edexcel functional english level 2

8/13/2019 Edexcel Functional English Level 2

http://slidepdf.com/reader/full/edexcel-functional-english-level-2 1/117Draft for Pilot Functional English Level 2 • Section A © Pearson Education 2008

EDEXCEL FUNCTIONAL SKILLS PILOT

English Level 2

Section A

Build your reading skills base

1 Skimming, scanning and close reading 2

2 Finding main points and details 6

3 Comparing two texts 10

4 How information texts are organised 12

5 Understanding tables with words and numbers 16

Picture Credits

The publisher would like to thank the following for their kind permission to reproduce their photographs:Jeff Morgan industry and work 7; Wu Hong/epa/Corbis 5; Stringer/Australia/Reuters 3; arlindo71 14

All other images © Pearson EducationPicture Research by: Kevin Brown, Lisa Wren, Rachel NaishEvery effort has been made to trace the copyright holders and we apologise in advance for anyunintentional omissions. We would be pleased to insert the appropriate acknowledgement in anysubsequent edition of this publication.

We are grateful to the following for permission to reproduce copyright material:First News for the article “Swapping a paperclip for a House!” published by First News , 17 th July 2006copyright © First News, reprinted with permission; Billy Higgins and KUGB for an article and photographof Billy Higgins from www.kugb.org, reprinted with permission; Laterooms.com for adapted from “Hotelsin Waterloo” www.laterooms.com, reprinted with permission; The Salvation Army UK for an extractand 2 photographs from “The Salvation Army Christmas Appeal 2007”, reprinted with permission; UKFire Service Resources for the article “Dealing with emergencies” published on www.reservice.co.ukCopyright © 2008 UK Fire Service Resources, reprinted with permission; Young Media and The Football

Association for the articles “New England Spin Doctor” and “Real-life star’s World Cup ambitions” and aphotograph of Eniola Aluko published on www.thenewspaper.org.uk, reprinted with permission.

Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. Permission isstill being sought and we would appreciate any information that would enable us to contact those who we have been unable to contact.We will be pleased to rectify any errors or omissions at the earliest opportunity.

Pilot material only – see introduction before use


http://slidepdf.com/reader/full/edexcel-functional-english-level-2 2/117

Workin with sha e and s ace 5

EDEXCEL FUNCTIONAL SKILLS: INTERIM SUPPORT MATERIAL

English Level 2Geoff Barton, Clare Constant, Kim Richardson, Keith Washington

Section A: Build your reading skills base

Skills Standard Coverage and Range Learner Unit

2 Reading (written language)

Select, read, understand andcompare texts and use them togather information, ideas, argumentsand opinions In three or more texts

2.1 Select and use different typesof texts to obtain and utiliserelevant information

1 Skimming, scanning and close reading2 Finding main points and details4 How information texts are organised5 Understanding tables with words and numbers

2.2 Read and summarise, succinctly,information/ideas from differentsources

3 Comparing two texts

Where to nd the nal specication, assessment and resource materialVisit our website www.edexcel.com/fs then:• for the specication and assessments: under Subjects , click on English (Levels 1–2)• for information about resources: under Support , click on Published resources .

Use these free pilot resources to help build your learners’ skill baseWe are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skillslearners need to pass Edexcel FS English, Level 2.But use the accredited exam material and other resources to prepare them for the real assessmentWe developed these materials for the pilot assessment and standards and have now matched them to the nalspecication in the table below. They’ll be a useful interim measure to get you started but the assessment guidanceshould no longer be used and you should make sure you use the accredited assessments to prepare your learners for theactual assessment.

New resources available for further supportWe’re also making available new learner and teacher resources that are completely matched to the nal specication andassessment – and also providing access to banks of the actual live papers as these become available. We recommend thatyou switch to using these as they become available.Coverage of accredited specication and standardsThe table below shows the match of the accredited specication to the unit of pilot resources. This table supersedes thepilot table within the teacher notes.

Draft for Pilot Functional English Level 2 • Section A © Pearson Education 2008

Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, OxfordThis material was developed for use with Edexcel pilot and development centres andis available for continued use with development centres. To become a developmentcentre you need to offer Edexcel Functional Skills. The material may be used onlywithin the Edexcel development centre that has retrieved it. It may be desk printedand/or photocopied for use by learners within that institution.

All rights are otherwise reserved and no part of this publication may be reproduced,stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanic, photocopying, recording or otherwise without either the prior writtenpermission of the Publishers or a licence permitting restricted copying in the UnitedKingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 KirbyStreet, London EC1N 8TS.




Build your reading skills base A Bui ld our readin ski ll s base A

b) Scan the text to nd out whether Monty Panesar is left-handed or right-handed. Circle the words in the text thattell you this.

c) Read the text closely to nd out what Monty Panesar thinksabout Sachin Tendulkar. Underline the words that tell youMonty Panesar thinks Sachin Tendulkar is a great cricketer.

d) Scan the text and then read a paragraph closely to ndout which other players Monty defeated as well as SachinTendulkar, in the same match. Write the other players’names here:

.

e) Read closely and then circle the words that tell you inwhich match in the tour Monty defeated all three players.

If a bowler in cricket were askedto name a batsman he wouldlike to dismiss on his Test matchdebut, he would struggle toname a better player than India’s

Sachin Tendulkar.Known as the Little Master, hehas struck more than 10,000runs, averages more than 55per innings and has smashed35 centuries. Bowling to him isenough to make most youngstersshake with fear.

However, Monty Panesar,Northamptonshire’s left-armspinner, who is just 23, showedhis character by trapping his herolbw during England’s recent tourof India.

He also removed MohammadKaif and, in the second innings,skipper Rahul Dravid, to round offa highly promising rst match.

‘Everyone dreams of getting[Sachin’s] wicket,’ said Panesar,who has been nicknamed the

Turbanator. ‘To get someonelike him, my role model and thebest batsman in the world, issomething special.’

New England spin doctor!

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© Pearson Education 2008 Functional English Level 2 • Section A • page 3 Draft for Pilot



http://slidepdf.com/reader/full/edexcel-functional-english-level-2 5/117Draft for Pilot Functional English Level 2 • Section A • page 4 © Pearson Education 2008

2 Answer the questions below. They go with the text onpage 5.

a) Skim the text opposite. What kind of text is it?

A A persuasive text to encourage readers tosupport Charlton women’s football team.

B A newspaper article about women’s football.C A newspaper article about the footballer

Eniola Aluko.

D An explanation text explaining how tobecome a football player.

b) Scan the text to nd out which team Eniola Alukoscored her rst goal for England against.

A Holland

B Czech RepublicC Everton

D Charlton

c) Scan the text to nd out what subject Eniola Aluko isstudying at university.

A Sport

B Politics

C Media

D Law

d) Skim to nd the part of the text where Eniola Alukois talking about her brother. Read closely to nd outwhat she thinks of him.

A She thinks he’s a great player.

B She’s a bit jealous of him.

C She doesn’t often manage to see him play.

D She tries to play on the same days as him.

e) Skim to nd the part of the text where Eniola is talkingabout her studies. Read closely to nd out what shethinks about combining football with studying.

A It’s easy because she knows a lot aboutthe subject.

B It’s important to study because she willneed a job if her football career ends early.

C It’s too difcult and stressful.

D It’s difcult, but her father can help her.

Test tip!It is often a good idea toread the questions before youread the text. That way, you’llknow what to look out forwhen you read the text andwhich reading skills to use.

Test tip!Close reading is veryimportant. It will help youto understand the textmore fully and you will bemore condent that you areanswering the question asked.

Take time to read importantareas of text several timesuntil you feel you reallyunderstand them.




Bui ld our readin ski ll s base A Build your reading skills base A Bui ld our readin ski ll s base A

© Edexcel 2008 Functional English Level 2 • Section A • page 5 Draft for Pilot

Real-life star’s World Cup ambitionsEngland star Eniola Aluko was named YoungPlayer of the Year at the Women’s FA Awardsthree years ago and since then she hasn’tlooked back.

The 19-year-old striker has played forEngland Under-19s and 21s and made herdebut for the senior side against Holland in a2–1 win two years ago.

Last May, against the Czech Republic, she

scored her rst goal for England, and shealso scored the only goal in the FA Women’sCup nal for Charlton against Everton atUpton Park, in a game shown live on BBCOne.

This season she scored twice for Charlton inthe 2–1 League Cup victory over Arsenal.

She studies law at Brunel University andher brother Sone plays for Birmingham andEngland Under 17s. Eniola is going places.

She spoke to The Newspaper: You play for Charlton – are they a topwomen’s side?

During the past four years Charlton have reached a number of major nals and havewon at least one trophy each season. I support the men’s team as well because we’reall part of the same club. The women’s team is equally important to the club’s visionand we’re given space in matchday programmes.

You’re studying law: how do you nd the time?

Juggling law and football is extremely hard and stressful at times, but it’s somethingI have to do to make sure I have something to fall back on if my playing career endsearly. Law is something that’s always interested me. My father was a member ofparliament in Nigeria so I know quite a lot about law and politics. I hope to work insports law, media law or human-rights law.

How thrilling was it for you to score your rst England goal against the CzechRepublic at Walsall in May 2005?

I was delighted because it was my rst senior goal and it rounded off a goodperformance by the team leading up to last year’s European Championships.

Is there a big rivalry between you and Sone?

No, he’s a fantastic player who can use both feet – that is quite rare. I admire him andtry to emulate his skills. We’re very happy for each other when we score. We try to seeeach other play but sometimes we play on the same days.

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Courtesy of the FA




Learn the skill

The main point■ in a piece of text is what the text is mostlyabout. You may need to nd the main point of a whole text,or the main point of one paragraph or section.

Paragraphs or sections will often begin with one main point.■

The main point is often followed by examples and details that add extra information to the main point.

Sometimes the main point does not come rst in the■

paragraph – then you may have to read the whole sectioncarefully to nd the main point.

You need to be able to tell the difference between a main■

point and a detail.

Try the skill

Look at the information below, which was written for peoplethinking about becoming reghters. Then answer the questionson page 7.

The main point in the rst paragraph has been highlighted inred. The detail has been highlighted in green.

2 Finding main points and details

Dealing with emergencies

Technology obviously plays a major role in helping re ghters to tackleemergencies as ef ciently as possible. For example, at brigade headquarterscontrol room computers store street plans, details of high risk buildings andthe latest information on hazardous materials. This ensures that as soon asan emergency call is received – whether a re, chemical spillage or roadtraf c accident – controllers can immediately access what appliances arerequired.

On attending at a re, the re ghters have to make a very quickassessment of the situation. As materials used in homes and factorieschange so does the way a re is tackled. A house re may require twoappliances whereas a commercial or factory re may involve severalappliances as well as requiring thousands of litres of water and foam, plusthe use of specialist equipment.

There is also the hazard of toxic fumes and heavy smoke which can begenerated from the modern materials – for example foam- lled furniture.This makes tackling a re that much more dif cult and re ghters alwaysgo fully protected with equipment such as breathing apparatus as well as

personal radio sets to keep them in contact with their colleagues at the scene,or back at brigade headquarters.

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Build your reading skills base A Bui ld our readin ski ll s base A Bui ld our readin ski ll s base A

1 a) Draw a wavy line under the main points in paragraphs2 and 3.

Circle the detail in paragraphs 2 and 3. (Phrases suchas ‘for example’ and ‘as in the case of’ often suggestthat details will follow.)

b) Tick the sentence that best summarises the main point

in paragraph 2.

A When they arrive at a re, reghters needto work out quickly what equipment they need.

B Factory res need more equipment thanhouse res.

C Fighting res uses up a great deal of water.

D Fireghters have a lot of specialist equipment.

c) Summarise the main point made in paragraph 3 in yourown words.

d) Which of the following headings would be most suitableto use as a heading for the second paragraph?

A Materials used in homes and factories

B Using specialist equipment

C How reghters decide how to tackle a re

D When a re starts

e) Which of the following does the text say is a dangercaused by modern materials?

A Toxic fumes.

B Heavy use of water and foam.

C Chemical spillage.

D Road trafc accidents.

f) Which of the following would make the best alternativeheading for the whole passage?

A What to do if you discover a re

B Why join the re service?

C Fighting a factory reD Fireghting equipment

Test tip!In the test it is a good ideato read important parts of thetext several times to checkthat you have noticed andunderstood everything youneed to answer the question.





2 Read this karate instructor prole from the Karate Unionof Great Britain website, and answer the questions.

Sensei Billy Higgins 7th DanBilly Higgins was born in Bootle,

Liverpool on 14th August 1945. Hissporting skills have been clear froma young age. Taking a keen interestin sport from an early age, he tookup boxing, gymnastics, and footballwhile still at school. In 1965 hestarted to study Wado Ryu Karateand he very quickly establishedhimself as a fast and skilful ghter.

He moved to KUGB from the BKCC

in 1970. He was selected for theBKCC All Styles Squad and duringtraining, he rapidly realised the hightechnical standard of the KUGBmembers of the squad.

He has had a long anddistinguished competition career,with many national and internationaltitles to his credit. These includeIndividual 2nd in the WUKO AllStyles World Championship inParis 1975 and 1976 European AllStyles Champion. He was captainof the highly successful 1975 British

All Styles team that defeated theJapanese team to win the World Championships in Los Angeles. He was alsoa member of the very successful KUGB Senior International Team that won theChampionships of Europe no less than ve times!

He has had a range of regional and national responsibilities. He was coach andmanager of the EKB squad and was squad coach for the KUGB Scottish andSouthern Regions. He is a KUGB Grading Examiner and a quali ed InternationalReferee.

He is renowned for his fast and effective ghting style, particularly his lightning-fast Ashi-Barai/Gyaku-Tsuki combination which has devastated his opponentsand won him many events.

Draft for Pilot Functional English Level 2 • Section A • page 8 © Pearson Education 2008





a) Underline the main point of the third paragraph.

b) Which of the following would be the best title forthe rst paragraph?

A Early sporting interests

B Billy’s birth

C Billy’s school career

D Studying Wado Ryu Karate

c) Work with a partner. Fill in the table below bysummarising the main points of each paragraph in yourown words.

Paragraph Main point1 Billy Higgins has always been good at sport.

2 He moved from the BKCC to the KUGB.3

4

5

d) What role did Billy play in the team that won the 1975World Championships?

e) Work out from the passage which of the following best

describes the Ashi-Barai/Gyaku-Tsuki combination:

A Specialist equipment that you need for karate.

B Specialist clothing that you need for karate.

C A medal you can get for winning karatecompetitions.

D Fighting moves you can use in karate.

f) Circle two phrases in the text that describe BillyHiggins’ ghting style.

g) Which of the following is not true of Billy Higgins,according to the text?

A He joined the BKCC in 1970.

B He is a qualied referee.

C He has captained the British karate team.

D He played football when he was young.

Test tipWhen a question asks you tochoose a statement that bestsums up what a paragraphor text is about, you need towork out what the main pointof the text is.





Learn the skill

Comparing two different texts means searching to nd:

ways they are the■ same

how they are■ different .

Step 1 Start by reading the rst text through carefully, picking out itsmain ideas and points.

Step 2 Begin to read the second text. Pause at the end of the rstparagraph and ask yourself: ‘Did it say something similar to what was inthe other text?’

Step 3 Go back to the rst text and search it to nd out whether it sayssomething similar or very different to what you have just read.Step 4 Once you have found your answer, go on to read the otherparagraphs in the second text, repeating Step 3 for each paragraph.

Try the skill

1 Read the two descriptions from the Salvation Army appeal onpage 11. Answer the questions below.

a) Who helped Sarah and Laura?b) Why had Sarah and Laura left home?

c) Where were Sarah and Laura living just before Christmas?

d) How were Sarah and Laura helped by the charity?

e) What difference has the charity’s help made to their lives?

2 Work with a partner. In what ways are Sarah and Laura’s storiessimilar? In what ways are Sarah and Laura’s stories different?

3 Which of these statements about both descriptions are true?A Both descriptions show that the Salvation Army hands out money

to needy people.

B The Salvation Army gives practical help to people in danger.

C The Salvation Army forces the people they help to go to church.

D The Salvation Army ofcers lose touch with the people they help.

3 Comparing two texts





Learn the skill

When you rst scan a text:

search the text for its features■

use the features to help you work out what kind of text it is■

use the features to help you nd the information you need in the text.■

Try the skill

1 Here are some types of text you will often need to read:

memo■

letter■

e-mail ■

advertisement■

report or essay■

newspaper article■

Scan the six texts on pages 13 and 14.

a) Write down what type of text each one is, using the list above.b) Note any words or features that helped you work out which type

of text it was. The rst one has been done for you.

4 How information texts are organised






Send Save Attach file

Experience the new Legato The pure power of driving passion

Not just a car – a whole way of life.

Leave others standing. Control your destiny!Text type: advertisement

From: Jade O’Brien To: Chris MackieCc:Subject: Meeting on 17 January?

Hi Chris,I’m going to be in Manchester on 17 January. Ihave a meeting all morning. Is there any chanceof meeting up in the afternoon, any time after2.30? I need to get a train back to Leeds at5.30 so that should give us time to go throughthe plans for the new of ce.Jade

Text type:

A

B

use of bold text

persuasive wordssounds like it’stelling you todo something

C

SWAPPING A PAPERCLIPFOR A HOUSE!Just over a year ago Kyle MacDonald thought of a plan

to use the internet to see if he could swap things until heended up with a house …

Kyle, 26, started off by swapping a paperclip for apen. Then he swapped the pen for a doorknob, and so on.Before long, the whole world was watching to see if hecould succeed.

He swapped all kinds of things including an instantparty, a camping stove and a holiday. Finally, last week,he made his last swap and got a free house in return for apart in a lm!

D

E

Mr David KearneyManager, Flatmans Ltd123 Burton Road

ewtown AG6 4PP

1 November 2007

Dear Mr Kearney

When I visited your company this morning Ifound the ladies’ toilet in a disgusting state.There was rubbish all over the oor, and thesinks were overowing.

wish to complain formally about this matter. Iyou wish to keep my custom, please contact meto discuss this matter.

Yours sincerely

Emily Cameron

Emily Cameron

Text type:

Text type: Text type:

Date: 1 November 2007

o: Janna Pullman, Maintenance Department

From: David Kearney

Subject: Cleaning Toilets

nother client has ust complained about thestate of the ladies’ toilet by reception. This isthe third such complaint this week. Please can

ou do the following

• Organise a cleaner to clean the toilets at once.

• Find out what the problem is and make sure itoesn’t happen again.

hank you for your help in sorting this out.

David





2 Read the chart below. It shows some common text features.Tick the chart to show which features you found in texts A–Fon pages 13 and 14. The rst column has been done for you.

Feature Tells readers Advert Report Newsarticle

Letter Memo E-mail

Main heading This is the main idea ofthe whole text. ✓

Subheading This is the main pointof this part of the text.

Numbering You need to understandthe points in this order.

Bullet points These are differentpoints.

Paragraphs The sentences in thispart are all about thesame idea.

