona

tion

expr

essin

gun

certa

inty

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

que

stio

ns, r

eque

sts,

info

rmat

ion

and

narr

ativ

es.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.32

res

pond

to re

ques

ts fo

r exp

lanat

ions

;I h

ope

you

don'

t min

d m

y ask

ing

but I

miss

ed th

ecla

ss la

st we

ek a

nd w

onde

red

if yo

u co

uld

expl

ainwh

at I'm

supp

osed

to d

o...

–N

o, th

at's

OK.

Wel

l, we

have

to w

rite

a re

port

on...

and

then

we

are

supp

osed

to a

nswe

r the

ques

tions

on

page

...

Stre

ss fa

lls o

n th

e se

quen

cem

arke

rs a

nd o

ther

impo

rtant

word

s in

the

sent

ence

.

L1.3

3 re

spon

d to

requ

ests

for i

nstru

ctio

ns;

Coul

d yo

u gi

ve m

e a

hand

with

thes

e, I'

m n

otsu

re w

hat t

o do

.–

Wel

l, fir

st yo

u ha

ve to

che

ck th

e fu

ses t

o se

e if

they

are

wor

king.

Afte

r tha

t...

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

requ

ests

for e

xpla

natio

ns a

nd in

stru

ctio

ns.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l;

L1.3

4 m

ake

reco

mm

enda

tions

;If

I wer

e yo

u I'd

spea

k to

him

abo

ut it

. I'd

buy

the

othe

r glo

ves,

they

're w

arm

er.

Into

natio

n fo

r sta

tem

ents

and

ques

tions

as i

n L1

.1 to

L1.

33.

Awar

enes

s of n

on-v

erba

l sig

nallin

g th

at h

elps

inte

r-ac

tion

betw

een

spea

kers

, e.g

. shr

uggi

ng o

r say

ing

'aha

', 'm

mh'

to sh

ow u

nder

stan

ding

and

ack

now-

ledg

e ot

her s

peak

er, c

ontra

stin

g wi

th c

onve

ntio

nsin

oth

er c

ultu

res,

inclu

ding

bod

y lan

guag

e

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

fam

iliar a

nd u

nfam

iliar s

ituat

ions

:To

shar

e in

form

atio

n, id

eas

and

opin

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L1.3

5 m

ake

sugg

estio

ns a

nd g

ive a

dvice

;Yo

u ou

ght t

o go

to th

e de

ntist

.It

woul

d he

lp yo

ur to

otha

che.

L1.3

6 p

raise

and

com

plim

ent;

I res

olly

enjo

yed

that

talk.

It wa

s ver

y use

ful.

You

mus

t fee

l ver

y pro

ud o

f him

.

Stre

ss fa

lls o

n th

e im

porta

ntwo

rds i

n th

e se

nten

ce.

Awar

enes

s of i

nter

locu

tors

' exp

ecta

tions

and

socia

l con

vent

ions

L1.3

7 c

ompl

ain;

I am

reso

lly a

ngry

abo

ut th

e de

lay!

L1.3

8 w

arn;

If yo

u do

n't p

ay fo

r a ti

cket

you

mig

ht g

et a

fine

.

L1.3

9 ta

ke le

ave.

Wel

l, ta

ke c

are.

Hope

to se

e yo

u so

on.

Clos

ing

a co

nver

satio

n, d

iscus

sion

of fo

rmul

aic

expr

essio

ns, c

ompa

ring

othe

r cul

tura

lco

nven

tions

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

fam

iliar a

nd u

nfam

iliar s

ituat

ions

:To

shar

e in

form

atio

n, id

eas

and

opin

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l;

L1.4

0 c

heck

bac

k;So

rry, I

did

n't c

atch

that

. Cou

ld yo

u re

peat

it,

plea

se?

Risin

g in

tona

tion

to a

sk fo

rco

nfirm

atio

n

L1.4

1 a

sk fo

r con

firm

atio

n.Ha

ve yo

u go

t tha

t?

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

fam

iliar a

nd u

nfam

iliar s

ituat

ions

:To

seek

info

rmat

ion,

idea

s an

d op

inio

ns.



Students should be encouraged to try the following.

1. At home





• use self-access English learning materials (books, computer software and tapes) outside the classroom

for extra practice or revision and consult their teacher about appropriate materials.


• rehearse what they are going to say before dialling, if it is a difficult situation, e.g. complaining.

3. Try to read as widely as possible – books, magazines and newspapers. Borrow audio books from the local

library and either just listen or read and listen simultaneously if they can get the written text too. Use a

bilingual or English students’ dictionary to look words up they do not know.

4. Try to watch TV/listen to the radio, if only for a short time. Use teletext to reinforce comprehension. Ask

English-speaking friends or relatives to explain words, phrases they do not understand.





Association), a trade union. Voluntary work can give useful opportunities – help in their children’s school or

contact the local Volunteer Bureau.

7. If they have children, read with them, ask them to read as well as reading to them.


Speaking – Level 2


• listen and respond to spoken language, including extended information and narratives, and follow detailed

explanations and multi-step instructions of varying length, adapting response to speaker, medium and context;

• speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech

and content to take account of the listener(s), medium, purpose and situation;

• engage in discussion with one or more people in a variety of different situations, making clear and effective

contributions that produce outcomes appropriate to purpose and topic.


• listen for and identify relevant information from extended explanations or presentations on a range of topics;

• listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in a

range of contexts;

• speak clearly and confidently in a way which suits the situation;

• respond to detailed or extended questions on a range of topics;

• respond to criticism and criticise constructively;

• make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts;

• express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate structure,

style and vocabulary;

• present information and ideas in a logical sequence and provide further details and development to clarify or

confirm understanding;

• make relevant contributions and help to move discussions forward;

• adapt contributions to discussions to suit audience, context, purpose and situation;

• use appropriate phrases for interruption and change of topic;

• support opinions and arguments with evidence.


• Students should be able to cope with distractors, such as background noise, music, interruptions and speech

delivered at normal speed or faster.

• Students should have the opportunity to hear a wide variety of accents and varieties of English.

• Students’ use of English may reflect the variety commonly spoken in their community, rather than Standard




• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should not be

underestimated.

• Any tasks which students are given to perform should aim to develop and test their spoken skills, rather than

their reading or writing.

• The need for and degree of accuracy should be determined by the purpose of the speech act and appropriateness

to the situation.


The Component skills column gives not a prescriptive list of functions, but a set of example functions. Under

Grammar, key sentence structures at this level are simple and compound sentences use of a varied range of

subordinate clauses and participle phrases. Under Phonology, pronunciation difficulties are to be addressed

according to student need. Discourse skills and cross-cultural features of communication are to be practised in

any context within the level. Examples are given of potential cross-cultural differences are neither prescriptive nor

exhaustive.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.1

give

per

sona

l inf

orm

atio

n;I s

tarte

d te

achi

ng in

197

9 an

d wo

rked

as a

Mod

ern

Lang

uage

s tea

cher

in se

cond

ary s

choo

lfo

r 8 ye

ars b

ut w

hen

I sta

rted

a fa

mily

I to

ok a

care

er b

reak

. Af

ter m

y you

nges

t sta

rted

prim

ary s

choo

l I w

ent

back

to te

achi

ng.

I live

in L

uton

at t

he m

omen

t.W

hen

I was

youn

g, I'

d wa

lk to

scho

ol w

ith m

ysis

ter.

stat

emen

ts, n

egat

ives a

nd sh

ort f

orm

s usin

g a

rang

e of

tens

es, s

truct

ures

, voc

abul

ary a

nd id

iom

s;va

ryin

g th

e re

gist

er a

ccor

ding

to th

e sit

uatio

n an

dif

requ

ired

prod

ucin

g ex

tend

ed, c

onne

cted

narra

tive

usin

g su

bord

inat

e cla

uses

;pr

esen

t sim

ple,

tem

pora

ry st

ates

;m

odal

wou

ld e

xpre

ssin

g ha

bit i

n th

e pa

st;

Fallin

g in

tona

tion

on c

ompl

ete,

defin

ite st

atem

ent

Stre

ss-ti

med

sent

ence

rhyt

hm

Abilit

y to

stru

ctur

e in

form

atio

n ap

prop

riate

ly

Disc

ussio

n of

cul

tura

l con

vent

ions

, exp

ecta

tions

rela

ting

to th

e or

derin

g of

info

rmat

ion

L2.2

des

crib

e se

lf/ot

hers

;He

's an

ext

rem

ely n

ice m

an. H

e lo

oks j

ust l

ikehi

s bro

ther

.He

rem

inds

me

of m

y cou

sin w

ho a

lso...

She'

s one

of t

he fr

iend

liest

peo

ple

I kno

wW

hen

I thi

nk o

f her

, I p

ictur

e he

r...

inte

nsifi

ers;

collo

quia

lism

s & id

iom

s;no

un a

nd a

djec

tival

phr

ases

and

subo

rdin

ate

claus

es a

s app

ropr

iate

;

Elisi

on

Unst

ress

ed vo

wel/s

chwa

L2.3

give

gen

eral

and

spec

ific

desc

riptio

ns o

fth

ings

, and

pla

ces;

Shop

ping

cen

tres i

n th

e UK

can

get

very

crow

ded

and

hect

ic.I'v

e lo

st m

y the

rmos

– it

's a

blac

k, m

etal

one

with

a gr

een

plas

tic c

up a

nd d

etac

habl

e ba

se. I

t has

ala

bel w

ith m

y nam

e at

tach

ed to

it.

use

of a

djec

tives

, idi

omat

ic us

age;

adje

ctiva

l phr

ases

and

subo

rdin

ate

claus

es a

sap

prop

riate

;us

e of

pro

noun

s.

Stre

ss fa

lls o

n im

porta

nt w

ords

inth

e se

nten

ce.

Risin

g in

tona

tion

on su

bord

inat

ecla

uses

to sh

ow th

e na

rrativ

eco

ntin

ues

Abilit

y to

use

appr

opria

te la

ngua

ge fo

r top

ic

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

stat

e an

d pr

ovid

e in

form

atio

n.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.4

gen

eral

ise a

nd c

ompa

re/c

ontra

st;

Life

in B

ritai

n an

d in

my c

ount

ry h

ave

seve

ral

thin

gs in

com

mon

. The

y bot

h ha

ve la

rge

ports

as w

ell a

s... T

hey d

iffer

in va

rious

way

s. As

you

know

, afte

r 199

5 th

ings

cha

nged

a lo

t.

noun

cla

uses

and

subo

rdin

ate

claus

es a

sap

prop

riate

;Aw

aren

ess o

f int

erlo

cuto

rs' b

ackg

roun

dkn

owle

dge

Abilit

y to

fill i

n ba

ckgr

ound

info

rmat

ion

Abilit

y to

refe

r to

shar

ed k

nowl

edge

L2.5

nar

rate

;...

and

ther

e we

are

, wai

ting

for h

er a

t the

airp

ort

and

we se

e he

r com

e th

roug

h, h

oldi

ng a

bab

y in

her a

rms !

I par

ked

here

and

then

trie

d to

put

a 2

0p c

oin

inth

e m

eter

but

it w

as ja

mm

ed, s

o I l

eft a

not

e,ex

plai

ning

wha

t had

hap

pene

d. W

hen

I got

bac

kI'd

bee

n fin

ed.

dram

atic

pres

ent;

a ra

nge

of p

ast t

ense

s and

sequ

encin

g ad

verb

san

d co

njun

ctio

ns, s

ubor

dina

te c

laus

es a

sap

prop

riate

;

Abilit

y to

stru

ctur

e a

stor

y•

Intro

duce

a to

pic

•De

velo

p th

e to

pic

•Co

nclu

de sa

tisfa

ctor

ily

Abilit

y to

sequ

ence

and

refe

r bac

k us

ing

cohe

sive

devic

es.

L2.6

des

crib

e a

com

plex

pro

cess

;O

n ar

rival

, new

boo

ks a

re so

rted

acco

rdin

g to

auth

or. T

hey a

re th

en c

atal

ogue

d an

d ta

gged

.If

any a

re d

amag

ed...

Whe

n pa

tient

s are

adm

itted

they

are

ask

ed to

go to

the

mai

n en

tranc

e.

pres

ent s

impl

e –

pass

ive;

sequ

encin

g ad

verb

s and

con

junc

tions

;

L2.7

def

ine

with

in e

xpla

natio

ns;

Milk

whi

ch c

onta

ins c

hem

icals

is da

nger

ous

beca

use

it co

ntai

ns h

arm

ful t

oxin

s.

defin

ing

rela

tive

claus

e an

d cla

uses

of r

easo

n,ef

fect

, pur

pose

as a

ppro

pria

te.

Abilit

y to

indi

cate

rela

tions

hip

betw

een

idea

s:–

caus

ality

–co

ntra

st–

resu

lt–

purp

ose

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

stat

e an

d pr

ovid

e in

form

atio

n.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.8

cla

ssify

;Fl

ower

ing

plan

ts a

re c

lass

ified

into

two

larg

egr

oups

.

L2.9

give

exa

mpl

es;

The

first

is...

which

con

tain

s the

follo

wing

type

sof

flow

ers.

Anot

her e

xam

ple

of...

Let's

take

...

L2.1

0 e

xpre

ss o

blig

atio

n in

the

past

;Yo

u sh

ould

hav

e wa

ited

for h

im. H

e's p

roba

bly

still

stan

ding

ther

e;

shou

ld h

ave;

L2.1

1 e

xpre

ss d

efin

ite a

rrang

emen

ts in

the

futu

re;

I lea

ve a

t 5.0

0pm

on

Tues

day.

I'm d

efin

itely

goin

g to

stud

y Bus

ines

s at S

BUne

xt ye

ar.

This

time

tom

orro

w I'll

be

flyin

g to

Por

tuga

l.

a ra

nge

of st

ruct

ures

to e

xpre

ss th

e fu

ture

;

L2.1

2 re

port.

Afte

r the

acc

iden

t the

2 d

river

s wer

e ta

ken

toho

spita

l. Th

e po

lice

talke

d to

the

witn

esse

s and

I was

ask

ed a

lot o

f que

stio

ns.

He h

ad h

is ha

ir cu

t yes

terd

ay. S

he g

ot h

ersh

oes w

et.

com

bine

d us

e of

act

ive a

nd p

assiv

e te

nses

;

caus

ative

use

of '

have

';‘g

et' p

assiv

e.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

stat

e an

d pr

ovid

e in

form

atio

n.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.1

3 a

sk fo

r per

sona

l inf

orm

atio

n;Co

uld

you

tell

me

your

nam

e?W

hat's

your

nam

e?N

ame?

ques

tions

usin

g a

rang

e of

tens

es st

ruct

ures

and

voca

bula

ry, va

ryin

g in

regi

ster

acc

ordi

ng to

the

situa

tion;

Risin

g in

tona

tion

for q

uest

ions

inge

nera

l, an

d in

par

ticul

ar th

ose

towh

ich th

e an

swer

is 'y

es' o

r 'no

'

Fallin

g in

tona

tion

ofte

n fo

und

with

wh

ques

tions

.

Awar

enes

s of t

he im

porta

nce

of in

tona

tion

inco

nvey

ing

mea

ning

, e.g

. for

pol

itene

ss, t

oco

nvey

the

form

ality

of s

ituat

ions

, rel

atio

nshi

pbe

twee

n sp

eake

rs

L2.1

4 g

reet

and

sust

ain

socia

l int

erac

tion;

So, h

ow h

ave

you

been

?Ha

ven'

t see

n yo

u in

age

s, wh

at a

re yo

u up

to?

Abilit

y to

open

a c

onve

rsat

ion

and

resp

ond

appr

opria

tely

to in

terlo

cuto

r

Disc

ussio

n on

diff

eren

t cul

tura

l con

vent

ions

inte

rms o

f tur

n-ta

king,

bac

k-ch

anne

lling,

bod

yla

ngua

ge

L2.1

5 a

sk fo

r des

crip

tions

of p

eopl

e;W

hat’s

he

like?

Wou

ld yo

u be

abl

e to

des

crib

e he

r to

me?

L2.1

6 a

sk fo

r des

crip

tions

of t

hing

s, pl

aces

;W

hat's

it m

ade

of?

Coul

d yo

u de

scrib

e it?

L2.1

7 m

ake

com

para

tive

ques

tions

;Ho

w di

ffere

nt a

re th

ings

in th

is co

untry

? Ha

ve th

ings

cha

nged

a lo

t sin

ce..?

L2.1

8 a

sk a

bout

pas

t eve

nts;

Wha

t hap

pene

d?W

ould

you

min

d te

lling

us w

hat h

appe

ned?

Risin

g in

tona

tion

for p

olite

ness

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

seek

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.1

9 a

sk a

bout

pro

cess

es;

Tell

me

how

the

gear

s wor

k on

this

bike

.Co

uld

you

expl

ain

how

this

func

tions

?

L2.2

0 a

sk fo

r def

initi

ons;

How

do yo

u de

fine

X?Ho

w wo

uld

you

defin

e X?

L2.2

1 m

ake

requ

ests

in in

form

al a

nd fo

rmal

situa

tions

.

Ask

for s

omet

hing

Can

I bor

row

your

dict

iona

ry?

Is it

alrig

ht if

I bo

rrow

this?

I won

der i

f I c

ould

bor

row

your

pen

for a

min

ute?

Ask

som

eone

to d

o so

met

hing

for y

ouW

ould

you

min

d pa

ssin

g m

e m

y boo

k?Pa

ss m

e th

e bo

ok, w

ill yo

u?

Ask

for p

erm

issio

nCa

n I l

eave

ear

ly to

day?

Coul

d I p

ossib

ly us

e yo

ur p

en?

May

I us

e yo

ur te

leph

one?

Awar

enes

s of r

egist

er a

nd a

bilit

y to

chan

gere

gist

er a

ccor

ding

to si

tuat

ion

Disc

ussio

n on

the

use

of in

tona

tion,

‘you

’,‘p

leas

e’ a

nd m

odal

verb

s, co

mpa

ring

with

oth

erla

ngua

ges a

nd c

ultu

ral c

onve

ntio

ns in

term

s of

polit

enes

s

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

seek

info

rmat

ion.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.2

2 g

ive vi

ews,

opin

ions

and

just

ifica

tion;

I thi

nk th

at...

beca

use.

I res

olly

belie

ve th

at if

we

don'

t vot

e fo

r the

new

cont

ract

, we'

ll ge

t the

sack

.Th

at's

tota

l rub

bish

!Th

ere'

s no

evid

ence

.

use

of a

rang

e of

stru

ctur

es a

nd c

ollo

quia

lism

sac

cord

ing

to th

e sit

uatio

n an

d in

tens

ity o

f opi

nion

;St

ress

falls

on

the

impo

rtant

wor

dor

phr

ase.

Abilit

y to

intro

duce

and

con

trol a

topi

c

Awar

enes

s of t

he im

porta

nce

of st

ress

toco

nvey

info

rmat

ion,

feel

ings

and

opi

nion

s

L2.2

4 su

mm

arise

;So

, to

sum

up,

this

is wh

at w

e've

dec

ided

...Le

t me

reca

p an

d su

mm

arise

wha

t we

are

goin

g to

do.

Abilit

y to

sum

mar

ise

L2.2

5 e

xpre

ss fe

elin

gs, l

ikes a

nd d

islike

s;I w

ish I

coul

d sw

im.

L2.2

3 e

xpla

in a

nd g

ive re

ason

s;If

I had

bee

n th

ere,

I wo

uld

have

give

n hi

m yo

urm

essa

ge.

She

mad

e m

e do

it.

3rd

cond

ition

al;

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

expr

ess

idea

s an

d op

inio

ns.

L2.2

6 c

ritici

se, r

ebuk

e;Yo

u sh

ould

hav

e te

leph

oned

me!

He sh

ould

n't h

ave

spen

t all

that

mon

ey.

shou

ld h

ave.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.27

spe

culat

e;He

mus

t be

out.

I won

der w

hy h

e ha

sn't

arriv

ed?

He m

ight

hav

e be

en d

elay

ed b

y the

traf

fic.

mus

tem

bedd

ed q

uest

ions

mig

ht/m

ay h

ave

Risin

g in

tona

tion

to e

xpre

ssun

certa

inty

L2.2

8 a

sk a

bout

peo

ple’s

feel

ings

, opi

nion

s,in

tere

sts,

wish

es, h

opes

.W

here

do

you

stan

d on

...?

Wha

t do

you

thin

k?Do

you

agre

e?

Abilit

y to

ackn

owle

dge

othe

r spe

aker

s and

abilit

y in

turn

-givi

ng

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Spea

k to

com

mun

icate

:To

expr

ess

idea

s an

d op

inio

ns.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

use

func

tions

from

L2.1

to L

2.28

e.g.

requ

ests

for p

erso

nal in

form

atio

n;W

hat p

revio

us e

xper

ienc

e do

you

have

as a

cash

ier?

– W

ell, i

n m

y cou

ntry

I wo

rked

in a

resta

uran

t for

3ye

ars a

nd I

work

ed o

n th

e til

l.

stat

emen

ts, n

egat

ive a

nd sh

ort f

orm

s usin

gap

prop

riate

rang

e of

stru

ctur

es, v

ocab

ular

yco

lloqu

ialis

ms a

nd re

gist

er d

epen

ding

on

the

situa

tion

as in

L2.

1 to

L2.

28.

Abilit

y to

resp

ond

appr

opria

tely

to t

hein

terlo

cuto

r in

term

s of s

ituat

ion

and

regi

ster

Disc

ussio

n on

diff

eren

t cul

tura

l con

vent

ions

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d: T

o qu

estio

ns, r

eque

sts,

requ

ests

for e

xten

ded

info

rmat

ion

and

narr

ativ

es.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.29

con

firm

;Se

e yo

u to

mor

row

then

.–

Yes,

see

you

tom

orro

w.

Fallin

g in

tona

tion

on c

ompl

ete,

defin

ite st

atem

ent

L2.30

clar

ify.

Your

app

oint

men

t's a

t 2 o

'cloc

k.–

Sorry

, did

you

say 1

2 o'

clock

or 2

o'cl

ock?

Risin

g in

tona

tion

on fi

rst p

art o

fth

e se

nten

ce, f

allin

g on

the

seco

nd p

art

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

que

stio

ns, r

eque

sts,

requ

ests

for e

xten

ded

info

rmat

ion

and

narr

ativ

es.

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.31

exp

lain;

Coul

d yo

u ex

plain

that

to m

e ag

ain?

– Ye

s, th

e ga

rage

clos

es a

t 4.30

, Mon

day t

o Fr

iday

,bu

t on

Satu

rday

s it's

onl

y ope

n til

l 12.0

0.

stat

emen

ts, n

egat

ive a

nd sh

ort f

orm

s usin

gap

prop

riate

rang

e of

stru

ctur

es, v

ocab

ular

yco

lloqu

ialis

ms a

nd re

gist

er d

epen

ding

on

the

situa

tion

as in

L2.

1 to

L2.

28.

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

requ

ests

for e

xpla

natio

ns a

nd in

stru

ctio

ns.

L2.3

2 g

ive in

stru

ctio

ns.

Coul

d yo

u te

ll m

e th

e wa

y to

the

Post

Offi

ce?

– Ce

rtain

ly, k

eep

goin

g st

raig

ht u

ntil

you

get t

oth

e ro

unda

bout

, the

n ta

ke th

e se

cond

on

the

right

and

it's

abou

t hal

fway

dow

n on

the

left.

Stre

ss fa

lls o

n th

e se

quen

cem

arke

rs a

nd o

ther

impo

rtant

word

s in

the

sent

ence

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2.3

3 n

egot

iate

;W

hat d

o yo

u th

ink

of th

e wo

rk w

e've

don

e th

iste

rm?

We'

ve e

njoy

ed it

but

we'

d lik

e to

do

mor

esp

eakin

g an

d gr

amm

ar in

cla

ss.

If yo

u he

lp m

e wi

th th

is, I'

ll bu

y you

a c

up o

f tea

.W

hat d

o yo

u th

ink?

usin

g a

rang

e of

stru

ctur

es, v

ocab

ular

y, an

dco

lloqu

ialis

ms,

acco

rdin

g to

the

situa

tion.

Stre

ss fa

lls o

n th

e im

porta

ntwo

rds i

n th

e se

nten

ce.

Awar

enes

s of n

on-v

erba

l sig

nallin

g th

at h

elps

inte

ract

ion

betw

een

spea

kers

, e.g

. shr

uggi

ng o

rsa

ying

‘aha

’, ‘m

mh’

to sh

ow u

nder

stan

ding

and

ackn

owle

dge

othe

r spe

aker

, con

trast

ing

with

conv

entio

ns in

oth

er c

ultu

res,

inclu

ding

bod

yla

ngua

ge

use

any o

f the

pre

vious

lang

uage

func

tions

at

this

leve

l;

L2.3

4 in

terru

pt;

Excu

se m

e fo

r int

erru

ptin

g bu

t..So

rry to

but

t in.

..Lo

ok, h

old

on a

min

ute!

Abilit

y to

inte

rrupt

usin

g ap

prop

riate

regi

ster

Disc

ussio

n on

diff

eren

t cul

tura

l con

vent

ions

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

fam

iliar a

nd u

nfam

iliar s

ituat

ions

:To

mak

e cl

ear a

nd e

ffect

ive

cont

ribut

ions

.

L2.3

5 c

hang

e th

e to

pic;

Chan

ging

the

subj

ect f

or a

min

ute.

If we

can

mov

e on

to...

Abilit

y to

chan

ge th

e to

pic

L2.3

6 d

isagr

ee;

I tak

e yo

ur p

oint

but

...I'm

not

sure

abo

ut th

at.

Oh,

com

e on

!

L2.3

7 re

phra

se fo

r cla

rifica

tion

or e

mph

asis.

In o

ther

wor

ds...

To p

ut it

ano

ther

way

.


L2.3

8 ta

ke le

ave;

It's l

ovel

y tal

king

to yo

u.W

e m

ust g

et to

geth

er so

on.

Abilit

y to

close

a c

onve

rsat

ion

L2.3

9 g

ive re

assu

ranc

e an

d pr

aise

;Th

at w

as g

reat

!Yo

u di

d th

at ve

ry w

ell,

cong

ratu

latio

ns.

Don'

t wor

ry, I'

m su

re yo

u di

d it

well.

L2.4

0 c

ritici

se.

With

all

due

resp

ect,

I don

't th

ink

that

was

quite

righ

t.I d

on't

mea

n to

soun

d cr

itica

l but

...W

hat s

he d

id w

as w

rong

!

Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

Enga

ge in

disc

ussio

n in

fam

iliar a

nd u

nfam

iliar s

ituat

ions

:To

mak

e cl

ear a

nd e

ffect

ive

cont

ribut

ions

.


Com

pone

nt sk

ills:

lang

uage

func

tions

with

exa

mpl

esKn

owle

dge

and

unde

rsta

ndin

g

Adul

ts sh

ould

be

taug

ht to

:Th

e gr

amm

ar n

eede

d fo

r the

se fu

nctio

ns in

clude

s:

L2. 4

1 c

heck

bac

k;So

, we'

re m

eetin

g at

5.0

0 ou

tsid

e th

e cin

ema.

Is th

at ri

ght?

Aren

't we

?

Risin

g in

tona

tion

on th

e ta

g if

spea

ker i

s ask

ing

for c

onfir

mat

ion

Fallin

g in

tona

tion

on th

e ta

g if

spea

ker i

s cer

tain

the

inte

rlocu

tor

will

agre

e

use

any o

f the

pre

vious

lang

uage

func

tions

at t

his

leve

l;

L2.4

2 a

sk fo

r con

firm

atio

n.Is

that

cle

ar?

Are

we O

K fo

r tom

orro

w?

Risin

g in

tona

tion

for c

onfir

mat

ion

Gra

mm

arPh

onol

ogy

Disc

ours

e sk

ills a

nd c

ross

-cul

tura

l fea

ture

s of

com

mun

icatio

n

List

en a

nd re

spon

d:To

see

k in

form

atio

n, id

eas

and

opin

ions

.



Students should be encouraged to try the following

1. At home:

• Go over work done in class, read it aloud, check understanding;

• Read practice dialogues to themselves and try learning them by heart;

• Keep a new vocabulary book and try to learn five new words or phrases after each lesson;

• Tape lessons or parts of lesson and play back at home;

• Use self-access English learning materials (books, computer software and tapes) outside the classroom for

extra practice or revision. and consult their teacher about appropriate materials.

2. Try and read as widely as possible – books, magazines and newspapers. Borrow audio books from the local

library and either just listen or read and listen simultaneously if they can get the written text too. Use a

bilingual or English students’ dictionary to look words up they do not know.

3. Try to watch TV/listen to the radio every day, if only for a short time. Use teletext to reinforce compre-

hension. Ask English-speaking friends or relatives to explain words and phrases they do not understand.





Association), a trade union. Voluntary work can give useful opportunities – help in their children’s school or

contact the local Volunteer Bureau.

6. If they have children read with them. Ask them to read as well as reading to them.

Draft Listening – Entry Level 1 81

The ESOL Curriculum

Listening – Entry Level 1


• listen and respond to spoken language, including simple narratives, statements, questions and single step

instructions;

• speak to communicate basic information, feelings and opinions on familiar topics;

• engage in discussion with another person in a familiar situation about familiar topics.


• listen for the gist of short explanations;

• listen for detail using key words to extract some specific information;

• follow single step instructions in a familiar context, asking for instructions to be repeated if necessary;

• listen and respond to requests for personal information;

• speak clearly to be heard and understood in simple exchanges;

• make requests using appropriate terms;

• ask questions to obtain specific information;

• make statements of fact clearly;

• speak and listen in simple exchanges and everyday contexts.


• Students can expect a lot of support in terms of repetition, re-phrasing and prompts. Speech may be

tightly controlled or slowed down, without distorting the normal stress, rhythm and intonation of

everyday spoken English.

• A variety of media (video, audio tapes), students and helpers may be used to deliver the

listening material.

• The importance of non-verbal signalling should not be underestimated, nor the difficulties encountered when

it is not present.

• Any tasks which students are given to perform should aim to develop and test their listening skills, rather


which can be performed orally and/or in writing.


Under Examples of application and level, see Speaking Entry Level 1 for examples of language in use and text

range. Sample activities are examples and should not be used as a prescriptive list.

The Listening at this level is contextualised in short, simple exchanges between two people and in short, simple

narratives with repeated language patterns on familiar topics.

82 Listening – Entry Level 1 Draft

List

en fo

r gi

st.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E1.1

rec

ogni

se c

onte

xt;

Iden

tify t

he si

tuat

ion

and/

or sp

eake

rs, e

.g.

–in

terv

iew

betw

een

a tu

tor a

nd a

new

stud

ent;

–ap

poin

tmen

t at t

he d

entis

t.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

E1.2

pre

dict

gen

eral

mea

ning

;Pr

edict

con

tent

of a

dia

logu

e, p

rior t

o lis

teni

ng.

Pred

ict p

ossib

le e

ndin

g of

a se

nten

ce, c

hunk

of

text

or e

ndin

g.

•El

icit p

ossib

le c

onte

nt o

f a d

ialo

gue

prio

r to

liste

ning

, hav

ing

esta

blish

ed g

ener

al si

tuat

ion.

Stop

dia

logu

e at

a g

iven

poin

t and

ask

stud

ents

to p

redi

ct th

e en

d of

sent

ence

or t

ext.

E1.3

pre

dict

unk

nown

wor

ds;

Pred

ict th

e m

eani

ng o

f unk

nown

wor

ds in

adi

alog

ue u

sing

cont

ext a

nd th

e wh

ole

text

.•

Ask

stud

ents

to g

uess

the

mea

ning

of u

nkno

wn w

ords

, givi

ng p

ossib

le o

ptio

ns a

nd c

onte

xtclu

es, u

sing

pict

ures

, fla

shca

rds,

syno

nym

s with

in m

ultip

le c

hoice

.

E1.4

rec

ogni

se q

uest

ions

, sta

tem

ents

and

inst

ruct

ions

.Re

cogn

ise a

nd d

iscrim

inat

e be

twee

n ty

pes o

fse

nten

ce a

nd th

eir f

unct

ion.

•Lis

ten

to a

dia

logu

e, st

uden

ts to

raise

thei

r han

ds e

ach

time

a qu

estio

n is

aske

d, a

n an

swer

is gi

ven.

•As

k co

ncep

t que

stio

ns re

latin

g to

que

stio

ns a

nd a

nswe

rs in

the

dial

ogue

. Ask

stud

ents

tore

peat

the

inst

ruct

ions

they

hav

e he

ard.

List

en fo

r de

tail.

Com

pone

nt S

kills

Ex

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:

E1.5

ext

ract

bas

ic in

form

atio

n;Id

entif

y per

sona

l det

ails,

e.g

. nam

e, a

ge.

Iden

tify b

asic

info

rmat

ion,

e.g

. wei

ghts

, pla

ces,

times

.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

, tick

ing

or fi

lling

in si

mpl

eta

ble

if st

uden

ts a

re li

tera

te

E1.6

und

erst

and

key w

ords

;Id

entif

y key

wor

ds in

a g

iven

cont

ext,

e.g.

in th

eco

ntex

t of t

rave

l, th

e ke

y wor

ds m

ight

be:

timet

able

, sin

gle/

retu

rn, f

are.

•Pr

e-te

ach/

elici

t key

wor

ds p

rior t

o lis

teni

ng a

nd a

sk st

uden

ts to

list

en fo

r 3 o

f the

m. E

licit

the

word

s afte

r list

enin

g. G

ive st

uden

ts a

shor

t list

and

ask

them

to id

entif

y the

wor

ds th

eyhe

ar fr

om th

e lis

t.

E1.7

ide

ntify

key

gra

mm

atica

l fea

ture

s;Fo

r exa

mpl

e, id

entif

y wh

ques

tion

word

s,pr

epos

ition

s of p

lace

, sho

rt fo

rms,

nega

tives

.•

Ask

stud

ents

to li

sten

for s

pecif

ic wo

rds a

nd to

put

up

thei

r han

ds w

hen

they

hea

r the

m o

rm

ultip

le c

hoice

que

stio

ns –

is it

on

or in

the

box?


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E1.8

ide

ntify

stre

ss w

ithin

wor

ds;

Disc

rimin

ate

betw

een

stre

ssed

and

uns

tress

edsy

llabl

es.

•As

k stu

dent

s to

liste

n to

peo

ple

givin

g th

eir a

ges,

or th

eir h

ouse

num

ber:

He’s

13. I

live

atnu

mbe

r 30

Park

Roa

d.W

rite

the

two

num

bers

and

ask

them

to p

oint

to th

e nu

mbe

r the

y hea

r.

E1.9

ide

ntify

stre

ssed

wor

ds w

ithin

sent

ence

s.Id

entif

y inf

orm

atio

n or

con

tent

wor

ds a

ndre

cogn

ise h

ow th

ey a

re st

ress

ed in

sent

ence

s.•

Liste

n to

a sh

ort t

ext.

Teac

her c

laps

or b

eats

out

the

rhyt

hm o

f som

e sh

ort s

ente

nces

,em

phas

ising

the

stre

ssed

info

rmat

ion

word

s.

•St

uden

ts to

cop

y and

then

pra

ctise

with

oth

er e

xam

ples

from

the

tape

or d

ialo

gue.

•St

uden

ts to

read

shor

t sen

tenc

es, l

isten

to th

em o

n ta

pe a

nd m

ark

the

stre

ssed

wor

ds.

•Lit

erat

e st

uden

ts c

an b

e pa

ired

with

non

-lite

rate

par

tner

s.

Iden

tify

feel

ings

and

opi

nion

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E1.1

1 u

nder

stan

d sim

ply e

xpre

ssed

feel

ings

and

opi

nion

s;Id

entif

y sim

ple

com

mon

stru

ctur

es a

nd vo

cabu

lary

which

exp

ress

a sm

all n

umbe

r of f

eelin

gs a

ndop

inio

ns.

•As

k st

uden

ts to

list

en to

peo

ple

expr

essin

g lik

es a

nd d

islike

s and

then

ans

wer o

pen

ques

tions

mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

.

E1.1

2 re

cogn

ise h

ow in

tona

tion

carri

esm

eani

ng.

Iden

tify f

eelin

gs e

xpre

ssed

thro

ugh

into

natio

nan

d co

rresp

ondi

ng w

ords

.

Iden

tify f

eelin

gs e

xpre

ssed

mai

nly t

hrou

ghin

tona

tion.

•As

k st

uden

ts to

list

en to

peo

ple

expr

essin

g ha

ppin

ess o

r ang

er th

roug

h th

eir l

angu

age

and

into

natio

n. T

hey a

re a

sked

to id

entif

y how

the

peop

le fe

el. S

tude

nts a

re a

sked

how

they

can

tell.

List

en to

and

follo

w in

stru

ctio

ns.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E1.1

0 u

nder

stan

d an

d re

spon

d to

singl

e st

ep in

stru

ctio

ns.

Dem

onst

rate

und

erst

andi

ng o

f sho

rt in

stru

ctio

nsby

takin

g ap

prop

riate

act

ion.

•G

ive st

uden

ts so

me

shor

t, sin

gle

step

inst

ruct

ions

and

ask

them

to c

arry

them

out

, e.g

. Pl

ease

ope

n a

wind

ow; G

ive S

amia

a p

en p

leas

e, P

leas

e st

and

up, d

on’t

sit d

own

yet.


Strategies for independent learning

Students can be encouraged to do the following.

1. Listen to the television and radio and:

• having turned on mid-way, listen to understand gist, predict what kind of programme it is, using

context clues;

• listen to news headlines and predict content;

• listen for key words or words recently learnt in class;

• use teletext version where students have access to it;

• listen to idiomatic usage, variations in accents and informal register in TV drama, quiz shows,

sports programmes, soaps.

2. Listen to announcements in daily life and try and pick out specific information, e.g. times, prices, platforms,

special offers, numbers.

3. Listen to other people and recognise/pick out functions learnt in class.

4. Record lessons or parts of them and play them back outside the classroom.

5. Use listening texts from text books and practise with them outside the classroom, doing exercises suggested

by the teacher.

6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with their own

children, play a ‘passing’ game for a few minutes during a mesol, listening for the instructions and items

requested.



At this level adults can:

• listen and respond to spoken language, including straightforward information, short narratives, explanations

and instructions;

• speak to communicate information, feelings and opinions on familiar topics;

• engage in discussion with one or more people in a familiar situation, to establish shared understanding

about familiar topics.


• listen for and follow the gist of explanations, instructions and narratives;

• listen for detail in short explanations, instructions and narratives;

• listen for and identify the main points of short explanations or presentations;

• listen to and follow short, straightforward explanations and instructions;

• listen and identify simply expressed feelings and opinions;

• speak clearly to be heard and understood in straightforward exchanges;

• make requests and ask questions to obtain information in everyday contexts;

• respond to straightforward questions;

• express clearly statements of fact and short accounts and descriptions;

• ask questions to clarify understanding;

• follow the gist of discussions;

• follow the main points and make appropriate contributions to the discussion.


• Students can expect support in terms of repetition, re-phrasing and prompts. Speech may be slightly slowed

down, without distorting the normal stress, rhythm and intonation of everyday spoken English.

• Students should have the opportunity to hear a limited variety of accents and both genders.

• A variety of media (video, audio tapes), students and helpers may be used to deliver the

listening material.

• The importance of non-verbal signalling should not be underestimated, nor the difficulties encountered when

it is not present.





Under Examples of application and level, see Speaking Entry Level 2 for examples of language in use and text

range. Sample activities are examples and should not be used as a prescriptive list.

Listening at this level is contextualised in short, straightforward exchanges between two or more people, and in

short, straightforward narratives and explanations or familiar topics.


