adult esol curriculum

5/23/2018 Adult ESOL Curriculum - Entry 1

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Entry 1Entry 1

Switch the TV on, switch

the video on, then put the

tape in here.

OK.

Then press this button.

This but ton here?

Yes, thats right.

This is Joe, and this is Sam. Theyrebrothers.


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An asterisk at the end of any skill or activity on these pages denotes an activity that is likely to prove difficult, or very

difficult, for dyslexic learners. For further information on recognising dyslexia or teaching dyslexic learners, readAccess for All(DfES, 2000), Resource Pack for staff teaching basic skills to adults with learning difficulties and/or

disabilities(DfES, 2001), andDyslexia and the Bilingual Learner(LLLU, 1997).

Whats your name?

Maria.

Are you working?

No, I m looking for ajob.


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The Adult Basic Skills

Core Curriculum

Component skill and knowledge and

understandingAdults should learn to:

Basic Sk ills Standards

level descriptor

Example of application and level

Speak to communicate Sc/E1

Speaking(Sc/E1)

speak clearly to be heardand understood in simpleexchanges

use stress and intonation to makespeech comprehensible to asympathetic native speaker

develop aw are ness o f w ord str ess andplace stress on the correct syllable infamil iar words

develop ab il it y t o p lace s tress on key w ord sin utterances

und ers tand that Engl ish has manyunstressed vowels and be able toapproximate the sound of the schwa

be abl e t o approx im at e approp riat eintonation patterns, e.g. to indicatepoliteness

station, computer, appointment

Can I smoke here?

I only speak a littl e English.

Can I go home at 11 oclock today?

Can I see the manager, please? (with risingintonation)

1 1a

articulate the sounds of English to becomprehensible to a sympathetic

native speaker pronounce phonem es a dequa te ly to be

comprehensible and to make meaning clear

1b

An adult w ill be expected to:


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Entry 1

Sample activities

Learners construct a short dialogue i n small groups around the topic of smoking to identif yintonation and stress, e.g. Can I smoke here?Identify how this question is spoken in order tocorrespond with the answer No smoking here over there. Thank you. They repeat thedialogue, paying attention to stress. New sentences and phrases are added to show stressedsyllables, e.g. outside, manager, teacher. Learners practise in pairs.

Learners listen to simple sentences (e.g. A Tw ix, please. A biscuit, please. A cup of tea, please.A cup of tea w ith sugar, please) and clap on the stressed syllables, to identif y the importance ofunstressed vow els in connected speech. Learners then focus on w here the stress comes in thesentence and repeat sentences w ith correct stress. They listen to sentences wit h contrasting

stressed and schwa vowel s e.g. Whos it for? Its for you. (schw a sound in second fo r) andrepeat.

At this level, adults can:

listen and respondto spoken language, includingsimple narratives, statements,questions and single-stepinstructions

speak to communicatebasic information, feelings andopinions on familiar topics

engage in discussionw ith another person in a familiar

situation about familiar t opics

in simple and familiar formalexchanges connected witheducation, training, work andsocial roles

Learners discuss known vocabulary itemsunder given categories (e.g. clothing, parts

of t he body) and practise pronunciationfrom a given model, so as to becomprehensible to a sympathetic nativespeaker. Then, in pairs they look at listwith these words and say them at random.Partner has to guess w hich is being said.Teacher goes round listening carefully andcorrecting as required. Learners practisethe words in sentences from a dialogue.

The words learners need to say w ill depend on their reasons for

communicating, e.g. employment, college course, childcare, benefits,

social interaction.

The following are suggestions only: the needs and interests of

individual learners will determine which words they need to be able

to say.

Topic-based vocabulary

ordinal and cardinal numbers

days of the week

months of the year

news, e.g. war, r efugee

countries and languages,e.g. Hong Kong, Chinese

common places, e.g. post off ice

parts of the body, e.g. leg

family members, e.g. sister

food, e.g. bread

fruit and vegetables, e.g. apples

Classroom vocabulary

Listen, tell, a sk, speak, ta lk, discuss, repeat , pra ctise, ma ke up, read,

w rite, copy, look, t ick, underline, highlight, fill in, instructions, book,

w orksheet, homew ork, tape, video, screen, computer, in pairs, in

groups, in your ow n language

w eights and measures,e.g. kilo

clothes, e.g. trousers

common jobs, e.g. driver

accommodation, e.g. flat

furniture, e.g. chair

w eather, e.g. sunny

subjects, e.g. computing

IT, e.g . Open, File, Save,Print


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Core Curriculum




level descriptor



Speaking(Sc/E1)

ask questions to obtainspecific information

make requests: ask permission

ask fo r perm issi on, usi ng modal verbs,e.g. can

be abl e t o use in tonat ion t o i nd ica tepoliteness

Can I smoke here?

Excuse me. Can I go home at 11 oclocktoday?

3

2b

ask for personal details

fo rm que sti ons of the w h type and theyes/notype, approximating a fallingintonation in w h questions and a risingintonation in yes/noquestions

use the questi on fo rm of the s im ple p resenttense of common verbs, verbs to beand

have got, using contractions whereappropriate, e.g. what isbecomes whats

fo rm que sti ons , us ing com mon m oda lverbs, especially can

und ers tand and be ab le to use a range ofquestion w ords, e.g. w ho, w hat, w here,how much/many?

W hats your name?

Do you speak Hindi?

W here do you w ork?

Have you got a job?

Can you drive?

3a

make requests usingappropriate terms

make requests: ask for things or action

make requests , w it h o r w it hou t use ofmodal verbs

be aw are o f in tonat ion p at te rns fo rpoliteness, and be able to approximatethem

be abl e t o p rep are the l ist ene r f or arequest, e.g. saying Excuse me

A cup of tea, please.

Can I see the manager, please?

Excuse me. Can you help me?

2 2a




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Entry 1

Sample activities

Learners w atch a video excerpt f rom a soap or serial about asking for permission (e.g. a schoolpupil with his hand up) with the sound off. They suggest what is happening and what is beingsaid. Learners practise asking permission, using Can I . . . ?

They are asked to say w hen they have to ask for permission (e.g. leaving early) and practiseasking permission using cue cards, e.g. shut the window, smoke.

Learners role play other situations in w hich they ask/give permission based on their ow n lifeexperience.







Prompted by information (e.g. M y names X), learners listen to, and answer with short form,w h questions (e.g. W hats your name? Where are you from? Where do you live?) illustratedwith hand movements showing end-fall intonation.

Learners practise w h questions in chorus and individually across the class, paying particularattention to intonation and contractions.

'Find someone w ho' activity: learners circulate and collect informat ion about other learners

using prompts, e.g. children, married, country. Learners who find reading English difficult arepaired w ith those who do not.

Learners enter inf ormation on a sim ple database or produce a class survey.

Game for more advanced learners: one learner thinks of a person know n to all; ot hers askquestions to guess who it is.*

W ith suitable visual aids (mime, pictures) learners listen to personal information e.g.: I cansw im, I cant play f ootball, I can speak English and Polish, etc. as a preamble to using can inquestions. Learners answ er questions, e.g. Stefan, can you swim? (Yes, I canor No, I cant) andW hat languages can you speak?They ask and answer across the class, and then i n pairs,prompted by visuals.

Learners walk round asking questions to fill i n grid w ith learners names dow n side and columnsheaded by pictures or w ords, e.g. languages? swim? drive? etc. They then compare informationin whole group to find out how many languages are spoken, how many can swim, etc.

Learners look at a picture of market stall, realia or pictures of fruit/ vegetables as a preamble tomaking simple requests. They listen t o a brief dialogue (e.g. Six oranges, please. Thats2.Thank you) and then practise in pairs, using different realia and visuals.

Information gap activit y: learners work in pairs, one learner has a timet able; another has thestudy centre appointments book w ith some slots fi lled in. The first learner has to book acomputer.