Bold or italictext

The writer wants you tonotice these words. ✓

Persuasivelanguage

The writer wants you todo something. ✓

Salutation (e.g.‘Dear Jo’, ‘Hi,Jo’, ‘To Jo’)

The text is meant to beread by this person.

F

Text type:

InsectsThere are more insects than any other type of animalon earth. There are nearly a million species of insectthat have been described and given scientic names,and scientists think there are at least seven millionmore kinds that we do not yet know about.

Insect bodies The name ‘insect’ is a good one, because insectshave bodies that arein sect ions. The three mainsections of an insect’s body are:

head● thorax● abdomen.●

Metamorphosis Most insects go through a process known as ‘complete metamorphosis’ as they develop from egg to

fully-grown adult. The stages of complete metamorphosis are:1) eggs2) larvae (grubs) that look very different from their parents3) pupae4) adults.

l

s,

n





3 Read the text below and answer the questions that follow.

a) Circle the description that best ts this text:

newspaper article report e-mail letter memo advertisement

b) Why are numbered points used under the heading ‘Full press-ups’?

c) Why are bullet points used under the heading ‘Easier press-ups’?

d) What is the main reason why the writer added the subheadings ‘Full press-ups’

and ‘Easier press-ups’ below the heading ‘Different types of press-ups’?

A Because the writer wanted to change the subject from ‘Different typesof press-ups’.

B Because the writer wanted to make it easier to see what the differenttypes of press-up are.

C Because the writer wanted to break up the text to make the page lookmore interesting.

D Because the writer wanted to show that full press ups are easier thanother types of press-ups.

Press-upsA press-up or push-up is a common strength training exercise. Press-ups areoften used in athletic training, and especially in military physical training.

Different types of press-upsFull press-upsThis is the standard version of the press-up. It involves:1 lying face down on the oor 2 placing the hands below the shoulders on the oor 3 keeping the back and legs straight4 using the arms to raise and lower the body so only the hands and toes are

touching the oor.

Easier press-ups

In these versions, some of the body weight is supported so the exercise is easier.• Wall press-ups are performed by standing close to a wall and pushing away

from the wall with the arms.

• Three-quarter press-ups are like a full press-up but with bent legs so the kneestouch the ground. These are often used in women’s tness programmes.

Record-breaker An average male aged 15–19 might be able to do about 25 press-ups withoutstopping. The world record for non-stop press-ups is 10,508, achieved by MinoruYoshida of Japan in October 1980.





5 Understanding tables with wordsand numbers

Learn the skillThe way that you nd information in a table with numbers isthe same as for a table with words and symbols.

Read the heading of each row and column.■

If there are any symbols, make sure you understand what■

they mean, e.g. by reading the key.

Decide what you need to nd out. Find the right row or■

column to search.

Move your nger along and keep scanning until you nd the information.■

Try the skill

1 Anna is planning a trip to London. She wants a hotel within half amile (0.5 miles) of Waterloo station. She would like to stay in a hotel rated 4 stars or above.

Look at the web page on page 17, showing search results for hoteldeals in London, and answer the questions below.

a) Which hotels on the list are close enough to Waterloo for Anna?

b) Which of these hotels best matches what Anna requires?

c) How much will it cost to stay at this hotel on June 4 th?

d) If you wanted to stay in the Covent Garden area on June 6 th , what

is the lowest price you would have to pay?A £287.50 B £159.00 C £115.00 D £125.00

e) Where is the nearest 5-star hotel to Waterloo?

A Leicester Square C Vauxhall

B Covent Garden D Westminster





f) How far from Waterloo is the least expensive 4-star hotel on June 5 th ?

A 0.1 miles C 0.9 miles

B 0.7miles D 1 mile


Ho te ls in W a te r lo o Ho te ls Ap a r tm e n ts All

Na m e Mile s * Lo c a tio n S ta r 03 J u n 04 J u n 05 J u n 06 J u nCity In n 0.9 P imlico 4★ £159.85 £148.35 £90.85 £102.35Ra d is s o n Ed w a r d ia n Le ic e s te r S q u a r e 0 .8 Le ice s te r S qua r e 4★ £179.40 £179.40 £138.00 £184.00

W e llin g to n 0.1 W a te r loo 3★ £89.95 £89.9 5 £89.95 £89.95On e Ald w yc h 0.6 C ov e nt Ga r de n 5★ £356.50 £339.25 £287.50 £287.50Me r c u r y 0.7 S outhw a r k 4★ £175.00 £155.00 £99.00 £125.00K in g s w a y Ha ll 0.8 C ov e nt Ga r de n 4★ £189.00 £189.00 £159.00 £159.00Ra d is s o n Ed w a r d ia n Ha m p s h ir e 0 .8 Le ice s te r S qua r e 5★ £208.00 £174.80 £156.00 £174.80Ro ya l Ho r s e g u a r d s 0.5 W e s tmins te r 4★ £182.85 £182.85 £125.35 £148.35Th is tle P ic c a d ill

y 0.9 P icca dilly 3★ £194.35 £148.35 £148.35 £171.35P la za o n Th e Riv e r 0.8 V a uxha ll 5★ £205.85 £205.85 £136.85 Fu llRa d is s o n Ed w a r d ia n Mo u n tb a tte n 0 .9 C ov e nt Ga r de n 4★ £179.40 £179.40 £115.00 £179.00P la za Riv e r b a n k 1.0 V a uxha ll 4★ £159.85 £125.3 5 £102.35 £113.85* = dis ta nce f r om W a te r loo s ta tion

Adapted from LateRooms.com





English Level 2Section B

Widen your reading skills1 Selecting relevant information 2

2 Summarising information and ideas 4

3 Understanding the purpose of a text 6

4 Understanding meanings that are hinted at or suggested 8

5 Recognising points of view and bias 10

6 Commenting on how effectively a text is written 12

7 Reading and responding to different texts 14

© Edexcel 2008 Functional English Level 2 • Section B Draft for Pilot

We a re g rate ful to the fo llow ing fo r permiss ion to reproduc e c opy rig ht ma teria l:

Andrew B ow dler for his lette r to the ed itor entitled “The prope r time to sm a ck c hildren” publishe d inThe Telegraph 12th Se ptem be r 2001 copy rig ht © Andrew B ow dler; Child Alert for the article “90% ofpa rents a ppea r to ba ck sma cking” published on w ww.c hilda lert.co.uk copyright © Child Alert; TheDepa rtment of Health for a extrac t from the leaet “ Questions to a sk” Octo ber 2007 Department ofHealth, Crown C opyright 2007; Faraw ay Holida ys for materia l about Ma la ysia/Bo rneo published onww w.faraw ayho lida ys.c o.uk copyright © 2006 FarAwa y Holida ys; Footb a ll Network for the articles“The America n Indians a nd P a suc kua kohowog ” a nd “The Eskimos and Aq sa q tuk” published onww w.footba llnetwo rk.org c opyright © 2003 footb allnetwo rk.org all rights rese rved; S MH Interactive Ltda nd Flam e TV for a n extrac t ad a pted from the cas ting a dvert “Don’t Get Done, G et Dom” publishedon w ww .sta rnow.co.uk copyright © 2007 SMH Intera ctive Ltd; a nd S tarlight C hildren’s Foundation forinformation a bout the foundation published on w ww.s ta rlight.org.uk copyright © S tarlight Children’sFound a tion; iS toc kphoto/Milla novic – child in bed ;/Icto r – funrun; /Nich ola s Monu – Indian; /AlbertoP oma ies – Island; /Maksym Drag unov – so ldier

Although we ha ve tried to trac e and conta ct co pyright holders before publication, in some c as es this has not been po ssible. Permiss ion isstill being sought and we would appreciate any information that would enable us to contact those who we have been unable to contact.We will be plea sed to rectify any errors or omissions a t the ea rliest opp ortunity.





Draft for Pilot Functional English Level 2 • Section B © Pearson Education 2008





Section B: Widen your reading skills


2 Reading (written language)

Select, read, understand andcompare texts and use them togather information, ideas, argumentsand opinions In three or more texts

2.1 Select and use different typesof texts to obtain and utiliserelevant information

B1 Selecting relevant information

2.2 Read and summarise, succinctly,information/ideas from differentsources

B2 Summarising information and ideas

2.3 Identify the purposes of textsand comment on how meaningis conveyed

B3 Understanding the purpose of a textB6 Commenting on how effectively a text is written

2.4 Detect point of view, implicit

meaning and/or bias

B4 Understanding meanings that are hinted at or suggested

B5 Recognising points of view and bias

2.5 Analyse texts in relation toaudience needs and considersuitable responses

B7 Reading and responding to different texts


Use these free pilot resources to help build your learners’ skill baseWe are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skillslearners need to pass Edexcel FS English, Level 2.But use the accredited exam material and other resources to prepare them for the real assessmentWe developed these materials for the pilot assessment and standards and have now matched them to the nalspecication in the table below. They’ll be a useful interim measure to get you started but the assessment guidanceshould no longer be used and you should make sure you use the accredited assessments to prepare your learners for theactual assessment.New resources available for further support

We’re also making available new learner and teacher resources that are completely matched to the nal specication andassessment – and also providing access to banks of the actual live papers as these become available. We recommend thatyou switch to using these as they become available.Coverage of accredited specication and standardsThe table below shows the match of the accredited specication to the unit of pilot resources. This table supersedes thepilot table within the teacher notes.




B Widen your reading skillsBy the end of this section you should be able to:

choose and use different types of texts to nd relevant information

read and briey summarise information and ideas from different places

understand the purpose of a text

understand meanings that are hinted at or suggested

recognise points of view and bias

comment on how effectively a text is written

read and respond to different texts.

You will test out your mastery of these skil ls at the end of the section.

1 Selecting relevant information Learn t he ski l l

Step 1 Decide what you need to nd out.

Step 2 Choose texts which look as if they have got the right kind ofinformation in them.

Step 3 Search those texts, scanning them for key words and phrases.

Step 4 Work out whether the information you have found is relevant.

At the end of reading a section of text, ask yourself: ‘Did that tell mewhat I needed to know?’

Try t he ski l l

1 What could your class do to support the children’s charity Starlight?Read Text A, which consists of information from the Starlight website.

Then visit the website for other ideas on how you could support them.Use the steps above to help you nd the information you need.

2 Now try the skill with Texts E and F (about smacking) on page 11.Search the texts to answer the following question.

Which of these opinions are present in both texts?

A Smacking should never be used by a childminder.

B Some people think physical punishment is a helpful strategy.

C You should never smack your child when you are angry.

D Smacking children is a cruel form of punishment.

© Edexcel 2008 Functional English Level 2 • Section B • page 2 Draft for Pilot




W i d e n o u r r e a d i n s k i l l s B


News & Events

NEW WISHES this week

NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES – NEW WISHES

Help us to grant wi shes! Donate today and help make the dreams of very i ll chil drencome true.

Imaan is 6 years old and she suffers from cerebral palsy and epilepsy. Her wish is to have a tricycle.

The Starligh t Challenge

The Starlight Challenge is a great way to fundraise for Starlight ifyou are a tness enthusiast. Fun, sponsored tness events areorganised all over the UK. Check with your local gym to nd outwhether the instructors are already holding an event. If not, wecan help you or the gym with the organisation of a new event.

Donate-A-Disc Appeal

DO YOU HAVE STACKS OF UNWATCHED DVDs & CONSOLE GAMES GATHERING DUST AT HOME?

The SUN Donate-A-Disc Appeal for Starlight is raising money to grant wishes to seriously and terminally ill

children across the UK by recycling and reselling your old DVDs and console games.We hope that this exciting and unique appeal will help Starlight grant wishes to 1,000 very sick children.

YOU DONATE THE DISCS, WE CREATE THE DREAMS

How to Donate Your support really counts! When the charity began in 1987,Starlight helped just 4 children. Today, we help over 500,000children every year. Starlight receives neither Governmentnor Lottery funding and relies entirely on public generosity.We spend over 90p in every £1 raised on our seriously andterminally ill children. Any support you can gi ve would bemuch appreciated.

TEXT A




Learn t he ski l l

Step 1 Search different places to nd all the relevant information you need.

Step 2 Compare the information found in different places.

Ask yourself: ‘What have I found out in each place?’ ‘What is the same?’‘What is different?’

Step 3 Summarise the information.

Write a short version of what you found out which includes only the mostimportant information.

How?

Include only relevant, essential information.■

Don’t repeat things.■

Collapse lists into broader categories, e.g. sum up a whole list which■

tells you different achievements of famous footballers as: ‘lots offamous footballers’ achievements’.

Find a paragraph’s topic sentence to help you sum up that paragraph.■

Pick out and use key words and phrases in your writing.■

Keep trimming and improving your summary until you are sure it is as

tight as possible.

Try t he ski l l

1 Read Text B on page 5. Then use questions to help you pick out the maininformation from each section: Who? What? When? Where? How? Why? Write asummary of the different ways football has been played in a maximum of 50 words.

2 Now try the skill with Text C (NHS leaet) on page 7. Which of the followingstatements best sums up the information given in the text?

A You need to make sure your doctor can understand what you are going to say.

B Your doctor doesn’t know what to tell you so you need to ask lots ofquestions.

C It’s a good idea to take a notebook and a friend with you to everyappointment.

D Make the most of your appointment by being prepared to ask questions andgive useful information.

E Don’t be afraid to ask your doctor questions or to ask the doctor to explain

things to you.

2 Summarising information and ideas




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W i d e n yo u r r e a d i n g s k i l l s B

The American Indians and Pasuckuakohowog

It’s a mouthful i sn’t it?

Records show the Native American Indians played footballor Pasuckuakohowog from approximately 1620. Althoughit is highly likely that they were actually playing footballearlier. The word Pasuckuakohowog actually means ‘…they gather to play ball with the foot …’

These games were not very nice and incredibly violent. Itwas quite often that players would retire with broken bonesand other serious injuries. In fact the game was almost a

war with up to 500 players on each side.

The players understood the violent nature of the game asthey would often disguise themselves with lots of war paintand ornaments to avoid retribution after the game. The game was normally played on apitch that was often a mile long with goals at either end. The game could last for hours andoften carried on from one day to the next.

At the end of the match both sides would meet for a celebratory feast. (Hence the need fora disguise during the game!)

The Inuit and Aqsaqtuk

No one knows for sure how long the Inuit have been playing their speci c style of footballcalled Aqsaqtuk, which literally means soccer on ice. However the game has been

mentioned in the myths and legends of the Inuit for hundreds of years. One belief of theInuit is that the spirits of the dead travel to the northern lights where they play an eternalgame of football using the head of a walrus as the ball!

The game of Aqsaqtuk is played between two teams (of varying numbers) who line up toface each other at kick off. The ball is kicked between the lines until it crosses one line ofplayers … then all the players rush to kick the ball into their opponent’s goal.

The length of the pitch can vary dramatically – there is a legend which tells of a gamebetween two villages that had goals 10 miles apart! The football is made of animal hideand whale bones. It is stuffed with hair, moss, feathers and wood shavings.

The two teams were normally named after birds. In most cases it was the ptarmigans (anarctic bird similar to a grouse) versus the long-tails. In summer, the two teams would playa game with the long-tails playing towards the water and the ptarmigans playing towardsland, their favoured habitat. The two sides would also engage in song battles, with theplayers trying to outdo each other and embarrass the other team.

After the game, celebrations would be held in a large communal igloo called qaggi.

TEXT B




Learn t he ski l l

To understand a text’s purpose fully you will need to work out whatsort of text it is, what the writer hopes to achieve through it and whoit is meant to be read by.

Look ■ at the whole text and the way it is laid out. What kind oftext do you think it is? For example, two addresses and formalletter layout suggest a business letter; text in columns and aphotograph with a caption suggest an article.

Read■ the text and ask: What does the writer want the reader todo? For example, learn how to ride a motorbike – it looks like aninstruction text; buy this product – it looks like a persuasive text.

Search■ for the kind of features you expect that type of text tohave. I f you can’t nd what you are expecting, think again. Forexample, instructions usually start with verbs that are commands:‘Make a list of places you can buy tickets.’

Decide■ who the text has been written for. The kind of words usedand the way the writer addresses the reader should help you workthis out. For example, trendy words and phrases may suggest ateenage audience; more formal vocabulary and longer, complexsentences may suggest an adult audience.

Try t he ski l l

1 Work in pairs. Revisit the texts on pages 3 and 5 (Texts A and B)and decide on their purposes. Sum up the purpose of each text in asingle sentence.

2 Work with another pair and compare your summaries. Do youagree? If not, discuss why you disagree and then work together towrite a sentence you can all agree on.

3 Work out the purpose of Text C on page 7. Then decide which ofthese statements best describes it:

A It is persuading adults to make sure they are really prepared fora doctor’s appointment.

B It is giving advice to adults to make sure they know what to doand what to ask their doctor when they have an appointment.

C It is written for adults to argue that they should ask theirdoctors more questions during an appointment.

D It’s a list of instructions for people to follow when they wantto get the best treatment for their illness.

3 Understanding the purpose of a text







TEXT C




Learn t he ski l l Sometimes writers say things in a straightforward way, e.g. ‘Go toMalaysia on holiday’, but they may also hint at or suggest things.

Bear in mind the writer’s purpose in writing the text. Then read asentence carefully and ask yourself, ‘Why is the writer telling the readerthis? Why has the writer chosen this word? Look at this extract from atourist website:

Malaysia has superb golden beaches, lush vegetation, mountainsand fabulous shopping allied to some magni cent hotels.

The underlined phrase suggests that the shops might charge higherprices because the hotels may own them or charge high rates – maybeit’s a hint that there aren’t any quality shopping malls to go to awayfrom the hotels?

Try t he ski l l

1 Which sentences in the text hint or suggest these ideas about Malaysia?

a) Malaysia is the best place to visit in South-East Asia.b) Once you reach Malaysia you don’t need to spend lots of money.

c) Don’t go to the east coast of Malaysia from October to February ifyou don’t want to get wet.

d) Expect to eat lots of rice while you are in Malaysia.

e) There’s not a huge variety of different things to eat as a maindish.

2 Which of the following statements best sums up what a wise readermight think about Malaysia after reading the rst sentence?A Malaysia has lovely countryside and some modern hotels but there

are no good towns to shop in as there are in the UK.

B Malaysia has sandy beaches, beautiful green countryside,mountains to climb, and you can stay in lovely hotels which ownshops that will appeal to Westerners – so expect to pay highprices for anything you buy there.

C Malaysia has rocky beaches and is difcult to travel aroundbecause of the jungles and roads, so stay in your hotel.

D Malaysia has lots of beautiful countryside to enjoy but its townsdon’t have the kind of shops that Westerners are used to, so thehotels often have those kinds of shops attached to cater for you.

4 Understanding meanings that arehinted at or suggested





W i d e n yo u r r e a d i n g s k i l l s B


Destination > Malaysia

MalaysiaMalaysia has superb golden beaches, lush vegetation, mountains and fabulousshopping allied to some magni cent hotels. This has made the country the fastestgrowing destination in South East Asia. The mix of the ancient and the ultra-modern make Malaysia a fascinating place to visit, while the low cost of livingand huge visitor choice makes it the ideal holiday location.