List

en fo

r gist

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E2.1

rec

ogni

se c

onte

xt;

Iden

tify t

he si

tuat

ion

and/

or sp

eake

rs, e

.g. i

nter

view

betw

een

a pa

rent

and

scho

olte

ache

r, a

pers

onal

narra

tive,

frie

nds t

alkin

g, in

stru

ctio

ns.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

E2.2

pre

dict

gen

eral

mea

ning

;Pr

edict

con

tent

of a

dia

logu

e, p

rior t

o lis

teni

ng.

Pred

ict p

ossib

le e

ndin

g of

a se

nten

ce, c

hunk

of

text

or e

ndin

g.

•El

icit p

ossib

le c

onte

nt o

f a d

ialo

gue

prio

r to

liste

ning

, hav

ing

esta

blish

ed th

e ge

nera

lsit

uatio

n. S

top

the

dial

ogue

at a

give

n po

int a

nd a

sk st

uden

ts to

pre

dict

the

end

of a

sent

ence

or t

ext.

E2.3

pre

dict

unk

nown

wor

ds;

Pred

ict th

e m

eani

ng o

f unk

nown

wor

ds in

adi

alog

ue u

sing

cont

ext a

nd th

e wh

ole

text

.•

Ask

stud

ents

to g

uess

the

mea

ning

of u

nkno

wn w

ords

, givi

ng p

ossib

le o

ptio

ns a

nd c

onte

xtclu

es, u

sing

pict

ures

, fla

shca

rds,

syno

nym

s with

in m

ultip

le c

hoice

.

E2.4

und

erst

and

the

gist

of a

shor

t,sim

ple

disc

ussio

n be

twee

n 2

or m

ore

peop

le.

Iden

tify t

he si

tuat

ion

and/

or sp

eake

rs.

Iden

tify s

ubje

ct/to

pic

of d

iscus

sion.

Follo

w in

tera

ctive

nat

ure

of d

iscus

sion.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

•As

k qu

estio

ns a

bout

the

way s

peak

ers d

o/do

not

use

who

le se

nten

ces,

paus

e, in

terru

pt e

tc.

List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E2.5

ext

ract

shor

t, st

raig

htfo

rwar

din

form

atio

n;Id

entif

y inf

orm

atio

n co

ntai

ned

in d

escr

iptio

ns o

fpe

ople

, e.g

. app

eara

nce,

per

sona

lity o

r pla

ces,

e.g.

wea

ther

, pop

ulat

ion.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

, tick

ing

or fi

lling

in a

sim

ple

tabl

e if

stud

ents

are

lite

rate

E2.6

und

erst

and

key w

ords

;Id

entif

y key

wor

ds in

a g

iven

cont

ext,

e.g.

in th

eco

ntex

t of w

ork,

the

key w

ords

hou

rs, h

olid

ays,

pay.

•Pr

e-te

ach/

elici

t key

wor

ds p

rior t

o lis

teni

ng a

nd a

sk st

uden

ts to

list

en fo

r 3/5

of t

hem

.

•Se

t com

preh

ensio

n qu

estio

ns li

nked

to sp

ecifi

c ke

y wor

ds fo

r stu

dent

s to

repl

y to

afte

rhe

arin

g th

e te

xt.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E2.7

ide

ntify

key

gra

mm

atica

l fea

ture

s;Us

e of

‘did

’ in

ques

tions

in th

e pa

st, s

eque

ntia

lm

arke

rs, m

odal

verb

s•

Ask

a co

ncep

t que

stio

n e.

g. is

he

still

livin

g th

ere?

•M

ultip

le c

hoice

e.g

. did

/doe

s he

work

in a

clin

ic?

•Lis

ten

to a

shor

t set

of i

nstru

ctio

ns a

nd g

ap-fi

ll se

quen

tial m

arke

rs, o

rally

or w

ith a

gap

ped

text

miss

ing.

E2.8

ide

ntify

stre

ss w

ithin

wor

ds;

Disc

rimin

ate

betw

een

stre

ssed

and

uns

tress

edsy

llabl

es.

•As

k st

uden

ts to

list

en to

peo

ple

talki

ng in

a g

iven

cont

ext

e.g.

wor

k –

Abdu

l’s a

n en

gine

er a

nd M

aria

’s a

teac

hera

nd m

ark

the

stre

ssed

sylla

ble

with

ado

t/circ

le o

r rep

eat t

he p

hras

es, s

tress

ing

the

stre

ssed

sylla

bles

.

•Pr

actis

e wi

th st

uden

ts’ o

wn se

nten

ces.

E2.9

ide

ntify

stre

ssed

wor

ds w

ithin

sent

ence

s;Id

entif

y inf

orm

atio

n or

con

tent

wor

ds a

ndre

cogn

ise h

ow th

ey a

re st

ress

ed in

sent

ence

s.•

Liste

n to

a sh

ort t

ext.

Teac

her c

laps

or b

eats

out

the

rhyt

hm o

f som

e sh

ort s

ente

nces

,em

phas

ising

the

stre

ssed

info

rmat

ion

word

s.

•As

k st

uden

ts to

cop

y and

then

pra

ctise

with

oth

er e

xam

ples

from

the

tape

or d

ialo

gue.

•As

k st

uden

ts to

read

shor

t sen

tenc

es, l

isten

to th

em o

n ta

pe a

nd m

ark

the

stre

ssed

wor

ds.

•Lit

erat

e st

uden

ts c

an b

e pa

ired

with

non

- lite

rate

par

tner

s.

E2.1

0 id

entif

y stre

ss-ti

med

rhyt

hm;

Awar

enes

s of s

tress

ed-ti

med

rhyt

hm, t

he sc

hwa

and

elisi

on•

Give

stud

ents

exa

mpl

es in

con

text

e.g

. tra

vel.

A sin

gle

to C

rewe

, ple

ase.

A sin

gle

to L

uton

, ple

ase.

A sin

gle

to M

anch

este

r, pl

ease

.

•As

k st

uden

ts to

com

pare

num

bers

of s

yllab

les i

n th

e pl

ace

nam

es a

nd d

iscus

s diff

eren

ces.

•As

k th

em to

list

en a

nd re

peat

The

train

’s at

10

to 7

.Ta

ke a

n ea

rly tr

ain

and

chan

ge a

t Eps

om.

•As

k th

em to

bea

t out

the

rhyt

hm. A

sk st

uden

ts to

mar

k th

e st

ress

ed w

ords

with

dot

s/cir

cles.

•As

k th

em w

hat h

appe

ns to

the

word

s to,

at,a

nd.

E2.1

1 e

xtra

ct m

ain

poin

ts;

Iden

tify m

ain

poin

ts o

r ide

as in

a sh

ort

expl

anat

ion

or p

rese

ntat

ion

on a

fam

iliar t

opic.

•As

k st

uden

ts to

list

en to

a sh

ort n

arra

tive

or d

ialo

gue

and

answ

er tr

ue/fa

lse q

uest

ions

rela

ting

to th

e m

ain

poin

ts.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E2.1

2 u

nder

stan

d op

inio

ns.

Iden

tify c

omm

on st

ruct

ures

and

voca

bula

ry u

sed

in e

xpre

ssin

g di

ffere

nt o

pini

ons.

•As

k st

uden

ts to

list

en to

dia

logu

es o

r disc

ussio

ns w

ith p

eopl

e ex

pres

sing

opin

ions

. In

pairs

,as

k st

uden

ts to

say w

ho th

inks

wha

t. Us

e clo

sed/

open

que

stio

ns, s

impl

e qu

estio

nnai

re.

Iden

tify

feel

ings

and

em

otio

ns.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E2.1

3 u

nder

stan

d fe

elin

gs;

Iden

tify c

omm

on st

ruct

ures

and

voca

bula

ry u

sed

in e

xpre

ssin

g di

ffere

nt fe

elin

gs a

nd e

mot

ions

.•

Ask

stud

ents

to li

sten

to ro

le p

lay d

ialo

gues

with

peo

ple

expr

essin

g a

num

ber o

f diff

eren

tfe

elin

gs a

nd e

mot

ions

. Stu

dent

s are

then

ask

ed to

mat

ch th

e ke

y wor

ds, p

hras

es w

ith th

efe

elin

gs/e

mot

ions

or a

nswe

r ope

n qu

estio

ns, m

ultip

le c

hoice

, tru

e/fa

lse, y

es/n

oqu

estio

ns/q

uest

ionn

aire

s.

E2.1

4 re

cogn

ise h

ow in

tona

tion

carri

esm

eani

ng;

Iden

tify d

iffer

ent f

eelin

gs e

xpre

ssed

thro

ugh

into

natio

n an

d co

rresp

ondi

ng w

ords

.

Iden

tify f

eelin

gs e

xpre

ssed

mai

nly t

hrou

ghin

tona

tion.

•As

k st

uden

ts to

list

en to

peo

ple

expr

essin

g a

num

ber o

f diff

eren

t fee

lings

thro

ugh

thei

rla

ngua

ge a

nd in

tona

tion,

and

also

mai

nly t

hrou

gh th

eir i

nton

atio

n. P

lay a

mat

chin

g ga

me.

•El

icit h

ow th

ey c

an te

ll. Id

entif

y risi

ng o

r fal

ling

into

natio

n, st

ress

and

pitc

h, a

nd h

ow th

ese

rela

te to

the

emot

ions

. Ask

stud

ents

to p

ract

ise w

ith o

wn e

xam

ples

.

E2.1

5 u

nder

stan

d th

e or

der o

f a sh

ort

set o

f ins

truct

ions

;Re

cogn

ise o

ral i

nstru

ctio

ns/d

irect

ions

.

Reco

gnise

and

resp

ond

to th

e se

quen

tial

mar

kers

in a

shor

t set

of o

rder

s.

•As

k st

uden

ts to

list

en to

peo

ple

givin

g sim

ple

dire

ctio

ns o

r ins

truct

ions

. Ear

pin

ning

activ

ities

for s

eque

ntia

l mar

kers

. Stu

dent

s are

ask

ed to

follo

w th

e di

rect

ions

on

a sim

ple

map

, say

whe

re p

lace

s are

on

a m

ap o

r ord

er p

ictur

es fo

llowi

ng in

stru

ctio

ns g

iven.

E2.1

6 u

nder

stan

d an

d re

spon

d to

inst

ruct

ions

.De

mon

stra

te u

nder

stan

ding

of i

nstru

ctio

ns b

yta

king

appr

opria

te a

ctio

n.•

Give

stud

ents

a sh

ort s

et o

f ins

truct

ions

and

ask

them

to c

arry

them

out

, e.g

. Tak

e a

piec

eof

pap

er a

nd w

rite

your

full

nam

e. T

hen,

und

erlin

e yo

ur su

rnam

e.






context clues;


• listen for key words or words recently learnt in class;

• listen for the main points in a factual programme;

• use teletext version where students have access;

• listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows,


2. Listen to announcements in their daily life and try and pick out specific information, e.g. times, prices,

platforms, special offers, numbers.

3. Listen to other people and recognise/pick out idiomatic expressions, the way people vary structures in

common functions.



by the teacher.

6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with their own


requested.




• listen and respond to spoken language, including straightforward information and narratives, and follow

straightforward explanations and instructions, both face to face and on the telephone;

• speak to communicate information, feelings and opinions on familiar topics, using appropriate formality,

both face to face and on the telephone;

• engage in discussion with one or more people in a familiar situation, making relevant points and

responding to what others say and to reach a shared understanding about familiar topics.


• listen for and follow the gist of explanations, instructions and narratives in different contexts;

• listen for detail in short explanations, instructions and narratives in different contexts;

• listen for and identify relevant information from discussions, explanations or presentations;

• use strategies to clarify and confirm understanding (such as facial expressions or gesture);

• listen to and respond appropriately to other points of view;

• speak clearly to be heard and understood using appropriate clarity, speed and phrasing;

• use formal language and register when appropriate;

• respond to a range of questions about familiar topics;

• express clearly statements of fact and give short explanations, accounts and descriptions;


• follow and understand the main points of discussions on different topics;

• make contributions to discussions that are relevant to the subject;

• respect the turn-taking rights of others during discussion.


• Students can expect some support in terms of repetition, re-phrasing and prompts. Speechis to be delivered

at normal speed and students should be able to cope with a limited range of distractors, for example

background noise, music and interruptions.

• Students should have the opportunity to hear a range of accents and variety of English.


listening material.

• Students should be able to apply listening skills in face to face and telephone situations.

• The importance of non-verbal signalling should not be underestimated nor the difficulties encountered when

it is not present.





Under Examples of application and level, see Speaking – Entry Level 3 for examples of language in use and

text range. Sample activities are examples and should not be used as a prescriptive list.

Listening at this level is contextualised in straightforward narratives, explanations and exchanges on familiar

topics, between one or more people in face to face situations or on the telephone.


List

en fo

r gist

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E3.1

rec

ogni

se c

onte

xt;

Iden

tify t

he g

enre

, situ

atio

n an

d/or

spea

kers

, e.

g. jo

b in

terv

iew,

nar

rativ

e of

an

even

t in

the

past

.•

Ope

n qu

estio

ns, m

ultip

le c

hoice

, tru

e/fa

lse, y

es/n

o qu

estio

ns

E3.2

pre

dict

gen

eral

mea

ning

;Pr

edict

con

tent

of a

dia

logu

e or

nar

rativ

e, p

rior

to li

sten

ing.

Pred

ict p

ossib

le e

ndin

g of

a se

nten

ce, c

hunk

of

text

or e

ndin

g.

•El

icit p

ossib

le c

onte

nt o

f a d

ialo

gue

or n

arra

tive

prio

r to

liste

ning

, hav

ing

esta

blish

ed t

hege

nera

l situ

atio

n. S

top

the

dial

ogue

at a

give

n po

int a

nd a

sk st

uden

ts to

pre

dict

the

end

of th

e se

nten

ce o

r tex

t.

E3.3

pre

dict

unk

nown

wor

ds;

Pred

ict th

e m

eani

ng o

f unk

nown

wor

ds in

adi

alog

ue o

r nar

rativ

e us

ing

cont

ext a

nd th

ewh

ole

text

.

•As

k st

uden

ts to

gue

ss th

e m

eani

ng o

f unk

nown

wor

ds, g

iving

pos

sible

opt

ions

and

con

text

clues

, usin

g pi

ctur

es, f

lash

card

s, sy

nony

ms w

ithin

mul

tiple

cho

ice.

E3.4

und

erst

and

the

gist

of a

disc

ussio

n be

twee

n 2

or m

ore

peop

lein

a fa

milia

r situ

atio

n.

Iden

tify t

he si

tuat

ion

and/

or sp

eake

rs.

Iden

tify s

ubje

ct/to

pic

of d

iscus

sion.

Follo

w in

tera

ctive

nat

ure

of d

iscus

sion.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

•As

k qu

estio

ns a

bout

the

way s

peak

ers d

o/do

not

use

who

le se

nten

ces,

paus

e, in

terru

pt e

tc.

List

en fo

r det

ail.

Skills

Ex

ampl

esSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:

E3.5

ext

ract

stra

ight

forw

ard

info

rmat

ion;

Iden

tify i

nfor

mat

ion

cont

aine

d in

exp

lana

tions

,na

rrativ

es, d

escr

iptio

ns o

f thi

ngs,

peop

le a

ndpl

aces

.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

, tick

ing

or fi

lling

in a

tabl

e if

stud

ents

are

lite

rate

E3.6

und

erst

and

key w

ords

and

phra

ses;

Iden

tify k

ey w

ords

and

phr

ases

in a

give

n co

ntex

t,e.

g. in

the

cont

ext o

f bus

ines

s, th

e ke

y wor

dsris

e/fa

ll, pe

rcen

tage

of,

fore

cast

.

•Pr

e-te

ach/

elici

t key

wor

ds p

rior t

o lis

teni

ng.

•Se

t com

preh

ensio

n qu

estio

ns li

nked

to sp

ecifi

c ke

y wor

ds fo

r stu

dent

s to

repl

y to

afte

rhe

arin

g th

e te

xt.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E3.7

ide

ntify

key

gra

mm

atica

l fea

ture

s;Fo

r exa

mpl

e, ra

nge

of te

nses

at t

his l

evel

,di

scou

rse

mar

kers

and

cla

uses

of r

easo

n, p

urpo

se,

resu

lt

•As

k co

ncep

t que

stio

ns.

•M

ultip

le c

hoice

or c

loze

exe

rcise

.

•G

ap-fi

ll a

narra

tive

with

miss

ing

mar

kers

of r

easo

n, p

urpo

se e

tc.

E3.8

ide

ntify

stre

ss w

ithin

wor

ds;

Disc

rimin

ate

betw

een

stre

ssed

and

uns

tress

edsy

llabl

es.

•As

k st

uden

ts to

list

en to

peo

ple

talki

ng in

a g

iven

cont

ext e

.g. w

ork

– Ab

dul’s

an

engi

nee r

and

Mar

ia’s

a te

ache

r – a

nd m

ark

the

stre

ssed

sylla

ble

with

a d

ot/c

ircle

.

•Pr

actis

e wi

th st

uden

ts’ o

wn se

nten

ces.

E3.9

ide

ntify

stre

ssed

wor

ds w

ithin

sent

ence

s;Id

entif

y inf

orm

atio

n or

con

tent

wor

ds a

ndre

cogn

ise h

ow th

ey a

re st

ress

ed in

sent

ence

s.•

Liste

n to

a sh

ort t

ext.

Teac

her c

laps

or b

eats

out

the

rhyt

hm o

f som

e sh

ort s

ente

nces

,em

phas

ising

the

stre

ssed

info

rmat

ion

word

s.

•As

k st

uden

ts to

cop

y and

then

pra

ctise

with

oth

er e

xam

ples

from

the

tape

or d

ialo

gue.

•As

k st

uden

ts to

read

shor

t sen

tenc

es, l

isten

to th

em o

n ta

pe a

nd m

ark

the

stre

ssed

wor

ds.

•Lit

erat

e st

uden

ts c

an b

e pa

ired

with

non

-lite

rate

par

tner

s.

E3.1

0 id

entif

y stre

ss-ti

med

rhyt

hm;

Awar

enes

s of s

tress

-tim

ed rh

ythm

, the

schw

a an

del

ision

•G

ive st

uden

ts e

xam

ples

in c

onte

xt e

.g. t

rave

l.A

singl

e to

Cre

we, p

leas

e.A

singl

e to

Lut

on, p

leas

e.A

singl

e to

Man

ches

ter,

plea

se.

•As

k st

uden

ts to

com

pare

num

bers

of s

yllab

les i

n th

e pl

ace

nam

es a

nd d

iscus

s diff

eren

ces.

Ask

them

to li

sten

and

repe

at.

The

train

’s at

10

to 7

.Ta

ke a

n ea

rly tr

ain

and

chan

ge a

t Eps

om.

•As

k th

em to

bea

t out

the

rhyt

hm. A

sk st

uden

ts to

mar

k th

e st

ress

ed w

ords

with

dot

s/cir

cles.

•As

k th

em w

hat h

appe

ns to

the

word

s to,

at,

and.

E3.1

1 e

xtra

ct m

ain

poin

ts in

a n

arra

tive;

Iden

tify m

ain

poin

ts o

r ide

as.

•As

k st

uden

ts to

list

en to

a sh

ort n

arra

tive

and

answ

er tr

ue/fa

lse q

uest

ions

rela

ting

to th

em

ain

poin

ts.

E3.1

2 id

entif

y whe

re st

atem

ents

inclu

deop

inio

ns a

nd/o

r fac

tual

info

rmat

ion;

Iden

tify c

omm

on st

ruct

ures

and

voca

bula

ry u

sed

in e

xpre

ssin

g di

ffere

nt o

pini

ons a

nd fa

cts.

•As

k st

uden

ts to

list

en to

dia

logu

es o

r disc

ussio

ns w

ith p

eopl

e ex

pres

sing

fact

s and

/or

opin

ions

. In

pairs

, ask

stud

ents

to sa

y who

thin

ks w

hat.

Use

close

d/op

en q

uest

ions

and

simpl

e qu

estio

nnai

res.


Iden

tify

feel

ings

and

opi

nion

s.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E3.1

4 u

nder

stan

d a

varie

ty o

f fee

lings

;Id

entif

y com

mon

stru

ctur

es a

nd vo

cabu

lary

use

din

exp

ress

ing

diffe

rent

feel

ings

and

em

otio

ns.

E3.1

5 re

cogn

ise h

ow in

tona

tion

carri

esm

eani

ng.

Iden

tify d

iffer

ent f

eelin

gs e

xpre

ssed

thro

ugh

into

natio

n an

d co

rresp

ondi

ng w

ords

.

Iden

tify f

eelin

gs e

xpre

ssed

mai

nly t

hrou

ghin

tona

tion.

•As

k st

uden

ts to

list

en to

peo

ple

expr

essin

g a

num

ber o

f diff

eren

t fee

lings

thro

ugh

thei

rla

ngua

ge a

nd in

tona

tion,

and

also

mai

nly t

hrou

gh th

eir i

nton

atio

n. In

pai

rs st

uden

ts p

lay

‘who

feel

s wha

t’ m

atch

ing

gam

e. E

licit

how

they

can

tell.

Iden

tify r

ising

or f

allin

g in

tona

tion,

stre

ss a

nd p

itch,

how

thes

e re

late

to e

mot

ions

. Ask

stud

ents

to p

ract

ise w

ith th

eir o

wnex

ampl

es.

List

en to

and

follo

w s

trai

ghtf

orw

ard

inst

ruct

ions

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

E3.1

6 u

nder

stan

d th

e or

der o

f a se

t of

inst

ruct

ions

;Re

cogn

ise o

ral i

nstru

ctio

ns/d

irect

ions

.

Reco

gnise

and

resp

ond

to th

e se

quen

tial m

arke

rsin

a sh

ort s

et o

f ord

ers.

•As

k st

uden

ts to

list

en to

peo

ple

givin

g sim

ple

dire

ctio

ns o

r ins

truct

ions

, with

ear

pin

ning

activ

ities

for s

eque

ntia

l mar

kers

. Stu

dent

s are

ask

ed to

follo

w th

e di

rect

ions

on

a sim

ple

map

, say

whe

re p

lace

s are

on

a m

ap o

r ord

er p

ictur

es fo

llowi

ng in

stru

ctio

ns g

iven.

E3.1

7 u

nder

stan

d an

d re

spon

d to

inst

ruct

ions

.De

mon

stra

te u

nder

stan

ding

of i

nstru

ctio

ns b

yta

king

appr

opria

te a

ctio

n.•

Give

stud

ents

a se

t of i

nstru

ctio

ns a

nd a

sk th

em to

car

ry th

em o

ut, e

.g. f

or m

akin

g a

simpl

ekit

e, o

rigam

i fig

ure.

•As

k st

uden

ts to

list

en to

role

-pla

y and

dia

logu

es w

ith p

eopl

e ex

pres

sing

a nu

mbe

r of

diffe

rent

feel

ings

and

em

otio

ns. S

tude

nts a

re th

en a

sked

to m

atch

the

key w

ords

, phr

ases

with

the

feel

ings

/em

otio

ns o

r ans

wer o

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

/que

stio

nnai

res.

E3.1

3 re

cogn

ise th

e re

latio

nshi

pbe

twee

n sp

eake

rs in

fam

iliar s

ituat

ions

.Id

entif

y diff

eren

ces i

n re

gist

er th

roug

h se

nten

cest

ruct

ure,

phr

asin

g an

d us

e of

voca

bula

ry.•

Use

mul

tiple

cho

ice q

uest

ions

and

ope

n/clo

sed

ques

tions

e.g

. Are

the

spea

kers

frie

nds?

Why

do

you

thin

k th

is?






context clues;


• listen for key words or words recently learnt in class, new structures, particular to specific situations

e.g. future structures in weather forecasts;

• listen for the main points in documentaries, discussion programmes and news;

• use teletext version where students have access;

• listen for idiomatic usage, variations in accents and informal register in TV drama, quiz shows and sports

programmes, soaps.


special offers and numbers.


common functions.



by the teacher.

6. Use English-speaking friends and/or relatives to do short listening activities in English, e.g. with their own


requested.

Draft Listening – Level 1 95

Listening – Level 1


• listen and respond to spoken language, including information and narratives, and follow explanations and

instructions of varying length, adapting response to speaker, medium and context;

• speak to communicate information, ideas and opinions, adapting speech and content to take account of

the listener(s) and medium;

• engage in discussion with one or more people in familiar and unfamiliar situations, making clear and relevant

contributions that respond to what others say and produce a shared understanding about different topics.


• listen for and identify relevant information from explanations and presentations on a range of

straightforward topics;

• listen for and understand explanations, instructions and narratives on different topics in a range of contexts;

• use strategies to clarify and confirm understanding (such as facial expressions, body language and

verbal prompts);

• provide feedback and confirmation when listening to others;

• make contributions relevant to the situation and subject;

• speak clearly in a way which suits the situation;


• respond to questions on a range of topics;

• express clearly statements of fact, explanations, instructions, accounts and descriptions;

• present information and ideas in a logical sequence and include detail and develop ideas where appropriate;

• follow and contribute to discussions on a range of straightforward topics;

• respect the turn-taking rights of others during discussions;

• use appropriate phrases for interruption.

Issues which may affect the delivery of the curriuculum at this level

• Students can expect a little support in terms of repetition and re-phrasing. Speech should be delivered at

normal speed and students should be able to cope with a limited range of distractors, e.g. background

noises, music, interruptions.

• Students should have the opportunity to hear a variety of accents and varieties of English.



listening material.

• The importance of non-verbal signalling, and the difficulties encountered when it is not present, should

not be underestimated.


than their reading or writing unless writing is specified in the standards e.g. listening and note taking.

As some students, even at this level, may have basic literacy skills, activities should be devised which can

be performed orally and/or in writing, where possible or appropriate.


Under Examples of application and level, see Speaking Level 1 for examples of language in use and text range.

Sample activities are examples and should not be used as a prescriptive list.

Listening at this level is contextualised in exchanges between two or more people in a range of familiar and

unfamiliar situations in narratives and explanations of ranging length and detail.

96 Listening – Level 1 Draft

List

en fo

r gist

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L1.1

rec

ogni

se c

onte

xt;

Iden

tify t

he g

enre

, situ

atio

n an

d/or

spea

kers

in a

rang

e of

inte

ract

ive a

nd n

arra

tive

disc

ours

e ty

pes,

e.g.

disc

ussio

ns, c

onve

rsat

ions

, sho

rt pr

esen

tatio

ns,

anno

unce

men

ts.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

L1.2

pre

dict

gen

eral

mea

ning

;Pr

edict

the

cont

ent o

f a d

ialo

gue,

nar

rativ

e or

expl

anat

ion,

prio

r to

liste

ning

.

Pred

ict th

e po

ssib

le e

ndin

g of

a se

nten

ce, c

hunk

of te

xt o

r end

ing.

•El

icit t

he p

ossib

le c

onte

nt o

f a d

ialo

gue

prio

r to

liste

ning

, hav

ing

esta

blish

ed th

e ge

nera

lsit

uatio

n. S

top

the

dial

ogue

at a

give

n po

int a

nd a

sk st

uden

ts to

pre

dict

the

end

of a

sent

ence

or t

ext.

L1.3

pre

dict

unk

nown

wor

ds;

Pred

ict th

e m

eani

ng o

f unk

nown

wor

ds in

adi

alog

ue n

arra

tive

or e

xpla

natio

n us

ing

cont

ext

and

the

whol

e te

xt.

•As

k st

uden

ts to

gue

ss th

e m

eani

ng o

f unk

nown

wor

ds, g

iving

pos

sible

opt

ions

and

con

text

clues

, usin

g pi

ctur

es, f

lash

card

s or s

ynon

yms w

ithin

mul

tiple

cho

ice.

L1.4

und

erst

and

the

gist

of a

disc

ussio

n be

twee

n 2

or m

ore

peop

lein

fam

iliar a

nd u

nfam

iliar s

ituat

ions

.

Iden

tify t

he si

tuat

ion

and/

or sp

eake

rs.

Iden

tify t

he su

bjec

t/top

ic of

disc

ussio

n.

Follo

w th

e in

tera

ctive

nat

ure

of d

iscus

sion.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

. •

Ask

ques

tions

abo

ut th

e wa

y spe

aker

s do/

do n

ot u

se w

hole

sent

ence

s, pa

use,

inte

rrupt

etc

.

List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L1.5

ext

ract

info

rmat

ion;

Iden

tify i

nfor

mat

ion

cont

aine

d in

a ra

nge

ofsp

oken

text

s, e.

g. n

ews i

tem

, nar

rativ

es.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

, tick

ing

or fi

lling

in a

sim

ple

tabl

e if

stud

ents

are

lite

rate

L1.6

und

erst

and

key w

ords

and

phra

ses;

Iden

tify k

ey w

ords

and

phr

ases

in a

give

n co

ntex

t,e.

g. in

inte

rvie

ws, p

revio

us e

xper

ienc

e, sk

ills,

pens

ion

sche

me.

•Pr

e-te

ach/

elici

t key

wor

ds p

rior t

o lis

teni

ng a

nd a

sk st

uden

ts to

list

en fo

r as m

any a

s pos

sible

and

note

them

dow

n in

ord

er.

•El

icit t

he w

ords

afte

r list

enin

g.

•G

ive st

uden

ts a

list

and

ask

them

to id

entif

y the

wor

ds th

ey h

ear f

rom

the

list,

num

berin

gth

em a

s the

y hea

r the

m.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L1.7

ide

ntify

key

gra

mm

atica

l fea

ture

s;Us

e of

pas

sive

cons

truct

ions

, rel

ative

pro

noun

s•

Ask

conc

ept q

uest

ion

and

give

ear

-pin

ning

act

ivitie

s.

•M

ultip

le c

hoice

com

preh

ensio

n

•G

ap-fi

ll a

shor

t par

agra

ph w

ith m

issin

g au

xilia

ries.

L1.8

ide

ntify

stre

ss w

ithin

wor

ds;

Disc

rimin

ate

betw

een

stre

ssed

and

uns

tress

edsy

llabl

es.

•As

k st

uden

ts to

list

en to

peo

ple

talki

ng in

a g

iven

cont

ext e

.g. w

ork

– Ab

dul’s

an

engi

neer

and

Mar

ia’s

a te

ache

r– a

nd m

ark

the

stre

ssed

sylla

ble

with

a d

ot/c

ircle

. Pra

ctise

with

stud

ents

’ own

sent

ence

s.

L1.9

ide

ntify

stre

ssed

/uns

tress

ed w

ords

with

in se

nten

ces;

Iden

tify i

nfor

mat

ion

or c

onte

nt w

ords

and

reco

gnise

how

they

are

stre

ssed

in se

nten

ces.

•Lis

ten

to a

shor

t tex

t. Te

ache

r cla

ps o

r bea

ts o

ut th

e rh

ythm

of s

ome

shor

t sen

tenc

es,

emph

asisi

ng th

e st

ress

ed in

form

atio

n wo

rds.

•St

uden

ts c

opy a

nd th

en p

ract

ise w

ith o

ther

exa

mpl

es fr

om th

e ta

pe o

r dia

logu

e.

•St

uden

ts re

ad sh

ort s

ente

nces

, list

en to

them

on

tape

and

mar

k th

e st

ress

ed w

ords

.

•Lit

erat

e st

uden

ts c

an b

e pa

ired

with

non

-lite

rate

par

tner

s.

L1.1

0 id

entif

y stre

ss-ti

med

rhyt

hm;

Awar

enes

s of s

tress

-tim

ed rh

ythm

, the

schw

a an

del

ision

•G

ive st

uden

ts e

xam

ples

in c

onte

xt e

.g. t

rave

l.A

singl

e to

Cre

we, p

leas

e.A

singl

e to

Lut

on, p

leas

e.A

singl

e to

Man

ches

ter,

plea

se.

•As

k st

uden

ts to

com

pare

num

bers

of s

yllab

les i

n th

e pl

ace

nam

es a

nd d

iscus

s the

diff

eren

ces.

Ask

them

to li

sten

and

repe

at, b

eatin

g ou

t the

rhyt

hm.

The

train

’s at

10

to 7

.

Take

an

early

trai

n an

d ch

ange

at E

psom

.•

Ask

stud

ents

to m

ark

the

stre

ssed

wor

ds w

ith d

ots/

circle

s.•

Ask

them

wha

t hap

pens

to th

e wo

rds t

o, a

t, an

d.

L1.1

1 e

xtra

ct th

e m

ain

poin

ts fr

omna

rrativ

es, e

xpla

natio

ns a

nd d

iscus

sions

;Id

entif

y mai

n po

ints

or i

deas

.•

Ask

stud

ents

to li

sten

to a

rang

e of

spok

en te

xts a

nd a

nswe

r tru

e/fa

lse q

uest

ions

rela

ting

toth

e m

ain

poin

ts, o

r tra

nsfe

r inf

orm

atio

n on

to a

tabl

e.

L1.1

2 id

entif

y whe

re st

atem

ents

inclu

deop

inio

ns a

nd/o

r fac

tual

info

rmat

ion;

Iden

tify c

omm

on st

ruct

ures

and

voca

bula

ry u

sed

in e

xpre

ssin

g di

ffere

nt o

pini

ons a

nd fa

cts.

•As

k st

uden

ts to

list

en to

dia

logu

es o

r disc

ussio

ns w

ith p

eopl

e ex

pres

sing

fact

s and

opi

nion

s.

•In

pai

rs, a

sk st

uden

ts to

say w

ho th

inks

wha

t.

•Us

e clo

sed/

open

que

stio

ns, s

impl

e qu

estio

nnai

res.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L1.1

3 re

cogn

ise re

latio

nshi

p be

twee

nsp

eake

rs in

form

al an

d in

form

al sit

uatio

ns;

Iden

tify d

iffer

ence

s in

regi

ster

thro

ugh

sent

ence

stru

ctur

e, p

hras

ing,

and

use

of v

ocab

ular

y.•

Use

mul

tiple

cho

ice q

uest

ions

.

•O

pen/

close

d qu

estio

ns e

.g. A

re th

e sp

eake

rs fr

iend

s? W

hy d

o yo

u th

ink

this?

L1.1

4 p

rovid

e fe

edba

ck a

ndco

nfirm

atio

n.Re

cogn

ise a

nd re

spon

d to

requ

ests

for

clarif

icatio

n or

con

firm

atio

n.•

Conf

irmin

g an

d ch

eckin

g ba

ck e

xerc

ises e

.g. a

sk st

uden

ts to

repe

at a

rrang

emen

ts/a

set o

fin

stru

ctio

ns. W

hat h

ave

we a

rrang

ed?

Iden

tify

feel

ings

and

em

otio

ns.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L1.1

5 u

nder

stan

d a

rang

e of

feel

ings

and

attit

udes

;Id

entif

y com

mon

stru

ctur

es a

nd vo

cabu

lary

use

din

exp

ress

ing

diffe

rent

feel

ings

and

em

otio

ns.

•As

k st

uden

ts to

list

en to

role

-pla

y, di

alog

ues w

ith p

eopl

e ex

pres

sing

a ra

nge

of d

iffer

ent

feel

ings

and

em

otio

ns.

•St

uden

ts a

re th

en a

sked

to m

atch

the

key w

ords

and

phr

ases

with

the

feel

ings

/em

otio

ns o

ran

swer

ope

n qu

estio

ns m

ultip

le c

hoice

, tru

e/fa

lse, y

es/n

o qu

estio

ns/q

uest

ionn

aire

s.

L1.1

6 re

cogn

ise h

ow in

tona

tion

carri

esm

eani

ng.

Iden

tify d

iffer

ent f

eelin

gs e

xpre

ssed

thro

ugh

into

natio

n an

d co

rresp

ondi

ng w

ords

.

Iden

tify f

eelin

gs e

xpre

ssed

mai

nly t

hrou

ghin

tona

tion.

•As

k stu

dent

s to

liste

n to

peo

ple

expr

essin

g a

num

ber o

f diff

eren

t fee

lings

thro

ugh

thei

rlan

guag

e an

d in

tona

tion,

and

also

main

ly th

roug

h th

eir i

nton

atio

n.

•In

pair

s stu

dent

s are

ask

ed to

say ‘

who

feel

s wha

t’ –

mat

chin

g ga

me.

•

Elici

t how

they

can

tell.

•Id

entif

y risi

ng o

r fall

ing

into

natio

n, st

ress

and

pitc

h, h

ow th

ese

relat

e to

em

otio

ns.

•As

k stu

dent

s to

prac

tise

with

thei

r own

exa

mpl

es.


List

en to

and

follo

w s

trai

ghtfo

rwar

d in

stru

ctio

ns in

fam

iliar

and

unf

amili

ar s

ituat

ions

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L1.1

7 u

nder

stan

d th

e or

der o

f a se

t of

stra

ight

forw

ard

inst

ruct

ions

;Re

cogn

ise o

ral i

nstru

ctio

ns/d

irect

ions

.

Reco

gnise

and

resp

ond

to th

e se

quen

tial m

arke

rsin

a se

t of s

traig

htfo

rwar

d or

ders

.

•As

k st

uden

ts to

list

en to

peo

ple

givin

g co

mpl

ex d

irect

ions

or i

nstru

ctio

ns, a

nd g

ive e

arpi

nnin

g ac

tiviti

es fo

r seq

uent

ial m

arke

rs.

•St

uden

ts a

re a

sked

to fo

llow

the

dire

ctio

ns o

n a

map

, say

whe

re p

lace

s are

on

a m

ap o

ror

der w

ritte

n in

stru

ctio

ns in

a ju

mbl

ed o

rder

follo

wing

the

oral

inst

ruct

ions

.

L1.1

8 u

nder

stan

d an

d re

spon

d to

inst

ruct

ions

.De

mon

stra

te u

nder

stan

ding

of i

nstru

ctio

ns b

yta

king

appr

opria

te a

ctio

n.•

Give

stud

ents

a se

t of i

nstru

ctio

ns a

nd a

sk th

em to

car

ry th

em o

ut, e

.g. f

ill in

an

orde

r for

m,

draw

a si

mpl

e m

ap.






context clues;


• listen for key words or words recently learnt in class, new structures, particular to specific situations;

• listen for main points in factual programmes;

• use a teletext version where students have access;




special offers, numbers.


common functions.



by the teacher.

6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with your own


requested.


Listening – Level 2


• listen and respond to spoken language, including extended information and narratives, and follow detailed

explanations and multi-step instructions of varying length, adapting response to speaker, medium and context;

• speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting

speech and content to take account of the listener(s), medium, purpose and situation;

• engage in discussion with one or more people in a variety of different situations, making clear and effective

contributions that produce outcomes appropriate to purpose and topic.


• listen for and identify relevant information from extended explanations or presentations on a range of topics;

• listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in

a range of contexts;

• speak clearly and confidently in a way which suits the situation;

• respond to detailed or extended questions on a range of topics;

• respond to criticism and criticise constructively;

• make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts;

• express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate

structure, style and vocabulary;

• present information and ideas in a logical sequence and provide further details and development to clarify or

confirm understanding;

• make relevant contributions and help to move discussions forward;

• adapt contributions to discussions to suit audience, context, purpose and situation;

• use appropriate phrases for interruption and change of topic;

• support opinions and arguments with evidence.


• Speech is to be delivered at normal speed or faster. Students should be able to cope with distractors, such as

background noise, music, interruptions.

• Students should have the opportunity to hear a wide variety of accents and varieties of English.



• The importance of non-verbal signalling , and the difficulties encountered when it is not present, should not

be underestimated.


than their reading or writing.


Under Examples of application and level, see Speaking Level 2 for examples of language in use and text range.


Listening at this level is contextualised in a range of exchanges, some of them complex and detailed, between

two or more people in familiar and unfamiliar situations, in narratives and explanations of varying length.