Learners watch and listen to a demonstration with Can you help me, please? Can you close thedoor, please? Can you open the window, please?said in a demanding tone, a polite tone; theychoose correct picture cue card a frow ning face, a smiling f ace f or each pattern. Learnersrepeat the two models of request, using different intonation patterns, according to which cuecard is being shown.

Learners have own cue cards and faces and practise in pairs or in t hrees one speaking andthe others deciding which face, then alternating.


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Core Curriculum




level descriptor



Speaking(Sc/E1)

ask for information

ask que sti ons , as above What t ime is the next bus to . . . ?

3b

und ers tand conventi onal w ays of in tro-ducing a request for information,e.g. Excuse me

(See also Lr/E1.2e, page 62.)

Excuse me. W hats the time, please?

Can I help you?

Yes. How much is thi s jacket, please?

ask for directions and location

ask que sti ons , us ing where

be abl e t o p ron oun ce place names cl ear ly,when asking for directions to them

und ers tand the i mport ance o f checkingback

(See also Lr/E1.3b, page 64.)

Excuse me, w heres the post office?

Excuse me, where is Queens Park Road?

Turn left here, then turn right.

Left, then right?

Yes.

3c


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Entry 1

Sample activities

Learners are set a task to produce informat ion about the services in the building, e.g. caf,crche, office, library, study centre, sports centre. In groups, learners are given prompts,e.g. opening time, cost. They must decide w hat questions to ask and how to form t hem. Teachercirculates and checks. Learners carry out the activit y and feed back t he informat ion.

Learners look at big picture of post off ice and suggest associated vocabulary (e.g. stamp, lett er,parcel, scales, counter) and are taught by picture or mime any other needed for thedialogue. They then listen to dialogue w here someone w ants to send a parcel abroad, e.g.:

How much, please? (Note: rising intonation especially important because so abbreviated).

W h ere t o?

Zanzibar.

Put it on the scales. By sea or by air?

By air, please.

That s 6.

Can I register i t?

Thats an extra 3. 9 total.

OK. Thank you.

Learners look at a picture of the J ob Centre or Employment A gency and suggest w here it is andw hat is happening. They listen to a dialogue in order to look at w ays of introducing a request forinformation, e.g.:

Excuse me, I'm looking for restaurant jobs

They're over there.

Thank you.

Learners compare ways of introducing a request for informat ion in their languages.

Learners practise in chorus, then random pairs across the class. They then role play, varying thedialogue, practising in different setti ngs.







OR They're just here.

Oh, under my nose. Thank you.

Learners look at simple local plan w ith fam iliar main street nam es and main buildings marked(e.g. post off ice, college, library, police stat ion, school), as a preamble to pronouncing place

names clearly.

Learners practise street names in chorus, then individually. In pairs, learners practise questionand answ er (e.g. Excuse me, w heres the post office, please? Its in M arket Street.). Learnersw ork in tw o groups: one group gives directions; the other group has to follow the directions andsay w here they have arrived at. Then groups reverse roles.

Learners listen to directions and echo back key information as a w ay of checking, e.g.:

Take the first turning left and then the second right.

First left, second right.

That s i t .

They practise echoing back key information, follow ing a model and then go on t o correctinaccurate echo, e.g.:

Straight on and on the right.

Straight on and on the left?

No, on the right .


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Core Curriculum




level descriptor



Speaking(Sc/E1)

ask for clarification

have st rat eg ies f or dea li ng w it h l ack ofunderstanding, e.g. by asking for repetition

(See also Lr/E1.1dand Lr/E1.2b, page 60.)

Sorry?

Can you speak slowly, please?

Please can you repeat it ?

Can you write it down?

Im sorry, I dont understand. I only speak alitt le English.

3d

make statements of factclearly

make simple statements of fact

use verb f orm s su it ab le fo r t he level ,e.g. present tense and modal can

use gra mm ar sui table f or the l eve l, toexpress:

(a) possession (e.g. my, mine, your)

(b) quantity (e.g. some, any, many)

(c) number (regular/irregular plurals andcount/non-count nouns)

(d) location (prepositions of place)

und ers tand that sta tement s of fact areusually spoken with f alling intonation

be abl e t o m ake sta tement s o f fact w it hinan interaction

He can speak Hindi and Gujerati.

She cant drive.

This is my dictionary.

There are some eggs in the fridge.

He has three children.

I feel t i red and hot.

Then have a rest.

What s the t ime?

It s quarter past ten.

Thanks .

This is my mother. She doesnt speakEnglish.

4 4a



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Entry 1

Sample activities At this level, adults can:






Learners begin by revising low ordinal and cardinal numbers in order to ask for repetit ion. Usingpictures of classes that are easy to identi fy visually (e.g. computer class, maths, art, pott ery,w oodw ork, cookery), learners revise or learn names of classes.

Learners look at picture of someone enquiring at college reception desk and listen to t apeddialogue, e.g.:

Can I help you?

W heres the computer class, please?

(speaking quickly) Its on the first f loor, room 14.

So rry?

(still fast) Its on the first f loor, room 14.

Please can you speak slowly?

(more slow ly) Its on the first f loor, room 14.

Oh, first floor, room 14. Thank you.

Learners pick out w ays of asking for clarification, extend t o any others they may know (e.g. Canyou say that again, please? Can you repeat that, please?) and practise them.

In pairs, learners extend practice w ith requests for ot her classes in pictures, varying ways ofasking for clarifi cation. (Partner can make up floor and room numbers.)*

Learners listen to a tape of some l earners describing where t hey come from (simple statem entsof fact), e.g.:

I come from t he Cote d'Ivoire. It's in Af rica.

M y country is Sri Lanka. It's very hot. There are lots of beaches.

In groups, they fill in a chart giving inf ormation about the countries on the t ape. Learnersdescribe their ow n country using the tape as a model. Teacher circulates and checks.

Learners look at picture or mime of two friends meeting by appointment, and listen to dialoguewhich includes statements of fact within an interaction, e.g.:

Hello.

Hello.

W hats the time?

Its quarter past ten.

Oh dear, Im late. Sorry.

Learners repeat and practise in pairs, varying the time.


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Core Curriculum




level descriptor



Speaking(Sc/E1)

give personal information

reco gnise requests fo r persona l in fo rmat ionand understand that there are differentways to respond, e.g. minimal answ er,short form of the verb, fuller answer

Whats your name?

M aria.

A re you working?

No, Im looking for a job.

4b

be abl e t o use contract ed fo rm s Can you drive?

Yes, I can./ No, I cant.

be abl e t o spel l w ord s ou t loud, an d kn owwhen it is necessary to do so (e.g. spellname of the street, but not the w ord street)

M y names

I l ive in

Ive got three children.

be abl e t o i ncorpo rat e t he giving o finformation into an interaction, e.g. whenintroducing self


Cigarette?

N o thanks. I dont smoke.

M y name is Rafiq. Im looking for MrsBennett.

give directions and instructions

reco gnise a requ est fo r i nst ruc ti ons ordirections and understand exactly w hatinformation is required

Go straight on, turn left. The post off ice ison the right.

4c

use im perat ive and nega ti ve i mpera ti ve togive single-step directions and instructions

Put t he tape i n the tape recorder.

Dont press this button.

Put t he disk in here, then press this button.

use app rop ria te gra mm at ica l f orm s,e.g. prepositional phrases, determinersthis, that, etc. and adverbs here, there, etc.

und ers tand the i mport ance o f str essi ng keyinformation


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Entry 1







Learners look at some large photographs pinned up around t he room. In pairs, learners circulateand make up information about t he people in the photos. As a w hole group, learners debatetheir ideas about t he people and come to a consensus.

Learners work in pairs or small groups and ask questions to collect information about each other,marking it on a grid, e.g. where t hey are from, w here they live, whether t hey smoke, can drive,can swim . They report back to w hole class, giving tw o or more facts at a time about each person.