The country offers a fascinating cultural mix with colourful festivals, unique artsand crafts, architecture, food and a rich array of dance forms.

When to visitMalaysia is hot and humid all year round, with temperatures usually in the low30s and humidity 90%. The region has a monsoonal climate but only the eastcoast of Peninsula Malaysia has a real rainy season (October to February).

Eating Out

Malaysian chefs have drawn on their multi-ethnic heritage for centuries with theresult being a unique blend of Malay, Chinese, Indian, Thai and Eurasian cookingmethods and ingredients. But, while the staple ingredients may resemble thoseused by their Asian neighbours, the extras are what make Malay food so original.Tropical fruits and seafood are added to various dishes, coconut milk is addedto almost everything and rice serves as the basis for every meal. And, whilethe ingredients may not vary largely from dish to dish, the cooking method andaccompaniments are what make each dish so special.

There are several extremely popular traditional Malaysian dishes, some of whichyou should try to sample during your stay. Satay is probably the most popular ofall and contains small pieces of beef, lamb or chicken which are marinated inspices, skewered on bamboo strips and barbecued over a charcoal re. They areserved with rice cakes, a salad consisting of cucumber, pineapple and onion and apeanut sauce. Another favourite is ‘rendang’ which is another meat dish and also

includes coconut milk, onion, chillies, cinnamon, cloves and coriander.

TEXT D

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Learn t he ski l l

Someone’s point of view includes their opinions, thoughts and■

feelings about a topic.Writers may back up their ideas using facts, arguments, evidence,■

etc.

Writers can give a balanced view of a topic, giving different points■

of view about an issue.

If writers only give one side of the argument they are showing bias.■

You can work out a writer’s point of view by nding words that revealtheir:

feelings (e.g. I feel, I love, it’s terrible, it’s unacceptable)■

beliefs (e.g. should, ought, must, have to)■

thoughts (e.g. I think, in my opinion, I agree with… I disagree…).■

Try t he ski l l

1 Read Text E on page 11.

a) Pick out words and phrases that reveal the writer’s point of view.b) Which of these statements best sums up the writer’s point of view?

A Parents who smack their children are using an unnaturalpunishment.

B Children who are never smacked are always able to develop self-control and behave well in school.

C Smacking your child to help them learn wrong from right is neif you don’t do it when you are angry and you always show themlots of love.

D Badly behaved children have either been smacked too much ornot shown enough love.

2 Read Text F on page 11.

a) Pick out the words and phrases that reveal the writer’s point ofview in lines 10–17. Then sum up this point of view in 20 words.

b) Pick out the words and phrases that reveal the point of view inlines 15–17. Then sum up this point of view in as few words asyou can.

3 Think about both texts you have read. Which text:

a) presents a balanced point of view

b) has bias?

5 Recognising points of view and bias






SIR – Rebecca Abrams (Weekend, Sept. 8)makes some unacceptable generalisationsabout smacking.

Children under the age of three learn a lot of

things simply by making mistakes and getting hurt,such as walking into furniture and putting handstoo close to things. Smacking is only applying thatnatural form of learning to less concrete concepts.

I have worked with children as a teacher in avariety of situations – comprehensives, socialservices assessment centres and specialistschools abroad catering for mission, businessand diplomats’ children abroad. The ones whosebehaviour was most difcult to control were thosehad either been smacked irrespective of behaviour

or not touched at all. A lmost without exception,the most balanced children I have had to teach arethose whose parents have used physical punishment

judiciously (and therefore sparingly), but within the

context of love. I n many cases the smack had beenadministered a long time before tempers were lost,in ‘cold blood’ and therefore before a relationshipwas damaged.

For the world-renowned American childpsychologist Dr J ames Dobson, this is the crux ofthe issue.

Punishment should never be administered inthe heat of anger. A t the same time, it must beadministered within the context of a stable andloving relationship. A short, sharp smack early inthe process works far better than any prolongedreasoning process that comes to a loss of temper.

Rather than banning this natural form ofdiscipline, parents and other childcarers need to be

taught to use it properly.

Andy Bowdler

Dinas, Powys

Parenting Newsemail your stories/press enquiries

90% of parents appear to back smacking A recent survey conducted by Daily Mail website femail.co.uk reveals that some 60% ofparticipating parents said ‘an occasional smack’ is justi ed. Almost another 30% appeared tobe going on their own experience when they said, ‘It never did me any harm’. Only 11% saidthere was ‘no justi cation for smacking whatsoever’.

The ndings would appear to be at odds with the current move towards publicly banning anyphysical form of punishment. There have been several high pro le cases of late of worthy

and well-respected childminders hauled over the coals for reprimanding their charges with alight smack. While the UK has yet to make it of cially illegal, eight other EU countries havealready done so.

Femail.co.uk is concerned at the apparent contradiction between public outcry and personalfeelings and calls for the issue to be discussed ‘honestly and openly’. Their views arereinforced by the National Family and Parenting Institute who say, ‘There is a taboo aboutdiscussing smacking. People are reticent about admitting to it and yet the survey bears outwhat other surveys have found, which is that most parents have done it at some point orother. In our experience it tends to be a last resort and parents usually regret it afterwards.Our feeling is that the subject should be brought out into the open and discussed openly sothat parents can learn about alternative strategies for dealing with their children.’

The survey was published during the same week that Britain’s top military commander, SirMichael Boyce, went on record as saying young people needed a ‘clip round the ear’ torestore respect for their elders.

TEXT E

TEXT F

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Learn t he ski l l Answer these three questions to help you decide howeffectively a text is written:

1 What is the purpose of the text?

2 How is the text written? Look at the following features.

How it is organised on the page■ (e.g. how headings,bullet points, etc. are used to help readers ndinformation).

What it tells readers■ What facts, opinions, evidence,advice, etc. are included? Does it tell the readerseverything they need to know?

The words and phrases the writer uses■ Do they suitthe audience and the situation, e.g. Is it too informal?Should the writer have used more technical vocabulary?

3 How well does the way the text is written help the writerachieve the purpose?

Try t he ski l l

1 Work in a group and study Text G on page 13 using the threequestions above to help you decide how effectively it iswritten. Then choose the statement that best describes whatthe writer has done.

A The writer gives a simple, clear description of what atwig toothbrush looks like.

B The writer gives soldiers clear instructions about how toclean their teeth without a toothbrush and what to doif they have a hole in a tooth.

C The writer lists all the different ingredients soldiersshould use to look after their teeth.

D The writer uses headings to help readers nd differentchunks of information easily.

2 Work as a group. How could you improve the text to makeit easier for readers to nd the different information and

to know what to do? Make a list of changes (e.g. Add asubheading).

6 Com menting on how effec tively atext is written






3 Look back at the letter about smacking (Text E on page 11).What is the writer’s purpose?

4 The writer tried to make his argument effective by includingevidence to back up his point of view. Copy and complete thechart below to show how well you think the writer did this.

Paragraph Point Evidence How well does the writersupport his argument?

1 The original article in thenewspaper made lots of

generalisations.

None provided

2 Toddlers naturally learn not todo something if it hurts – sosmacking can be used to helpthem learn not to do things.

‘walking into furnitureand putting hands too

close to hot things.’

3

4

5

5 Suggest one way in which the writer could improve the letterso that it achieves its purpose better.


K e e p Yo u r Te e t h Cl e a n

Thoroughly clean your mouth a nd t eeth w ith a too thbrush a t leas t once

ea ch day. If you d on’t ha ve a to ot hbrush, ma ke a chew ing stick. Find a t w ig

abo ut 20 cent imeters long and 1 cent imeter w ide. Chew one end of t he

stick to separa te t he bers. Now brush your tee th t horoug hly. Anot her w a yis to w rap a clea n strip of clot h aro und your ng ers an d rub your teeth w ith

it to w ipe aw ay fo od part icles. You can a lso brush your tee th w ith sma ll

am ount s of san d, ba king sod a, salt , or soa p. Then rinse your mou th w ith

w at er, salt w at er, or w illow ba rk tea . Also, ossing your tee th w ith string o r

be r helps ora l hygiene.

If yo u ha ve cavities, you can ma ke temp ora ry llings by placing cand le w ax,

to ba cco, aspirin, hot pep per, too th pa ste o r pow der, or portions of a g inger

root into the ca vity. Make sure you clea n t he cavity by rinsing or picking the

part icles out of the ca vity be fo re placing a lling in th e cavity.

U S A R M Y S U R V I V A L M A N U A L

TEXT G




7 Reading and responding to differenttexts

Learn t he ski l l Very often writers want readers to do something in response towhat they have written.

Read such texts very carefully to nd out:

what you need to do (e.g. write a letter of application for a job)■

how you are meant to do it (e.g. you need to write a formal■

letter of application).

Plan your response carefully to make sure:you are giving the writer exactly what they want■

you are going to include enough detail.■

Try t he ski l l

1 Read Text H on page 15 and work out:

a) what the advertisement hints is the purpose of the show

b) the kind of things someone would be likely to have to dowhile on the show.

2 Which of these people are least likely to get picked to go ona Flame TV show?

A A shy person who wants to buy a new car

B Someone who likes a bargain

C Someone who’s easily confused

D A millionaire who hates wasting money

3 What facts about yourself should you mention that wouldmake you sound ideal? What information should you avoidmentioning?

4 Make notes on how you would respond to the advertisement.Include in your notes:

the type of text – will it be a letter, an email?■

what you want to do■

all the information that will make you sound like an ideal contestant■

any information they have requested.■







5 Now try the skill in a different context. Imagine you hadan allergic reaction after eating a cheese sandwich andyou are going to see the doctor about it. Read the ‘Beforeyour appointment’ section in Text C on page 7 to help youprepare for your appointment.

a) Make a note of two questions you will need to ask thedoctor.

b) List all the information that you need to gather to beready for the appointment.

6 Work with a partner and role play the appointment withthe doctor using your information.

7 Look back at the leaet on page 7. After the patient inyour role play has had the appointment with the doctor,

which of the things suggested in the leaet should thepatient do? Why?

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Home J obs & Casting Television Reality TV auditionso n n e c t Yo uC o n n e c t 4 Yo uTEXT H







Section C: Being a skilful speaker and listener


1 Speaking, listening andcommunication

Make a range of contributions todiscussions in a range of contexts,including those that are unfamiliar,and make effective presentations

1.1 Consider complex informationand give a relevant, cogent

response in appropriatelanguage

C1 Taking part in a formal discussionC2 Making a presentation

1.2 Present information and ideasclearly and persuasively toothers

1.3 Adapt contributions to suitaudience, purpose and situation

1.4 Make signicant contributionsto discussions, taking a rangeof roles and helping to move

discussion forward




Draft for Pilot Functional English Level 2 • Section C © Pearson Education 2008





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Bui ld on t he ski l l s you already have

1 Work in a group. Your group is helping out at a children’sbirthday party but the entertainer has phoned in sick. Comeup with ve or six activities that you could run which willkeep twenty 7–8 year olds happily entertained for the nexttwo hours.

2 Spend ten minutes deciding what activities you could run.

3 Work in a pair with someone from another group. Take itin turns to tell each other in as much detail as you canwhat happened during your discussion, for example:

the different contributions people made■

what they said■

how well you listened■

what contribution you made.■

1 Taking part in a formal discussionBy the end of this section you will have developed the speaking and listeningskills you need to take an active part in a formal discussion condently.

You will know how to:

prepare and take part in a discussion about complex information and ideas■

make relevant contributions that are clear and persuasive■

listen to and respond appropriately to points made by other speakers■

take different roles in the discussion and suit your contributions to the situation■

help the discussion move forward so that a group decision is reached.■

C Being a skilful speakerand listener




B eing a sk ilful speak er and listener CB eing a sk ilful speak er and listener CB ein a sk i lful s eaker and li stener CB ein a sk i lful s eaker and li stener C

How good are your skills already?4 For each of the points below, decide where you would place yourself on

the scale below (where 10 is excellent and 1 is not very good). Make anote of your scores.

I plan beforehand so that I can give the main points I want the■

group to take on board.

E.g. Did you have a clear idea of important point s you wanted the restof t he group to t ake int o account or did you just start the discussion?

I make my contributions at the right time and make them clearly■

and persuasively.

E.g. Did you listen to t he other speakers’ point s and int roduce yourpoint s at a suitable time or did you just stop the discussion and saywhat you wanted to? Did you give reasons why your point should beaccepted?

I listen to and respond appropriately to the points made by other■

speakers.

E.g. Could you remember what had been said in your group? During thediscussion, did you say thi ngs like: ‘I agree with what you said about….but…?; And… ;’ ‘When you say... , do you mean…’ ?

Or did you say things like: ‘That ’s a useless idea. You’re wrong’?

I can vary what I do during a discussion.■

E .g. Sometimes I li sten and think about what someone else is telling memeans. At other ti mes I encourage other people to speak, or I build onwhat has just been said.

I can help the■

discussion move forward

so that we reach agroup decision.

E.g. Did you ever remindthe group of what youneeded to achieve andsuggest how you could getthere, e.g. by moving onto the next point, taking avote etc.?

Students in group discussion

© Edexcel 2008 Functional English Level 2 • Section C • page 3 Draft for Pilot

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B eing a sk ilful speak er and listener CB ein a sk i lful s eaker and li stener C


Everyone should be able to have a complete reading of their genetic makeupa nd a prediction of wha t disea se s they a re likely to ge t. Then they ca n be g ivenlifestyle advice such as the best diet and exercise routines to follow and whetherce rtain a ctivities suc h a s drinking o r smoking a re even more risky for them tha naverage . Peo ple wo uld know w hat to look out for and a s s oon as they sawa ny sympto ms the y co uld b e g iven medica tion to help their bod ies ght o ff thedisea se s b efore they develop fully.

Just looking at genes is not a good way

to predict w hat healt h pro ble ms so meone

will suf f er f ro m. S moking, poor diet ,

po verty and pollution play a muc h b igger

part . It would be better to spend money on

de veloping better sports f acilit ies, f unding

better sc hool meals and stopping c h ildren

eating f ast f oods.

If a company can test an employee’s DNA, then

they would be able to choose to employ peoplewho were healthy and who would stay healthy.That would save their business lots of money.They wouldn’t have to pay out lots of sick pay,then they could grow bigger and provide more

jobs for people.

If businesses could insist on testingpeo ple’s DNA, there wo uld b e pe ople whow ould never get a job . They w ould neverbe a ble to g et a ny life insuranc e either.No matte r how hard they w orked or wellq uali ed they w ere, they’d be written o ffbecause their DNA test said they might getsomething. And they might not get thatillnes s a nywa y.

1

2

4

67

5

3

If I knew for sure that I was reallylikely to get a nasty disease, then atleast I can make the choice to do asmuch as I can to avoid getting it, or

treating it. If I knew I was only likelyto live until I was about 50, then I’dlive my life differently from the way Iwould if I knew I was going to reach

a hundred. For a start I wouldn’tworry about my pension.

Producing these kits is just a way for thedrugs industry to make more money out

of scaring people. First people will worry,buy a kit, and then worry even more about

the diseases they ‘might’ get. Then the

drugs industry will sell them medicines toavoid getting these diseases which theymight never get anyway. But people will

be constantly worrying about their futurehealth. It’s better not to know than to be

stressed out about it all the time.

The government could set upa database of everyone’s DNA.That gives them far too muchinformation about me and too much

power. The information wouldn’t besafe and I don’t want them holdingthat kind of information whichsomeone could steal or change.It’s too personal.




Step 2 Be a good listener

Make eye contact with the person speaking, nod when you agreeand keep looking interested.

Show you have listened when you speak by:summing up what was said, e.g.■ ‘So you feel that… ’

asking a question, e.g.■ ‘When you said… did you mean that …?’ agreeing before adding your own point, e.g.■ ’Yes, and… .’ or ‘Yes,because…’ disagreeing and giving reasons, e.g.■ ’I don’t agree because…’‘Wouldn’t … be bet ter’.

4 Work in a pair. Do you think it’s a good idea to encourage people totake a gene test that allows them to nd out what diseases they mayget in the future? Take it in turns to share your opinion. Practise the

listening skills as you talk.

Step 3 Contribute well

Make your point clearly, give reasons and evidence to show why■

it is sensible.Be ready to receive other people’s ideas and to change your■

own.Encourage other people in the group to contribute, e.g.■ ‘Whatdo you think…?’ Support other speakers using the listening skills from step 1.■

Ask questions about the task, e.g.■ ‘Can we limit the way theyuse the money?’ Challenge someone else’s thinking, e.g.■ ‘Scienti sts can, butshould they?’ Introduce a new way of looking at the topic, e.g.■ ‘What i f t heycould test for… ?’

5 Work in your discussion group. Spend ve minutes exploring the issuesthat will help you reach your decision. Use all that you have learnedso far to get the discussion moving.

Step 3 Help your group succeed

As a discussion goes along it is important to make sure you keep totime, keep the discussion on track and achieve your purpose. To dothis you may need to:

re-focus the group back on what has to be achieved, e.g. ‘So we■

are all agreed that… We still need to think about …’summarise key points, e.g. ‘So far we’ve looked at…’■

propose future steps or activities, e.g. ‘We could take a vote….’■

Draft for Pilot Functional English Level 2 • Section C • page 6 © Edexcel 2008





6 You’ve completed the rst part of the discussion now. Workin a pair and decide how your group is getting on. What willyour group need to do to move forward to a decision?

7 Work in your group again and continue your formal discussion.Reach your nal decision about whether DNA4Life should begiven the research money. Use all the skills you have beendeveloping during this unit.

8 After you have made your decision, look back at the scale onpage 3. Where would you rank yourself on the scale for eachof the skills? Convince a partner that your scores are fair.




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Bui ld on t he ski l l s you already have

1 Work as a group. Follow the instructions below to play ‘Your Bid’.Each of you writes down an item that is in the room that you■

are in on a separate piece of paper, e.g. a chair, table, plant inpot etc.

Place all the slips of paper in a container before each of you■

draws out a slip without showing it to anyone else.

Spend one minute preparing a very exaggerated sales speech■

persuading members of your group to bid for your item, e.g.What am I bid for this ant ique chair on which many famous

people such as Amy Winehouse and David Beckham have satwhile learning to…? I n fact , i t was on thi s very chair that …

Take it in turns to give your talk acting as condently as■

possible. Each member of the group has £50 to spend andmust attempt to buy at least one item. You can ask questionsabout the items on sale .

2 Making a presentationBy the end of this section you will have developed the speaking andlistening skills you need to condently make a presentation.

You will know how to:

plan and prepare a presentation bearing in mind the needs of your audience■

present information and ideas clearly and persuasively■

use visual aids such as a PowerPoint presentation or posters when appropriate■

give a well organised talk using appropriate language for your audience■

listen carefully to and respond to questions from your audience.■





How good are your skills already?2 Think about how well you delivered your speech in Your Bid.