List

en fo

r gist

.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L2.1

rec

ogni

se c

onte

xt;

Iden

tify t

he g

enre

, situ

atio

n an

d/or

spea

kers

in a

wide

rang

e of

inte

ract

ive a

nd n

arra

tive

disc

ours

ety

pes,

e.g.

disc

ussio

ns, l

ectu

res,

news

bro

adca

sts,

anno

unce

men

ts, r

ecor

ded

mes

sage

s.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

L2.2

pre

dict

gen

eral

mea

ning

;Pr

edict

con

tent

of a

rang

e of

spee

ch a

cts,

prio

r to

liste

ning

.

Pred

ict p

ossib

le e

ndin

g of

a se

nten

ce, c

hunk

of

text

or e

ndin

g.

•El

icit p

ossib

le c

onte

nt o

f a d

ialo

gue

prio

r to

liste

ning

, hav

ing

esta

blish

ed g

ener

alsit

uatio

n.

•St

op th

e di

alog

ue a

t a g

iven

poin

t and

ask

stud

ents

to p

redi

ct th

e en

d of

a se

nten

ce o

rte

xt.

L2.3

pre

dict

unk

nown

wor

ds;

Pred

ict th

e m

eani

ng o

f unk

nown

wor

ds in

aco

mpl

ex d

ialo

gue,

nar

rativ

e or

exp

lana

tion

usin

gco

ntex

t and

the

whol

e te

xt.

•As

k st

uden

ts to

gue

ss th

e m

eani

ng o

f unk

nown

wor

ds, g

iving

pos

sible

opt

ions

and

con

text

clues

, usin

g pi

ctur

es, f

lash

card

s and

syno

nym

s with

in m

ultip

le c

hoice

.

L2.4

und

erst

and

the

gist

of a

nar

rativ

edi

scus

sion

betw

een

2 or

mor

e pe

ople

in a

varie

ty o

f situ

atio

ns.

Iden

tify t

he si

tuat

ion

and/

or sp

eake

rs.

Iden

tify s

ubje

ct/to

pic

of th

e di

scus

sion.

Follo

w th

e in

tera

ctive

nat

ure

of d

iscus

sion.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

•As

k qu

estio

ns a

bout

the

way s

peak

ers d

o/do

not

use

who

le se

nten

ces,

paus

e, in

terru

pt e

tc.

List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L2.5

ext

ract

stra

ight

forw

ard

and

com

plex

info

rmat

ion;

Iden

tify i

nfor

mat

ion

cont

aine

d in

a w

ide

rang

e of

spok

en te

xts.

•O

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

, tra

nsfe

rring

info

rmat

ion

onto

a ta

ble,

or g

rid if

stud

ents

are

lite

rate

L2.6

und

erst

and

key w

ords

and

phra

ses;

Iden

tify k

ey w

ords

and

phr

ases

in a

rang

e of

form

al c

onte

xts,

e.g.

in th

e co

ntex

t of n

ews

broa

dcas

ts:

alle

gatio

n, fe

ars o

f fur

ther

..., m

embe

rs o

f the

parli

amen

tary

com

mitt

ee, g

obsm

acke

d.

•Pr

e-te

ach/

elici

t key

wor

ds p

rior t

o lis

teni

ng. A

sk st

uden

ts to

list

en fo

r as m

any a

s pos

sible

and

note

them

dow

n in

ord

er.

•El

icit t

he w

ords

afte

r list

enin

g.•

Give

stud

ents

a li

st a

nd a

sk th

em to

iden

tify t

he w

ords

they

hea

r fro

m th

e lis

t, nu

mbe

ring

them

as t

hey h

ear t

hem

.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L2.7

ide

ntify

key

gra

mm

atica

l fea

ture

s;Fo

r exa

mpl

e, th

e us

e of

pas

sive

v. ac

tive,

use

of

pres

ent p

erfe

ct v.

pas

t sim

ple,

coh

esive

dev

ices.

•As

k co

ncep

t que

stio

ns a

nd d

o ea

r-pin

ning

act

ivitie

s.

•M

ultip

le c

hoice

com

preh

ensio

n •

Gap

-fill

a sh

ort t

rans

crip

t with

miss

ing

auxil

iarie

s or o

ther

gra

mm

atica

l fea

ture

s.

L2.8

ide

ntify

stre

ss w

ithin

wor

ds;

Disc

rimin

ate

betw

een

stre

ssed

and

uns

tress

edsy

llabl

es.

•As

k st

uden

ts to

list

en to

peo

ple

talki

ng in

a g

iven

cont

ext e

.g. w

ork

– Ab

dul’s

an

engi

neer

and

Mar

ia’s

a te

ache

r– a

nd m

ark

the

stre

ssed

sylla

ble

with

a d

ot/c

ircle

or r

epea

t the

phr

ases

,st

ress

ing

the

stre

ssed

sylla

bles

.•

Prac

tise

with

stud

ents

’ own

sent

ence

s.

L2.9

ide

ntify

stre

ssed

/uns

tress

ed w

ords

with

in se

nten

ces;

Iden

tify i

nfor

mat

ion

or c

onte

nt w

ords

and

reco

gnise

how

they

are

stre

ssed

in se

nten

ces.

•Lis

ten

to a

shor

t tex

t. Te

ache

r cla

ps o

r bea

ts o

ut th

e rh

ythm

of s

ome

shor

t sen

tenc

es,

emph

asisi

ng th

e st

ress

ed in

form

atio

n wo

rds.

Stud

ents

cop

y and

then

pra

ctise

with

oth

erex

ampl

es fr

om th

e ta

pe o

r dia

logu

e. S

tude

nts r

ead

shor

t sen

tenc

es, l

isten

to th

em o

n ta

pean

d m

ark

the

stre

ssed

wor

ds.

•Lit

erat

e st

uden

ts c

an b

e pa

ired

with

non

-lite

rate

par

tner

s.

L2.1

0 id

entif

y stre

ss-ti

med

rhyt

hm;

Awar

enes

s of s

tress

-tim

ed rh

ythm

, the

schw

a an

del

ision

•G

ive st

uden

ts e

xam

ples

in c

onte

xt e

.g. t

rave

l.A

singl

e to

Cr e

we, p

leas

e.A

singl

e to

Lut

on, p

leas

e.A

singl

e to

Man

ches

ter,

plea

se.

•As

k st

uden

ts to

com

pare

num

bers

of s

yllab

les i

n th

e pl

ace

nam

es a

nd d

iscus

s the

diff

eren

ces.

Ask

them

to li

sten

and

repe

at, b

eatin

g ou

t the

rhyt

hm.

The

train

’ s at

10

to 7

.Ta

ke a

n ea

rly tr

ain

and

chan

ge a

t Eps

om.

•As

k st

uden

ts to

mar

k th

e st

ress

ed w

ords

with

dot

s/cir

cles.

•As

k th

em w

hat h

appe

ns to

the

word

s to,

at,

and.

L2.1

1 e

xtra

ct m

ain

poin

ts fr

om c

ompl

exna

rrativ

es, e

xpla

natio

ns a

nd d

iscus

sions

;Id

entif

y mai

n po

ints

or i

deas

.•

Stud

ents

list

en to

com

plex

nar

rativ

es, e

xpla

natio

ns a

nd a

nswe

r tru

e/fa

lse q

uest

ions

rela

ting

to th

e m

ain

poin

ts o

r tra

nsfe

r inf

orm

atio

n on

to a

tabl

e.

L2.1

2 id

entif

y whe

re st

atem

ents

inclu

deop

inio

ns a

nd/o

r fac

tual

info

rmat

ion;

Iden

tify c

omm

on st

ruct

ures

and

voca

bula

ry u

sed

in e

xpre

ssin

g di

ffere

nt o

pini

ons a

nd fa

cts.

•As

k st

uden

ts to

list

en to

dia

logu

es o

r disc

ussio

ns w

ith p

eopl

e ex

pres

sing

fact

s and

/or

opin

ions

. In

pairs

, ask

stud

ents

to sa

y who

thin

ks w

hat.

•Us

e clo

sed/

open

que

stio

ns, s

impl

e qu

estio

nnai

res.


List

en fo

r det

ail.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L2.1

3 li

sten

for i

nfer

ence

;Id

entif

y an

idea

, opi

nion

or f

act w

hich

is n

otov

ertly

stat

ed.

•As

k st

uden

ts to

list

en to

a d

iscus

sion

with

peo

ple

expr

essin

g a

rang

e of

idea

s and

opi

nion

s,so

me

of w

hich

are

not

stat

ed o

vertl

y. Us

e m

ultip

le c

hoice

que

stio

ns to

che

ck st

uden

ts’

com

preh

ensio

n.

L2.1

4 re

cogn

ise re

latio

nshi

p be

twee

n a

wide

rang

e of

spea

kers

in fo

rmal

and

info

rmal

situ

atio

ns;

Iden

tify d

iffer

ence

s in

into

natio

n.

Iden

tify d

iffer

ence

s in

regi

ster

thro

ugh

sent

ence

stru

ctur

e, p

hras

ing,

and

use

of v

ocab

ular

y.

•Us

e m

ultip

le c

hoice

que

stio

ns.

•O

pen/

close

d qu

estio

ns e

.g. A

re th

e sp

eake

rs fr

iend

s? W

hy d

o yo

u th

ink

this?

L2.1

5 p

rovid

e fe

edba

ck a

ndco

nfirm

atio

n.Re

cogn

ise a

nd re

spon

d to

requ

ests

for

clarif

icatio

n or

con

firm

atio

n.•

Conf

irmin

g an

d ch

eckin

g ba

ck e

xerc

ises e

.g. a

sk st

uden

ts to

repe

at a

rrang

emen

ts/a

set o

fin

stru

ctio

ns, W

hat h

ave

we a

rrang

ed?

Iden

tify

feel

ings

and

em

otio

ns.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L2.1

6 u

nder

stan

d a

rang

e of

feel

ings

and

attit

udes

;Id

entif

y com

mon

stru

ctur

es a

nd vo

cabu

lary

use

din

exp

ress

ing

diffe

rent

feel

ings

and

em

otio

ns.

•As

k st

uden

ts to

list

en to

role

pla

y, di

alog

ues w

ith p

eopl

e ex

pres

sing

a ra

nge

of d

iffer

ent

feel

ings

and

em

otio

ns. S

tude

nts a

re th

en a

sked

to m

atch

the

key w

ords

, phr

ases

with

the

feel

ings

/em

otio

ns o

r ans

wer o

pen

ques

tions

, mul

tiple

cho

ice, t

rue/

false

, yes

/no

ques

tions

/que

stio

nnai

res.

L2.1

7 re

cogn

ise h

ow in

tona

tion

carri

esm

eani

ng.

Iden

tify d

iffer

ent f

eelin

gs e

xpre

ssed

thro

ugh

into

natio

n an

d co

rresp

ondi

ng w

ords

.

Iden

tify f

eelin

gs e

xpre

ssed

mai

nly t

hrou

ghin

tona

tion.

•St

uden

ts li

sten

to p

eopl

e ex

pres

sing

a nu

mbe

r of d

iffer

ent f

eelin

gs th

roug

h th

eir l

angu

age

and

into

natio

n, a

nd a

lso m

ainl

y thr

ough

thei

r int

onat

ion.

In p

airs

stud

ents

are

ask

ed to

say

‘who

feel

s wha

t’ m

atch

ing

gam

e.

•El

icit h

ow th

ey c

an te

ll. Id

entif

y risi

ng o

r fal

ling

into

natio

n, st

ress

and

pitc

h, e

licit

how

thes

ere

late

to th

e em

otio

ns.

•As

k st

uden

ts to

pra

ctise

with

thei

r own

exa

mpl

es.


List

en fo

r and

follo

w in

stru

ctio

ns.

Com

pone

nt S

kills

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:

L2.1

8 u

nder

stan

d th

e or

der o

f len

gthy

or

mul

ti-st

ep in

stru

ctio

ns in

a ra

nge

ofco

ntex

ts;

Reco

gnise

diff

eren

t way

s of g

iving

ora

lin

stru

ctio

ns/d

irect

ions

.Re

cogn

ise im

plici

t and

exp

licit

inst

ruct

ions

.Re

cogn

ise a

nd re

spon

d to

the

prep

ositi

onal

phra

ses,

sequ

entia

l mar

kers

, com

man

ds.

•As

k st

uden

ts to

list

en to

peo

ple

givin

g le

ngth

y dire

ctio

ns o

r mul

ti-st

ep in

stru

ctio

ns.

•G

ive e

ar p

inni

ng a

ctivi

ties f

or k

ey g

ram

mat

ical s

truct

ures

and

non

-seq

uent

ial o

rder

ing.

•As

k co

ncep

t que

stio

ns to

iden

tify i

mpl

ict q

uest

ions

.

•St

uden

ts a

re a

sked

to fo

llow

the

dire

ctio

ns o

n a

map

, say

whe

re p

lace

s are

on

a m

ap a

ndor

der w

ritte

n in

stru

ctio

ns g

iven

in a

jum

bled

irde

r or v

ice ve

rsa.

L2.1

9 u

nder

stan

d an

d re

spon

d to

inst

ruct

ions

.De

mon

stra

te u

nder

stan

ding

of i

nstru

ctio

ns b

yta

king

appr

opria

te a

ctio

n.•

Give

stud

ents

a se

t of i

nstru

ctio

ns a

nd a

sk th

em to

car

ry th

em o

ut, e

.g. d

rawi

ng a

gra

ph,

fillin

g in

a p

ie c

hart

or ta

ble.



1. Students can be encouraged to listen to the television and radio and:


context clues;


• listen for key words or words recently learnt in class.

• listen for the main points in factual programmes;

• use a teletext version where students have access;



2. Listen to announcements in their daily lives and try and pick out specific information, e.g. times, prices,

platforms, special offers, numbers.


common functions.

4. Record their lessons or parts of them and play them back outside the classroom.


by the teacher.

6. Use English-speaking friends and/or relatives to do short listening activities in English e.g. with own

children, play a guessing game, where the child describes an object and the student has to identify/name it.

Draft Reading – Entry Level 1 107

The ESOL Curriculum

Reading – Entry Level 1

At this level, adults can:• read and understand short texts with repeated language patterns on familiar topics;

• read and obtain information from common signs and symbols.


• follow a narrative on a familiar topic or experience;

• recognise the different purposes of texts at this level;

• possess a limited, meaningful sight vocabulary of words, signs and symbols;

• decode simple, regular words;

• recognise the letters of the alphabet in both upper and lower case;

in texts such as public signs and notices, lists, forms, notes, records, simple narratives.

Issues of which may affect the delivery of the curriculum at this level

• Texts at this level consist of single words or signs, very simple forms, very simple sentences and familiarvocabulary.

• The pacing of lessons and ordering of items will vary according to students’ level of literacy and the type ofscript they can read.

• The students’ knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.

• The spoken competence of some students may well be considerably more advanced than their literacy skills,enabling useful discussion and cross-cultural comparisons to take place.

Note on the tables which followUnder Knowledge and understanding, see Speaking – Entry Level 1 for grammar. Under Examples of

application and level, see Speaking – Entry Level 1 for examples of language in use and text range. Sample activities are examples only and should not be used as a prescriptive list.

108 Reading – Entry Level 1 Draft

Text

Foc

us:

Read

and

und

erst

and

shor

t te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E1.1

tra

ck te

xts i

n rig

ht o

rder

, lef

tto

righ

t, to

p to

bot

tom

;be

awa

re th

at te

xt o

n a

page

goe

s fro

m le

ft to

right

and

top

to b

otto

m;

Read

own

com

posit

ion

that

som

eone

else

has

writ

ten

down

.•

Follo

w fa

milia

r tex

t with

fing

er, f

rom

left

to ri

ght a

ndlis

ten

to te

xt b

eing

read

at s

ame

time.

E1.3

ide

ntify

pur

pose

of s

ome

text

s fro

m th

eir f

orm

at;

reco

gnise

that

diff

eren

t typ

es o

f tex

t will

look

diffe

rent

;Si

gns a

nd sy

mbo

ls e.

g. la

dies

, no

smok

ing,

exit

,ver

y sim

ple

lette

r, ve

rysim

ple

narra

tive

on a

fam

iliar s

ubje

ct, (

for

exam

ple

see

abov

e), v

ery s

impl

e fo

rm,

appo

intm

ent c

ard,

adv

ert.

•Sh

ow a

varie

ty o

f tex

ts a

nd a

sk w

hat t

hey a

re fo

r.

•So

rt te

xts i

nto

diffe

rent

text

type

s.

•As

k if

text

type

s loo

k th

e sa

me

in st

uden

ts' l

angu

ages

.

E1.4

rec

ogni

se p

rint i

n a

varie

tyof

setti

ngs;

reco

gnise

that

Mon

dayi

n a

cale

ndar

is w

ritte

nin

the

sam

e wa

y as M

onda

yon

anap

poin

tmen

t car

d;

Hosp

italo

n a

sign

or in

a le

tter.

•Ci

rcle

sam

e wo

rd in

diff

eren

t tex

ts.

•Su

gges

t whe

re e

lse th

at w

ord

may

app

ear.

E1.2

use

a ra

nge

of st

rate

gies

toge

t mea

ning

from

text

;re

cogn

ise th

at p

rint c

arrie

s mea

ning

and

that

word

s on

the

page

repr

esen

t wor

ds th

at c

anbe

spok

en;

be a

ware

that

it is

not

alw

ays n

eces

sary

to re

adev

ery w

ord

in o

rder

to c

ompr

ehen

d or

gai

nin

form

atio

n fro

m te

xt;

Take

par

t in

lang

uage

exp

erie

nce

activ

ity,

wher

e te

ache

r writ

es d

own

stud

ent’s

word

s and

read

s the

m b

ack

to th

est

uden

t, e.

g.I’v

e go

t 3 c

hild

ren.

I’ve

got 1

girl

.I’v

e go

t 2 b

oys.

Follo

w a

simpl

e na

rrativ

e, w

ith re

peat

edla

ngua

ge p

atte

rns,

on a

fam

iliar t

opic

orex

perie

nce,

e.g

.Th

is is

Amin

a. S

he c

omes

from

Som

alia

.Th

is is

Moh

amed

. He

com

es fr

omSo

mal

ia to

o. T

hey a

re m

arrie

d.Id

entif

y sen

der a

nd re

cipie

nt o

f let

ter.

Use

info

rmat

ion

in il

lust

ratio

ns to

aid

unde

rsta

ndin

g.

•Fo

llow

text

read

by t

each

er, o

ther

stud

ent,

or o

n ta

pe.

•Re

ad b

ack

own

word

s writ

ten

down

by t

each

er.

•An

swer

que

stio

ns a

bout

a te

xt to

dem

onst

rate

unde

rsta

ndin

g, e

.g.

–W

here

doe

s Am

ina

com

e fro

m?

–M

oham

ed is

mar

ried

(true

/false

).

•Lo

ok a

t bill

and

answ

er o

ral q

uest

ions

on

spec

ific

info

rmat

ion

– e.

g. W

hat k

ind

of b

ill is

it? H

ow m

uch

isth

ere

to p

ay? W

hen

mus

t the

pay

men

t be

mad

e?


Sent

ence

Foc

us:

Read

and

reco

gnise

sim

ple

sent

ence

str

uctu

res.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E1.5

rea

d an

d re

cogn

ise si

mpl

ese

nten

ce st

ruct

ures

;be

awa

re o

f the

con

cept

of a

sent

ence

;I c

ome

from

Mal

aga.

I liv

e in

Bra

dfor

d. I

have

two

child

ren.

So

y de

Mal

aga.

Viv

o en

Bra

dfor

d.Te

ngo

dos

hijo

s.

•Pu

t par

ts o

f sen

tenc

e (e

ach

on d

iffer

ent c

olou

r car

d) in

orde

r to

mak

e se

nten

ces.

•Su

bstit

ute

own

word

s int

o m

odel

sent

ence

.

•Co

mpa

re w

ith st

uden

ts' o

wn la

ngua

ges.

E1.6

rec

ogni

se h

ow si

mpl

epu

nctu

atio

n, c

apita

l let

ter a

nd a

full

stop

aid

s und

erst

andi

ng.

be a

ware

of w

hat t

he d

iffer

ent p

unct

uatio

nm

arks

mea

n, i.

e. th

at a

full

stop

indi

cate

s the

end

of th

e se

nten

ce a

nd th

at a

new

sent

ence

will

follo

w, a

nd th

at a

new

sent

ence

is li

kely

tobe

abo

ut a

new

poi

nt.

Sim

ple

sent

ence

pun

ctua

tion,

e.g

. cap

ital

lette

r at b

egin

ning

and

full

stop

at e

nd.

•Co

mpa

re w

ith st

uden

ts' o

wn la

ngua

ges.

•Re

ad si

mpl

e, fa

milia

r tex

t alo

ud (s

ee E

1.2

abov

e fo

rex

ampl

e), a

nd d

iscus

s fun

ctio

n of

cap

ital l

ette

rs a

nd fu

llst

ops i

n th

e se

nten

ces.

Wor

d Fo

cus:

Dev

elop

und

erst

andi

ng a

nd u

se o

f voc

abul

ary,

mor

phol

ogy

and

phon

ics.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E1.7

rec

ogni

se le

tters

of t

heal

phab

et, l

ower

and

upp

er c

ase;

reco

gnise

that

lette

rs o

f the

alp

habe

t can

be

repr

esen

ted

in d

iffer

ent w

ays;

Wor

ds w

ritte

n in

diff

eren

t typ

e st

yles o

rha

ndwr

itten

•M

atch

upp

er a

nd lo

wer c

ase

lette

rs.

•M

atch

sets

of w

ords

writ

ten

in u

pper

and

lowe

r cas

e:•

TOIL

ET

to

ilet

•M

atch

lette

rs w

ritte

n in

diff

eren

t typ

e st

yles.

E1.8

use

bas

ic so

und/

sym

bol

asso

ciatio

n to

aid

dec

odin

g;be

awa

re th

at sy

mbo

ls re

pres

ent s

ound

s;In

itial

and

fina

l sou

nds a

nd c

omm

onco

nson

ant d

igra

phs (

such

as c

h, sh

, th)

.•

Mat

ch p

ictur

e of

obj

ect w

ith le

tter r

epre

sent

ing

its

initi

al so

unds

.

•Id

entif

y wor

ds st

artin

g wi

th sa

me

initi

al so

und,

e.g

.na

mes

of s

tude

nts i

n cla

ss –

Mar

ta, M

assim

o, M

iriam

.

E1.9

re

cogn

ise c

omm

on w

hole

word

s and

som

e pe

rson

al k

eywo

rds.

be a

ware

that

as r

eade

rs b

ecom

e m

ore

fluen

tat

read

ing

they

read

fam

iliar w

ords

as w

hole

word

s.

Com

mon

socia

l sig

ht vo

cabu

lary,

own

nam

e, n

ame

of to

wn, d

ays o

f the

wee

k.•

Gam

es su

ch a

s pel

man

ism, b

ingo

.

•M

atch

wor

ds a

gain

st sa

me

word

in d

iffer

ent t

ype

style

.

•M

atch

wor

ds a

gain

st w

ords

in se

nten

ces.


Dev

elop

str

ateg

ies

for

inde

pend

ent

lear

ning

Sugg

est

that

stu

dent

s:

•lo

ok a

t sig

ns w

hile

out

and

abo

ut a

nd tr

y an

d w

ork

out m

eani

ng;

•fin

d w

ays

of r

emem

beri

ng c

omm

on w

ords

– fo

r in

stan

ce p

in u

p at

hom

e;

•re

ad c

aptio

ns to

illu

stra

tions

in m

agaz

ines

and

new

spap

ers

and

try

and

wor

k ou

t mea

ning

.




• read and understand short, straightforward texts on familiar topics;

• read and obtain information from short documents, familiar sources and signs and symbols.


• trace and understand the main events of chronological or instructional texts;


• identify common sources of information;

• use illustrations and captions to locate information;

• read and understand linking words and adverbials in instructions and directions such as next, then, right andstraight on;

• read and understand words on forms related to personal information (such as first name, surname, address,postcode, age, date of birth);

• recognise high frequency words and words with common spelling patterns;

• use phonic and graphic knowledge to decode words;

• use a simplified dictionary to find the meaning of unfamiliar words;

• use initial letter to find and sequence words in alphabetical order;

in texts such as public signs and notices, lists, forms, notes, records, emails, simple narratives, letters and diagrams.

Issues at this level

• Texts at this level consist of a few, simple sentences or short paragraph, simple signs and forms with clearlayout, using familiar vocabulary.

• The pacing of lessons and ordering of items will vary according to students' level of spoken English and theirprint stamina.

• The students' knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.



Under Knowledge and understanding, see Speaking – Entry Level 2 for grammar. Under Examples of

application and level, see Speaking – Entry Level 2 for examples of language in use and text range.Sample activities are examples only and should not be used as a prescriptive list.


Wor

d Fo

cus:

Read

and

und

erst

and

shor

t, st

raig

htfo

rwar

d te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E2.1

ide

ntify

the

purp

ose

of a

varie

ty o

f sho

rt, st

raig

htfo

rwar

dte

xts s

uch

as to

info

rm, t

o se

llso

met

hing

, to

requ

est a

ctio

n, to

tell

a st

ory;

be a

ware

of t

he c

once

pt o

f pur

pose

and

audi

ence

;Sh

ort p

erso

nal n

arra

tive,

form

, let

ter,

mes

sage

, sim

ple

news

pape

r arti

cle,

adve

rt or

not

ice.

•Lo

ok a

t diff

eren

t tex

ts. A

sk W

hat d

oes t

he w

riter

wan

t?W

hy h

as s/

he w

ritte

n it?

Who

is it

writ

ten

to?

E2.2

rec

ogni

se so

me

com

mon

text

type

s fro

m k

ey g

ener

icfe

atur

es;

reco

gnise

that

diff

eren

t tex

ts w

hich

shar

e a

com

mon

pur

pose

will

shar

e co

mm

on fe

atur

es;

Key g

ener

ic fe

atur

es in

clude

:•

form

at;

•la

yout

;•

grap

hics

;•

illust

ratio

ns;

•st

ruct

ure;

•gr

amm

atica

l fea

ture

s;•

key v

ocab

ular

y.

•Lo

ok a

t two

or m

ore

text

s of t

he sa

me

type

and

ana

lyse

key f

eatu

res,

for e

xam

ple,

take

2 fo

rmal

lette

rs a

nd a

sk –

Is

the

layo

ut th

e sa

me?

How

do

they

ope

n an

d clo

se?

E2.3

use

thes

e ke

y fea

ture

s to

pred

ict m

eani

ng a

nd a

idun

ders

tand

ing;

as a

bove

;Us

e of

hea

dlin

e or

illu

stra

tion

inne

wspa

per,

form

at o

f a le

tter,

use

of w

ord

Iin

pers

onal

nar

rativ

e, la

yout

of a

form

(i.e. n

ame

usua

lly c

omes

bef

ore

addr

ess).

•Lo

ok a

t illu

stra

tions

and

disc

uss w

hat t

he te

xt w

ill be

abou

t.

•Lo

ok a

t for

m a

nd p

redi

ct w

hat i

nfor

mat

ion

is lik

ely t

o be

need

ed a

nd w

here

it sh

ould

be

put.

E2.4

use

a ra

nge

of st

rate

gies

toge

t mea

ning

from

text

, e.g

. skim

to g

et th

e gi

st, s

can

for s

pecif

icin

form

atio

n or

mai

n ev

ents

, rea

dth

orou

ghly

wher

e ne

cess

ary;

reco

gnise

that

it is

not

alw

ays n

eces

sary

to re

adev

ery w

ord

to g

et m

eani

ng fr

om te

xt;

Be a

ble

to a

nswe

r que

stio

n, W

hat’s

itab

out?

Be

abl

e to

pick

out

T.V.

prog

ram

mes

at

8.00

o'cl

ock

from

T.V.

guid

e.Fo

llow

writt

en in

stru

ctio

ns (e

.g. o

n te

stpa

per o

r dom

estic

pro

duct

s suc

h as

cook

ing

inst

ruct

ions

) acc

urat

ely.

•G

ive st

uden

ts a

lim

ited

time

to sk

im te

xt a

nd g

ive g

ist o

rsp

ecifi

c in

form

atio

n.

•M

atch

inst

ruct

ions

aga

inst

illu

stra

tions

or d

iagr

ams.

•Co

mpr

ehen

sion

activ

ities

– tr

ue/fa

lse, q

uest

ions

, circ

leco

rrect

ans

wer,

gap

fill.


Text

Foc

us:

Read

and

und

erst

and

shor

t, st

raig

htfo

rwar

d te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E2.5

use

kno

wled

ge o

f lin

ksbe

twee

n se

nten

ces t

o ai

dm

eani

ng;

be a

ware

of t

he c

ohes

ive n

atur

e of

disc

ours

em

arke

rs in

ach

ievin

g m

eani

ng;

•Un

derli

ne d

iscou

rse

mar

kers

whi

ch a

re re

leva

nt to

gen

rebe

ing

read

, e.g

. the

n,ne

xtfo

r chr

onol

ogica

l nar

rativ

e.

•Sh

ow li

nks b

etwe

en p

rono

uns a

nd n

ouns

they

repr

esen

t.

E2.6

use

con

text

to m

onito

rm

eani

ng;

reco

gnise

that

the

purp

ose

of re

adin

g is

to g

etm

eani

ng fr

om te

xt;

In n

arra

tives

, ins

truct

iona

l tex

ts•

Put s

ente

nces

from

a n

arra

tive

in o

rder

to re

-tell

the

stor

y.

•St

op a

t reg

ular

inte

rval

s and

ask

stud

ents

to sa

y wha

t the

text

is a

bout

and

to sa

y if i

t mak

es se

nse.

E2.7

int

erac

t with

text

;be

awa

re th

at it

is p

ossib

le to

reac

t to

text

s in

diffe

rent

way

s;Ex

pres

s opi

nion

abo

ut te

xt.

Say w

heth

er o

r not

text

is a

ccur

ate.

Say w

heth

er a

gree

or d

isagr

ee w

ith te

xt.

•Di

scus

sion

in p

airs

, gro

ups,

whol

e gr

oup.

•De

bate

.

E2.8

infe

r inf

orm

atio

n th

at is

not

stat

ed;

be a

ware

that

opi

nion

s and

info

rmat

ion

are

not

alwa

ys o

vertl

y sta

ted

in te

xts;

Whe

re I

live

is a

very

goo

d ar

ea a

nd I

like

it ve

ry m

uch.

Som

etim

es I

leav

e m

y mon

ey to

pay

the

milk

man

on

the

wind

ow in

an

enve

lope

–no

pro

blem

.In

fer t

hat t

he la

st li

ne m

eans

no

one

stes

ols t

he m

oney

.

•Co

mpr

ehen

sion

activ

ities

(see

abo

ve).

•As

k st

uden

ts to

just

ify th

eir a

nswe

rs–

Wha

t par

t of

the

text

mak

es yo

u th

ink

that

?

E2.9

use

own

kno

wled

ge o

f the

world

to h

elp

get m

eani

ng fr

omte

xt;

be a

ware

of t

he im

porta

nce

of sh

ared

back

grou

nd k

nowl

edge

and

kno

wled

ge o

f the

world

in o

btai

ning

mea

ning

from

text

s;

Read

and

und

erst

and

a ne

wspa

per

head

line

abou

t eve

nts i

n st

uden

t’s c

ount

ry.Re

ad a

recip

e fo

r a fa

milia

r dish

.

•Di

scus

sion

to a

ctiva

te p

rior k

nowl

edge

.

•Lo

ok a

t illu

stra

tion

or h

eadi

ng a

nd p

redi

ct c

onte

nt.

•Id

entif

y key

wor

ds in

adv

ance

of r

eadi

ng.

E2.1

0 id

entif

y and

use

sim

ple

refe

renc

e to

ols a

nd fe

atur

es to

get i

nfor

mat

ion

from

text

s.

reco

gnise

use

of k

ey re

fere

nce

feat

ures

of t

exts

;

be a

ble

to u

se si

mpl

e al

phab

etica

l ord

er.

Cont

ents

list

, ans

wer k

ey, s

impl

ified

or

bilin

gual

dict

iona

ry,•

Que

stio

nnai

re, q

uiz,

gam

es to

find

info

rmat

ion,

can

be

com

petit

ive.

•So

rt fla

sh c

ards

in a

lpha

betic

al o

rder

of i

nitia

l let

ter.

•Lo

ok u

p un

fam

iliar w

ords

in a

sim

plifi

ed o

r bilin

gual

dict

iona

ry.

Cohe

sive

ties,

disc

ours

e m

arke

rsW

hen

I firs

t sta

rted.

.. T

hen

I... I

n th

e en

d...

This

is a

story

abo

ut m

y bes

t frie

nd .

She

com

es fr

om...


Sent

ence

Foc

us:

Read

and

reco

gnise

sim

ple

and

com

poun

d se

nten

ce s

truc

ture

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E2.1

1 us

e kn

owle

dge

of si

mpl

ean

d co

mpo

und

sent

ence

patte

rns t

o wo

rk o

ut m

eani

ngan

d to

con

firm

und

erst

andi

ng;

reco

gnise

com

mon

sent

ence

pat

tern

s and

feat

ures

;He

like

s Dov

er b

ut h

e do

esn’

t like

Lond

on.

Lear

n Co

mpu

ting

and

impr

ove

your

Engl

ish.

•Id

entif

y sen

tenc

es w

ith si

mila

r stru

ctur

es.

•Pr

edict

wha

t the

nex

t wor

d wi

ll be

from

the

sent

ence

stru

ctur

e, u

sing

a se

nten

ce ji

gsaw

.

•G

ap-fi

ll ex

ercis

es.

E2.1

2 re

cogn

ise h

ow si

mpl

epu

nctu

atio

n ai

ds u

nder

stan

ding

.be

awa

re o

f wha

t the

diff

eren

t pun

ctua

tion

mar

ks m

ean;

be a

ware

of s

ome

com

mon

rule

s suc

h as

capi

tal l

ette

rs fo

r pro

per n

ouns

.

Capi

tal l

ette

rs fo

r pro

per n

ouns

and

begi

nnin

g of

sent

ence

s, fu

ll st

ops,

com

mas

in a

list

, que

stio

n m

arks

.

•Id

entif

y que

stio

ns in

a te

xt.

•Id

entif

y nam

es in

a n

arra

tive.

•Re

ad a

loud

to a

par

tner

, mak

ing

use

of p

unct

uatio

n.

Wor

d Fo

cus:

Dev

elop

und

erst

andi

ng a

nd u

se o

f voc

abul

ary,

mor

phol

ogy

and

phon

ics.

Skills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 2.

13 n

ame

all t

he le

tters

of t

heal

phab

et a

nd le

arn

alph

abet

ical

orde

r;

reco

gnise

that

soun

ds a

nd n

ames

of l

ette

rsar

e di

ffere

nt;

be a

ble

to u

se a

lpha

betic

al o

rder

;

Spel

l wor

ds a

loud

, suc

h as

nam

e an

dad

dres

s.

Look

up

simpl

e wo

rds i

n a

dict

iona

ry,us

ing

the

initi

al le

tter.

•Di

ctat

e sp

ellin

g of

nam

e an

d ad

dres

s to

partn

er.

•Co

mpa

re w

ith st

uden

ts’ o

ther

lang

uage

s (e.

g. n

umbe

r of

lette

rs, a

re so

unds

and

nam

es d

iffer

ent?

Is sc

ript

diffe

rent

?).

•Re

ad a

text

, stu

dent

s und

erlin

e wo

rds t

hey d

o no

t und

er-

stan

d an

d lo

ok th

em u

p in

a si

mpl

ified

or b

ilingu

aldi

ctio

nary.

E2.1

4 u

se in

crea

sing

soun

d/sy

mbo

l ass

ocia

tion

to a

idde

codi

ng;

be a

ware

that

ther

e ar

e m

ore

soun

ds th

an

lette

rs o

f the

alp

habe

t;W

ord

endi

ngs,

vowe

l dig

raph

s suc

h as

ea, a

i,so

me

com

mon

ble

nds.

•Te

ach

in co

ntex

t – lo

ok fo

r rec

urrin

g so

unds

in a

text

, thi

nkof

oth

er w

ords

that

soun

d th

e sa

me.

•Di

scus

s whe

ther

that

soun

d ex

ists i

n st

uden

ts' l

angu

ages

and

if so

, how

man

y let

ters

are

use

d to

repr

esen

t it.


Wor

d Fo

cus:

Dev

elop

und

erst

andi

ng a

nd u

se o

f voc

abul

ary,

mor

phol

ogy

and

phon

ics.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E2.1

5 id

entif

y the

func

tion

ofco

mm

on le

tter c

ombi

natio

ns;

be a

ware

of

simpl

e, in

flect

ed fo

rms o

f ver

bs;

reco

gnise

com

mon

pre

fixes

;

ing,

ed,

un.

•Un

derli

ne a

ll th

e wo

rds w

ith e

d in

a n

arra

tive

– sa

y wha

tth

e ed

tells

them

.

•Th

ink

of o

ppos

ites o

f wor

ds su

ch a

s hap

py,t

idy,

etc.

– ge

nera

lise

from

the

exam

ples

.

•Co

mpa

re w

ith st

uden

ts' o

wn la

ngua

ges.

E2.1

6 e

xten

d sig

ht vo

cabu

lary

;be

awa

re th

at a

s rea

ders

bec

ome

mor

e flu

ent

they

read

fam

iliar w

ords

as w

hole

wor

ds a

ndde

velo

p a

rang

e of

socia

l sig

ht vo

cabu

lary

;

A ra

nge

of te

xt ty

pes a

nd to

pics

.

Form

s.

•W

ord

asso

ciatio

n ga

mes

.•

Look

at w

ord

fam

ilies.

•Cl

assif

y voc

abul

ary (

e.g.

tran

spor

t wor

ds to

do

with

sea,

air,

land

).•

Vary

text

type

s to

get a

rang

e of

voca

bula

ry.•

Wor

ds o

n fo

rms r

elat

ed to

per

sona

l inf

orm

atio

n, su

ch a

s–

first

nam

e, su

rnam

e, a

ddre

ss, p

ostc

ode,

age

, dat

e of

birth

.

E2.1

7 wo

rk o

ut m

eani

ng o

fun

fam

iliar v

ocab

ular

y fro

mco

ntex

t and

kno

wled

ge o

fwo

rd fa

milie

s.

be a

ware

of t

he st

ruct

ure

of w

ords

such

as

adje

ctive

s and

adv

erbs

qui

ck, q

uick

ly, sl

ow,

slowl

y, ha

ppy,

happ

ily e

tc.

He a

rrive

d qu

ickly .

It o

nly t

ook

him

thre

em

inut

es.

•Tr

ansfo

rm a

djec

tives

to a

dver

bs.

•Fi

ll in

tabl

e of

pas

t/pre

sent

tens

es o

r adj

ectiv

es/a

dver

bsta

ken

from

a te

xt –

com

pare

and

gen

eral

ise.

Stra

tegi

es fo

r ind

epen

dent

lear

ning

Sugg

est t

hat s

tude

nts:

•pr

actic

e re

adin

g as

muc

h as

pos

sibl

e ou

tsid

e th

e cl

assr

oom

;

•re

ad a

loud

to

child

ren

in E

nglis

h as

wel

l as

own

lang

uage

s;

•ke

ep a

voc

abul

ary

note

book

and

lear

n ne

w w

ords

;

•us

e a

sim

ple

or b

iling

ual d

ictio

nary

to

chec

k m

eani

ng o

f unf

amili

ar w

ords

.




• read and understand short, straightforward texts on familiar topics accurately and independently;

• read and obtain information from everyday sources.