The activity can be extended by playing a memory game in w hich one learner thinks of anotherin the class and gives a number of facts about the person. The w inner is the first learner toguess correctly w ho it is.

As a variation, a learner makes a statement about someone in the class, and the rest have to sayif it is true or false and correct it, e.g. Jumas got six sisters. No, he hasnt. Hes got six brothers.

Learners listen to tape of someone talking to a doctors receptionist and spelling words aloud, e.g.:

Can I see Dr X today, please?

Yes. W hats your name?

A l i Khamis.

Can you spell that?

Yes, Khamis. K-H-A-M -I-S.

W hats your address?

15 Sutlej Road. Thats S-U-T-L-E-J. One-five Sutlej Road.

Can you wait about an hour? Yes, OK. Thank you.

Learners focus on the need to spell unfamiliar names, and distinguish betw een 15and 50, 16and 60, etc. Learners go on to practise number endings w ith a bingo game.

Learners discuss w hether it is necessary to spell w ords like roadand streetand go on topractise giving and spelling out t heir name and address in pairs.

Learners reorder a set of picture instructions, in order t o practise recognising requests forinstructions. Learners repeat instructions for each pict ure and practise in pairs, givinginstructions w hile partner puts pictures in order.

Using a video or camcorder, digital camera or computer, learners revise appropriate vocabulary(e.g. press, button; open, close) and give each other instructions on how t o use the equipment,w hile the teacher circulates and checks accuracy.


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Core Curriculum




level descriptor



Speaking(Sc/E1)

give a description

use gra mm ar sui table f or the l eve l,e.g. there is/are, prepositional phrases,indefinite article

Theres a heater in this room.

Theres some tea here.

4d

know and be ab le to use som e co mm onadjectives to describe people, places andthings

Hes very tall.

Shes a friendly w oman.

M y country is very beautiful.

deal with another personsmisunderstanding

reco gnise w hen there has be enmisunderstanding and correct it

You live in Luton, dont you?

N o, I live in London.

4e

und ers tand the i mport ance o f str ess inmaking meaning clear

M rs Khan thats K A N.

No, K H A N.


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Entry 1







Learners w atch an excerpt from a popular TV programme, as a preamble to using suitablegrammar for a sim ple description of a place. The excerpt is paused on a particular image, andlearners are asked to say w hat t hey can see, responding to prompt questions as necessary,e.g. It's a market; it' s very busy; there are lots of people. It's a market in London.

Using the model built up i n class, learners practise the description. Some learners work w ithgap-fill and drills as necessary.

In groups, learners are asked to prepare a very simple presentation about a place they knoww ell (e.g. their home city, the college they attend) and to give their presentation to t he rest ofthe class, e.g. I learn English in It's a big college near the station. There are a lot of students.

It has a lot of teachers. It's got a library. It's friendly.

Learners look at pictures of people, to learn and use common adjectives for descriptions, e.g.tall/short, dark/fair, young/old. Learners practise w hole sentences in pairs, using pictures ofpeople, some of them famous and from a range of countries and cultures, e.g. Nelson Mandelais tall. Hes got curly hair. M ahatma Ghandi is thin.

Learners revise vocabulary for colours and item s of clot hing and make sentences about classmembers, e.g. M ariams got a green sw eater. The class is then divided int o tw o teams. Eachteam member in turn describes someone from the other team, who has to guess who is beingdescribed. Each clue given (Its a woman, shes got a red blouse, shes got curly hair, etc.) countsas a point f or the describing team. Points are subtracted from guessing team for incorrectanswer and added for correct answer. The team with the most points wins.

As a preamble to correcting mi sunderstandings, learners discuss looking for a job in Britain,e.g. through the Job Centre, local ads, new spapers, friends. They discuss the conventions ofringing or w riting in, fill ing in application forms and being int erviewed. They reconstruct atelephone conversation arranging for an interview betw een an employer and someone lookingfor a j ob. Learners are asked to consider w hat mi sunderstanding can arise on the phone, e.g. Ican'tcome o n Tuesday instead of I cancome on Tuesday. Learners discuss strategies forcorrection and the im portance of checking back.


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Core CurriculumSpeaking(Sd/E1)




level descriptor


Engage in discussion Sd/E1

speak and listen in simpleexchanges and ineveryday contexts

take part in social interaction

be abl e t o:

(a) greet

Hi, how are you?

1 1a

(b) respond to a greeting Fine, thanks. And you?

(c) introduce others This is Joe, and this is Sam. Theyrebrothers.

(d) invite and offer (e.g. using w ould l ike) W ould you like a sandw ich?

Yes, please.

(e) accept and decline invitations and offers W ould you like a ham sandwich?

N o, thanks. Im sorry. I dont eat ham.

W hich do you w ant, tea or coffee?

Tea, please.

Red wine or w hite?

Im sorry, I dont drink w ine.

(f) express thanks

(g) take l eave Bye, see you tom orrow.


be abl e t o express al l of the above, usi ngintonation patterns appropriate for friendlysocial interaction


be aw are that gestu re (e.g. indicat ingagreement) can vary across cultures


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Entry 1







Sample activities

Learners begin by constructing short dialogues in smal l groups around the topic of offers,invitations and thanks (e.g. W ould you like a sandw ich? No thanks. Im not hungry. Id like acoffee). Learners talk about the im portance of stress and intonation to achieve a polite tone.Learners repeat the di alogues, practising in chorus and individually w ith correct stress andintonation. Learners make tea and coffee in t he classroom, offer juice and biscuits to each other.

Learners compare the use of w ould you likew ith w ays of making offers in their own languages,by saying the question in their own language and writing it onto pieces of card, numbering thewords, e.g.:

1 2 3 4 5

Would you like a biscuit?1 4 5

Quieres una galleta?

Learners compare the number and order of w ords.

In small groups, learners look at pictures and visuals of gestures e.g. nodding/shaking head,thumbs-up sign, A-OK circle made w ith t humb and index finger, tapping side of nose for Its asecret. They discuss the meaning of these gestures in t heir ow n languages or in English, sayingw hether they understand them and, if so, what they mean in their culture. Learners exchangeviews and information and demonstrate signs with similar meanings from their own cultures,and any others they know.


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Core Curriculum




level descriptor



Speaking(Sd/E1)

take part in more formal interaction

know the i mport ance o f pre par ing w hat tosay in a formal int eraction and predictingwhat the other speaker(s) might say

be abl e t o:

At t he doctors

Ive got a pain in m y chest.

1b

as appropriate to the interaction

have st rat eg ies t o hel p w it h dea li ng w it hmisunderstanding, e.g. ask for repetit ion,ask for a written leaflet

be abl e t o sp eak t o a st ranger i n r esponseto a situation, e.g. bumping into them,finding their key, being asked the ti me

be aw are o f norms re gar ding pro xim it y o fspeakers and eye contact in formalsituations, and understand that t hese canvary across cultures

(See also Lr/E1.5c, page 68.)

Oh, Im sorry.

Excuse me. Is this your key?

Whats the time, please?

Im sorry, I dont know.

(a) introduce self Visiting a childs school

M y names M rs Ali. Im Salims mother.

(d) s tate a wish Enrolling in a college

I dont w ant an evening class.

(e) make a request

(b) give personal information

(c) state a problem


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Entry 1







Learners listen to a t aped dialogue (in sections if necessary) as a preamble to practising w hat tosay in a formal i nteraction, e.g.:

Hello. M rs Cevic?

Yes, thats right.

Oh, hello, nice to see you. You wanted a word with me?

Yes, its about my son Jacob.

Aah yes.

He is not happy.

Oh Im sorry. W hats the problem?

He has a new teacher, M iss Kennedy. She speaks very fast. J acob cant understand; he sits atthe back. Also, hes shy. Can he move? Can he sit near the front?