Decide where you would place yourself on the scale below(where 10 is excellent and 1 is a skill you really need todevelop). Make a note of your scores.

I plan what I am going to say thinking carefully about my■

audience’s needs

E.g. Had you worked out a number of reasons why youraudience should buy your item?

I present information and ideas clearly and persuasively.■

E.g. Could your audience hear you and were your ideas clearlyexpressed?

I can make effective use of visual aids.■

E.g. Did you use your i tem as a visual aid as you spoke andpoint out it s ner points?

I give a well-organised talk using language that suits my■

audience.

E.g. Was it appropriate to use informal language or did youchoose standard English because you were the auctioneer?

I listen carefully to and respond to questions from my■

audience.

E.g. Were you able to answer your audience’s questions clearlyand helpfully?


10 123456789




Improve your skills You are going to give a ten-minute presentation as part of a ‘Career Fair’for your class. I n your talk you must present information to other studentsabout a job they can do after they nish their studies or later on in theircareer. To make sure you do really well follow each of the steps below tobuild your skills.

Step 1 Research and plan your talk

Use these questions and tips to help you plan your talk.What is your talk going to be about? E.g.■ a job someone in my tutorgroup could do.Who is your audience – how much do they know already? E.g.■ Youngadults on a Diploma in Childcare course so I can use some technicalterms in my talk.Make a list of things that your audience will want to know. E.g.■ Whatyou actually do in t he job, what hours you work, how much you getpaid, what opportunit ies there are for career progression etc.

1 Find out about a job that someone in your class could do after their studies orlater in their career. These are useful places to nd the information you need:

the internet and visiting websites such as: www.connexions-direct.com■

www.direct.gov.uk/en/Employment/ J obseekers/ J obsAndCareers

books from your local library■

someone who already has that job – interview them about what is involved■

contact a local employer asking them for information or visit their website.■

2 Make a list of headings and jot down abrief note to jog your memory as youspeak. Try to include some amusingstories or surprising information to makeyour talk interesting for your audience.

You may nd it helpful to set your notes

out in a ow chart like this:

Conclusion: Your chance to become a hero

Introduce job: ‘Would you like to make a real differenceto your c omm unity by beco ming a re-ghter?

What the job involves: hours, re prevention talks,callout, training

Advantages: pay, progression

Disadvantages: shift work, could be risky, need to livenear station…

Qualications: G C SEs, tness…






3 a) Decide how will you open your talk, e.g. ‘Becoming a re- ghter is…’ ‘Have you ever thought of…,’ ‘You maybe wondering what else you can do af ter you nish yourcourse…’

b) Decide how you will close your talk, e.g. ‘I ’m sure youcan see that becoming a … would be a very satisfying

job.’c) Learn the information that you are going to give under

each of your headings. Then practise saying it.

Step 2 Preparing and using visual aids

You can make your talk more interesting for youraudience by using visual aids to illustrate your pointsor to help your audience remember or understandinformation. You might want to use:

a PowerPoint slide show showing illustrations of■

the different kinds of work that are a part of the joba slide showing a list of key points that you■

explain in greater detailimages or equipment used in the job.■

RememberVisual aids can be distractingif:

the audience focuses on■them more than on whatyou are sayingyou forget to keep looking■

at your audienceyou read out what’s on■

the visual aid rather thanusing the points on themas prompts to remindyou to include other

information in your talkyou lose track of what you■

are saying because you aredealing with the visual aid.

4 Prepare any visual aids you will use for your talk. Decide:

a) when you will use them and mark this on your planb) how you will refer to them, e.g. point ing at t he screen

or passing round an item.


At the end of a workingday you might have saved

someone’s life, or madesure a family are protected

with smoke alarms. I twould be a great feeling.




Step 3 Using the right words

Decide:what kind of language you should use. Be polite and■

serious and use formal standard English, i.e. no slang ordialect words.

how can you make your talk persuasive, e.g.■

givereasons and explain evidence.Sound enthusiastic and be positive – and your audiencewill enjoy your talk much more.

5 Work in a pair. Take it in turns torun through your talk trying to keepto standard English. Your partnermust say ‘Stop!’ every time youuse a dialect, a slang word or non-standard English. Together work outwhat you should have said instead.Make a note of it. Carry on butusing the new phrase.

6 Learn your new phrases and thenattempt the same task but with adifferent partner trying to includeall your improvements.

Step 4 Practise your talk

Sitting down and going through your talk with one personis very different to standing up and delivering your talk toa larger group. When you speak in front of a group:

Act condent (even if you’re not – just like lots of■

famous actors, politicians and celebrities).Stand still and stand up straight.■

Speak louder, slower and more clearly than you would■

normally.Keep your audience involved, e.g. make eye contact■

with different listeners, smile at them from time totime, vary your tone of voice.

7 Practise giving your talk several times, e.g. with a group or infront of your mirror at home or in front of a member of yourfamily or a friend.

8 Ask for feedback – ‘Can you hear me? Am I speaking too fast?

Does it make sense?’ et c.






Step 5 Give your talk

When you present your talk, try to be clear, calm andcondent:

Overcome any nerves you might feel by trying to■

relax by breathing in and out slowly several timesbefore you start.Give your talk all the energy you’ve got. Act like you■

are the world’s best presenter.Smile and make eye contact with your audience■

– they are on your side.If a problem occurs, no one else knows what was■

meant to happen so just keep going.Listen carefully to any questions and answer the best■

you can.

If you don’t know the answer say something like:■‘That ’s a really good quest ion, I could nd out theanswer for you later.’

9 Give your talk.

10 Afterwards, listen carefully to any feedback you are givenabout how you did. Make a list of the things:

you know you did well, e.g.■ I was able to remember….

you can improve, e.g.■ I need to make more eye cont actwith t he audience.

Step 6 Listen to and respond to other people’s talks

Being a good audience takes more skill than justsitting still and staying awake!

Be the kind of audience you would like to speak in■

front of: look interested; make eye contact with the

speaker, smile and nod.Listen to the talk and pick out one area you’d like to■

know more about. Be ready to ask a question aboutit when the time comes. ‘I ’ve got a quest ion about…When you said … what did you mean exact ly?’ Notice the things each speaker does well. That can■

be a good way to learn to be a better presenter.

After you have given your talk and listened to others, make

a list of three things other people did which worked well andwhich you could do next time, e.g. Ana used questions in hertalk li ke ‘What does a nurse do?’ to signal the different part sof her t alk and keep listeners thinking.




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English Level 2

Section D

U nderstanding and writing texts

D1 Presenting texts clearly

1 Presenting complex subjects clearly 2

2 Writing complex sentences 7

3 Using a range of connectives 9

4 Using inverted commas 11

Picture CreditsThe pub lishe r wo uld like to tha nk the follow ing for their kind p ermiss ion to reprod uce their photo gra phs :

Ton y Lilley 10; J upiter Unlimited : 8, 12

All other imag es © P ea rson Education

Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish

Every effort has been made to trace the copyright holders and we apologise in advance for any

unintentional omissions. We w ould b e pleas ed to insert the appropriate ac know ledg ement in anysubs eq uent edition o f this publica tion.

We a re g rate ful to Tesc o Mag az ine for an e xtrac t from “ Be a pa rty princes s” by Reb ecc a S peec hleypublishe d in Tesco M agazine Nov-Decem ber 2007 co pyright © Tes co Maga zine, reproduc ed withpermission.






3 Writing

Write a range of texts, includingextended written documents,communicating information, ideasand opinions, effectively andpersuasively In a range of text types

3.2 Present information on complex subjectsclearly and concisely

3.3 Use a range of writing styles for differentpurposes

3.6 Ensure written work is t for purpose andaudience, with accurate spelling and grammarthat support clear meaning

1 Presenting complex subjects clearly

3.4 Use a range of sentence structures, includingcomplex sentences, and paragraphs to organisewritten communication effectively

2 Writing complex sentences3 Using a range of connectives

3.5 Punctuate written text using commas,apostrophes and inverted commas accurately

4 Using inverted commas






Section D: Understanding and writing textsD1: Presenting texts clearly

Draft for Pilot Functional English Level 2 • Section D1 © Pearson Education 2008

Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published

2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, OxfordThis material was developed for use with Edexcel pilot and development centres andis available for continued use with development centres. To become a developmentcentre you need to offer Edexcel Functional Skills. The material may be used onlywithin the Edexcel development centre that has retrieved it. It may be desk printedand/or photocopied for use by learners within that institution.All rights are otherwise reserved and no part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic,

mechanic, photocopying, recording or otherwise without either the prior writtenpermission of the Publishers or a licence permitting restricted copying in the UnitedKingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 KirbyStreet, London EC1N 8TS.



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Learn t he ski l l

The key to making sure that you are able to explain a complex subjectclearly is to spend time carefully planning before you start writing.

You need to have a clear understanding of:

who you are writing for■

what your purpose is■

what information you need to include■

in what order you should give readers the information■

how to present the information so that it will be clear (e.g. using■

headings and subheadings for different sections, using topic sentencesto begin paragraphs)

how to avoid repeating yourself, and to be concise (e.g. grouping■

similar information together, summarising points).

Learn from other writers The writer of the article on page 3 organised the information in the articlevery carefully to make the explanations clear and concise. Find out howthis was done as you answer the questions below.

1 Read the introduction. What hints does the writer give about who thearticle was written for?

2 What clues are there in the introduction to help you work out the writer’smain intention?

D1 Presenting texts clearlyBy the end of this section you should be able to:

present information on complex subjects concisely and clearly

choose sentence types so that you communicate in a clear way with

your reader, including writing complex sentencesuse connectives to lead your reader through your writing so it is easyto understand

use inverted commas so it is clear to your reader when you are usingspeech in your writing or quoting from another source.

1 Presenting com plex subjec ts c learly



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TEXT A

P resenting tex ts clearly D 1 D1

P resenti n tex ts clea rl D 1

hristmas parties are supposedto be fun but invariably theythrow up t ricky social si tuat ions

tha t w e’d ra ther avoid – such as be ingstuck with that geeky guy from accounts,spotting t he bo ss’s intimida ting pa rtnerhea ding your w ay, or sudden ly feelingincredibly shy. If the wo rds ‘Christmas’ and ‘party’usually bring you o ut in a cold sw eat , thenfea r not. We’ve a sked t he experts for theirtop t ips to turn you f rom par ty par iah toChristmas party princess in no time.

Make an entranceYou do n’t have to anno unce tha t you’vearr ived , but i f you wa nt to enjoy a par tydon’t h ide by the w al l. “ When you’reenter ing , do n’t w alk to one side – headstraight throug h t he middle – i t signi escon dence,” says Leil Low ndes, aut hor o fAlw ays in t he Kitchen at Part ies (Ha rperEleme nt , £8.99). “ Walk to the dead cent re of theroom a nd s tay there , tha t ’s where a l l theimportan t pe ople sta nd instinctively – youw on’t ca tch them hovering by the buffe tor leaning a ga inst the w al l.”

Be everyone’s friend

Don’t be a pa r ty snob a nd only speak topeople tha t you know – ta lk to as manypeople as you can . “ If you do n’t make eyecontac t a nd smile a t peo ple , they of t enmisread your shyness and interpret i t assnobbery,” says Leil. “ Instead of feelingnervous about meet ing someone new, turnthe lens around a nd th ink about the o therperson. Tell yourself, “ I must loo k at t heot her people and smile” . If you don’t , th eymight t hink you’re ignoring a nd rejectingthem.”

Win them overOnce you’ve given someone yo ur winningsmile, make them feel comforta ble inyour company by get t ing on the samew avelengt h physically, so th ey th ink, “ Hey,th is person is like me” .

“ Not ice their energy levels an d rate ofspeech; slow dow n or speed up to ma tchth em,” says irt coa ch Peta Heskell

th em ent husiastically.” Ask questio ns – ifyou seem interested i t w ill give th em th econ dence to come o ut of t heir shell . Butif you really can ’t l isten to a ny more chatab out income ta x, politely excuse yourself .

No regrets“ Do not dr ink for con dence ,” say bo thLeil an d Peta . A few drinks might ma keyou f eel more self-assured, b ut yo u w illa lw ays w ant mo re , and then you’re on theslippery slope to drunkenness. If you don’tw an t t o loo k like a party po oper, sip drinksslow ly an d a lternate each a lcoho lic drinkw i th a la rge g lass of w at er – you’ ll haveless of a hang over in the mo rning a nd youw on’t ha ve any alcohol-induced regrets.

(w w w.a ttra ctionacad emy.com). Vary yourton e of vo ice an d, if you feel clear-hea dedenough to be subtle about i t , carefullymirror their body lang uag e – if they lean intow ards you, do the same.

The art of small talk One of the things most people strugglew i th is how to chat to absolu te st rangers .But small talk doesn’t have t o b e dif cult . “ Great sma ll ta lk comes from beingobservant about everyday things l ike newmovies coming out, upcoming ho lida ys,how packed the b ar i s or the la tes tnew spaper head lines,” says Peta. Youdon’t ha ve to w orry abo ut having in-depthconversat ions. And if you nd i t ha rd tolook at someone directly in the eye, lookat the br idge of the i r nose ins tead , theyw on’t not ice a th ing .

Questions are keyOnce you ’ve nished d iscussing thew eather a nd o t her everyday to pics, don’tpanic. Most people love talking a boutthemselves, so ask plenty of que stions.“ Instead of simply nodding o r saying ‘uhhuh’ to t he person you’re ta lking to , askthem a few encourag ing ques t ions suchas, ‘So w ha t ha ppened t hen?’, ‘Where else

did you visit?’ or ‘How o n earth d id you dotha t?’” says Leil. “ He or she w ill be th ril ledtha t you wa n t t o know more and youw on’t need to w orry abo ut coming upw ith clever conversat ion.”

Don’t get nervousMeeting your bo ss, or t heir partner,or even your partner ’s boss in a socialsitua tion can b e scary. You’re de sperat eto impress, but at the sam e time te rri edof d oing something emba rrassing . “ Butremember tha t they a re just people,” saysPeta . “ To help sta y calm, breat he befo re

you spea k and coun t to ve. Try to leavespaces in be tw een your wo rds so t ha tyou don ’t just blurt stuff out a nd yourconversat ion sound s na tural .”

Don’t even t ry to impress them, let themimpress you instead and encourage themto ta lk by a sking q uestions – i t’s a w holelo t safer than rambl ing on a bout yourse l f . Remember tha t the tedious guy f romaccounts might just be crushingly shy an dw af es on a bout spread sheets because hefeels he’s go t not hing else to o ffer you. “ The more small ta lk you ma ke w ithsomeone, the more l ikely it is to evolve

into a n interesting conversation,” says Leil.“ Even if someo ne is tell ing you somet hingreally boring, smile and t ry to respond to

Smile, smile, smileTo be a true party princess,everyone there should want to

talk to you – so use your bodylanguage to show them that you’rewilling to be their friend.

“If you slump, look glum and

fold your arms, you’re not exactlylooking welcoming,” says Leil. “Tryto stand up tall and straight, make

eye contact and let your armsrelax. Keep your hands away from

your face and try not to dget.”

Ask a good friend to keep an

eye on your body language – ifthey notice that you’re starting to

slump and look unapproachable,tell them to give you a nudge.

“A smile is a great condencebooster,” says Leil. “Practice yours

in a mirror and remember whatyour best smile feels like so youknow you’re showing that and not

a tight-lipped grimace. Try out yoursmile on everyone and make eyecontact, too.” It’s also the best way

to show that great-looking guy

that you’re interested.

“When we don’t feel condent

we make it worse by thinkingabout it and how useless we are,”says Peta. When such thoughts

pop into your head, try to thinkpositively instead. Throw yourshoulders back and lift your head

high – your mind will eventuallycatch up with your actions .

Most people lovetalking about

themselves, so askplenty of questions




3 Go through the main text section by section.

a) Work out what the writer’s plan must have looked like by completinga planning chart like the one below.

b) Was this a sensible order of giving readers the information? Why?

Section in thetext

What information isincluded?

What features did the writer use to make theinformation clear for readers?

Introduction What the article is about,i.e. its subject, purpose andaudience.

First paragraph starts with ‘Christmas parties’ anddescribes a reader’s typical worries.

Second paragraph promises the rest of the articlewill offer help from experts to deal with theseworries.

First section How to cope with arrivingat the party.

Heading:

Topic sentence:Quoting advice from expert:

Second section

4 Now read the conclusion.

a) What information/advice did the writer give to nish off the article?

b) How does having the ‘No regrets’ heading help signal this is the end?

c) Why is this an effective way to round off the article?

5 The writer is giving a lot of instructions and advice to readers.

a) Look carefully at the section headed ‘Win them over’. How many ofthe sentences contain commands, using verbs such as make, do, etc.?

b) Now read the section ‘The art of small talk’, which is written

differently. How does the writer tell readers what to do?c) Re-read the section headed ‘No regrets’. How did the writer avoid

repeating information about each expert’s thoughts about drinkingalcohol at parties?

6 Look at the box with the heading ‘Smile, smile, smile’, which containsadditional important information. How is this information presentedconcisely and clearly?




Draft your writing3 Once you have done all your research, you are ready to write a rst draft

of your article.

4 When you have nished writing your rst draft, work in pairs and readeach other’s articles.

Tick sentences where information is clearly expressed.■

Underline any parts that are unclear.■

Put a question mark where you think a reader would like more■

information.

Put a star where the same information seems to be repeated.■

5 Now you are ready to think about how a rst draft can be improved.Work in groups. Here is part of Shahim’s rst draft. How can he improve it?

6 Now check your rst draft, marking any places where you need to makesimilar changes to the ones you made to Shahim’s draft.

Improve your writing7 Make all the changes you need as you write the nal version of your article.

Don’t forget to proofread it carefully to spot and correct any spelling,punctuation and grammar errors.

S o w hether you dec ide to a ttend a dirt ra ce tra ck, or an enduro

ra ce or a rally be prepa red for lots of s ta nding a round w a iting.

Ma ke s ure yo u’ve go t plenty of d rinks a nd foo d to nibb le w ith

you a s it c a n ge t very expens ive if you ha ven’t. If you keep g oing

to the va n for burge r a nd c hips every time yo u get the munc hies

you’ll spend a lot of money and you’ll have eaten a load

of grea se! It’s b es t to take a c ool bag a nd so me fruit and

sa ndw iches a nd drinks – then you can just have the od d s nac k

a s a trea t. You’ll need to ma ke sure yo ur rea dy for ra in, w ind a nd

sno w if you g o in the winter, a nd if you go in the s ummer you

ca n get really burnt if you don’t take a hat, s uncream a nd w ea r a

T s hirt a ll the time. B urned , b right red faces a re neve r coo l!

Draft for Pilot Functional English Level 2 • Section D1 • page 6 © P earson Educa tion 2008






2 Writing com plex sentences

© P ea rson Educa tion 2008 Functional English Level 2 • Section D1 • page 7 Draft for Pilot

Learn t he ski l l

Using complex sentences can help you write more concisely andeffectively as they allow you to:

pack in more information■

show readers how your points link to each other.■

A complex sentence works like this:

The internet is really useful when you need to research something.