• trace and understand the main events of chronological, continuous descriptive and instructional texts ofmore than one paragraph;


• recognise and understand the organisational features and typical language of instructional texts (such as use

of imperatives and second person);

• identify the main points and ideas, and predict words from context;

• understand and use organisational features to locate information (such as contents, index, menus);

• skim read title, headings and illustrations to decide if material is of interest;

• scan texts to locate information;

• obtain specific information through detailed reading;

• relate an image to print and use it to obtain meaning;

• recognise and understand relevant key specialist words;

• read and understand words and phrases commonly used on forms;

• use a dictionary to find the meaning of unfamiliar words;

• use first and second place letters to find and sequence words in alphabetical order;

in texts such as forms, notes, records, emails, narratives, letters, diagrams, simple instructions, short reports.


• Students will begin to read longer and more complex texts. However, the density and language of the textwill still affect reading fluency.

• Students need to become more familiar with different text types and authors.

• The students' knowledge of written conventions and texts in their own language will be a useful basis fordevelopment/comparative work.


Note on the tables which follow Under Knowledge and understanding, see Speaking – Entry Level 3 for grammar. Under Examples of

application and level, see Speaking – Entry Level 3 for examples of language in use and text range. Sample activities are examples only and should not be used as a prescriptive list.


Text

Foc

us:

Read

and

und

erst

and

shor

t, st

raig

htfo

rwar

d te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

iden

tify p

urpo

se o

f a va

riety

of st

raig

htfo

rwar

d te

xts s

uch

asto

info

rm, t

o se

ll so

met

hing

, to

requ

est a

ctio

n, to

tell

a st

ory,

toin

stru

ct, t

o pe

rsua

de, t

o m

ake

cont

act;

be a

ware

of t

he c

once

pt o

f pur

pose

;N

ewsp

aper

arti

cle, b

iogr

aphy

, fol

k ta

le,

shor

t rep

ort,

e-m

ail,

simpl

e in

stru

ctio

ns,

desc

riptiv

e wr

iting

, rev

iew,

form

, for

mal

and

info

rmal

lette

r, m

emo.

Key g

ener

ic fe

atur

es in

clude

:•

form

at;

•la

yout

;•

orga

nisa

tiona

l stru

ctur

e;•

gram

mat

ical f

eatu

res;

•di

scou

rse

mar

kers

;•

regi

ster

;•

key v

ocab

ular

y.

•Lo

ok a

t diff

eren

t tex

ts.

–As

k wh

at d

oes t

he w

riter

wan

t?–

Why

has

s/he

writ

ten

it?

E3.2

ide

ntify

the

audi

ence

,re

gist

er a

nd o

utco

me

ofst

raig

htfo

rwar

d te

xts;

be a

ware

of t

he c

once

pt o

f aud

ienc

e an

dou

tcom

e;

be a

ware

of c

hang

es in

regi

ster

dep

endi

ng o

nth

e de

gree

of f

orm

ality

;

As a

bove

.•

Look

at e

xam

ples

of f

orm

al a

nd in

form

al le

tters

.–

Ask

who

is it

writt

en to

? Is i

t a fo

rmal

or i

nfor

mal

lette

r?W

hat d

oes t

he w

riter

hop

e wi

ll ha

ppen

?

E3.3

rec

ogni

se so

me

com

mon

text

type

s fro

m k

eyge

neric

feat

ures

;

be a

ware

that

diff

eren

t tex

ts w

hich

shar

e a

com

mon

pur

pose

will

shar

e co

mm

on fe

atur

es,

for i

nsta

nce

that

a d

escr

iptio

n is

ofte

n wr

itten

in th

e pr

esen

t ten

se, t

hat m

emos

hav

e a

parti

cula

r lay

out;

As a

bove

.•

Look

at t

wo o

r mor

e te

xts o

f the

sam

e ty

pe a

nd a

nalys

eke

y fea

ture

s.


Text

Foc

us:

Read

and

und

erst

and

shor

t, st

raig

htfo

rwar

d te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.4

use

thes

e ke

y fea

ture

s to

pred

ict m

eani

ng a

nd a

idun

ders

tand

ing;

As a

bove

;Us

e of

hea

dlin

e or

illu

stra

tions

in a

news

pape

r arti

cle,

com

mon

stru

ctur

e of

afo

lk-ta

le (e

.g. u

sual

ly ha

s a h

appy

end

ing)

,us

e of

pas

t ten

se in

stra

ight

forw

ard

narra

tive,

use

of l

ingu

istic

mar

kers

firs

t,ne

xt, t

hen,

fina

llyto

indi

cate

sequ

ence

,us

e of

tim

es a

nd d

ates

in c

hron

olog

ical

narra

tive,

use

of n

umbe

ring

in a

set o

fin

stru

ctio

ns.

•Lo

ok a

t illu

stra

tions

and

disc

uss w

hat t

he te

xt w

ill be

abou

t.

•Lo

ok a

t for

m a

nd p

redi

ct w

hat i

nfor

mat

ion

is lik

ely t

o be

need

ed a

nd w

here

it sh

ould

be

put.

•Lo

ok a

t let

ter a

nd d

ecid

e th

e re

latio

nshi

p (fo

rmal

or

info

rmal

) bet

ween

writ

er a

nd re

ader

.

•Re

ad ti

tle a

nd fi

rst p

arag

raph

of n

arra

tive

and

disc

uss

what

may

follo

w.

E3.5

rec

ogni

se a

nd u

se fe

atur

esof

IT te

xts;

unde

rsta

nd IT

con

cept

s und

erlyi

ng th

e te

xts,

e.g.

con

cept

of a

serie

s of m

enus

;M

enus

, ico

ns, t

elet

ext p

ages

•Ex

ercis

es to

find

spec

ific

info

rmat

ion,

usin

g IT

text

ual

feat

ures

.

•M

atch

icon

with

des

crip

tion.

E3.6

use

a ra

nge

of st

rate

gies

to g

et m

eani

ng fr

om te

xt, e

.g.

skim

to g

et th

e gi

st, s

can

for

spec

ific

info

rmat

ion,

read

thor

ough

ly wh

ere

nece

ssar

y;

be a

ware

that

it is

not

alw

ays n

eces

sary

to re

adev

ery w

ord

to g

et m

eani

ng fr

om te

xt;

Get

the

gist

of l

ette

r, re

port,

auto

biog

raph

ical n

arra

tive,

folk

tale

,sim

ple

news

pape

r arti

cle.

Scan

for i

nfor

mat

ion

from

a ti

me-

tabl

e,pl

aces

to vi

sit fr

om a

bro

chur

e.Re

ad th

orou

ghly

to u

nder

stan

d de

tails

of

proc

edur

e or

hav

e in

-dep

th a

ppre

ciatio

nof

nar

rativ

e.

•G

ive st

uden

ts a

lim

ited

time

to sk

im te

xt a

nd g

ive g

ist o

rob

tain

spec

ific

info

rmat

ion.

•M

atch

inst

ruct

ions

aga

inst

illu

stra

tions

or d

iagr

ams.

•Co

mpr

ehen

sion

activ

ities

– tr

ue/fa

lse, q

uest

ions

, circ

leco

rrect

ans

wer,

gap

fill,

disc

ussio

n, re

-tell.


Text

Foc

us:

Read

and

und

erst

and

shor

t, st

raig

htfo

rwar

d te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.8

pick

out

mai

n po

ints

or

even

ts in

a te

xt;

be a

ware

that

text

s of t

he sa

me

type

shar

eco

mm

on st

ruct

ural

feat

ures

and

how

this

aids

unde

rsta

ndin

g;

Chro

nolo

gy fr

om a

n au

tobi

ogra

phica

lac

coun

t, ac

tion

to b

e ta

ken

from

a le

tter.

•Hi

ghlig

ht m

ain

poin

ts in

a te

xt, c

ompa

re w

ith a

noth

erst

uden

t’s m

ain

poin

ts.

•Tr

ansfe

r key

info

rmat

ion

from

text

to o

ther

form

at –

e.g.

tabl

e, fl

ow c

hart,

min

d-m

ap.

E3.9

use

con

text

to m

onito

rm

eani

ng a

nd in

tera

ct w

ith te

xt;

reco

gnise

that

it is

pos

sible

to re

act t

o te

xts i

ndi

ffere

nt w

ays a

nd th

at te

xts m

ay b

e wr

ong

orin

cons

isten

t;

Chec

k wh

at is

bei

ng re

ad m

akes

sens

e.

Expr

ess o

pini

on a

bout

text

.

•Pu

t sen

tenc

es fr

om a

nar

rativ

e in

ord

er to

re-te

ll th

e st

ory.

•St

op a

t reg

ular

inte

rval

s and

ask

stud

ents

to sa

y wha

t the

text

is a

bout

and

to sa

y if i

t mak

es se

nse.

•Re

-tell

narra

tive

or e

xpla

in c

onte

nt o

f tex

t to

anot

her

pers

on.

•Di

scus

sion

in p

airs

, gro

ups,

whol

e gr

oup.

•De

bate

.

E3.1

0 u

se o

wn k

nowl

edge

of

the

world

to h

elp

get m

eani

ngfro

m te

xt;

be a

ware

of t

he im

porta

nce

of sh

ared

back

grou

nd k

nowl

edge

and

kno

wled

ge o

f the

world

in o

btai

ning

mea

ning

from

text

s;

Prev

ious

kno

wled

ge a

bout

subj

ect m

atte

r(fo

r ins

tanc

e re

adin

g a

child

-car

e te

xt,

havin

g br

ough

t up

child

ren)

, cul

tura

lun

ders

tand

ing

(for i

nsta

nce

know

ing

how

the

educ

atio

n sy

stem

wor

ks b

efor

ere

adin

g a

colle

ge p

rosp

ectu

s).

•Di

scus

sion.

•Se

lf-qu

estio

ning

– w

hat d

o I k

now

alre

ady a

bout

this

subj

ect?

•Id

entif

ying

key p

hras

es a

nd vo

cabu

lary

(e.g

. for

apr

ospe

ctus

: GN

VQ, a

sses

smen

t, po

rtfol

io).

E3.7

use

kno

wled

ge o

f lin

ksbe

twee

n se

nten

ces a

ndpa

ragr

aphs

to a

id m

eani

ng;

be a

ware

of t

he c

once

pt o

f a p

arag

raph

,co

mm

on st

ruct

ure

of p

arag

raph

s and

how

para

grap

hs li

nk to

geth

er;

•Id

entif

y wor

ds w

hich

show

link

s bet

ween

sent

ence

s and

betw

een

para

grap

hs.

•La

bel p

arag

raph

s in

a te

xt a

nd d

iscus

s stru

ctur

e of

text

.

•Fi

ll in

gap

s in

text

s with

suita

ble

linkin

g wo

rds a

ndph

rase

s.

Cohe

sive

ties,

disc

ours

e m

arke

rs

Late

r on

we w

ill go

on

to sh

ow...

.

At th

e m

omen

t out

side

my c

lass

room

wind

ow i

t is r

aini

ng.

T

his

mak

esm

e th

ink

of th

e we

athe

r in

my o

wn c

ount

ry,Su

dan.

In S

udan

the

wint

er w

eath

er is

like

sum

mer

in E

ngla

nd, b

ut t

he su

mm

ers a

reve

ry h

ot .

..

Durin

g th

e ho

t wea

ther

...

Anot

her f

eatu

re o

f the

wea

ther

...


Text

Foc

us:

Read

and

und

erst

and

shor

t, st

raig

htfo

rwar

d te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

1 u

se im

ages

to a

idun

ders

tand

ing;

E3.1

2 re

ad a

nd, i

nter

pret

info

rmat

ion

in a

gra

phica

l for

m.

be a

ble

to u

se a

nd in

terp

ret i

nfor

mat

ion

ingr

aphi

cal f

orm

.

Be a

ware

of t

he c

onve

ntio

ns o

f sim

ple

tabu

lar

form

ats.

•Ta

ke va

rious

sim

ple

leaf

lets

and

disc

uss h

ow im

ages

and

grap

hica

l inf

orm

atio

n he

lp in

und

erst

andi

ng th

e te

xts.

•Us

ing

loca

l tra

in o

r bus

tim

etab

les,

disc

uss t

he la

yout

,us

e of

col

umns

and

rows

. Set

som

e tru

e/fa

lse q

uest

ions

,su

ch a

s–

The

last

trai

n is

at 2

3.48

.–

The

train

s on

Sund

ays r

un e

very

45

min

utes

.

Map

to a

ccom

pany

add

ress

on

a le

afle

t.

Tim

etab

les,

simpl

e gr

aphs

, bar

cha

rts.

Text

Foc

us:

Read

and

obt

ain

info

rmat

ion

from

eve

ryda

y so

urce

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

3 u

se a

rang

e of

refe

renc

eto

ols a

nd so

urce

s to

get

info

rmat

ion

from

text

s;

E3.1

4 u

se a

lpha

betic

al o

rder

ing

skills

to a

cces

s inf

orm

atio

n.

deve

lop

awar

enes

s of s

ourc

es o

f inf

orm

atio

n;

deve

lop

unde

rsta

ndin

g of

of a

lpha

betic

alor

der.

•Q

uest

ionn

aire

, qui

z, ga

mes

to fi

nd in

form

atio

n.

•Jig

saw

read

ing

activ

ities

(whe

re o

ne st

uden

t has

som

ein

form

atio

n an

d an

othe

r has

the

rest

).

•Pu

t wor

ds in

alp

habe

tical

ord

er.

•Ch

eck

own

or p

artn

er’s

work

in a

nswe

r key

.

Cont

ents

pag

e, in

dex,

answ

er k

ey,

dict

iona

ries,

gram

mar

boo

ks, p

hone

boo

k,st

reet

atla

s (A-

Z).


Sent

ence

Foc

us:

Read

and

reco

gnise

sim

ple

and

com

plex

sen

tenc

e st

ruct

ures

.

Skills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

5 u

se k

nowl

edge

of s

ynta

xan

d gr

amm

ar to

wor

k ou

tm

eani

ng a

nd to

con

firm

unde

rsta

ndin

g;

reco

gnise

sim

ple

and

com

plex

sent

ence

patte

rns a

nd g

ram

mat

ical f

eatu

res –

see

Spea

king

Entry

3 fo

r gra

mm

ar a

t thi

s lev

el;

•Id

entif

y sen

tenc

es w

ith si

mila

r stru

ctur

es.

•Pr

edict

wha

t the

nex

t wor

d wi

ll be

from

the

sent

ence

stru

ctur

e.

•G

ap-fi

ll.

Alth

ough

you

have

wor

ked

hard

this

term

,yo

u ne

ed to

read

mor

e wi

dely

i.e. t

hat

alth

ough

indi

cate

s the

firs

t cla

use

will

befo

llowe

d by

a c

ontra

stin

g on

eW

hen

she

was t

welve

she

used

to h

elp

her

brot

her a

nd fa

ther

to b

ring

in th

e fis

h.

The

used

to m

eans

she

did

it re

gula

rlySe

e Sp

eakin

g Cu

rricu

lum

for m

ore

exam

ples

of s

ente

nces

at t

his l

evel

.

E3.1

6 re

cogn

ise h

owpu

nctu

atio

n ai

ds u

nder

stan

ding

.re

cogn

ise w

hat t

he d

iffer

ent m

arks

mea

n.•

Read

alo

ud to

a p

artn

er, s

howi

ng h

ow p

ause

s and

info

rmat

ion

corre

spon

d to

pun

ctua

tion.

•Di

scus

s use

of p

unct

uatio

n in

a te

xt.

Capi

tal l

ette

rs, f

ull s

tops

, com

mas

, que

stio

nan

d ex

clam

atio

n m

arks

, bul

let p

oint

s,nu

mbe

ring.

Wor

d Fo

cus:

Dev

elop

und

erst

andi

ng a

nd u

se o

f voc

abul

ary,

mor

phol

ogy

and

phon

ics.

Skills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

7 re

cogn

ise a

rang

e of

lette

rco

mbi

natio

ns a

nd si

lent

lette

rs;

be a

ware

that

cer

tain

lette

r pat

tern

s are

com

mon

in E

nglis

h;•

High

light

wor

ds w

ith th

ese

patte

rns i

n te

xts.

•Th

ink

of fu

rther

wor

ds w

ith th

ese

patte

rns.

•Co

ntra

st w

ith st

uden

ts’ o

ther

lang

uage

s.

tion,

oug

h, c

ial,

wr, k

n

E3.1

8 w

here

pos

sible

use

pho

nic

stra

tegi

es to

dec

ode

unfa

milia

rwo

rds;

reco

gnise

that

ther

e ar

e m

ore

soun

ds th

anle

tters

of t

he a

lpha

bet;

begi

n to

use

the

phon

etic

alph

abet

to fi

nd th

epr

onun

ciatio

n of

a w

ord;

•Te

ach

in co

ntex

t – lo

ok fo

r rec

urrin

g so

unds

in a

text

, thi

nkof

oth

er w

ords

that

soun

d th

e sa

me.

•Di

scus

s whe

ther

that

soun

d ex

ists i

n st

uden

ts' l

angu

ages

and

if so

, whi

ch le

tters

are

use

d to

repr

esen

t it.

•Di

scus

s the

diff

eren

ces b

etwe

en w

ords

as s

poke

n in

conn

ecte

d sp

eech

and

in is

olat

ion,

such

as

–a

bottl

e of

milk

/of.

Sing

le so

unds

, ble

nds,

digr

aphs

.

Lear

n th

e ph

onet

ic sy

mbo

l for

som

eco

mm

on so

unds

, suc

h as

the

sym

bol f

orth

e sc

hwa

vowe

l.


Dev

elop

str

ateg

ies

for i

ndep

ende

nt le

arni

ng

Sugg

est

that

stu

dent

s:

•lo

ok a

t ne

wsp

aper

s an

d m

agaz

ines

, joi

n th

e lib

rary

– r

ead

as m

uch

as p

ossi

ble

outs

ide

the

clas

sroo

m;

•ke

ep a

voc

abul

ary

note

book

and

lear

n ne

w w

ords

– o

rgan

ise

them

in w

ord

fam

ilies

or

subj

ect

cate

gori

es;

•us

e a

dict

iona

ry t

o ch

eck

mea

ning

of u

nfam

iliar

wor

ds;

•st

art

to u

se a

dic

tiona

ry t

o ch

eck

pron

unci

atio

n.

Wor

d Fo

cus:

Dev

elop

und

erst

andi

ng a

nd u

se o

f voc

abul

ary,

mor

phol

ogy

and

phon

ics.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

9 id

entif

y the

func

tion

ofco

mm

on su

ffixe

s and

pre

fixes

;re

cogn

ise th

e fo

rm a

nd fu

nctio

n of

com

mon

pref

ixes;

•Un

derli

ne w

ords

with

com

mon

suffi

xes a

nd p

refix

es in

ana

rrativ

e –

disc

uss w

hat t

hey m

ean.

•Co

mpa

re w

ith w

ord

stru

ctur

e in

stud

ents

' own

lang

uage

s.

(hel

p)le

ss, (

rece

ptio

n)ist

, eve

ry(b

ody),

re(tu

rned

)

E3.2

0 e

xten

d sig

ht vo

cabu

lary

and

work

out

mea

ning

of

unfa

milia

r voc

abul

ary f

rom

cont

ext a

nd k

nowl

edge

of w

ord

fam

ilies;

have

an

awar

enes

s of t

he st

ruct

ure

of w

ords

–e.

g. ve

rb, n

oun,

ger

und

Teac

h/te

ache

r/tea

chin

gFa

rm/fa

rmer

/farm

ing;

•W

ord

asso

ciatio

n ga

mes

.

•Lo

ok a

t wor

d fa

milie

s (sig

n/sig

natu

re, p

hoto

grap

h,/

phot

ogra

pher

/pho

togr

aphy

).

•Cl

assif

y voc

abul

ary.

•Va

ry te

xt ty

pes t

o ge

t a ra

nge

of vo

cabu

lary.

A ra

nge

of te

xt ty

pes a

nd to

pics

E3.2

1 re

ad a

nd u

nder

stan

dwo

rds c

omm

only

used

on

form

s.be

awa

re o

f for

m fi

lling

conv

entio

ns a

ndla

ngua

ge c

omm

only

used

on

form

s.•

Brin

g in

exa

mpl

es o

f for

ms a

nd d

iscus

s wo

rds a

ndph

rase

s com

mon

ly fo

und.

•Di

scus

s the

way

in w

hich

the

sam

e in

form

atio

n is

aske

dfo

r in

diffe

rent

way

s, su

ch a

s firs

t nam

e, fo

rena

me,

othe

r nam

es a

nd th

e wa

y ins

truct

ions

are

give

n, st

ated

and

unst

ated

.

A va

riety

of f

orm

s

Draft Reading – Level 1 123

Reading – Level 1


• read and understand straightforward texts of varying lengths on a variety of topics accurately andindependently;

• read and obtain information from different sources.


• trace and understand the main events of continuous descriptive, explanatory or persuasive texts;

• recognise how language and other textual features are used to achieve different purposes (such as to

instruct, explain, describe, persuade);

• identify the main points and specific detail, and infer meaning from images, which is not explicit in the text;

• use organisational and structural features to locate information (such as contents, index, menus,

subheadings, paragraphs);

• use different reading strategies to find and obtain information (such as skimming, scanning,

detailed reading);

• use reference material to find the meaning of unfamiliar words;

in reports, instructional, explanatory and persuasive texts.

Issues at which may affect the delivery of the curriculum at this level

• Students need to read a variety of text types and authors.




Under Knowledge and understanding, see Speaking – Level 1 for grammar. Under Examples of application

and level, see Speaking – Level 1 for examples of language in use and text range. Sample activities areexamples only and should not be used as a prescriptive list.

124 Reading – Level 1 Draft

Text

Foc

us:

Read

and

und

erst

and

stra

ight

forw

ard

text

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

ide

ntify

pur

pose

, aud

ienc

ean

d ou

tcom

e in

text

s of v

aryin

gle

ngth

s;

L1.2

rec

ogni

se a

rang

e of

text

type

s fro

m th

eir k

ey g

ener

icfe

atur

es;

reco

gnise

that

diff

eren

t tex

ts w

hich

shar

e a

com

mon

pur

pose

will

shar

e co

mm

on fe

atur

essu

ch a

s for

mat

, lay

out,

disc

ours

e m

arke

rs,

gram

mar

, key

voca

bula

ry, st

ruct

ure,

regi

ster

;

Repo

rt, si

mpl

e es

say,

text

boo

k,st

raig

htfo

rwar

d in

stru

ctio

nal n

ewsp

aper

artic

le, s

hort

stor

y, au

tobi

ogra

phica

lna

rrativ

e, b

roch

ure,

poe

m, r

evie

w,de

scrip

tion,

e-m

ail,

web-

site,

inst

ruct

ions

,ap

plica

tion

form

, for

mal

lette

r

Key f

eatu

res i

nclu

de:

•fo

rmat

;•

layo

ut;

•or

gani

satio

nal s

truct

ure;

•gr

amm

atica

l fea

ture

s;•

disc

ours

e m

arke

rs;

•re

gist

er;

•ke

y voc

abul

ary.

•Lo

ok a

t var

ious

text

s and

say w

hat t

hey a

re, w

hat t

heir

purp

ose

is an

d wh

at th

eir k

ey fe

atur

es a

re.

L1.3

use

thes

e ke

y fea

ture

s to

pred

ict, i

nfer

mea

ning

and

aid

unde

rsta

ndin

g;

as a

bove

;

be a

ware

that

mea

ning

is n

ot a

lway

s sta

ted.

over

tly in

text

s and

nee

ds to

be

infe

red;

Use

of h

eadi

ngs i

n re

port

to g

ivest

ruct

ure,

use

of g

raph

ics a

nd h

eadl

ines

in n

ewsp

aper

arti

cle to

pre

dict

con

tent

and/

or p

oint

of v

iew

of w

riter

(e.g

.Re

fuge

es fl

ood

Dove

r), p

arag

raph

ing

tom

ake

a se

ries o

f poi

nts,

use

of su

mm

ary

at e

nd o

f eac

h ch

apte

r in

text

boo

k.

•Di

scus

sion

•Lo

ok a

t diff

eren

t typ

es o

f tex

t and

iden

tify w

hat f

eatu

res

will h

elp

pred

ict co

nten

t, po

int o

f vie

w et

c.

•Te

xt a

nalys

is (i.e

. look

at g

ener

ic fe

atur

es o

f diff

eren

tte

xt ty

pes).

L1.4

rec

ogni

se a

nd u

se fe

atur

esof

IT te

xts;

be a

ware

of I

T co

ncep

ts u

nder

lying

the

text

s,e.

g. w

hat h

yper

text

link

s act

ually

do;

Hype

rtext

link

s, m

enus

, ico

ns, t

elet

ext

page

s.•

Exer

cises

to fi

nd sp

ecific

info

rmat

ion,

usin

g IT

text

ual

feat

ures

.

•M

atch

icon

with

des

crip

tion.


Text

Foc

us:

Read

and

und

erst

and

stra

ight

forw

ard

text

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.5

use

a ra

nge

of st

rate

gies

for

getti

ng m

eani

ng fr

om te

xt su

chas

surv

eyin

g, sk

imm

ing,

scan

ning

,th

orou

gh re

adin

g;

reco

gnise

that

diff

eren

t stra

tegi

es a

re u

sefu

lfo

r diff

eren

t pur

pose

s;Su

rvey

to d

ecid

e wh

ich p

art o

f an

acad

emic

text

to re

ad (e

.g. i

ntro

duct

ion

and

conc

lusio

n), s

kim a

mag

azin

e to

see

if it

is wo

rth b

uyin

g, sc

an m

ail-o

rder

broc

hure

to fi

nd c

orre

ct p

rice,

read

the

topi

c se

nten

ce o

f eac

h pa

ragr

aph

in a

nar

ticle

to u

nder

stan

d th

e m

ain

poin

ts,

read

thor

ough

ly to

und

erst

and

deta

iled

inst

ruct

ions

or h

ave

in-d

epth

app

recia

tion

of a

rgum

ent o

r nar

rativ

e.

•Di

scus

s whe

n it

is he

lpfu

l to

use

diffe

rent

stra

tegi

es.

•Di

scus

s stra

tegi

es fo

r sur

veyin

g.

•Ex

ercis

es to

test

and

deve

lop

spee

d of

skim

min

g an

dsc

anni

ng.

•Va

riety

of e

xerc

ises t

o te

st co

mpr

ehen

sion

and

extra

ctio

nof

info

rmat

ion,

inclu

ding

que

stion

s, m

ultip

le ch

oice

, clo

zeet

c.

L1.6

pick

out

mai

n po

ints

or

even

ts fr

om a

text

;be

awa

re o

f usu

al st

ruct

ure

of th

at ty

pe o

f tex

t;Ar

gum

ents

for o

r aga

inst

GM

food

from

an in

stru

ctio

nal a

rticle

.Ke

y fea

ture

s fro

m a

des

crip

tion.

Key h

istor

ical e

vent

s fro

m a

chr

onol

ogica

lac

coun

t of s

omet

hing

.

•Hi

ghlig

ht m

ain p

oint

s in

a te

xt, c

ompa

re w

ith a

noth

erstu

dent

’s m

ain p

oint

s.

•Tr

ansfe

r key

info

rmat

ion

from

text

to o

ther

form

at –

e.g

.ta

ble,

flow

char

t, m

ind-

map

.

L1.7

use

kno

wled

ge o

f lin

ksbe

twee

n se

nten

ces a

ndpa

ragr

aphs

to a

id m

eani

ng;

be a

ware

of t

he c

once

pt o

f a p

arag

raph

,co

mm

on st

ruct

ure

of p

arag

raph

s, an

d ho

wpa

ragr

aphs

link

toge

ther

;

•Id

entif

y disc

ourse

mar

kers

in d

iffer

ent t

exts.

•Sa

y wha

t pro

noun

s etc

. ref

er to

in te

xt.

•Fi

ll in

gaps

with

suita

ble

linkin

g wo

rds a

nd p

hras

es.

L1.8

inf

er in

form

atio

n th

at is

not

stat

ed, i

nclu

ding

aut

hor's

opin

ion;

be a

ware

that

goo

d re

ader

s 're

ad b

etwe

en th

elin

es' i

n ce

rtain

type

s of t

exts

;•

Com

preh

ensio

n ac

tiviti

es: W

hy d

id sh

e ch

eck h

er w

ill?

•As

k stu

dent

s to

justi

fy th

eir a

nswe

rs –

which

par

t in

the

text

mak

es yo

u th

ink t

hat?

Disc

ours

e m

arke

rs, e

.g.

In th

e la

st p

arag

raph

we

disc

usse

d...

Cohe

sive

ties,

e.g.

Lo

ndon

is a

very

bus

y city

. Ho

weve

r,be

caus

e of

its

hug

e po

pula

tion

and

its

posit

ion

in th

e wo

rld fi

nanc

ial m

arke

t...

Poet

ry, n

arra

tive,

new

spap

er a

rticle

s,ad

verti

sem

ents

:I h

ad m

y ope

ratio

n on

Frid

ay. O

nTh

ursd

ay m

orni

ng I

chec

ked

my w

ill, sa

idm

y pra

yers

and

kiss

ed th

e ch

ildre

ngo

odby

e.


Text

Foc

us:

Read

and

und

erst

and

stra

ight

forw

ard

text

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.9

int

erac

t with

text

;re

cogn

ise w

hat m

akes

a g

ood

text

;be

awa

re o

f how

lang

uage

is u

sed

to c

reat

edi

ffere

nt e

ffect

s (e.

g. d

escr

iptiv

e la

ngua

ge,

form

al re

gist

er);

•Di

scus

s rea

ctio

n to

text

.

•Di

scus

s wha

t mak

es te

xt 's

ucce

ssfu

l' or n

ot.

•Id

entif

y par

ts of

text

that

wor

k par

ticul

arly

well (

or n

ot)

givin

g re

ason

s.

•Re

view

text

s.

Say w

heth

er st

ory i

s enj

oyab

le, w

heth

erin

form

atio

n is

accu

rate

, whe

ther

info

rmat

ion

is bi

ased

.

L1.1

0 u

se o

wn k

nowl

edge

of

the

world

to h

elp

get m

eani

ngfro

m te

xt.

be a

ware

of t

he im

porta

nce

of sh

ared

back

grou

nd k

nowl

edge

and

kno

wled

ge o

f the

world

in o

btai

ning

mea

ning

from

text

s.

•Di

scus

sion

to a

ctiva

te p

revio

us kn

owle

dge.

•Se

lf-qu

estio

n –

what

do

I kno

w alr

eady

abo

ut th

is su

bjec

t?

•Id

entif

y key

phr

ases

and

voca

bular

y (e.

g. fo

r job

appl

icatio

n,pe

rman

ent,

tem

pora

ry, se

ssio

nal s

taff).

Prev

ious

kno

wled

ge a

bout

subj

ect m

atte

r(e

.g. s

cienc

e le

arnt

in o

wn c

ount

ry),

cultu

ral u

nder

stan

ding

, (fo

r ins

tanc

ekn

owin

g wh

at C

V, ap

plica

tion

form

etc

. are

in jo

b ad

verti

sem

ents

)

Text

Foc

us:

Read

and

obt

ain

info

rmat

ion

from

diff

eren

t so

urce

s

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

1 re

ad a

nd o

btai

nin

form

atio

n fro

m a

varie

ty o

fso

urce

s;

be a

ware

of k

ey so

urce

s of r

efer

ence

and

be

able

to c

hoos

e ap

prop

riate

refe

renc

e to

ols f

orpu

rpos

e of

task

;

•Ex

ercis

es co

mpa

ring

info

rmat

ion

from

diff

eren

t sou

rces

.En

cyclo

paed

ias –

boo

k an

d CD

, atla

ses,

dict

iona

ries,

gram

mar

boo

ks.

Illust

ratio

ns, s

traig

htfo

rwar

d gr

aphs

L1.1

2 u

se re

fere

nce

mat

eria

l to

find

the

mea

ning

of u

nkno

wnwo

rds;

know

ledg

e of

alp

habe

tical

ord

erin

g;•

Exer

cises

to p

ract

ice fi

ndin

g th

e m

eani

ng o

f unk

nown

word

s, alp

habe

tical

orde

ring

skills

.As

abo

ve

L1.1

3 o

btain

info

rmat

ion

from

simpl

e gr

aphi

cal s

ourc

es.

reco

gnise

diff

eren

t typ

es o

f gra

phs a

nd h

owth

ey re

pres

ent d

ata.

•Tr

ansfe

r inf

orm

atio

n fro

m o

ne so

urce

to a

noth

er.

•Co

mpa

re d

iffer

ent w

ays o

f pre

sent

ing

info

rmat

ion

grap

hica

lly.

Bar c

harts

, tab

les,

pie

char

ts, s

catte

rgr

aphs


Sent

ence

Foc

us:

Read

and

rec

ogni

se s

impl

e an

d co

mpo

und

sent

ence

str

uctu

res.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

4 u

se k

nowl

edge

of s

impl

ean

d co

mpo

und

sent

ence

stru

ctur

es to

wor

k ou

t mea

ning

and

to c

onfir

m u

nder

stan

ding

;

see

Spea

king

Leve

l 1 fo

r ran

ge o

f gra

mm

ar a

tth

is le

vel;

•Id

entif

y diff

eren

t typ

es o

f sen

tenc

e str

uctu

res i

n di

ffere

ntty

pes o

f tex

ts.

•Pr

edict

wha

t the

nex

t wor

d wi

ll be

from

the

sent

ence

struc

ture

.

•G

ap-fi

ll.

Reco

gnise

a ra

nge

of p

ast,

pres

ent a

ndfu

ture

tens

es to

est

ablis

h wh

en a

n ev

ent

occu

rred

and

which

occ

urre

d fir

st in

ase

quen

ce o

f eve

nts.

Reco

gnise

the

use

of th

e pr

esen

t sim

ple

and

past

sim

ple

pass

ive in

repo

rts.

L1.1

5 u

se k

nowl

edge

of l

inks

with

in se

nten

ces t

o ai

d m

eani

ng;

for g

ram

mat

ical k

nowl

edge

see

Spea

king

Leve

l 1;

•M

atch

halv

es o

f sen

tenc

es to

geth

er.

•G

ap-fi

ll.

The

word

s bec

ause

or a

sare

like

ly to

link

two

halve

s of a

sent

ence

in a

cau

sal

rela

tions

hip

e.g.

Ple

ase

ensu

re yo

uar

rive

in g

ood

time

as w

e ca

nnot

allo

wan

yone

to e

nter

the

room

afte

r the

star

tof

the

exam

.

L1.1

6 re

cogn

ise h

owpu

nctu

atio

n ai

ds u

nder

stan

ding

.re

cogn

ise w

hat d

iffer

ent p

unct

uatio

n m

arks

mea

n.•

Disc

uss u

se o

f pun

ctua

tion

and

how

it aid

s und

ersta

ndin

g.

•Co

mpa

re w

ith o

ther

lang

uage

s.

Wid

e ra

nge

of p

unct

uatio

n, in

cludi

ng fu

llsto

ps, q

uesti

on an

d ex

clam

atio

n m

arks

,co

mm

as, c

olon

s, se

mi-c

olon

s, bu

llets,

num

berin

g, sp

eech

mar

ks, a

postr

ophe

s,br

acke

ts.

Wor

d Fo

cus:

Exte

nd u

nder

stan

ding

and

use

of v

ocab

ular

y, m

orph

olog

y an

d ph

onic

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

7 u

se p

refix

es a

nd su

ffixe

s to

aid

unde

rsta

ndin

g;be

awa

re o

f the

orig

in o

f com

mon

pre

fixes

and

suffi

xes;

•M

atch

pre

fix/s

uffix

with

mea

ning

.

•Lis

t wor

ds w

ith sa

me

pref

ix/su

ffix.

•Di

scus

s orig

in o

f som

e pr

efixe

s and

suffi

xes.

•Co

mpa

re w

ith o

ther

lang

uage

s.

For i

nsta

nce

anti,

pro

, bi,

tri, o

logy

That

if so

ciolo

gyis

the

stud

y of s

ocie

ty,cli

mat

olog

yis t

he st

udy o

f clim

ate.


Dev

elop

str

ateg

ies

for r

eadi

ng

for

exam

ple:

•ex

tend

ran

ge o

f voc

abul

ary

thro

ugh

read

ing

wid

ely

and

chec

king

mea

ning

and

pro

nunc

iatio

n of

unf

amili

ar w

ords

in a

dic

tiona

ry o

r as

king

som

eone

;

•ke

ep v

ocab

ular

y bo

ok a

nd le

arn

new

voc

abul

ary;

•co

mpa

re te

xt, s

ente

nce

and

wor

d st

ruct

ures

with

str

uctu

res

in o

ther

lang

uage

s, n

otin

g si

mila

ritie

s an

d di

ffere

nces

;

•w

ith lo

nger

text

s, e

mpl

oy P

Q4R

– p

revi

ew, q

uest

ion,

rea

d, r

ecite

, ref

lect

, rev

iew

.

Wor

d Fo

cus:

Exte

nd u

nder

stan

ding

and

use

of v

ocab

ular

y, m

orph

olog

y an

d ph

onics

.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

8 w

ork

out m

eani

ng o

fun

fam

iliar w

ords

by u

sing

deriv

atio

ns, w

ord

fam

ilies e

tc;

reco

gnise

how

wor

ds c

hang

e to

form

diff

eren

tpa

rts o

f spe

ech;

•Bu

ild w

ord

fam

ilies.

•G

ap-fi

ll with

corre

ct fo

rm o

f wor

d.

Phot

ogra

ph/p

hoto

grap

her/p

hoto

grap

hyHo

t/hot

ter/h

otte

st.

L1.1

9 w

here

pos

sible

use

pho

nic

stra

tegi

es to

dec

ode

unfa

milia

rwo

rds;

be a

ware

of t

he p

hone

tic a

lpha

bet a

nd c

hoos

ewh

ethe

r or n

ot to

lear

n to

use

it to

aid

pron

uncia

tion.

•Co

mpa

re so

unds

to st

uden

ts' o

wn la

ngua

ges.

•If

rele

vant

, mat

ch sy

mbo

ls of

pho

netic

alp

habe

t to

soun

dsof

wor

ds.

Read

ing

regu

lar u

nfam

iliar w

ords

Use

phon

etic

alph

abet

to w

ork

out

pron

uncia

tion

of u

nfam

iliar w

ords

.

L1.2

0 e

xten

d sig

ht vo

cabu

lary.

•W

ord

asso

ciatio

n ga

mes

.

•W

ord

fam

ilies.

•Va

ry re

adin

g to

get

a ra

nge

of vo

cabu

lary.

•Co

mpa

re w

ord

with

own

lang

uage

–Is

ther

e a d

irect

trans

lation

or n

ot?

Wou

ld th

e us

age

be th

esa

me?

In a

ll to

pics

, inc

ludi

ng sp

ecia

list

voca

bula

ry fo

r wor

k or

stud

y.


Reading – Level 2


• read and understand a range of texts of varying complexity accurately and independently;

• read and obtain information of varying length and detail from different sources.


• trace and understand the main events of continuous descriptive, explanatory or persuasive texts;

• identify the purpose of a text and infer meaning which is not explicit;

• identify the main points and specific detail;

• read an argument and identify the points of view;

• read critically to evaluate information, and compare information, ideas and opinions from different sources;

• use organisational features and systems to locate texts and information;


• use different reading strategies to find and obtain information (such as skimming, scanning,

detailed reading);

• summarise information from longer documents;

• read and understand technical vocabulary;


in a wide range of text types.


• Students need to read a wide variety of text types, by different authors. Students should be tackling texts ofdifferent lengths and density.


• The spoken competence of some students may well be more advanced than their literacy skills, enablinguseful discussion and cross-cultural comparisons to take place.


Under Knowledge and understanding, see Speaking – Level 2 for grammar. Under application and level, seeSpeaking – Level 2 for examples of language in use and text range. Sample activities are examples only andshould not be used as a prescriptive list.