W ell, Im sure w e can speak to M iss Kennedy and see w hat can be done. Just hold on aminute

Thank you.

Learners answer questions about where this might be happening, who is talking, what theirrelationship is (how w ell they know each other), etc. Learners talk about other difficult situationsthey have encountered (e.g. loud music f rom neighbours, interview s for jobs) and discuss simplestrategies for preparing w hat to say. Prompted by cue w ords or picture prompts, and using thiscontext or others relevant to t he interests and needs of t he class, learners practise in pairs:

Im X Y.

Whats the matter? Ive got a leak in the kitchen Can you repair it?

Ive got an appointment w ith the m anger. Can I see him?

Learners look at suitable visuals or mime to suggest/ learn Excuse me, is this your umbrella?Learners repeat w ith correct intonati on, first in chorus, then individually. They then look at realiaor pictures (e.g. of pen, key), to make substitutions, extending to plurals, e.g. Are these yourgloves/cigarettes?etc. Learners suggest/learn appropriate response (e.g. Oh, yes. Thank you. OROh, yes, it is/they are. Thank you.) and practise questions and responses in pairs, wit h correctstress and intonation

Extension for more advanced learners*

Excuse me, are these your cigarettes?

No, theyre not/they arent. I dont smoke.OR

Excuse me, your bags open.

Oh, is it? Thank you.

Learners wat ch videos of formal conversations betw een people of diff erent cultures to observeproximity and eye contact and make simple comparisons of their own norms with those theyhave seen.


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Core Curriculum




level descriptor



Speaking(Sd/E1)

express likes and dislikes, feelings, etc.

use gra mm ar and vo cabul ary sui table f orthe level, to express:

1c

reco gnise sim ply expressed v iew s, l ikesand dislikes and feelings of anotherspeaker, and be able to indicate broadagreement or disagreement

(See also Lr/E1.5a, page 66.)

I want a new job.

M e too.

I hate this town.

Oh, I like it.

I think t his is a good area.

Youre right.

(a) likes and dislikes I l ike But I hate

(b) feelings Im angry.

Im happy.

(d) simple view s I like this college.

Yes, its nice.

(c) wishes


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Entry 1







Using visuals, learners revise or learn vocabulary suitable for expressing likes and dislikes(e.g. chips, fruit, computers, cars, football, this t ow n), and answ er questions e.g. Dyou likechips? with Yes, I door No, I dont.

In pairs, learners express their likes and dislikes e.g. I like chips. I dont like f ootball.

Using a survey grid w ith names of learners dow n side and items along the top, learners w alkround asking each other Do you like X?and writing a tick for Yesand a cross for No. Learnersfeed back results to w hole group e.g. Tw elve learners like chips, etc.

In groups, learners look at the w ork they have been doing in class and respond to a simplequestionnaire related to t heir view s and feelings about t heir English lessons, e.g. We like

speaking. Listening is difficult . I like dictations. I w ant homew ork. I dont want Learners withbeginner levels of literacy work with literate classmates.

Learners discuss their f eelings and view s and feed back.


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Core Curriculum




level descriptor


Listen and respond Lr/E1

Listening(Lr/E1)

listen for the gist of shortexplanations

recognise context and predictgeneral meaning

be abl e t o i den ti fy the spea ker, t hesituation and the topic of conversation in avariety of simple, everyday exchanges

be aw are t hat it is not alw ays necessa ry t ounderstand every word in order t o get the

general meaning of a spoken text

und ers tand that it is of te n possi ble t opredict the pattern of an interaction

be abl e t o i den ti fy the key w ords f or agiven context, e.g. in the context of travel,key words might be timetable, single,return, fare

Listen and recognise the sit uation, speakersand topic, e.g.:

Hello, M rs Shah, take a seat. W hats theproblem?

Ive got terrible toothache. It hurts here.

OK, lets have a look. Open wide.

1 1a

listen for gist in short explanationsand narratives

A single to Bath, please?

14.50, please.

Oh, and can I have a timetable? Certainly.

be aw are t hat it is not alw ays necessa ry t ounderstand every word, in order to get thegeneral meaning of a spoken text

Listen to a teacher telling the classsomething about his hobbies and int erests.

W ell, w hat do I like doing? I like sports,football, sw imming. I enjoy every kind ofball game. I tried squash last week, and itw as great.

be abl e t o guess t he meani ng of unknow nwords through understanding the context

and adjacent words

resp ond t o l ist eni ng, e.g . by cl ari fyi ngmeaning in first language

1b

be abl e t o i den ti fy the s it uat ion, spea kersand topic of a short conversation

und ers tand that conversat ions of ten f ol lowa predictable pattern of turn taking

reco gnise w here spea kers re pea t po in tsand echo each others words

listen for gist in a conversation1c



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Entry 1

Sample activities

Learners listen to short dialogues of simple, everyday situations t o identify t he main speakersand answer yes/noquestions, e.g. Is she talking to a doctor? Is the w oman talking to a f riend?

Learners wit h a basic literacy level examine three pictures of different situat ions in order toidentify t he situation, e.g. patient and dentist, new learner and teacher, ticket seller andcustomer. Then they listen to and put a tick or a number by t he picture w hen they recognise thecontext.

Learners predict possible content of a dialogue bef ore listening. Having established the generalsituation, learners listen to part of a t aped dialogue and predict w hat comes next. Learners haveto decide w hether suggested next lines are appropriate (e.g. if w hen listening to a t ape of a

customer at the train stat ion, learners hear What time is the train to Liverpool?, is the nextspeaker going to say 8.45?).







In order to identify key w ords for a given context, learners practise by looking at pictures andrealia, suggesting or asking for w ords they might need. They listen to a dialogue in t hat context.Learners with a low literacy level raise their hands to indicate when they hear one of the keyw ords; learners wit h higher literacy levels could circle the w ords they hear from a list.

To understand t he predictabilit y of some conversations, learners use college prospectuses orpictures of adult classes or computing classes to imagine w hat people might say in differentsituations, e.g. learner/teacher, learner/reception, learner/ canteen w orker. Learners listen t odialogues and check w hether they predicted correctly.


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Core Curriculum




level descriptor



Listening(Lr/E1)

listen for detail using keywords to extract somespecific information

2 listen for detail in short narratives andexplanations

und ers tand and identi fy key w ord s andphrases in a given context

und ers tand the i mport ance o f li steni ng fo rstressed w ords

Ill give you a form to fill in and you need totake it home w ith you and come back hereon M onday, but make sure you dont forgetto bring the form w ith you.

Can you come on M onday at 4pm?

M onday? 4pm?

What do you call this?

W hat is the w ord for this?

W hat does mean?

2a

listen for detail and respond, in aface-to-face situation

make use of ges tu re and eye contact to aidunderstanding

be abl e t o s ignal they a re li ste ning, byusing markers, e.g. I see

und ers tand the i mport ance o f checkingback when listening for detail, and be ableto do so

be abl e t o s ignal lack o f und ers tandi ng/ askfor clarification

(See also Sc/E1.3d, page 46.)

2b

listen for gist and respond, in a face-to-face situation

und ers tand that much o f the g ist can beunderstood from context and non-verbalsignals by the speaker

be abl e t o s ignal they a re li ste ning, byusing markers, e.g. yes, OK

1d

und ers tand that new langu age can be

learned from listening actively andquestioning

Can you repeat t hat, please?

Can you speak slowly, please?

be abl e t o ask f or cla ri fi cat ion andrepetition

(See also Sc/E1.3d, page 46.)

ident if y f amil ia r g ram mati cal feat ure s,e.g. possessives, prepositions, and notedetails that depend on understanding ofthese features, e.g. Shes w earing hisglasses



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Entry 1







In order to understand the import ance of listening for stressed w ords, learners become familiarw ith key w ords for a given context, using picture prompts, realia, and then listen to a short

explanation. While listening, they look at a worksheet with pictures or words, putting a numberbeside the picture or w ord as they hear it being st ressed, e.g. a form 1, home 2.