You can put a subordinate clause at the beginning, middle or end of asentence:

When you want to search for something, the internet is really useful.

The internet, which is ideal for research and shopping, can save you lots of time.

Remember, you may need to use commas to separate out the chunks of

information to make your meaning clear:When you need to research something, the internet is really useful.

Try t he ski l l

1 a) Which of the clauses below are main clauses and which aresubordinate clauses?

A not all information on the internet is reliable

B you need to check the site that the information is onC because anyone can post anything onto the web

D since information can be very biased

E as you don’t always know how reliable it is

F you need to read information carefully and thoughtfully beforebelieving it

b) Now write three concise complex sentences giving advice aboutresearching on the internet. Craft your sentences by adding one

of the subordinate clauses above to each main clause.

not er c un o n ormat on oe

ot ma e sense on its own ecause i depends on the main clause to makee s – t s r i at l .

ne c un o n ormat on

akes sense on its own andcould be written as a separatent c – t c a s .




2 Use the sentence starters below to help you write a paragraphexplaining how your family and friends use the internet. Use complexsentences to make your explanation clear.

a) We use the internet to … because …

b) Searching for … is a great …

c) If … wants to nd out about … then …

d) Although people worry about … everyone I know …

3 What possible benets and dangers are you aware of in using theinternet? Write ve sentences comparing the benets and dangersconcisely and including complex sentences. Use the example below tohelp you craft your sentences and include words from the box.

Buying things online, which can be cheaper, can be less securebecause you don’t know how your bank details may be used.

4 Work in pairs. Read the notes below about how employersare responding to internet use at work.

which while when because since


• New research – thousands of employees sackedor disciplined for internet or e-mail misuse.

• Employers are taking an increasingly hard-lineapproach against staff who abuse the internetor waste time on social networking sites duringof ce hours.

• Common offences: excessive internet use,viewing inappropriate material online, forwarding

offensive e-mails.

a) Do you think employees should be stopped from using theinternet for anything else but work?

b) Use the connectives below to write ve sentences that willhelp you argue your view concisely and clearly. Make sure youinclude some complex sentences.

although however because whereas alternatively






3 Using a range of connec tives Learn t he ski l l

There are lots of connectives to help you show how the information andideas link together in your writing. The important thing is to make sureyou use the right one for the job and use a variety of connectives.

You can link to what isalready in your sentence by:

Connectives

Adding also, too, in addition, similarly, as, like

Opposing but, however, nevertheless, although, on the other hand,whereas, in contrast, alternatively

Reinforcing Besides, anyway, after all

Explaining for example, for instance, in other words, which, while

Listing points rst/rstly … second/secondly … nally/ lastly,rst of all, to begin with, next, after that,in summary, to conclude

Showing the next point is theresult of something earlier

because, since, as, therefore, consequently, as a result,so, then, if, unless, in case, whether … or …

Showing time when, before, after, afterwards, then, since, while,meanwhile, until, later, as, once, whenever

Try t he ski l l

1 a) Study the table above and put the connectives there into three groups:

A connectives you already know and use oftenB connectives you recognise but don’t use muchC connectives that are new to you and that you are unsure how to

use.

b) Set yourself the target of learning to use the connectives you listedfor B and C as you work through pages 9 and 10.

c) As a class, discuss what each of the connectives means and shareexamples of the ones you think you would nd most useful whenwriting:A a formal letter of complaint

B an explanationC instructions





2 The connectives in the three paragraphs below are missing.

a) Decide what kind of text the paragraphs below are from and what job each missing connective needs to do.

b) Then make a note of the connective you think will work best ineach space.

3 Write a brief explanation of how you celebrate New Year or anotherspecial occasion in your culture. Explain why it is important to you andwhat your different traditions mean so that people from a differentculture will understand what you mean. Try to include your ten targetconnectives.


Western Christians celebrate Easter Sunday on adifferent date each year 1 it has to be on the rstSunday after the full moon has appeared after Passover. Tismeans the number of weeks between January 1st and Eastercan vary a lot 2 Easter terms in schools can be reallyshort 3 really long.

Both the beginning and end of Ramadam are markedby the clear sighting of the new moon 4 if thesky is very cloudy the feast may last longer 5 it canalso be made shorter.

Chinese months are worked out using the lunar(moon’s) calendar and each month begins on the darkestday. New Year festivities traditionally start on the rst day ofthe month and continue until the fteenth, 6 is when the moon is brightest. In China, people may take weeksof holiday from work 7 they can prepare for andcelebrate the New Year.

TEXT A

TEXT

B

TEXT C






4 Using inverted c om mas Learn t he ski l l

Inverted commas are used to begin and end a group of words in yourwriting that are quoted from another text or that show someone isspeaking or thinking.

Using inverted commas for quotations


The Fitness report said: ‘young people should exercise for at least one hour every day to keep t

e ore you eg n your quotat o t a c lo or c .

opy e wor s exac t or t .

eg n an en t e quote.

ways state w ere tu i c s fr .

Using inverted commas for speech

efore writing

the spokenords, opend .

egin the speec ith a capitaltt r.

f the speech is partf a sentence, makeeaders pause by placin comma between the

peech and the rest ofh .

t t e end of

the speech closet e inverte.

tart a newaragraph for a new

aker’s words.ns t e speec wtquestion mark o

xclamation mark if it’sneeded. Otherwise, use a fulltop if the speech closes ae en o t e sentence or a

’ .

‘It doesn’t matter what age, size or shape you are,

anyone will feel better if they start exercising regularly,’Rodney Kentebe enthuses. Rodney is Gym Managerat Colets Health and Fitness Club in Thames Ditton.

‘Doctors may advise patients they need to take upsome exercise if they need to lose weight, improvetheir level of tness or becom e more exible,’ hisassistant agrees.




Try t he ski l l

1 Read the following extract. As you read, decide:

a) which words Rodney actually spoke;

b) what punctuation changes should be made to show which words

are speech.


Committing yourself to regular exercise will give youmore than a better-toned body. Rodney believes:you may not feel like making the effort on a cold, grey

day – and often people have found it a struggle to get to the gymor the class – but by the time they leave they are buzzing, reallyset up for the day and feeling energised, and that’s great to see.

The endorphins that get released when you exercise are onlypart of the transformation. Rodney also thinks it is: Taking timeout for you – and having a break from the pressures of everydaylife. Getting on the exercise bike and listening to some music orswimming up and down just thinking about something else – it’sa good way to deal with stress.






2 How good are people in your class at taking regular exercise?

a) Work in pairs and take turns to interview each other about whatexercise you do and why. Make sure you keep a note of the wordsyour partner uses to answer your questions.

b) Write another two paragraphs for the magazine articlesummarising the interview. Include your partner’s comments ascorrectly punctuated speech. You may like to start the next part ofthe article like this:

A student at … was interviewed about the reali t ies of exercisingregularly …

3 The writer of the above article wanted to include the followingsentences and the quotations that go with them. Rewrite each sentencein a way that includes the quotation in bold.

A Changes in lifestyle mean that even children no longer exercise as

much as they once did.

Many children spend hours playing on computer games andwatching television after school and at weekends rathehan going outside.

Quote from Fitness Report, 2007

B Improving your level of tness doesn’t have to mean buyingexpensive equipment or joining a club.

Quote from Lifestyle website

C There are long-term dangers to being lazy so make sure you get tthis year.

Studies have shown that being physically unt is just asdangerous as smoking in terms of lowering life expectancy.

Quote from NHS Direct website

Simply walking or cycling all or part of the way to school,co ege or wor s a goo way to start.




http://slidepdf.com/reader/full/edexcel-functional-english-level-2 63/117Draft for Pilot Functional English Level 2 • Section D2 © P earson Educa tion 2008


English Level 2

Section D


D2 Presenting information and ideas logically andpersuasively

1 Presenting information logically and persuasivelyin formal letters 14

2 Presenting information logically and persuasivelyin an essay 20

3 Using correct verb tenses 25

4 Using subject and verb agreement accurately 27

5 Proofreading 29

Picture CreditsThe pub lishe r wo uld like to tha nk the follow ing for their kind p ermiss ion to reprod uce their photo gra phs :

Po lka Dot Imag es 20

All other imag es © P ea rson Education

Picture Research by: Kevin Brown, Lisa Wren, Rachel Naish

We a re grate ful to the fo llowing for permiss ion to reproduc e c opy right m at eria l:

Thorpe P ark for a recruitment s creen s hot c opyright © Thorpe P ark ww w.thorpepark-jobs .co m reproduc ed withpermission.

Every effort has bee n mad e to trace the co pyright holders and we apo log ise in ad vance for any unintentiona lomissions. We w ould b e pleas ed to insert the ap propriate ac knowledgeme nt in any s ubse q uent edition of thispublication.







2008. © Pearson Education 2008. Typeset by Oxford Designers and Illustrators, OxfordThis material was developed for use with Edexcel pilot and development centres andis available for continued use with development centres. To become a developmentcentre you need to offer Edexcel Functional Skills. The material may be used onlywithin the Edexcel development centre that has retrieved it. It may be desk printedand/or photocopied for use by learners within that institution.

All rights are otherwise reserved and no part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanic, photocopying, recording or otherwise without either the prior writtenpermission of the Publishers or a licence permitting restricted copying in the UnitedKingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 KirbyStreet, London EC1N 8TS.


3 Writing


3.1 Present information/ideasconcisely, logically, andpersuasively

1 Planning and writing a letter of application2 Planning and writing an essay

3.6 Ensure written work is t forpurpose and audience, withaccurate spelling and grammarthat support clear meaning

3 Using correct verb tenses4 Using subject and verb agreement accurately


5 Proofreading


Use these free pilot resources to help build your learners’ skill baseWe are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skillslearners need to pass Edexcel FS English, Level 2.But use the accredited exam material and other resources to prepare them for the real assessmentWe developed these materials for the pilot assessment and standards and have now matched them to the nalspecication in the table below. They’ll be a useful interim measure to get you started but the assessment guidanceshould no longer be used and you should make sure you use the accredited assessments to prepare your learners for the

actual assessment.New resources available for further supportWe’re also making available new learner and teacher resources that are completely matched to the nal specication andassessment – and also providing access to banks of the actual live papers as these become available. We recommend thatyou switch to using these as they become available.Coverage of accredited specication and standardsThe table below shows the match of the accredited specication to the unit of pilot resources. This table supersedes thepilot table within the teacher notes.



Section D: Understanding and writing textsD2: Presenting information and ideas logically and persuasively




Learn t he ski l l

The key to presenting logical and persuasive information effectively, e.g.in a letter of application, is to spend time carefully planning before youstart writing.

To do this well you need to have a clear understanding of:what information is relevant, e.g.■ decide what to put in your let terbased on what you know the employer is looking for

the best order to write your information■

how to write about it both formally and persuasively■

how to set out your text, e.g.■ choose a formal business lett er layout .

D2 Presenting informationand ideas logically and

persuasivelyBy the end of this section you will have developed your skills inpresenting information and ideas logically and persuasively andshould be condent about planning and writing a letter of application andan essay .

You will also have improved your technical writing and will know how to:

use tense correctly – keeping to the same tense and being able to change it

make sure you write your verb in the right way to suit the number ofpeople doing i twrite using formal language

proofread your text carefully.

1 Presenting information logically andpersuasively in formal letters




Presenting information and ideas logical ly and persuasively D 2Pre se ntin in fo rm a tio n an d id e as lo ic a ll an d e rs uas ive l D 2


Learn from other writersDevelop your skills as you learn to write a letter of application. Start byreading the job advertisement carefully so that you can make sure yourletter of application includes all the information that will make you soundlike an ideal employee.

Find out how the writer of the letter on page 16 did this as you answerthe questions below.

1 What did Zoe do while reading the advertisement to help her decide whatto include in her letter?

2 Zoe’s letter is written in paragraphs. I n what order does she writeabout these points?

A The fact that she would like to discuss the possibility of doing the job further.

B Why she would like to do this job.C Most relevant experience and skills.

D Where she saw the job advertised.

E Her qualications.

F Her personality and ideas about working with children.

G Other experience and skills that suit her to the job.

J o ll y S m ile s

O p e n in g in S e p t e m b e r

A n e w b r a n c h o f J o ll y S m ile s N u r s e r y is o p e n in g t h is S e p t e m b e r

a n d w e a r e lo o k in g f o r e x c e p t io n a l s t a f f t o m a k e s u r e t h a t J o ll y

S m ile s A lb a n y is r u n t o t h e v e r y h ig h e s t s t a n d a r d s .

• D o y o u lo v e c h ild r e n a n d a r e y o u d e d ic a t e d t o m a k in g s u r e

t h e y e n j o y e v e r y d a y a t n u r s e r y t o t h e m a x im u m ?

• A r e y o u a g r e a t t e a m m e m b e r ?

• A r e a y o u q u a li e d i n c h ild c a r e ? ( G N V Q 3 o r L e v e l 3 D ip lo m a )

In r e t u r n w e o f f e r a g o o d s a la r y , u n if o r m , a n d a h a p p y a n d

s t im u la t in g w o r k e n v ir o n m e n t . A p p l y in w r i t in g w i t h C V t o R o s

B a r n e s , J o ll y S m ile s L t d ., E a s t S t r e e t , C o lt o n l B R 3 1 D V

r y i

l s t

ig h

y o u in g

n e w b r a n c h

d a y a t n u r se n j o y e v e r h e m a x im ur y t o ?

a m m e m b e r g r e a t t

( G N V Q 3 o r L e v e l 3 D ip lo m a )

C V t o R o s

a s t S t r e e t , C o lt o n l B R 3 1 D V B a r n e s , J o ll y S m ile s L t .,




28 West StreetColtonBR1 3 VV

30 April 2008

Samira Khan Jolly Smiles Ltd.East StreetColtonBR3 1DV

Dear Ms Khan

Your advertisement in The Albany News on 31 May caught myattention because it offers a new challenge in an environment that I

nd extremely stimulating and enjoyable.As you will see from my CV, my background is particularly relevantto your requirements. I have worked part time at Little Stars Nurseryat HealthyYou Leisure Centre, Albany for the last two years. I have awarm, lively personality and always make sure that the children in mycare are well settled and have lots of fun.

In the summer last year I helped to set up the nursery that was openingin September at a sister Leisure Centre in Overton. This gave mevaluable experience in implementing plans, ordering stock and takingdelivery. As part of this job I became con dent in communicating witha wide variety of people both over the phone and by email.

I am now keen to begin full time work as I nish my CACHE Level 3Diploma in Child Care and Education in June and believe that I havea lot to offer Jolly Smiles Nursery in terms of experience and abilities.As well as my experience with children I am a good team memberand very reliable and hard working. I get on well with parents and amcon dent and polite when responding to their queries.

I would welcome the opportunity to discuss this appointment withyou and look forward to hearing from you.

Yours sincerely,

Zoe Timms

Zoe Timms

3 Read the letter again closely and pick out the persuasive words orphrases that:

a) show Zoe is very positive about the job

b) make Zoe’s skills and experience sound really good

c) make her personality sound ideal

d) make her sound positive in the last sentence.

1

2

3

4

5

© P earson Educa tion 2008 Functional English Level 2 • Section D2 • page 16 Draft for Pilot





I’m wanting to get a proper job now ‘cos I nish my Level 3 soon.I’ve loads to offer Jolly S with all my

experience and abilities. As well as the stuffI’ve done with children. I am a good team

member and reliable and I don’t skive. I geton ok with parents and never diss when

they ask stupid questions.


5 What did Zoe have to do to make sure herletter looked like a formal business letter?

a) Draw a sketch of the letter and label the places where she haswritten:A her addressB the employer’s addressC the dateD the employer’s name.

b) How does she open and close her letter?

Try t he ski l l

You are going to write a formal letter of application for the job below.

Looking for a unique challenge? We are looking for enthusiastic and friendlypeople of all ages to join our team. With over 25 Rides and Attractions, ThorpePark is a thrill seeker’s paradise offering some of the most exciting rideexperiences in Europe.

O ur business depends on giving guests high quality, exciting and memorable

days out, which in turn depends on recruiting the right team to deliver excellentcustomer service daily and maintaining high standards.

Is this the right job for you?

4 Work in a group. Below are Zoe’s thoughts. Compare them with whatshe actually wrote in the letter (paragraph 4).

a) How did she change the way she expressed herself so that she wrotein the polite and formal English needed for a letter of application?

b) Work out a list of rules you will need to follow to make sure the wayyou write is formal and polite , e.g. Do not use abbreviat ions like I ’m.




1 Work in a group.

a) Brainstorm a list of the kinds of jobs there are at a theme park e.g. catering assistant s, ride managers.

b) Read through the advertisement carefully making a list of the skills,experience, qualications this employer is looking for.

Plan your writing1 Work on your own. Look at the lists of jobs you wrote and choose one of

them you would like to do.

a) Make a list of the relevant skills, personality, qualications, or lifeexperience you have which you could use to persuade the employerto give you this job.

b) Work out some persuasive phrases or descriptive words that you canuse to describe the qualities you have just listed so that you canreally ‘sell’ yourself.

2 Plan your letter of application by completing a chart like the one below.

Paragraphs Points to include

Opening paragraphWhere and when you saw the jobadvertisedSentence being positive about whyyou want to do the job

On the thorpepark-jobs.com website(today’s date: )

Middle paragraphsResponding to key points in advertMy most relevant skills, experience,qualications, personality traits etc.

I am friendly and

Closing paragraphPositive statement looking forwardto their response

I would welcome the opportunityto …

Write your draft1 Once you have done all your planning, you are ready to write a rst draft of

your letter.

Prepare to write by making sure you remember how to:

set out a business letter■

write in formal English■

make sure you write your verbs in the right form (see pages 25 and 26)■

use persuasive words and phrases to sell your skills■

proofread a text (see page 29).■






2 When you have nished your rst draft, work in pairs to read each other’s letters.

a) Compare the way your partner’s letter is laid out with the one on page 16. Areany parts of the letter missing or that need to be moved to the right place?

b) Read through your partner’s letter carefully and:

tick each piece of information that is relevant■

underline any pieces of information that are not relevant■

put a question mark by any information you read which would put the■employer off employing this person

put a star by any effective selling words or descriptions that make this■person sound a really positive choice.

Improve your writing1 Yemi is applying for a job at the Thorpe Theme Park. Read the rst draft of

his letter of application.a) Make a list of things he could do to improve it.

b) Check your rst draft again. Have you made any of the same mistakesthat Yemi has? Mark in any places where you need to make changes.

2 Make all the changes you need as you write the nal version of yourletter. Don’t forget to proofread it again carefully to spot and correct anyspelling, punctuation and grammar errors.

35 Champion Way Enley NottsFriday

Dear Sir

I seen your advertisement on the leisure website and I would very much like to work at Torpe Park ‘cos your rides – theyare fantastic and I would love to get to go on them free! I’d bea great person to have working on them rides because I amfriendly and cheerful and I’d keep the kids smiling no bother.