Text

Foc

us:

Read

and

und

erst

and

a ra

nge

of t

exts

.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.1

ide

ntify

pur

pose

and

auth

or’s

inte

ntio

ns o

f a w

ide

rang

e of

text

s;

L2.2

rec

ogni

se a

rang

e of

text

type

s fro

m th

eir k

ey g

ener

icfe

atur

es;

reco

gnise

that

diff

eren

t tex

ts w

hich

shar

e a

com

mon

pur

pose

will

shar

e co

mm

on fe

atur

essu

ch a

s for

mat

, lay

out,

disc

ours

e m

arke

rs,

gram

mar

, key

voca

bula

ry, st

ruct

ure,

regi

ster

,gr

aphi

c fe

atur

es;

•Lo

ok a

t a ra

nge

of te

xts a

nd sa

y wha

t the

y are

, wha

t the

irpu

rpos

e is

and

what

the

auth

ors w

ante

d th

e re

ader

s to

get

out o

f the

m.

•Ex

amin

e di

ffere

nt te

xt ty

pes a

nd id

entif

y gen

eric

feat

ures

.

Repo

rt, e

ssay

, tex

t boo

k, st

raig

htfo

rwar

djo

urna

l or i

nstru

ctio

nal n

ewsp

aper

or

mag

azin

e ar

ticle

, nar

rativ

e, d

escr

iptio

n,ad

verti

sem

ent,

poem

, eva

luat

ion,

desc

riptio

n, e

-mai

l, we

b-sit

e, te

chni

cal

inst

ruct

ions

, com

plex

form

, for

mal

lette

r.So

me

of th

e te

xts s

houl

d in

clude

idio

mat

ic an

d sp

oken

usa

ge a

nd b

ewr

itten

by m

oder

n au

thor

s.

Key f

eatu

res i

nclu

de•

Form

at;

•La

yout

;•

Org

anisa

tiona

l stru

ctur

e;•

Gra

mm

atica

l feat

ures

;•

Disc

ourse

mar

kers;

•Re

giste

r;•

Key v

ocab

ular

y.

L2.3

use

thes

e ke

y fea

ture

s to

pred

ict m

eani

ng a

nd a

idun

ders

tand

ing;

as a

bove

;•

Disc

ussio

n.

•Lo

ok a

t diff

eren

t typ

es o

f tex

t and

iden

tify w

hat f

eatu

res

will h

elp

pred

ict co

nten

t, po

int o

f vie

w et

c.

•Te

xt a

nalys

is (i.e

. look

at g

ener

ic fe

atur

es o

f diff

eren

tte

xt-ty

pes).

Use

of to

pic s

ente

nces

to se

e if

need

tore

ad th

e wh

ole

para

grap

h; u

se o

f 'bl

urb'

on b

ack o

f boo

k, co

nten

ts pa

ge a

ndda

te o

f pub

licat

ion

to p

redi

ct co

nten

tan

d re

leva

nce

of b

ook;

use

of g

raph

s in

statis

tical

artic

le to

illum

inat

e te

xt.

L2.4

rec

ogni

se a

nd u

se fe

atur

esof

IT te

xts;

be a

ware

of I

T co

ncep

ts u

nder

lying

the

text

s,e.

g. w

hat t

he H

ome-

page

on a

web

-site

actu

ally

does

;

•Ex

ercis

es to

find

spec

ific in

form

atio

n, u

sing

IT te

xtua

lfe

atur

es.

•M

atch

wor

d an

d/or

icon

with

def

initi

on.

Hype

rtext

links

, men

us, ic

ons,

tele

text

page

s, ww

w fe

atur

es su

ch a

s sea

rch,

Hom

e-pa

ge.


Text

Foc

us:

Read

and

und

erst

and

a ra

nge

of te

xts.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.5

use

a ra

nge

of st

rate

gies

for

getti

ng m

eani

ng fr

om te

xt su

ch a

ssu

rvey

ing,

skim

min

g, sc

anni

ng,

getti

ng m

ain p

oint

s or e

vent

s,th

orou

gh re

adin

g; va

ryin

g sp

eed

and

thor

ough

ness

of r

eadi

ngde

pend

ing

on p

urpo

se a

nd ty

peof

mat

erial

bei

ng re

ad;

reco

gnise

that

diff

eren

t stra

tegi

es a

re u

sefu

lfo

r diff

eren

t pur

pose

s;•

Disc

uss w

hen

it is

help

ful t

o us

e di

ffere

nt st

rate

gies

.

•Di

scus

s stra

tegi

es fo

r sur

veyin

g.

•Ex

ercis

es to

test

and

deve

lop

spee

d of

skim

min

g an

dsc

anni

ng.

•Va

riety

of e

xerc

ises t

o te

st co

mpr

ehen

sion

and

extra

ctio

nof

info

rmat

ion,

inclu

ding

disc

ussio

n, co

mpr

ehen

sion

ques

tions

, mul

tiple

choi

ce, t

rans

fer o

f inf

orm

atio

n et

c.

Surv

ey to

dec

ide

whet

her o

r not

to re

ad a

parti

cular

text

.Sk

im a

n ne

wspa

per a

rticle

to g

et id

ea o

fco

nten

t.Sc

an a

refe

renc

e te

xt to

find

spec

ificin

form

atio

n (fo

r ins

tanc

e UC

AS b

ookle

t to

find

if a

unive

rsity

runs

a p

artic

ular

cour

se).

Extra

ct m

ain p

oint

s fro

m ch

apte

r in

text

book

.Re

ad th

orou

ghly

to a

ppre

ciate

arg

umen

t,be

abs

orbe

d by

des

crip

tion

or n

arra

tive,

take

in d

etail

ed in

form

atio

n.

L2.6

rea

d an

d su

mm

arise

info

rmat

ion;

reco

gnise

the

impo

rtanc

e of

bei

ng a

ble

tosh

ow u

nder

stan

ding

of t

exts

by s

umm

arisi

ngth

e m

ain

poin

ts.

•Jig

saw

read

ing

exer

cise

– Tw

o stu

dent

s rea

d di

ffere

ntha

lves o

f a te

xt a

nd su

mm

arise

the

miss

ing

sect

ions

for

thei

r par

tner

.

Sum

mar

ise th

e m

ain p

oint

s in

long

erte

xts.

L2.7

use

kno

wled

ge o

f lin

ksbe

twee

n se

nten

ces a

ndpa

ragr

aphs

to a

id m

eani

ng;

be a

ware

of t

he c

once

pt o

f a p

arag

raph

,co

mm

on st

ruct

ure

of p

arag

raph

s, an

d ho

wpa

ragr

aphs

link

toge

ther

;

be a

ware

of m

eani

ng o

f diff

eren

t disc

ours

em

arke

rs;

•Hi

ghlig

ht d

iscou

rse m

arke

rs in

diff

eren

t tex

ts.

•Us

ing

disc

ourse

mar

kers,

pre

dict

wha

t will

com

e ne

xt.

•Sa

y wha

t pro

noun

s etc

. ref

er to

in te

xt.

Disc

ours

e m

arke

rs th

at li

nk a

nd c

ontra

star

gum

ents

, e.g

. On

the

one

hand

...An

othe

r poi

nt o

f vie

w is.

.. So

me

peop

leth

ink..

.O

r lin

k id

eas a

nd e

xam

ples

, e.g

. for

inst

ance

, an

inst

ance

of t

his w

as...

O

r sho

w st

ruct

ure

of te

xt, e

.g.

This

chap

ter w

ill ex

plor

e...

To su

m u

p...


Text

Foc

us:

Read

and

und

erst

and

a ra

nge

of t

exts

.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.8

use

con

text

and

syn

tax

tom

onito

r mea

ning

and

mak

ein

fere

nces

abo

ut u

nsta

ted

info

rmat

ion,

inclu

ding

aut

hor's

poin

t of v

iew;

reco

gnise

that

mea

ning

can

be

infe

rred

as w

ell

as st

ated

exp

licitl

y;•

Chec

k tex

ts fo

r inc

onsis

tenc

ies.

•Co

mpr

ehen

sion

ques

tions

.

•Di

scus

s inf

eren

ces f

rom

text

, givi

ng re

ason

s for

mak

ing

infe

renc

es.

•Di

scus

s mea

ning

and

aut

hor’s

poi

nt o

f vie

w, in

pair

s, sm

allgr

oups

, who

le g

roup

s.

•Re

-tell t

ext t

o an

othe

r per

son.

•Re

ad p

art o

f tex

t and

pre

dict

nex

t par

t.

Iden

tify b

ias i

n ne

wspa

per a

rticle

,ex

posit

iona

l or p

ersu

asive

text

.

Disc

uss b

alan

ce o

f arg

umen

t.

L2.9

eva

luat

e an

d co

mpa

re te

xts

for s

ucce

ss in

ach

ievin

g pu

rpos

e,ac

cura

cy, c

larity

of a

rgum

ent,

ease

of u

nder

stand

ing,

style

;

reco

gnise

wha

t mak

es a

goo

d te

xt o

f apa

rticu

lar g

enre

;

be a

ware

of h

ow la

ngua

ge is

use

d to

cre

ate

diffe

rent

effe

cts (

e.g.

des

crip

tive

lang

uage

,fo

rmal

regi

ster

);

•Co

mpa

re m

ore

and

less

succ

essfu

l tex

ts o

f sam

e ge

nre.

•Di

scus

s wha

t mak

es te

xt ‘s

ucce

ssfu

l’.

•Id

entif

y par

ts o

f tex

t tha

t wor

k pa

rticu

larly

wel

l, (o

r not

)gi

ving

reas

ons.

•Re

view

text

s.

Jour

nal a

rticle

for a

ccur

acy o

fin

form

atio

n, p

oetry

for a

chie

ving

effe

ct,

web-

site

for e

ase

of n

avig

atio

n.

L2.10

use

own

know

ledg

e of

the

world

to h

elp

get m

eani

ng fr

omte

xt.

be a

ware

of t

he im

porta

nce

of sh

ared

back

grou

nd k

nowl

edge

and

kno

wled

ge o

f the

world

in o

btai

ning

mea

ning

from

text

s.

•Di

scus

sion

to a

ctiva

te p

revio

us k

nowl

edge

.

•Se

lf-qu

estio

n –

what

do

I kno

w al

read

y abo

ut th

issu

bjec

t?

•Id

entif

y key

phr

ases

and

voca

bula

ry.

Prev

ious

know

ledge

abou

t sub

ject m

atte

r(e

.g. u

sing

know

ledge

from

pre

vious

empl

oym

ent a

s doc

tor w

hen

read

ing a

jour

nal a

rticle

abou

t med

icine

), cult

ural

unde

rstan

ding

, (e.g

. kno

wing

wha

t buy

ing a

roun

d m

eans

in a

narra

tive)

.


Text

Foc

us:

Read

and

obt

ain

info

rmat

ion

from

a ra

nge

of s

ourc

es.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.11

cho

ose

and

use

a wi

dera

nge

of re

fere

nce

tool

sap

prop

riate

to th

e ta

sk;

be a

ware

of k

ey so

urce

s of r

efer

ence

and

which

refe

renc

e to

ols a

re b

est f

or p

urpo

se o

fta

sk.

•Co

mpa

re in

form

atio

n fro

m d

iffer

ent s

ourc

es.

•Di

scus

s bes

t sou

rce

for p

artic

ular

info

rmat

ion,

eva

luat

ing

ease

of a

cces

s/na

vigat

ion,

cla

rity o

f inf

orm

atio

n, a

ccur

acy

and

amou

nt o

f inf

orm

atio

n et

c.

Ency

clopa

edia

s – b

ook

and

CD, a

tlase

s,di

ctio

narie

s, gr

amm

ar b

ooks

, Int

erne

t,ho

useh

old

refe

renc

e bo

oks s

uch

as re

cipe,

gard

enin

g, D

IYbo

oks,

car m

anua

ls et

c.

L2.12

obt

ain a

nd e

valu

ate

info

rmat

ion

from

gra

phica

lso

urce

s.

be a

ware

of t

he c

onve

ntio

ns o

f a ra

nge

ofta

bula

r for

mat

s.•

Exer

cises

to o

btai

n in

form

atio

n.

•Co

mpa

rison

of d

iffer

ent w

ays o

f pre

sent

ing

info

rmat

ion

and

eval

uatio

n of

mor

e an

d le

ss e

ffect

ive w

ays.

•Cr

itica

l ana

lysis

of g

raph

ical i

nfor

mat

ion.

Illust

ratio

ns, s

traig

htfo

rwar

d gr

aphs

, tab

les

Sent

ence

Foc

us:

Read

and

reco

gnise

sim

ple

com

poun

d an

d co

mpl

ex s

ente

nce

stru

ctur

es.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.13

use

know

ledg

e of

sim

ple,

com

poun

d an

d co

mpl

ex se

nten

cestr

uctu

res a

nd d

iscou

rse m

arke

rsto

wor

k out

mea

ning

and

toco

nfirm

und

ersta

ndin

g;

for s

ente

nce

stru

ctur

es se

e Sp

eakin

g Le

vel 2

;•

Iden

tify d

iffer

ent t

ypes

of s

ente

nce

stru

ctur

es in

diff

eren

tty

pes o

f tex

ts.

•Pr

edict

wha

t the

nex

t wor

d wi

ll be

from

the

sent

ence

stru

ctur

e.

•Di

scus

s use

of g

ram

mar

.

Pass

ive vo

ice in

dica

tes e

mph

asis

on a

ctio

nra

ther

than

per

son

perfo

rmin

g it.

Th

e po

st is

sorte

d tw

ice a

day

...

L2.14

rec

ogni

se h

ow p

unct

uatio

naid

s und

ersta

ndin

g.re

cogn

ise w

hat t

he d

iffer

ent p

unct

uatio

n m

arks

mea

n.•

Disc

uss u

se o

f pun

ctua

tion

and

how

it aid

s und

ersta

ndin

g.

•Co

mpa

re w

ith o

ther

lang

uage

s.

Wid

e ra

nge

of p

unct

uatio

n, in

cludi

ng fu

llsto

ps, q

uesti

on a

nd e

xclam

atio

n m

arks

,co

mm

as, c

olon

s, se

mi-c

olon

s, bu

llets,

num

berin

g, sp

eech

mar

ks, a

postr

ophe

s,br

acke

ts.


Wor

d Fo

cus:

Exte

nd u

nder

stan

ding

and

use

of v

ocab

ular

y, m

orph

olog

y an

d ph

onic

s.

Com

pone

ntSk

ills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.15

iden

tify t

he fu

nctio

n of

ara

nge

of co

mm

on p

refix

es a

ndsu

ffixes

;

be a

ware

of t

he o

rigin

of a

rang

e of

pre

fixes

and

suffi

xes;

•M

atch

pre

fix/s

uffix

with

mea

ning

.

•Lis

t wor

ds w

ith sa

me

pref

ix/su

ffix.

•Di

scus

s orig

in o

f som

e pr

efixe

s and

suffi

xes.

•Co

mpa

re w

ith o

ther

lang

uage

s.

For i

nsta

nce,

micr

o, m

acro

, ex m

eani

ngou

tof

, ism

, tra

ns e

tc.

L2.16

be

able

to w

ork o

utm

eani

ng o

f a ra

nge

of u

nfam

iliar

word

s by u

sing

deriv

atio

ns, w

ord

fam

ilies e

tc.

reco

gnise

how

wor

ds c

hang

e to

form

diff

eren

tpa

rts o

f spe

ech.

•Bu

ild w

ord

fam

ilies.

•G

ap-fi

ll with

corre

ct fo

rm o

f wor

d.

•Lo

ok u

p de

rivat

ion

of w

ord.

As a

ppro

priat

e to

stud

ents'

inte

rests

and

need

s and

inclu

ding

tech

nica

l and

spec

ialist

voca

bular

y whe

re a

ppro

priat

e.

Dev

elop

str

ateg

ies

for r

eadi

ng,

For

exa

mpl

e:

•ex

tend

ran

ge o

f voc

abul

ary

thro

ugh

read

ing

wid

ely

and

chec

king

mea

ning

and

pro

nunc

iatio

n of

unf

amili

ar w

ords

in a

dic

tiona

ry o

r as

king

som

eone

;

•ke

ep v

ocab

ular

y bo

ok a

nd le

arn

new

voc

abul

ary;

•co

mpa

re t

ext,

sent

ence

and

wor

d st

ruct

ures

with

str

uctu

res

in o

ther

lang

uage

s, n

otin

g si

mila

ritie

s an

d di

ffer

ence

s;

•w

ith lo

nger

tex

ts, e

mpl

oy P

Q4R

– p

revi

ew, q

uest

ion,

rea

d, r

ecite

, ref

lect

, rev

iew

;

•de

velo

p kn

owle

dge

of IT

lang

uage

thr

ough

pra

ctic

e w

here

pos

sibl

e.

Draft Writing – Entry Level 1 135

Writing – Entry Level 1

At this level adults can write to communicate information to an intended audience.


• use written words or phrases to record or present information;

• construct a simple sentence;

• punctuate a simple sentence with a capital letter and a full stop;

• use a capital letter for personal pronoun ‘I’;

• spell correctly some personal keywords and familiar words;

• write the letters of the alphabet using upper and lower case;

in documents such as forms, lists, messages, notes, records.


• Students’ writing may consist mainly of copying and inserting key information into a model, or simple form.

• Pacing of lessons and ordering of items will be quite different with students who are not literate in their

own language.

• The students’ knowledge of written conventions and texts in their own language will be a useful basis for

development/comparative work.

• The spoken competence of some students may well be considerably more advanced than their literacy skills,

enabling useful discussion and cross-cultural comparisons to take place.

• The need for and degree of accuracy should be determined by the purpose of the writing and its



Under Knowledge and understanding, see Speaking Entry Level 1 for grammar. Under Examples of

application, feature and level, see Speaking Entry Level 1 for examples of language in use and text range.


The ESOL Curriculum

136 Writing – Entry Level 1 Draft

Text

Foc

us:

To c

omm

unica

te in

form

atio

n in

ver

y sh

ort,

simpl

e te

xts.

Com

pone

nt S

kills

Know

ledg

e an

d un

ders

tand

ing

Exam

ples

of a

pplic

atio

n an

d le

vel

Sam

ple

activ

ities

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E1.1

com

pose

sim

ple

text

for a

nin

tend

ed a

udie

nce

usin

g a

mod

el;

deve

lop

unde

rsta

ndin

g of

diff

eren

t kin

ds o

fsim

ple

writt

en te

xts:

very

sim

ple

lette

rs/n

otes

,lis

ts, f

orm

s;

deve

lop

awar

enes

s of p

ossib

le re

ader

s: se

lf,te

ache

r, of

ficia

l bod

ies;

deve

lop

unde

rsta

ndin

g of

the

bas

icco

nven

tions

and

layo

ut o

f diff

eren

t kin

ds o

fsim

ple

writt

en te

xts;

•W

rite/

copy

a n

ote

to sc

hool

usin

g a

mod

el:

Dear

teac

her,

Mar

ia is

ill t

oday

. Sor

ry.M

rs G

onza

les.

•W

rite/

copy

a li

st o

f ite

ms f

rom

boa

rd

or sh

eet.

•W

rite/

copy

shor

t per

sona

l sta

tem

ents

usin

g a

mod

el:

My n

ame

is Sa

lma.

I com

e fro

m S

omal

ia.

I am

a st

uden

t.

•Di

scus

s let

ters

/not

es yo

u ne

ed to

writ

e to

scho

ols.

Elici

tst

uden

ts’ e

xper

ienc

e. B

ring

in e

xam

ples

and

read

.

•Co

llect

ively

com

pose

a n

ote,

usin

g la

ngua

ge e

xper

ienc

eap

proa

ch.

•W

ork

with

the

class

mod

el: s

tude

nts t

o tra

ce o

ver,

copy

,ga

p-fil

l key

wor

ds, d

o di

ctat

ion,

as a

ppro

pria

te.

E1.2

cop

y nam

e an

d ad

dres

sco

rrect

ly;de

velo

p un

ders

tand

ing

of th

e la

yout

of n

ames

and

addr

esse

s on

enve

lope

s, le

tters

;

deve

lop

unde

rsta

ndin

g of

bas

ic co

nven

tions

of

form

-fillin

g;

•W

rite/

copy

nam

e an

d ad

dres

s in

spac

eon

a si

mpl

e fo

rm.

Nam

e:...

......

......

......

......

......

......

......

......

....

Addr

ess:.

......

......

......

......

......

......

......

......

...

......

......

......

......

......

......

......

......

......

......

......

.

Tele

phon

e no

:.....

......

......

......

......

......

......

.

•Ad

dres

s an

enve

lope

or c

opy t

head

dres

s acc

urat

ely o

nto

the

enve

lope

.

•Co

py im

porta

nt n

ames

and

add

ress

esac

cura

tely.

•W

rite/

copy

wor

ds o

f per

sona

lim

porta

nce:

chi

ldre

n’s n

ames

, cou

ntry

of o

rigin

.

•Br

ing

in e

xam

ples

of f

orm

s and

disc

uss w

ith st

uden

ts.

Are

form

s im

porta

nt in

UK?

Are

form

s im

porta

nt in

stud

ents

’ cou

ntrie

s?

•St

uden

ts a

re re

ad a

shor

t tex

t abo

ut a

per

son

and

show

na

simpl

e fo

rm w

ith h

is/he

r bas

ic de

tails

fille

d in

.

•Di

scus

s bas

ic co

nven

tions

of f

orm

s: e.

g. n

o se

nten

ces,

use

of c

apita

ls, b

lack

ink.

•M

atch

ing

activ

ities

: nam

e/su

rnam

e/ad

dres

s to

a sim

ple

form

, or o

wn d

etai

ls, p

elm

anism

gam

e.

•St

uden

ts to

cop

y/wr

ite o

wn d

etai

ls on

a si

mpl

e fo

rm.


Text

Foc

us:

To c

omm

unica

te in

form

atio

n in

ver

y sh

ort,

simpl

e te

xts.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E1.3

writ

e nu

mbe

rs a

ccur

atel

y.de

velo

p un

ders

tand

ing

of w

ays o

f writ

ing

date

s;

deve

lop

unde

rsta

ndin

g of

the

use

of c

apita

lle

tters

for d

ays a

nd m

onth

s.

•To

day’s

dat

e, d

ate

of b

irth

•Te

leph

one

num

ber,

post

al c

ode

•El

icit d

ate,

stud

ents

’ birt

hday

s.

•El

icit/t

each

way

s of w

ritin

g da

tes a

nd d

iscus

s diff

eren

ces

in st

uden

ts’ l

angu

ages

.

•St

uden

ts to

cop

y/wr

ite d

ate

from

boa

rd, o

wn d

ates

of

birth

.

•G

ap-fi

ll da

te in

a si

mpl

e no

te/fo

rm.

Sent

ence

Foc

us:

Reco

gnise

and

use

sim

ple

sent

ence

str

uctu

re in

writ

ing.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E1.4

writ

e a

simpl

e se

nten

cefro

m a

mod

el;

deve

lop

awar

enes

s of t

he st

ruct

ure

of a

sim

ple

sent

ence

;•

In a

ll ty

pes o

f writ

ing

give

n as

exa

mpl

esof

app

licat

ion

at th

is le

vel,

e.g.

I com

e fro

m M

alag

a.I l

ive in

Bra

dfor

d.I h

ave

two

child

ren.

Soy d

e M

alag

a.Vi

vo e

n Br

adfo

rd.

Teng

o do

s hijo

s.

•Pu

t par

ts o

f sen

tenc

e (e

ach

on d

iffer

ent c

olou

r car

d) in

orde

r to

mak

e se

nten

ces.

•Su

bstit

ute

own

word

s int

o m

odel

sent

ence

.

•Co

mpa

re w

ith st

uden

ts’ o

wn la

ngua

ges.

E1.5

use

full

stop

and

cap

ital

lette

rs in

a si

mpl

e se

nten

ce.

deve

lop

unde

rsta

ndin

g of

the

use

of c

apita

lle

tters

at t

he st

art o

f sen

tenc

es a

nd a

full

stop

at th

e en

d;

deve

lop

unde

rsta

ndin

g of

the

use

of c

apita

lle

tter f

or p

rono

un ‘I

’.

•In

all

type

s of w

ritin

g gi

ven

as e

xam

ples

of a

pplic

atio

n at

this

leve

l, e.

g.M

y nam

e is

Salm

a.I c

ome

from

Som

alia

.I a

m a

stud

ent.

•Di

scus

s and

com

pare

use

of c

apita

ls an

d fu

ll st

ops i

nEn

glish

with

stud

ents

lang

uage

s usin

g m

odel

sent

ence

s.

•Us

e la

ngua

ge e

xper

ienc

e, re

sulti

ng in

stud

ents

bei

ngab

le to

cop

y/wr

ite si

mpl

e, h

igh

frequ

ency

sent

ence

s for

pers

onal

writ

ing

in fa

milia

r con

text

s.


Wor

d Fo

cus:

Dev

elop

han

dwrit

ing,

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 1.

6 h

old

and

cont

rol p

enef

fect

ively;

deve

lop

awar

enes

s of t

he im

porta

nce

ofha

nd/e

ye c

oord

inat

ion

and

of p

ositi

onin

g of

hand

and

bod

y in

rela

tion

to th

e pa

per a

ndde

sk/ta

ble;

•Pa

ttern

trac

ing

•Pa

ttern

com

plet

ion

•Tr

ace

patte

rns/

shap

es o

f let

ters

.

•Co

py o

r com

plet

e pa

ttern

s/sh

apes

.

E 1.

7 w

rite

from

left

to ri

ght;

deve

lop

awar

enes

s of

the

dire

ctio

n of

Rom

ansc

ript a

nd o

f acc

ompa

nyin

g ha

nd m

ovem

ents

;•

In a

ll ty

pes o

f writ

ing

give

n as

exam

ples

of a

pplic

atio

n at

this

leve

l•

Use

finge

r to

follo

w di

rect

ion

of w

ritin

g.

•Di

scus

s the

dire

ctio

n of

oth

er sc

ripts

and

lang

uage

s – a

skst

uden

ts to

writ

e sim

ple

sent

ence

s on

boar

d in

thei

rla

ngua

ges a

nd c

ompa

re w

ith E

nglis

h.

E1.8

for

m th

e le

tters

of t

heal

phab

et w

ith so

me

accu

racy

(upp

er a

nd lo

wer c

ase)

;

star

t to

deve

lop

know

ledg

e of

upp

er a

ndlo

wer c

ase

shap

e, p

ositi

on a

nd fo

rmat

ion;

star

t to

deve

lop

know

ledg

e of

the

nam

es o

fth

e le

tters

;

•Fi

ll in

/cop

y own

nam

e an

d ad

dres

s on

a sim

ple

form

, usin

g up

per a

nd lo

wer

case

.

•W

rite

nam

es sp

elt a

loud

by a

noth

erpe

rson

.

•Dr

aw sh

apes

of l

ette

rs in

air.

•Fi

ll in

dot

ted

outli

ne o

f let

ters

.

•Di

scus

s the

form

atio

n of

lette

rs: w

here

to st

art e

ach

lette

r, di

rect

ion,

whi

ch le

tters

hav

e ‘b

odie

s’, ‘l

egs’

etc.

•Tr

ace

lette

rs a

nd tr

ace

shor

t wor

ds.

•Co

py/w

rite

nam

e an

d ad

dres

s on

a sim

ple

form

.

•G

ames

for l

earn

ing

to n

ame

the

lette

rs.

•St

uden

ts to

ask

eac

h ot

her t

o sp

ell t

heir

nam

es to

ea

ch o

ther

.

E.1.

9 fo

rm n

umbe

rs

1 to

9 w

ith so

me

accu

racy

;st

art t

o de

velo

p kn

owle

dge

of p

ositi

on a

ndfo

rmat

ion

of n

umbe

rs;

•W

rite

date

, hou

se n

umbe

r, te

leph

one

num

ber o

n a

simpl

e fo

rm.

•W

rite

tele

phon

e nu

mbe

rs sa

id a

loud

•Dr

aw sh

apes

of n

umbe

rs in

the

air.

•Fi

ll in

dot

ted

outli

ne o

f num

bers

.

•Di

scus

s the

form

atio

n of

num

bers

, whe

re to

star

t eac

hnu

mbe

r, di

rect

ion,

whi

ch o

nes h

ave

‘bod

ies’,

‘leg

s’ et

c.

•Tr

ace

num

bers

.

•Co

py/w

rite

hous

e nu

mbe

r, te

leph

one

num

ber o

n a

simpl

e fo

rm.

•G

ames

for l

earn

ing

to w

rite

num

bers

.

•St

uden

ts to

ask

eac

h ot

her t

heir

tele

phon

e nu

mbe

rs a

ndwr

ite th

em d

own.


Wor

d Fo

cus:

Dev

elop

han

dwrit

ing,

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 1.

10 s

pace

lette

rs a

nd w

ords

appr

opria

tely

and

prop

ortio

nle

tters

in re

latio

n to

line

;

deve

lop

awar

enes

s of w

ord

spac

ing

and

line

posit

ioni

ng c

onve

ntio

ns;

•W

rite/

copy

shor

t per

sona

l sta

tem

ents

usin

g a

mod

el, s

pacin

g wo

rds

appr

opria

tely

and

posit

ioni

ng th

em o

nth

e lin

e.

•W

rite

word

s with

in li

ned

spac

es u

sing

doub

le li

ned

pape

r.

•Pu

t up

sent

ence

s on

boar

d or

OHT

and

ana

lyse

spac

ebe

twee

n wo

rds,

show

stud

ents

exa

mpl

es o

f bad

ly sp

aced

word

s with

in se

nten

ces a

nd o

f wor

ds n

ot w

ell p

ositi

oned

on th

e lin

e. A

sk th

em to

say w

hat t

he p

robl

em is

.

•As

k st

uden

ts to

writ

e a

sent

ence

in th

eir l

angu

age

and

com

pare

the

spac

ing

conv

entio

ns w

ith E

nglis

h.

E 1.

11 c

opy a

nd u

nder

stan

dba

sic p

erso

nal v

ocab

ular

y;de

velo

p kn

owle

dge

of c

onte

xt-b

ased

per

sona

lvo

cabu

lary

;•

Build

a c

onte

xt b

ased

per

sona

lvo

cabu

lary

e.g

.Sc

hool

: tea

cher

, les

son

Fam

ily: m

othe

r, so

nCo

untry

: Som

alia

, Mog

adish

u

•La

ngua

ge d

evel

opm

ent a

nd la

ngua

ge e

xper

ienc

e wo

rkar

ound

a c

onte

xt e

.g. f

amily

, tal

king

abou

t own

fam

ily.

•Us

e a

mod

el li

sten

ing/

read

ing

text

and

ask

stud

ents

toid

entif

y key

wor

ds: m

othe

r, fa

ther

, bro

ther

etc

.•

Use

activ

ities

for d

evel

opin

g wh

ole

word

reco

gniti

on –

e.g.

pict

ure/

word

mat

chin

g.

•Sh

ow st

uden

ts o

wn si

mpl

e fa

mily

tree

and

read

itto

geth

er. U

se th

is as

a m

odel

for g

ap-fi

lling

and

devis

esim

ple

work

shee

ts w

ith k

ey w

ords

for t

racin

g/ c

opyin

g or

gap-

fillin

g ke

y voc

abul

ary.

•He

lp st

uden

ts to

dra

w, a

nd fi

ll in

thei

r own

sim

ple

fam

ilytre

e if

appr

opria

te.

E1.1

2 u

se b

asic

soun

d sy

mbo

las

socia

tion

to h

elp

spel

ling;

deve

lop

unde

rsta

ndin

g of

the

pho

nic

rela

tions

hip

betw

een

certa

in so

unds

and

lette

rs a

nd le

tter c

ombi

natio

ns;

•In

all

type

s of w

ritin

g gi

ven

as e

xam

ples

of a

pplic

atio

n at

this

leve

l •

Pers

onal

key

wor

ds

•Id

entif

y let

ters

link

ed to

initi

al so

unds

of p

erso

nal k

eywo

rds,

usin

g m

atch

ing

activ

ities

, per

sona

l voc

abul

ary

book

s, ga

p-fil

ling

exer

cises

.

E 1.

13 s

pell

som

e pe

rson

al k

eywo

rds a

nd fa

milia

r wor

dsco

rrect

ly.

deve

lop

unde

rsta

ndin

g of

the

impo

rtanc

e of

stra

tegi

es fo

r the

dev

elop

men

t of s

pellin

g.•

In a

ll ty

pes o

f writ

ing

give

n as

exa

mpl

esof

app

licat

ion

at th

is le

vel

•Fa

milia

r wor

ds: l

ive, c

ome

•W

ords

of i

mpo

rtanc

e to

lear

ner:

child

ren’s

nam

es, o

wn n

ame,

cou

ntry

of

orig

in, l

angu

age

•La

ngua

ge e

xper

ienc

e ap

proa

ch to

wor

d an

d se

nten

cewr

iting

skills

.

•Di

scus

sion

of so

me

basic

spel

ling

stra

tegi

es: e

.g.

Look

-say

-cov

er-w

rite-

chec

k, us

ing

mne

mon

ics, w

ords

with

in w

ords

, usin

g co

lour

or s

plit

up w

ords

to h

ighl

ight

visua

l fea

ture

s, e.

g. L

ee d

s.



Suggest that students do the following.

• Choose 5 words to learn to copy/write after every lesson.

• Practise joining letters to help with the flow, if needed.

• Ask teacher for handwriting patterns to practise outside of the classroom, if needed.

• Find out which ways of remembering how spelling works for them, i.e. try various ways:

look-say-cover-write-check, sounding out words phonetically, learning a mnemonic etc.

• Ask a friend or relative to give them a spelling test.

• Word-process texts they have handwritten.



At this level, adults can write to communicate information with some awareness of the intended audience.


• use written words and phrases to record or present information;

• construct simple and compound sentences using common conjunctions to connect two clauses

(such as and, but);

• use adjectives;

• use punctuation correctly (such as capital letters, full stops and question marks);

• use a capital letter for proper nouns;

• spell correctly the majority of personal details and familiar common words;

• produce legible text;

in documents such as forms, lists, messages, notes, records, personal writing, email, simple narratives.


• The writer can expect guidance for simple personal writing and the use of models to develop mastery of new

formats/text types.

• Students not literate in their own language will continue to need a lot of support.

• The other skills of speaking, reading and listening will be used to stimulate, develop and model writing

wherever possible.

• Students will be becoming more aware of the differences between spoken and written language.

• The students’ knowledge of written conventions and texts in their own language will be a useful basis for

development/comparative work.

• The need for accuracy will be determined by the purpose of the writing.


Under Knowledge and understanding, see Speaking - Entry Level 2 for grammar at this level. Under

Examples of application, feature and level, see Speaking - Entry Level 2 for examples of language in use and

text range. Sample activities are examples only and should not be used as a prescriptive list.


Text

Foc

us:

To c

omm

unica

te in

form

atio

n in

sho

rt, s

impl

e te

xts.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E2.1

ide

ntify

the

purp

ose

and

audi

ence

of w

ritin

g;de

velo

p aw

aren

ess o

f the

con

cept

of p

urpo

sean

d au

dien

ce;

Key f

eatu

res a

re:

•pu

rpos

e•

audi

ence

•pe

rson

al w

ritin

g e.

g.sh

ort d

escr

iptio

ns,

chro

nolo

gica

l nar

rativ

es –

Last

Sat

urda

y I w

ent t

o se

e a

frien

d an

dwe

wen

t for

a w

alk.

On

Sund

ay I

watc

hed

TV. N

ow it

is M

onda

y, ba

ck to

wor

k.

Not

es/s

impl

e le

tters

Gre

etin

gs c

ards

–

Dear

Hel

en,

I hop

e yo

u ha

ve a

very

hap

py b

irthd

ay,

Best

wish

es,

Harri

•Re

cord

s of l

earn

ing

•E-

mai

ls

•Br

ing

in e

xam

ples

of d

iffer

ent t

ypes

of t

ext a

nd d

iscus

sth

e pu

rpos

e an

d wh

o th

e in

tend

ed a

udie

nce

is. A

sk h

owth

ey a

re a

ble

to te

ll.

•M

atch

diff

eren

t kin

ds o

f writ

ing

to d

iffer

ent r

eade

rs, e

.g.

form

, let

ter,

note

.

•Id

entif

y pos

sible

reso

l-life

‘rea

ders

’, e.

g. fr

iend

, tea

cher

,of

ficia

l, an

d co

nsid

er w

hy w

ritin

g to

them

is n

eces

sary.

E 2.

2 c

ompo

se si

mpl

e te

xts;

deve

lop

awar

enes

s of c

onve

ntio

ns a

ndco

mm

on fe

atur

es o

f diff

eren

t tex

t typ

es;

deve

lop

awar

enes

s of t

he im

porta

nce

ofap

plyin

g kn

owle

dge

of p

urpo

se a

nd a

udie

nce

when

com

posin

g te

xt;

Key f

eatu

res a

re:

•pu

rpos

e•

audi

ence

•gr

amm

atica

l fea

ture

s – w

ord

orde

r in

simpl

e an

d co

mpo

und

sent

ence

s, us

eof

tens

e•

stru

ctur

e of

the

text

.

•Br

ing

in m

odel

s of t

he te

xt ty

pe b

eing

focu

sed

on, e

.g.

gree

tings

car

d an

d di

scus

s the

pur

pose

, aud

ienc

e an

dco

mm

on fe

atur

es: e

.g. l

ayou

t, us

e of

tens

e or

stru

ctur

es,

open

ing/

closin

g se

nten

ces,

a m

iddl

e.

•Di

scus

s stru

ctur

e an

d co

nten

t.

•Pr

actis

e wi

th g

ap-fi

ll te

xts.

•G

ive st

uden

ts a

writ

ing

fram

e to

pra

ctise

writ

ing

thei

row

n te

xt.

•St

uden

ts to

writ

e ow

n te

xt, f

ollo

wing

a m

odel

ifne

cess

ary.


Text

Foc

us:

To c

omm

unica

te in

form

atio

n in

sho

rt, s

impl

e te

xts.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 2.

3 fi

ll in

/cop

y inf

orm

atio

n,in

cludi

ng p

erso

nal d

etai

ls,ac

cura

tely

and

legi

bly o

n fo

rms.

deve

lop

unde

rsta

ndin

g of

form

con

vent

ions

,in

cludi

ng st

ated

and

uns

tate

d in

stru

ctio

ns.

Key f

eatu

res a

re:

•ba

sic fo

rm fi

lling

cate

gorie

s and

term

inol

ogy,

•st

ated

and

sim

ple

unst

ated

inst

ruct

ions

.

USE

BLAC

K IN

K

Title

: Mr/M

rs/M

iss/M

s

Surn

ame:

......

......

......

......

......

......

......

......

......

Firs

t Nam

e:...

......

......

......

......

......

......

......

.....

Addr

ess:.

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

....

......

......

......

......

......

......

......

......

......

......

......

....

Post

code

:.....

......

......

......

......

......

......

......

......

Date

of B

irth.

......

......

......

......

......

......

......

.....

•Br

ing

in e

xam

ples

of s

impl

e fo

rms a

nd d

iscus

s the

conv

entio

ns a

nd im

porta

nce

of fo

rm- f

illing

in B

ritai

n,co

mpa

ring

it wi

th st

uden

ts’ o

wn c

ount

ries.

Disc

uss o

vert

and

impl

ied

inst

ruct

ions

, e.g

. ask

wha

t stu

dent

s sho

uld

do w

ith T

itle.

•M

atch

ora

l que

stio

ns to

form

fillin

g ca

tego

ries.

•G

ive st

uden

ts a

shor

t tex

t abo

ut so

meo

ne, c

onta

inin

gpe

rson

al d

etai

ls, a

nd a

form

with

thei

r det

ails

fille

d in

.

•Re

peat

with

a d

iffer

ent t

ext a

nd a

bla

nk fo

rm.