Learners listen to a di alogue and focus on the w ay the speakers signal they are listening andencourage the other speaker to continue (back channelling), e.g use of mmh, yes, I see. Learnersare asked to practise t he dialogue using t hese devices.

Learners signal lack of understanding and asking for clarification aft er listening to explanationsw ith some deliberately unclear information, e.g. on hearing Can you come on at ?, by sayingSorry, w hen? or Sorry, w hat t ime?, as appropriate.

Learners w atch short video extracts of conversations in different contexts and observe non-verbal signals by the speaker, e.g. facial expressions, gestures, eye contact. They match theexpressions w ith simple oral or w ritten headings, e.g. happy, sad, ang ry.


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Core Curriculum




level descriptor



Listening(Lr/E1)

listen for grammatical detail

reco gnise and discri mi nat e bet w eendifferent kinds of utterance, e.g. question,statement, instruction

Whats the date today?

The date is on the let ter.

W rite the date on your work.

2c

listen for phonological detail*

und ers tand that identi fy ing s tress w it hin aword can aid recognition andunderstanding of that word, and thatidentifying stress within a sentence canhelp overall understanding

reco gnise in tonat ion pat te rns , un der sta ndthat they can indicate polit eness andattitude, and t hat they can vary acrosscultures

reco gnise and discri mi nat e bet w eenindividual sounds

und ers tand that li ste ning in det ai l t o how

speakers pronounce English can be a usefulway to improve their own pronunciation

Reception

Information

Shes at the hairdressers.

Can I see the manager?

(spoken as a polite request or a demand)

2d

listen and extract key information

be aw are t hat it is not necessa ry t ounderstand and remember every word t oextract information

und ers tand the i mport ance o f know ing i nadvance w hat one is listening for, and be

able to disregard other information (See also Sc/E1.3b, page 44.)

Listen for wei ghts, places, times.

Identify personal details, such as name, age,e.g.:

Ahmed is 18 years old. He isnt married andhe comes from Afghanistan. He was born inKabul

2e

li ste n f or and recogn ise gra mm at ica l f orm sappropriate for t he level, e.g. w h questionwords, prepositions of pl ace, negatives

Who is your friend?

Where is your friend?

How is your friend?

reco gnise contract ed fo rms and understandtheir relationship with the full form usuallyencountered in writing

I can sw im very well.

I cant swim very w ell.

und ers tand that li ste ning and focusi ng ongrammar can help in learning the language

I am hungry.

Im hungry.


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Entry 1

Sample activities

To indicate recognition of and discrimination between different kinds of utterance, whilelistening to a dialogue, learners raise their hands each time a question is asked, or an answ ergiven. Learners have cards w ith ? or to raise w hen they hear a question or an instruction.

To practise recognising contracted forms, learners examine a contracted form and a full form onthe board, one clearly on the left, one on the right. While listening to a short dialogue withcontractions and full forms, learners point to the lef t or the right of the board.







In order to identify stress wi thin a w ord, learners listen to people giving their ages or their

house numbers (e.g. Im 13. I live at number 30 Park Road.). They then circle the number theyhear or point to one of the numbers written on the board.

To practise identifying st ress wit hin a w ord, learners, w orking in pairs, are given a set ofnumbers on cards, e.g. 13, 30, 15, 50. All t he cards are turned upside dow n. Learners take turnspicking a card, saying it to their partner, who w rites it dow n, then shows it to the speaker.

In order to match intonation patt erns wi th politeness and feelings, learners look at severalpictures (each numbered) of typical situat ions, e.g. 1 a conversation in the housing or benef itoffice, 2 neighbours talking in a friendly w ay, 3 people arguing. As learners listen to shortconversations, they identify the pict ure that mat ches what they hear.

To practise listening for particular informati on, different groups of learners take cards w ithpoints to listen f or or are told to listen f or specific things, e.g. in the example opposite, onegroup listens for Ahm eds age, one listens for married/not married, another born inAfterwards they feed back to others.


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Core Curriculum




level descriptor



Listening(Lr/E1)

follow single-step instructions

reco gnise and und ers tand im perat ive andnegative imperative

und ers tand key grammati cal fo rms,e.g. prepositions of place and deicticmarkers this, that, here, there

be abl e t o ask f or repet it ion o r cl ari fi cat ion,and confirm understanding

dem ons trat e underst and ing by t aki ng

appropriate action

Understand instructions on how to use avideo, e.g.:

Switch the TV on, switch the video on,then put the tape in here.

OK.

Then press this button.

This button here?

Yes, thats right.

3a

follow directions

und ers tand key grammati cal fo rms,e.g. ordinal numbers, the first street

know that key w ord s are li kel y t o b estressed and/ or repeated by t he speaker

be abl e t o check ba ck

(See also Sc/E1.3c, page 44.)

Understand clear, uncomplicated directions,e.g.:

Turn right, then go straight ahead andtake the second road on the left.

Right straight ahead second on theleft.

That s i t .

Thanks .

3b

follow single-stepinstructions in a familiarcontext, asking forinstructions to berepeated if necessary

3

listen and respond to requests forpersonal information

reco gnise requests fo r acti on and respondby taking action

Can I borrow your pen?

Yes, you can.

4a

be abl e t o i ndi cat e w il li ngn ess or inabi li tyto carry out an action

Can you open the w indow?

Sure.

Can you help me with this?

Im sorry, I cant. Im busy.

listen and respond torequests for personal

information

4




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Entry 1

Sample activities

Learners demonstrate understanding by carrying out short, single-step instructions, eitherpositive or negat ive, e.g. Please stand up, Please dont look at me, Pass Samia your pen.






in simple and familiar formalexchanges connected witheducation, training, work andsocial roles Learners listen to directions and echo the last part t o practise checking back, using the

appropriate intonation.

To practise indicating w illingness or inability t o carry out an action, learners listen to a requestand respond according to the prompt. Prompt cards upside dow n on the t able have a tick or

cross on each card. As learners hear the request, they draw a card and respond appropriately,saying Yes, you canor No, Im sorry, I cant.


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Core Curriculum




level descriptor



Listening(Lr/E1)

speak and listen in simpleexchanges and ineveryday contexts

listen and respond to requests forpersonal information

reco gnise and discri mi nat e bet w eendifferent w h question w ords, e.g. when,where

Whats your name?

Saba.

Where do you come from?

Somalia. And you?

5

4b

recognise a speakers feeling andattitude

und ers tand sim ply expressed f ee li ngs , byidentifying simple common structures andvocabulary expressing a small range offeelings

W hats your favourite TV programme?

I love EastEnders.

Do you? I dont, I like Coronation Street .

5a

take part in social conversation

reco gnise and respon d t o, e .g.:

(a) greetings

(b) introductions

Hi, Jan, this is my m other.

Hello, nice to meet you.

5b

reco gnise and discri mi nat e bet w een w hquestions and yes/noquestions

be abl e t o answ er ei ther typ e o f que sti onwi th minimal response, short form of theverb or fuller answers

(See also Sc/E1.4b, page 48.)

W hat t ime is i t?

N early 6 oclock.

Its nearly 6 oclock.

Are you married?

No, Im not/No, Im not. Im single.

reco gnise how in tonati on can car rymeaning and identify feeling and attitudeexpressed mainly through int onation

(See also Sd/E1.1c, page 56.)

Hi, how are you?

Im OK. (sounding cheerful)

Im OK. (sounding depressed)

(c) offers and invitations

recognise i nt ona ti on patt ern s i ndi cat ingfriendliness

(See also Sd/E1.1a, page 52.)

Do you want a cup of tea?

Yes, please.

Sugar?

N o thanks.