I have worked with customers in my Saturday job as ashop assistant at News First for six months now and all thecustomers loves me and we have a good laugh. I gets on wellwith the other lads in the shop too. Regular my boss says hecouldn’t do without me.

I encloses my CV and looks forward to hearing from you realsoon

Yours sincerely,

Yemi




2 Presenting information logically andpersuasively in an essay

Sometimes you have to present quite complex information and ideas in a moreformal text such as in an essay. To do this well you need to build on the skillsin writing logically and persuasively you have just developed and:

put together a balanced and well organised argument■

organise your paragraphs to argue your points persuasively■

work out the best order to write your points■

write in a formal and impersonal way.■

Learn from other writers The writer of the essay on page 21 planned it very carefullyto make sure the argument was well organised and gave abalanced view of the topic. Do the tasks that follow to ndout how he did this. The title he was writing about was:

‘Should children under ve be allowed to watch television?’

1 Work in a group. The ow chart below shows the logical way the writerorganised his argument. Work out where each of the points in the box belowappeared in the essay.

A This essay is about whether young childrenshould watch television.

B Children don’t do any exercise when theysit watching television.

C It is ok for children to watch a smallamount of good quality television.

D Children watching poor quality televisioncopy bad behaviour or are scared by it.

E TV is a cheap way to give wider experienceto some children who would miss out.

F Children can end up with speech problems

if they watch too much.G Watching television can keep children safe.

H Television can be educational.

Introduction

Points against

Points for

Conclusion







1 There is a great debate at the moment overwhat effect watching television has on youngchildren. Should young children watch it?

On the one hand children can learn a lot througheducational fun programmes but on the other hand

watching too much television can be harmful aswell.

2 During the last few years television showsmade for small children have improved a lotbecause programme makers want them to

be educational to please parents. Channels whosemain audience are pre-school children have highlyeducational programmes such as CBeebies showingNumberjacks which teaches mathematical ideasand Nina and the Neurons which teaches simple

science. Both programmes are fun and informative.

3 Parents such as Jane Erics nd television usefulwhen coping with young children: ‘I knowI can leave my four year old in front of the

television and he will stay put for quite a while so Ican get on with other things. Toys do not engage hisattention span for as long.’ Clearly in those situationstelevision is preventing children from getting up tomischief or, worse still, being injured or killed. Inaddition, when a small child is over-tired but tooold to have a nap then watching television can bean ideal way to help them calm down or rest for alittle while.

4 Good quality television can introduce deprivedchildren to a lot of useful information, e.g.about the world around them, the past etc.

Some children live with a carer who cannot affordto take them out much or who do not know verymuch English or who cannot read or do simplemaths themselves. In these situations, as RosaMondi of Kidsrst says: ‘turning on the televisionis a very cheap way to give these children a muchricher experience of life.’

5 However, when a child is watching televisionthey are just sitting still. They do not get anyexercise at all and studies have shown that

children who watch a lot of television are morelikely to be overweight and to be less t thanchildren who do not watch more than an hour aday. In addition, watching television is effortless – achild just sits there and lots of exciting pictures and

sounds dance in front of them. They do not haveto use their imagination and spend less time doingother important activities such as looking at books,

playing with toys or going outside. Sadly theseactivities may not seem anything like as exciting astelevision.

6 Research has shown that children who

watch a lot of television can develop seriousproblems with their speech as they do notsee how the mouth of the person speaking themmoves and so have nothing to copy. Poor speechcan have a terrible effect on a child’s ability to makefriends. Another concern is that watching people ontelevision is very different from being in the sameroom as them and discovering how real peoplebehave. This means that children watching a lot oftelevision do not have the same chance to build theirsocial skills as they would if they were at playgroups

or playing with friends and this can make life verydifcult for them. Few parents realise that watchingso much television can be so harmful.

7 A further very real worry is that children oftenend up watching programmes which showunsuitable information and ideas. Studies such

as Ellison and Porter show that poor behaviour canbe copied and frightening scenes can live a longtime in a vulnerable child’s memory.

8 In conclusion, it is clear that while there issome good that can be gained from watchingquality television programmes for a short

period each day there is a lot of harm that can comefrom watching too much television or poor qualityprogrammes. A short period of time watching a highquality programme can be worthwhile but youngchildren should not be left in front of the televisionfor hours at a time because it may cause them long-term damage.




2 Often the rst sentence of a paragraph is a topic sentence which tells the readerwhat the main point of the paragraph is about. The rest of the sentences explainthis idea in more detail and may give evidence to prove why it is sensible.

Find the topic sentence in each paragraph of the essay then decide which ofthese best sums up how the rest of that paragraph persuades readers it is asensible point.

3 Connectives show readers how your ideas are linked. Search the essay on page 21.

a) Make a list of connectives this writer used, e.g. on the one hand … on theother hand … .

b) Decide what job each is doing, e.g . balancing point s of view.

4 Look through the essay.

a) Pick out six describing words or phrases that the writer used to give theiropinion greater impact, e.g. Poor speech can have a terrible effect on achild’s abil ity to make friends.

b) How many of your words are emotive words (i.e. words that will stir thereaders feelings, e.g. the word ‘terrible’ will make readers feel sorry forthose children)? What effect do they have?

c) Discuss your list with a partner.

5 Using what you learned when nding out how to write a letter ofapplication, decide whether the essay has been written in formal or informalEnglish. How can you tell?

6 Compare the words used in these sentences from the letter of applicationand the essay. One of them is written in an impersonal style , the other is ina personal style .

a) Which is written in each style? b) How can you tell? c) What is thedifference between the two styles?

Application letter


Essay

explaining why or how giving more detailcomparingproving

Y ou r a d vert isem ent in T he A lba ny News on 31 Ma y c a u ght m y a t t ent ion bec a u se it of fers a new c ha llenge in a n en v ironm ent t ha t I nd ex t rem e ly st im u la t ing a nd en joya b le.

T here is a grea t de ba t e a t t he m om ent ov er wha t ef fec t wa t c hing t elev ision ha s on

you ng c hildren. Shou ld you ng c hildren wa t c h it ?On t he one ha nd c hildren c a n lea rn a lot t hrou gh edu c a t iona l, fu n progra m m es bu t on t he ot her ha nd wa t c hing too m u c h t elev ision c a n be ha rm fu l a s well.




Write your draft1 Once you have done all your planning , you are ready to write a rst draft of your essay.

Prepare to write by checking that you remember how to:

write in formal English and keep to an impersonal tone■

use topic sentences to begin your paragraphs■

make sure you write your verbs in the right form (see page 25)■

use quotation marks correctly to help you include quotations (see D1 download,■page 11)

use emotive words and phrases to persuade readers to agree with you■

proofread a text (see page 29).■

2 After you nish your rst draft, work in pairs and check through each other’s essays.

Tick each paragraph that begins with a topic sentence and makes good sense.■

Underline any parts of the essay which are not impersonal or formal enough.■

Put a star by any effective persuasive words that sway the reader’s feelings.■

Proofread the essay, circling any mistakes you spot.■

Improve your writing1 Naledi is writing her essay. Read it and decide what she has done well and how she

can improve her writing.

2 Make any necessary changes to your essay and then write out your nalversion before giving it a nal proofread to spot any mistakes.

On average people already watches 202 minutes of television per day but therewere obviously some groups of people like the elderly housebound or disabledwho may watch more and others who watch a lot less. For some people thismay be too much television but not for others. Have more choice of what towatch and when may tempt some people to watch more and go out less butother people may be freed from wanting to stay in to catch a programme on aparticular night and worrying they will forget to record it.




http://slidepdf.com/reader/full/edexcel-functional-english-level-2 77/117© P earson Educa tion 2008 Functional English Level 2 • Section D2 • page 26 Draft for Pilot

2 Below is some information about the new courses. Your manager hasasked you to turn them into a one paragraph news report for the staffmagazine. This must be written in the past tense. Write the newsreport, e.g. Yesterday, McDonalds ….

A McDonalds wins approval to offer Level 3 courses.

B Students can train in management.

C Flybe and Network Rail are developing Level 3 courses.D Some universities worried that the courses are not demanding

enough.

E Similarly, Network Rail plan to offer courses up to A-level orDiploma standard to their track engineers.

3 Pick out the word or phrase in each sentence below which tells youwhich tense is needed for the verb in brackets. Then write out the verbin brackets in its correct tense.

A Asked about the new qualications, the Prime Minister said ‘Inthe future it (to be) a tough course but once you have got aqualication in management you can probably go anywhere.’

B In the past business leaders (to be) concerned that schools,colleges and universities (to not prepare) youngsters for the worldof work.

C From next month McDonald’s (to try out) their basic shifts managercourse.

D Network Rail too (to offer) courses up to A-level or Diplomastandard to their track engineers soon.

E Flybe courses are up to Level 4 and (to cover) the work of all cabincrews, engineers, call centre staff.

4 Work in pairs and discuss whethera) these new courses are a good idea

b) there are other types of work which you think people should betrained in and given qualications for.

5 Then work together to write a paragraph giving your views. Use the

two sentence starters below. Take care to write your verbs in the righttense.

I think the new courses are…In the future…

6 Work with another pair and check each other’s paragraphs. As you readthem:

underline each verb that is in the past tense■

star each verb that is in the present tense■

circle each verb in the future tense■

put a cross by any verb which you think is in the wrong tense.■






4 Using sub jec t and verb agreementaccurately

Learn t he ski l l Check that the way the sentence is written is right for the number ofpeople doing the action.

Find the verb (action word). E.g.■ running, t aking part, winning

Decide how many people or things are doing the action.■

Check whether the verb is written in the right way for that number of■people.

E.g. He was sprint ing t o t he nishing line. ✓He were sprint ing to t he nishing line. ✗

Be careful with words like government, crowd and committee. They aresingular words but they can sound like plural words because they involvelots of people.

Make sure you match up the correct number of people or things with theverb – don’t be confused by other singular or plural words in the sentence,e.g . The athletes , who landed in Bejing on Wednesday, were given a tour ofthe cit y.

Remember if two singular things are doing one action the verb needs to be

plural, e.g . The swimming and diving are on this afternoon.

Try t he ski l l

1 Decide what the missing verb is in each sentence below. Then think abouthow many people or things are doing the action. Work out how the verbshould be written in each sentence.

The Olympic Games have a very long history, however the ParalympicGames _________ much newer. This competition _________started in 1948 by Sir Ludwig Guttman at Stoke Mandeville in Aylesbury. He used sport to help people with spine injuries from theSecond World War to recover and _________ up a competition withother hospitals to run at the same time as the London Olympics.




2 Work in pairs. Read the draft text of a description for a website below.Find the eight errors in subject-verb agreement. Be aware that:

some verbs are irregular, i.e.■ I have becomes he has not he haves

Nobody, everybody, anybody ■ all take singular verbs, e.g. nobody is…

3 Work on your own. Which of the sentences below have verbs that do notagree with their subject?

A Thursday 30 August 2012 have been scheduled to be ‘Paralympic Day’.

B On that day spectators will be encouraged to try out Paralympic sports.C Everybody have the chance to watch athletes train and compete.

D A brand new Tennis Centre and hockey pitches is being built and willbe kept after the event.

E The plan is that by the end of 2012 Britain will have more sports sitesfor disabled athletes to use.

4 Do you think the 2012 organisers will be successful in making peoplethink more positively about disabled sport?

a) Write your views in a paragraph taking care to make sure each subjectand verb agree.

b) Swap your paragraph with a partner. Check each other’s sentences. Tick verbs that agree and put a cross by any you think do not agree.


The 2012 Paralympic Games are being hosted in London and forthe rst time ever the planning for both the Olympic and ParalympicGames is being combined. The organisers wants to make people moreaware of the Paralympics. They hope to encourage people to have amore positive attitude towards disabled sport. W ith this in mind theParalympic athletes is going to be housed in the Olympic Park wherethe Athletes for the Olympics will be living. Everybody feel this showsthat the two groups of athletes has the same status. The Olympicsalways gets a lot of television time. In 2012 paralympic sports suchas Boccia, Goalball, W heelchair Tennis and Rugby is to be shown ontelevision too. The Games organisers are making sure that most ofthe Paralympic competitions will takeplace at two venues which is within15 minutes of each other. This maketravelling between events so mucheasier for the disabled athletes. Thewhole Olympic Village are designed tobe fully accessible to disabled people.

The 2012 Paralympic games run from

Wednesday 29 August through toSunday 9 September and are the secondlargest multi-sport event in the world.

5

10

15

20





5 Proofreading Learn t he ski l l

Use this checklist to help you check if there any big changes that need to bemade to the text you are working on.

Has it got all the features you would expect to see in that type of text, e.g■ .both t he writ er’s name and the business’ address in a formal business lett er.

Does it suit your readers?■

Will it achieve its purpose?■

Have you included the right content?■

Is it formal or informal enough all the way through?■

Spot and correct spelling, punctuation and grammar mistakes.

Read the text aloud (in your head). Does each sentence make good sense?■

Check for homophones – words that sound the same but are spelt■differently when they mean different things, e.g . their/ there/ there. Haveyou used the right one?

Then read the text backwards focussing on the way each word is spelled.■Highlight any you are unsure of and use a dictionary to check them.

Try t he ski l l

1 Work in pairs or small groups. Look through the text on page 30. It is anappeal for young teenagers to volunteer to help Elton Trading Standard Ofcerscheck whether shop keepers obey the law. Use the checklist above to decidewhether there are any ways in which the text needs changing.

2 Read the text on page 30 again, carefully searching for spelling andgrammar mistakes. Pick out each one you can nd and either a) write themisspelt word out correctly, or b) write out the sentence with the grammarerror correctly.

3 Search some of your recently written work and work out which of thecommon errors in the box below you make. Then:

a) Find out what the rule is for each of the words you have not usedcorrectly, e.g . You use there when you are talking about a place.

b) Learn the rule. Take special care to check you follow the rule as youwrite your next piece and when you proofread your nished work.

Common errorsthey’re/ their/ there too/ to/ two of/off your/you’re

whose/who’s lose/ loose effect/ affect lay/ lie





4 Using the information from the webpage, write a short article for a localnewspaper appealing to teenagers to take part in the Elton TradingStandards Operation to catch shopkeepers selling age-restricted goods tounderage teenagers.

5 Proofread your nished article and, in a different colour, mark on it anychanges that need to be made.


5

10

15

20

25

30

35

40

Teenage volunteers needed Throughout the year trading Standards Officers carry outoperations to tackle illegal sales off goods to the under-aged. To do this we needs teenage volunteers who woodbe able to take part in test purchasing campaigns for age-restricted goods.We are looking for volunteers aged 12,13, 14 or 15 yearswho would be willing to help us. We wants to make surethat shopkeepers fully realises they must follow the lawabout selling age-restricted products.If you would be willing to give up some of your spare timeand:• live in or close to Elton• look your age but are matuer in personality

• are confident in unfamilliar circumstancesWe would be intrested to hear from you.Volunteer’s may also take a friend with them on anyoperations. Obviously a friend must have parentalpermission to help you and be able to fullfil the criteriaabove aswell.No payments or gifts is given to the volunteer.However, we will provide meals and travellingexpenses where appropriate. Some of the workmay involve working late into the evening or atweekends.All volunteers will be given apropriate trainingand time spent with Trading StandardsOfficers will be conducted in acordance withstrict guidelines to keep you safe at alltimes.Contact us:Parents, relatives of potential volunteersor volunteers should contact HarryBurns or Sarah Harris: Tel: 01347614778.We would welcome informationfrom anybody who wishes to

report an Elton retailer who sellsalcohol, cigarettes or fireworksto the under-aged.











3 Writing


3.3 Use a range of writing styles fordifferent purposes

1 Presenting information clearly in a report2 Presenting a convincing argument

3.5 Punctuate written text using commas,apostrophes and inverted commasaccurately

3.6 Ensure written work is t for purposeand audience, with accurate spellingand grammar that support clear meaning

3 Using commas4 Using apostrophes5 Using inverted commas6 Improving your spelling


Use these free pilot resources to help build your learners’ skill baseWe are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skillslearners need to pass Edexcel FS English, Level 2.But use the accredited exam material and other resources to prepare them for the real assessmentWe developed these materials for the pilot assessment and standards and have now matched them to the nalspecication in the table below. They’ll be a useful interim measure to get you started but the assessment guidanceshould no longer be used and you should make sure you use the accredited assessments to prepare your learners for theactual assessment.New resources available for further supportWe’re also making available new learner and teacher resources that are completely matched to the nal specication andassessment – and also providing access to banks of the actual live papers as these become available. We recommend thatyou switch to using these as they become available.Coverage of accredited specication and standardsThe table below shows the match of the accredited specication to the unit of pilot resources. This table supersedes thepilot table within the teacher notes.



Section D: Understanding and writing textsD3: Writing for different purposes




Learn t he ski l l

The key to presenting information clearly is to plan and workout:

what information your reader needs to nd out■

the best order for the information■

which layout features such as headings, numbering, bullet■points you can use to help your reader nd the informationthey want easily.

In this unit you will develop these skills as you write a report.

Learn from other writers The writer of the report on page 32 has made sure that readerscan:

quickly and easily nd the information they are looking for■

rely on the recommendations given at the end of the■report being sensible.

Find out how this was done as you answer the questionsbelow.

By the end of this section you should be condent about how to shape yourwriting to suit different purposes. You will learn how to:

present information clearly

build an argument as you write a report and a le tte r of com pla in t .

To help you do this effectively you will also sharpen accurate use of commas,apostrophes, speech marks and spelling along with proofreading.

1 Presen ting in fo rm atio n c learly ina rep o rt

© P earson Education 2008 Functional English Level 2 • Section D3 • page 31 Draft for Pilot

D3 Writing for differentpurposes

RememberA report gives readersinformation about asituation and may makerecommendations about futureactions they should take,e.g. an accident report gives

information about how anaccident happened and mayrecommend ways to make sureit does not happen again.




1 The writer has organised the information logically. Read the report anddecide which information you would nd in each part of the report.

Information

Suggestions about how the■problem may be solvedWhy the report is being written■

Facts and gures and evidence■about the present situationDiscussion about what the■evidence meansReasons for the problem■

What the report is about■

Parts of the report

Introduction

Main part of the repo rt

Conclusions


D Why is food wasted?

• Over-ordering A s there is always food wasted

every day it is clear that more food is being

bought and prepared than is being eaten.

• Unpopular food choices Some Dishes of the

D ay sell out while others are frequently left over.

T he high volume of scraps cleared off plates

showed that certain foods are ordered but then

not enjoyed by employees.

• Friday is the end of the week and all leftover

food is disposed of. K itchen staff told us ‘milk

won’t keep over the weekend till M onday so wealways pour it away Friday afternoon’ . A large

number of employees also choose to go out for

lunch on Fridays rather than eat at the canteen.