•As

k st

uden

ts to

ask

eac

h ot

her q

uest

ions

and

fill

in fo

rms

for e

ach

othe

r.

•Fi

ll in

a fo

rm w

ith th

eir o

wn d

etai

ls.


Sent

ence

Foc

us:

To c

onst

ruct

sim

ple

and

com

poun

d se

nten

ces.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 2.

4 c

ompo

se si

mpl

e an

dco

mpo

und

sent

ence

s usin

gap

prop

riate

gra

mm

atica

lfe

atur

es;

deve

lop

awar

enes

s of s

impl

e an

d co

mpo

und

sent

ence

stru

ctur

e;Ke

y fea

ture

s are

:•

simpl

e an

d co

mpo

und

sent

ence

st

ruct

ure,

•us

e of

sim

ple

conj

unct

ions

.

•Br

ing

in e

xam

ples

of s

hort

text

s with

sim

ilar c

omm

onst

ruct

ures

in si

mpl

e an

d co

mpo

und

sent

ence

s and

iden

tify k

ey fe

atur

es u

sing

colo

ured

car

ds fo

r key

par

ts o

fse

nten

ce e

.g. s

ubje

ct, v

erb,

obj

ect/c

ompl

emen

t,co

njun

ctio

n.

•St

uden

ts m

ake

own

sent

ence

s usin

g ca

rds,

then

cop

yin

to n

oteb

ooks

.

•Di

scus

s how

sent

ence

s are

join

ed u

sing

and,

but

and

or.

•Us

ing

colo

ured

car

d st

uden

ts a

re a

sked

to jo

in si

mpl

ese

nten

ces i

nto

com

poun

d on

es u

sing

and,

but

or.

E 2.

5 u

se a

djec

tives

in si

mpl

ean

d co

mpo

und

sent

ence

s;de

velo

p kn

owle

dge

of g

ram

mar

in S

peak

ing

Entry

Lev

el 2

;Ke

y fea

ture

s are

:•

use

of a

djec

tives

, wor

d or

der,

com

para

tives

.

Rang

e of

text

s, se

e te

xt fo

cus

•W

ork

on e

xpan

ding

ker

nel s

ente

nces

, usin

g ex

ampl

es in

spee

ch a

nd in

text

sI l

ive in

a fl

at.

I live

in a

cou

ncil

flat.

I live

in a

big

cou

ncil

flat.

I live

in a

big

cou

ncil

flat i

n Bo

lton.

•Pl

ay la

ngua

ge g

ames

to d

evel

op a

bilit

y to

expa

nd k

erne

lse

nten

ces,

e.g.

incr

emen

tal d

rills.

•La

ngua

ge d

evel

opm

ent a

ctivi

ties t

o bu

ild k

nowl

edge

of

adje

ctive

s, e.

g.

–Re

ad a

rang

e of

des

crip

tive

text

s with

stud

ents

and

disc

uss t

he m

eani

ng o

f the

adj

ectiv

es.

–G

ap-fi

ll m

ultip

le c

hoice

exe

rcise

s, us

ing

adje

ctive

s fro

mte

xt.

–G

ive st

uden

ts n

ouns

and

adj

ectiv

es a

nd a

sk th

em to

write

sim

ple

sent

ence

s usin

g th

em.


Sent

ence

Foc

us:

To c

onst

ruct

sim

ple

and

com

poun

d se

nten

ces.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E2.6

use

bas

ic pu

nctu

atio

n an

dca

pita

lisat

ion

corre

ctly.

deve

lop

awar

enes

s of t

he u

se o

f cor

rect

bas

icpu

nctu

atio

n an

d ca

pita

lisat

ion.

Key f

eatu

res a

re:

•us

e of

cap

ital l

ette

rs a

t the

beg

inni

ngof

sent

ence

s, wi

th p

rope

r nou

ns e

.g.

nam

es, p

lace

s, da

ys, m

onth

s, tit

les

•th

e us

e of

full

stop

s•

ques

tion

mar

ks•

com

mas

in a

list

.

•Di

scus

s and

com

pare

the

use

of c

apita

ls, fu

ll st

ops,

ques

tion

mar

ks a

nd c

omm

as in

stud

ents

’ own

lang

uage

s.

•As

k st

uden

ts to

brin

g in

exa

mpl

es o

f tex

ts in

thei

r own

lang

uage

s to

com

pare

and

shar

e wi

th o

ther

stud

ents

.

•Di

ctat

ions

with

day

s of w

eek,

mon

ths,

plac

e na

mes

inclu

ded.

•G

ap-fi

ll m

issin

g pu

nctu

atio

n m

arks

in si

mpl

e te

xts.

•G

ive st

uden

ts te

xts w

ith p

unct

uatio

n/ca

pita

lisat

ion

mist

akes

to c

orre

ct.


Wor

d Fo

cus:

Dev

elop

han

dwrit

ing,

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E. 2

.7 i

ncre

ase

legi

bilit

y and

fluen

cy o

f han

dwrit

ing,

as

appr

opria

te to

stud

ent n

eeds

;

deve

lop

awar

enes

s of t

he im

pres

sion

hand

writi

ng g

ives a

nd o

f per

sona

l fea

ture

s of

own

hand

writi

ng;

iden

tify s

ituat

ions

whe

re le

gibl

e, c

orre

ctly

form

ed h

andw

ritin

g is

impo

rtant

;

Key f

eatu

res a

re:

•co

nsist

ency

of d

irect

ion

and

form

atio

nof

lette

rs•

spac

ing

betw

een

word

s•

size

of le

tters

•wr

iting

on

the

line.

•G

ive st

uden

ts e

xam

ples

of g

ood

and

bad

hand

writi

ngan

d di

scus

s why

they

are

goo

d or

bad

, e.g

. inc

onsis

tenc

yof

dire

ctio

n, sp

acin

g, th

e im

pres

sion

hand

writi

ng g

ives

and

occa

sions

of p

artic

ular

impo

rtanc

e e.

g. jo

b ap

plica

tions

.

•St

uden

ts to

ana

lyse

thei

r own

han

dwrit

ing

usin

g th

ecr

iteria

app

lied

in th

e pr

evio

us e

xerc

ise.

•W

here

nee

ded,

stud

ents

to b

e gi

ven

exer

cises

toim

prov

e di

rect

ion,

con

siste

ncy e

tc.

E 2.

8 u

se vo

cabu

lary

rele

vant

toco

ntex

t;de

velo

p kn

owle

dge

of c

onte

xt-b

ased

voca

bula

ry;

Topi

cs o

f int

eres

t to

the

stud

ents

See

exam

ples

of t

ext a

pplic

atio

n ab

ove.

•Us

e a

varie

ty o

f stim

ulus

to se

t a c

onte

xt (p

hoto

s,pi

ctur

es, v

ideo

) and

elic

it vo

cabu

lary

from

stud

ents

,no

ting

down

key

voca

bula

ry o

n th

e bo

ard.

•As

k st

uden

ts fo

r syn

onym

s and

diff

eren

t way

s of

expr

essin

g th

e sa

me

idea

/act

ion/

obje

ct.

•Re

ad a

text

with

exa

mpl

es o

f voc

abul

ary r

elev

ant t

oco

ntex

t.

•Us

e vo

cabu

lary

-bui

ldin

g m

ater

ials:

labe

lled

pict

ures

,de

finiti

on m

atch

ing

exer

cises

, cro

sswo

rds.

•G

ap-fi

ll te

xts,

usin

g ne

w vo

cabu

lary

spec

ific

to th

eco

ntex

t.

•Se

t a fr

ee w

ritin

g ta

sk a

roun

d th

e co

ntex

t.


Wor

d Fo

cus:

Dev

elop

han

dwrit

ing,

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 2.

9 sp

ell f

amilia

r kno

wnvo

cabu

lary

and

per

sona

l key

word

s cor

rect

ly;

deve

lop

know

ledg

e of

the

impo

rtanc

e of

patte

rn re

cogn

ition

, pho

nics

and

join

ed u

pha

ndwr

iting

for c

orre

ct sp

ellin

g;

Spel

ling

stra

tegi

es e

.g.

•lo

ok -

say -

cov

er -

write

- ch

eck

•us

ing

mne

mon

ics•

word

s with

in w

ords

•us

ing

colo

ur o

r spl

it up

wor

ds to

high

light

visu

al fe

atur

es, e

.g.

sinc

ere

ly or

sin c

ere

ly.

•Us

e a

varie

ty o

f stim

uli t

o se

t a c

onte

xt (t

exts

, pho

tos,

pict

ures

, vid

eo),

choo

sing

from

topi

cs o

f int

eres

t to

the

stud

ents

.

•El

icit v

ocab

ular

y fro

m st

uden

ts, n

otin

g do

wn k

eyvo

cabu

lary

on

the

boar

d.I l

ove

swim

min

g an

d I e

njoy

coo

king.

•Id

entif

y com

mon

pat

tern

s, e.

g. –

ing

and

blen

ds.

•Pr

actis

e co

mm

on p

atte

rns a

nd b

lend

s with

gap

-fill

exer

cises

, dict

atio

n, la

ngua

ge e

xper

ienc

e wo

rk.

•W

ork

on tr

aini

ng st

uden

ts e

ar to

hea

r stre

ssed

sylla

bles

and

to id

entif

y the

num

ber o

f syll

able

s in

word

s,co

untin

g an

d be

atin

g ou

t syll

able

s.

•Lin

k sy

llabl

e id

entif

icatio

n wi

th c

omm

on p

atte

rns a

ndbl

ends

.

E2.1

0 d

evel

op a

nd p

ract

isest

rate

gies

for l

earn

ing

spel

ling.

deve

lop

awar

enes

s of s

trate

gies

for s

pellin

g.

Key f

eatu

res a

re:

•co

mm

on p

atte

rns

•co

mm

on b

ends

•wh

ole

word

reco

gniti

on.

•Di

scus

s diff

eren

t stra

tegi

es fo

r spe

lling

fam

iliar

voca

bula

ry, a

sk st

uden

ts to

disc

uss h

ow th

ey le

arnt

spel

lings

in th

eir o

wn la

ngua

ge a

nd h

ow th

ey d

o it

inEn

glish

. Ask

stud

ents

wha

t the

diff

eren

ces a

re b

etwe

ensp

ellin

g in

Eng

lish

and

thei

r own

lang

uage

.

•G

ive st

uden

ts sh

eets

for L

SCW

C, w

ith c

olum

ns fo

r firs

t,se

cond

and

third

try a

nd p

ract

ising

the

word

s with

inse

nten

ces.

•G

ive st

uden

ts e

xam

ples

of m

nem

onics

and

wor

dswi

thin

wor

ds.

•Pl

ay sp

ellin

g ga

mes

.





• Practise joining letters to help with the flow, if needed.

• Ask teacher for handwriting patterns to practise outside the classroom, if needed.

• Find out which ways of remembering spelling work for them, i.e. try look-say-cover-write-check, sounding

out words phonetically, learning a mnemonic etc.



• Write a little everyday, for example keep a simple diary in English.

• Go over corrected homework, checking for spelling and punctuation, do a second draft where necessary.

• Keep a vocabulary book and/or make their own bilingual dictionary.



At this level, adults can write to communicate information and opinions with some adaption to the

intended audience.


• plan and draft writing;

• organise writing in short paragraphs;

• sequence chronological writing;

• write in complete sentences;

• use correct basic grammar (such as appropriate verb tense, subject - verb agreement);

• use punctuation correctly (such as capital letters, full stops, question marks, exclamation marks);

• spell correctly common words and relevant key words for work and special interest;

• proof-read and correct writing for grammar and spelling;


in documents such as forms, notes, records, e-mail, letters, narratives, simple instructions, short reports.


• Writers will be beginning to produce text independently for personal writing and simple text formats;

• They will be beginning to use proof-reading strategies. Writers in other languages will do this from Entry

Level 1.

• They can expect guidance and modelling for new and more complex text formats.

• They will be aware of some major differences between spoken and written English.

• The skills of speaking, reading and listening will be used to stimulate, develop and model writing

wherever possible.

• Comparative approaches will be used where appropriate.



Under Knowledge and understanding, see Speaking Entry Level 3 for grammar. Under Examples of

application, feature and level, see Speaking Entry Level 3 for examples of language in use and text range.

Sample activities are examples only and should not be used as a prescriptive list.


Text

Foc

us:

Writ

e sh

ort t

exts

, usin

g pa

ragr

aphs

to c

omm

unica

te in

form

atio

n an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

ide

ntify

the

purp

ose,

audi

ence

and

out

com

e of

writi

ng;

deve

lop

awar

enes

s of t

he im

porta

nce

ofau

dien

ce, p

urpo

se a

nd o

utco

me,

the

read

er’s

know

ledg

e an

d ex

pect

atio

ns;

•Pu

rpos

e•

Audi

ence

•O

utco

me

Sim

ple,

par

agra

phed

text

s e.g

.•

simpl

e na

rrativ

es•

artic

les

•fo

lk st

orie

s•

lette

rs

•Br

ing

in e

xam

ples

of d

iffer

ent t

ypes

of s

impl

e,pa

ragr

aphe

d te

xts –

a c

over

ing

lette

r for

a jo

bap

plica

tion,

a n

ewsp

aper

arti

cle, a

folk

stor

y and

read

them

with

the

stud

ents

.

•As

k st

uden

ts to

wor

k in

smal

l gro

ups a

nd

a) id

entif

y the

inte

nded

aud

ienc

e/re

ader

; b)

stat

e th

e au

thor

’s pu

rpos

e;

c) st

ate

the

auth

or’s

desir

ed re

spon

se.

•Ta

ke fe

edba

ck a

nd a

sk st

uden

ts to

com

pare

the

text

s in

term

s of a

udie

nce,

pur

pose

and

out

com

e.

•Co

mpa

re w

ith te

xts i

n st

uden

ts o

wn la

ngua

ges:

focu

s on

diffe

renc

es a

nd si

mila

ritie

s e.g

. whe

re a

n au

thor

conv

entio

nally

stat

es th

e pu

rpos

e.

E3.2

ide

ntify

app

ropr

iate

form

at;

deve

lop

awar

enes

s of a

ppro

pria

te fo

rmat

s and

acco

mpa

nyin

g fe

atur

es o

f lay

out f

or d

iffer

ent

text

type

s;

Key f

eatu

res a

re:

•pa

ragr

aphi

ng•

listin

g•

colu

mns

•us

e of

hea

ding

s, nu

mbe

ring,

bul

let

poin

ts.

Sim

ple

text

s e.g

.•

sets

of i

nstru

ctio

ns•

recip

es•

repo

rts•

artic

les

•le

tters

•na

rrativ

es

•Br

ing

in e

xam

ples

of v

ario

us te

xt ty

pes w

hich

use

ara

nge

of d

iffer

ent f

orm

ats a

nd re

ad th

em w

ith th

est

uden

ts.

•Se

t mul

tiple

cho

ice e

xerc

ise fo

cusin

g on

form

at, e

.g.

news

pape

r arti

cles

a)us

ually

hav

e he

adin

gs a

nd n

umbe

rs;

b)ar

e us

ually

writ

ten

in c

olum

ns;

c)be

gin

Dear

Rea

der.

•As

a g

roup

, com

pile

a c

heck

list o

f for

mat

con

vent

ions

for

diffe

rent

text

type

s.

•As

k st

uden

ts to

brin

g in

exa

mpl

es o

f diff

eren

t tex

t typ

esin

thei

r lan

guag

es a

nd c

ompa

re te

xt fo

rmat

con

vent

ions

.


Text

Foc

us:

Writ

e sh

ort t

exts

, usin

g pa

ragr

aphs

to c

omm

unica

te in

form

atio

n an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.3

ide

ntify

app

ropr

iate

regi

ster

for t

ask

and

audi

ence

;de

velo

p aw

aren

ess o

f diff

eren

ces b

etwe

ensp

oken

and

writ

ten

Engl

ish;

deve

lop

unde

rsta

ndin

g of

the

diffe

renc

esbe

twee

n fo

rmal

/info

rmal

regi

ster

in b

oth

writi

ng a

nd sp

eakin

g in

term

s of l

ingu

istic

feat

ures

;

Key f

eatu

res o

f for

mal

and

info

rmal

writi

ng in

cludi

ng:

•sh

ort f

orm

s•

voca

bula

ry•

idio

mat

ic ex

pres

sions

•m

ode

of a

ddre

ss

Sim

ple

form

al a

nd in

form

al le

tters

•Br

ing

in e

xam

ples

of s

impl

e, fo

rmal

and

info

rmal

lette

rs,

e.g.

inv

itatio

n to

a p

arty

from

a c

lass

mat

e, le

tter t

o th

eho

spita

l con

firm

ing

an a

ppoi

ntm

ent a

nd re

ad th

em w

ithst

uden

ts.

•As

k st

uden

ts to

com

pare

the

diffe

renc

es b

etwe

ensp

oken

and

writ

ten

Engl

ish b

y ask

ing

them

to ro

le-p

lay

the

two

situa

tions

and

then

com

pare

the

lang

uage

use

din

the

lette

rs a

nd th

e ro

le-p

lay.

Focu

s on

stru

ctur

e,vo

cabu

lary,

idio

m, i

nton

atio

n.•

Com

pile

a c

heck

list o

f the

diff

eren

ces a

nd si

mila

ritie

s:•

Ask

stud

ents

to c

ompa

re th

e tw

o le

tters

, foc

usin

g on

the

stru

ctur

e, vo

cabu

lary

and

idio

m a

nd to

com

plet

e a

grid

which

con

trast

s the

use

of E

nglis

h in

form

al a

nd in

form

alwr

iting

.•

Disc

uss t

he c

ompl

eted

grid

and

the

earli

er c

heck

list a

ndco

ntra

st fo

rmal

spok

en/w

ritte

n us

age

with

info

rmal

spok

en/w

ritte

n us

age.

E3.4

pla

n th

e co

nten

t of w

ritin

g;de

velo

p un

ders

tand

ing

of th

e pl

anni

ngpr

oces

s and

its i

mpo

rtanc

e;Ke

y fea

ture

s of p

lann

ing

are:

•ge

tting

idea

s•

sele

ctin

g an

d or

derin

g id

eas

•vo

cabu

lary

and

stru

ctur

es•

mak

ing

a wr

itten

pla

n.

Sim

ple

narra

tives

e.g

.:•

desc

riptio

ns o

f eve

nts,

peop

le,p

lace

s•

repo

rts•

e-m

ails

•le

tters

•Br

ing

in e

xam

ples

of d

iffer

ent t

ypes

of t

exts

, rea

d an

ddi

scus

s the

pur

pose

and

con

tent

, whe

ther

they

are

succ

essfu

l pie

ces o

f writ

ing

and

why.

•Us

e a

varie

ty o

f stim

uli t

o se

t a c

onte

xt (p

hoto

s,di

scus

sion,

pict

ures

, vid

eo).

•St

imul

ate

idea

s. •

Use

diffe

rent

tech

niqu

es to

not

e do

wn id

eas:

listin

g,sp

ider

grap

hs, m

ind

map

s.•

Disc

uss m

ain

idea

s and

pos

sible

ord

er.

•El

icit k

ey vo

cabu

lary

and

stru

ctur

es.

•Di

scus

s the

opt

ion

of p

lann

ing

in o

wn la

ngua

ge.


Text

Foc

us:

Writ

e sh

ort t

exts

, usin

g pa

ragr

aphs

to c

omm

unica

te in

form

atio

n an

d op

inio

ns.

Skills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

esSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.5

org

anise

writ

ing

into

para

grap

hs a

nd w

rite

a fir

st d

raft;

deve

lop

unde

rsta

ndin

g of

the

impo

rtanc

e of

chro

nolo

gica

l seq

uenc

ing

of e

vent

s in

narra

tive

writi

ng;

Use

of p

arag

raph

s for

mak

ing

new

poin

ts,

deve

lopi

ng a

nar

rativ

e.

A ba

sic m

odel

of p

arag

raph

stru

ctur

e e.

g:•

topi

c se

nten

ce o

r gen

eral

stat

emen

t •

expl

anat

ion

(caus

e, e

ffect

, res

ult e

tc.)

•ex

ampl

es.

Last

wee

kend

I fe

lt m

isera

ble.

My t

ooth

ache

d al

l the

tim

e so

I m

ade

anap

poin

tmen

t to

see

the

dent

ist o

nM

onda

y. Sh

e to

ld m

e I n

eede

d a

fillin

g.Sh

e fil

led

my t

ooth

but

it st

ill hu

rts.

I mad

e an

othe

r app

oint

men

t for

Frid

ay.

I hop

e I d

o no

t hav

e an

infe

ctio

n.

•Us

ing

a sim

ple,

par

agra

phed

, chr

onol

ogica

l nar

rativ

e, a

skst

uden

ts to

:a)

unde

rline

all

the

time

word

s, ph

rase

s and

mar

kers

,b)

unde

rline

and

iden

tify t

he te

nses

,c)

disc

uss w

hy th

e ab

ove

are

impo

rtant

.•

Ask

stud

ents

to w

ork

on a

text

and

iden

tify s

eque

nce

ofev

ents

.•

Stud

ents

to w

ork

on c

orre

ctin

g th

e te

nses

in a

chro

nolo

gica

l nar

rativ

e.•

Stud

ents

to w

ork

on a

n un

para

grap

hed

text

, mar

king

wher

e th

e pa

ragr

aphs

shou

ld b

e.•

Wor

king

with

a p

ictur

e st

ory,

ask

stud

ents

to p

lan,

com

pose

and

dra

ft a

chro

nolo

gica

l nar

rativ

e. G

uide

dpr

actic

e an

d a

writi

ng fr

ame

to b

e gi

ven

to st

uden

tsne

edin

g m

ore

supp

ort.

E.3.

6 c

ompo

se c

hron

olog

ically

sequ

ence

d te

xt;

deve

lop

unde

rsta

ndin

g of

the

conc

ept o

fpa

ragr

aphi

ng;

deve

lop

awar

enes

s of k

ey a

spec

ts o

f bas

icpa

ragr

aphi

ng st

ruct

ure;

Key f

eatu

res a

re:

•us

e of

tim

e wo

rds,

mar

kers

and

link

s•

tens

e•

para

grap

hing

.

Sim

ple

narra

tives

e.g

:•

desc

riptio

ns o

f eve

nts

•re

ports

•e-

mai

ls•

lette

rs

•Re

ad sh

ort p

arag

raph

ed te

xts a

nd id

entif

y top

icse

nten

ces w

ith st

uden

ts a

nd d

iscus

s the

ir fu

nctio

n.Di

scus

s the

reas

on fo

r usin

g pa

ragr

aphs

in w

ritin

g.•

Usin

g ot

her e

xam

ple

para

grap

hs, a

sk st

uden

ts to

:a)

unde

rline

the

topi

c se

nten

ce;

b)cir

cle e

xpla

natio

n or

exa

mpl

es w

hich

dev

elop

the

topi

c se

nten

ce.

•G

ive st

uden

ts p

arag

raph

s with

gap

ped

sent

ence

s.As

k st

uden

ts to

fill

with

app

ropr

iate

topi

c se

nten

ces o

rex

plan

atio

n/ex

ampl

e se

nten

ces.

•Pl

an a

cla

ssro

om a

ssig

nmen

t, pe

rson

al w

ritin

g, le

tter o

re-

mai

l with

3 sh

ort p

arag

raph

s, ei

ther

:a)

guid

ed w

ritin

g us

ing

a wr

iting

fram

e;b)

free

writi

ng.


Text

Foc

us:

Writ

e sh

ort t

exts

, usin

g pa

ragr

aphs

to c

omm

unica

te in

form

atio

n an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3. 7

pro

of-re

ad si

mpl

e te

xt;

deve

lop

awar

enes

s tha

t pro

of-re

adin

g is

part

of th

e wr

iting

pro

cess

;

deve

lop

awar

enes

s of a

reas

of p

erso

nal

stre

ngth

s and

wea

knes

ses i

n te

rms o

f bas

icpu

nctu

atio

n, sp

ellin

g, la

yout

and

gra

mm

ar so

that

pro

of-re

adin

g is

focu

sed

and

pers

onal

ised;

Key f

eatu

res a

re:

•us

e of

full

stop

s, ca

pita

l let

ters

•sp

ellin

g•

para

grap

hing

erro

rs a

nd p

erso

nal

area

s of g

ram

mat

ical w

eakn

ess,

e.g.

tens

es, s

ingu

lar/p

lura

l agr

eem

ents

.

Stud

ents

use

own

writ

ing

and

exam

ples

of w

ritin

g wi

th a

lim

ited

rang

e of

mist

akes

.

•Us

ing

exam

ples

of w

ritin

g wi

th m

istak

es, a

sk st

uden

ts to

work

indi

vidua

lly a

nd c

orre

ct th

e wr

iting

. Tel

l the

m h

owm

any a

nd w

hat k

ind

of m

istak

es to

look

for.

Ask

stud

ents

to c

ircle

/und

erlin

e m

istak

es in

a d

iffer

ent c

olou

r. As

kst

uden

ts to

wor

k in

pai

rs d

iscus

sing

the

mist

akes

they

have

foun

d an

d sa

ying

what

the

corre

ct ve

rsio

n sh

ould

be a

nd w

hy. D

iscus

s with

the

whol

e gr

oup.

•Di

scus

s the

impo

rtanc

e of

stud

ents

pro

of-re

adin

g ow

nwr

iting

and

the

impo

rtanc

e of

iden

tifyin

g ow

n st

reng

ths

and

weak

ness

es.

•Di

scus

s tec

hniq

ues f

or p

roof

-read

ing,

e.g

. pro

of-re

adin

gfo

r one

thin

g at

a ti

me,

che

ckin

g at

the

end

of e

ach

para

grap

h, c

heck

ing

inco

rrect

vers

ions

aga

inst

a

corre

ct ve

rsio

n.

•Se

t stu

dent

s a sh

ort w

ritin

g ta

sk a

nd a

sk th

em to

pr

oof-r

ead

and

amen

d be

fore

han

ding

it in

.

E3. 8

pro

duce

fina

l leg

ible

vers

ion

of te

xt, w

ord-

proc

esse

dor

han

dwrit

ten;

deve

lop

awar

enes

s of w

hen

mat

eria

l is r

eady

for p

rese

ntat

ion;

Prod

uce

a fin

al d

raft

of te

xts.

•Se

t up

a wr

iting

act

ivity

in c

lass

, e.g

. a sh

ort r

epor

t on

acla

ss tr

ip.

•As

k st

uden

ts to

wor

k in

pai

rs o

r ind

ividu

ally

to p

lan

and

prod

uce

a fir

st d

raft,

then

to p

roof

read

own

or e

ach

othe

r’s w

ork.

•As

k st

uden

ts to

pro

duce

a fi

nal d

raft

befo

re h

andi

ng in

for m

arkin

g.

E3. 9

mak

e no

tes;

Deve

lop

awar

enes

s of d

iffer

ent w

ays o

f tak

ing

note

s and

•wr

iting

key

con

tent

wor

ds•

usin

g ab

brev

iatio

ns, s

ymbo

ls, n

umbe

ring,

listin

g•

note

-takin

g fo

rmat

for c

hron

olog

ical

narra

tive;

Key f

eatu

res o

f bas

ic no

te ta

king

are:

•co

nten

t wor

ds•

abbr

evia

tions

•nu

mbe

ring

•lis

ting.

•Ta

ke n

otes

from

a te

xt re

ad o

ut, u

sing

a ch

art w

here

som

ein

form

atio

n is

miss

ing.

•St

uden

ts to

inte

rvie

w ea

ch o

ther

and

take

not

es. E

ach

stud

ent t

hen

feed

back

s to

whol

e gr

oup,

usin

g no

tes.

•St

uden

ts to

writ

e a

shor

t par

agra

ph u

sing

the

info

rmat

ion

in th

eir n

otes

.


Text

Foc

us:

Writ

e sh

ort t

exts

, usin

g pa

ragr

aphs

to c

omm

unica

te in

form

atio

n an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

0 c

ompl

ete

form

s with

som

eco

mpl

ex fe

atur

es.

deve

lop

awar

enes

s of t

he c

ultu

ral c

onve

ntio

nswh

ich u

nder

pin

certa

in ty

pes o

f que

stio

ns/

cate

gorie

s in

certa

in ty

pes o

f for

ms.

Key f

eatu

res i

nclu

de:

•cu

ltura

l con

vent

ion

rela

ted

toex

pect

atio

ns o

f rea

der i

n ce

rtain

type

sof

que

stio

ns.

Appl

icatio

n fo

rms,

reco

rds o

f wor

k

•Co

mpa

re a

fille

d in

libr

ary a

pplic

atio

n fo

rm (o

nly f

actu

alin

form

atio

n is

requ

ired)

and

a jo

b ap

plica

tion

form

(cand

idat

e is

aske

d to

fill

in a

sect

ion

givin

g re

ason

s for

appl

ying

for t

he jo

b).

•Di

scus

s the

cul

tura

l con

vent

ions

aro

und

the

read

ers

expe

ctat

ions

of t

he d

iffer

ent s

ectio

ns o

f app

licat

ion

form

s, re

cord

s of w

ork

etc.

•Pr

actis

e fil

ling

in p

arts

of f

orm

s whe

re w

hole

sent

ence

san

d sh

ort p

arag

raph

s are

requ

ired,

inst

ead

of sh

ort

answ

ers,

usin

g a

rang

e of

lang

uage

exe

rcise

s: m

atch

ing

stru

ctur

es to

func

tions

, gap

-fillin

g.

Sent

ence

Foc

us:

Writ

e sim

ple,

com

poun

d an

d co

mpl

ex s

ente

nces

.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

1 c

ompo

se s

impl

e,co

mpo

und

and

com

plex

sent

ence

s;

deve

lop

know

ledg

e of

the

gram

mat

ical

feat

ures

of s

impl

e, c

ompo

und

and

com

plex

sent

ence

stru

ctur

es;

Key f

eatu

res a

re:

•ac

cura

cy in

bas

ic gr

amm

ar –

appr

opria

te si

mpl

e ve

rb te

nse

and

subj

ect v

erb

agre

emen

t.•

know

ledg

e of

sim

ple,

com

poun

d an

dco

mpl

ex se

nten

ce st

ruct

ures

as

item

ised

in E

ntry

Lev

el 3

Spe

akin

g.

•Ra

nge

of g

ram

mar

pra

ctice

act

ivitie

s, in

cludi

ngdi

ffere

nces

in g

ram

mat

ical s

truct

ures

acc

ordi

ng to

regi

ster

.

•G

ive sh

ort d

ictat

ions

focu

sing

on p

artic

ular

gra

mm

atica

lel

emen

ts.


Sent

ence

Foc

us:

Writ

e sim

ple,

com

poun

d an

d co

mpl

ex s

ente

nces

.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 3.

12 u

se b

asic

punc

tuat

ion

corre

ctly.

deve

lop

know

ledg

e of

the

use

of c

orre

ct, b

asic

punc

tuat

ion.

Key f

eatu

res o

f pun

ctua

tion

are:

•ca

pita

l let

ters

•fu

ll st

ops

•qu

estio

n m

arks

•ex

clam

atio

ns•

use

of c

omm

as fo

r list

ing

item

s in

conn

ecte

d pr

ose.

•Br

ing

in e

xam

ples

of t

exts

whi

ch il

lust

rate

the

vario

usfe

atur

es o

f pun

ctua

tion.

Disc

uss a

nd c

ompa

re th

em w

ithpu

nctu

atio

n co

nven

tions

in st

uden

ts’ o

wn la

ngua

ges.

•Se

t up

prac

tice

exer

cises

, e.g

. sho

rt di

ctat

ions

with

paus

es to

indi

cate

sent

ence

bre

aks.

•G

ive st

uden

ts in

corre

ct ve

rsio

ns o

f tex

t to

corre

ct/a

ddm

issin

g pu

nctu

atio

n.

Wor

d Fo

cus:

Dev

elop

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E 3.

13 u

se a

rang

e of

spec

ial

inte

rest

voca

bula

ry a

ppro

pria

tely;

deve

lop

know

ledg

e of

app

ropr

iate

spec

ial

inte

rest

voca

bula

ry;

Know

ledg

e of

spec

ialis

ed vo

cabu

lary

•In

trodu

ce a

topi

c, ch

oosin

g a

cont

ext o

f int

eres

t to

the

stud

ents

, whi

ch re

quire

s spe

cialis

ed vo

cabu

lary,

e.g

.ed

ucat

ion:

subj

ects

, opt

ions

, lev

el, e

xam

boa

rds,

moc

ks.

•W

ork

on th

e us

e of

voca

bula

ry, u

sing

a ra

nge

ofla

ngua

ge d

evel

opm

ent e

xerc

ises.

•En

cour

age

stud

ents

to c

ompi

le p

erso

nal d

ictio

narie

s,vo

cabu

lary

boo

ks.

E 3.

14

build

wor

d fa

milie

sth

roug

h ad

ditio

n of

pre

fixes

and

suffi

xes;

deve

lop

know

ledg

e of

wor

d st

ems a

ndco

mm

on p

refix

es a

nd su

ffixe

s;Ex

ampl

es o

f fea

ture

s at t

his l

evel

inclu

de:

•su

ffixe

s

- adj

ectiv

es a

nd a

dver

bs -

er, e

st, f

ul/ly

- nou

ns -

men

t, ab

ility,

ness

, er

•pr

efixe

s Un

, dis,

re, i

r

•Di

scus

s mea

ning

s of p

refix

es a

nd su

ffixe

s.

•Co

mpa

re w

ith o

ther

lang

uage

s.

•W

orkin

g fro

m te

xts,

iden

tify g

roup

s of c

omm

on p

refix

esan

d su

ffixe

s and

dev

elop

exe

rcise

s aro

und

them

: e.

g. g

ive th

e op

posit

e m

eani

ng o

f...

•W

rite

sent

ence

s givi

ng p

ositi

ve a

nd n

egat

ive q

ualit

ies o

fa

pers

on o

r pla

ce.


Wor

d Fo

cus:

Dev

elop

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

E3.1

5 sp

ell a

ccur

atel

y;de

velo

p kn

owle

dge

of c

omm

on sp

ellin

gpa

ttern

s;Ex

ampl

es o

f com

mon

pat

tern

s at t

his

leve

l inc

lude

:•

walk

, tal

k,•

coul

d, w

ould

,•

silen

t ‘e.

’

•Pr

actis

e sp

ellin

g of

com

mon

and

rele

vant

key

wor

ds,

iden

tifyin

g pa

ttern

s fro

m la

ngua

ge in

text

s, e.

g. si

lent

e.

Take

a se

nten

ce fr

om a

text

: I h

ope

to se

e yo

u so

on.

Com

pare

with

: I h

op a

nd ju

mp

when

I da

nce.

•As

k st

uden

ts to

com

pare

diff

eren

ce in

soun

d an

dm

eani

ng. G

ive o

ther

exa

mpl

es a

nd a

sk st

uden

ts to

anal

yse

the

patte

rn.

•G

ive fu

rther

pra

ctice

with

dict

atio

n, m

ultip

le c

hoice

and

gap-

fill e

xerc

ises.

E3.1

6 u

se in

depe

nden

tst

rate

gies

to a

id sp

ellin

g;de

velo

p aw

aren

ess o

f the

impo

rtanc

e of

inde

pend

ent s

trate

gies

to a

id sp

ellin

g;Ke

y fea

ture

s are

:•

look

-say

-cov

er-w

rite-

chec

k•

mne

mon

ics•

soun

ding

out

the

word

pho

netic

ally

•lo

ok fo

r wor

ds w

ithin

wor

ds•

iden

tify p

art o

f the

wor

d th

e stu

dent

m

isspe

lls a

nd in

vent

per

sona

l mne

mon

ic•

use

colo

ur o

r spl

it up

wor

ds to

hi

ghlig

ht vi

sual

feat

ures

, e.

g. r

ece

ive

.

•Di

scus

s stra

tegi

es fo

r im

prov

ing

spel

ling,

e.g

.–

keep

a p

erso

nal v

ocab

ular

y or w

ord

book

;–

LSCW

C;–

soun

d ou

t wor

ds p

hone

tical

ly;–

iden

tify t

he p

art o

f wor

d th

e st

uden

t get

s wro

ng a

ndin

vent

a p

erso

nal m

nem

onic;

–st

uden

ts’ p

erso

nal s

trate

gies

for r

emem

berin

gsp

ellin

gs.

E3. 1

7 p

rodu

ce le

gibl

e te

xt.

deve

lop

awar

enes

s of t

he im

pres

sion

hand

writi

ng g

ives a

nd o

f per

sona

l fea

ture

s of

own

hand

writi

ng;

deve

lop

unde

rsta

ndin

g of

situ

atio

ns w

here

legi

ble,

cor

rect

ly fo

rmed

han

dwrit

ing

isim

porta

nt.

Key f

eatu

res a

re:

•co

nsist

ency

of d

irect

ion

and

form

atio

n•

spac

ing

betw

een

word

s•

size

of le

tters

•wr

iting

on

the

line.

•G

ive st

uden

ts e

xam

ples

of g

ood

and

bad

hand

writi

ngan

d di

scus

s why

they

are

goo

d or

bad

, e.g

. inc

onsis

tenc

yof

dire

ctio

n, sp

acin

g, th

e im

pres

sion

hand

writi

ng g

ives

and

occa

sions

of p

artic

ular

impo

rtanc

e e.

g. jo

bap

plica

tions

.

•As

k st

uden

ts to

ana

lyse

thei

r own

han

dwrit

ing

usin

g th

ecr

iteria

app

lied

in th

e pr

evio

us e

xerc

ise.

•W

here

nee

ded,

stud

ents

are

give

n ex

ercis

es to

impr

ove

dire

ctio

n, c

onsis

tenc

y etc

.





• Practise joining letters to help with the flow.

• Ask teacher for handwriting patterns to practise with outside the classroom, if they need to improve their

handwriting.

• Find out which ways of remembering spelling works for them, i.e. try various ways:

look-say-cover-write-check or sounding out words phonetically or learning a mnemonic etc.



• Write a little everyday, for example keep a simple diary in English.

• Go over corrected homework, checking for spelling and punctuation, do a second draft where necessary.


• Ask their teacher for self-checking materials for further practice with particular areas they feel they need to

improve, e.g. spelling, punctuation, grammar.

• Ask about joining a local Open Learning Centre.

158 Writing – Level 1 Draft

Writing – Level 1

At this level adults can write to communicate information, ideas and opinions clearly using length, format and style

appropriate to purpose and audience.



• judge how much to write, and the level of detail to include;

• present information in a logical sequence, using paragraphs where appropriate;

• use language suitable for purpose and audience;

• use format and structure for different purposes;

• write in complete sentences;

• use correct grammar (such as subject-verb agreement, correct use of tense);

• punctuate sentences correctly, and use punctuation so that meaning is clear;

• spell correctly words used most often in work, studies and daily life;

• proof-read and revise writing for meaning and accuracy;


in documents such as forms, records, e-mail, letters, narratives, instructions, reports, explanations.


• Writers will be producing text independently for personal writing and short formal and informal texts.

• They will be using proof-reading and self-correction strategies.

• They can expect guidance and modelling for extended writing, particularly non-fiction/non-narrative writing,

and more complex text types or genres.

• They will be aware of the major differences between spoken and written English.

• They will have general control of the features of Standard English. However, students’ use of English may

reflect the variety of English commonly used in their community rather than standard English. Teachers need

to ensure that these issues are discussed.


wherever possible.




Under Knowledge and understanding, see Speaking Level 1 for grammar at this level. Under Examples of

application, feature and level, see Speaking Level 1 for examples of language in use and text range. Sample

activities are examples and should not be used as a prescriptive list.