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Entry 1

Sample activities

To recognise and discriminate between different w h questions, learners look at f lash cards onthe board with names of different familiar countries on one side of the board, and times, dates,months or days on the other. Learners point to appropriate side of the board when they hearwhereor when.







Learners listen to people expressing likes and dislikes and then indicate understanding byputting a tick for likes and a cross for dislikes.

Learners listen to tape of informal conversation, e.g.:

Tom: Hello, Jim.

Jim: Oh, hi, Tom. How are you?

Tom: Im fine, thanks. How are you?

Jim: Fine, thanks. Do you know M ary? Mary, this is Tom.

Tom: No. Hello, M ary.

Mary: Hello.

Learners answ er comprehension questi ons: How many people are talking? What are theirnames? Do they know each other?Learners listen to tape as m any times as necessary to repeatexact dialogue lines, practising in chorus and individually w ith correct stress and intonation.


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Core Curriculum




level descriptor



Listening(Lr/E1)

take part in more formal exchanges

reco gnise and respon d t o, e .g.:

(a) greetings

(b) instructions

(c) offe rs

(d) requests for inf ormation

in a f orm al sit uat ion

(See also Sd/E1.1b, page 54.)

W ith the doctor

Good morning.

Good morning.

Take a seat.

Thank you.

What can I do for you?

W ell, Ive got

5c

follow a simple discussion on afamiliar topic

und ers tand sim ply expressed o pinions , andrecognise phrases for expressing opinion,e.g. I think

reco gnise and ident if y comm on st ruct ure sand vocabulary used in giving opinions

be abl e t o i ndi cat e a response, espec ia ll yagreement

A discussion about cars, e.g.:

I think cars are noisy and dirty.

Yes, youre right/I dont. I think cars areuseful.

5d


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Entry 1

Sample activities

Learners listen to a variety of greetings, instructions, etc. and choose the most appropriateresponse, using a multipl e-choice exercise, e.g. in response to t he question Hello, nice to seeyou, how are you?:

(a) Im 28.

(b) Im very w ell, thank you, and you?

(c) Nice to see you too.







Learners distinguish betw een facts and opinions by putt ing phrases like Its a caror Its a nicecar under heading Fact/Opinionon the board. They listen t o a t ape, phrase by phrase, and saywhether they are hearing a fact or opinion.


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Core Curriculum




level descriptor


Reading comprehension Rt/E1Text focus

Reading(Rt/E1)

follow a short narrative ona familiar topic orexperience

follow a short narrative on a familiartopic or experience

und ers tand that pri nt car rie s m ean ing a ndthat w ords on the page represent wordsthat can be spoken

Read their own composition, whichsomeone else has written down, e.g.:

M y name is Amina. I come from Somalia.

Read a very simple narrative, w ith repeatedlanguage patterns, on a familiar topic orexperience, e.g.:

M y mother works in a restaurant. M y fatherw orks in a shop.

1 1a

und ers tand that texts can be sources o finformation and enjoyment

track texts in the r ight order, l ef t to right ,top to bottom

use a rang e o f text- level str at eg ies, t hei rown know ledge of content and context ofthe text as a whole to get m eaning fromtext

Use photos in advertisements andillustrations in an illustrated dictionary tohelp identify meaning.

Platform 3(in a railway station)

know som e b asi c t erm s t hat disti ngu ishspoken from w ritten t ext, such as page,line, sentence, w ord, letter, sign, form,

story

use rea ding ski ll s in o th er langu age s t ohelp them read in English



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Entry 1

Sample activities

Learners engage in a language experience activity to see the link betw een spoken and w rittenw ords. Learners take photos of each other in groups, using a digital camera, print of f t he photosand talk about the people in each picture. This text is w ritten dow n on an OHT or white boardand read aloud to the learners, who j oin in and read along. This is repeated as often asnecessary. The text is photocopied and cut up into sentences for the learners to reconstruct. Theprocess is repeated, cutting up the text into phrases and then into words. Learners reconstructthe text i n small groups, reading aloud as they go, checking back against a master of the w holetext.

To establish that some texts are read for information, others for pleasure and some for both

purposes, learners who are literate in another language are asked what kinds of texts they read intheir ow n languages. They have a range of different types of t ext in front of them as a visualstimulus. They are asked w hy they read them, and w hether they get pleasure and/or informationfrom them.

Learners look at a large pile of dif ferent types of text, some of w hich are read for information,some for pleasure and some for both: newspapers, childrens books, simple poems, ESOL text andgrammar books, magazines, TV guide, recipe books, postcards, greetings cards, bills, timetables,social signs, labelled medicine bottles. They are asked to put them on to tw o separate tables,one for information, one for enjoyment. They are then asked to decide w hich texts could go on athird table, for both information and pleasure. Learners decide in groups w hich types of t ext theymost need and w ant to read in English.

To track the direction of text, learners listen to a familiar t ext (e.g. a traditional story or folk talethat has previously been told in class) being read aloud and follow it on paper wit h their finger,from left to right, top to bottom.

Using their own know ledge of content, learners look at a postcard w ith a picture of a sunnybeach, a simple story w ith an illustration, a simple let ter from a school on headed paper. Beforeeach text is read to them, they are asked to predict w hat the texts may be about.

Learners answer oral questions about atext and demonstrate understanding ofbasic terms, e.g. Is this a letter or a story?W ho is it to? W here is the address? Howmany lines are there in the address?


read and understandshort texts w ith repeatedlanguage patterns on familiartopics

read and obtain informationfrom common signs and symbols

in texts such as public signsand notices, lists, forms,notes, records, simplenarratives

The words learners need to read w ill depend o n their reasons for

reading, e.g. employment, college course, childcare, benefits,

enjoyment. The follow ing are suggestions only: the needs and interests

of individual learners will determine which words they need to be

able to read.

Personal key words

country of origin, e.g. Mozambique, UK , Brit ain, England

languages, e.g. Portuguese

names, addresses, telephone numbers

Topic-based vocabulary

days of the week

months of the year

words on forms: name, address, telephone number, date, countryof origin, signature

family members, e.g. mother words on menus, e.g. tea, coffee

everyday vocabulary, e.g. appointment, poison, sale


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Core Curriculum




level descriptor


Reading comprehensionText focus

Reading(Rt/E1)

obtain information from texts

obt ain m ean ing f rom a com binat ion o f keywords and symbols

Read one- and tw o-w ord texts, e.g.:

Stop, Closed, Surgery Hours, Opening Hours,

Toilets

No smoking, N o entry, Do not enter, Keep off

1b

reco gnise w ays of expressin g p roh ib it ion

Identify the w ord price in an advert. be aw are t hat it is not al w ays necessa ry t oread every word in order t o comprehend orgain information from text

Read the opening t imes on a shop door tofind out what time the shop closes on aparticular day.

be aw are t hat rea ding a t abl e i nvo lveslooking horizontally and vertically to obtaininformation

Please keep off the grass.

Do not open door while train is moving.

reco gnise key w ord s an d p hrases thatindicate function of texts, e.g.:Please = request;Danger = warning;No, do not = prohibition

Recognise and understand common signs,e.g.

reco gnise that di ff erent types of text(e.g. very simple letter, signs and symbols,very simple form or appointm ent card) willlook different from each other

recognise the differentpurposes of texts at this

level

recognise that the way a text lookscan help predict its purpose

develop aw are ness o f the d if fe ren tpurposes of texts at this level, e.g. toinform, to sell, to send good wishes

Recognise the purpose of simple t extsencountered in daily lif e, e.g. an advert, an

appointment card, a form.

2 2a


know that symbol s w it hout w ord s have

meaning and understand the meaning ofcommon signs and symbols

, @, $, &

und ers tand that layout and pre senta ti ona lfeatures of simple t exts can help readerspredict purpose and aid understanding

Recognise the purpose of simple t extsencountered in daily lif e, e.g. advert, appoint-ment card, form, road sign, greetings card.