• The number of employees on site varies from

day to day, but the kitchen do not k now how

many are on site or how many will order food

from the canteen before preparation begins at

9.30 am.

E Recommendations

1 Employees should be regularly surveyed to ndout which meals they enjoy most and which they

dislike. O nly the most popular dishes should be

prepared.

2 Employees should be surveyed to nd out how

many are vegetarian or have special dietary

requirements, e.g. do not eat pork. T he kitchen

should be made aware of these gures when

working out monthly menus.

3 A ll employees should be sent a daily menu by

email and asked to order their lunch from it

before 9.30.

4 Fresh food stocks, e.g. milk, should be monitored

so that stocks can be run down before Friday.

A Reducing the amount of food wasted in ourcanteen and kitchen

In the summ er Environmental H ealth were called

in because cleaning staff had discovered large

numbers of rats were visiting our bins. T his was

happening because leftover food was being

disposed of incorrectly and the problem has now

been resolved. H owever, our service would be

much improved if the amount of food being wasted

could be reduced. T his report looks at how and

why food produced in the kitchen and served in

the canteen is wasted and recommends ways toavoid this.

B How much food is wasted?

T he amount of waste food was measured every

day over a two-month period from September

to O ctober. In an average week the daily amount

of wasted food varied from 0.5 to 3.25 full bins.

Although no clear weekly pattern of food wastage

has been identied, Fridays were most likely to be

a day on which a large amount of food had to be

binned.

C Which foods are most likely to be wasted?

T he majority of wasted food was prepared ‘D ishes

of the Day’ , sandwiches which had passed their

sell-by dates and toast. T he Dishes of the Day

most likely to be binned before being served were

the vegetarian options and sandwiches containing

pork or coleslaw. Scraps left on plates were most

often meat pies and creamy sauces. T he food least

likely to be found in the bin were freshly prepared

puddings, curry and pasta dishes and salad

vegetables. T he largest quantities of milk were

wasted on Fridays.




W rit in g f o r d iff e re n t p u rp o s e sD 3W rit in fo r d iffe re n t u r o s e sD 3

2 The writer used evidence in the report to work out sensiblerecommendations to improve the situation.a Compare the evidence with the recommendations. Work out which

facts the writer used to support each recommendation, e.g. Thewriter made t he rst recommendat ion because…

b Re-read the information in part C again. Discuss why some foodsmay be bought but then left on plates as scraps. Then write arecommendation which would help to reduce the amount of scrapsleft on plates.

3 A report should be quite formal so sentences are written in standardEnglish. Below is anoth er point a kitchen worker told the writer.a Rewrite it in standard English so that it could be included in

Section D.

b What recommendation could you make to reduce the amount ofwasted toast? Write your recommendation in standard English.

4 The writer has used different layout features to help readers ndinformation in the report quickly and easily. Which features in thetable below has the writer used to achieve the following:

A To ma ke different points s ta nd outclearly

B To sho w read ers wha t the next sec tionof text is a bout

C To empha s is e the order of importa ncethese p oints a re pla ced in

D To ma ke this key information sta nd o uta nd be ea sily found.

Features1 Headings2 Words in bold3 Bullet points

4 Numbering


‘We makes loads of toastin the morning ’cos people fancy

some with their tea but thenthere’s always stacks left over

so then we just bin it.’




Try t he ski l l

Task: The canteen at your work/place of study plans to openits canteen early to offer ‘healthy’ nutritious breakfasts. Thecanteen managers want to nd out if there is a demand andwhat they should offer. Carry out a survey and write a reportbased on your ndings which makes sensible recommendations.

Plan your writing1 Work in a group. Gather the evidence. Work out what the

situation is at the moment.a Decide what sort of information you want to nd out, e.g.:

if people think eating breakfast is important;■

how many people eat before they leave home;■

what they typically eat;■

what stops them eating breakfast;■whether they would be prepared to use the canteen etc.■

b Make a list of questions that will help you nd thisinformation out. You may like to prepare a questionnairechart like the one below to record people’s answers.

2 If possible, ask at least ten people to answer yourquestions and record their answers. Then study theinformation you have been given and work out whattheir answers show.

Person 1 Person 2 Person 3 Person 4Do you thinkeating breakfastevery day isimportant?

No Yes Yes Yes

Do you eatbreakfast beforeleaving home?

No Takes son tochildminder at 7,too early to eat

Yes, every day 2/3 times aweek if time

No

What doyou eat forbreakfast?

Nothing cereal + milk toast coffee andpastry when

gets to work






3 Use a planning frame like the one below to help you workout the best order to write about the information you havecollected.

Sections Information

Introduction

What is your report about?

We wanted to nd out if there was a demand for…

We asked…Main evidenceDivide this into sections usingheadings that show what evidenceyou collected.

Reasons for making these choices… people thought it was important to…, however,… people ate breakfast… but…… people ate… and …

What the evidence showsGive this a heading and then writea bullet list of points.

Recommendations

Make sensible suggestions aboutwhat people should choose toeat based on the evidence yougathered.

1 … should… because

Draft your writing1 Once you have done all your planning, you are ready to

write a rst draft of your report.

Prepare to write by making sure that you rememberhow to:

use features such as headings, bullet and numbered■points to help your writer nd information easily

write in standard English■

use commas to make the meaning of your sentences■clear

use speech marks to begin and end any words■people spoke to you which you want to include inthe report

use apostrophes to show ownership or that letters■are missing in words

use connectives that help you explain your■thoughts or give reasons for your recommendations,e.g. because, since, so… .

2 When you have nished your rst draft, work in pairs to

read each other’s reports.a Compare the way your partner’s report is laid out with

the one on page 32. Does its layout make it easy forreaders to nd the information they need?





b Read through your partner’s report:

Tick each sentence that gives a sensible explanation■of what the evidence means.

Underline any recommendations which are not based■on the evidence.

Put a question mark by any sentences that are not■

easy to understand.Put a star by any words or phrases that are not in■standard English.

Improve your writing1 Olla is writing his report. Read the rst draft for the

middle of the report where he tells readers what evidencehe has found and what he thinks it means.

a Make a list of things he could do to improve his report.

b Check your rst draft again. Have you made any of thesame mistakes that Olla has? Mark in any places whereyou need to make changes.

2 Make all the changes you need as you write a nal draft ofyour report. Don’t forget to proofread it carefully to spotand correct any spelling, punctuation and grammar errors.

Wh at peop le eat and d rin k for b reak fast

1 4 of t he 16 people inter vie wed t houg ht it was important

to eat a ‘ healt hy’ breakfast. T he most popular breakfast

was noth ing. 10 people said t hey usually ate not hing

before lea ving t he house because t hey were in suc h a rus h.

6 of t hose people picked up a c hocolate bar or pastry and

had it w hen t hey got to work. T he rest d idn’t eat until

lunc htime and kept going on cups of coffee. 3 people ate

toast for breakfast at home. 2 people had cereal and milk.

1 person ate porridge e veryday and said ‘its’ good for

you and I ne ver need to snack before lunc h’. 8 people said

t hey would use t he canteen for breakfast if it opened at

8 a.m. T hey all wanted healt hy and quick options.

People were more worried a bout needing to eat quickly t han

anyt hing else. One person said I kno w I s hould eat healt hily

but I just gra b w hate ver I can. It’s usually toast but I al ways

try and drink some milk too so t hat’s not so bad is it?’

Wh at th e evid en ce sh ow s

T his e vidence s ho ws t hat t he best breakfast to eat is not hing

at all as it is quick, c heap and no one said it didn’t keep t hem

going till lunc htime.






Learn t he ski l l

The key to presenting your argument convincingly is to carefully plan howyou are going to back up each point you want to make with evidence.

You are going to develop this skill as you write a letter of complaint. To dothis well you need to understand;

what evidence you wish to give to your reader■

how you can use that evidence to support your point of view■

how to build points together to argue your case.■

Learn from other writers The writer of the letter of complaint on page 38 has presented a convincingargument to persuade a shop to take back a faulty watch and refund themoney. Find out how this was done as you answer the questions below.

1 When writers develop an argument, they organise their points to builda case. Read the letter on page 38 and decide in which paragraph, A, Bor C, the writer told the reader these points.

What is wrong with the watch■

How long he has owned the watch■

What he wants to happen now■

Why he chose to buy this watch■

What the manufacturer had promised about the watch■

How the watch has been used■

2 When developing arguments good writers use evidence to prove theirideas are sensible. Read the letter again and jot down the evidence thewriter gave to support each of the points listed above.

3 Using connectives can help emphasise the logic of the argumentand make it more persuasive. Scan the text opposite and make a listof connectives the writer used to make his reasons clear and linkevidence and points to argue for what he wanted.

Examples: as…, … as well as …

4 The writer wants his letter to be taken seriously. Which words bestdescribe the style of writing the writer has chosen to make sure theletter creates the right effect?

informal humorous polite serious

formal rude angry relaxed

2 Pres en ting a c o nvinc ing arg um en t





Dear Sir

Pro Diver’s Watch

As you can see from the receipt I have enclosed with thisletter, I bought a watch from you only a month ago. As I ama keen scuba diver, I wanted a watch which I could wearwhile diving as well as while swimming. It was importantto me that the watch would work well during deep divesand had a timer which I could set to let me know when myoxygen would be running low. I also wanted a watch thatlooked good.

I chose your Pro Diver’s Watch because your websiteadvertisement said it was ‘reliable up to 1000 feet or30 atmospheres’ so I thought it would be ideal. Theadvertisement also said that the watch face was ‘scratchresistant’ which convinced me it could cope with beingworn every day. However, I have worn the watch onlyonce and part of the time I was in the local swimmingpool with my family. When I looked at the watch faceafter I took it off at the end of that day, I could see

condensation misting up the watch face. This could onlybe because the seal is broken and water had got into theworkings of the watch. Although I have not worn the watchmore than ten hours in all, the face is scratched. I am deeplydisappointed with the quality of your watch which is nowhere near the quality your advertisement stated.

Your guarantee states that if I ‘return the watch in theoriginal packaging together with receipt’, you will eitherrepair the watch or send me a replacement. I am enclosingthe watch so you can see for yourself the scratches andcondensation. Since the watch face scratches so easily, Iwould like a full refund rather than it being replaced ormended. Please could you arrange this as soon as possibleand add in the cost of posting the watch back to you? Thepostage receipt for £3.40 is attached.

Yours faithfully

Nissa Patel

A

B

C






Try t he ski l l

You are going to write a letter of complaint to a supplier ofmobile phones about a mobile package you recently bought.

Read some information about the package from the supplier’s

website. Then read your notes about what happened when you usedthe phone:

Home Products Orders

You have chosen:

• UR360• S lim stylish c ame ra ringtones Bluetooth music player ca mera video ca mera

expandable memory

• P ac ka ge A – Yea r’s co ntrac t pa yab le q uarterly in a dva nce: includes 500 texts,300 minutes per month a nd reduce d p ric e line renta l for the rst three mo nths .

Wha t you p a y: £40 toda y, then 3 further pay ments of £50.

Contact: 0845 2080 or email: [email protected] registered address: 20 Upside Retail Park, Claxton, Sanchester S1 10XX

UR mobile

Buy now

Contact

● Chunky – 5cm thick and 10cm high. The Bluetoothonly works occasionally.

● camera and video – a black line appears acrossevery picture in the same place. Is lenscracked?

● Sent 5 texts URmobile messaged that all themonth’s allowance was used up ‘0 texts left’

● phoned the internet site’s number - queued for20 mins and still didn’t get to speak to anyonebut was using up minutes

● Get UR mobile to cancel the contract andrefund rst quarter’s payment of £40





Plan your writing1 Work on your own. Plan your letter of complaint by completing a chart

like the one below.

Paragraphs Points to include

Opening paragraph

• Which phone and contract you bought• What the advertisement promised

Middle paragraph(s)• What the problems with the phone were• Evidence

Closing paragraphWhat you want the supplier to do

Useful connectives however, which, so, since, because…

Draft your writing1 Once you have done all your planning, you are ready to write a rst

draft of your letter.

Prepare to write by making sure you remember how to:

set out a business letter■

back up your points with evidence and use quotation marks■where necessary

write in standard English and sound polite but serious■use connectives that help you argue your points effectively■

make sure you use commas to make your meaning clear in■your sentences.

2 When you have nished your rst draft, work in pairs to read eachother’s letters.a Has your partner laid out their letter as a standard business letter?

Does anything need to be changed?b Has your partner put the right information in each paragraph in

order to build a convincing argument? Would any of the informationwork better in a different place?

c Read through your partner’s letter carefully and:

tick each point that is backed up by some evidence■

underline any sentences which are not in standard English or do■not sound polite and serious

put a question mark by any points which are not clearly argued■

put a star by any effective use of connectives to link evidence■to a point that argues your case.






Improve your writing

1 Ana is writing a letter of complaint. Read the rst draft ofher nal paragraph. Make a list of things she could do toimprove it.

2 Check your letter to make sure you are not makingthe same mistakes. Make any necessary changes andthen write your nal draft. Remember to proofread itafterwards.

So I want you to give me back my money. It’soutrageous sending me a camera that’s cracked anddoesn’t work properly. Even if you sent me a newphone I do’nt trust your system to count the numberof texts and minutes I am supposed to have properly. Ica’nt waste hours of my life waiting for your customerservice team to answer the phone. And I don’t wantto be wasting my 300 minutes phone time on thateither. I don’t want you to replace the phone I wantmy money back.





W rit in g f o r d iff e re n t p u rp o s e sD 3W rit in fo r d iffe re n t u r o s e sD 3W rit in g f o r d iff e re n t p u rp o s e sD 3W rit in fo r d iffe re n t u r o s e sD 3

Try t he ski l l

1 Read the information from the website below. Use whatyou have just learned about commas to work out which jobeach comma in the paragraph below is doing.Example: 1 A

A – a comma used to separate items in a listB – a comma used to separate out extra information added

into the sentence or to make the meaning clearerC – a comma used to separate clauses.

We all need time to relax andlook after ourselves, whetherit’s a break from the kids, workor the general routine. Come tothe Ranleigh Health and FitnessCentre, which is just behindTesco’s, and let us pamper youwith luxury, peace, space andsome ‘you time’. Ranleigh HealthClub is for adults only, so allareas of the club are guaranteedto be calm and relaxing.

12

34

5

6

Home G ym Beauty C ontact

2 a Rewrite this sentence so that it has commas in the rightplaces.

b Write a sentence that includes a list of activities thatyou would enjoy doing at a leisure centre. Make sureyou use commas correctly.

Ranleigh Health Club offers an extensive range of tness equipment: treadmillsrowing machines weights machines and f ree weights.

Home G ym Beauty Contact





3 Now decide where commas need to be added to eachsentence in this paragraph about tness equipment sothat they will make sense.

4 Read this draft page for the website describing treatments

members can enjoy at the health club.a For each sentence decide: does it make good sense

without a comma?b For sentences that do not make good sense without a

comma or pair of commas rewrite the sentence placingcommas in the right position.

The gym area overlooks the tennis courts so while you get yourself t youcan watch the game. If you like to swim then we have a pool 25 metreslong t ogether w ith a sauna steam room and spa area for you to enjoy.However we also offer a range of popular exercise classes which you canbook including Dancersise yoga spinning and step.

Home G ym Beauty Contact

Beauty is not skin deep we know. That’s why we’vecreated a wonderful spa system that will indulge yourmind and body too. Step inside and explore a whole worldof exotic beauty treatments relaxing massages and thelatest advanced therapies. Then step outside feeling full of energy and upliftedtotally refreshed by your time spent with us.Coming to our therapists each of whom are highlyqualied professionals means you can be condentthat you are being treated by an expert. Together youcan decide on a treatment programme that will reallysuit you. Imagine the pleasure of a one-off sessionwhich includes: restoring agging energy levelsmaking tired-looking skin more youthful or ridding yourbody of tension. Alternatively you might decide tobook a series of weekly treatments which will give youlonger lasting benets. Whatever your choice afteryour treatment you can take the luxury home withyou by choosing from our designer range of skincareand beauty products.






4 U sing ap os tro p hes

Learn t he ski l l

Using an apostrophe helps your reader understand your meaningmore clearly.

There are two rules to help you decide when you need to use anapostrophe.

1 Omission The apostrophe is used to show where a letter ismissing when two words have been made into one word.Sometimes an apostrophe shows that two or more letters aremissing.

I am ➞ I’m

can not ➞ can’t. Take care: a common mistake is to put the apostrophe in

between the two words that are being joined rather than in thespace where the letters are missing, e.g do’nt ✗ don’t ✓

2 Possession The apostrophe is used to show that somethingbelongs to someone or something. Add ’s after the word thatshows who the owner is, e.g. The player’s shirt and t he player’sshort s were ruined.

Last week’s match was not great.

Note: Its and it’s An apostrophe is only ever used when you areshortening ‘it is’ or ‘it has’ ➞ it’s. There is no apostrophewhen something belongs to it.

E.g. A football coach knows it ’s vit al t o train t he team regularly. ✓

A football coach knows it s vital t o train t he team regularly. ✗

I t’s been dif cult but we got t here in the end. ✓

I ts been dif cult but we got there in the end. ✗






5 U sing inverted c om m as

Learn t he ski l l

You need to use inverted commas so that your writing is easyfor your reader to understand. You can use them to show yourreader three things:

1 That the words you have placed inside inverted commas area quotation of the words someone has said or written, or apiece of text quoted from somewhere else, e.g. The not icein the shop window said ‘95% off everything today.’ Welooked at each other, ‘Wow, t hat’s amazing!’ I said.

2 That the words you have placed inside inverted commas are

a title of a book, newspaper, play or lm, e.g. I was reading‘The Life and Times of the Thunderbolt Kid’ by Bil l Bryson.

3 That you know that this word or phrase is slang, or beingused in a special way, e.g. He thinks he’s a ‘dude’.

Try t he ski l l

1 Look at the lm review below. The examples of invertedcommas are underlined. For each of them decide if it is an

example of use 1, 2 or 3 mentioned above.

‘Donnie Darko’

For his debut feature, writer-director Richard Kellycertainly didn’t lack ambition. It’s a ‘teen’ moviecombined with science ction and thriller elements. It’sa twisted combination of ‘American Beauty’ and ‘Fightclub’. When this strange bunny creature that haunts thelm informs him of the apocalypse is less than a monthaway, and a jet engine mysteriously falls on his house,a warped tale begins. Despite all the darkness, story islifted by a ‘down-to-earth’ romance with a new girl (JenaMalone) in school. The director makes the character’storment all too real, but that’s not to say that Donnie’sa big ‘mope’; he’s remarkably smart, and his dark wit israzor sharp.

‘Creepy, funny and stunningly immaginative’, says BartLemovich of ‘Film Monthly’, and I have to agree. Rent it!