Draft Writing – Level 1 159

Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

ide

ntify

the

purp

ose,

audi

ence

and

out

com

e of

writi

ng;

be a

ware

of t

he im

porta

nce

of a

udie

nce,

purp

ose

and

outc

ome,

the

read

er’s

know

ledg

ean

d ex

pect

atio

ns;

Key f

eatu

res a

re:

•pu

rpos

e•

audi

ence

•ou

tcom

e.Sh

ort,

para

grap

hed

text

s e.g

.•

pers

onal

and

oth

er n

arra

tives

•sh

ort r

epor

ts•

simpl

e in

stru

ctio

ns (e

.g. h

ow to

get

toa

plac

e)•

artic

les

•fo

lk st

orie

s•

form

al a

nd in

form

al le

tters

.Si

mpl

e te

xts e

.g.

•e-

mai

ls, m

essa

ges a

nd m

emos

•CV

•co

mpl

ex fo

rms (

e.g.

app

licat

ion

for j

obor

cou

rse)

.

•Br

ing

in e

xam

ples

of d

iffer

ent t

ypes

of s

hort,

para

grap

hed

text

s – a

recip

e, a

new

spap

er a

rticle

, an

extra

ct fr

om a

text

-boo

k, a

shor

t sto

ry.

•As

k st

uden

ts to

wor

k in

smal

l gro

ups a

nd:

a)id

entif

y the

inte

nded

aud

ienc

e/re

ader

b)

stat

e th

e au

thor

’s pu

rpos

e c)

stat

e th

e au

thor

’s de

sired

resp

onse

.

•Ta

ke fe

edba

ck a

nd a

sk st

uden

ts to

com

pare

the

text

s in

term

s of a

udie

nce,

pur

pose

and

out

com

e.

•Co

mpa

re w

ith te

xts i

n st

uden

ts’ o

wn la

ngua

ges:

focu

s on

diffe

renc

es e

.g. w

here

an

auth

or c

onve

ntio

nally

stat

esth

e pu

rpos

e.

•Te

ll st

uden

ts th

ey a

re g

oing

to w

rite

som

ethi

ngth

emse

lves (

e.g.

one

of t

he a

bove

). As

k th

em to

con

sider

who

the

audi

ence

will

be, w

hy th

ey a

re w

ritin

g it

and

what

effe

ct th

ey w

ant t

he w

ritin

g to

hav

e.

LI. 2

gen

erat

e id

eas f

or w

ritin

g;be

awa

re o

f wha

t ass

ignm

ent t

itles

act

ually

mea

n an

d th

e cu

ltura

l im

plica

tions

beh

ind

them

, e.g

. ess

ay ti

tles i

n qu

estio

n fo

rm d

o no

tre

quire

a si

mpl

e an

swer

but

a d

iscus

sion

ofpr

os a

nd c

ons;

Key f

eatu

res a

re:

•an

alys

ing

assig

nmen

t titl

e, b

rief o

rpu

rpos

e•

decid

ing

what

to in

clude

and

in h

owm

uch

deta

il.

•Lo

ok a

t a va

riety

of a

ssig

nmen

t titl

es a

nd id

entif

y key

word

s whi

ch in

dica

te p

urpo

se.

•Co

mpa

re a

ssig

nmen

t titl

es w

ith a

ssig

nmen

ts in

stud

ents

’pr

evio

us le

arni

ng.

•Us

e a

varie

ty o

f stim

uli t

o se

t con

text

and

gen

erat

e id

eas,

such

as d

iscus

sion

ques

tions

, oth

er te

xts,

pict

ures

, aud

ioan

d vid

eo ta

pes.

•St

imul

ate

idea

s. •

Use

diffe

rent

tech

niqu

es to

not

e do

wn id

eas:

listin

g,sp

ider

grap

hs, m

ind

map

s. •

Disc

uss m

ain

idea

s, le

vel o

f det

ail r

equi

red

and

logi

cal

orde

r.•

In p

airs

, gro

ups o

r alo

ne, w

rite

a lis

t of p

oint

s abo

ut a

diffe

rent

topi

c, co

mpa

re w

ith o

ther

s.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.3

mak

e no

tes f

rom

writ

ten

and

oral

sour

ces f

or d

iffer

ent

purp

oses

;

be a

ware

of k

ey fe

atur

es o

f not

e-ta

king

•wr

iting

key

con

tent

wor

ds•

usin

g ab

brev

iatio

ns, s

ymbo

ls•

num

berin

g•

listin

g•

diffe

rent

not

e-ta

king

form

ats f

or d

iffer

ent

text

s;

Key f

eatu

res o

f not

e ta

king

are:

•co

nten

t wor

ds•

abbr

evia

tions

•nu

mbe

ring

•la

yout

, e.g

. list

ing,

spid

ergr

am,

min

dmap

etc

.

•St

uden

ts ta

ke n

otes

from

a te

xt o

r ora

l pre

sent

atio

n,us

ing

a pr

e-se

t for

mat

, as a

ppro

pria

te.

•St

uden

ts fe

ed b

ack

oral

ly, u

sing

thei

r not

es.

•St

uden

ts w

rite

a sh

ort p

arag

raph

usin

g th

e in

form

atio

n in

thei

r not

es.

•St

uden

ts c

ompa

re th

eir f

inal

vers

ions

.

L1.4

ide

ntify

app

ropr

iate

regi

ster

for t

ask

and

audi

ence

;de

velo

p un

ders

tand

ing

of th

e di

ffere

nces

betw

een

form

al/in

form

al re

gist

er in

bot

hwr

iting

and

spea

king;

deve

lop

awar

enes

s of d

iffer

ence

s bet

ween

spok

en a

nd w

ritte

n En

glish

;

Key f

1eat

ures

of

form

al a

nd in

form

alwr

iting

are

:•

shor

t for

ms

•vo

cabu

lary

•id

iom

atic

expr

essio

ns•

mod

e of

add

ress

•di

ffere

nces

in st

ruct

ure

for t

he sa

me

func

tion,

e.g

. req

uest

sCa

n yo

u se

nd m

e a

map

?I w

ould

be

mos

t gra

tefu

l if y

ou w

ould

se

nd m

e . .

. ?

Cont

rast

ing

regi

ster

s are

nee

ded

for:

•m

emo

and

e-m

ail

•fo

rmal

and

info

rmal

lette

rs•

stor

y and

repo

rt.

•Br

ing

in e

xam

ples

of s

hort

text

s with

con

trast

ing

regi

ster

s e.g

. mem

o to

all

staf

f reg

ardi

ng o

ffice

proc

edur

e an

d e-

mai

l to

one

colle

ague

and

read

them

with

stud

ents

.

•As

k st

uden

ts to

com

pare

the

two,

focu

sing

on th

est

ruct

ure,

voca

bula

ry, id

iom

and

way

s of m

akin

g re

ques

tsan

d to

com

plet

e a

grid

whi

ch c

ontra

sts t

he u

se o

fEn

glish

in fo

rmal

and

info

rmal

writ

ing.

•Co

mpi

le a

che

cklis

t of t

he d

iffer

ence

s.

•Di

scus

s diff

eren

ces b

etwe

en sp

oken

and

writ

ten

Engl

ishby

ask

ing

stud

ents

how

they

wou

ld te

ll so

meo

ne a

bout

the

offic

e pr

oced

ure.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.5

pla

n wr

iting

, usin

gap

prop

riate

stru

ctur

e an

d fo

rmat

to c

omm

unica

te in

form

atio

n,id

eas a

nd o

pini

ons c

lear

ly an

def

fect

ively;

deve

lop

unde

rsta

ndin

g of

the

plan

ning

proc

ess a

nd it

s im

porta

nce;

deve

lop

awar

enes

s of d

iffer

ent w

ays o

fpl

anni

ng a

nd b

e aw

are

of w

ays t

hat s

uit t

hem

;

Key f

eatu

res o

f pla

nnin

g •

Iden

tify p

urpo

se a

nd a

udie

nce

•De

cide

what

to w

rite

•Se

lect

and

ord

er id

eas

•As

sem

ble

poin

ts in

logi

cal o

rder

toac

hiev

e ef

fect

•Id

entif

y lev

el o

f det

ail r

equi

red

•Id

entif

y key

voca

bula

ry a

nd st

ruct

ures

•Id

entif

y app

ropr

iate

regi

ster

•Ch

oose

form

at•

Mak

e a

writt

en p

lan

•W

ork

acco

rdin

g to

the

need

s of t

he st

uden

ts a

s a w

hole

grou

p, in

smal

l gro

ups o

r ind

ividu

ally.

•De

cide

on p

urpo

se a

nd a

udie

nce.

•

Use

diffe

rent

tech

niqu

es to

not

e do

wn id

eas:

listin

g,sp

ider

grap

hs, m

ind

map

s. •

Disc

uss a

nd d

ecid

e on

mai

n id

eas,

leve

l of d

etai

l req

uire

dan

d lo

gica

l ord

er.

•El

icit/d

ecid

e on

key

voca

bula

ry a

nd st

ruct

ures

.•

Disc

uss a

nd d

ecid

e on

form

at c

onve

ntio

ns fo

r the

parti

cula

r tex

t typ

e.

•Co

nsid

er th

e op

tion

of p

lann

ing

in st

uden

ts’ o

wnla

ngua

ges.

•Co

mpa

re a

nd tr

y out

diff

eren

t way

s of p

lanni

ngso

that

stud

ents

can

find

way

s tha

t sui

t the

m.

L1.6

org

anise

writ

ing

into

para

grap

hs, a

nd sh

ow th

e lin

ksbe

twee

n pa

ragr

aphs

;

deve

lop

unde

rsta

ndin

g of

the

conc

ept o

fpa

ragr

aphi

ng;

deve

lop

awar

enes

s of k

ey a

spec

ts o

f di

ffere

ntpa

ragr

aphi

ng st

ruct

ures

;

Use

of p

arag

raph

s for

mak

ing

new

poin

ts,

deve

lopi

ng a

nar

rativ

e,

Diffe

rent

feat

ures

of p

arag

raph

stru

ctur

ear

e:•

gene

ral s

tate

men

t fol

lowe

d by

elab

orat

ion

and

exam

ples

•ch

rono

logi

cally

sequ

entia

l poi

nts

abou

t a si

ngle

topi

c or

clu

ster

of t

opics

•st

atem

ent o

f arg

umen

t fol

lowe

d by

poin

ts fo

r and

aga

inst

.•

Lin

ks b

etwe

en p

arag

raph

s...

.Any

way,

I cam

e to

Eng

land

.

The

first

pro

blem

whe

n we

cam

e to

Engl

and.

...Ho

weve

r....A

fter t

hat..

..The

nex

t day

....

As a

resu

lt...

•As

k st

uden

ts to

put

text

s int

o pa

ragr

aphs

– d

iscus

sre

ason

s for

inse

rting

new

par

agra

ph.

•Id

entif

y and

disc

uss s

truct

ure

of p

arag

raph

s in

a va

riety

of d

iffer

ent t

ext t

ypes

.

•Re

ad sh

ort t

exts

and

exa

min

e lin

ks b

etwe

en p

arag

raph

s.

•In

sert

word

s and

phr

ases

to li

nk p

arag

raph

s in

shor

tte

xts.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.7

com

pose

text

s, ch

oosin

gap

prop

riate

form

at fo

r diff

eren

tte

xt ty

pes;

be a

ware

of t

he p

roce

ss o

f com

posin

g te

xt;

deve

lop

awar

enes

s of a

ppro

pria

te fo

rmat

s and

acco

mpa

nyin

g fe

atur

es o

f lay

out f

or d

iffer

ent

text

type

s;

Key f

eatu

res o

f lay

out i

nclu

de:

•pa

ragr

aphi

ng•

listin

g•

colu

mns

•us

e of

hea

ding

s•

num

berin

g, b

ulle

t poi

nts

•di

agra

ms,

illust

ratio

ns.

Plan

ning

as i

n 1.

5.

Para

grap

hing

as i

n 1.

6.

Brin

g in

exa

mpl

es o

f var

ious

text

type

s whi

ch u

se a

rang

e of

diffe

rent

form

ats a

nd re

ad th

em w

ith th

e st

uden

ts.

•As

k st

uden

ts to

iden

tify f

eatu

res o

f diff

eren

t te

xt ty

pes e

.g. r

epor

tsa)

usu

ally

have

hea

ding

sb)

are

som

etim

es w

ritte

n in

col

umns

c) ar

e of

ten

illust

rate

d wi

th d

iagr

ams o

r visu

als.

•As

a g

roup

, com

pile

a c

heck

list o

f for

mat

con

vent

ions

for

diffe

rent

text

type

s.

•As

k st

uden

ts to

brin

g in

exa

mpl

es o

f diff

eren

t tex

t typ

esin

thei

r lan

guag

es a

nd c

ompa

re te

xt fo

rmat

con

vent

ions

.

Use

a va

riety

of s

timul

i to

set c

onte

xt a

nd g

ener

ate

idea

s,su

ch a

s disc

ussio

n qu

estio

ns, o

ther

text

s, pi

ctur

es, a

udio

and

video

tape

s.

•St

uden

ts to

wor

k in

pai

rs o

r ind

ividu

ally

to p

lan

and

com

pose

a fi

rst d

raft.

L1.8

pro

of-re

ad a

nd e

dit w

ritin

gon

pap

er o

r on

scre

en;

prod

uce

final

dra

ft;

deve

lop

awar

enes

s tha

t pro

of-re

adin

g is

part

of th

e wr

iting

pro

cess

;

deve

lop

awar

enes

s of a

reas

of p

erso

nal

stre

ngth

s and

wea

knes

ses s

o th

at p

roof

-re

adin

g is

focu

sed

and

pers

onal

ised;

deve

lop

awar

enes

s of r

equi

red

stan

dard

s of

accu

racy

and

pre

sent

atio

n fo

r fin

al d

raft;

Key f

eatu

res i

nclu

de:

•Cr

eativ

e an

d se

cret

aria

l asp

ects

a) c

reat

ive –

effe

ctive

ness

in a

chie

ving

purp

ose,

style

, reg

ister

, exp

ress

ion.

b) se

cret

aria

l – u

se o

f pun

ctua

tion,

spel

ling,

par

agra

phin

g, a

nd p

erso

nal

area

s of g

ram

mat

ical w

eakn

ess,

e.g.

tens

es, p

repo

sitio

ns, p

assiv

e/ac

tive

voice

.

•Co

mbi

ne w

ith c

ritica

l rea

ding

stra

tegi

es

(see

Read

ing

Leve

l 1) t

o id

entif

y mor

e an

d le

ss e

ffect

ivewa

ys o

f writ

ing.

•Us

e a

proo

f-rea

ding

key

.

•G

roup

disc

ussio

n of

sugg

este

d am

endm

ents

.

•Us

e re

fere

nce

tool

s suc

h as

spel

l-che

ck o

n co

mpu

ter o

rin

boo

k fo

rm.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.9

com

plet

e fo

rms w

ith so

me

com

plex

feat

ures

.de

velo

p aw

aren

ess o

f the

cul

tura

l con

vent

ions

which

und

erpi

n ce

rtain

type

s of q

uest

ions

/ca

tego

ries i

n ce

rtain

type

s of f

orm

s;

deve

lop

abilit

y to

give

very

cle

ar a

ccou

nts

with

out a

mbi

guity

, with

illu

stra

tion

ifap

prop

riate

.

Key f

eatu

res a

re:

•cu

ltura

l con

vent

ion

rela

ted

toex

pect

atio

ns o

f rea

der i

n ce

rtain

type

sof

que

stio

ns

•gr

aphi

c/di

agra

m il

lust

ratin

g te

xt, e

.g.

show

ing

exac

t loc

atio

n of

acc

iden

t

•ap

plica

tion

form

s, re

cord

s of w

ork,

accid

ent r

epor

t for

m.

•Co

mpa

re a

fille

d-in

libr

ary a

pplic

atio

n fo

rm (o

nly f

actu

alin

form

atio

n is

requ

ired)

and

a c

ours

e ap

plica

tion

form

(cand

idat

e is

aske

d to

fill

in a

sect

ion

givin

g re

ason

s for

appl

ying

for t

he c

ours

e).

•Di

scus

s the

cul

tura

l con

vent

ions

aro

und

the

read

ers

expe

ctat

ions

of t

he d

iffer

ent s

ectio

ns o

f app

licat

ion

form

s, re

cord

s of w

ork

etc.

•Pr

actis

e fil

ling

in p

arts

of f

orm

s whe

re w

hole

sent

ence

san

d sh

ort p

arag

raph

s are

requ

ired,

inst

ead

of sh

ort

answ

ers,

usin

g a

rang

e of

lan

guag

e ex

ercis

es: m

atch

ing

stru

ctur

es to

func

tions

, gap

fillin

g.

•Pr

actis

e dr

awin

g di

agra

ms t

o cla

rify d

escr

iptio

ns su

ch a

sex

act l

ocat

ion

of a

ccid

ent o

r par

t of b

ody i

njur

ed.

Sent

ence

Foc

us:

Writ

e sim

ple,

com

poun

d an

d co

mpl

ex s

ente

nces

.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

0 w

rite

usin

g a

varie

ty o

fse

nten

ce p

atte

rns;

deve

lop

know

ledg

e of

the

gram

mat

ical

feat

ures

of s

impl

e, c

ompo

und

and

com

plex

sent

ence

stru

ctur

es;

Key f

eatu

res a

re:

•ac

cura

cy in

bas

ic gr

amm

ar -

appr

opria

te ve

rb te

nse

and

subj

ect

ve

rb a

gree

men

t•

know

ledg

e of

sim

ple,

com

poun

d an

dco

mpl

ex se

nten

ce st

ruct

ure

asite

mise

d in

Lev

el 1

Spe

akin

g.

•Ra

nge

of g

ram

mar

pra

ctice

act

ivitie

s

•Lis

teni

ng, r

eadi

ng a

nd sp

eakin

g ex

ercis

es, f

ocus

ing

onpa

rticu

lar g

ram

mat

ical e

lem

ents

•G

ive sh

ort d

ictat

ions

focu

sing

on p

artic

ular

gra

mm

atica

lel

emen

ts.


Sent

ence

Foc

us:

Writ

e sim

ple,

com

poun

d an

d co

mpl

ex s

ente

nces

.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

1 p

unct

uate

sent

ence

sef

fect

ively

and

corre

ctly.

deve

lop

know

ledg

e of

the

use

of c

orre

ctpu

nctu

atio

n.Ke

y fea

ture

s of p

unct

uatio

n ar

e:

•ca

pita

l let

ters

•fu

ll st

ops

•qu

estio

n m

arks

•ex

clam

atio

ns•

com

mas

for l

istin

g ite

ms i

n co

nnec

ted

pros

e•

punc

tuat

ion

for c

onne

ctive

s suc

h as

Howe

ver,

etc

.•

apos

troph

e fo

r pos

sess

ion

and

omiss

ion

•sp

eech

mar

ks.

•Br

ing

in e

xam

ples

of t

exts

whi

ch il

lust

rate

the

vario

usfe

atur

es o

f pun

ctua

tion.

Disc

uss a

nd c

ompa

re th

em w

ithpu

nctu

atio

n co

nven

tions

in st

uden

ts’ o

wn la

ngua

ges.

•Se

t up

prac

tice

exer

cises

, e.g

.–

shor

t dict

atio

ns w

ith p

ause

s to

indi

cate

sent

ence

brea

ks;

–gi

ve st

uden

ts in

corre

ct ve

rsio

ns o

f tex

t to

corre

ct/a

ddm

issin

g pu

nctu

atio

n.

Wor

d Fo

cus:

Dev

elop

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

2 u

se a

rang

e of

voca

bula

ryap

prop

riate

ly;de

velo

p kn

owle

dge

of a

ppro

pria

te sp

ecia

lin

tere

st vo

cabu

lary

;

be a

ware

of w

hat v

ocab

ular

y is a

ppro

pria

te fo

rwh

ich a

udie

nce;

be a

ware

of a

rang

e of

com

mon

col

loca

tions

;

Know

ledg

e of

gen

eral

and

spec

ialis

edvo

cabu

lary.

Inclu

de a

bstra

ct vo

cabu

lary

cla

ss n

ouns

and

phra

sal v

erbs

.

Inclu

de id

iom

atic

Engl

ish a

nd ‘s

lang

’.

•In

trodu

ce n

ew vo

cabu

lary

in a

varie

ty o

f way

s, th

roug

h a

rang

e of

text

s, br

ains

torm

ing,

vide

o an

d lis

teni

ngex

ercis

es.

•W

ork

on th

e us

e of

voca

bula

ry, u

sing

a ra

nge

of la

ngua

gede

velo

pmen

t exe

rcise

s.

•Lo

ok a

t orig

in o

f wor

ds, c

ompa

re w

ith st

uden

ts’ o

wnla

ngua

ges,

be a

ware

of ‘

false

frie

nds’

(e.g

. wor

ds w

hich

look

the

sam

e bu

t hav

e di

ffere

nt m

eani

ngs).

•Us

e a

thes

auru

s to

find

word

s.


Wor

d Fo

cus:

Dev

elop

voc

abul

ary

and

spel

ling.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L1.1

3 b

uild

fam

ilies o

f rel

ated

word

s;de

velo

p kn

owle

dge

of w

ord

stem

s and

com

mon

pre

fixes

and

suffi

xes;

Key f

eatu

res a

re:

•su

ffixe

s •

pref

ixes.

•Di

scus

s mea

ning

s of p

refix

es a

nd su

ffixe

s.

•Co

mpa

re w

ith o

ther

lang

uage

s.

•W

orkin

g fro

m te

xts,

iden

tify g

roup

s of c

omm

on p

refix

esan

d su

ffixe

s and

dev

elop

exe

rcise

s aro

und

them

.

•Lo

ok a

t syn

onym

s and

opp

osite

s.

L1.1

4 im

prov

e ac

cura

cy o

fsp

ellin

g;de

velo

p kn

owle

dge

of a

wid

e ra

nge

of sp

ellin

gpa

ttern

s;

be a

ble

to u

se d

ictio

nary

or s

pell-

chec

ker f

orco

rrect

spel

ling;

Be a

ble

to sp

ell r

elev

ant k

ey w

ords

,fa

milia

r tec

hnica

l ter

ms a

nd o

ther

com

mon

voca

bula

ry it

ems a

ccur

atel

y.

•Pr

actic

e sp

ellin

g of

com

mon

and

rele

vant

key

wor

ds,

iden

tifyin

g pa

ttern

s fro

m la

ngua

ge in

use

in te

xts.

•G

ive fu

rther

pra

ctice

with

dict

atio

n, m

ultip

le c

hoice

and

gap

fill e

xerc

ises.

L1.1

5 u

se in

depe

nden

tst

rate

gies

to a

id sp

ellin

g;de

velo

p un

ders

tand

ing

of p

erso

nal l

earn

ing

style

and

an

awar

enes

s of t

he im

porta

nce

ofin

depe

nden

t stra

tegi

es to

aid

spel

ling;

deve

lop

unde

rsta

ndin

g of

nee

d to

pra

ctise

regu

larly

and

to jo

in u

p ha

ndwr

iting

in o

rder

tout

ilise

mot

or m

emor

y;

Key f

eatu

res a

re:

•lo

ok-s

ay-c

over

-writ

e-ch

eck

•so

undi

ng o

ut th

e wo

rd p

hone

tical

ly•

look

for w

ords

with

in w

ords

•id

entif

y par

t of t

he w

ord

you

miss

pell

and

inve

nt p

erso

nal m

nem

onics

•us

e co

lour

or s

plit

up w

ords

to h

ighl

ight

visua

l fea

ture

s, e.

g. r

ece

ive

.

•Di

scus

s stra

tegi

es fo

r im

prov

ing

spel

ling,

e.g

.

–ke

ep a

per

sona

l voc

abul

ary o

r wor

d bo

ok;

–fin

d wa

ys o

f rem

embe

ring

spel

lings

that

mat

chin

divid

ual l

earn

ing

style

;–

look

, say

, cov

er, w

rite,

che

ck;

–re

gula

r writ

ing

prac

tice

– ‘jo

ined

up’

han

dwrit

ing.

L1.1

6 p

rodu

ce le

gibl

e te

xt.

be a

ware

of a

rang

e of

occ

asio

ns w

hen

legi

ble

hand

writi

ng is

ess

entia

l;

deve

lop

a cr

itica

l awa

rene

ss o

f per

sona

lfe

atur

es o

f own

han

dwrit

ing.

Key f

eatu

res a

re:

•co

nsist

ency

of d

irect

ion

and

form

atio

nof

lette

rs•

spac

ing

betw

een

word

s•

size

of le

tters

•wr

iting

on

the

line.

•G

ive st

uden

ts e

xam

ples

of g

ood

and

bad

hand

writi

ngan

d di

scus

s why

they

are

goo

d or

bad

, e.g

. inc

onsis

tenc

yof

dire

ctio

n, sp

acin

g , t

he im

pres

sion

hand

writi

ng g

ives

and

occa

sions

of p

artic

ular

impo

rtanc

e e.

g. jo

bap

plica

tions

.

•St

uden

ts to

ana

lyse

thei

r own

han

dwrit

ing

usin

g th

ecr

iteria

app

lied

in th

e pr

evio

us e

xerc

ise.

•W

here

nee

ded,

stud

ents

to b

e gi

ven

exer

cises

toim

prov

e di

rect

ion,

con

siste

ncy e

tc...




• Learn a new word each day and use it in conversation and writing.


• Learn to spell 10 new words each week.


• Analyse what they could improve about their handwriting and practise that element (e.g. too big, too small,

not regular).

• Find out which ways of remembering spelling works for them, i.e. try various ways: sounding out words

phonetically, learning a mnemonic etc.



• Write a little everyday, for example keep a simple diary in English, write for the student magazine, find

someone to write to or e-mail in English.

• Go over corrected homework, checking for spelling and punctuation, do a second draft or third where

necessary.

• Use a thesaurus to expand their vocabulary.


improve, e.g. spelling or punctuation, or ask about joining a local Open Learning Centre.

• When writing, use similar text types as models until they are confident to break away from the model.


Writing – Level 2

At this level, adults can write to communicate information, ideas and opinions clearly and effectively, using length,

format and style appropriate to purpose, content and audience.



• judge how much to write, and the level of detail to include;

• present information and ideas in a logical or persuasive sequence using paragraphs where appropriate;

• use format and structure to organise writing for different purposes;

• use formal and informal language appropriate to purpose and audience;

• use different styles of writing for different purposes (such as persuasive techniques, supporting evidence,

technical vocabulary);

• construct complex sentences;

• use correct grammar (such as subject-verb agreement, correct and consistent use of tense);

• use pronouns so that their meaning is clear;

• punctuate sentences correctly and use punctuation accurately (such as commas, apostrophes,

inverted commas);

• spell correctly words used most often in work, studies and daily life, including familiar technical words;

• proof-read and revise writing for meaning and accuracy;


in a wide range of documents.


• Writers will be producing text independently for personal and academic writing, and for formal and

informal texts.

• They will be using proof-reading and self-correction strategies.

• They can expect guidance and modelling for extended writing, particularly academic and non-fiction writing

and more complex text types or genres.

• They will be aware of the differences between spoken and written English.

• They will be aware of and be able to use the features of standard written English.


wherever possible.




Under Knowledge and understanding, see Speaking Level 2 for grammar at this level. Under Examples of

application, feature and level, see Speaking Level 2 for examples of language in use and text range. Sample

activities are examples and should not be used as a prescriptive list.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.1

ide

ntify

the

purp

ose,

audi

ence

and

out

com

e of

writ

ing;

be a

ware

of t

he im

porta

nce

of a

udie

nce,

purp

ose

and

outc

ome,

the

read

er’s

know

ledg

ean

d ex

pect

atio

ns;

•Pu

rpos

e•

Audi

ence

•O

utco

me

A wi

de ra

nge

of te

xts i

nclu

ding

para

grap

hed

text

s: pe

rson

al a

nd o

ther

nar

rativ

es, p

oem

s,re

ports

, ess

ays,

broc

hure

s, in

stru

ctio

ns

(e.g

. how

to u

se a

pie

ce o

f equ

ipm

ent),

artic

les,

form

al a

nd in

form

al le

tters

.

Oth

er te

xts:

e-m

ails,

mes

sage

s and

mem

os, C

V,co

mpl

ex fo

rms (

e.g.

app

licat

ion

for

natio

nalit

y, UC

AS fo

rm),

post

ers.

A wi

de va

riety

of a

udie

nces

– e

mpl

oyer

,ex

amin

er, t

each

er, m

agaz

ine

read

ers,

offic

ial a

genc

ies e

tc.

•Lo

ok a

t a ra

nge

of te

xts w

ritte

n fo

r diff

eren

t aud

ienc

esan

d de

cide:

–wh

at th

eir p

urpo

se is

;–

who

they

are

aim

ed a

t;–

what

effe

ct th

ey h

ave;

–wh

at re

spon

se th

ey e

xpec

t;–

whet

her t

he a

mou

nt o

f det

ail i

s app

ropr

iate

.

•Fo

r eac

h pi

ece

of w

ritin

g th

at st

uden

ts d

o, u

se th

isch

eckli

st:

–pu

rpos

e;–

who

for;

–re

sult

or e

ffect

requ

ired;

–te

xt ty

pe o

r gen

re;

–am

ount

of d

etai

l and

leng

th.

•Se

e Le

vel 1

, L1.

1 fo

r exp

ansio

n of

thes

e an

d ot

her i

deas

of a

ctivi

ties.

L2.2

gen

erat

e id

eas f

or w

ritin

g;be

awa

re o

f wha

t ass

ignm

ent t

itles

act

ually

mea

n an

d cu

ltura

l im

plica

tions

beh

ind

them

,su

ch a

s tha

t ess

ay ti

tles i

n qu

estio

n fo

rm d

ono

t req

uire

a si

mpl

e an

swer

but

a d

iscus

sion

ofpr

os a

nd c

ons;

•An

alys

e as

signm

ent t

itle,

brie

f or

pu

rpos

e of

the

writi

ng.

•De

cide

what

to in

clude

and

in h

owm

uch

deta

il.•

Decid

e ho

w to

get

info

rmat

ion

(e.g

.fro

m b

ooks

, wor

ld-w

ide

web,

talki

ng to

peop

le, t

hink

ing

thin

gs th

roug

h).

•Lo

ok a

t a va

riety

of a

ssig

nmen

t titl

es a

nd id

entif

y key

word

s whi

ch in

dica

te p

urpo

se.

•Co

mpa

re a

ssig

nmen

t titl

es w

ith a

ssig

nmen

ts

in st

uden

ts’ p

revio

us le

arni

ng.

•Di

scus

s mea

ning

of a

bstra

ct ve

rbs

e.g.

‘disc

uss’,

‘eva

luat

e’, ‘

com

pare

’.

•Us

e a

varie

ty o

f stim

uli t

o se

t con

text

and

gen

erat

e id

eas

(disc

ussio

n qu

estio

ns, o

ther

text

s, pi

ctur

es, a

udio

and

video

).

•In

pai

rs, g

roup

s or a

lone

, writ

e a

list o

f poi

nts a

bout

apa

rticu

lar t

opic,

com

pare

with

oth

ers.

•Dr

aw u

p an

act

ion

plan

for g

athe

ring

info

rmat

ion

– wh

atis

need

ed a

nd h

ow to

get

it.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.3

mak

e no

tes f

rom

writ

ten

and

oral

sour

ces f

or d

iffer

ent

purp

oses

;

be a

ware

of k

ey fe

atur

es o

f not

e-ta

king

•wr

iting

key

con

tent

wor

ds•

usin

g ab

brev

iatio

ns, s

ymbo

ls•

num

berin

g•

listin

g•

diffe

rent

not

e-ta

king

form

ats f

or

diffe

rent

text

s;

Key f

eatu

res o

f not

e ta

king

are:

•co

nten

t wor

ds•

abbr

evia

tions

•nu

mbe

ring

•la

yout

, e.g

. list

ing,

spid

ergr

am,

min

dmap

etc

.

•St

uden

ts ta

ke n

otes

from

a te

xt.

•St

uden

ts fe

ed b

ack

oral

ly, u

sing

thei

r not

es.

•St

uden

ts w

rite

a sh

ort p

arag

raph

usin

g th

e in

form

atio

n in

thei

r not

es.

•St

uden

ts d

iscus

s diff

eren

t way

s of t

akin

g no

tes a

ndid

entif

y whi

ch o

ne w

orks

bes

t for

own

lear

ning

style

.

L2.4

sum

mar

ise a

nd sy

nthe

sise

info

rmat

ion;

deve

lop

unde

rsta

ndin

g of

skills

invo

lved

insu

mm

arisi

ng in

form

atio

n an

d be

awa

re th

at it

is a

skill

that

can

be

lear

nt;

Key f

eatu

res o

f sum

mar

ising

are

to:

•id

entif

y mai

n po

ints

•de

lete

uni

mpo

rtant

poi

nts

•in

clude

impo

rtant

det

ails

•de

lete

repe

ated

info

rmat

ion

•us

e ge

nera

l sta

tem

ents

to c

over

seve

ral p

oint

s.

•Pr

actis

e su

mm

arisi

ng–

usin

g ch

apte

r hea

ding

s and

subh

eadi

ngs a

s an

aid

tosu

mm

ary;

–hi

ghlig

htin

g ke

y wor

ds in

a p

assa

ge;

–id

entif

ying

topi

c se

nten

ces;

–in

vent

ing

topi

c se

nten

ces w

hen

they

are

miss

ing;

–la

bellin

g pa

ragr

aphs

;–

sele

ctin

g ge

nera

l sta

tem

ents

from

a li

st o

f mixe

dge

nera

l and

par

ticul

ar st

atem

ents

;–

writi

ng re

leva

nt g

ener

al st

atem

ents

to c

over

a n

umbe

rof

exa

mpl

es.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.5

ide

ntify

app

ropr

iate

regi

ster

for t

ask

and

audi

ence

.de

velo

p un

ders

tand

ing

of th

e di

ffere

nces

betw

een

form

al/in

form

al re

gist

er in

bot

hwr

iting

and

spea

king;

deve

lop

awar

enes

s of d

iffer

ence

s bet

ween

spok

en a

nd w

ritte

n En

glish

.

Key f

eatu

res o

f fo

rmal

and

info

rmal

writi

ng a

re:

•sh

ort f

orm

s•

voca

bula

ry•

idio

mat

ic ex

pres

sions

•m

ode

of a

ddre

ss•

diffe

renc

es in

stru

ctur

e fo

r the

sam

efu

nctio

n, e

.g. r

eque

sts

Can

you

send

me

a m

ap?

I wou

ld b

e m

ost g

rate

ful i

f you

wou

ldse

nd m

e . .

.•

pass

ive/a

ctive

voice

.

Cont

rast

ing

regi

ster

s, ne

eded

for:

•fo

rmal

lette

r and

e-m

ail

•de

scrip

tion

in a

lette

r as o

ppos

ed to

a

liter

ary p

iece

of w

ritin

g •

pers

onal

dia

ry

•re

port.

•Br

ing

in e

xam

ples

of s

hort

text

s with

con

trast

ing

regi

ster

se.

g. a

dia

ry e

ntry

abo

ut yo

ur c

hild

at n

urse

ry a

nd a

repo

rtab

out t

he n

urse

ry a

nd re

ad th

em w

ith st

uden

ts.

•As

k st

uden

ts to

com

pare

the

two,

focu

sing

on th

est

ruct

ure,

voca

bula

ry, id

iom

and

way

s of m

akin

g re

ques

tsan

d to

com

plet

e a

grid

whi

ch c

ontra

sts t

he u

se o

fEn

glish

in fo

rmal

and

info

rmal

writ

ing.

•Co

mpi

le a

che

cklis

t of t

he d

iffer

ence

s.

•Cl

assif

y for

mal

and

info

rmal

, aca

dem

ic an

d ev

eryd

ay u

seof

voca

bula

ry a

nd e

xpre

ssio

ns –

e.g

. foo

d/nu

tritio

n,wa

shin

g/la

undr

y, gi

ve so

meo

ne a

lift/

to ta

ke.

•Di

scus

s diff

eren

ces b

etwe

en sp

oken

and

writ

ten

Engl

ishby

ask

ing

stud

ents

how

they

wou

ld te

ll so

meo

ne a

bout

the

colle

ge’s

enro

lmen

t pro

cedu

re. C

ompa

re th

is wi

th a

form

al w

ritte

n ac

coun

t, ta

ken

from

the

pros

pect

us.

L2.6

pla

n wr

iting

, usin

gap

prop

riate

stru

ctur

e to

com

mun

icate

info

rmat

ion,

idea

s and

opi

nion

s cle

arly

and

effe

ctive

ly;

deve

lop

unde

rsta

ndin

g of

the

plan

ning

proc

ess a

nd it

s im

porta

nce;

deve

lop

awar

enes

s of d

iffer

ent w

ays o

fpl

anni

ng.

Key f

eatu

res o

f pla

nnin

g ar

e to

:•

iden

tify p

urpo

se a

nd a

udie

nce

•de

cide

what

to w

rite

•se

lect

and

ord

er id

eas

•as

sem

ble

poin

ts in

logi

cal o

rder

toac

hiev

e ef

fect

•id

entif

y lev

el o

f det

ail r

equi

red

•id

entif

y key

voca

bula

ry a

nd st

ruct

ures

•ch

oose

form

at•

mak

e a

writt

en p

lan.

•W

orkin

g ac

cord

ing

to th

e ne

eds o

f the

stud

ents

as a

whol

e gr

oup,

in sm

all g

roup

s or i

ndivi

dual

ly–

decid

e on

pur

pose

and

aud

ienc

e;–

use

diffe

rent

tech

niqu

es to

not

e do

wn id

eas:

listin

g,sp

ider

grap

hs, m

ind

map

s;–

disc

uss a

nd d

ecid

e on

mai

n id

eas,

leve

l of d

etai

lre

quire

d an

d lo

gica

l ord

er;

–el

icit/d

ecid

e on

key

voca

bula

ry a

nd st

ruct

ures

;–

disc

uss a

nd d

ecid

e on

form

at c

onve

ntio

ns fo

r the

parti

cula

r tex

t typ

e;–

cons

ider

the

optio

n of

pla

nnin

g in

stud

ents

’ own

lang

uage

s;–

com

pare

and

try o

ut d

iffer

ent w

ays o

f pla

nnin

g so

that

stud

ents

can

find

way

s tha

t sui

t the

m.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.7

con

stru

ct e

ffect

ivear

gum

ents

;de

velo

p un

ders

tand

ing

of th

e co

nven

tiona

lwa

y to

stru

ctur

e an

arg

umen

t in

Engl

ish fo

rpa

rticu

lar t

ext t

ypes

;

Key f

eatu

res i

nclu

de th

e fo

llowi

ng.

Lingu

istic

feat

ures

:•

Disc

ours

e m

arke

rs li

nkin

g cla

uses

,se

nten

ces a

nd p

arag

raph

s.

Stru

ctur

al fe

atur

es:

•In

trodu

ctio

n, m

ain

body

, con

clusio

n•

Use

of p

arag

raph

s for

mak

ing

new

poin

ts, d

evel

opin

g a

narra

tive,

deve

lopi

ng a

n ar

gum

ent

•Di

ffere

nt fe

atur

es o

f par

agra

ph st

ruct

ure

a. G

ener

al st

atem

ent f

ollo

wed

byel

abor

atio

n an

d ex

ampl

esb.

Chr

onol

ogica

lly se

quen

tial p

oint

sab

out a

sing

le to

pic

or c

lust

er o

fto

pics

c. St

atem

ent o

f arg

umen

t fol

lowe

d by

poin

ts fo

r and

aga

inst

.

A le

tter o

f com

plai

nt to

an

offic

ial g

iving

reas

ons f

or c

ompl

aint

and

requ

est f

orac

tion.

An e

ssay

arg

uing

a p

artic

ular

poi

nt o

f vie

w.

A re

port

reco

mm

endi

ng a

par

ticul

arco

urse

of a

ctio

n.