Recognise the use of capital letters and boldfor important words, e.g. DANGER.

know the l ang uag e t o d escr ibe purp oses o ftexts at this level and to describe functione.g. to give information, to sell, to sendgood wishes, to w arn; a request, a warning,

a greeting

understand that cultural convent ions aff ect

even simple texts and that it is useful to knowthis in order to understand their purpose

In Britain it is common to send birthday

cards, Get w ellcards, and cards to w ishpeople good luck or to congratulate t hem.

reco gnise conventi ona l phrases used inparticular contexts

Happy birthday. Best w ishes


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Entry 1

Sample activities

Learners look at a bill and answer oral questions, obtaining specific informat ion by scanning forkey words and symbols, e.g. W hat kind of bill is it? How much is there to pay? W hen must thepayment be made?

Learners go around the college building or library wi th a w orksheet show ing common signs, some ofw hich express prohibition, and tick them off as they see them. In the classroom they are asked howmany of the signs tell them t hat they cannot do something, and how they know. Learners are askedw hat signs they could put up in t heir classroom, using those they saw as a model.

Learners discuss what t he most important w ords in a particular type of text are likely to be(e.g. in an advert, an appointment card) in order to see that it is not necessary to read every word

in a text to obtain i mportant information f rom it. Learners look at simple examples of adverts andappointment cards and underline the most important w ords.

In order to learn that reading a table involves looking vertically and horizontally, learners look at acalendar and, if necessary, learn the words to describe its format: across, down, up. Learners arethen given dates on cue cards and asked to come to a projection of a calendar page on an OHT tofind their date. Other learners give advice about going down, along, up, as appropriate.

Using a very simple table, learners tick or cross the correct answers about dates and days,e.g. 15 July is on a M onday, 26 and 27 July are a weekend.

Learners look at a variety of simple texts and say what their purpose is, learning if necessary thevocabulary to describe the function as they engage in discussion, e.g. This is a poster from a

school; it gives information about a school fair. In small groups, learners sort texts into pilesaccording to their purpose and then say w hat the purpose of the texts in each pile is.





Learners are asked the meaning of a set of symbols on large flashcards:

Learners work in pairs with symbols on cue cards, practising recognition.

Looking at, and identifying, appointment cards, letters, signs, bills, learners are asked whetherthey look similar to those in their ow n languages and w hat the diff erences and similarities are.

Learners work in groups, answering oral questions in a quiz related to the layout and purpose ofdifferent types of text. The group with m ost correct answ ers wins.

Learners look at a range of greetings cards, e.g. some blank, some saying Good luck, Happybirthday, Get w ell soon. Learners are asked when t hey w ould send these cards, and to w hom.Learners discuss w hether people send cards like these in their ow n countries and if other kinds ofcard are sent.


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Core Curriculum




level descriptor


Grammar and punctuation Rs/E1Sentence focus

Reading(Rs/E1)

read and recognise simple sentencestructures

develop aw are ness o f the concept of asentence

Read simple sentences and check for sense,e.g.: M y son goes to school. He is six yearsold.

1a

use punctuation and capitalisation toaid understanding

know the nam e and develop understand ingof the function of a full stop and initialcapital letter in a sentence, and apply thisknowledge to help with reading

Read a hospital appointment card to find outthe date and doctor's name.

Read a short, simple text and identif y theplace names, e.g.:

I come from M ozambique. M ozambique is inAfrica.

1b

reco gnise com mon pat te rns of sim plesentences for statements, e.g.subjectverbobjectsubjectverbprepositional phrase

She likes chocolate.

He lives in London.

reco gnise that instr uct ions u sua ll y st artwith the verb

Keep left.Press the but ton.

reco gnise the i mport ance o f w ord order insimple sentences in English, and its effecton the meaning

Suzanna loves Christobel Christobel lovesSuzanna.

reco gnise that not al l t ext s consi st of w hol esentences

reco gnise that fu ll sto ps mark g ram mati calboundaries

know that cap it al le tt ers are used f or thebeginning of nam es, dates and places andfor the personal pronoun I, and apply thisknowledge to aid understanding

Stop, Danger, Closed, No Smoking, Way In,Surgery Hours


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Entry 1

Sample activities

As a preamble to recognising common sentence patterns and the concept of sentences, learnersread some simple sentences on an OHT and respond to questions related to the meaning. Theyare asked how they can tell w here one sentence begins and another ends, and w hether this isimportant. They then reconstruct the sentences using cards that have the parts of the sentence(e.g. subject, verb, object) in different colour. Learners are asked to substitute own words intomodel sentences and to choose what colour card they wil l use for the new w ords.

To recognise that instructions usually start with a verb, learners listen to and respond to somesimple instructions. They then read the same instructions wit h the verb highlighted in colour andare asked about the position of the verb and w hether this is i mportant. Learners are then asked

to gap-fill t hese instructions, using a cue card to f ill the gap w here the verb is missing. Using a language-experience text that they have previously worked on, learners are asked to read

a simple sentence from it and look at the importance of w ord order, e.g. M y sons love dogs.Learners are asked whether the meaning is the same if you rearrange the word order, e.g. Dogslove my sons. Each word in t he sentence is given a number and writt en out on the w hite boardw ith the number above it.

1 2 3 4

M y sons love dogs

Learners are asked to translate the sentence into their ow n language and write it dow n, if theyare literate in t heir language, using separate cards for each w ord and giving the w ords the samenumbering as those in the English sentence. They then stick the cards above the English words,look at all t he sentences and compare similarities and difference betw een English and their ow n,and other learners, languages.

Learners read a simple, f amiliar text aloud and discuss the purpose of initial capital letters andfull stops in the sentences. Learners compare this w ith t heir ow n languages and discusssimilarities and differences.

Learners read a simple text from a m onitor and highlight the f ull stops and initial capital letters.They then print out the text and circle the full stops, underlining the initial capital let ters.

Using a language-experience text that they have previously w orked on, wit h a number of proper

nouns and the pronoun I, learners find all the w ords that begin w ith a capital and, in pairs, saywhy they are used. Learners discuss their ideas with the whole group. Learners compare the useof capitals in English w ith use in their ow n languages.






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Core CurriculumReading(Rw/E1)


understanding

Adults should learn to:


level descriptor


recognise a limited number of words,signs and symbols*

und ers tand that som e w ord s ar e ke ypersonal words for them and their situation

Read and identify their own name, theircountry of origin, the name of the town theylive in.

1a

und ers tand that som e w ord s an d symbolsoccur in texts more frequently than others,e.g.: articles a, the, an;forms of verb tobe, to have; prepositions in, at, on, w ith,

by;negatives no, not

app ly str at egi es t hat he lp in the recogni ti onof high-frequency whole w ords, including:the space between w ords, the length andshape of words, initial letter recognition,association w ith w ords in English and otherlanguages, association w ith signs andsymbols used in other languages andcultures

und ers tand and recogn ise use of in, out,off , down, in signs

W ay in, Way out, Keep off, Slow dow n.

Vocabulary, word recognition and phonics Rw/E1Word focus

possess a limited,meaningful sightvocabulary of words,signs and symbols

1

use knowledge of basic soundlettercorrespondence to help sound outunfamiliar words

reco gnise the basi c co rrespondencebetw een sounds (phonemes) and letters(graphemes)

und ers tand that these sounds and le tt ersmay be different from sounds and letters inother alphabetic languages

be aw are t hat cer ta in com mon g rap hem esare used at the beginning, middle and endof words

Read and understand a very simple textcontaining familiar and a few unfamiliarw ords with initial, medial and finalconsonant letter sounds and short medial

vowel sounds.

2adecode simple, regularwords

2




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Entry 1

Sample activities

In order to recognise and practise whole-word and symbol recognition, learners play a range ofgames such as pelmanism and bingo, w ith w ords they have previously learnt in class.