2 Use quotation marks correctly in the sentences below tomake your meaning clearer. Write each of the sentencesbelow adding in the details that are in brackets and decidingwhether you need to use inverted commas around it.

a A trial offer such as is a good way topersuade people to try out online DVD rental companies.[Unlimited DVDs for a monthly fee of only £5]

b People can put together a wish list underso they know they’ll always get a lm they want.[My Top 10 Films]

c The best thing about shops is that you don’t have toorder the lm several days before but sometimes you have

at nding the lm you want anyway.[Z-luck]






6 Im p ro ving your sp e lling

Learn t he ski l l

You already know how to spell a lot of words correctly anddifferent ways to help you remember the spellings of words yound difcult. What you need to do now is build on this andexplore which strategies work best for you.

1 Learn to spell a new word Remember what has helped before when learning the

spelling of a new word. Ask your friends for their tips andtry them out.

2 If you sometimes spell part of a word wrongly, nd away to help yourself remember the correct spelling.

Work out which part of the word is spelt correctly and thenwhich part of the word you still need to learn.

E.g. proberbly

I need to remember that probably has an ‘ a’ in it not ‘er’and makes the word ‘ably’.

3 Be careful not to mix up homophones (words that soundthe same but are spelled differently).

Make up rules that will help you remember which version ofa word you need to write like this:

When I can ask ‘w■ here ’, I need to write there .

I f it belongs to them, I need to write■ their because itbelongs to a person.

If the word is short for they are, then I need to write■they’re .

I look it up in the

dictionary and then w rite itout 10 times.

I use Look Cover

Say Write.

I highlight the p art of thewo rd t hat’s tricky.

I use a rhyme or mess a geto he lp me rememb er it,

e.g. ‘Necessary’ is like a shirtwith on e collar and

tw o sleeves.

✓

✗





Try t he ski l l

1 Work in pairs and read through this text. Take it in turns tospot a spelling mistake.

Score 1 point for:

each mistake you spot■

each word you change to its correct spelling■

explaining how you know the word is misspelled and■how to remember the correct spelling.

Dear Sir

I wish to complane about the lm I saw last

night at your cinama. The quality of the pitcher

was terible their were marks that kept appeering

on the screen as if there was dirt on the pro-

jecter lense. To make things worse, all the way

threw they’re were people talking and laf ng so

loudly I couln’t hear the words. Three times mo-

bile phones went of during the lm. I would like

a refund of my tickit money wich was £5.50.

Yours faithfully

Gita Patel

2 Study the group of words below and sort them into twogroups:

A Ones you already know how to spell – for these you arethe spelling expert.

B Ones you nd difcult to remember – these are yourspelling challenges.

a lotaccidentallyaccommodationargumentaveragebusinessbelievecalendarcommitteecucumber

denitelyeighthequipmentexperienceforeigngratefulguaranteeheightimmediatelyindependent

librarylicensemaintenancenecessaryneighbourparliamentpubliclyreallyrecommendreference

restaurantreceivesecretaryseparatesurpriseuntilvegetarianvehicle






3 You need to nd ways to remember how to spell words inyour spelling challenge list.a Find someone who is a expert on spelling that word

and nd out how they remember it or go online towww.yourdictionary.com or www.askoxford.com for tips.Be ready to explain how you remember the right way tospell words on your spelling expert list.

b Learn your spelling challenge words using the strategiesyou nd most helpful. Then work with a partner andtest each other.

4 Study the homophones below.a Use a dictionary to nd out the different meanings of

the words you nd confusing. Then make up a rule tolearn that will help you remember when to use each ofthem.

b For each homophone you want to remember, writesentences which show which meaning needs which

spelling.

aloud/allowed board/bored checks/cheques

of/off metre/meter past/ passed

plane/plain practice/practise right/ rite/write

site/sight stationery/stationary

their/ there/ they’re to/too/ two your/you’re




http://slidepdf.com/reader/full/edexcel-functional-english-level-2 105/117Draft for Pilot Functional English Level 2 • Section D4 • Contents page © P earson Educa tion 2008


English Level 2

Section D


D4 Varying texts for different purposes

1 Making the best choices of style

2 Writing persuasive texts

Picture CreditsThe pub lishe r wo uld like to tha nk the follow ing for their kind p ermiss ion to reprod uce their photo gra phs :(Key: b -botto m; c -centre; l-left; r-right ; t-top )

Art Directo rs a nd TRIP p hoto Library: 52; J ens Lucking/S tone 58tl; Micha el Kra so w itz 58b ; ArthurKwia tkows k 58tr; Co msto ck 57

All other ima ge s © P ea rson Educa tion

P icture Rese arch b y: Kevin B row n, Lisa Wren, Ra chel Naish

We a re grate ful to 3V Trans a ct ions se rvice for permiss ion to reproduc e text a nd imag es co nce rning the ir3V Visa Voucher S cheme , w ww.3vca sh.c om © co pyright 3V 2008, reproduced with permiss ion.

Every effort has been made to trace the copyright holders and we apologise in advance for anyunintentiona l omissions. We w ould b e pleas ed to inse rt the a ppropriate ac know ledg ement in anysubs eq uent edition o f this publica tion.











3 WritingWrite a range of texts, includingextended written documents,communicating information, ideasand opinions, effectively andpersuasively In a range of text types

3.3 Use a range of writing styles fordifferent purposes


1 Making the best choices of style2 Writing persuasive texts


Use these free pilot resources to help build your learners’ skill baseWe are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skillslearners need to pass Edexcel FS English, Level 2.But use the accredited exam material and other resources to prepare them for the real assessmentWe developed these materials for the pilot assessment and standards and have now matched them to the nalspecication in the table below. They’ll be a useful interim measure to get you started but the assessment guidanceshould no longer be used and you should make sure you use the accredited assessments to prepare your learners for theactual assessment.New resources available for further supportWe’re also making available new learner and teacher resources that are completely matched to the nal specication andassessment – and also providing access to banks of the actual live papers as these become available. We recommend thatyou switch to using these as they become available.Coverage of accredited specication and standardsThe table below shows the match of the accredited specication to the unit of pilot resources. This table supersedes thepilot table within the teacher notes.



Section D: Understanding and writing textsD4: Varying texts for different purposes




Learn t he ski l l

Up until now neighbours Katie and Ben have always had a verygood friendship but last night Ben parked his car in front ofKatie’s driveway and forgot to move it before he caught the

train to work. Katie hasn’t been able to get her car out of thedriveway all day and is furious. Katie is working on an email shewants to send to Ben complaining about his thoughtless parking.

Discuss what Katie should say.

D4 Varying texts for differentpurposesBy the end of this section you will have adapted styles of writing to suit:

who you are writing for (your audience) and the relationship youmay have with them

why you are writing (your purpose) and the relationship you wouldlike to build.

You will also sharpen your editing skil ls so that your meaning is clear foryour readers.

1 M aking the best choices of styleWhen you write a text it is important that your choice of words,use of sentences and level of formality all suit the audience andpurpose you are writing for.




Varying texts for different p urpo se s D 4Var in texts fo r d iffe ren t u r o s es D 4


1 Read three different emails she has drafted on page 54, eachwritten in a different style. Then answer these questions tohelp Katie get the style right.

a) Where would you place each of the emails on the graphbelow?

b) Think about Ben’s reaction to reading each of theemails. Katie wants to stay friends with Ben afterthe parking problem is sorted out. Which email ismost likely to make sure she and Ben keep their goodrelationship? Why?

2 Read Katie’s email C. Pick out words and phrases that makeit sound so informal and angry that she may not achieve

her purpose of telling Ben about his behaviour and notspoiling their relationship.

3 Does using shorter sentences (e.g. email C) or longersentences (e.g. in email A) help make Katie sound

a) more or less angry?

b) more or less formal?

6

4

10

2

8

0

informal

cheerful

calm

furious

formal

1

3

5

7

9

0

0 1 2 3 4 5 6 7 8 9 10




4 The highlighted words and phrases in email A make it sound veryformal. Re-draft the email to make it less formal, but not as informalas email B, and still carry the same message. Include some of thesuggested words and phrases in the word bank below

A

B

C


Kat ie TurnerMr William sRoa d Trafc Violat ion

Dea r Mr Willia ms

Unde r the Ro a d Traf c Ac t it is a n o ffenc e t o pa rk on t he w hite linein front of my driveway. Please remove your vehicle immediately anddo not p a rk there a ga in. S hould this ha ppe n in the future, I will informthe police so that they c a n iss ue you w ith a pa rking ticket.

Yours s inc erely

Ka tie Turne r

KatieB enParking

Hi B en

It’s a rea l pa in when I ca n’t get my ca r in or out of my ow ndriveway because you’ve parked across it. Could you make sureyou move it and pa rk it so mew here else from now on?

Tha nks.

Katie

KatieB enParking

B en

How da re yo u pa rk here! You d on’t c a re. You’re tot a lly s el sh. Ihaven’t be en a ble to g et in and pa rk in my ow n drivewa y a ll da y.If you ever do it a ga in, I’ll g et the polic e o nto yo u.

Katie

Word bank Dear Ben Hi Ben you should not have parked…it is against the law to park … it was annoying that you parked…straight away as soon as you can asap if you do it again, …I’m afraid if you park there again, … report you to … tellgive issue supply hand






Try t he ski l l

1 You are making some toast and jam but just as you open thenew jar and are spreading the jam on the toast you noticethere is a dead y in it. You are going to write an email foreach of these situations:

A Your Granny made the jam. You want to tell her that youfound the y in it and get her to throw away the wholebatch of jam and warn anyone else she’s given a jar to.

You have a good relationship with Granny and do notwant to spoil it.

B This was a luxury jar of ‘Deli J am’ and you are writing toCustomer Services to complain. You are very concernedabout their hygiene – how could a y have ended up inyour jam? Ask for an explanation, and for compensation.

2 Plan each of your emails using the chart below to help youthink carefully about the different way you need to writeeach one:

Who is the email for? Granny Customer services at Deli Jam

What is your relationship withthem?

What is your purpose? I want to sort out the problem butkeep the good relationship

How formal should you be?

[Look back at the graph on page53 and decide where your emailwould t on it]

How angry should you sound?[Look back at the graph onpage 53 and decide where youwould want to be on it]Make a list of words and phrasesthat suit the level of formalityand anger that you are trying toget across

worried disgusted

3 Draft your emails. Then use the checklist on page 56 to

help you check what you have written and improve itbefore writing your nal version of each email.




Sharpen your drafting skillsWhenever you are working on a text, you need to stop after you havewritten your rst draft to make sure it will achieve its purpose and suitits audience.

It is also a good time to check that your text really says what you meanand that your spelling, punctuation and grammar are correct – and arenot letting you down.

Checklist for proofreadingForm – Have you followed the rules for writing this kindof text? E.g. setting out the addresses correctly in a businessletter and using the right form of address and closure, i.e,Dear Sir/Madam – Yours faithfully; Dear Mr/Ms Smith – Yours

sincerely .

Content – Have you included everything your reader needsto know?

Organisation – Have you placed your points in the bestorder so readers can follow your thinking? Has the text got a clear introduction and effective ending?

Style – What sort of vocabulary suits this audience andpurpose, i.e. should you use standar d or non standard, formal

or informal English ?Check that you have kept to the right style in each sentenceand not suddenly changed it, e.g. from formal to informal.

Make sure you have used the best words to express yourselfand not kept repeating the same ones.

Grammar – Make sure each sentence makes good sense andthat the verbs are in the right tense (see D2 pages 25–26).

Punctuation – Check every sentence has the punctuationthat will make its meaning clear to your readers, e.g. commas to

separate chunks of meaning to make it clearer, apostrophes showingownership etc . (see D3 pages 42–44 and 45–46).

Spelling – If a word looks wrong then think about whetherit is spelled right – sound it out, think about what parts it ismade from, e.g. sub +stance or subtance .

Take special care with words that have more than one meaning but sound the same, e.g. to/too/two.






Use the checklist on page 56 to help you remember what■

sort of things you need to look out for.

Read the text through once slowly and carefully – as if it■

is being read aloud.

J ot down any changes you need to make as you spot them.■

Then re-read the whole text again backwards – notice what■you have really put!

Know what your usual mistakes are and look out for them,■

e.g. I usually writ e do’nt and it should be don’t .




2 Writing persuasive texts


Learn t he ski l l

Many businesses and organisations need to persuade people to dosomething, e.g. try out a new product or service, change their behaviour(e.g. recycle more) or become aware of an issue.

Learn from other writers The writer of the leaet on page 59 has:

made sure the reader knows what the product is and how it works■

given the reader reasons to want to use that product.■

Find out how this was done as you answer the questions below.1 Read the leaet opposite carefully. Decide which statement best describes

the audience for the leaet. Give reasons for your answers.

A New clients who already shop happily online with credit or debit cards.

B New clients who are wary of shopping online with a credit or debitcard linked to their bank account.

C Well-established clients who usually use a credit or debit card butwant an alternative.

D Old clients who do not have a credit card, debit card or even bankaccount but want to shop online.

2 Now decide what 3V’s main purpose is in writing this leaet for theiraudience.

A 3V want to build a very serious,formal relationship with this audienceso that they will feel that using theirservice is a sensible decision.

B 3V want to make their audience

believe that it’s really cool to havea 3V card and they need one to bepopular.

C 3V want to show their audience thatthey understand their needs andworries and they want them to feelthat they can trust them to help themspend their money online safely.

D 3V want to make sure that everyonecan use internet and mail ordershopping and especially people whodon’t have bank accounts, creditcards etc.






Spend cash online

It’s easy with3V

Introduc ing 3V VIS A P repa id Vouc hers– whic h a llow you to buy o nline w ithoutusing a credit or deb it ca rd o r ha ving aba nk a cc ount. You ca n then use themanywhere that accepts VISA on the web,ove r the p hone o r for ma il orde r. They’resimple a nd sa fe to use a nd as eas y tobuy a s a mob ile phone top-up.

Register now at www.3vcash.com

And follow the 3 eas y steps sho wnon the reverse of this lea et to sta rtsho pping with 3V

In partnership with

Re gis te r no w a t w w w.3vc as h.c om

While yo u’re online , c hec k o ut the

‘Where to b u y 3V Vo uche rs ’ s ec tion to nd

yo ur nea re s t s hop s e lling 3V Vo uc he rs .

3 e a s y s t e ps t o s t a r t s hopp ing

1 B u y a 3V Vo uc he r

To b u y yo ur 3V Vo uche r, s im p l y ta ke

yo ur 3V C us tom e r Ca rd s to p a rtic ip a ting

s hop s tha t d is p la y the P a yzone Log o

B u y a n y a m o unt o f c re d it from £20

to £200Yo u will b e g ive n a 3V Vo uche r with

a uni q ue 16-d ig it VIS A n um b er

2 Ge t yo ur s e c urit y d e ta ils

As s o on a s yo u ha ve b o ught yo ur 3V

Vo uc he r, yo u will re c e ive the 3-d igit

s e c urit y c od e (CVV2 N um b er ) a nd e xp ir y

d a te for tha t Vo uche r. Thes e d e ta ils will

b e s ent to yo u via S MS or e m a il im m ed i-

a te l y. Or yo u c an c a ll us to ge t the m on

0870 735 2933. The cho ice is yo urs whe n

yo u re g is te r.

3 The b es t p a rt – the s hop p ing

With 3V yo u c an s ho p s a fe l y online ,

b y p hone or b y m a il o rd e r, an y-

whe re tha t a c ce p ts VIS A

S im p l y c hoo s e VIS A a s yo ur

m e thod of p a ym ent

Ente r the 16-d ig it n um b er fro m yo ur

3V Vo uc he r a nd the s e c urit y co d e

and e xp ir y d a te tha t yo u re c e ive d

s e p a ra te l y

And tha t’s it!

S o wha t a re yo u wa iting for?

Re gis te r no w a t w w w.3vc as h.c om

3 Find the different persuasive words and phrases the writerused to make the card sound:

a) easy to use

b) safe to usec) like something to start using straight away.




4 Work in pairs. Discuss the style used in the advertisingleaet.

a) Has the writer used standard or non-standard English?

b) Study the writer’s choice of words, and decide howinformal or formal it sounds. Do you think the writer’schoice works well for the leaet’s audience and

purpose?c) How would you score the style the writer used in the

leaet on the line below?


1 1098765432

very informal very formal

Try t he ski l l You are going to use what you have learned about appropriatestyle for leaets to write a leaet for the task below.

Plan your writing1 Work as a group. Decide what information needs to be

included in the leaet.

2 Think about your audience and purpose in writing andcomplete a chart with:

a) reasons that would persuade people to join in

b) reasons people may have for not joining inc) solutions to overcome people’s possible reluctance to

join in.

Reasons for joining in Reasons why people mightnot want to join in

Solutions for overcomingpossible reluctance to joining in

It’s a good cause – theNSPCC works to keepchildren safe from…

Don’t have a partner…

Feel silly

Can x people up with partners onthe day.

It’ll be fun – make it seem a cool

thing to do…

Task You have been asked to write an advertising leaetpersuading everyone in your work/ place of study to takepart in a sponsored 1km three-legged race that will raisemoney for the NSPCC on J une 24 at 5pm in your local park.





3 Think carefully about your audience and purpose. Is itbetter to use standard English or non-standard English?Why?

Use the line below to help you work out what kind of stylewill suit them.

4 Make a list of persuasive words and phrases you can use inyour writing, e .g. You could change a child’s li fe…i t’s easy/ fun

Draft your writing1 Prepare to write by making sure that you remember how

to:

use features such as headings and subheadings,■

numbering and bullet points

use connectives to help argue points and persuade■

readers (see download D2 pages 21–22)

proofread a text carefully to spot errors in style,■

punctuation, spelling etc.

2 When you have nished your rst draft, work alone anduse the checklist on page 56 to help you mark on yourtext anything you can see that needs changing.

3 Then, work in pairs to read each other’s leaets and, usinga different coloured pen, do the following.

Is this the right style to suit the audience and■

purpose? Circle any words or phrases that are tooformal or too casual.

Put a star by any persuasive words or phrases that work■ well.

Underline any effective reasons given for joining in the■

walk.

Tick any places where your partner has successfully■

overcome a reason the reader might have for not joining in.

Put a cross for anything that would put readers off■

taking part in the activity.


1 1098765432

very informal very formal




Improve your writing1 Keysha is writing her leaet. Read this part of her rst draft

below. Then make a list of things she could do to improve herleaet.

2 Check your rst draft again. Have you made any of thesame mistakes that Keysha has? Mark in any more changesyou need to make to your text.

3 M k ll th h d it l d ft f

What you doing on 25 June?Something that’s as cool as this…

G o too the J ubilee P a rk a t 5.30 with your friends a ndyou could make a real difference to childrens lives.

G ra b o ne of the yellow ribb ons a nd ta ke of for a 1km 3legged race. It will be hilarious. And the fastest pair win

a n £50 ama zon vo ucher.

Oh, and yo u’ll need to g et s ponso red, s o ma ke s ure youco llec t one o f them forms from reception and then ge t

a ll your friend s a nd family to ll it in a nd pled ge loa ds offmoney if you nis h the ra ce.

I know it’s a bit of an effort – but it’sworth it. See you there!

Keysha

edexcel functional english level 2

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