•Ex

amin

e th

e ‘is

sue’

in g

raph

ical f

orm

, e.g

. dra

w up

cha

rtwi

th a

rgum

ents

for a

nd a

gain

st, m

ake

note

s usin

g flo

wch

art s

howi

ng se

quen

ce o

f eve

nts l

eadi

ng to

par

ticul

aref

fect

.

•Re

ad te

xts o

f sam

e ty

pe a

nd a

nalys

e ke

y lin

guist

ic an

dst

ruct

ural

feat

ures

for t

hat t

ype.

Lin

guist

ic fe

atur

es:

The

mai

n ad

vant

age

is...A

s a re

sult,

x is

hap

peni

ng.

Stru

ctur

al fe

atur

es: i

ntro

duct

ion,

firs

t poi

nt, c

ontra

stin

gpo

int,

seco

nd p

oint

, con

trast

ing

poin

t, co

nclu

sion.

•Co

mpa

re w

ith st

ruct

ure

of a

n ar

gum

ent i

n ow

n la

ngua

ge.

•As

k st

uden

ts to

put

text

s int

o pa

ragr

aphs

– d

iscus

sre

ason

s for

inse

rting

new

par

agra

ph.

•Id

entif

y and

disc

uss s

truct

ure

of p

arag

raph

s in

a va

riety

of d

iffer

ent t

ext t

ypes

.

•Re

ad sh

ort t

exts

and

exa

min

e lin

ks b

etwe

en p

arag

raph

s.

•In

sert

word

s and

phr

ases

to li

nk p

arag

raph

s in

shor

tte

xts.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.8

com

pose

text

s, ch

oosin

gap

prop

riate

form

at a

nd la

yout

for

diffe

rent

text

type

s/ge

nres

;

iden

tify e

lem

ents

of s

tyle

that

aid

in a

chie

ving

purp

ose;

deve

lop

awar

enes

s of a

ppro

pria

te fo

rmat

s and

acco

mpa

nyin

g fe

atur

es o

f lay

out f

or d

iffer

ent

text

type

s/ge

nres

;

deve

lop

awar

enes

s of h

ow e

lem

ents

of s

tyle

can

help

writ

ing

achi

eve

its p

urpo

se.

Feat

ures

of f

orm

at a

nd la

yout

inclu

de:

•pa

ragr

aphi

ng•

listin

g•

colu

mns

•us

e of

hea

ding

s•

num

berin

g, b

ulle

t poi

nts

•di

agra

ms,

illust

ratio

ns.

Key f

eatu

res a

re:

•pl

anni

ng a

s in

L2.6

,•

para

grap

hing

and

dev

elop

ing

argu

men

t as i

n L2

.7.

•Br

ing

in e

xam

ples

of v

ario

us te

xt ty

pes w

hich

use

a ra

nge

of d

iffer

ent f

orm

ats a

nd re

ad th

em w

ith th

e st

uden

ts.

•As

k st

uden

ts to

iden

tify f

eatu

res o

f diff

eren

t tex

t typ

es.

•As

a g

roup

, com

pile

a c

heck

list o

f for

mat

con

vent

ions

for

diffe

rent

text

type

s.

•Re

ad sh

ort t

exts

and

disc

uss h

ow su

cces

sful.

they

are

inte

rms o

f ach

ievin

g th

eir p

urpo

se.

•Id

entif

y wha

t doe

s or d

oes n

ot m

ake

them

succ

essfu

l –co

nten

t, cla

rity o

f exp

ress

ion,

style

, reg

ister

, for

m.

•Us

e a

varie

ty o

f stim

uli t

o se

t con

text

and

gen

erat

e id

eas,

such

as d

iscus

sion

ques

tions

, oth

er te

xts,

pict

ures

, aud

ioan

d vid

eo.

•St

imul

ate

idea

s.

•St

uden

ts to

wor

k in

pai

rs o

r ind

ividu

ally

to p

lan

and

com

pose

a fi

rst d

raft.

L2.9

pro

of-re

ad a

nd e

dit w

ritin

gon

pap

er o

r on

scre

en;

prod

uce

a fin

al d

raft;

deve

lop

awar

enes

s tha

t pro

of-re

adin

g is

part

of th

e wr

iting

pro

cess

;

deve

lop

awar

enes

s of a

reas

of p

erso

nal

stre

ngth

s and

wea

knes

ses s

o th

at p

roof

-re

adin

g is

focu

sed

and

pers

onal

ised;

deve

lop

awar

enes

s of r

equi

red

stan

dard

s of

accu

racy

and

pre

sent

atio

n fo

r fin

alpr

esen

tatio

n;

Key f

eatu

res a

re:

•Cr

eativ

e an

d se

cret

aria

l asp

ects

a)Cr

eativ

e –

effe

ctive

ness

in a

chie

ving

purp

ose,

style

, reg

ister

, exp

ress

ion.

b)Se

cret

aria

l – u

se o

f pun

ctua

tion,

spel

ling,

par

agra

phin

g, a

nd p

erso

nal

area

s of g

ram

mat

ical w

eakn

ess,

e.g.

tens

es, p

repo

sitio

ns, p

assiv

e/ac

tive

voice

.

•Co

mbi

ne w

ith c

ritica

l rea

ding

stra

tegi

es (s

ee R

eadi

ngLe

vel 2

) to

iden

tify m

ore

and

less

effe

ctive

way

s of

writi

ng.

•Pe

er-e

dit e

ach

othe

r’s w

ork.

•G

roup

disc

ussio

n of

sugg

este

d am

endm

ents

.

•Us

e re

fere

nce

tool

s suc

h as

spel

l-che

ck o

r the

saur

us o

nco

mpu

ter o

r in

book

form

.


Text

Foc

us:

Writ

e to

com

mun

icate

info

rmat

ion,

idea

s an

d op

inio

ns.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.1

0 u

se a

varie

ty o

f pre

-set

and

outli

ne fo

rmat

s to

pres

ent

or fi

ll in

info

rmat

ion

in g

raph

ical

form

.

deve

lop

awar

enes

s of t

he c

ultu

ral c

onve

ntio

nswh

ich u

nder

pin

certa

in ty

pes o

fqu

estio

ns/c

ateg

orie

s in

certa

in ty

pes o

f for

ms;

deve

lop

abilit

y to

give

very

cle

ar a

ccou

ntwi

thou

t am

bigu

ity, w

ith il

lust

ratio

n if

appr

opria

te;

be a

ware

of e

xpec

tatio

ns a

nd c

onve

ntio

ns o

fpr

esen

tatio

n in

pre

-set

form

ats.

Key f

eatu

res a

re:

•cu

ltura

l con

vent

ion

rela

ted

toex

pect

atio

ns o

f rea

der i

n ce

rtain

type

sof

mor

e co

mpl

ex fo

rms,

tabl

es•

grap

hic/

diag

ram

illu

stra

ting

text

, e.g

.sh

owin

g pa

rt of

bod

y inj

ured

.

Appl

icatio

n fo

rms,

reco

rds o

f wor

k,ac

ciden

t rep

ort o

r inc

iden

t for

m

•Se

e L1

.9 fo

r mor

e de

taile

d ac

tiviti

es.

•Su

mm

arise

the

poin

ts to

be

mad

e to

fit i

nto

avai

labl

esp

ace

or re

quire

d nu

mbe

r of w

ords

.

Sent

ence

Foc

us:

Writ

e sim

ple,

com

poun

d an

d co

mpl

ex s

ente

nces

.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.1

1 w

rite

usin

g a

wide

rang

eof

sent

ence

pat

tern

s;de

velo

p kn

owle

dge

of th

e gr

amm

atica

lfe

atur

es o

f sim

ple,

com

poun

d an

d co

mpl

exse

nten

ce st

ruct

ures

;

Key f

eatu

res a

re:

•kn

owle

dge

of si

mpl

e, c

ompo

und

and

com

plex

sent

ence

stru

ctur

e;•

accu

rate

use

of t

ense

s, su

bjec

t-ver

bag

reem

ent,

pron

ouns

, pro

noun

refe

renc

ing

and

oth

er fe

atur

es o

fgr

amm

ar a

t thi

s lev

el, a

s app

ropr

iate

to th

e pu

rpos

e of

the

writi

ng.

•Ra

nge

of g

ram

mar

pra

ctice

act

ivitie

s

•Lis

teni

ng, r

eadi

ng a

nd sp

eakin

g ex

ercis

es, f

ocus

ing

onpa

rticu

lar g

ram

mat

ical e

lem

ents

•G

ive sh

ort d

ictat

ions

focu

sing

on p

artic

ular

gra

mm

atica

lel

emen

ts.


Wor

d Fo

cus:

Dev

elop

voc

abul

ary

and

spel

ling.

Skills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

esSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.1

6 p

rodu

ce le

gibl

e te

xt.

deve

lop

awar

enes

s of t

he im

pres

sion

hand

writi

ng g

ives a

nd o

f per

sona

l fea

ture

s of

own

hand

writi

ng;

deve

lop

unde

rsta

ndin

g of

situ

atio

ns w

here

legi

ble,

cor

rect

ly fo

rmed

han

dwrit

ing

isim

porta

nt.

Key f

eatu

res a

re:

•co

nsist

ency

of d

irect

ion

and

form

atio

n;•

spac

ing

betw

een

word

s;•

size

of le

tters

;•

writi

ng o

n th

e lin

e.

•G

ive st

uden

ts e

xam

ples

of g

ood

and

bad

hand

writi

ngan

d di

scus

s why

they

are

goo

d or

bad

, e.g

.in

cons

isten

cy o

f dire

ctio

n, sp

acin

g , t

he im

pres

sion

hand

writi

ng g

ives a

nd w

hen

good

han

dwrit

ing

ispa

rticu

larly

impo

rtant

e.g

. job

app

licat

ions

.

•St

uden

ts to

ana

lyse

thei

r own

han

dwrit

ing

usin

g th

ecr

iteria

app

lied

in th

e pr

evio

us e

xerc

ise.

•W

here

nee

ded,

stud

ents

to b

e gi

ven

exer

cises

to

impr

ove

dire

ctio

n, c

onsis

tenc

y etc

.

Sent

ence

Foc

us:

Writ

e sim

ple,

com

poun

d an

d co

mpl

ex s

ente

nces

.

Com

pone

nt S

kills

Kn

owle

dge

and

unde

rsta

ndin

gEx

ampl

es o

f app

licat

ion

and

leve

lSa

mpl

e ac

tiviti

es

Adul

ts sh

ould

be

taug

ht to

:Ad

ults

shou

ld b

e ta

ught

to:

L2.1

2 p

unct

uate

sent

ence

sef

fect

ively

and

corre

ctly.

deve

lop

know

ledg

e of

the

use

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• Learn a new word each day and use it in conversation and writing.


• Learn to spell 10 new words each week.


• Analyse what they could improve about their handwriting and practise that element (e.g. too big, too small,

not regular).

• Find out which ways of remembering spelling works for them, i.e. try various ways: sounding out words

phonetically, learning a mnemonic etc.



• Write a little everyday, for example keep a simple diary in English, write for the student magazine, find

someone to write or e-mail in English.

• Go over corrected homework, checking for spelling and punctuation, do a second draft or third where

necessary (this is where they learn).

• Use a thesaurus to expand their vocabulary.


improve, e.g. spelling or punctuation, or ask about joining a local Open Learning Centre.

• When writing, use similar text types as models until they are confident to break away from the model.

176 Draft

Draft 177

Section 6:

ESOL Glossary

178 Draft

accent features of pronunciation which vary according to the speaker's regional and social origin. All oral

language, including standard English, is spoken with an accent. The term accent refers to

pronunciation only.

accuracy using standard and grammatically correct English

active

(see verbs - voice)

adjective a word that describes somebody or something. Adjectives come either before a noun, or after

some verbs, e.g. a busy day, I’m busy

adjectival phrases a group of words, organised around an adjective, e.g. very good indeed; too expensive for me

adverb a word that gives extra meaning to a verb, an adjective, another adverb or a whole sentence, e.g.

I resolly enjoyed the party; she’s resolly nice; he works resolly slowly; resolly, he should do

better

Adverbs: demonstrate how, where, when or how often something happens or is; revesol the

degree of intensity of a feeling, action or opinion; give the attitude of the speaker to what he or

she is saying; provide connections in meaning between sentences.

Many adverbs, but not all, are formed by adding -ly to an adjective, e.g. quickly, dangerously,

nicely. However, some -ly words are adjectives, not adverbs (e.g. lovely, silly, friendly).

adverbs of frequency adverbs such as sometimes, often, usually, never. The word order differs from that of other

adverbs.

adverbial phrase a group of words that functions in the same way as a single adverb, e.g. by car, to work, last

week, three times a day, first of all, of course.

agreement (or concord) in some cases the form of a verb changes according to its subject (so the verb and subject

‘agree’), e.g. I am/he is/they are; I was/you were; I like/she likes, I don’t/he doesn’t

alternative question

(see question)

appropriate describes a text, word, utterance or style that is suitably phrased for its intended audience and

form. Appropriate accepts that different contexts require different treatments and is in this

respect to be differentiated from ‘correct’, which is more concerned with the right grammatical

formulation of an expression.

article the article is a type of determiner. There is a definite article (the) and an indefinite article (a or

an).

audience the people addressed by a text. The term refers to listeners, readers of print, film/TV audiences

and users of information technology.

auxiliary (see verbs)

blend the process of combining phonemes into larger elements such a clusters, syllables and words.

Also refers to a combination of two or more phonemes, particularly at the beginning and end of

words, st, str, nt, pl, nd.

causality (see discourse)

concept questions a teaching or checking technique, to make sure that students have understood the meaning of a

grammatical form they are learning. An example might be Does he still work there?, to check

understanding of the meaning of the sentence Bob has worked there for 20 years.

chunk a manageable unit of language for analysis or for students to work on

clause (see also syntax) a group of words that expresses an event (she drank some water) or a situation (she was

thirsty/she wanted a drink), usually containing a subject (she in the examples) and verb

(drank/was/wanted)

A main clause is complete on its own and can form a complete sentence (e.g. It was raining.).

A subordinate clause (when we went out) is part of the main clause and cannot form a complete

sentence on its own. Some subordinate clauses do not require a subject and verb, but in many

such cases the verb be can be understood (When in Rome, do as the Romans do).

Draft 179

closed questions

(see questions)

cloze a kind of assessment task, which involves taking a written text and deleting words at regular

intervals, e.g. every 7th word, for students to fill the gaps

cohesive devices

(see discourse)

cohesive ties

(see discourse)

communication strategy a strategy adopted by a learner of a language to get meaning across when linguistic ability is not

adequate to the task, e.g. miming, or asking for explanation

comparative comparative sentences usually involve an adjective or adverb. Comparison can be unequal, e.g.

She is tidier than me; He works more quickly than I do, or equal comparison, e.g. She is as

tidy as me.

complement

(see syntax)

complex sentence

(see syntax)

compound sentence

(see syntax)

comprehension a teaching or testing technique, whereby teachers ask students questions to check under-

questions standing of a reading or listening passage

conditional sentence a conditional sentence normally consists of two clauses, one of which is introduced by a word

such as if or unless. It is often asserted that there are three types of conditional:

first conditional (future possibility) If it rains, I'll take my umbrella;

second conditional (improbable or hypothetical) If I had the money, I’d go with you;

third conditional (impossible) If you had worked harder, you would have passed.

In fact, many conditionals are ‘mixed’, i.e. combinations of the above, e.g. If you had worked

harder at school, you would be in a better job now.

conjunction a word used to link clauses within a sentence. Co-ordinating conjunctions (and, but, or and so)

join (and are placed between) two clauses of equal weight; subordinating conjunctions (e.g.

when, while, before, after, since, until, if, because, although, that) go at the beginning of a

subordinate clause.

consonant a consonant is a speech sound which obstructs the flow of air through the vocal tract; for

example, the flow of air is obstructed by the lips in p and by the tongue in l. The term also refers

to those letters of the alphabet whose typical value is to represent such sounds, namely all except

a,e,i,o,u. There are 21 consonant letters in the alphabet, (i.e. all except the five vowels - see

below) but 24 distinctive consonant sounds in English, which are normally represented in writing

by the above letters, singly or in combination. The letter y can represent a consonant sound (yes)

or a vowel sound (happy).

consonant digraph a combination of two consonant letters to represent a single consonant sound, e.g. ch in chess,

th in thanks

content words/

information words content words, or information words, carry the meaning of the sentence. They are usually nouns

or verbs and contrast with grammatical words such as the and to. In sending a telegram, the

content words would be the ones included.

context context can refer to situation or to language

A description of the situational context takes into consideration the place, the type of

interaction, the number of people involved and the relationship between them, etc. The context

can play a large part in the choice of language, e.g. choice of vocabulary, or choice of formal or

informal register.

180 Draft

The term linguistic context refers to the language surrounding a particular item of language

which is under discussion, e.g. when discussing the meaning of a word, it is often necessary to

consider it in the context of its sentence or of the text as a whole.

context clue a context clue enables a learner to use either situational or linguistic context (see above) to infer

the meaning of a linguistic item, which is not otherwise clear

convention

(see discourse)

countable noun

(see noun)

cross-cultural features this refers to the fact that languages and cultures may of communication be similar or different

in conventions of communication. The conventions may be linguistic, e.g. in how often and when

please and thank you are used, or non-linguistic, e.g. in whether or not people normally stand

close together in conversation.

decode to translate the visual code of the letters into a word

definite article

(see article)

demonstrative this and that may be referred to as demonstrative pronouns, e.g. in This is mine. If followed by

a noun they are sometimes referred to as demonstrative adjectives, e.g. This book is mine.

derivation this term refers to the process whereby one word is derived from another, usually by the addition

of prefixes and suffixes, e.g. unhappy and happiness are derived from happy.

descriptive defines text that attempts to describe an event, a process or a state without passing judgement

on it, or offering an explanation of it. Because of its concern to convey an experience as

accurately as possible, descriptive text often makes greater use of adjectives and figurative

language than other forms of writing.

detailed listening attentive listening, in order to extract specific information and to get as complete an

understanding of the listening passage as possible

detailed reading indicates a form of reading that is at the opposite end of the spectrum from skimming or

scanning. Detailed reading involves careful reading in order to extract specific information, but

also to gain a complete understanding of the text’s intentions and the way in which language

choice and syntax combine to produce a particular message.

determiner the term refers to a class of words, occurring before a noun. The definite and indefinite article

(the, a, an) are a type of determiner. Other examples are this, some, every.

Determiners include:

articles a/an, the

demonstratives this/that, these/those

possessives my/your/his/her/its/our/their

quantifiers some, any, no, many, much, few, little, both, all, either, neither,

each, every, enough

numbers three, fifty, three thousand etc.

some which (which car?), what (what size?)

question words whose (whose coat?)

When these words are used as determiners, they are followed by a noun (though not necessarily

immediately):

This book is yours.

some new houses

Which colour do you prefer?

Many determiners can also be used as pronouns. These include the demonstratives, question

words, numbers and most of the quantifiers. When used as pronouns, these words are not

followed by a noun – their reference includes the noun:

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This is yours. (= this book, this money, etc).

I've got some.

Which do you prefer?

discourse a stretch of language larger than a sentence. Discourse analysis involves studying these larger

units of language, and concerns the relationship between language and the contexts in which it

is used, as well as relationships between different parts of the text.

The term discourse type refers to the type of text under consideration, e.g. a formal letter, a

newspaper article, a poem, a prepared speech, an interview, a social conversation. Terms

similar in meaning are text type and genre. NB The term text is not only used to refer to a

written text, but can also refer to a stretch of spoken language. The term discourse convention

refers to the ways in which discourse is traditionally organised in a particular language and

culture, e.g. the conventional way to close a formal letter, or open a telephone conversation.

An important feature of discourse is cohesion. Cohesive devices or ties help to make clear the

relationships between parts of a longer text, e.g. when a pronoun is seen to refer to a noun in

another part of the text. Discourse markers are another type of cohesive device. Words or

phrases such as however, but, on the other hand to show contrast, and, moreover to indicate

additional information, because, as to show causality, for example are types of discourse

marker that may be referred to as linking words. Some, but not all of these are conjunctions.

Other common types of discourse marker are sequence markers (sequencing adverbs), e.g.

firstly, after that, finally, and discourse markers which indicate the purpose of a part of the text,

e.g. for example, to sum up, to cut a long story short.

Discourse skills is a term often used to describe students' ability to organise their speaking or

writing (particularly longer stretches) coherently, and includes appropriate use of the cohesive

devices mentioned above.

discourse marker

(see discourse)

discourse skills

(see discourse)

discourse type

(see discourse)

drill a practice technique used for developing accuracy in spoken English, where students are asked

either to repeat a given sentence exactly or make minimal changes to it. Types of drill include

repetition, substitution (in which students are asked to change one word of a given sentence, and

incremental, (in which students add a word or phrase to a given sentence).

ear-pinning the equivalent in listening of ‘scanning’ in reading. The listener is interested only in a specific

item of information and will concentrate on listening for that, e.g. when listening for railway

announcements.

echoing the tendency for speakers to repeat, in part, the previous speaker's words, to show agreement,

or to show surprise: Where’s Bob? He’s gone to India. He’s gone to India?

eliciting (elicitation) a technique used to encourage students’ contribution when new language is taught, and to find

out how much students already know. Rather than being presented with information, students

are given a stimulus and encouraged to provide the information themselves.

elision this term refers to the omission of certain sounds in connected, and especially rapid speech, e.g.

G’night; g’morning; s’nice; fish’n’chips.

embedded question

(see question)

explanatory an adjective used to describe text written to explain how or why something happens.

Explanatory text tends to use connectives expressing cause and effect (e.g. so, therefore, as a

result) and time (e.g. later, meanwhile) and the passive voice (e.g. Tax is usually deducted at

source) more than many other forms of text.

182 Draft

formal depicts a style of language where the choice of words, syntax and address is determined by a

distance from the audience, which may be dictated by the context (e.g. a letter of application,

official documents) or the result of a lack of knowledge of this audience. Formal language tends

to be characterised by more elaborate grammatical structures and by longer and more

conservative vocabulary (e.g. receive rather than get, gratuity rather than tip).

format the way in which a text is arranged or presented (e.g. as a book, leaflet, essay, video, audiotape)

or the way in which it is structured (e.g. the use made of headings, sub-headings,

diagrams/photographs with captions)

function

(see language function)

future simple (see tense)

genre (see discourse)

gerund a gerund is derived from a verb, but behaves as a noun, e.g. I like sport, I like running, where

sport is a noun, and running is a gerund

gist listening listening to a passage in order to pick out the topic and the main points, but not too much detail

gist reading the main point or idea of a text. Reading for gist is thus reading for identification of the main point

only.

grammar

(see syntax & morphology)

graphic knowledge the ability to understand the key features of the English writing system, including the basic shape

of the letters, the plural form of nouns, spelling patterns in verb endings, the difference between

upper and lower case, etc. At its most complicated, this term may also be used to show

understanding of the other features, typographical or visual, of a text that hold a clue to its

meaning.

handwriting patterns exercises designed to enable students to develop appropriate hand movements for letter-

formation and make shapes on paper similar to those required for writing

high frequency words words that occur frequently; someone who is unable to recognise or use these words will

therefore be at a disadvantage

idiom a group of words whose meaning can not be predicted from the constituent parts, e.g. out of the

blue, learn by heart. An idiom may also be referred to as an idiomatic expression.

idiomatic usage the use of words or phrases in a sense other than their literal meaning

imperative a form of the verb that expresses a command or instruction (e.g. Hold this! Take the second left)

incremental drill

(see drill)

indefinite article

(see article)

infer meaning meaning is not always stated overtly in a text, but may be implied. Inferring involves picking up

or information clues to help with ‘reading between the lines’.

inflected forms of verbs inflection refers to the way verb forms change, often by a change in ending, e.g. to show

differences in tense

informal depicts a style of language where choices of words, grammatical construction and address are

determined by a connection with the audience which may be actual or sought. Informal language

tends to be more colloquial and familiar than formal language, to use less technical or complex

vocabulary and to have simple grammatical structures.

information word

(see content word)

instructional texts describes text written to help readers achieve certain goals (such texts include recipes, vehicle

repair manuals, self-assembly instructions). Instructional text tends to use imperative verbs

Draft 183

often placed at the beginning of sentences to form a series of commands, and time-related

connectives e.g. then, next, first.

intensifier an adverb which increases the impact of another word or phrase (usually adjective or adverb).

Examples of intensifiers are very, extremely, resolly.

interlocutor a term often used when discussing oral skills. The interlocutor is the person with whom the

student is speaking, e.g. when a student is shopping, the interlocutor is the shop assistant.

intonation intonation is the aspect of phonology by which changes in the musical pitch of the voice are used

to structure speech and to contribute to meaning. Among other functions, intonation may

distinguish questions from statements (as in Sure? Sure!), or indicate contrastive and emotive

stress (as in I said two, not three, or I just hate that advertisement!).

jigsaw reading a classroom activity, whereby different students read different texts, or different versions of the

same text, and exchange information gained from their reading

kernel sentence a kernel sentence may be a simple sentence given to students for them to expand and develop

it. This approach may be used to improve students’ writing.

key words the words that carry the substance of a phrase or sentence’s meaning. Identifying the key words

of a text is therefore a means of understanding its gist. The term is also applied to those words

in any subject that, it is considered, learners have to understand if they are to progress.

language experience an approach to developing literacy that uses the learner’s own words to provide the basis for

language work. Typically, a teacher adopting a language experience approach will transcribe

‘spoken text’ supplied by the learner, so that there is a written text with which the learner is

familiar, to be used for further work in reading and writing.

language function the purposes for which the speaker or writer is using the language, e.g. to request action, give

an opinion, express displeasure, invite

language variety the way in which language can vary according to social context or geographical region. Examples

of varieties are Australian English, Indian English, Black English.

limited meaningful a person with a limited meaningful vocabulary is able to recognise and use a restricted number

vocabulary of words only, but these words are important for that person’s ability to function effectively in

their everyday and working lives

linking words

(see discourse)

look, say, cover, an approach to remembering spellings, in which students read, cover the word(s) they want to

write, check remember, write, then check their own work

lower case a term used to describe small letters, that is all letters that are not capital, letters. In print, lower

case letters will be of varying size, with some having ‘ascenders’ and some having ‘descenders’

(parts of the letter rising above and below the main body of the letter, respectively), and some

having neither.

mind map a way of writing ideas as they arise, without organising them into the form of a written text. It is

used in teaching writing to enable students to feel clear about what they want to write, before

thinking about how to write it. A similar technique is a spidergraph.

mnemonic a device to aid memory, for instance to learn particular spelling patterns or spellings: I Go Home

Tonight; There is a rat in separate.

modal (see verbs)

morphology the branch of grammar which concerns itself with the structure of individual words. For example,

the grammatical meaning of a word can change through addition of a morpheme (book, books or

wait, waited.)

multiple choice a method of teaching or testing, in which the students are provided with a number of possible

answers and are required to select the right one.

narrative describes text that re-tells events, often in chronological sequence. Narrative text may be purely

fictional, or it may include some information; it may be in prose or poetic form.

184 Draft

non-verbal signalling the aspects of communication which do not involve language as such, e.g. body language and eye

contact.

Conventions of non-verbal signalling may differ from culture to culture.

noun a noun is a word that denotes somebody or something (e.g. My younger sister won some

money in a competition).

Proper nouns are the names of people, places, organisations, etc. These normally begin with a

capital letter: e.g. Amanda, Birmingham, Microsoft, Islam, November.

Count, or non-mass nouns can be either singular (only one) or plural (more than one). Mass

nouns do not normally occur in the plural (e.g. butter, cotton, electricity, money, happiness).

A collective noun, a word that refers to a group (e.g. crowd, flock, team), is singular in form, but

is often thought of as plural in meaning. Whether we say The team have won all their games

so far or The team has won all its games so far will depend on whether we are talking about

the team as a collection of individual players (‘they’) or as a collective working together (‘it’).

object (see syntax)

object pronouns a personal pronoun in object position, e.g. me, you, him, them.

(see also pronoun and object)

open questions

(see question)

organisational features refers to those aspects of the visual display of text that give a clue to its status and to its relation

of text to other pieces of text. Such features include: contents pages, chapter headings and other sub-

headings, bullet-point lists, captions to photographs and illustrations, text presented in special

display boxes, tables, footnotes, indexes, etc.

paragraph a section of a piece of writing, often containing a single focus, time, place or speaker (in a passage

of dialogue). A new paragraph marks a change in one of these, and begins on a new line, usually

with a one-line gap separating it from the previous paragraph, and occasionally indented.

parts of speech this term is sometimes used to refer to the grammatical classification of words, e.g. noun, verb,

adjective, adverb, pronoun, conjunction,determiner

passive

(see verbs - voice)

past continuous

(see verb tense)

pelmanism game a game sometimes used to help students develop memory and recognition in reading. Cards with

words on are placed face down. Students turn up two cards. If the two cards are the same, they

keep the cards. If not, they replace them and try again.

persuasive describes a text that aims to persuade the reader. A continuous persuasive text typically consists

of a statement of the viewpoint, arguments and evidence for this thesis, possibly some arguments

and evidence supporting a different view, and a final summary or recommendation. Other types

of persuasive texts (e.g. advertisements) use a combination of textual features including words,

sounds and images, and intertextual knowledge in order to persuade.

phonemic alphabet

(see phonetic alphabet)

phonetic alphabet an alphabet designed to represent the way a language is pronounced. The International Phonetic

Alphabet can be used for describing many languages, whereas the English phonemic alphabet

includes only the distinctive sounds of the English language (phonemes) of which there are 44.

phonetic symbol a symbol used to denote a particular sound in language

phonic relationship the relationship between letters of the alphabet and the sounds of the language which they

represent. This may also be referred to as a sound-symbol relationship.

phonics a method of teaching reading and spelling that is based on establishing the link between the

sound of a word and its graphical representation

Draft 185

phonology the study of the sound systems of languages

phrasal verb a type of verb consisting of two or more words, one a verb and the other a preposition or adverb.The meaning is contained in the phrasal verb as a whole, and not in its separate parts, e.g. get

up, get on with, put up with.

pitch the perception of sound as being high or low

possessive adjective determiners, such as my, your, his, her may be called possessive adjectives. They are alsoincreasingly known as possessive pronouns (see below).

possessive pronoun pronouns showing possession and replacing the noun or noun phrase (e.g. mine, yours, hers)are known as possessive pronouns. The words my, your, her may also be known as possessivepronouns.

prefix a prefix is a morpheme which can be added to the stem of a word in the initial position to changeits meaning, e.g.‘u’ in ‘unsafe’ or ‘dis’ in ‘disconnect’

preposition common prepositions are at, on in under, above. Prepositions may refer to place (in the market,at the airport, direction or motion (towards me, over the bridge, time (at 6 o'clock, in aminute) or idiomatic expressions (over 65, in advance).

prepositional phrase a group of words organised around a preposition, e.g. at home, in front of the TV

present perfect

(see verb tense)

pre-teaching an approach whereby students are prepared for a listening or reading task, for instance by beingpresented with key vocabulary, before having access to the text

pronoun is a word that stands in for a noun or noun phrase. There are several kinds of pronoun: personalpronouns (I/me, you, he/him, she/her, we/us, they/them, it), possessive pronouns (mine,

yours, his, hers, ours, theirs, its), reflexive pronouns (myself, herself, themselves), indefinitepronouns (someone, anything, nobody, everything), interrogative pronouns (who/whom,

whose, which, what) and relative pronouns (who/whom, whose, which, that).

proof-read to check a piece of work thoroughly before final publication

questions

– alternative question a question requiring a respondent to choose between two options, e.g. Can you help me, or are

you too busy?

– closed question a question which allows only a limited range of responses

– embedded question a question contained within another question or statement

– open question a question which allows a wide range of responses e.g. What do you think?

– question tag a structure, normally consisting of verb and pronoun, attached to a statement, usuallyanticipating the listener’s agreement, e.g. She’s nice, isn’t she? It’s not difficult, is it? Changesin intonation can affect the intended meaning of question tags, in spoken English.

– ‘wh’ questions a question introduced by a word beginning with ‘wh’ or ‘h’, e.g. what, when, where, how, who

– yes/ no questions a question expecting the answer yes or no, e.g. Do you eat meat? Are you busy? It normallyinvolves inversion of subject-verb word order.

register a variety of language selected for use in a specific social situation. In particular, the registerdifferentiates formal from informal use of language.

regular an adjective used to describe words, typically verbs and nouns, that conform to general rules. Itis possible to predict the plural form of a regular noun, or the simple past and past participle formof a regular verb; it is not possible to do so with irregular nouns and verbs.

relative clause

(see syntax)

rhythm (see stress)

role-play a technique often used to develop fluency and confidence in oral skills. It involves free practicein a classroom situation which has been designed to simulate, as closely as possible, a resol-lifelanguage use situation.

scan to look over a text very quickly, trying to locate information by locating a key word

186 Draft

sequence markers

(see discourse)

sequencing adverbs

(see discourse)

schwa (see stress)

script the alphabet or other writing system used in a particular language

sentence a group of words that, in writing, is marked by a capital letter at the beginning, and a full stop (or

question mark or exclamation mark) at the end

A sentence can be simple, compound or complex. A simple sentence consists of one clause (e.g.

It was late).

A compound sentence has two or more main clauses of equal weight joined by and, or, but or so

(e.g. It was late, but I wasn’t tired).

A complex sentence consists of a main clause that includes one or more subordinate clauses (e.g.

Although it was late, I wasn’t tired).

short answer form

(see verbs)

sight vocabulary words that a learner recognises on sight without having to decode them or work them out

simple past

(see verb tense)

simple present

see verb tense)

skim to read to get an initial overview of the subject matter and main ideas of a passage.

sound/symbol association

(see phonic relationship)

spidergraph

(see mind map)

stress a term referring to the prominence with which a syllable is pronounced. In any word, there will

be one stressed syllable, e.g. im port ant. There will also be one or more stressed word(s)

within a sentence, e.g. I’ve just been to York.

In the word important, where the second syllable is stressed, the others are referred to as

unstressed syllables. In an unstressed syllable, the vowel is pronounced as a reduced or

unstressed vowel. The most common unstressed vowel in English is the schwa, i.e. the sound

of the last syllable in father or the first syllable in about.

The rhythm of a language refers to the pattern of alternation between stressed and unstressed

syllables. English has a stress-timed rhythm, meaning that stressed syllables occur at regular

intervals, with the unstressed syllables between them being shortened to fit the time between

the stressed syllables. The number of unstressed syllables between two stressed syllables can

vary, but the time taken to articulate them might not.

stressed syllable

(see stress)

stressed word

see stress)

stress-timed rhythm

(see stress)

subject (see syntax)

subject pronoun a personal pronoun in subject position, e.g. I, you, he, they

(see also pronoun and subject)

subject – a term referring to the way a verb form (usually a verb ending) will change according to the

verb agreement subject of the sentence, e.g. I like, she likes.

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suffix a suffix is added to the stem of a word in the final position, e.g. ‘ly’ in quickly, ‘ness’ in happiness

superlative a form which expresses comparison between three or more entities, involving adjectives oradverbs, e.g. He is the youngest of the three brothers, She is the most hard-working student

in the class.

synonym a word or phrase with the same meaning as another given word or phrase

syntax the branch of grammar which studies the relationship between words in a sentence and betweenthe different elements of sentences. (The other principal branch of grammar is morphology – seeabove).

Word order in English is usually subject –verb– object. The subject relates directly to the verb.For example, where the verb indicates an action, the subject is likely to be the doer of the action.e.g. Ali arrived = subject + verb. The term direct object refers to the person or thing on whichthe action indicated by the verb has an effect, e.g. Sam wrote a letter – in which a letter is theobject. Verbs such as give, sent may have an indirect object, e.g. Sam sent Ali a letter, wherea letter is direct object, and Ali, the recipient, is the indirect object. Some verbs do not take anobject, but may be followed by a complement, e.g. Jai wants to be a doctor. In this example,Jai (subject) and a doctor refer to the same person, making a doctor a subject complement.The verb to be, as well as verbs such as seem or become are commonly followed by acomplement, which may be a noun or noun phrase, or an adjective or adjectival phrase, as in Iam very happy. Another example of a complement is an object complement, e.g. You make

me happy, where me is the direct object and happy the object complement.

(NB the terms subject, object and complement may refer to a group of words, as well as a singleword).

Syntax is also concerned with the analysis of clause structure. A clause is seen as a unit ofgrammar smaller than a sentence but larger than a phrase, and normally containing a verb. Somesentences, known as simple sentences, contain only one clause, e.g. We had a picnic in the

park.

Compound sentences contain more than one clause, but each is capable of existingindependently of the other. The clauses are often joined by a conjunction, e.g. We had a picnic

in the park, but my son stayed at home.

Complex sentences contain more than one clause, commonly one main clause (which couldstand alone) and one subordinate clause (which is dependent on the main clause) e.g. I’ll phone

you (main clause) as soon as I’m ready (subordinate clause).

A specific type of subordinate clause is the relative clause, often introduced by words such aswho, which, whose, that. A defining relative clause gives information essential to the meaningof the sentence, e.g. The sister who lives in Canada is getting married. The relative clausemakes it clear which of a number of sisters is being referred to. A non-defining relative clausegives additional information, which could be omitted, e.g. My eldest sister, who lives in Canada,

is getting married.

text type (see discourse)

turn-taking this refers to the conventions which govern the way speakers take turns to speak duringconversation. It is concerned with who initiates, who responds, whether interruption ispermitted, etc. Turn-taking convention can vary according to the formality of a situation oraccording to the relationship between speakers or to cultural background.

uncountable noun

( see noun)

unstressed syllable

(see stress)

unstressed vowel

(see stress)

upper case a term used to describe capital letters. In print, in any given font and font size, all upper caseletters will be the same height.

188 Draft

variety

(see language variety)

verbs a word that expresses an action, a happening, a process or a state. Two or more words may make

up a verb phrase, e.g. are going, didn’t want, has been waiting.

An auxiliary verb (be, have or do is sometimes used to form tenses (see below). Have helps

to form present perfect and past perfect, be helps to form present and past continuous, and do

helps to form question and negative in present simple and past simple.

Modal verbs, or modal auxiliaries, express a range of meanings, such as possibility, obligation,

necessity, ability. Examples are can, may, will, must, might. A modal verb is used with another

verb.

Auxiliary verbs, including modal auxiliaries, may be used in short answer forms e.g. Have you

seen it? Yes, I have, Can you swim? No, I can’t.

verb tense a term used to refer to the way a verb changes, in order to indicate the time at which the action,

happening or process expressed by the verb took place. Verb forms or tenses include:

Present simple – I wait, she waits

Past simple – I waited, she waited

Present continuous – I am making

Past continuous – She was driving

Present perfect – I have made

Present perfect continuous – I have been making

Past perfect – He had driven

Past perfect continuous – He had been driving

Future simple – He will be there

verbs – voice besides differing according to tense, verb forms will differ according to whether they are active

or passive voice. In an active sentence, the doer of the action is the subject of the sentence, e.g.

the boy chased the cat.

In a passive sentence, the person or thing affected by the action becomes the subject of the

sentence, e.g. the cat was chased by the boy.

vowel This term may be used to refer to spelling or to pronunciation. A vowel is a phoneme produced

without audible friction or closure. There are five vowel letters in the alphabet, a, e, i, o, u, but

20 distinctive vowel sounds in English, which are normally represented in writing by the above

letters, singly or in combination.

vowel digraph a combination of two vowel letters to represent a single vowel sound, e.g. ‘ea’ in please, ‘oo’ in

look.

‘wh’ question

(see question)

word family a group of words related through their origin, form and meaning, e.g. farm, farmer, farming

writing frame a structured prompt to support writing. A writing frame often takes the form of opening phrases

of paragraphs, and may include suggested vocabulary. It often provides a template for a particular

text type.

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