Learners read and recognise key ICT icons and w ords, e.g. File, Open, Saveand match flashcardsof icon with flashcards of word.

Learners match key personal words against w ords in sentences taken from their ow n w riting,previously done as a language-experience activity, using cue cards.

Learners keep a card index fil e w ith t heir personal key w ords and practise recognising them onsight.

Learners read simple t exts and underline structural words t hat occur frequently and practise themby playing snap.

W orking in pairs, learners practise recognising five high-frequency words taken from a text readin class, and test each other, using cue cards.

Learners draw an outline around personal key w ords to identify w ord shape, and trace w ith theirfinger.

W orking from a simple text, learners focus on sounding out the intial or f inal phoneme andlinking it to a particular letter that recurs in the text : bbus, bboys, bbank.





Learners match the picture of an object w ith the lett er representing its initial, medial or finalsound.

Learners identify w ords starting wi th the same initial sound, e.g. names of learners in class Marta, Massimo, Miriam.

Learners build up phonic w ord banks, keeping new w ords they have learnt to read in vocabularybooks, on cards housed in card index boxes, etc., working from sight vocabulary in contexts ofinterest to learners.


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Core CurriculumReading(Rw/E1)


understanding

Adults should learn to:


level descriptor


identify the letters of the alphabet inboth upper and lower case

reco gnise that the l et te rs o f th e a lphab etoccur in a particular sequence, and begin tobe able to sequence them*

3a

reco gnise that the l et te rs o f th e a lphab etcan be represented in different w ays, forinstance in different t ype styles orhandwritt en, in upper or low er case

Read and understand w ords in print and inhandw riting, e.g. their name in a messageand typed in a let ter.

Read and understand the same sign in low erand in upper case, e.g.: PUSH, push;INFORM ATION, inf ormat ion.

recognise digits

und ers tand w ord s an d abbrev ia ti ons usedin combination wi th other symbols anddigits

3b

Read and understand digits 1 9 and somehigher numbers, depending on their contextsand need to read, e.g. if they live at f lat 105.

Read and understand dates.

Read and understand symbols for money,e.g. , $

be aw are t hat in Engli sh t he nam es of theletters and sounds are different

reco gnise the so und and nam e o f theletters of the alphabet

und ers tand and use the w ord s vowelandconsonant

Sound (k) and name (kei).

Vocabulary, word recognition and phonics Rw/E1Word focus

recognise the letters ofthe alphabet in both upperand lower case

3



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Entry 1

Sample activities

Learners match sets of w ords writt en in upper and low er case, e.g. TOILET, toilet.

Learners sort lett ers into alphabetical order, w orking in groups of five letters at a time.

Learners sort words into alphabetical order, using initial letter.

Learner match letters writ ten in diff erent fonts and highlight the same letters printed in differentsizes and fonts in a poster.

Learners type letters read aloud, follow ing instructions for upper and low er case.

Learners learn the names of t he letters in their names and addresses, sounding out the let ters as

they go. Learners eventually learn to sound out, recognise and name the whole alphabet, usingw ords of importance to the i ndividual learner.





Learners match numbers 19, matchinghandwritt en numbers to typed ones.

Learners match writt en numbers 19 todigits.

Learners play money/prices bingo.

The words learners need to read w ill depend o n their reasons for

reading, e.g. employment, college course, childcare, benefits,

enjoyment. The following are suggestions only: the needs and

interests of individual learners will determine which words they need

to be ab le to read.

Social sight vocabulary

Danger

Toilets

Exit

Way in

Way out

Office

Reception

No smoking

right, left

High-frequency words

a, an, the, of, to, in, on, off, out, from, w ith, there, is, are, am,has, have, work, live, like, want, speak, going, shopping, go, can,come, I, she, he, we, they, you, no, not, me, my, and, but


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Core Curriculum




level descriptor


Writing composition Wt/E1Text focus

Writing(Wt/E1)

use written words andphrases to record orpresent information

compose very simple text tocommunicate ideas or basic information

become a w are that w ord s on t he page area w ay of representing ideas andinformation, by writing or copying withunderstanding a very simple text

Compose simple texts, either by w riting orcopying wit h understanding, e.g. fill in alimited number of personal details on aform.

1 1a

dec ide w hat to include in very si mple texts Address an envelope.Leave a m essage for a friend or colleague.

com municat e i dea s and bas ic in fo rmat ionin very simple texts

Write about self in class, using importantnames and w ords of personal significance,e.g. own name, childrens names, country oforigin.

W rite numbers and dates accurately, e.g.the days date, date of birth, telephonenumber, postal code.

ident if y possi ble readers: se lf , t eacher,official bodies

Enter user/log-on name and passw ord to getinto t he computer.

be aw are o f the b asi c convent ions and

layout of different kinds of simple writtentexts, e.g.: using a simple sentence in anarrative; filling in details on a form asshort answers, not full sentences; layout ofa list; layout of an envelope

Example texts at this level

A short personal statement:

M y name is Salma.

I come from Somalia.

I am a student.

A note t o school:

Dear teacher,Maria is ill today. Sorry.Mrs Gonzales

A simple form:

Name: ....................................................................

Address ..................................................................

...................................................................................

...................................................................................

Telephone No: ....................................................

Signature: ..............................................................

Date: .......................................................................



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Entry 1

Sample activities

Learners collectively compose a text, using language experience to explore the link betweenspoken and written words. They begin by talking about a topic of interest (e.g. the area they livein) from a range of stimuli photos and postcards of their town, a simple map of the area, etc.Learners communicate ideas and information, which is written down as a simple text on an OHTor white board. The text is read back, and learners suggest or agree to changes to theircomposition. Al l the learners read the text . This is repeated as often as necessary. The text isphotocopied and cut up into sent ences for the learners to reconstruct. The process is repeated,cutting up the text into phrases and then into words. The learners reconstruct the text in smallgroups, reading aloud as they go, checking back against a master of the whole text. Once learnersfeel confident about reading their text, they can copy it by hand and then word process it.

Learners can illustrate texts they have composed and produce class books.

Learners look at some very simple model t exts and answ er questions about the content,e.g.: W hats her name? Where is she from?Learners then suggest w hat other information theycould put in this kind of text, e.g. her age, what language she speaks.

Learners communicate basic information about themselves, forming a simple t ext in reply t o aseries of structured questions, e.g.

(a) W hats your name? M y name is Suria.

(b) W here do you come from? I come from Iraq.

Learners read a very simple model text and t hen substitute some of t he w ords to create theirown composition:

M y name is Koung Heng. I live in Burnley. I am married.

M y name is Helena Kellner. I live in Leeds. I am single.

Learners trace over sentences or words in the model, gap-fill key words or copy the text. Learnerscan then w ord process their own composition.

Learners talk about the kinds of text t hey need to w rite, and identify possible readers, e.g. notesto childrens schools, note to a colleague, application forms for jobs, cheques. Learners look atand read some simple texts and decide who they are aimed at a childs teacher, a possibleemployer, a colleague.

Using a simple letter, an appointment card, a simple printed invitation, a very simple shortnarrative, a list, learners are asked to compare the differences and similarities in t he layout and

language: Do they look the same? Do they all use sentences?

As a preamble to looking at form-filling conventions, learners look at examples of simple formsand discuss them, e.g.: Are forms important in the UK? Are forms important in your country?Learners are then read a short text about a person and shown a simple form w ith his or her basicdetails filled in. They then discuss basic conventions of forms, e.g. no sentences, use of capitals,black ink.


write to communicateinformation to an intendedaudience

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

5/23/2018 Adult ESOL Curri

adult esol curriculum - entry 1

Documents

dyslexic learners

simpleexchangesuse stress

learners practise

meaning clear1ban adult

simple sentences

cup of tea w ith sugar

sample activities learners